Social and Religious Studies

Part 1 Social Studies

• click here for a video lesson on Important places and public asset in our district URL

  Mark as done
• CLICK HERE FOR A VIDEO LESSON ON: Social Economic activities in our district URL

  Mark as done
•  Sub-topic    Our district

   

  
  

  Key unit competence: Compare socio-economic activities of his/her district with those of the neighbouring districts and recognise their importance in the development of the District.
             
   Learning objectives 
  
  At the end of this unit, you should be able to: Knowledge and understanding 
  • Locate his/her District on the provincial and Rwandan maps. 
  •Identify social-economic activities of his/her district.
  

  Skills  

  Describe the location of his/her district on the provincial and Rwandan maps.

  • Analyse different economic activities carried out in his/ her district in comparison with her/his neighbouring districts.
  •  State how socio-economic activities contribute to the development of the district
  •  Explain the importance of socio-economic activities in the development of the district.

  Attitudes and values 

  • Acknowledge the importance of social-economic activities in his/her district. 
  • Respect work as a source of income.
    

  
  

  1. Community
  
  Oral activity 
  
   Look at the picture.
  

  1. What is happening in the picture? 
     
  2. What do you think the people are doing?
     
  3. Where do you go to buy what you need? 
     
  4. What do you buy?
     
  5. Where can you buy or sell items in your district?
     

  
  A busy marketplace 
  
  Identify my district  
  A district is an area in which people live.A neighbourhood is the area close to you.Neighbours are the people who live next to you. Neighbouring districts are next to the district in which you live.
  A province is a region that is bigger than a district. Each district is part of a province.In Rwanda we have five provinces and 30 districts. 
  These are our five provinces:
  

  • Eastern Province
    
  • Kigali City 
    
  • Northern Province 
    
  • Western Province 
    
  • Southern Province

  Each of the five provinces is divided into districts. Table 1.1 gives the names of the different districts.
  Table 1.1 Provinces with their districts
  
  Activity 1.1
  Look at the map on the next page. 
  1. Find your province on the map. 
  2. Look at the list of districts. Which is your district? 
  3. Find your district on the map. Point to where it is. 
  4. What is the size of your district? 
  5. Which are the districts next to your district?
  6. On your own, draw a map of your district. Show your map to your group. 
  7. Explain where your district is. Point out your neighbouring districts.
  District map 
  
  The five provinces and 30 districts of Rwanda

  
  

  Lesson 2
  

  
  Socio-economic activities in our district •
   A social activity is where we contact or meet people. An economic activity is when we make, buy or sell goods. 
  • A socio-economic activity is a mix of a social and economic activities. 
  The two activities go together. 
  When we buy or sell goods, we talk to people. We meet and spend time with them. When we work to earn money, we work with people. When we go to the market, we buy and sell goods. We meet people and talk to them.
  Examples of socio-economic activities 
  • agriculture or farming     crafts           trade
  • fishing                             pottery       employment 
                                           tourism
  Social activities

  People talk to each other. They go out together. They play sport together compete and against each other. Some people go to church. Others go to mosque. People have families and friends. People attend marriages, baptisms and funerals. People get married and start families. Children visit their parents and grandparents. People visit their neighbours. You visit your friends and family members. People attend cultural events. People sing and dance. Many people like to share food with each other. They have feasts together. 
  
  Traditional dance in Musanze
  
  Economic activities

  People grow vegetables on their farms. They take them to the market to sell. Other people come to the market to buy the vegetables. People catch fish. They sell the fish. With that money, they can buy food and clothes. Tourists or visitors from other countries come to Rwanda. They stay in hostels and hotels. They pay to stay there. They visit our beautiful areas. They pay for transport and tour guides. 
  
   Exercise 1.1
  1.  In groups, make a list of all the socio-economic activities in your district.
   2. Talk about each activity.                         
  a) What do people do?                                                   
  b) Where does it happen? 
  c) Which socio-economic activities have you joined in?
   3. Share your group’s discussion with the rest of the class.

       

   Lesson 3  

                                                     Socio-economic activities in neighbouring                                                         districts 
  

                                                       
  

  

  There are socio-economic activities in your district. 

  There are also socio-economic activities in all the other districts. 

  Some are the same and some are different. 

  The socio-economic activities will depend on many 

  things such as:

  •  how many people live in the district
    
  •  what the natural resources are 
    
  •  which products grow well in the area 
    
  •  what people need and want 
    
  •  how easy or difficult it is for people to meet
    

  

  
  

  Examples of socio-economic activities in neighbouring districts In districts 
  

  where there are national parks, there are many 
  

  socio-economic activities dealing with tourists. 
  

  In areas where there is water, there are socio-economic activities such as fishing. An example is the area around  Lake Kivu. 
  

  In the city of Kigali, there are more shops and businesses than in rural areas. In some areas, there is more farming than in other areas.

  
  

  
  

  
  

  
  

                    
  
  

  
  

   Compare socio-economic activities     Lesson 4
  You know the socio-economic activities in your district.

   Learn more about the socio-economic activities in neighbouring districts. 
  Your neighbouring districts are those that are next to yours. 
  
  
  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Activity 1.2 
  

  1. In groups, find out what the socio-economic activities are in your neighbouring districts. 
  

  2. Compare these with the socio-economic activities in your district.
  

  a) What are the differences? 
  

  b) How are the activities the same?
  

  c) Why are there differences? 
  

  d) Why are there similarities?
  

  3. Present what you found to the class.
   
   Lesson 5
  
  The importance of socio-economic activities 

  Socio-economic activities help each district to develop. To develop means to grow and prosper.
  

  Socio-economic activities add to the development of each district

   Socio-economic activities help a district to develop. Look at these examples.

   Employment or work helps people to earn money. Then they have money to spend and buy things. That means, other people will make and sell things and they will also earn more money. Many people may wish to visit a district. They may want to buy or sell goods. They may want to visit people or see a cultural place. Then roads will need to be built. Roads make it easy for people to visit a district. 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

  
  
  
  
  
  
  
  
  
  Tourism in a district means that people will build hotels and hostels. 
  

  They will open restaurants or other places to  eat. 
  

  People who make crafts and pottery will open stall where they can sell these items. 
  

  Tourist guides will get work. 
  

  They will show tourists our country. 
  

  More money will come into the district. 
  
  

  Tourists like to visit our cultural places. 
  This building is in Rukali, Nyanza, and is a replica of a palace. 
  Socio-economic activities are important for  each district 
  

  Agriculture or farming helps people to be employed. It also feeds people.
   If we did not have farms, we would not eat. 
  
  

  There are many houses in Kigali. 
  More schools are built so all the children can attend school.
  
               Farms, such as this one in Karongi, are very important.

  
  

  Other countries may spend money in our district. Shops, business
   and trade bring money to our districts. 
  

  Trade helps us to earn money. 
  

  Then our district can pay for buildings, schools and hospitals. 
  

  If we sell and buy, our economy gets strong. 
  

  When our economy is strong, people in other countries will invest in our districts. 
  To invest is to put money into a business or other socio-economic activities.
   Exercise 1.2
  1.  In pairs, discuss how socio-economic activities help to develop your district. 
  2.  Explain why socio-economic activities are important for the development of your district. 
   Activity 1.3
  

  As a class, take part in a debate on: Socio-economic 
  

  activities are good for our district. One half of the class will 
  

  argue for the statement. The other half will argue against 
  

  the statement. You must present good reasons for your 
  argument to the class.
   Homework
  

  Write three sentences to explain what you learnt during the 
  debate about the importance of socio-economic activities.

  
  

  Checklist of learning

  In this unit, I have learnt:

   
  Self-assessment 
  Make sure that you are able to do the following on your own. 
  1. Compare the socio-economic activities in your district to those in  neighbouring districts. 
  2. Explain why some are the same. 
  3. Say why some are different. 
  
  Formal assessment 
  1. Draw a map of your district. (5)
   2. Look at this picture. Answer the questions. 
  
  a) What socio-economic activities are happening on the road  to Kiyovu? (4)
  b) What are the socio-economic activities in your district?(2)
  c) Why are socio-economic activities important to each district? (4)
  

  Total marks: 15

  Mark as done
• click here for a video lesson on: Socio-economic activities in our district URL

  Mark as done
• Unit 2  :Basic human and children’s rights

  Key unit competence: recognise basic human and children’s rights and fight for them.
                     
