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The iMatter Teacher Guide for Foundation Phase (Grades 1-3)

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Page 1: iMatter Foundation Phase Teacher Guide

iMatter FounPhase TG 20081021 pcRM.indd 1 10/29/2008 7:33:09 PM

Page 2: iMatter Foundation Phase Teacher Guide

I Matter Foundation Phase Teaching Guide ISBN 978-0-9785849-3-1. Copyright © 2007 by Hope Education. All rights [email protected]

Table of Contents

Lesson 1 LIFE IS SPECIAL 3

Lesson 2 I AM SPECIAL 8

Lesson 3 EVERYONE IS SPECIAL 15

Lesson 5 MAKING GOOD CHOICES 28

Lesson 6 CARING FOR MY BODY 35

Lesson 7 PROTECTING MY BODY 42

Lesson 8 LEARNING ABOUT TOUCH 47

Lesson 9 BEING A TRUE FRIEND 53

Lesson 10 REVIEWING WHAT I HAVE LEARNED 59

Lesson 4 OTHERS AND ME 22

Lesson 5 MAKING GOOD CHOICES

Lesson 6 CARING FOR MY BODY 35

Lesson 7 PROTECTING MY BODY 42

Lesson 8 LEARNING ABOUT TOUCH

Lesson 9 BEING A TRUE FRIEND 53

Lesson 10 REVIEWING WHAT I HAVE LEARNED

INTRODUCTION 1

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Page 3: iMatter Foundation Phase Teacher Guide

Using the Teaching GuideThe I Matter student book will encourage the children in your school to discuss why each one of them are important and why they matter. The I Matter curriculum will especially assist the children to discuss the HIV/AIDS pandemic that has likely already touched the lives of the majority of them.

Each lesson includes a more complete version of the stories from the children’s I Matter book. Read aloud or tell the story, stopping occasionally as the story is shared to ask questions of the students. Questions have been incorporated throughout the story. You may also want to add other questions of your own.

This Teaching Guide will assist you in helping young children to gain knowledge, values and attitudes that will enable them to live caring, good, healthy and safe lives. Each lesson in the guide includes a set of objectives that you can expect the children to achieve by the time the lesson is completed. It also includes background information for the leader using the guide so that the leader can quickly determine what the lesson is going to be about.

Many Learning Activities are included to assist the teacher in involving the children in the learning process. Activities in the guide incorporate those that are in the children’s book as well as additional suggestions for studying the content. Many of the activities are suggestions for guiding a discussion of the content found in the book. You will want to encourage the children to talk about the content so that they will gain new understanding and begin to relate the content to their own personal lives. Other activities encourage children to respond in an individual way to the content being studied.

Illustrations in the student book can be used in the teaching of the content as you relate the illustrations to the content being discussed, so refer the children to the illustrations often. Information in italics gives you possible answers to questions asked of the children. It is not necessary that the children give the exact answer that is suggested. You may want to include these answers in your teaching if children do not touch on the points made.

INTRODUCTION 1

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2 Teacher’s Guide for Foundation Phase

Introducing the Book to the ChildrenGive each child a book to hold. (You will have to decide if the child will keep the book now or if you will collect the books each day to keep for the succeeding lessons.) Eventually, you will want to give each child a book to take home and share with other family members. When you do send the

book home, communicate with parents, caregivers and others who have in� uence in each child’s life so that they should re-read the book often with their children. Make sure that you keep a copy so that you can refer to the stories in future years as you continue teaching the lessons in the student book.

When you give copies of the book to the children, tell them that this book is very special because it will help them to live good, healthy and safe lives. It will give them very helpful information especially about how they will or can interact with others in their lives: family members, friends, people who want to help them grow, and unfortunately, people who might want to harm them.

Read aloud the title of the book: I Matter. Ask: What do you think I Matter means? Have the students turn to the Table

of Contents in their book and read the chapter titles. Ask: What do you think this book is going to be about? (They are going to be learning about ways that they matter – to themselves and to others.)

Explain that there are three main characters in the book: Grandmother, Phila, a girl who is 12 years old, and Musa, a boy who is 6 years old. Have the children locate these three on the front cover of their books. Explain that these two children are a brother and sister who live with their grandmother. Ask: Why do you think they live with their grandmother? Tell them that they will � nd out in the � rst story in their book.

MUSAGRANDMOTHER PHILA

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LESSON 1 - LIFE IS SPECIAL 3

TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete ABC’s chart (If time allows) • Learning Activity F: Complete Activity 1 • Learning Activity G: Complete Activity 2 • Learning Activity H: Complete Activity 3 (If time allows)

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete ABC’s chart • Learning Activity F: Complete Activity 1 Second 30-minute period: • Review story from previous class • Learning Activity G: Complete Activity 2 • Learning Activity H: Complete Activity 3

LESSON 1Life Is SpecialOBJECTIVES

At the end of the lesson, students should be able to:Defi ne the word “special.”• Name special things created by God.• Explain the di� erence between things that have life and things that do • not have life.Tell why life is special.•

God told the � rst story ever told. He told about His � rst creative acts. The most important things that God created were humans. Their names were Adam and Eve. He created them more special than all of His other creations. The one way in which they were special is that they were able to talk to Him.

BACKGROUND

GradeR123

Learning Outcome/s

2313

Assessment Standard/s

4322

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4 Teacher’s Guide for Foundation Phase

Prior to reading the story

Bring to class something that is very special to you. Preferably it should be something that 1. is not costly but is very valuable to you. Show it to the students telling them that the object is special to you. Ask: Do you know what the word “special” means? (Write the word “special” on the chalkboard or on a large piece of paper so that the students can see it.) Explain that some things are special because there are no other things just like it. Some things are special because of their value. They are very expensive or costly. Some things are special because of who gave it or made it. Share with the students why the item you are showing them is special to you.

Have students look at the picture on the cover of the book and on page 2 of the book. 2. Ask: Who do you see in this picture? (An older woman, a girl and a boy.) Explain that the

woman is the grandmother of the boy and girl. The boy and girl are brother and sister. Tell the students to listen to the story and they will learn the names of the people in the story and why the boy and girl are with the woman. They will also learn something special about the woman – something she likes to do.

Reading the storyteller’s version below

Phila, Musa, and Grandmother sat outside looking up at the beautiful night sky. The moon was shining brightly and the stars looked like torches in the

sky. A night breeze made the children feel cool so Grandmother put her arms around them and pulled them close.

Phila and Musa had come to live with her after their mother had died of a terrible disease. They missed their mother very much, but Grandmother

was kind and had been very good to them.

The children loved the stories that Grandmother told. She had a story for everything! Sometimes she just made them up, but tonight she told them a true story. In fact, it was the very � rst story that was ever told!

Ask: What is a made-up story? (It is a story that did not really happen, except in someone’s imagination.)

Ask: What kind of story was Grandmother going to tell them – a made-up story or a true story? (A true story.)

“In the very beginning,” said Grandmother, “there were no stars, no moon, and no sun. There was not even any land or water. There was only God. But what a great big wonderful God He is!

“Musa, remember when you made me that pretty picture frame?”

“Oh, yes, Grandmother!” said Musa proudly. “I made it out of sticks and a piece of string.”

A

Who do you see in this picture? woman is the grandmother of the boy and girl. The boy and girl are brother and

sister. Tell the students to listen to the story and they will learn the names of the people in the story and why the boy and girl are with the woman. They will also learn something special about the woman – something she likes to do.

Phila, Musa, and Grandmother sat outside looking up at the beautiful night sky. The moon was shining brightly and the stars looked like torches in the

sky. A night breeze made the children feel cool so Grandmother put her arms around them and pulled them close.

Phila and Musa had come to live with her after their mother had died of a terrible disease. They missed their mother very much, but Grandmother

B

LEARNING ACTIVITIES

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LESSON 1 - LIFE IS SPECIAL 5

“That is right,” Grandmother replied. “And last week, Phila, you made me a pretty card using paper and pencils. But when God made the world He made it out of nothing at all!

“All He did was speak, and the land and the sea suddenly appeared. He spoke again and the sun, moon, and stars were hung in the sky. Then He covered the earth with plants and animals. He � lled the sea with � sh.”

Ask: What did Musa use to make the picture frame? What did Phila use to make the card?

Ask: Who is the only one who can make something out of nothing?

“It was beautiful, but God was not � nished yet. Next, He took some dust from the ground and made it come to life.”

“How did He do that?” asked Phila.

“He formed a human body out of dust. Then He breathed life into it. This was the very � rst man and God called him Adam. Next God made the very � rst woman. Adam called her Eve. They were more special than the animals or the trees or anything else. God made them so that they could talk with God and understand that He loves them. He made people so that they could become His very own dear children.

“So you see, people can make many things, but only God can make something out of nothing. And only God can give life. Because life is from God, life is very special. Just like Adam and Eve, God gave you life. That makes you very, very special.”

“Oh yes!” said Musa in a deep voice like a grown-up man. “God made me, and I am special to Him just like the very � rst man!”

Grandmother and Phila laughed.

Then they were quiet. The stars seemed to be glowing even brighter now. Phila and Musa were happy. They knew that God had given them life, and that made them very special!

Read the story in the student book

Have students open their books to the story on page 2. Read the name of the story aloud with them. If students can read the story, have them do so. If not, you read the story as they follow along.

Discuss the story

After reading the story to the students, use such questions as the following to further discuss the story:

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6 Teacher’s Guide for Foundation Phase

What time of day is it in the story? How do you know? 1. (It is late evening. The sky is dark, and there are stars in the sky.)

What are the names of the children? 2. (Phila and Musa.) Who is the olderwoman in the story? (Their grandmother.) Why are they with their grandmother? (Their mother had died, and they are now living with their grandmother.)

Grandmother loved to tell the children stories. Sometimes the stories 3. were made-up and sometimes they were true. What kind of story did Grandmother tell them that night? (A true story.)

What was the story about? 4. (It was about the creation of everything in our world.) Did Grandmother say who told this very � rst story? (No.) Who do you think told it? (God told it.) Explain that the story is written in a special book called the Bible.

The story tells about all the things that God created. Name some of the 5. things. (Land, water, stars, moon, sun, animals, � sh, plants and people.)

Have you ever made anything? Allow the students to answer. Then ask 6. what they used to make it with.

Remind the students that God made almost everything just by speaking. He 7. said, “Let there be a sun.” And there was a sun. “Let there be stars.” And there were stars. “Let there be plants and animals.” And there were plants and animals. Ask: Can you name some plants and animals that God created?

But when God made people He did it in a di� erent way. What did He do? 8. (He took soil and formed the body of a man. He then breathed into the body and man became a living person.) Explain that God then took a part of the man and made the woman. Ask: What were the names of the � rst man and � rst woman? (Adam and Eve.)

Discuss that God made some things to have life in them – like people, 9. plants and animals. But some things He did not give life to – like soil, stars, moon, and sun. Living things need food to grow, water to live, and can make other things like themselves. It is necessary for animals and people to breathe air to live. Many plants produce seeds that when planted in the ground make more plants. Can you think of a plant that does this? (Maize is a good example.)Explain that animals can produce other animals like themselves and people can produce other people like themselves.

Explain that of all the living things that God created, people are the most special. They are 10. the only creation that can talk to God. This makes their life very special.

Discuss that all of God’s creation is special. People were given the responsibility of caring for 11. all living things and many non-living things.

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LESSON 1 - LIFE IS SPECIAL 7

ABC ChartE

Complete Activity 1. Discuss why students selected each picture to circle. Refer to pictures in Activity 1 in the student book. Look at the pictures that they did not circle. Ask: Who made those things? (People.)

Complete Activity 2. Do you know what materials people used to make these things with? Encourage students to look around the room and name things people made and tell what they used to make the items with. (They may not know the source of some items, like the glass in windows.)

Complete Activity 3. Remind students that God breathed into Adam and gave him life. When God made woman (Eve), He took some of the life He gave Adam and gave it to her. It was special life because it made it possible for people to talk with God. The life that God gave to animals and plants did not make it possible for them to talk with God.

F

G

H

If you have a large piece of

paper or a chalkboard, write

out the ABC Chart and have

the children consider living

things that start with each

letter. If possible, encourage

them to keep adding names

to the chart and to think of

new items.

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8 Teacher’s Guide for Foundation Phase

TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 (If time allows) • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1

Second 30-minute period: • Review story from previous class • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3

LESSON 2I Am SpecialOBJECTIVES

At the end of the lesson, students should be able to:Tell why the caterpillar is so special.• Understand that God made them special.•

God created every living thing in the world. He created animals to be special. But His best creation was the creation of people. He made people very special in many ways. Even though people di� er from one another, each one is still very special.

BACKGROUND

GradeR123

Learning Outcome/s

2333

Assessment Standard/s

42,31,31,5

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LESSON 2 - I AM SPECIAL 9

Prior to reading the story

Spend a few minutes reviewing the information in the � rst lesson. You can do it in several 1. ways. One way is to have students look at the pictures in their book and recall what they had learnt. Or you may ask questions such as the following:

(a) In our last story, we learned about the creation of things in our world. We learned that some things were created with life and some were not. What are some things that were given life when they were created? (People, animals, plants.) What are some things that were created that are not alive? (Sun, moon, stars, soil.)

(b) Who was the Creator of all these things? (God.)

(c) God created people. He gave people the ability to do something that plants and animals cannot do. Do you remember what that was? (He made people so that they could talk with Him.)

2. Have students open their books to Lesson 2. Have them read the title of this lesson: I Am Special. Ask: What do you think this lesson is going to be about? How do you think you are special? (Accept whatever answers the students give.) Say: Let’s read to � nd out what the story tells us about our being special.

Reading the storyteller’s version below

One day while playing outside, Musa saw a family walking together down the street. He watched as the father put his arm around his son. This made big hot tears fall down onto Musa’s cheeks.

Just then Grandmother called him to come inside for tea.

“Musa, what is wrong?” asked Phila when she saw her little brother’s tears.