    Learning objectives 
  
  At the end of this unit, you should be able to:
  Knowledge and understanding 
  • Identify basic human and children’s rights. 
  • State forms of child abuse and ways of preventing them.
  

  • Give the meaning of equality and equity. 

  • State different forms of sexual abuse.
  Skills
  • Respect principles of human and children’s rights. 
  • Analyse how equity and equality is carried out in our district.
   • Identify ways of promoting equity and equality in our district. 
  • Identify elements of gender-based violence. 
  Attitudes and values 
  • Show self-respect, respect and tolerance of the other.
  • Report child abuse practices and cases to parents, guardians, teachers and police.
  • Appreciate the importance of basic human rights and children’s rights. 
  • Exhibit behaviours that promote equity and equality. 
  • Show concern on gender-based violence and sexual abuse. 
  • Communicate willingly in matters concerning sexual abuse. 
  • Describe elements of gender based violence and sexual abuse. 
  

  • Find out different ways of preventing gender based violence and sexual abuse.

  Oral activity                                                                                       Before you start

  In a group, look at the picture and answer the questions. 
  Talk about your answers in your group. 
  1. What are the children doing? 
  2. Do you think they are happy? Why?
  3. Are they free? Why? 
  4. What does it mean to be free? 
  5. Do you think they are safe? Why? 
  6. What does it mean to be safe? 
  

  7. What can help you to be safe?

      These children are playing a game. 

  Human rights                                                                       Lesson 1

  Human rights help you. They give you power to live well. 

  This is because they:

  • keep you safe as they help you to protect yourself 
  • make people treat you in a good and fair way 
  • make you treat others in a good and fair way
  • are the same for all people.
  
  

  Basic human rights are rights that everybody should have.  

                                         It does not matter: 

  •  where you live
    
  •  who you are
    
  •  if you are young or old 
    
  •  if you are a boy or girl 
    
  •  if you are rich or poor.

                                                            

                                          You have the basic human right to follow your religion.

  Basic human rights include the right to:

  
  

  Life: nobody should kill or hurt you.

  Equality: we should all be treated the same. 

  Freedom: nobody should take your freedom away. 

  Respect: we should all show respect to each other. 

  
  

  Live in peace and be safe from harm: this means 

  there should be no violence and no war.  

  Nobody fights. 

  A human right gives you the freedom to live in a safe way. It also helps you to grow. You can become the person you want to be. It allows you to be happy.

  Children’s rights                                                                     Lesson 1

   

  Children’s rights are part of human rights. You have rights because you are a child. You need to be protected. Look at these children’s rights.                  

  
  

  

   Exercise 2.1 

  1. In pairs, name four human and children’s rights.

  2. Which human and children’s rights do you have?  Give examples. 

  3. Why is it important to have human and children’s rights?

   

  Lesson 3

  

    Respect and tolerance 

  To have human rights means you have respect. If you respect   yourself, then you:

   • are kind to yourself 

  • like yourself

   • do not harm or hurt yourself. 

                        Be kind to yourself.

                        Respect yourself.

      
  

  

  If you respect others, you do not harm them. 

  You are polite and kind. 

  To respect is to be tolerant. 

  It means to accept other people. 

  You are friends even if people are different from you. 

  People are different if they are not the same as you.  People may: 

  • look different from you 

  • have different religions 

  • come from a different district. 

  Always treat people in the same way you would like to be treated. 

   Exercise 2.2 

  Describe how you show respect for other’s human rights.

                        We respect people who 
                        are older. 
  Activity 2.1 
  In groups, discuss why it is important to respect human and children’s rights.
  
    Lesson 4        Child abuse 
  

                                               Child abuse means when children are hurt and harmed. 
  

                                               This happens when people do not respect human and                                                                                     children’s rights.   
  

                                                There are different kinds of child abuse: physical abuse,
                                                 sexual abuse,emotional abuse and neglect.  
  Physical abuse 
  
  When somebody hurts your body it is physical abuse. This is  when somebody hits, kicks, beats or harms you in a bad way.
   Examples are if you are: 
  

  • whipped or caned
  

   • hit with a fist 
  

  • hit with a stone
  

   • hurt in a way that causes  scars, bleeding or broken  bones

  

  Physical abuse is when somebody hurts your body.

  Sexual abuse 

  This kind of abuse happens when a person touches you on 
  your private parts or genitals. These are the parts of the body
  that other people may not touch without your permission. 
  Sexual abuse happens when you are:
   • touched in a way that makes you uncomfortable, shy and scared 
  • forced to touch another person’s private parts
   • forced to have sex 
  

  • forced to get married. 

  Emotional abuse 

  Emotions are feelings. You can feel happy or sad. You can also feel safe or scared. 
  

  Emotional abuse is when people use bad words to hurt you. 

  What they say makes you feel sad or scared. Examples of 
  emotional abuse are when a person tells you:
  • that you are useless 
  • that you should never have been born 
  

  • that they hate you or do not like you.

  

   When people use bad words to hurt or    Neglect is when you are not cared for or looked after.
  scare you, it is called emotional abuse.

                                                     Neglect

  

  To be neglected means to be not cared for or looked after.  Examples are: 
  

  • Nobody gives you food.

   • You don’t get help when you are ill. 

  • You have no place to stay.

   • You have to look after yourself. You never see your parents or guardians.

   
   Exercise 2.3 
  1. Work with a partner. Use your own words to describe the different forms of child abuse. 
  

  2. Describe what you feel about child abuse.

   Lesson 5       Activity 2.2  

  1. Draw the different kinds of child abuse. 
  

  2. Explain to the class what your drawings mean.

  How to prevent child abuse              Lesson 6
  There are things you can do to prevent child abuse. 
  You can report it to: 
  • the police 
  • a teacher
  

  • your parents or guardians. 

                                                                                                        

  

  Report child abuse to a police officer.
  

  You can also: 
  

  • speak up and talk about it so other people know, especially local leaders 
  

  • get shelter in a place of safety. This could be a church, mosque or nongovernmental organisation (NGO). • say no – warn the person you will not be abused 

  • stay away from people who are abusers 

  • tell the abusers about human and children’s rights. 

                  

  Activity 2.3 
  1. On your own, find out how you can prevent child abuse. 
  

  2. Present what you found out to the class. Be prepared to answer questions

   Lesson 7             Equality and equity 

                              
  Equality means we are all the same and should be treated in the same way. 
  

  It means we are equal. 

  Equity means people get a fair share of what they need. It also means people are treated in a fair or just way. 
  Look at this example. 
  The farmer has told both learners that they can each pick a mango. 
  This is equality as both have permission. 
  The taller learner can easily get a mango. 
  The shorter learner cannot reach a mango. This is not fair. 
  This is not equity. To make sure there is equity, the shorter learner needs help. 
  The taller learner should help the shorter learner to reach the fruit. 
  Then there is equity. This means that to ensure we have equity, we sometimes have to give people an advantage.
  
  
  

  Equity sometimes means giving people an advantage.

   Exercise 2.4 

  Work in pairs. 

  1.  Give the meaning of equality. 
  2. Give the meaning of equity. 
  3. Use your own words to give an example of each.  Show the difference. 
  4. Make a drawing to show the difference between equity and equality. 
  

  5. Explain if you would prefer to live in a place with equity and equality. 

  Importance of equity and equality in our district and society

  If we have equity and equality, we have human and children’s rights. 
  Then there will be no abuse. 
  We want to live in a happy and peaceful way in our
  district. To do so, we must have equality and equity. Then
  people will all be treated fairly. 
  

  How to promote equity and equality in our district 

  Look at what you can do to promote equity and equality. 
  Exercise 2.5 
  Answer these questions in groups.
   1. Are there equity and equality in your district? Give examples to explain your answer.                                                                                                     
  2. Discuss why equity and equality are important in your district. 
  3. Make a summary of the most important ideas in your group. 
  4. Present your summary to the class. Be prepared to answer questions.
  Activity 2.4 
  In groups, role play how you will show equity and equality in our district. 
  This means you must: 
  • show how to behave 
  • show what you do to treat people equally and  with respect. 
  Homework 
  Write four sentences to explain what you learnt in the  
  

  role-play, about how to show equality and equity.

  .

                                                                                                                                

                                                                         Gender-based violence and sexual abuse   
     Lesson 9                Gender gives you a male or female role. It tells you how to behave.
    This can be as a man or boy, or a woman or girl. Gender-based violence is when you are hurt because you are a woman or girl, or a man or boy. Most gender-                                      based violence is by males against females.
  This is not always so. Females sometimes also abuse males.
   
  Examples of gender-based violence:
                                   
  • A husband beats his wife.
  • An uncle beats his niece.
  • A brother beats his sister.
  • A boyfriend beats his girlfriend.
  • A mother beats her son or her daughter.
  • A girl is stolen or sold to be married.     
  
  
  

   Gender-based violence can happen anywhere. It can happen: 

  • at home, by people you know 

  • at work or at school. Gender-based violence can happen when: 

  • there is no equality 

  • people do not respect human rights.

   Exercise 2.6 Discuss the following in groups. 

  1. Examples of gender-based violence and sexual abuse. 

  2. Why do you think sexual abuse and gender-based violence happen?

  The effects of gender-based violence and sexual abuse 

  When gender-based violence and sexual abuse happen, it has bad effects . 

  Look at the effects shown in the pictures. 

  Violence and abuse lead to physical                            When there is violence or abuse, children
            Harm.                                                                                    may run away from home.

  How to prevent gender-based violence and                         Lesson 10
  sexual abuse
  It is every person’s duty to try to stop bad things happening.

  You can do so if you:
  • report it (tell the police, a teacher or person you trust)
  • talk about it so that it is not a secret
  • tell people about human rights
  • show people you respect them
  • treat people in a fair way.

  Activity 2.5
  Work in a group.
  1. Identify different ways to prevent gender-based violence
  and sexual abuse.
  2. Present your ideas to the class.
  Homework
  Write five sentences to describe how you will prevent
  gender-based violence and sexual abuse.

  

  Self-assessment
  Make sure you are able to answer the following questions on your own.
  1. Why are equality and equity in our district important?
  2. What are you doing to promote equity and equality?
  
  

  Formal assessment
  1. Choose the correct word in the box to complete each sentence.
  police             promote                      protected            human
  a) Human rights are yours because you are ________. (1)
  b) Children have special rights because they need to be ________. (1)
  c) You should report child abuse to the ________. (1)
  d) It is very important to ________ equity and equality. (1)

  2. Match the words in column A with the correct meaning in column B.

  (5)

  Column A	Column B
  2.1 equity	A accept other people
  2.2 equality	B fairness
  2.3 respect	C we are all the same
  2.4 abuse	D hurt and harm
  2.5 tolerance	E to be polite and kind

  
  3. Read the case study. Then answer the questions.
  Keza was so sad. Her cousin, Eric, had grabbed her and told her to

  take her clothes off. But Keza had shouted loudly. She said, “No!

  No! No! I have a right to be safe! You have to respect me. I will tell
  my mother. I will report you to the police.”
  a) Why was Keza sad? (1)
  b) What do you call this kind of abuse? (1)
  c) What did Keza do to stop Eric? (1)
  d) Did Keza do the right thing? Give a reason for your answer. (1)
  e) Tell Eric how he should rather act towards girls. (2)
  Total marks: 15

  Mark as done
• Lesson 7: Equality and equity URL

  Mark as done
• Lesson 9: Gender-based violence and sexual abuse URL

  Mark as done
• click here for lesson on Basic Human and children rights URL

  Mark as done
• click here for a lesson on gender URL

  Mark as done
• click here for a lesson on Equality and equity URL

  Mark as done
• click here for a video lesson on: Vocation of the Israel URL

  Mark as done
• Unit 3              Hygiene

  

  Washing your hands properly is an important part of good hygiene and prevents disease.

  UNIT 3                          Hygiene

  Key unit competence: Demonstrate proper hygiene practices and environment cleanliness
                         Learning objectives
  At the end of this unit, you should be able to:
  Knowledge and understanding
  • Identify basic hygiene practices and their importance to the environment.
  • Identify waterborne diseases.
  • Identify signs, symptoms and treatment of malaria.
  Skills
  • Carry out activities that promote good hygiene of their surrounding environment.
  • Explain the importance of proper hygiene and problems caused by lack of proper hygiene to
  the environment.
  • Explain waterborne diseases, causes, effects and prevention.
  • Suggest different ways of preventing malaria.
  Attitudes and values
  • Appreciate and practise proper environmental hygiene.
  • Show respect towards keeping environment clean.
  • Show concern about waterborne diseases and malaria.
  • Contribute to prevention of waterborne diseases and malaria.

     

   Before you start        Oral activity
  Look at the picture. Then discuss the answers to these
  questions in your groups.
  1. What are the children doing?
  2. Why is it good to be in a clean area?
  3. What do you clean at home?
  4. Why do we need to be clean?
  5. Why should both girls and boys help to clean?
  

                    Learners cleaning the school yard

   Lesson 1           Hygiene

  Hygiene is keeping yourself and your environment clean
  and healthy. If you keep clean, you can prevent or stop
  diseases. Your environment is everything around you.
  This can be, for example, your:
  • classroom
  • school
  • home

  To be clean helps to stop germs from spreading. Germs                    
  cause diseases. They make you ill. When you are sick, you
  do not feel well.
  
  How to be clean
  Hygiene practices are what you do to keep yourself clean.
  They are also what you do to keep your environment clean.
  Look at these examples of hygiene practices.
  Wash your hands
  It is very important to keep your hands clean. Germs on
  your hands can make you and others sick. Wash your hands
  oft en. Use clean water and soap. Always wash your hands
  before you:
  • peel fruit and vegetables
  • eat
  • cook
  • go to sleep.
  
  Always wash your hands aft er you:
  • go to the toilet or pit latrine
  • touch an animal
  • garden or farm.
  
  Sing a song while you wash your                
  hands. This will remind you to wash
  both your hands very well.
  Activity 3.1
  Do this activity in pairs.                                      1. Role play how you should wash
  your hands.
  2. Explain to your partner why you
  should wash your hands.
  3. Your partner can explain to you
  when you should wash your
  hands.
  
  
                                
                                 
  
  
                                                                                                                                                                                                         It is important to wash your hands regularly.
  Lesson 2
  Keep your environment clean
  

  How to keep the area where you live clean. You can do this if you:
  

  • clean your house, classroom and school area
  

        
  

    • never litter and pick up waste

  • sweep and wash the floor

  • keep the area in and around the toilet and pit latrine clean

  • do not go to the toilet in or near water.

  
  

  
  

  
  

  
  

  
  

  
  

  Exercise 3.1
  

  1. Explain the meaning of hygiene.
  

  2. What is a germ?
  

  3. What is a disease?
  
  

    Lesson 3
  

  It is important to keep the environment clean

  Problems happen when there is no hygiene. If we do not

  clean ourselves, we get germs. We can also spread germs.

  When we spread germs, we pass them on to others. Then

  they can get sick. If we do not clean the environment, we

  can cause diseases.That is because we let germs breed and spread. These insects like dirty environments:

  • flies  • fleas  • mosquitoes  • ticks   • lice.
  

  These insects spread serious diseases. They breed in dirt. That
  

  is why it is very important to have hygiene in the environment.
  

  If we make the water dirty, we can get very sick. If we drink
  

  dirty water, we can get an upset stomach. This is called diarrhoea.
  
  Work as a group.
  1. Discuss why we should keep the environment clean.
  2. Share your group’s ideas with the class.
  Activity 3.3
  Divide into groups.
  1. Clean the area around your school.
  2. Each group should clean a different area.
  3. Make a record of the area you clean. Say what you have done.
  Homework
  Write four sentences to explain why it is important to clean
  

  the school.

  
  

  Diseases                                                                                                    Lesson 4
  Diseases are illnesses. They make you sick. When you are                   you can prevent
  sick you do not feel well. Some diseases can make you so                         waterborne        
  sick that you have to go to a hospital. Other diseases cause                          diseases.
  

  people to die.

  Waterborne diseases                                                               
  Waterborne diseases are illnesses that you can get from the
  germs in water. Examples are:
  • diarrhea                             • cholera
  • hepatitis A                          • typhoid fever 
  • dysentery.
  