“Nothing,” he answered sadly.

Grandmother gave him a big hug. “Nothing?” asked Grandmother. “Musa, please tell us what is wrong.”

“Why did our father have to go away?” he cried. “Maybe we were not important to him. And why did our mother have to get sick? Now she is gone, too!”

“Oh, Musa!” Grandmother said kindly. “Sometimes things happen that we do not understand. But you must remember that I love you and so does God. You are very special to Him. He made you to be His very own child and He will never go away from you.”

Grandmother moved toward the door and motioned for the children to follow her outside. “Do you

LEARNING ACTIVITIES

A

B

Grandmother gave him a big hug. “Nothing?” asked Grandmother. “Musa,

LEARNING ACTIVITIES

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10 Teacher’s Guide for Foundation Phase

see that bush over there?” she asked. “It has something hanging from it called a cocoon.”

Do: Write the word “cocoon” on board or on a sheet of paper.

Ask: Have any of you ever seen a cocoon? Where was it?

“What is a cocoon?” Musa and Phila both asked as they ran toward it. Just then the cocoon began to shake, and Musa reached out to touch it.

“No. You must not touch it,” warned Grandmother. “The cocoon is a special little house only for caterpillars. A lot of work is going on inside the cocoon. Come sit down while I tell you a story about the caterpillar and its cocoon.”

Do: Write the word “caterpillar” on the board.

“Among the leaves on a tree there lived a tiny caterpillar. All of the animals called her ‘Painted One’ because her black coat was spotted with yellow dots of colour.”

Do: Point to the picture of the caterpillar.

Ask: Have any of you ever seen a caterpillar? Was it green in colour like the one in our book? Tell students that caterpillars are many di� erent colours.

“When she was really small, Painted One loved living in the bushes and trees. Every day she would climb slowly along the tree branches with the other caterpillars to � nd green leaves to eat.

“The other caterpillars quickly grew big and strong. They moved to other trees where they kept on eating. Painted One, however, was still small and was not strong enough to travel. She became very lonely and sad.

“One day, a thin green creature with long legs almost ran right over the top of her. ‘Good thing I did not step on you!’ he laughed.

“Large black eyes stared curiously at her as he moved his head from side to side. He looked very strong.

“ ‘What are you?’ asked Painted One in wonder.

“ ‘Have you not heard of me?’ he asked proudly. ‘I am the Praying Mantis. Do you see my two front legs? They look like I am praying. I think that makes me very important! Every one who sees me is reminded of God.’ “

students that caterpillars are many di� erent colours.

“When she was really small, Painted One loved living in the bushes and trees. Every day she would climb slowly along the tree branches with the other caterpillars to � nd green leaves to eat.

“The other caterpillars quickly grew big and strong. They moved to other trees where they kept on eating. Painted One, however, was still small and was not strong enough to

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LESSON 2 - I AM SPECIAL 11

Do: Have students imitate the Praying Mantis with their upper arms.

“ ‘Oh, how wonderful,’ Painted One said, realizing that she was not sure why God had made her. ‘Uh, I am a caterpillar,’ she said shyly. ‘Maybe I am here for the birds to eat!’ Then she realized that was not a very good idea.”

Ask: Why did Painted One change her mind about why she might be on the earth? (She did not want to be eaten by birds.) Do you think birds eat caterpillars? Can you guess why God made her?

“Suddenly the Praying Mantis saw an insect and � ew o� to catch it.

“ ‘I wish I could � y like that! He must be one of God’s favourites! But, there must be some reason why I was made,’ thought Painted One to herself.

“Within the next few days, Painted One noticed that she was growing very quickly. She grew so much that she had to hide under leaves so that birds would not eat her for dinner!

“Then as quickly as she had grown, her hunger went away. All she wanted to do was � nd a quiet place to rest. A cocoon began to form like a warm, soft blanket around her. Finally she went to sleep.

“When Painted One woke up, it was dark. She began to stretch her long ... legs! What? Yes, she had beautiful black thin legs! They began to break through the hard shell that had dried around her.”

Do: Have students look in their books at the picture of the caterpillar to � nd legs. Caterpillars have very many short legs.

Ask: Do you know how many legs a butter� y has? (Six.)

“ ‘Oh, how I have missed the sun,’ she thought with excitement. But it was di� cult to break through the shell. The cocoon began to swing back and forth, but she could not get out! Finally, Painted One

grew tired and stopped to rest.

“But just then a large black bird landed next to her. ‘Here she comes! The beauty of the sky! Come on. You can do

it!’ encouraged the bird.

“ ‘Please help me! It is too hard!’ Painted One cried.

“ ‘I am sorry, but I cannot. The hard work is what will make your wings strong. If I help you, you will never � y,’ he

answered.

“ ‘Wings ... you mean I have WINGS?’ In her excitement Painted One pushed all the way out of the cocoon. She saw herself in the light for the very � rst time.

“ ‘Oh, how I have missed the sun,’ she thought with excitement. But it was di� cult to break through the shell. The cocoon began to swing back and forth, but she could not get out! Finally, Painted One

grew tired and stopped to rest.

it!’ encouraged the bird.

make your wings strong. If I help you, you will never � y,’ he answered.

“ ‘Wings ... you mean I have WINGS?’ In her excitement Painted

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12 Teacher’s Guide for Foundation Phase

“ ‘Oh look, everyone! I have wings!’ she called out as she stretched her pretty blue wings wide open. ‘God made me to be so special!’

“ ‘Yes, you are a special painted beauty, painted by God Himself!’ the bird cried out. ‘You were always special. You just did not believe it.’

“Painted One began moving her wings back and forth. Her body lifted and she began to � y! She � ew higher and higher until she was just a tiny dot in the sky to those watching her from the ground below.

“At last Painted One knew that she was special. God had been so wise when He made the caterpillar. He knew that one day she would turn into

a beautiful butter� y. It had been His good plan all along. She would always remember that God had a special plan for everything He made – including

her! God had a special plan for her from the very beginning.”

“Oh, I like that story!” said Musa with a smile. “I think it means that God has a special plan for me too.”

“That is right, Musa,” said Grandmother. “God has a special plan for you and for Phila. He will always take good care of you both!”

Read the story in the student book

Have the students read the story in their books.

1. Ask: What happened to the caterpillar? (It ate until it became big. Then it went to sleep in a cocoon where it changed in shape and eventually turned into a butter� y.) Why was the caterpillar special? Explain that there are many di� erent colours and markings on caterpillars. Each kind is special.

2. Ask: What is special about the butter� y? (If the butter� y did not lay eggs there would be no caterpillars and eventually there would be no more butter� ies. So both were very important. Both had special tasks that they had to perform.) Explain to the children that there are hundreds of di� erent butter� ies. Each kind has its own special colour. If you have pictures of di� erent butter� ies, show them to the students. Explain that each is special in its colouring.

3. Ask: Do you suppose Musa and Phila knew just yet what was special about them? (Probably not. Tell the students that as they read more in their books, they will � nd out how special Musa and Phila were.)

Discuss the story

After reading the story to the students, use such questions as the following to discuss the story further.

a beautiful butter� y. It had been His good plan all along. She would always remember that God had a special plan for everything He made – including

and for Phila. He will always take good care of you both!”

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LESSON 2 - I AM SPECIAL 13

1. At the beginning of our story there was an animal. What do we call this animal? (Caterpillar.)Have students describe what a caterpillar looks like.

2. What does a caterpillar like to eat? (Leaves.) So, where do caterpillars mainly live? (On trees or bushes that have leaves.)

3. In our story the caterpillar was sad. Why? (She did not grow like the other caterpillars. She was not pretty and green like the praying mantis. She did not think she was very special.)

4. One day the caterpillar became very sleepy. What happened then? (She was covered with a covering that we call a cocoon.) Then what happened? (She slept for many, many days.)

5. While in the cocoon, what happened to the caterpillar? (Its body changed, wings began to develop.)

6. What do we call the animal that came out of the cocoon? (A butter� y.) Did it look like the caterpillar? (No.) How had it changed? (The butter� y had di� erent legs. It had wings and could � y, and it had changed colours.)

7. When it became time for the butter� y to come out of the cocoon, how did it do it? (The butter� y had to break its way out by � uttering its wings and moving about inside the cocoon.)

8. Do you know how a butter� y eats its food? (It has a long thin tongue that unrolls out of its mouth so that it can go down into � owers and it eats the sweetness inside the � owers – called nectar.)

9. Explain that the butter� y then lays eggs so that more butter� ies can be made. If you wish, you can explain the four stages of the metamorphosis of the butter� y: eggs, larvae (caterpillar), pupa (which is inside the cocoon), and butter� y. Explain that God made each of the stages to be very special.

Complete Activity 1. If there is time, you can take the group outside to look at di� erent things that God made. Have the students complete the drawing. As students share their drawings, have them tell why the thing that they drew is special to them. Explain to students that in some way they are di� erent and special and it can be seen in the things that they like to do.

Complete Activity 2. Once the students have circled the three things that they like to do the most, have them share with another student his/her

list. Ask: Were your lists exactly alike? (Probably not, because each has preferences that are special to them.) When the caterpillar grew up it became a butter� y. It changed.

Complete Activity 3. Discuss that the choice about what they would like to become when they grow up is special to them. It does not have to be the same choice as a friend. If it is, that is � ne, too.

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14 Teacher’s Guide for Foundation Phase

1. You may want to review with the students the 4 stages in the life of a butter� y. Explain why each stage is special and important.

• If the eggs do not hatch, a caterpillar could not be born.

• If the caterpillar did not eat and go to sleep, a cocoon would not form.

• If the caterpillar did not change inside the cocoon, it would never become a butter� y. If the butter� y did not break out of the cocoon, it would die.

• If the butterfl y did not lay eggs, there would be no more caterpillars and then no more butter� ies.

2. Help students see that each stage of their life is also important.

• They began as a very, very tiny foetus in their mother’s womb.

• When they were born they were still small and they could not walk, talk, or even feed themselves.

• As their bodies continued to grow, they began to learn to walk, talk and do many other things.

• Now they are big enough to go to school and learn.

• In the future, they will grow and learn even more.

• Every part of their life is special and important.

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TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 (If time allows) • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3 • Learning Activity H: Complete Activity 4 (If time allows)

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 2

Second 30-minute period: • Review story from previous class • Learning Activity F: Complete Activity 1 • Learning Activity G: Complete Activity 3 • Learning Activity H: Complete Activity 4

LESSON 3Everyone Is SpecialOBJECTIVES

At the end of the lesson, students should be able to:Accept that all creation is special in di� erent ways.• Identify at least one way in which they personally are special.• Identify at least one way in which others are special.• Appreciate the importance of the di� erent special abilities, skills, and likes • that people have.

Everything that was created by God was created to be special. That includes people, plants and animals as well as non-living things. While people and other living creations are alike in many ways, they are also di� erent. No two people in the entire world are exactly the same. These di� erences make them very special. The world is a much more enjoyable place because of these di� erences, these specialties.

BACKGROUND

GradeR123

Learning Outcome/s

33/23/23/2

Assessment Standard/s

22,3,4/31,4/31,2/3

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Prior to reading the story

1. Review brie� y the two prior lessons. Ask such questions as:

a. When you look around our world you see many di� erent things. Who originally created all these things? (God.)

b. Did God create everything exactly alike? (No.) Did He make people just like animals? (No.) Are we like animals in some ways and di� erent in others ways? Why did you say that? (Accept reasonable answers.)

c. How did God make people special? (Accept any reasonable answer.)

2. Direct the students’ attention to the title of the third lesson: Everyone Is Special. Ask: Does anyone remember what the meaning of the word “special” is? We talked about it in our very � rst lesson. (The word “special” can have several meanings. Something is special because (a) no other thing is just like it or (b) it is of great value – is costly or expensive, or (c) of who gave it or who made it.) Which of these de� nitions � t people? (People are special because no one person is exactly like another person, and people are special because God made them.)

3. Have students open their books to the story in Lesson 3. Encourage them to look at all the pictures in this story. Ask: What do you think this story is going to be about? (Accept any reasonable answer.) Who do you think might be the main characters in this story? Say: Let’s listen to the story and � nd out if our guesses are correct.

Reading the storyteller’s version below

One afternoon Grandmother and Phila were sitting under the tree near their house. A new school year would be starting soon. Phila was learning how to sew buttons on her school uniform.

“I do not want to go to school, Grandmother,” Phila said with a very sad face.

Ask: Do you remember your � rst day of going to school? Do you know anyone who did not want to go school? Why was that? Why do you suppose Phila did not want to go to school? Let’s read further and � nd out.

LEARNING ACTIVITIES

A

B

1. Review brie� y the two prior lessons. Ask such questions as:

a. When you look around our world you see many di� erent (God.)

animals in some ways and di� erent in others ways?

LEARNING ACTIVITIES

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“Oh Phila, why do you feel this way? There are so many fun and exciting things for you to learn! And what about the other children? You can make many new friends.”

“But maybe I do not want to be their friend. What if they are smarter than me? Or prettier? Or what if they can run faster in games? What if I never win?”

“Good question, Phila,” said Grandmother. “This reminds me of a story about a about a lion and a ...”

“A lion? What is a lion?” asked Musa coming up behind them.

Ask: Who knows what a lion is? Then locate the picture of a lion on page 13 of the student book. Have students check their description of a lion against the picture.

“A lion is a very big cat with a beautiful mane,” Grandmother answered.

“Oh! Can we go and see a lion? Please, Grandmother, I want to see a lion!” Musa said, jumping up and down.

“I am sorry, Musa,” said Grandmother. “There are no lions where we live. They live far, far away from here.

“The lion in my story lived in a place where all the creatures lived happily together. Well, all of the creatures except for one. And which one was that? See if you can guess.

“He had a very long tail. With his little legs he can move quickly along the ground. But he can also swing through the branches of trees. With his little � ngers he can pick fruit for his dinner. Can you guess who he is?”

Do: Have the children guess what animal Grandmother is describing.