  In most of these diseases, you get an upset stomach. It can                          
  

  
  

  be serious. People die from these diseases.
  Causes and effects of waterborne diseases
  A cause is the reason something happens. Waterborne
  diseases are caused by dirty water and dirty rivers. They are
  also caused by drinking dirty or unsafe water. When people
  go to the toilet near or in water there may be faeces or urine in the water.
  It becomes dirty. An effect is a result of what                          
  

  

  
  happens. The effects of these diseases are bad. You vomit and                      
  go to the toilet a lot. You cannot eat. You are weak. You may
  pass the disease on to others.
  How to prevent waterborne diseases
  Most waterborne diseases are preventable. When a disease is
  

  preventable, it need not happen. People do not need to get sick.                                                                                          

  Exercise 3.2
  1. Discuss the following in groups:                                                    
  a) Causes of waterborne diseases
  b) Effects of waterborne diseases
  c) Prevention of waterborne diseases
  

  2. Present what you have discussed to the class.

    Lesson 5                          Malaria
  Malaria is carried by mosquitoes. When a female malaria
  mosquito bites you, you get malaria. Mosquitoes breed in
  water (especially dirty, still water).
  Never leave empty containers outside. Old tyres that lie
  around collect rain water. Mosquitoes like to breed in still
  and dirty water.
  It is best to prevent malaria. You can do this if you:
  • keep your environment clean
  • do not put containers outside that can fill up with rain
  water. This is where mosquitoes breed.
  • clean rivers and ponds
  • sleep under a mosquito net
  • cover your arms and legs at sunrise and sunset
  • help other insects, birds, animals, fish and reptiles that
  eat mosquitoes, to live.
  

  Malaria can be treated by taking tablets prescribed by a doctor.    

                                               Mosquitoes breeding in still water

  
  

                                         Activity 3.41. 
  

      
  

  

     Find out and discuss the causes and effects of malaria.

                 Find out and discuss the causes and effects of malaria.

                 Find out and discuss the causes and effects of malaria

                 Present your answers to the class.

                 Be prepared to ask and answer questions.

                 2. Do a clean-up to destroy mosquito-breeding places.

                      Find these places in your area.

  Homework
  

  Write four sentences to explain how to destroy mosquito breeding
  places.

  
  

  
  Some insects, fish, birds, reptiles and animals eat mosquitoes. Do not kill them. They help to get rid
  

  of mosquitoes. That helps to prevent malaria.

  

  Peer assessment

  Do the following and swoop with you partner to check each other’s work.

  1. Describe the problems caused by a lack of hygiene.

  2. Make a drawing to show how malaria can be spread by dirty water

  Formal assessment

  1. What does hygiene mean? (1)

  2. Name two waterborne diseases. (2)

  3. What are the effects of waterborne diseases? (2)

  4. Give three reasons why we should keep the environment clean. (3)

  5. Explain how you could destroy or clean up places where mosquitoes breed. (2)

  6. Look at the picture. Then answer the questions.

  

  a) What is the frog doing? (1)

  b) In what way is the frog helping to prevent malaria? (2)

  c) What else can you do to prevent malaria? Give two ideas. (2)

  Total marks: 15

  
  

  Mark as done
• click here for a Lesson on Hygiene URL

  Mark as done
• Unit 4  Economy

  
  

  UNIT 4 Economy

  Key unit competence: develop culture of making priorities and savings.
                 
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Define needs and wants.
  • Identify needs and wants in society.
  • Identify different activities that generate income.
  • Give examples of circumstances that affect people spending.
  
  Skills
  • Explain how the environment helps to meet human needs.
  • Prioritize between needs and wants.
  • Make a list of things that people spend money on.
  • Explain importance of saving.
  
  Attitudes and values
  • Use environment properly to meet his /her needs.
  • Be devoted to work (hard working).
  • Use available resources properly.
  

  • Develop a culture of saving.

  

  Oral activity                                                                    Before you start 
  In a group, look at the picture.
  1. What are the people doing?
  2. Why is catching fish important?
  3. What do people do with fish?
  4. Can you buy fish?
  

  5. Can people get money from selling fish?

  

  Needs and wants                                                        Lesson 1

  A need is something you have to have. You need it to:
  • live
  • be safe
  • grow
  • learn
  • be healthy
  • be clean.
  For example, you need soap to wash your hands so you can
  be clean. You need books so you can learn. You need food so
  you can eat. You need a parent or guardian to care for you
  and keep you safe.
  A want is something you wish you had. You may want
  something because:
  • your friend has it
  • you think it will make you happy
  • it may make your life easier
  • it looks nice
  • it will be fun to own.
  
  

  Activity 4.1

  Work in groups.
  1. Make a list of your needs.
  2. Make a list of your wants.
  3. Make a list of the wants and needs of the people in
  your community.
  4. Present your lists to the class.
  5. Discuss what you notice about most needs and wants.
  

                                                   Are they the same? Are they different?
  
  

  Lesson 2             The environment helps people with their needs
  Remember that the environment is everything around us.
  The environment helps us to meet our needs and wants.The
  environment gives us food. It gives us:
  • soil that we can use to plant seeds, so that we have food
  to eat
  • water – we cannot live without water
  • fruit and nuts – we eat these to stay healthy
  • some animals that we can eat
  • fish that we can eat
  • bees that give us honey.
  
  Our environment also helps us. It gives us:
  • shade and protection from the sun                
  • materials to build houses
  

  • dead branches to make fires to cook food
  
  We must always use the environment properly. This means we:
  • must not chop down trees without a good reason
  • must plant another tree for every tree we chop
  down
  • save and do not waste water
  

  • protect and do not kill our wild animals.• wood to use to make carvings to sell to tourists
  

  • grass to make baskets and mats.

  We must always use the environment properly. This means we:
  • must not chop down trees without a good reason
  • must plant another tree for every tree we chop
  down
  • save and do not waste water
  • protect and do not kill our wild animals.
  
  Activity 4.2
  1. In your groups, role play how the environment helps us
  to meet needs and wants. For example:
  • Show how you use a tree to make a table.
  • Show how you collect wood to make a fire.
  • Add other ideas to your role play.
  2. Present your role play to the class.
  Money
  Money is what we use to buy things. For example, when we
  are sick, we use money to buy medicines.They help us to
  get better. We use money to pay for our transport when we
  need to go to a different place. Some people have to pay for
  water.
  To sell is to give something in exchange for money. People
  also spend money on:
  • food               • seeds 
  • farming tools                  • clothes
  • books                             • education 
  • buying a radio                • matches
  • stamps to post a letter   • computers.
  
  To earn an income means to get money. We can get money if we
  work hard. These are things people do to make money. They:
  • farm
  • cook food to sell
  • build houses for others
  • find a job, for example, work in a bank, or as a teacher
  • make clothes and sell them
  • look after other people’s children
  • become tour guides and take tourists around the
  country to see our beautiful Rwanda
  • make ornaments and beaded work
  

  • drive people in a bus or car from one place to another.

  We make things for tourists and

                                                                    other countries to buy.

  Exercise 4.1

  Answer the following questions.
  1. What is an income?
  2. What do people do to get an income?
  3. Discuss what you can do to increase your family’s income.
  4. Say why it is important to work hard.
  

  5. Present your best ideas to the class. 

  What affects how we spend money?
  Everybody does not spend money in the same way. How you
  spend money depends on:
  • what your needs and wants are
  • what your family’s needs and wants are
  • where you live     
  

  • how large your family is

  • if your parents or guardians have an income
  • how much things cost.
  Activity 4.3                                                                    
  1. Think of your needs and wants.
  2. Make a shopping list.
  3. Find out how much the things on your list will cost.
  4. Share your shopping list with the class.
  5. Decide if there is anything on your shopping list that
  you do not need.
  Activity 4.4
  Work in a group.
  1. What do people spend money on?
  2. What affects how people spend money?
  3. Role play how to buy and sell. Make the classroom into a shop.
  Decide what you will buy and what you will sell.
  It is important to save money
  Everybody has to save money. Then you can buy the things
  you need. You may also need things in an emergency. This
  is when something bad happens. Your grandmother may get
  ill and you will need money to take her to the hospital. Or
  your house might burn down and you will need money to
  build another.
  Money is worth a lot. It is not good to waste it. So think
  before you spend money. Always ask if you really need to
  spend it. Find out if there is something that costs less money.
  How to save money
  You can put money into a bank. A bank is a place where you
  keep money in a safe way. You get interest on the money you
  keep there. Th is means you get more money.
  You can also put your money in a money box. Make
  

  a rule that you will not open your money box. Keep your
  

  money box in a safe place. You can also give your money to 
  

  trusted elders to keep safe for you. 
  
  

   Activity 4.5 

  In your groups, discuss the following.
  1. What does it mean to save money?
  2. Why is it important to save?
  3. Where can you save money?
  4. Discuss the different ways of saving.
  5. Decide which are the best ways to save.
  6. Present your ideas to the class. 
  
  

  Homework
  Make a money box. Decorate your money box with words
  

  and pictures that say why it is important to save money.

  Self-assessment

  How well can you do all the things in the checklist of learning?

  Formal assessment                                                                         Lesson 5
  

  1. What is a need? (1)
  2. What is a want? (1)
  3. List two needs in society. (2)
  4. Explain how the environment helps to meet our needs.
  Give two examples. (2)
  5. List two activities that can make money. (2)
  6. List two things most people spend money on. (2)
  7. Read the case study before you answer the questions.
  Mukesha wants to buy a new dress. Her family
  has saved money to buy a radio. They cannot
  afford both.
  a) What should the family do? (1)
  b) How can Mukesha earn money? (1)
  c) How can Mukesha save money? (1)
  d) Why is it important to save money? (1)
  e) Why is money useful? (1)
  Total marks: 15
  

  Mark as done
• click here for a video lesson on Economy URL

  Mark as done
• click here for a video lesson on What affects how we spend money? URL

  Mark as done
• click here for a video lesson on: the main elements of weather URL

  Mark as done
• Unit 5: Civics and governance

  
  

     Civics and governance
  

  Key unit competence: Describe the Rwandan coat of arms, acceptable behaviour and District
  leadership.
  
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Identify different elements of Rwanda coat of arms.
  • Define harmony and disharmony.
  • Define a leader and leadership.
  • Name the main district leaders and their roles.
  
  Skills
  • Describe the Rwandan coat of arms.
  • Draw the national coat of arms.
  • Explain causes, consequences of disharmony and ways of promoting harmony.
  • Describe qualities of a good leader.
  • Draw a district organigram.
  
  Attitudes and values
  • Acknowledge the importance Rwanda coat of arms.
  • Show respect for national symbols.
  • Acknowledge the importance of harmony among peers.
  • Show concern about bad behaviour and report to elders.
  • Practice acceptable behaviours.
  • Imitate good behaviours from peers and adults.
  • Acknowledge the importance of leaders in our district.
  

  • Show respect and collaborate with leaders.

  
  

  Before you start                                                           Oral activity
  

  Discuss these questions in your groups.
  1. Does every soccer/football team have a leader?
  2. Why does the team have a leader?
  3. Does your class have a leader?
  4. Does our country have leaders?
  5. Why do we need leaders?
  

  6. Would you like to be a leader? Why?

  
  

            Lesson 1                               National symbols

  

  A symbol is a mark or picture that represents or stands
  for something else. When we see the symbol it means
  something to us. For example, the members of a football
  team all have the same symbol on their shirts. People
  watching a  football game can easily see which team the
  

  players belong to.
  

  All countries have symbols or emblems that tell the
  

  world something about them. One of these is the national
  

  coat of arms. Another is the national flag.A national coat
  

  of arms means something to the people living in a country.
  

  They are proud of their national coat of arms. 
  

  
  

  The national coat of arms of Rwanda                                   Lesson 2 
  Each part of the Rwandan coat of arms has an important
  meaning. They stand for values or goals that Rwanda wants
  

  to achieve.

  Motto: Ubumwe (unity), Umurimo (work) and              
  Gukunda igihugu (patriotism).
  Green ring with a knot: development through hard
  work.
  The sun: transparency and enlightenment.
  The sorghum and coffee: diversified agricultural
  production.
  Basket: Rwandan culture of saving, solidarity and
  sharing.
  Cogwheel: science and technology, and industrial
   development.
  

  Shields: patriotism, defense of national sovereignty,
  integrity and justice.
  
  
  Activity 5.1
  As a class do the following:
  1. Draw a picture of the Rwandan national coat of arms.
  Put all your drawings on the walls around the class.
  2. Make a list of the meanings of the symbols on the coat of arms.
  

  3. Write down why these symbols are important in Rwanda.

  Lesson 3        Coats of arms of neighbouring countries

                          We must respect the national coats of arms of other countries.
  

                           Here are the coats of arms of some of our neighbours:

  
  

  Activity 5.2

  As a class, point out the correct coat of arms for Uganda, the

  Democratic Republic of the Congo, Burundi and Tanzania.

  Homework

  Animals are often used as symbols because we admire their

  qualities. For example, a cheetah is a symbol of speed.

  Draw pictures of the following animals and write

  underneath them the qualities they symbolise.

  

  • eagle

  • elephant

  • tortoise

  • lion

  • owl.

  Living in harmony                           Lesson 4
  

  In Rwanda, we have different cultures and religions. It is
  

  important that we live together in harmony. Harmony
  

  means getting along together. It means being nice to each
  other even if we do not agree with each other.
  
  In order to live together in harmony we must all behave in
  an acceptable manner. Acceptable behaviour is behaviour that
  

  people normally approve of. Acceptable behaviour means we:
  • respect other people
  • are polite
  • are tolerant
  • help each other and are kind
  • work hard
  • take responsibility if we make a mistake.
  Unacceptable behaviour is behaviour that people do not
  approve of. Unacceptable behaviour means we:
  

  • are rude                                                                     
  

  • lie, are dishonest or cheat
  

  • take drugs
  

  • treat people badly (especially women and children)
  • fight
  

  • are lazy or do not help other people
  • damage property.
  
  Exercise 5.1
  Read the case study as a class and answer the questions
  that follow.
  Manzi is a Grade Four pupil at Good Harvest Primary School.
  He works hard in class. He encourages other pupils to tidy up
  the classroom even if the class teacher is not there.
  When other pupils are nasty to him, he forgives them
  but reports the incident to the class teacher. Th e teachers
  and other pupils like him because of his good behaviour.
  At home, he helps his parents by fetching water at the
  

  public tap. He also sweeps the compound, mops the house
  and washes utensils and clothes.
  Questions
  1. Why do the teachers like Manzi?
  2. Mention any three activities that Manzi does at home.
  3. What does Manzi do when other learners are mean to him?
  

  4. Draw a picture to show Manzi fetching water.

  
  Lesson 5             Disharmony happens when people are not on good
  

  terms with one another in the community. When there is

  disharmony, there are many arguments between people.

  
  

  Disharmony among peers

  Our peers are the people who are in the same age group

  or social group as us. If there is disharmony in our school

  classroom, we cannot learn properly.

  
  

  Activity 5.3
  1. In pairs, make a list of things that can lead to disharmony.
  2. In your group, talk about what causes disharmony in
  your classroom.
  a) Think about ways that this could be avoided.
  b) Present your findings to the rest of the class.

  
  

  Ways of promoting harmony
  We must all try to promote harmony in our communities.
  

  This means in our homes, at school and in our
  neighbourhood. We need to be kind. We need to
  be peaceful.
         We need to listen to each other’s points of view and
  respect each other, even if we disagree.

  
  

  Activity 5.4
  1. In groups, think about and discuss ways that we can
  all help to promote harmony in our neighbourhood.
  Present your findings to the class.
  2. In groups, role play the following situations and talk
  about how they help to promote harmony.
  a) My friend has lost his/her school lunch so I share mine.
  b) A new pupil is being bullied. I tell the bully to stop.
  I help the new pupil to make some friends and to
  feel welcome in class.

  
  Leadership in our district                                               Lesson 6
  

  
  

  A leader is a person who guides or directs a group for a
  

  purpose. We need good leaders in order to organise and 
  

  make things happen. Schools, communities, sports teams,
  

  religious groups and countries all need leaders.

  
  

  Activity 5.5
  

  In pairs, talk about examples of good leadership.
  