“I know! I know!” Phila answered. “It is a monkey!”

Ask: Do we have monkeys living in our country? Have you ever seen a monkey?

SAY: Let’s listen and � nd out if Phila guessed what animal Grandmother was describing.

“Yes, a monkey!” Grandmother said. “And he was one very unhappy little monkey. He could move quickly without making a sound. He was so good at hiding that no one could ever � nd him when they played hide-and-go-seek. But the poor monkey spent most of his time thinking about what he could not do. He wished he could be someone else.

“A lion? What is a lion?” asked Musa coming up behind them.

Ask: page 13 of the student book. Have students check their description

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“More than anything else, he wished he could be like the lion. The lion’s fur looked like the sun. He had bright red eyes that glowed through the � elds like � re at night. He could climb trees and swim very well.

“This made the monkey jealous. He was even unhappy with God for not making him a lion, too.”

Ask: What are some special things that the monkey could do well? But was he happy? (No.) Who did he think he wanted to be like? (The lion.)

“Then one day the monkey had an idea. He told lies to the other animals. ‘The lion is planning to kill us! Just like � re, he will destroy us! Even his eyes look like � re, and � re can destroy the earth!’ He hissed. ‘Beware! Run to the far side of the mountain where the trees are very thick. You will be safe there!’

“First, an ostrich began running. ‘Hurry! Hurry! We must run away or we will all be killed!’ The ants heard and whispered the warning into the elephant’s ear. Soon all of the creatures were running as fast as they could to the far side of the mountain.

“But the lion did not hear the warning. He was enjoying a morning swim in the lake at the top of the mountain. The lion was having such a good time. He did not even notice when the monkey quietly climbed up a tree overhanging the shore. Just as the lion came up out of the water the monkey dropped down a vine from his hiding place in the tree and caught the lion by the neck. The surprised lion tried to run, but it only pulled the vine more tightly around his neck.

“The monkey moved down the side of the tree where he could look right into the face of the frightened lion. ‘Now I will leave you here to die!’ said the monkey.

“’Why have you done this to me? Where are all of the other creatures?’ cried the lion.

“The monkey laughed. ‘They are far away on the other side of the mountain. There is no one here to help. Soon everyone will forget about you.’

“Just then they heard a great noise. It was thunder. Lightning � ashed right down to the earth. From the top of the mountain they saw a great � re suddenly begin moving towards the thick trees on the far side of the mountain.

“ ‘Oh no! What have I done? I sent everyone to the other side of the mountain and now they are all going to die! I will never be able to tell them in time!’ cried the monkey.

“This made the monkey jealous. He was even unhappy with God for not making him a lion, too.”

“Then one day the monkey had an idea. He told lies to the other animals. ‘The lion is planning to kill us! Just like � re, he will destroy us! Even his eyes look like � re, and � re can destroy the earth!’ He hissed. ‘Beware! Run to the far side of the

“First, an ostrich began running. ‘Hurry! Hurry! We must run away or we will all be killed!’ The ants heard and whispered the warning into the elephant’s ear.

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“ ‘I have a plan,’ said the lion. ‘But we must work together. First untie me!’ ”

Ask: What do you suppose the lion’s plan was? (Accept their answers.) Let’s read some more to � nd out.

“ ‘Quick! Get on my back!’ said the lion. ‘I will swim down the river that � ows from here to the far side of the mountain. When we arrive you must go quickly through the trees, and warn everyone to run to the river where they will be safe!’

“And that is exactly what they did. The lion swam fast and strong. When they reached the far side of the mountain the lion was too weak to run and warn the others.

“This was a job for the monkey to do. He went as fast as he could, swinging through the trees to warn all of the animals. Quickly ‘Fire! Fire!’ he shouted. ‘Follow me to the river where you will be safe!’

“Soon everyone was running toward the river. When they reached the edge of the water all of the creatures began cheering for the monkey. ‘Hooray for the monkey who saved our lives!’ they shouted. But then they saw the lion

and some of the creatures begin to shake with fear. Others started to run away and hide.

“The monkey was very ashamed of what he had said about the lion. He knew that without the lion’s help

many of the creatures would have died. He quickly told them what he had done, and how the two of

them had worked together to save everyone from the � re.

“While he was speaking, it began to rain. The rain stopped the � re, and all of the animals were safe.

“So, you see,” said Grandmother. “The animals learned that God made every creature special in its own way. The lion could swim quickly down the mountain river. The monkey could move safely through the trees to warn the others of the � re that was headed their way.”

“But animals cannot talk, can they?” asked Musa.

“No, little brother!” said Phila smartly. “It was just a story.”

“But the message was true,” replied Grandmother. “God made each of us with our own special purpose. Some will grow up wise and good to lead a nation. Others may grow up with strong bodies to do the important work of growing food or driving big trucks. Others may become teachers or nurses. Whatever it is we can be sure that everyone is special to God.”

all of the animals. Quickly ‘Fire! Fire!’ he shouted. ‘Follow me to the river where you will be safe!’

“Soon everyone was running toward the river. When they reached the edge of the water all of the creatures began cheering for the monkey. ‘Hooray for the monkey who saved our lives!’ they shouted. But then they saw the lion

and some of the creatures begin to shake with fear. Others started to run away and hide.

“The monkey was very ashamed of what he had said about the lion. He knew that without the lion’s help

many of the creatures would have died. He quickly told them what he had done, and how the two of

them had worked together to save everyone from the � re.

“While he was speaking, it began to rain. The rain stopped the � re, and all of the animals were safe.

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Read the story in the student book

Discuss the story

1. Did we guess correctly about what this story was going to be about? Can we identify the main characters in the story by looking at the pictures?

2. Who were the two main characters? (Monkey and the lion.)

3. At the beginning of the story, were these two characters friends? (No.) Why not? (Monkey was jealous of the lion.) Why was monkey jealous of the lion? (He wanted to be like the lion, the lion’s fur had pretty colours, the lion could run fast and swim well, and the lion could jump high because he had strong legs.)

4. Because the monkey was jealous of the lion, he did something unkind. What was it? (He told lies about the lion to the other animals and made the other animals afraid of the lion.) Is it a good thing to tell lies about someone? Why not? (Accept reasonable responses.)

5. Explain that when God created all the living things he made them di� erent which is one reason why they are all so special. Compare living things they

see outdoors around the school – there are trees but they are not all alike, � owers are di� erent in shape and colours, animals are di� erent. (Goats,

chickens, cows.) What is special about chickens? (They give us eggs to eat as well as meat to eat.) What is special about goats? (Accept any reasonable answer.) Ask: Are there things that goats can do for us that chickens cannot? Is that good? (Accept reasonable answers.)State that trees and � owers are both plants. Discuss why each is

special and why that is a good thing.

6. State that Phila did not want to go to school. Ask: Why was that? (She did not think she was special enough when compared to other children. She was afraid that some may be prettier than she was, might be able to run faster than she could, or might be

smarter than she was.) Explain to students that they should accept who they are and know that they are special in certain ways that many others are not.

7. Monkey and the lion were not alike. Yet each was special because each could do things the other could not do. Ask: What could the lion do that the monkey could not? What could the monkey do that the lion could not? (The lion could swim fast and the monkey could swing quickly through the trees.) Ask: Did that make the lion more special than the monkey or make the monkey more special than the lion? (No.) Explain that when God originally made all creatures, He made each special in some sort of way, even if they do not think so, even if we do not think so. Have students look at the animals in the pictures in their book. Encourage them to think of ways each of the animals might be special.

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LESSON 3 - EVERYONE IS SPECIAL 21

8. The lion and the monkey were able to save the animals from the � re because they cooperated and worked together. Can you think of a time when something good was accomplished when people with di� erent specialties worked together? (If they cannot, ask them about members of a soccer team. Can they think of skills that di� erent members have that make them special to the team? Or you might refer them to the processing of maize – someone has to grow the maize, someone has to pick the ears of maize and get them to a business that processes it, someone can take the maize and produce many items from it so that people can buy it.)

Complete Activity 1. Follow the numbers to complete the drawing of the lion and the monkey. Write the name of each animal under the drawing.

Complete Activity 2. Match each animal with words that describe it.

Complete Activity 3. As the teacher or storyteller, you might do the following before you have the children do the activity. Give a characteristic, skill, and trait of someone in the class without giving the name. Ask children to guess who you are describing. If they guess the name of the child who is not the one whom you had in mind, give them another clue. Then encourage students to do the same with other classmates. (This is a good activity to let children know that others think they are special in some way.) You might want to take a large sheet of paper and put this heading on it: We Are All Special in Some Way. (Then write categories of specialties mentioned by students such as: good at football, good writer, fast runner, good at drawing, good reader, kind to others, can sing well, etc.) Then have students list names that would � t under each category. Just make sure that each child in the group is mentioned at least once.

Complete Activity 4. This activity emphasizes working together to do something good. Once students complete their drawings, have them share with the class what they drew. If possible, think of something that the entire class could work on together to make a di� erence. (Perhaps they can all work to clean up the school grounds, if � ower seeds are available they might be able to work together to plant a � ower bed on the school grounds. This will mean that they will need to continue caring for the � owers – see that weeds do not grow in � ower beds, water the � owers if they do not get enough rain, etc.)

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TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 (If time allows) • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3 (If time allows) • Learning Activity H: Complete Activity 4

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 • Learning Activity F: Complete Activity 2

Second 30-minute period: • Review story from previous class • Learning Activity G: Complete Activity 3 • Learning Activity H: Complete Activity 4

LESSON 4Others And MeOBJECTIVES

At the end of the lesson, students should be able to:Identify things or people that are helpful to them.• Give reasons why it is important to be helpful to others.• Name ways they can be helpful.•

People are special in many ways. This is also true of many of the other things that God created. Being helpful is one way that people can show that they are special.

BACKGROUND

GradeR123

Learning Outcome/s

2/33/2,31,2/53/5

Assessment Standard/s

1/33/2,31,2/53/5

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Prior to reading the story

1. Remind students that in previous lessons they have read about animals that have been helpful. As you name each animal, have students tell how it was helpful or important.

a. The caterpillar (It was important because it became the butter� y.)

b. The bird (He helped the butter� y develop its wings by not helping it get out of its cocoon.)

c. The lion (He helped get the monkey to the other animals so it could warn them about the � re.)

2. Encourage the students to tell about a time when someone helped them and then tell about a time that they were helpful to someone else.

Reading the storyteller’s version below

Phila and Musa sat by the window watching the rain. Earlier Grandmother had sent them to help a neighbour pull weeds in her garden. The cool night air felt good after a long day of working in the sun.

Ask: How many of you have worked outside in the hot sun? How did you feel?

Suddenly the children saw a small yellow-green light moving quickly in the darkness. Musa grabbed his

big sister’s arm and Phila screamed, “Grandmother!”

Grandmother came running into the room. “What is it child?” she asked with a worried look on her face.

“There’s a strange little light moving out there,” Phila said. “We saw it. Really we did! But now it is gone!”

“You must have seen a � re� y,” Grandmother laughed.

“A � re� y?” Musa asked. “What is that?”

Ask: Has anyone ever seen a � re� y? How, do you suppose, Grandmother knew what this tiny light was?

“It is a tiny insect that glows at night,” replied Grandmother.

A

B

Phila and Musa sat by the window watching the

Ask:hot sun? How did you feel?

Suddenly the children saw a small yellow-green light moving quickly in the darkness. Musa grabbed his

big sister’s arm and Phila screamed, “Grandmother!”

Grandmother came running into the room. “What is it child?” she asked with a worried look on her face.

LEARNING ACTIVITIES

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24 Teacher’s Guide for Foundation Phase

Ask: Why is “� re� y” a good name for this insect?

“Oh-h-h,” Phila said. She was embarrassed that she had been so scared.

“I know a story about a little � re� y. Would you like to hear it?” asked Grandmother.

“Yes!” they both answered. And so Grandmother began.

“Once a great hunter was returning home with enough meat to feed his family for many weeks.”

Ask: What kind of meat do you think he had? How do you suppose he got this meat?

“But as he walked the wind blew in dark storm clouds. The rain came down so hard that he could not � nd his way. The sun set and the poor hunter became completely lost in the tall grass and trees.”

Ask: Have you ever been lost? Which is worse – to be lost during the day or during the night? Why do you think that?

“Nearby there was a family of � re� ies taking shelter under the leaves of a large tree. Their little bodies shone

like bright balls of � re in the darkness. As the rain let up they saw the great hunter kneeling under a tree. ‘God, my

family needs the food I have gathered for them. Please help me � nd the way back to my village,’ they heard him say.

“ ‘Oh, Husband,’ said Mother Fire� y. ‘We must help him!’ “

Ask: How do you suppose the � re� ies will help the hunter? Let’s listen to more of the story to � nd out if we are correct?

“ ‘Yes,’ said the father. ‘God made us to shine like torches in the night! We must do what we can!’

“He looked at his oldest child, ‘Son, I am sending you to help the hunter � nd his way home. You must shine your light brightly on his path.’

“The young � re� y had never been given such an important job to do. He was a little scared. ‘But, Father, I do not know the way to the hunter’s village,’ he said.

“ ‘Do you see the full moon shining through the clouds?’ his father asked. ‘Follow it. Make sure it is always in the centre of your path and it will lead you to the hunter’s village.’ “

Ask: What is a “full moon”? (It is when the moon is big and round in the sky.) Is there always a “full moon”? (No. During each month it looks like the moon goes through changes in the sky so that

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LESSON 4 - OTHERS AND ME 25

sometimes it looks only like a slice of the moon.)

“The young � re� y felt stronger knowing that his father believed in him. He shouted goodbye to his family and � ew down near to the hunter.”

Ask: How do you think the hunter will act when he sees the � re� y come near him? (Accept any answers they give.) Let’s read more to � nd out if we were correct in what we thought.

“But when the hunter saw the little ball of light, he threw his arms in the air trying to make the bug go away! He did not know that the � re� y was trying to help him. Around and around the � re� y � ew until the hunter � nally gave up.