  Qualities of a good leader
  

  Good leadership is very important. Without it countries
  

  do not thrive and businesses do not grow. A good leader:
  

  • can direct people for a common purpose
  

  • keeps people informed about what is happening
  

  • has integrity and honesty
  

  • can think creatively and solve problems
  

  • respects the ideas of the people he/she is leading
  

  • sets a good example for people to follow
  

  • is positive
  

  • a good leader should be able to motivate and
  

  encourage people.
  

  
  Activity 5.6
  

  On your own, make a list of the ways that you can help the
  leaders in your community.
  

  The main leaders of our district                                        Lesson 7 
  

  There are 30 districts in            
  Rwanda. Each district
  needs to have leaders
  to make sure that the
  district runs properly.
  In each district a
  council is elected by
  the people living in the
  district. The council
  is responsible for the
  

  smooth running of
  

  the district.

  This includes public service delivery, such as
  

  refuse collection, as well as economic development. The

  council uses money collected from local taxes and fees such

  as business licences to do its job. The council elects a Mayor

  to run it and also Deputy Mayors who can take over if

  something happens to the mayor.

  The table shows the leaders of our district with their

  positions and roles. 

  
  

  Tabel 5.1 Organogram
  

  
  

  
  

  
  

  
  

  
  

  

  
  

  Activity 5.7

  Work in groups.

  1. Find out the names of the people who serve on your district council.

  2. Find out what their roles are.

  3. Draw an organogram showing your district council.

  
  

  
  

  Self-assessment
  

  
  

  Make sure that you are able to do the following on your own.
  

  1. State any three ways of promoting harmony in your district.
  

  2. Explain the meaning of leadership.
  

  3. Choose one leader of your district and explain his/her duties.
  

  4. Draw the national coat of arms of Rwanda and explain the meaning of at
  least four elements in it.

  
  

  Formal assessment
  

  1. What is the difference between harmony and disharmony? (2)
  

  2. Describe any three situations which can lead to disharmony in
  

  your district. (3)
  

  3. Identify any one act of disharmony and explain its results
  

  to the people in your district. (4)
  

  4. What is the title of the person who leads a district council? (1)
  

  5. Explain any two of the symbols on the Rwandan national coat
  

  of arms. (4)
  

  6. Describe any two qualities of a good leader. (2)
  

  7. Why do we need good leaders? (2)
  

  8. What do we mean by acceptable behaviour? Give an example. (2)
  9. Identify the picture: (1)
  

  

  10. Match the description from the Rwandan coat of arms with the
  

  correct symbol.

  Symbol	Description
  10.1 Green ring with a knot	A Science and technology and industrial development.
  10.2 Basket	B Patriotism, defense of national sovereignty, integrity and justice.
  10.3 Cogwheel	C Development through hard work
  10.4 Shields	D Rwandan culture of saving, solidarity and sharing.

   (4)                                                                                                       Total marks: 25
  

  Mark as done
• click here for a video lesson on Harmony and Leadersh URL

  Mark as done
• Key unit competence: Recognise the importance of public places and assets in the District and how to preserve them.

                             Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Identify important places in our district.
  • Mention the problems facing important places in our district.
  • Identify main public assets in our district.
  
  Skills
  • Describe important places in our district.
  • Find out ways of preserving important places.
  • Explain the importance of these places.
  • Differentiate public assets from private assets.
  • Explain the importance of public assets.
  • Describe different ways of preserving public assets.
  
  Attitudes and values
  • Of public places in our district.
  • Show concern on how important places must be preserved.
  • Acknowledge the importance of public assets.
  • Show concern on preserving public assets.
  

  

  
  

  Oral activity

  Look at the picture before you talk about the answers to the questions in your group.
  1. What is a tourist?
  2. Have you ever seen a tourist? Where?
  3. Why is it good when tourists visit Rwanda?
  4. What places in Rwanda do tourists want to see?
  5. Where do you think this bus will take the tourists?
  6. Think about being a tourist in Rwanda. What places would you like to see?
  

  

  Lesson 1                Important places in our district

   If something is important, it has value. We need it. An important place is a place we should visit. We should care for and look after it. This means we preserve or protect it.

    
  

  
  Our important places:
  
  There are important places in each district. These are, for example:
  Museums: this is where things of value are kept and shown.
  Genocide memorial sites: these places help us honour and remember the victims of genocide.
  Game parks and national parks: here our animals and plants are looked after.
  

  Public gardens: anybody can go there to enjoy themselves.

  Exercise 6.1

  In pairs, discuss these questions.

  1. What is an important place?

  2. Have you ever been to an important place? Describe it.

  3. Would you like to see an important place? Why?

  Important places                                                 Lesson 2
  
  Museums are important places. These are our museums:
  • Ethnographic Museum in Huye
  • National Art Gallery in Nyanza-Rwesero
  • King’s Palace Museum in Nyanza-Rukari
  • Presidential Palace Museum in Kigali-Kanombe
  • Natural History Museum (Kandt House) in Kigali-Nyarugenge
  • Environmental Museum at Karongi
  • National Liberation Park Museum known as ‘Umurindi w’intwari’.
  National parks are important places. This is where our animals, birds, fish, trees and plants are protected. Our parks are:
  • Akagera National Park
  • Nyungwe National Park
  

  • Volcanoes National Park

  

  

  Activity 6.1

  In your group, look at the map.

  1. Which important places are in your district?

  2. Why are these important places?

  3. Discuss the important places in your district.

  4. What are the problems in some important places?

  5. How can we preserve our important places?

  6. Make a drawing of an important place in your district.

  7. Present what you discussed to the class. Show

  your drawing to the class. Be prepared to ask

  and answer questions.

  Public assets                                                        Lesson 3
  A public asset is something that belongs to all Rwandans.  
  Th e opposite of public is private. Th en it only belongs to a
  few people. If something is public, it means we can all go
  there. We can all use it.
      An asset is something valuable. An asset has worth/
  value. It is something we do not want to lose. It helps us.
  It is a useful facility that all of us can use.
  

  Examples of public assets include:

  • water sources               • wells
  • market places               • police stations
  • courts                           • hospitals
  

  • schools. 

  

  Lake Kivu is both an important place and a public asset. This water
  source gives us fi sh and water. It is a place where we can go to enjoy

  ourselves. It is also a place that tourists visit.

  Exercise 6.2
  Answer these questions.
  1. What is a public asset?
  2. What is the diff erence between a public and private asset?
  3. What are the main public assets in your district?
  4. Why are each of these assets important?
  5. Th ink about how your district would be if there were
  no public assets. Would you like to live in such a

  place? Give reasons for your answers.

  Lesson 4             Preserve and protect public assets

  We all have to care for and look after our public assets. We

  must respect our public assets. We should look after them

  just like we look after our own homes.

     We harm public assets if we waste water so that we do not

  have enough to use.

      We need to look after our police stations. If we do not,

  the police will not be able to do their work and protect us

  from criminals. We must care for our hospitals. If we do not,

  we will have nowhere to go for treatment when we are sick.

  We have to protect our market places. If we do not, we will

  have no place to sell and buy goods. Also the area will not

  look nice and people will not want to go there.

      We can preserve our public assets if we keep them clean

  and do not litter; never break or harm things; don’t write on

  trees or walls; and mend things if they are broken.

  Activity 6.2

  1. Make a drawing to show how you would look after a public asset.

  2. Explain your drawing to the class.

  Homework

  Write four sentences to explain why it is important to preserve our public assets. 

  
  

  Learners cleaning up a market place
  

   

  
  

  Lesson 5                    Visits and outings
  

  You will go on two class visits. Carefully read what you need
  

  to do.

  Visit 1

  • Go to a nearby important place.                 
  • See what you can learn from this place.
  • Divide into small groups once you are there. Each group
  must clean a different area at the important place.
  • Help to preserve the place by cleaning the area.
   
  When you are back in class:
  1. Explain why the place you visited is important.
  2. Make a list of things you learnt about the place.
  3. Explain what you did to clean the area.
  4. Say why we must preserve important places.
  
  
  
  
  
  Visit 2                                                                   Lesson 6 
  • Go on an outing to the public assets near your school.
  

  • Look carefully at what you see.