“ ‘I am sorry, little � re� y. Maybe you are here to help me,’ the hunter said hopefully.

“Hearing that, the � re� y began to buzz excitedly around the man. Then he went slowly in the direction of the full moon. The � re� y turned to make sure that the hunter was following closely behind him.

“Over rocks and hills, through forests and bushes, long grass and puddles of water, they went. Hours went by, but still the hunter did not recognize the land. Then the doves began to coo. They knew that morning was near. The � re� y’s heart began to pound. He was very tired and his light was not as bright. ‘What if I cannot help the great hunter reach his village?’ he thought.

“Then just as the moon faded they came up over a tall hill with thick brush. There they saw smoke rising from the valley below!

“ ‘My village!” the hunter shouted.

“As quickly as he could, the hunter went down the side of the steep hill and into the valley. The � re� y had to work his tired little wings very hard just to keep up.

“When they reached the village, the hunter’s family and friends came running towards him. They had been afraid that he had died in the terrible storm. So people began to shout, ‘He’s alive! The great hunter is alive!’

“ ‘People of my village,” he called out loudly, “Do you see this small light shining next to me?’

“The people gasped in wonder. They were not used to seeing � re� ies near their village, especially during daylight!

“ ‘I was lost, but I prayed to God. He sent this little one to use his light to lead me home. I have returned safely because of what he did to help.’

“As quickly as he could, the hunter went down the side of the steep hill and into the valley. The � re� y had to work his tired little wings very hard just to

“When they reached the village, the hunter’s family and friends came running towards him. They had been afraid that he had died in the terrible storm. So people began to shout, ‘He’s alive! The great hunter is alive!’

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“After the hunter’s kind words, the � re� y found the strength to shine even more brightly than ever before. Leading the hunter back to his village had been hard work, but he had never felt happier in his whole life. That day the � re� y learned a very important lesson. And what do you think that was?” Grandmother asked.

“I think he learned that even if we’re small God wants us to use whatever we have to help other people,” answered Phila.

“Like when we helped pull weeds in Mrs. Mnisi’s garden!” said Musa excitedly.

“Yes, that is right, children!” said Grandmother. “Everyone of us must do whatever we can to help those around us. The � re� y also found out that true happiness comes from helping others!”

That night, Phila and Musa went to sleep thinking about di� erent ways they might be able to help others. They were excited to � nd out whom they might be able to help next.

Read the story in the student book

Have the students read the story for Lesson 4 in their book. Then answer the following questions.

1. Ask: Why do you think the hunter had to leave his village to � nd food?

2. Ask: What did the hunter do when he realized he was lost? (Prayed.)

3. Ask: At � rst, why do you think the hunter tried to make the � re� y go away?

4. Ask: Why did he not think that the � re� y had been sent to help him?

5. Re-read the last sentence in the story.

Discuss the story

1. Have the students discuss whom or what was helpful in the story. Tell how each was helpful.

a. The hunter (Helped his family members by bringing them meat to eat.)

b. The � re� y (Helped the hunter � nd his way home by blinking its light so the hunter could follow him.)

c. Phila and Musa (Helped a neighbour by pulling weeds in her garden.)

2. Ask: Does it sometimes take hard work to be helpful? (Yes.) Why do you say that? (Accept any answer that is reasonable.)

3. Ask: Is the � re� y the only animal that helps people? (No.) What other animals are helpful and how are they helpful? (Accept any reasonable answer.)

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4. Ask: Do you have to wait until you are a grown-up to be helpful? (No.) Have students make a list of ways they can be helpful. Encourage two or three to act out a few ways in which they can be helpful.

5. In our lesson, the � re� y learned two important lessons. What were they? (Small people and small things can be helpful. You can be happy when you are helpful.)

Complete Activity 1. Find and circle each of the � re� ies.

Complete Activity 2. Look at each picture. Discuss who is being helpful and what each is doing to be helpful. Then read each of the phrases. Connect the phrase with the picture that illustrates it.

Complete Activity 3. Explain that two of the children in the pictures are doing something that helps others. Have the students draw a happy face next to those pictures. Then have them draw sad faces by the others and explain why the activities are not helpful.

Complete Activity 4. Read the directions. Read each of the two words: small, others. Then read each of the sentences and � ll in the correct word. Re-read the entire sentence.

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by the others and explain why the activities are not helpful.

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TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 • Learning Activity F: Complete Activity 2 (If time allows) • Learning Activity G: Complete Activity 3 (If time allows)

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1

Second 30-minute period: • Review Story from previous class • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3

LESSON 5Making Good ChoicesOBJECTIVES

At the end of the lesson, students should be able to:Accept that they make choices every day.• Understand the di� erence between good choices and bad choices.• Accept that choices have consequences.•

Every day, every person makes choices. It is important that children understand about choices they will be making. They must recognize that there are good choices and bad choices. Regardless of which type of choices students make, all have consequences. So children need to learn to consider potential consequences before making their choices.

BACKGROUND

GradeR123

Learning Outcome/s

1/2/333

1/3/3

Assessment Standard/s

4/4/314

4/3/4

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Prior to reading the story

1. Select an object that is small enough to � t in a hand so that when you make a � st the object cannot be seen. Show the object to the children. Tell them that someone is going to get a chance to select the object. (You might use a small piece of candy or a piece of chewing gum/ Chappie.) Turn your back to the students. Place the object in a hand and close your � ngers around it so that the students cannot tell which hand has the object. Call on a student to point out the hand that has the object. “Choose the hand that has the _____ and point to it.” Regardless of which hand the student selects Ask: Did he/she make a good or wise choice? Why do you say that? What was the consequence of the choice made? (Either the student did or did not get to keep it because of the choice made.)

2. Read to the students the name of the lesson “Making Good Choices.” Have students look at pictures in their book and see if they can guess who made a good choice and who made a wrong or bad choice. (Accept whatever they say.) Let’s listen to the story to see if we guessed correctly.

Reading the storyteller’s version below

“Grandmother! Grandmother!” Musa called as he and Phila ran into the house. “Can you guess what we saw?”

“I have no idea, child, but by the look on your face I think it must have been something big and frightening,” Grandmother replied.

Ask: What could it have been? (Accept any answer.)

“It was not very big, but it was frightening,” answered Phila. “It was a mean, ugly hyena. He even laughed at us, but it was not funny!”

Ask: Do you know what a hyena is? Have any of you ever seen one?

“And where were you when you saw the hyena? Did you go over the hill where I told you not to play?”

“Oh, no, Grandmother,” Phila and Musa answered at once.

“Well, alright then. I trust you. Would you like to hear a pretend story about the hyena’s laugh that my father told

me when I was a child?” asked Grandmother.

LEARNING ACTIVITIES

A

B

“And where were you when you saw the hyena? Did you go over the hill where I told you not to play?”

“Oh, no, Grandmother,” Phila and Musa answered at once.

“Well, alright then. I trust you. Would you like to hear a pretend story about the hyena’s laugh that my father told

me when I was a child?” asked Grandmother.

LEARNING ACTIVITIES

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30 Teacher’s Guide for Foundation Phase

Ask: What is a “pretend” story? (A story from someone’s imagination that may or may not have happened.)

“Yes, please!” they said excitedly.

“Come sit by me and I will try to remember how it goes,” said Grandmother. Phila and Musa sat down close to Grandmother as she began her story.

“A long, long time ago there was a young hyena who was the leader of his pack. All of them were loud and rude.”

Ask: What does it mean to be the leader of a pack? (It means that he was the leader of a group of hyenas that lived together.)

“The leader was the worse one of all. He was always playing tricks on the other animals. Sometimes he even told lies.”

Ask: What does it mean to tell a lie? (It means to tell something that is not true.)

“One of his favourite things to do was to tell everyone that a � re was coming their way. He would run past them shouting, ‘Fire, � re, � re!’

“Some animals would become so frightened that all they could do was run in circles. Others stomped the ground in fear. But most would run as fast as they could, following the

hyena and his pack.

“After a while the hyena would stop running and begin laughing loudly. ‘Ha, ha, ha!’ he would cry. ‘You believed me! There’s no � re! I was just joking! Ha, ha, ha!’

“The animals were very unhappy that they had let the hyenas trick them again. They had a meeting. They decided that the next time the hyenas tried to play a joke on them, they would ignore them.

“But just a few days later a great � re did begin to burn! It moved quickly towards the place where the hyenas were resting. Their leader smelled the � re and began to run toward the other animals.

“ ‘Fire, � re, � re! Run to the mountain, or you will die!’ he warned as he and the other hyenas ran past the animals.”

Ask: And what do you think the animals did? Have the students guess what the animals did. Then say, “Let’s listen to the rest of the story to � nd out.”

past them shouting, ‘Fire, � re, � re!’

hyena and his pack.

“After a while the hyena would stop running and begin laughing loudly. ‘Ha, ha, ha!’ he would cry. ‘You believed me! There’s no � re! I was just joking! Ha, ha, ha!’

hyenas were resting. Their leader smelled the � re and began to run

“ ‘Fire, � re, � re! Run to the mountain, or you will die!’ he warned as

And what do you think the animals did? Have the students guess what the animals did. Then say, “Let’s

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LESSON 5 - MAKING GOOD CHOICES 31

“They ignored the hyenas just like they had agreed to do.

“ ‘You must run!’ the hyena shouted to the animals again. ‘I am telling the truth! Really I am!’ “

Ask: Do you know that when you do not tell the truth, but lie very often, people will not believe you when you are really telling the truth? Why is that? (They know that they could not believe you when they thought you were telling the truth so they assume that you are now again telling a lie.)

“One of the elephants just turned his back to the hyena. ‘Humph!’ he said.

“A little gazelle looked out from between her mother’s legs, ‘You are bad!’ she told the hyena. ‘We do not believe you.’

“Just then a crow who was sitting at the top of a tall tree saw dark smoke � lling the sky. ‘Run! Everyone run! There truly is a great � re coming this way!’ he called out.

“All of the animals ran as fast as they could to join the hyenas on the mountaintop. There they watched as the � re turned their home orange with � ames. As the � re burned, the grasslands turned black with ashes and smoke. Everyone was very sad. “ ‘If we had only known,’ an elephant said, ‘we could have � lled our trunks with water to � ght the � re.’

“ ‘And we could have dropped water from our beaks,’ a bird cried.

“Everyone turned to the pack of hyenas sitting nearby. They looked guilty, but they did not say they were sorry.

“The lion said, ‘Hyenas, you laughed at us when you told us lies. Because of those lies, no one believed you today. What is worse, you are not even sorry for what you have done. Now you will have to stay away from the other animals. You will never be able to talk with us again. Instead, the only sound you will be able to make is an ugly laugh!’ “

Ask: What was the consequence of their telling lies? (They had to stay away from the other animals, they would not ever be able to talk with other animals and the only sound they would make would be an ugly laugh.) Why do you suppose the lion said that all they could do was

make a laugh? (They used to laugh at the animals that believed their lies.)

“The hyenas tried to answer, but all that would come out of their mouths was an ugly laugh just like the lion said. They were so

embarrassed that they hung their tails between their legs and ran away.

“Just then a crow who was sitting at the top of a tall tree saw dark smoke � lling the sky. ‘Run! Everyone run! There truly is a great � re coming this way!’ he called out.

“All of the animals ran as fast as they could to join the hyenas on the mountaintop. There they watched as the � re turned their home orange with � ames. As the � re burned, the grasslands turned black with ashes

“ ‘If we had only known,’ an elephant said, ‘we could have � lled our

you will be able to make is an ugly laugh!’ “

Ask: What was the consequence of their telling lies? (They had to stay away from the other animals, they would not ever be able to talk with other animals and the only sound they would make would be an ugly laugh.) Why do you suppose the lion said that all they could do was

make a laugh? (They used to laugh at the animals that believed their lies.)

“The hyenas tried to answer, but all that would come out of their mouths was an ugly laugh just like the lion said. They were so

embarrassed that they hung their tails between their legs and ran away.

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32 Teacher’s Guide for Foundation Phase

“Once the � re stopped, the animals went back down the mountain to the grasslands. But, for a while, life was hard for the animals. It was a long, long time before the land was green and beautiful again.” “I wish the hyenas had never lied to the animals,” Musa said with a sad face.

“Me too. I wish God had never made them!” said Phila.

“Yes, our story would have been much happier if the hyenas had made right choices. Can you think of two wrong choices that they made?” Grandmother asked.

“They played mean tricks on the other animals by lying to them,” Phila answered.

“And they did not say they were sorry after the � re burned up everyone’s home!” added Musa.

“That’s right!” said Grandmother. “At � rst the hyenas thought it was fun to make the wrong choice, but in the end they were not happy. And just like the hyenas, we must always remember that our wrong choices often hurt others, too.”

Ask: Why do you suppose that people make wrong choices? (Accept any answers they give.)

“Sometimes people make wrong choices so that others will notice them or because they are looking for something to make them feel good. That is why adults and some children might choose to drink alcohol, try drugs, tell lies or even steal. Others try to have fun by looking at pictures on television or in a magazine of things that are bad for them. At times they may listen to a friend who wants them to do bad things with them. Remember that the pack of hyenas listened to the one hyena, which was their leader. But a wrong choice will never bring a happy ending.”

“Grandmother,” said Phila sounding a little sad.

“What is it, Phila?” asked Grandmother.

“Remember when you asked us if we went over the hill to play? Well, we did not tell the truth. I am sorry, Grandmother. We did not make the right choice.”

“And the hyena could have hurt us!” Musa added. “I’m sorry, too.”

“I forgive you both,” Grandmother said. “I think you learned a good lesson today that you will never forget.”

Read the story in the student book

“Sometimes people make wrong choices so that others will notice them or because they are looking for something to make them feel good. That is why adults and some children might choose to drink alcohol, try drugs, tell lies or even steal. Others try to have fun by looking at pictures on television or in a magazine of things that are bad for them. At times they may listen to a friend who wants them to do bad things with them. Remember that the pack of hyenas listened to the one hyena, which was their leader. But a wrong

“Remember when you asked us if we went over the hill to play? Well, we did not tell the truth. I am sorry, Grandmother. We did not make the right choice.”