  

  When you are back in class:

  1. Make a summary of what you saw.

  2. Then answer these questions:

         a) Were there any problems?

         b) What were the problems?

         c) Why are these assets important?

         d) How can we look after the assets?

  Self-assessment
  

  Make sure that you are able to do the following on your own.
  

  1. Make a list of the important places in your district.
  

  2. Make a list of the public assets in your district.
  

  3. Explain why you say these are important places.
  4. Explain why you say these are public assets.
  

  5. Describe how you can preserve and protect our important places and public assets.

  Mark as done
• Key unit competence: Recognise the importance of weather, flora and fauna in the District and how to preserve them.
                                      Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • State main elements of weather.
  • Suggest ways of preventing effects of bad weather.
  • Define flora.
  • Define fauna.
  • Identify different ways of preserving fauna.
  
  Skills
  • Design simple weather instruments (rain gauge, thermometer).
  • Differentiate between bad weather and good weather.
  • Describe how weather affect human beings and vegetation.
  • Explain the importance of flora.
  • Discuss ways of preserving flora.
  • Explain the importance of fauna.
  
  Attitudes and values
  • Acknowledge the importance of weather.
  • Recognise man’s role in contributing to good weather.
  • Acknowledge the importance of flora.
  • Show respect to flora.
  • Contribute to community practices that protect vegetation.
  • Acknowledge the importance of fauna.
  

  • Show respect to fauna. Participate in community practices that protect fauna.

  Before you start                    Oral activity

                                Look at the picture. Then talk about the following:
  

  1. Why do farmers need the sun?

  2. Why do farmers need rain?

  3. What do you prefer: when it rains or when it is sunny?

  4. What do you like best: to feel hot or to feel cold?

  5. Do you like it when the wind blows? Why or why not? 

                                

  Lesson 1                          Weather

                            When we talk about the weather, we are talking about the
  

     state of the atmosphere. It is hot or cold, wet or dry, calm or

     stormy, clear or cloudy. We can measure weather at a given

     time in a place. We do this to know more about

     the weather.

           We can measure weather at a given time in a place. We

  do this to know more about the weather.

           Weather can change. It can be hot now. Later it can be

  cold. The sun can shine now. Later it can be cloudy. 
  

  Elements of weather  
  
  The elements are the different parts of weather. Look at the
  different parts of weather.

  
  

  Exercise 7.1
  

  1. What is weather?

  2. List the elements of weather.

  3. Look at the pictures. Match each picture with an

  

  Symbols for different weather elements
  

  
  

  Temperature:
  

  shows how hot or cold it is.
  

  Wind: the movement of air.
  

  Air pressure:
  

  the pressure or heaviness put on something by the

  weight of the air.
  

  Moisture: includes rain, mist and humidity. Humidity
  

  is the amount of moisture in the air.
  

  Sunshine: when the sun is shining.
  

  Clouds: groups of water drops that move in the sky.
  

  Sometimes the clouds cover the sun. Then we say it
  is cloudy.

  
  

  Lesson 2           Simple instruments used in weather
  
  
  It is useful to measure the weather. This helps us to predict
  

  the weather and to plan.
  

  Will it rain? Then we need an umbrella. Will it rain a lot?
  

  Then we need to find shelter. Will it be hot? Then we need to
  

  give our plants more water. Will there be a storm? Then we
  

  know to stay at home. A storm is bad weather.
  

  We use instruments to measure the weather.
  

  
  Examples
  

  are shown below Rain gauge:to measure how
  much it rains.
  
  Thermometer: to measure how hot or cold it is
  (this is called the temperature).Wind sock or a wind vane: to measure how much
  the wind blows (i.e.in which direction the wind blows).
  
  

  Lesson 3     Make your rain gauge
  
  1. Take an empty glass jar or bottle. Make sure it is clean.
  2. Use a ruler and pen to mark every ½ cm up to the top of the bottle.
  3. Place the rain gauge outside. It must not be under a tree or big stone. Nothing must block the rain.
  4. Measure how much rain falls.
  5. Check every day. Write down how much has fallen.
  Then empty the rainwater so you can measure how much rain falls again.
  
  Lesson 4
  
  What you will need:an empty glass bottle or jar with a wide opening,ruler, pen.
  

  How to make a thermometer

  Follow these steps to make a thermometer
  1. Pour water into the bottle to the top.
  2. Add 5 to 7 drops of food colourant to the water.
  3. Make sure the colourant is evenly spread.
  4. Mould the clay/putty around the straw near one end.
  5. Insert the straw into the bottle. Ensure that it does not 
  touch the bottom of the bottle. Keep it at least 1 cm
  from the bottom.
  6. Seal the clay/putty on the top of the bottle. Ensure that
  it is sealed around the straw and top of bottle.
  7. Mark the level of the water in the straw with a C for COOL.
  8. Place warm water in the bowl and place the bottle in the
  bowl. Leave until the level rises and stays steady. Mark
  the level on the straw with a W for WARM.
  9. Place hot water in the bowl and place the bottle in the bowl.
  10. Leave until the level rises and stays steady. Mark the
  level on the straw with an H for HOT.
  What you will
  

  need: Clear glass bottle Food colourant Marking pen Clear plastic straw
  

  Clean water Clay or sticky putty Bowl Warm/hot water.
  

  
  Alternative
  • Instead of marking on the straw, stick a piece of stiff
  paper to the straw with some sticky tape and write the
  Values C, W and H on the paper for easier reading.
  • Once you have marked the C, W and H you can also
  divide the distance between C and W into 2 and mark
  it Mild. Repeat between W and H and call it VW for
  Very Warm.
  
  Activity 7.1
  1. Work in a group to make a rain gauge. Follow the steps
  on page 72.
  2. Measure the rain at least once a day.
  

  3. Share your measurements with the rest of the class.

                                Homework

                       1. On your own, follow the steps above to make a
                            thermometer.
                       2. Check the level of water in your thermometer, at
                           different times of the day.
                       3. Compare the weather over a few days. Then share your
                           measurements with the rest of the class.
                       4. Write a sentence to say what you have learnt about
                           the weather

  
  

  Lesson 5              Effects of weather
  

  
  

  The weather has an effect on what we do. It also has an effect

  on plants and animals.

  If there is not enough rain, we have a drought. Then it

  is very dry. There is not enough water for plants to grow.

  There is not enough water for animals to drink. There is not

  enough water for us to use.

  The farmers suffer when there is not enough rain. Their

  crops die. There is no food to eat or sell. We all get hungry

  and sick. Droughts cause us to starve.

  If it rains a lot in our rainy season, we have floods. Then

  the water washes our houses and property away. We lose our

  crops. We lose our public assets. 

  

        Exercise 7.2

  Answer the questions in pairs.
  1. What is the difference between good and bad weather?
  2. How does weather affect humans?
  3. How does weather affect plants and animals?
  
  Homework
  
  Read the case study before you answer the questions.
  
  There were floods in Musanze (Northern Province), and
  in Nyabihu and Rubavu (Western Province). Heavy rain
  harmed the water sources. The water was dirty. People got
  sick. It also had a bad effect on schools, clinics and roads.
  Houses were under the water. Maize and banana crops
  were ruined by floods.
  
  Questions
  
  1. What is a flood?
  2. Why do floods happen?
  3. How do floods cause harm?
  4. Make a drawing of what bad weather looks like.
  
  Problems caused by weather                                       Lesson 6
  
  Bad weather causes many problems. This happens when:
  • The rainy season is too short. We don’t get enough rain.
  • The rain is very heavy. It rains too much in a short time.
  • We get floods and landslides. A landslide is when the
  soil gets muddy and washes away. It can destroy houses
  and roads.
  • Sometimes the weather changes unexpectedly and we
  are not prepared. For example, the day was sunny when
  

  we left home so we did not take an umbrella and got caught in a storm. 

  
  

      Exercise 7.3
  

  Discuss in your groups what problems weather causes.
  Measures to overcome weather
  There are things we can do to overcome or deal with bad
  weather.
  • We can grow different crops at the same time. Some of
  the crops must be plants that do not need a lot of water.
  • We can protect the trees in the forest. It is easier to
  prevent mudslides and flooding if we have trees.
  • We can plant crops in such a way that they prevent the
  soil from getting too dry.
  • We should not build our houses next to rivers and lakes.
  • We should try to save water.
  

  Activity 7.2

  Work in groups.