C

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LESSON 5 - MAKING GOOD CHOICES 33

Discuss the story

1. In our story several animals made choices. Some were good and some were not so good.

a. Did the hyenas make good or bad choices? (Bad.) Why do you say bad choices? (They lied to the animals and thought it was funny.) What was the consequence of their behaviour? (The animals did not believe them even when they were telling the truth.)

b. Did the crow make a good or bad choice? (Good.) Why do you say that? (It warned the animals that there really was a � re.) Why do you suppose

the animals believed the crow? (The crow had probably never lied to them in the past.) What was the consequence of the animals believing the crow? (They escaped from the � re.)

c. What did Phila and Musa learn from Grandmother’s story? (They should obey their grandmother and they should not lie to her or anyone else.)

2. Discuss with the children that the leader of the pack of hyenas in� uenced the other hyenas to do bad things. Ask: Do good friends ever try to get other friends to do bad things? Discuss that “good” friends will not try to infl uence others to do wrong; but sometimes people do try to in� uence others to do wrong or bad things. If you are really a good friend, you will try to help your friends do only good things, and make only good or wise choices.

Give some examples of when friends try to in� uence others to behave in a certain way. Tell if the friend is a good friend or a bad friend.

a. You see a classmate drop a pencil. Your friend tells you to grab the pencil and run. Is that a good friend? (No.) Why is that a bad choice to make? (It is not being kind.)

b. You get a new soccer ball. Your friend asks, “Can we get some others and play with your ball?” Is that a good friend? (Yes, because he asks you if others can play with your ball, and the friend is encouraging you to share with others.)

c. You get a new book. You sit with others and show them your book. Are you being a good friend? (Yes.)

d. Your parent tells you to help in the garden. Your friend tries to get you to come and play with him, even when you tell him that you have work to do. Is your friend being a good friend? (No.) Why do you say that? (Your friend is encouraging you to disobey your parents.)

e. A schoolmate falls and drops her books. Another schoolmate stops to help her pick up her books. Is she being a good friend? (Yes.) What would someone do if she made a bad choice? (Maybe laugh or kick the books away.)

D

(The animals did not believe them even when they were telling the truth.)

Why do you say that? Why do you suppose

(The crow had probably never lied to What was the consequence of the animals

c. You get a new book. You sit with others and show them your book. Are

d. Your parent tells you to help in the garden. Your friend tries to get you to come and play with him, even when you tell him that

(No.)(Your friend is encouraging you to disobey

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34 Teacher’s Guide for Foundation Phase

Complete Activity 1. Have the students read each of the sentences. Then have them draw a circle around the pictures that represent good choices.

Complete Activity 2. Have the students discuss why they decided if the picture represented a good choice or a bad choice.

Complete Activity 3. Once the students have drawn pictures of themselves making good choices, have several students share what they drew with the class.

E

F

G

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LESSON 6 - CARING FOR MY BODY 35

TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 (If time allows) • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3 (If time allows)

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1

Second 30-minute period: • Review Story from previous class • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3

LESSON 6Caring For My BodyOBJECTIVES

At the end of the lesson, students should be able to:Explain why it is important for them to take care of their bodies.• Name things they can do to take care of their bodies.• Identify consequences if they do not take good care of their bodies.•

At creation, God gave every person a special body. As children get older their bodies will change in some ways. But they will never be able to get a brand new body. Their bodies have to last them a lifetime. So it is important that they learn about ways of caring for their bodies.

BACKGROUND

GradeR123

Learning Outcome/s

1/21/31/31/3

Assessment Standard/s

1/31,3,4/2

3/21,3/2,4

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Prior to reading the story

1. Have students open their books to Lesson 6 page 27. Have them look at the animals in the pictures and determine how many they can identify by name.

2. Then read the title of the lesson “Caring for My Body.” Ask: Now that you know the name of the lesson and see the pictures, what do you suppose the story will be about? (Accept all reasonable answers.)

3. Before you read the story, make sure they know the meaning of the words or phrases in the following chart. (If possible, write each of the words or phrases on the board or chart paper.)

a. A stranger (Someone you do not know.)

b. The leopard in our story was “proud.” What does the word “proud” mean? (To be pleased with yourself, to think you are more important or better than someone else.)

c. The leopard would “stalk his prey.” What does it mean to “stalk one’s prey?” (It means that the leopard would hunt, chase or pursue another animal, generally for food.)

d. A servant (Someone who works for another person.)

e. King of the animals (The animal who is viewed by the other animals as their leader.)

Reading the storyteller’s version below

1. Before you start reading, tell the students that you want them to listen carefully for three things: (1) for the special words that we just talked about, (2) why was the leopard proud?, and (3) ways people can take good care of their bodies. Divide the students into three groups. Tell group 1 that they are going to raise their hands when they hear one of the special words that were studied at the beginning of the lesson. Tell group 2 that they are going to raise their hands when they hear reasons that the leopard was proud. Tell group 3 they are going

LEARNING ACTIVITIES

A

B

LEARNING ACTIVITIES

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LESSON 6 - CARING FOR MY BODY 37

to raise their hands when they hear of ways that they can take good care of their bodies. As students in each group raise their hands, have them explain why they raised their hands.

2. As you read aloud or tell the story to the students, ask questions during the reading to make sure they understand the story.

One day, Phila came home sick from school. “My stomach hurts,” she complained to Grandmother.

Grandmother and Musa sat down beside her as she lay down on her bed, “Did you eat something that might be bad for you?” Grandmother asked.

“Yes,” she said softly. Then she pulled her blankets over her head.

“What happened?” Grandmother asked.

“She took food from a stranger!” Musa cried out.

“Oh, Phila!” Grandmother said.

“He o� ered me a cigarette, too!” added Musa.

“Children,” Grandmother said, “Remember that we talked about what you should do if a stranger o� ers you something? You cannot know if what the stranger is giving you is safe for you. Sometimes it will be harmful to you and your body. Remember, you must take good care of your body. God made your body to be healthy and strong. You must do what is right to keep it that way.”

Phila started to cry, “I know I should not have taken food from a stranger. But it looked good, and I was hungry.”

“I did not take the cigarette, Grandmother!” Musa said proudly.

Grandmother smiled at Phila and said, “I know you are sorry. Let me tell you both a story while Phila lies here and rests.”

Ask: Does anyone know what a leopard is? Tell us what you know. (It is a big cat which can run very, very fast.)

“Did you know that the leopard is one of the fastest animals in Africa? Some say that leopards are faster than the wind!

“Once there lived a leopard who was so handsome and so fast that he became proud. ‘Look at me!’ he said to the other animals. ‘With my beautiful legs and my strong muscles I can run faster than any of you! And my fur shines like glass in the sun!’

Does anyone know what a leopard is? Tell us what

“Did you know that the leopard is one of the fastest animals in Africa? Some say that leopards are faster than the wind!

“Once there lived a leopard who was so handsome and so fast that he became proud. ‘Look at me!’ he said to the other animals. ‘With my beautiful legs and my strong muscles I can run faster

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“The animals enjoyed watching the leopard run through the grass and climb up trees. They liked to watch him stalk his prey. They would cheer when he caught it for dinner. Of course, they all hoped they would never be caught!

“But after a while the leopard became tired of running and climbing in trees. He got tired of catching his dinner. ‘I am beautiful! I am strong! Why should I have to work so hard? Others should workfor me.’

“He climbed up a big hill where he could be alone and think about this some more. He thought, and he thought. And then he thought until he could not think anymore!

“ ‘I have an idea!’ he shouted. ‘I am going to have servants! I will make the wild dogs run and catch my food for me so that my coat of fur will be even more

beautiful. After much time without getting dirty, it will be thicker and shinier than ever before!’

“So, the leopard caught the wild dogs and ordered them to catch his food for him. The wild dogs were frightened that the leopard might eat them, so they did what he said. Month after month the leopard just sat in his

favourite tree enjoying the meals that the wild dogs brought to him. “ ‘I should be the king of the jungle,’ he bragged to the other

animals. ‘I am the fastest and the most handsome, not the lion!’

“The wild dogs said, ‘Oh, but the lion is also fast and strong. His huge mane

makes him look royal like a king. When he runs it � ows like a golden robe across his back.’

“ ‘WHAT?’ the leopard cried. ‘How

can this be? No one is faster or more handsome than me and I can prove it. I must race

him! Then everyone will know that I am the fastest and most beautiful creature in the world!’

“When the lion heard about this he was not interested at all. ‘Why would I want to run a race with the leopard?’ he roared. ‘All he does is sit in a tree. He has become weak and fat. I have a beautiful mane, while his hair has become a home for the insects.’

“ ‘But if you do not,’ the wild dogs begged, ‘the leopard will always believe he is the fastest. Please run this race! Then, maybe we will not have to serve him any longer.’

“ ‘I have an idea!’ he shouted. ‘I am going to have servants! I will make the wild dogs run and catch my food for me so that my coat of fur will be even more

beautiful. After much time without getting dirty, it will be thicker and shinier than ever before!’

“So, the leopard caught the wild dogs and ordered them to catch his food for him. The wild dogs were frightened that the leopard might eat them, so they did what he said. Month after month the leopard just sat in his

favourite tree enjoying the meals that the wild dogs brought to him.

“ ‘I should be the king of the jungle,’ he bragged to the other animals. ‘I am the fastest and the most handsome, not the

lion!’

“The wild dogs said, ‘Oh, but the lion is also

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LESSON 6 - CARING FOR MY BODY 39

“The lion � nally agreed so early the next morning all of the animals gathered for the race. Proudly the leopard walked up to the starting line. He did not know how weak he had become by having others do his work for him. He did not even know that his fur was no longer beautiful and shiny.

“ ‘You think you can beat me, the LEOPARD?’ he yelled at the lion. But the lion did not answer.

“As soon as the � rst ray of sunlight hit the waterhole, they began to run. They ran so fast that they soon disappeared from sight.

“At � rst the leopard ran ahead of the lion. ‘Ha, ha!’ he cried over his shoulder. ‘You silly lion! You do not have a chance of winning a race against me!’

“Suddenly the leopard noticed that breathing was di� cult, and he could not run as fast. In just a short time the lion ran right past him.

“The animals cheered as the lion came back � rst to the waterhole. O� in the distance they could see the leopard following slowly

behind. “The animals were silent when the leopard � nally arrived. His head was hanging low to the ground and he was very hot. He could not even look up at the other animals.

“ ‘Leopard, you were made by God to be the fastest. Your body was once

beautiful and strong,’ said the lion. ‘But you have not treated your body well. You have not

used it in the way God has planned for you. If you try, I believe you can be the fastest again.’

“ ‘You are right. I have done a terrible thing,’ the leopard said. ‘From now on, I will catch my own food because I was made to run. I will never be proud again!’

“The animals forgave the leopard and everyone was happy. The leopard began running once again just as God had made him to. And to this day leopards have stayed thin, strong and handsome!”

“So, you see,” said Grandmother, “God wants our bodies to be healthy. Your body is a gift from God. It is the only one you have. He expects you to take good care of it.”

“I am going to start running! Do you think I will be as fast as the leopard?” Musa called as he raced out the door.

“The animals cheered as the lion came back � rst to the waterhole. O� in the distance they could see the leopard following slowly

to be the fastest. Your body was once beautiful and strong,’ said the lion. ‘But

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C

D

Phila and Grandmother laughed. Then Phila looked up from her pillow and said, “I’m sorry for taking food from a stranger, Grandmother,” Phila said. “And I promise to only eat food that is good for me. I will take good care of my body from now on.”

“I believe you!” Grandmother said with a wink.

Read the story in the student book

1. Before reading the story in their books, have the students review the names of the animals that they thought were going to be in the story. Remind them of what they thought the story was going to be about. Ask: Were we correct in our guesses? (It is all right if not all of their guesses are correct.)

2. Read the story aloud.

Discuss the story

1. In the story, Phila did not feel well. Ask: What did she think made her sick? (She thought that it might have been the food that she had taken from the stranger.) How do we de� ne “stranger?” (Someone we do not know.) Did Phila make a good choice when she took the food from the stranger? (No.) Why do you say that?

2. Ask: What had Grandmother told them about taking things from strangers? (She said that they should not do that.) Why did Grandmother say that? (The children could not know if what the stranger was o� ering them was good or bad.) What might a stranger o� er you that might be harmful? (Accept reasonable answers.)

3. What did the stranger off er Musa? (A cigarette.) What choice did Musa make? (He told the stranger “no.”) Was that a good or bad choice? (Good choice.) Why do you say that?

4. In the story we read that the leopard was “proud.” What was he proud of? (He was handsome/beautiful. He could run fast. He had beautiful legs and strong muscles. His fur was very shiny.)

5. The leopard made a decision about what he wanted to do. What was it? (He did not want to work so hard in catching his food. He wanted others to wait on him.)

6. So what did the leopard do? (He caught some wild dogs and made them work as his servants.)

7. What happened to the leopard’s body? (He became fat and weak.)

8. Who did the leopard challenge in a race? (The lion.) Who won? (The lion.) Why did the leopard lose the race? (He was no longer strong.)

What did she think (She thought that it might have been the food

How do we de� ne Did Phila make a

good choice when she took the food from the stranger?

What had Grandmother told them about taking (She said that they should not do

(The children could not know if what the stranger was o� ering them was good or

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LESSON 6 - CARING FOR MY BODY 41

9. How did the leopard feel about losing the race? (He was ashamed.)

10. What did the leopard learn from losing the race? (He needed to get his own food and keep up his running.)

11. Why do you suppose Grandmother told this story to Phila and Musa? (She wanted them to remember to take good care of their bodies. They must never take things into their bodies that will harm them.)

12. Name two things that we learned about in the story that are not good for your body.

(Spoiled food and cigarettes.) Can you think of other things that you might do to harm your bodies? (Accept reasonable answers – alcohol, drugs.) As a teacher you will know other things that might be harmful to children this age. So talk with them about such things as: washing hands regularly especially before you eat and after you use the toilet and covering your mouth when you cough or sneeze.

Complete Activity 1. Have the students complete the maze for the lion so he can � nd the � nish line in the quickest amount of time. Then draw a circle around the hiding leopard.

Complete Activity 2. Have students identify each picture. Then have them draw a circle around each picture that shows something that is good for their body. Encourage students to explain why each circled illustration shows something good for the body. Then tell why other illustrations show something not good for the body. (Eating too much candy is not good for your body, but eating a piece occassionally is alright.)

Complete Activity 3. Write these words on the board or on cards: you, gift, good, body. Have students read each of the words. Then complete Activity 3 by having students � ll in each blank in the sentence with the correct word. Finally, have the students read the completed sentence.

E

F

G

12. Name two things that we learned about in the story that are not good for your body.

(Spoiled food and cigarettes.)of other things that you might do to harm your bodies? alcohol, drugs.)to children this age. So talk with them about such things as: washing hands regularly especially before you eat and after you use the toilet and covering your mouth when you cough or sneeze.

illustrations show something not good (Eating too much candy is

not good for your body, but eating a piece

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42 Teacher’s Guide for Foundation Phase

TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3 (If time allows)

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1

Second 30-minute period: • Review story from previous class • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3

LESSON 7Protecting My BodyOBJECTIVES

At the end of the lesson, students should be able to:Tell what a germ is.• Identify things that can make their bodies sick.• Explain ways in which they can protect their bodies from sicknesses and • diseases.Name consequences of improper exposure of bodies to sicknesses and/or • diseases.

It is important that the body has good food and gets lots of exercise to remain strong. But it is also important that people protect their bodies from things that can make the bodies sick. Germs cause certain kinds of sicknesses. But germs that are found in the air do not cause HIV. Children need to know that good choices can help them remain healthy and well.

BACKGROUND

GradeR123

Learning Outcome/s

11

1/31/3

Assessment Standard/s

2,32,33/23/2

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LESSON 7 - PROTECTING MY BODY 43

Prior to reading the story

1. Review the last lesson concerning why it is important to be aware of the food that you eat and the exercise that you give your body.

2. Have students look again at Activity 2 in the previous lesson (page 29) concerning what is good for the body. Name the things that are good for the body and tell why each is good. Explain why the other things listed are not good for the body.

Reading the storyteller’s version below

Read the name of the lesson. Ask: Can you think of other ways in which you can protect your body in addition to eating good food and getting exercise? (Accept what answers they give.) Let’s listen to the story to � nd out other ways to take care of our bodies. Ask questions during reading to make sure that the students understand the story content.

One hot night, a mother mosquito came into Phila and Musa’s room. The children were sleeping. They did not hear the buzzing sound that the mosquito made.

“This one will taste very good!” said the mosquito. Then she landed on Phila’s arm and took a bite. The next morning Phila had a red bump on her skin where the mother mosquito had bitten her.

Ask: Have any of you ever been bitten by a mosquito? How did you know that you had been bitten?

“My arm itches!” Phila said. “I wish I would have heard that mosquito! I

would have killed it!”

Musa heard her and jumped up from his bed to see if he could � nd the mosquito. “I will catch it!”

he cried.

But, the mother mosquito had been gone for many hours. She had � own to a little pond by their house. There in

the tall grass by the water she placed her eggs. A few days later, the mother had many new little mosquitoes.

LEARNING ACTIVITIES

A

B

2. Have students look again at Activity 2 in the previous

Can you think of other ways in which you can protect your body in addition to eating good food

(Accept what answers

“This one will taste very good!” said the mosquito. Then she landed on Phila’s arm and took a bite. The next morning Phila had a red bump on her skin where the mother mosquito had bitten her.

Ask: Have any of you ever been bitten by a mosquito? How did you know that you had been bitten?

“My arm itches!” Phila said. “I wish I would have heard that mosquito! I would have killed it!”

Musa heard her and jumped up

he cried.

But, the mother mosquito had been gone for many hours. She had � own to a little pond by their house. There in

the tall grass by the water she placed her

LEARNING ACTIVITIES

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44 Teacher’s Guide for Foundation Phase

Ask: Where do mosquitoes like to live? (Around standing water. Explain that this does not have to just be near rivers or lakes or ponds but it can be around puddles of water that are left standing after the rain. Objects left lying around that can collect water will attract mosquitoes to lay their eggs there.)

“My children!” the mother mosquito said proudly, “Follow me. I have many important lessons to teach you about the world and how to live in it.”

The little mosquitoes followed their mother as she � ew over gardens, fruit trees, and many kinds of � owers. “You must eat from the juice of the fruit and � owers. They will help you to grow strong and healthy,” she told them.

That night, they � ew to Phila and Musa’s house. Together, they rested their legs on the window and watched as Phila and Musa slept.

“Be careful when you are near humans!” the mother said quietly. “If they catch you, they will try to kill you!”

“But why, Mother?” asked the little mosquitoes.

“Because our bites make them itch, and sometimes our bites can pass on dangerous diseases! Diseases like malaria can come from our bites.

“There is a disease called HIV that humans are very afraid of,” the mother explained sadly. “It slowly kills their bodies. Not long ago, humans believed that mosquitoes could give them HIV if we bit them. But they were wrong. HIV does not live in our bodies.”

“That is good!” said the little mosquitoes. “It would be very sad if we could give HIV to people!”

Musa coughed and moved around in his bed.

“Is the boy sick, Mother?” asked one of the mosquitoes.

“He might be sick from a germ.”

“Mother, what are germs?” they asked.

Ask: Do you know what a germ is? (Accept any answer they give.) Let’s read some more to � nd out if we are correct. “Germs are tiny living things so small that humans do not even notice them,

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LESSON 7 - PROTECTING MY BODY 45

but they can make them sick! Germs can get into the body through cuts, sores and through the mouth. They are often found on the hands. So when people touch their mouths, sores, cuts, or food they eat, germs can get into their bodies. That is why it is important for them to wash their hands often, but especially before they eat and after they use the toilet. Germs are what cause people to get the � u.

“Can people get HIV like they do the � u?” asked the littlest mosquito.

“Oh, no!” the mother said. “HIV is not caught like a cold or the � u!”

“Then how do they get it?” asked the little mosquitoes.

“People get HIV if the human’s blood of an infected person gets into the body of them,” she answered.

“So humans can be with people who have the HIV virus if they are careful not to touch their blood or body � uids. Is that right, Mother?” asked one very smart little mosquito.

“That is correct!” said their mother with a smile. “Humans should be friends with other humans who have HIV. They must remember that all humans are special.”

Just then, Musa coughed again, and Phila opened her eyes. The moon was shining brightly, and she saw the mosquitoes sitting on the window.

“Oh, there are those terrible mosquitoes!” Phila cried, waking Musa up.

She grabbed her shoe from the � oor and ran to the window to smash the mosquitoes.

But, just in time the mother mosquito cried, “Fly little ones! Hurry!” And they � ew away.

“Ugh!” Phila said jumping back in her bed.

“The mosquitoes will not get away next time! I will catch them!” said Musa bravely.

They must have heard what Musa said, because the mosquitoes did not come back to visit their house for a very, very long time!

Read the story in the student book

Discuss the story

1. In our story we found out where mosquitoes like to lay their eggs. Where was that? (Around standing

C

D

They must have heard what Musa said, because the mosquitoes did not come back to visit their

Read the story in the student book

1. In our story we found out where mosquitoes like to lay their eggs.

(Around standing

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46 Teacher’s Guide for Foundation Phase

water.) We also learned that mosquito bites could sometimes make people sick. So if we want to keep people safe from mosquito bites, what is one thing that we can do? (We can clean up areas where water can stand – around trash dumps, around old tires, in containers left outside and not emptied of rain water.)

2. Explain that germs in the mosquito get into the human body when the mosquito “bites” the skin. Ask: What did we learn that a germ is ? (It is something so small that you cannot see it, and it can cause diseases.) Discuss with students that one of the common illnesses spread by mosquito bites is malaria. Explain that if people do not get medical help they can become very sick and even die from such illnesses.

3. Explain that cold and fl u germs can be spread from one person to another. One way that we protect ourselves is by washing our hands often. If we wash our hands, then germs will not go from our hands to our mouths, on our food, or into cuts or sores. And if people cover their mouths when they sneeze or cough, they keep others from getting sick because of their germs.

4. Ask students if they have ever heard of the sickness called HIV. Explain that sometimes people think that a mosquito could give a person HIV, but we know that is not true. Ask: How did we learn that people could get the HIV sickness? (If the blood or body � uid of a person who has HIV gets in the blood or body of a person, HIV can develop in that person’s body.)

5. Ask: Does that mean you should stay away from people who have HIV or AIDS? Can you catch HIV/AIDS from them like you can catch a cold or � u? (No.)

Complete Activity 1. Have the students draw straight lines to connect the numbers in order.

Complete Activity 2. Have the students � ll in the blank with the appropriate vowel. The answers will read: shaking hands, hugging, food, a cup, a mosquito, a toilet.

Complete Activity 3. Have a few students share who they drew in their picture. Ask what they will tell them about HIV.

E

F

G

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LESSON 8 - LEARNING ABOUT TOUCH 47

TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 (If time allows) • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3 (If time allows) • Learning Activity H: Complete Activity 4 (If time allows)

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 • Learning Activity F: Complete Activity 2

Second 30-minute period: • Review story from previous class • Learning Activity G: Complete Activity 3 • Learning Activity H: Complete Activity 4

LESSON 8Learning About TouchOBJECTIVES

At the end of the lesson, students should be able to:Tell the di� erence between a good touch and a bad touch.• Describe what they should do if someone tries to give them bad touches.• Identify at least one person they can tell if someone tries to give them bad • touches.

Children receive many touches every day. Most touches are good because they make the child feel good, feel happy or feel important. However, there are also bad touches. These are touches that make children feel uncomfortable, feel afraid, and sometimes hurt the child. They need people in their lives who they can tell if they receive bad touches. Children must understand that it is not their fault if someone tries to give them a bad touch.

BACKGROUND

• •

GradeR123

Learning Outcome/s

1/21

2/31/2/3

Assessment Standard/s

5/35

3/44/3,4/4

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48 Teacher’s Guide for Foundation Phase

Prior to reading the story

Review the two previous lessons before reading this lesson to the children. One way to do this is to make sentence strips that are cut into two parts. Divide children into as many groups as you have sentence parts. (If you use all the 12 parts below, you will need 12 groups of children.) Give each group a part of the sentence. Help each group read what their part says. Then have each group whose part starts with a capital letter, read their part. As each “Part A” group reads what their sentence strip says, students in “Part B” groups (Sentence strip ends with a “period”) should decide which has the part that correctly completes the sentence. As the two parts are put together, have all the children read each completed sentence.

Examples of sentence parts that you could use are as follows: (Only for Grade 3, di� cult for Grade 1, 2.)

Reading the storyteller’s version below

Read the title of the story. Ask: What is a touch? Show me how you give yourself a touch. Tell them that this story is about two di� erent kinds of touches. Read the entire story to the students.

Musa came running into the house. “Grandmother!” he called. “A boy monkey is chasing a girl monkey through the trees! It is very funny! Come and see!”

Grandmother and Phila followed Musa outside to see what was going on.

Phila laughed, “That is how it always is! The boys chase the girls, and the girls try to run away!”

“Not me!” Musa said. “I would not chase a girl!”

LEARNING ACTIVITIES

A

B

PART A* Eating bad food* Regular exercise* Before I eat* I should wash my hands* If I have a cut or a sore* If I am near someone’s blood

PART B

- can make the

body sick.- can make the

body strong.

- I should wash

my hands.- after using the

toilet.

- I need to protect it

from germs.

- I should not touch it.

LEARNING ACTIVITIES

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LESSON 8 - LEARNING ABOUT TOUCH 49

Grandmother smiled and shook her head, “You two come and sit down. I think it is a good time to tell you a story,” she said. “But it is not about monkeys. It’s about lions.

“Once there was a beautiful young girl lion. A handsome young male lion lived nearby. He loved the girl lion very much. Each day they ran and played in the grasslands together.

“One day when the girl lion was alone, she chased a gazelle deep into the forest and became lost.

“The girl lion did not know that another lion had followed her. He was an older lion, and he was unkind. None of the girl lions

liked him.

“ ‘Hello, girl lion,’ he said licking his lips.

“The girl lion was surprised, ‘Oh, I thought I was alone! Please help me � nd a way out of the forest!’

“ ‘Oh, yes, I will help you,’ he said walking very close to her. ‘But � rst, you must become my mate.’

“ ‘What?’ the girl lion exclaimed. ‘I would never become your mate! You will not touch me.’ she said, her eyes glowing with anger.

“The lion growled and came closer. Fear came into the girl lions’ eyes, and the lion could see it!

“He laughed, ‘You know you are not strong enough to run away from me! You will do what I say!’

“The girl lion and the evil lion did not know it, but a wise little bird had seen them both go into the forest. She � ew across the grasslands to the good lion. ‘You must help the girl lion!’ she cried. ‘The evil lion chased after her into the forest! If you do not stop him, he will catch her and make her his mate.’

“The lion ran as fast as he could. ‘Girl lion!’ he shouted over and over again. ‘Where are you?’

“Suddenly the girl lion heard her name being called. Her heart became strong and she growled back at the evil lion. ‘See! I told you!’ she exclaimed. ‘You cannot have me!’ “The good lion came running through the trees and grabbed the evil lion’s neck.

“Once there was a beautiful young girl lion. A handsome young male lion lived nearby. He loved the girl lion very much. Each day they ran and played in the grasslands together.

“One day when the girl lion was alone, she chased a gazelle deep into the forest and became lost.

“The girl lion did not know that another lion had followed her. He was an older lion, and he was unkind. None of the girl lions

liked him.

“ ‘Oh, yes, I will help you,’ he said walking very close to her. ‘But � rst, you must become my mate.’

“ ‘What?’ the girl lion exclaimed. ‘I would never become your mate! You will not touch me.’ she said, her eyes

“The lion growled and came closer. Fear came into the girl lions’ eyes, and the

“He laughed, ‘You know you are not strong enough to run away from me! You will do what I say!’

“The girl lion and the evil lion did not know it, but a wise little bird had seen them both go into the

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“ ‘I will not injure you if you promise to leave the girl lion alone and never come near her again!’ he roared.

“ ‘I will not promise you anything!’ the evil lion growled. The good lion bit harder, and the evil lion began to shake.

“ ‘All right!’ he shouted. ‘You can have her!’ The lion let him go and he ran away as fast as he could. He must have kept running for a very long time because none of the lions ever saw him again.”

“What happened to the kind lion and the girl lion?” asked Phila.

“Oh, they became mates for life and together they raised a beautiful family! Their love was so deep that they became the most famous lion and girl lion in the land!

“Just like the kind lion and the girl lion, one day you will grow up to � nd your mate for life.”

“Is that it?” asked Musa disappointed. “I do not like love stories!”

“I do!” said Phila happily.

“Can I go play now, Grandmother?” Musa asked. Grandmother nodded her head and Musa ran o� to � nd his friends.

Phila was glad to be alone with Grandmother. The story had made her think and she had some questions.

“Can people be bad like the evil lion, Grandmother?”

“Yes, and sometimes these people even try to do bad things to children. One way they do this is by touching a child’s body in the wrong way. Like the evil lion, they try to make children feel weak and afraid.” Phila was quiet for a moment.

“What do I do if I meet someone like the evil lion?” she asked.

“If this happens, do not be afraid to talk about it. Always tell me or someone else you trust so that we

must have kept running for a very long time because none of the lions ever saw him again.”

“What happened to the kind lion and the girl lion?”

“Oh, they became mates for life and together they raised a beautiful family! Their

famous lion and girl lion

“Just like the kind lion and the girl lion, one day you will grow up to � nd your mate for life.”

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LESSON 8 - LEARNING ABOUT TOUCH 51

can help you. This is very important!” said Grandmother. “Remember that there is good touch and bad touch. No one should ever touch your body if you do not want them to. If a touch makes you feel afraid or ashamed, it is a bad touch and it is not right.”

“I like it when you hug Musa and me. That is a good kind of touch!” Phila said with a smile.

“Yes, it is!” Grandmother agreed. “And here is a big hug for you right now!”

Read the story in the student book.

Discuss the story

1. What were the two kinds of touches talked about in the story? (Good and bad touches.)

2. What makes a touch good? (It makes you feel good. It does not hurt. It makes you happy.) Demonstrate some good touches to students: shaking hands, patting student on shoulder, gently touching the arm.

3. What makes a touch bad? (If it hurts the person. If it makes the person afraid. If it makes the person feel bad.)

4. Explain that there are parts of our bodies that no one should touch without our permission. We call them our private parts. Demonstrate to students where private parts are (Chest area, in front of groin area and in back by tailbone.) If someone tries to touch you in these areas, these are bad touches.

5. What did you learn in the story that you should do if someone tries to give you a bad touch? (Yell loudly so someone hears you. Run away. Say “no,” and tell someone you trust.) Which of these did the girl lion do? (She said “no.”) Why did she not yell loudly? (She thought no one was there to hear her.) Was there someone who saw what was going on? (Yes, the bird.) Remember that you may not think anyone is near you, but if you yell very loud, there may be someone close enough to help you. Why did she not run away? (The evil lion was too strong and too fast so she could not get away.) Explain that this may be true for a child who has a bigger person trying to give bad touches. Explain that if you cannot get away then, when you can, run very fast to tell someone you trust about the person and what the person has done.

6. Explain that sometimes a person who gives bad touches tries to make you afraid to tell someone about what they did. Do not be afraid. Emphasize that it is not the child’s fault that the person did the bad thing.

Complete Activity 1. Have the students � nish drawing the pictures of the lion and girl lion. They should copy the left side of the picture onto the grid on the right.

Complete Activity 2. Explain to the students that the triangle covers the private body parts.

51

can help you. This is very important!” said Grandmother. “Remember that there is good touch and bad touch. No one should ever touch your body if you do not want them to. If a touch makes you feel afraid or ashamed,

“I like it when you hug Musa and me. That is a good kind of touch!” Phila

“Yes, it is!” Grandmother agreed. “And here is a big hug for you right now!”

E

F

C

D

(It makes you feel good. It does not hurt. It Demonstrate some good touches to students:

shaking hands, patting student on shoulder, gently touching the

(If it hurts the person. If it makes the person

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52 Teacher’s Guide for Foundation Phase

Have the students make the triangle with their hands to cover their private parts. These are the parts that no one should touch except for the doctor or mothers when they watch small children. Also, demonstrate that the triangle can be formed behind the back to cover the area below the tailbone, which is also private.

Complete Activity 3.

Complete Activity 4. Encourage students to think of someone they could tell if another person tried to give them a bad touch. Write the name of that person on the line. (They may need help in spelling the name.)

G

Have the students make the triangle with their hands to cover their private parts. These are the parts that no one should touch except for the doctor or mothers when they watch small children. Also, demonstrate that the triangle can be formed behind the back to cover the area below the

H

Read the beginning of each

sentence out loud. Encourage

the students to figure out how

it ends. Have students read

the sentences out loud once

they are done.

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LESSON 9 - BEING A TRUE FRIEND 53

TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 • Learning Activity F: Complete Activity 2 • Learning Activity G: Complete Activity 3 (If time allows)

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Discuss the story • Learning Activity E: Complete Activity 1 • Learning Activity F: Complete Activity 2

Second 30-minute period: • Review Story from previous class • Learning Activity G: Complete Activity 3

LESSON 9Being A True FriendOBJECTIVES

At the end of the lesson, students should be able to:Defi ne what it means to be a “true” friend.• Explain ways in which they can be true friends.• Describe ways to remain safe and well while being friends with those who are • sick.

Children must make many choices. Among the things about which they must make choices are how to keep their bodies well and strong and safe from diseases and illnesses. They also must choose how they will act toward those who are sick or who have diseases.

BACKGROUND

GradeR123

Learning Outcome/s

11/3

1/2/31/2/3

Assessment Standard/s

33/2

3/3/33/3/3

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54 Teacher’s Guide for Foundation Phase

Prior to reading the story

1. Remind students that they have learned many things they can do to keep their bodies well and strong. Have students share what they have learned. (Eat good food. Exercise to keep their bodies strong. Wash their hands often. Cover their mouths when coughing or sneezing. Use caution when they are near another person’s blood or body � uids. Keep their bodies safe from germs – keep their surroundings free of mosquitoes.)

2. Ask: What is a good touch? What is a bad touch? What should you do if someone tries to give you a bad touch? (Yell loud for someone to help you. Say “no.” Run away when you can. Immediately tell someone you trust.)

3. Remind students that some bad touches, especially to private body parts, might put germs in the body and make them sick. One bad virus is called HIV. There are two major ways the HIV virus can get into your body: (a) from the blood of a person who has HIV that gets into your body (Through cuts, sores or private body parts.) and (b) from sexual � uids of a person who has HIV or AIDS that gets into your body primarily through your private body parts. Explain to students that a person who has HIV may not know that they have this virus. It may not be until HIV becomes AIDS that they know they are very sick. It may be many years before they know they have the disease. That is why you must always protect yourself from blood and sexual � uids. A person who has AIDS is very, very sick and although they may get well at some times, they will eventually die of one of the diseases their body cannot � ght because of what HIV has done to their immune system.

Reading the storyteller’s version below

Read or tell the story to the students, asking questions to make sure that they understand the story.

“Grandmother! Grandmother!” Phila cried as she ran into the house from school. “Something bad has happened to Njabu.

Now I cannot be her friend!”

Grandmother set her sewing on the table and put her arm around Phila. “Tell me what happened,” she

said.

Just then, Musa came running through the door. He was tired from trying to run as fast as Phila. “Njabu

has HIV!” Musa shouted.

LEARNING ACTIVITIES

A

B

caution when they are near another person’s blood or body � uids. Keep their bodies safe from germs – keep their surroundings free of mosquitoes.)

What is a good touch? What is a bad touch? What should you do if someone

(Yell loud for someone to help you. Say “no.” Run away when you can. Immediately tell someone

3. Remind students that some bad touches, especially to private body parts, might put

the story.

“Grandmother! Grandmother!” Phila cried as she ran into the house from school. “Something bad has happened to Njabu.

Now I cannot be her friend!”

Just then, Musa came running through the door. He was tired from trying to run as fast as Phila. “Njabu

has HIV!” Musa shouted.

LEARNING ACTIVITIES

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LESSON 9 - BEING A TRUE FRIEND 55

Ask: How do you think the children knew that Njabu had HIV? (Accept answers that might be correct.) Explain to the students that you cannot know for sure that someone has HIV without their taking a test at a clinic, hospital, or doctor’s o� ce. It is not possible to tell by looking at someone. Tell students where HIV testing is available.

Phila began to cry, “Grandmother, I am afraid! The other children say that we must stay away from her.”

Ask: Why do you suppose the other children are saying that? (They may be afraid that they can catch the HIV if they are her friend.)

“Come and sit down, children,” said Grandmother. “Remember what I told you? You cannot catch HIV as easily as other sicknesses like the � u. You do not have to stay away from Njabu. You can still give her a hug, play with her, and be her friend. The most important thing is that you be a true friend to Njabu.”

“What does it mean to be a true friend, Grandmother?” asked Musa.

“Well, let me tell you a story,” she answered. “See if you know who the true friend was. Once there was a herd of impalas. Each night they would wake up to feed on the tall grass before the sun came up.

“One night, a young impala became separated from the others as she was eating grass. She did not know she was alone until a big, hungry girl lion came out of the tall grass and attacked her!

“Now impalas are very good at jumping. The young impala’s heart was beating fast as she jumped through the tall grass away from the girl lion.

“After a long time, the girl lion became tired and gave up chasing the impala. But the poor little impala was hurt and bleeding from the attack. She waited until she knew she was safe and then lay down under a bush to hide.

“Many hours passed. After the sun was high in the sky, she saw another impala walk by.

“ ‘Help! Help!’ the little impala cried.

“But the other impala thought, ‘I do not want to help her. She will probably die. I am surprised

the vultures have not already found her and eaten her!’ Then he left her alone.”

Ask: Why did the impala not help the hurt impala? (He thought she was too sick to be helped.)

impala was hurt and bleeding from the attack. She waited until she knew she was safe and then lay down under a bush to hide.

“Many hours passed. After the sun was high in the sky, she saw another impala walk by.

“ ‘Help! Help!’ the little impala cried.

“But the other impala thought, ‘I do not want to help her. She will probably die. I am surprised

the vultures have not already found her and eaten her!’ Then he left her alone.”

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“Later a great kudu with beautiful horns came running by. When he heard the impala cry for help, he thought, ‘I will not help the impala. It might be sick from germs. What if I also become sick?’ He too ran away.

“Then a tiny nyala came close by to feed. ‘Oh, dear!’ she said when she saw the hurt impala. ‘Why has no one helped you?’

“The impala was too weak to move or speak. So, the nyala found dry grass to make a bandage for her wound. She was

very careful not to get the blood from the hurt impala in her mouth as she pressed the grass to the bleeding wound. Then

she ran quickly to get help. Several nyalas carried the impala to safety.”

Ask: Was the little nyala a good in� uence on her friends? Why do you say that?

“After a few weeks, the impala was strong enough to � nd her way back to her herd. Her friends thought she had died. ‘Welcome home!’ they shouted.

“The impala told them how the nyala had helped. Soon her story spread to all of the antelopes. The impala and great kudu felt ashamed that they had not been true friends to the hurt impala. But the nyalas were honoured by all of the other antelopes.

“In this story, who needed a friend the most?” asked Grandmother. “Was it the impala who saw the little wounded one � rst? Was it the great kudu or the nyala?”

“No, Grandmother!” Both Phila and Musa said at once. “It was the wounded impala!”

“And which one of the antelopes was a true friend?” she asked.

“The nyala, of course!” Musa answered.

“Right!” said Grandmother. “And when the nyala was kind to the wounded impala, how do you think she felt inside?”

“I think she felt good,” said Phila. “I always feel good when I am kind.”

“Later a great kudu with beautiful horns came running by. When he heard the impala cry for help, he thought, ‘I will not help the impala. It might be sick from germs. What if I also become sick?’ He too ran away.

“Then a tiny nyala came close by to feed. ‘Oh, dear!’ she said when she saw the hurt impala. ‘Why has no one helped you?’

“The impala was too weak to move or speak. So, the nyala found dry grass to make a bandage for her wound. She was

very careful not to get the blood from the hurt impala in her mouth as she pressed the grass to the bleeding wound. Then

thought she had died. ‘Welcome home!’ they shouted.

“The impala told them how the nyala had helped. Soon her story spread to all of the antelopes. The impala and great kudu felt ashamed that they had not been true friends to the hurt impala. But the

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LESSON 9 - BEING A TRUE FRIEND 57

“Yes,” said Grandmother. “A true friend is someone who always treats others the same way that they want others to treat them.”

“If I had HIV I would want someone to be a true friend to me,” said Phila. “Do you think I can be a true friend to Njabu, Grandmother?”

Grandmother hugged Phila and said, “I know you can!”

Read the story in the student book

Discuss the story

1. The impala, the kudu and the nyala all belong to the same group of animals. What is that group called? (Antelopes.)

2. In our story the impala was hurt. How did that happen? (A girl lion tried to kill it for food.) How did the impala get away? (It can run very fast.)

3. Another impala saw the hurt impala but did not help. Why? (He thought that the hurt impala was so hurt that it would not get well. So why try to help her?)

4. Who came along next? (The kudu.) Did the kudu help? Why not? (He was afraid the impala was sick from germs or a virus. He did not want to take a chance of getting sick so he did not go near the impala.)

5. Who � nally helped the impala? (The nyala.) Was the nyala the biggest and strongest of the animals that passed by the hurt impala? (No.) Do you have to be big and strong to help someone? (No.) Emphasize that even children can help those who are hurt or sick.

6. What did the nyala do when she helped the impala to make sure that she did not get sick from germs or viruses on the hurt impala? (She was careful not to get blood from the hurt impala in her mouth.)

7. Of all the animals who passed by the hurt impala, who was a true friend? (The nyala.) Which of the animals felt best about their behaviour? (The nyala.)

8. Why did grandmother tell this particular story to Phila and Musa? (She wanted Phila to know that she could be a friend to Njabu even though she was sick with HIV.)

Complete Activity 1. Have students circle the pictures which show good ways to treat others. Have them put an “x” over the picture which shows a bad way of treating others. Discuss what made them think some were good and some were bad.

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58 Teacher’s Guide for Foundation Phase

Complete Activity 2. Have students trace the letters to � nd out what the sentences say. Read the sentences aloud. Once students have completed the sentences encourage them to share how they can follow the rules.

Complete Activity 3. Direct students’ attention to each drawing and have them tell what they see in the drawings. Then have them read each sentence and draw a line from the sentences to the drawings.

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LESSON 10 - REVIEWING WHAT I HAVE LEARNED 59

TIMETABLE: One 30-minute class period • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Complete Activity 1 • Learning Activity E: Complete Activity 2 • Learning Activity F: Complete Activity 3 • Learning Activity G: Complete iMatter Quiz

TIMETABLE: Two 30-minute class periods First 30-minute period: • Learning Activity A: Prior to reading the story • Learning Activity B: Read “storyteller’s” version (Appropriate grades) • Learning Activity C: Read student version of story (Appropriate grades) • Learning Activity D: Complete Activity 1 • Learning Activity E: Complete Activity 2 • Learning Activity F: Complete Activity 3

Second 30-minute period: • Review story from previous class • Learning Activity G: Complete iMatter Quiz

LESSON 10Reviewing What I Have LearnedOBJECTIVES

At the end of the lesson, students should be able to:Summarize the main ideas taught in each of the nine lessons.• Accept that they and others were specially made by God to help one another.• Name ways in which they can remain safe and well.•

Throughout the previous nine lessons, students have learned much about themselves and their relationships with others. They know that they are very special people and because they are, others should treat them with respect.

BACKGROUND

• •

GradeR123

Learning Outcome/s

Reviewof Learning Outcomes in Lessons 1-9

Assessment Standard/sReview of

Assessment Standards in Lessons 1-9

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Prior to reading the story

Before listening to the story lesson, have students go back through their books and look at the pictures. Have several tell which story they liked best and what they learned from the story. Discuss with the students how the pictures helped them to remember some of the stories.

Reading the storyteller’s version below

Read the story to the students. As you read about each picture that Musa drew, have students � nd that story in their own books. Brie� y review the basis of the story and what students should have learned from the story. (See notes throughout the storyteller lesson for ideas of helping students to review each lesson.)

Phila sat down next to Musa on the � oor. “What are you drawing, Musa?” she asked.

“I am drawing pictures of Grandmother’s stories. That way I will remember them better,” said Musa. “What a wise little boy you are, Musa,” said Grandmother. “That is a very good idea.”

Grandmother pointed to two people in Musa’s picture. “Who are these people, Musa?” she asked.

“They are Adam and Eve,” said Musa. “They were the very � rst people. God made them out of soil!”

Have students � nd Adam and Eve on page 3.

“Oh, yes!” Phila smiled. “They remind us that everything God made is special!”

“And look at that beautiful butter� y!” Grandmother said.

“Yes, I drew ‘Painted One’ to remind me that God has a special plan for everyone,” Musa said.

Have students � nd the picture of Painted One in their books. (page 6.)

“Very good, Musa!” said Grandmother. “You really were listening to the stories.”

“What is this?” Grandmother asked. She pointed to something that had a beautiful mane that glowed like the sun. On its back was an animal with a very long tail.

“That’s the lion and his friend the monkey!” Musa said.

A

B

LEARNING ACTIVITIES

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LESSON 10 - REVIEWING WHAT I HAVE LEARNED 61

Ask: Can you � nd this story in your books? (pages 10 and 11.)

“What is the bright light in the middle of the page?” asked Phila. “Is that the sun?”

“No! That is the little � re� y!” Musa answered. “Remember? Even though he was small he helped the hunter � nd his home. I want to be like him!”

Then Phila noticed some ugly-looking creatures with the words “Ha, ha, ha!” written beside them. She laughed and said, “You did a good job, little brother, of making the hyenas ugly!”

Ask: Do you remember why the hyenas got their laugh? (The hyenas lied to the other animals and then laughed at the animals that believed them. The lion punished them by taking away their speech. The hyenas could only laugh an ugly laugh after that.)

“Yes! And there is the � re that taught them to make good choices,” added Grandmother.

“And look at my fat leopard,” Musa laughed and pointed.

Ask: What was Musa remembering about the leopard that made him so fat? (He did not get his own food and did not exercise so he got fat.)

“Yes, I have been taking care of my body since I heard that story,” Phila said proudly.

Then Phila noticed two lions smiling at each other. “Oh, look!” she said. “Two lions in love! I liked that part of the story!”

“Do you remember the bad lion in that story, Phila?” asked Grandmother.

“Yes, I do,” said Phila. “And sometimes people can act like the bad lion, too. You said we should always tell you when we meet someone like that.”

“I do not see the mosquitoes,” Grandmother said looking closely at the paper.

“Here they are,” Musa said. “I made them very small. Maybe I should have made them bigger because they taught us very important things about HIV and staying safe!”

Ask: Can someone get HIV/AIDS from a mosquito bite? (No.) Do you remember ways that people get the HIV/AIDS sickness? (From blood and sexual � uids of someone who has HIV/AIDS. From touching or being pierced with something sharp that might have someone else’s blood on it. )

“I see the impala and nyala!” Phila said. “I am being a friend to Njabu just like the nyala.”

Ask: How was the nyala a friend to the impala? (Helped the impala to get well when no one else would help.)

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“I am so proud of you both,” said Grandmother. “You have learned so much!”

“We will never forget now that we have Musa’s pictures,” Phila said. “I am happy you are my little brother.”

“We are a happy family!” Musa said. “I think I will draw a picture of that, too!”

And with that, the happy little family had a good laugh!

Read the story in the student book

Complete Activity 1. Have the students draw lines from the picture on the left to the related picture on the right.

Complete Activity 2. Have the students complete the drawing of their favourite story. Discuss what their favourite stories were and why they liked them.

Complete Activity 3. Have the students complete the drawing and choose several students to share with the class what they drew.

Complete iMatter Quiz on page 46 – 47. Let the students take their time to answer the questions and share their answers with the class.

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QUIZ 63

iMatter Quiz- Check on ContentDirections: Circle “T” for the statements that are true and “F” for those that are false. Explain to students that True means Yes and False means no. Read the example below with students so that they can understand the concept.

Example: In the beginning there were no stars, no moon, and no sun. (Answer: “T” True)

Note: If students have trouble reading, read each statement to students and have them answer.

Lesson 1

T F God made the world and everything in it.T F Trees are the most special thing that God made.T F God loves people very much.T F People can talk with God.

Lesson 2

T F Grandmother said that Musa was not special.T F Painted One was happy to be a caterpillar.T F A bird helped Painted One out of the cocoon.T F Grandmother said that God would take good care of Phila and Musa.

Lesson 3

T F Phila did not want to go to school.T F The lion wanted to be like the monkey.T F The lion and the monkey worked together to save the animals.T F The monkey learned that everyone is special.

Lesson 4

T F The hunter was lost in a storm.T F The � re� y said that his son was too little to help.T F The people were sad to see the hunter come home.T F You can help others even when you are small.

Lesson 5

T F Phila and Musa obeyed grandmother.T F The hyena always told the truth.T F The hyena and his friends said they were sorry.T F Phila and Musa were sorry they lied to Grandmother.

Lesson 6

T F Grandmother told the children to never take anything from a stranger.T F Phila did not take food from the man.T F The leopard took good care of his body.T F Phila and Musa promised to take care of their bodies.

Lesson 7

T F Washing your hands is a good way to get rid of germs.T F Mosquito bites can make you sick with HIV.T F HIV is only passed to others through blood or body � uids.T F You should be afraid of people with HIV.

Lesson 8

T F The female lion did not want the bad lion to touch her.T F Sometimes people do unkind things like the bad lion.T F You should always say no to someone who wants to touch you in a bad way.T F You should tell someone you trust if someone tries to touch your private parts.

Lesson 9

T F You should not be friends with people with HIV.T F The kudu was a true friend to the little impala.T F You might get sick if you play with a child who has HIV.T F It is safe to give a hug to someone with HIV.

Lesson 10

Choose the correct word from the list to complete each sentence.

Write the words in the blanks.

All people good plan helped bad bite care true

1. Adam and Eve were the fi rst p _ _ _ _ _ God made.2. God has a special p _ _ _ for each of us.3. A _ _ of us are special.4. The fi refl y was small, but he h _ _ _ _ _ the hunter.5. The hyenas learned about making g _ _ _ choices.6. You should take good c _ _ _ of your body.7. You must always tell someone if you meet a person like the b _ _ lion.8. You cannot get HIV from a mosquito b _ _ _ .9. You can be a t _ _ _ friend just like the nayla.

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iMatter SongsSPECIAL

I am special God made my lifeI am specialHe made you too!I am specialGod loves me soYou are specialHe loves you too!

HELPING

Helping, helpingThough I am smallHelping, helpingThough I’m not tallHelping, helpingAll the day throughHelping, helpingOthers and you.

Planting, planting …Helping, helpingOthers and you.

Sweeping, sweeping …Helping, helpingOthers and you.

Washing, washing …Helping, helpingOthers and you.

Sharing, sharingThough I am smallSharing, sharingThough I’m not tallSharing, sharingAll the day throughSharing, sharingWith others and you.

F-R-I-E-N-D

F-R-I---E-N-DBe the best friend you can be!Helping, caring,Playing, sharingThat’s what true friends do, you see.Let’s be true friends, you and me.

THE BODY SONG

This is my bodyGod gave it to meThere’s no other like itI’m special you seeI’ll take care of my bodyThe best that I canBoth inside and out –That is my plan!

CHOICES

Choices hereChoices thereChoices, choices everywhereTell the truthTell a lieObey the rulesCheat at schoolChoices hereChoices thereChoices, choices everywhereI will choose to do what’s goodI will choose the things I should.

Be the best friend you can be!

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Multiple IntelligenceFrom research conducted by Howard Gardner and veri� ed by research of others, intelligence has been de� ned in a multiple of ways. Dr. Gardner concluded that there are at least eight intelligences, eight ways that people are smart. It has been determined that if teachers plan lessons to accommodate these di� erent intelligences, the di� erent ways that people learn, all children will learn better and easier.

The following is a list of Gardner’s multiple intelligence. For each intelligence there is a list of examples in the student book with activities and lessons that use each intelligence.

Verbal/Linguistic Intelligence. We use this intelligence when we talk, read, write, listen, and learn new words. (1) Students read their books. (2) Listen to teacher read from her book. (3) Learn meaning of new words. (4) Activity 3, page 29. (5) Activity 2, page 33. Lesson 7 – learning the meaning of words - germs, HIV/AIDS.

Logical/Mathematical Intelligence. We use this intelligence to solve math problems, to solve problems that require logical thought, to follow step-by-step activities, and to classify by groups. (1) Activities 1 on pages 12, 28 and 32. (2) Activities 2 on pages 5 and 29. Lesson 3 – monkey and lion (or tiger) planned logically how to save lives of other animals.

Visual/Spatial Intelligence. You use this intelligence when you do any kind of artwork and when you can close your eyes and visualize something in your mind. (1) Activities 1 on pages 8 and 36. (2) Activity 3 and 4, pages 14 and 15. (3) Activity 3, page 25. Lesson 10 – Musa drew pictures to remember each story.

Bodily/Kinesthetic Intelligence. We use this intelligence when we use our body to learn a skill (ride a bike, play a sport), act out a drama, � nd ways to take care of our bodies, or express ideas with our bodies. (1) Activity 2, page 36. Lessons 6 and 7, taking care of our bodies and Lesson 8, learning about body touches.

Musical/Rhythmic Intelligence. We use this intelligence when we use songs, music, rhythms to learn information and to express ideas. With this intelligence people like to play musical instruments and write songs. At the end of the Teacher’s Guide there are a number of songs that can be used to teach information.

Naturalist Intelligence. We use this intelligence to help us learn about things in nature, how things in nature work, and to learn from things in nature. Almost all of the stories in this book use animals to teach us about things in nature. Lesson 1 is about how things in nature were originally created.

Interpersonal Intelligence. We use this intelligence when we work together as a team, express empathy and caring for others, and try to see things from the perspective of others. (1) Activities 1 on pages 14 and 40. (2) Activity 2, page 41. Lesson 9, being a true friend to help one another.

Intrapersonal Intelligence. We use this intelligence when we can look at ourselves, at what we think, what we do, and how we feel. (1) Activity 2, page 8. (2) Activity 3, page 9. (3) Activity 3, page 25. Lesson 9 being a true friend.

Be aware that some activities use more than one intelligence. Activity 3, page 25 uses visual/spatial (drawing a picture) and intrapersonal (you making a good personal decision).

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This publication was supported by Cooperative Agreement Number U2G/PS001346 from Centers for Disease Control and Prevention (CDC). It’s contents are solely the

responsibility of the authors and do not necessarily represent the offi cial views of CDC.