  1. Share ideas on how to overcome bad weather.

  2. Make a drawing of your ideas. Explain your drawing to the class.

  Flora                                                             Lesson 8 
  

  Flora are all the plants that grow in an area. Trees, plants 
  

  and flowers are called flora.
  
  

  Flora and its importance in our district
  
  

  Flora is necessary. We need flora to live. We depend on
  

  plants. Plants produce oxygen. This is in the air we breathe to stay alive.
  
  
  
  We also use plants for:
  
  Food. Plants keep animals, fish, birds and insects alive. We eat plants. The animals
  and fish that we eat also eat plants.
  Cleaning. Plants help to keep water clean. Plants help to keep the air clean. The
  fewer forests we have, the dirtier the air will be.
  Beauty. Flora is lovely to see. It brings tourists to the area. We enjoy seeing flora and
  being in nature. It makes us happy.
  Shelter. We use flora as shelter. Animals also use flora as shelter.
  Medicines. We use plants to make medicines.
  Making money. We make things from plants to sell. We can make wood carvings,
  grass baskets, mats and food.
  

  Rain. Plants help to get water from the soil to the air. Then it rains in different places.
  
  Activity 7.3                                                                   Lesson 9
  

  
  

  1. In your groups, explain why flora is important.
  2. Make a garden in the school grounds.
  a) Get the soil ready so you can plant seeds. Turn the
  soil over. Take the weeds out.
  b) Plant the seeds. Water the garden. Watch the plants
  

  grow. Later on, you can eat what you have planted!

  Lesson 10                       Ways of preserving flora
  

  To preserve flora is to look after and protect it. We can do
  this if we:
  • plant a tree for every tree we chop down
  • only take what we need and preserve our local plants
  • never let too many goats and cattle graze in one place
  • avoid farming in all open spaces
  • preserve the forests and bushes
  • create more national parks to preserve flora.
  
  

  Lesson 11                             Activity 7.4
  
  1. Visit a nearby swamp, forest, mountain or lake.
  Look carefully at what you see. How many different plants
  do you see? What are their colours? What else can you see?
  Are there insects? Are there birds? Is there water?
  2. Make a summary of what you saw.
  3. Make a drawing of the most interesting thing you saw.
  4. Present your summary and drawing to the class.
  5. Discuss how to preserve our flora in the district. Explain
  what we should do.
  
  Fauna                                                              Lesson 12 
  Fauna are all the animals in an area. It includes animals,
  birds, insects, reptiles and fish. We have many animals.
  

  Some of these animals only live in Rwanda.            

  Fauna and its importance
  
  Fauna keeps nature in balance. That means that all is well.
  We need animals to live. Plants also need animals. Read
  how animals help us.
      • Animals have seeds in their faeces. They help plants
        to spread.
      • Ants harvest and transport seeds to their nests. The
        plants grow there.
      • Birds and bats help to turn the soil. This helps to give
        the soil air. Then plants grow well.
      • Birds, insects and bats help to pollinate flowers and
        plants. To pollinate is to make sure more of the
        plants grow.
     • Bird song makes us happy.
     • To look at animals makes us peaceful and love nature.
     • Our wild animals bring many tourists here.
     • We eat some animals as a food source.
     • Birds, bats and frogs help with insect control.
  
  
  
  
  
  Exercise 7.4
  On your own and in class answer the following questions:
  1. Why should you show respect to fauna?
  2. How can you show respect?
  3. Why is fauna important?
  4. Make a drawing of your favourite fauna. A favourite
  is something you like the most.
  5. Show your drawing to the class. Explain why you like
  this fauna.
  
  Ways of preserving fauna                  Lesson 13
  

  We need to preserve our fauna. We can do this when we:
  • respect all fauna
  • never kill, unless we need to eat it
  • never take bird eggs out of their nests
  • do not throw stones at animals
  • keep enough land for fauna and not use all the land for
  farming
  • do not chop down too many trees
  • never kill elephants for their tusks or rhino for their horns
  • do not use animal parts to make craft s for tourists
  • avoid over fishing and only take what we need
  • never poach. To poach is to kill wild animals in a
  national park
  • make sure domestic animals do not pass diseases to
  wild animals
  • do not cause bush fires
  • have more national parks where fauna can be preserved.
  

  

  
  

  Lesson 14                   Activity 7.5 
  

                       Go on a field tour to a nearby game park.

  1. Write down what you see.

  2. What did you like the most about your tour?

  3. How do you feel when you see animals?

  4. How many different types of fauna did you see?

  5. Make a drawing of one animal you liked.

  6. Discuss in a group how to preserve fauna. Th en share

  your best ideas with the class.

  7. Write a sentence to say how you will respect and

  preserve fauna.

  
  

  
  

  Group assessment
  Assess each other in a group.
  1. Make a poster to show how you can preserve our fauna and flora.
  Hints:
  • You can use the flat side of an old cardboard box for your poster.
  • Make drawings and write important words in big letters on your poster.
  

  2. Show your poster to the class. Answer any questions the other learners ask

  Mark as done
• click here for a video lesson on: flora and fauna URL

  Mark as done
• Key unit competence: Discuss the population census and its importance.
   Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Define population, population census.
  • Identify effects of over population.
  
  Skills
  • Describe population census, its importance and how it is conducted.
  • Find out some measures of controlling population.
  
  Attitudes and values
  • Acknowledge the importance of population census and cooperate in giving information.
  

  • Show concern about population.

  

  Oral activity                                                                   Before you start
  
  In your groups discuss the following:
  1. What is happening in the picture below?
  2. Can you remember the census of 2012?
  3. How old were you then?
  4. Did you see people visit your home to count your family?
  5. How many learners are there in your class?
  6. How can you find out how many learners are in your
  

  school?

  

  Population census                                                Lesson 1 
  
  A population is the number of people who live in a place.
  The population of Rwanda is the number of people who live
  in Rwanda.
  A population census is a survey or a poll. This is when
  the government gathers information about the people who
  live in the country. They do this at a specific time. They
  

  include all the people in the country.

  A population census gives us information on:
  • how many people live in Rwanda
  • how the population changes. This is to find out how
  many people move out of the country. It also tells us
  

  how many are born and die in the country.

  

  The census also tells us:
  • how many are women and how many are men
  • how old or young the people are
  • where people live
  • which areas have more people
  • which areas have less people
  • what work people do.
  

  Exercise 8.1
  1. How does a census happen?
  2. What information does a census give us?
  
  A population census is important                       Lesson 2
  
  Every country has a population census every few years. The
  information helps the government to know how best to help
  the people.
  A census gives information on the socio-economic
  conditions of the people. This helps the government to see:
  • where more employment is needed
  • who needs more help
  • where there are not enough schools
  • how many people are sick
  

  • how much money should be used for people in need.

  We can get to know:
  • what education people have
  • how many schools are in each area
  • how many children go to school
  • how healthy or sick people are
  • how many hospitals are in
  the area
  • how many people are poor
  • how many people do not have enough food to eat.
  
  The census tells us how many people live in each district. Then the
  government can see if each district has what it needs for the people
  

  who live there.

  Exercise 8.2
  
  Look at this picture before you answer the questions.
  
  1. What does this picture mean?
  

  2. Why is it important to have a population census?

  Activity 8.1                                                    Lesson 3

  1. Role play how to do a population census in your groups.
  Take turns to be:
    a) enumerators
    b) people to be counted and asked questions.
  2. Draw up a list of questions you will ask as an
  enumerator.
  3. Write what you find out on the board.
  

  4. Explain how the school can use this information 

  Lesson 4    Population control

  

    It is important to control the population. To control the
  population means to make sure the right number of people
  live in an area. It is a problem if too many or too few people
  live in an area.
  Under-population or low population means there are
  not enough people living in an area. Over-population or
  high population means there are too many people living in
  an area.
  Low population happens when people move out of an area.
  For example, people may move to a city away from a rural area.
  People do this because there may be more work in the city.
  High population happens when there are too many
  people in a small space or area. Then there are not enough
  resources or supplies for everybody.     
  
  

  Lesson 5       The effects of over-population and under population
  
  

  Under-population means that there are too few people

  in an area. Th is will mean that many resources are wasted.

  For example, schools might be half-empty. Houses might

  stand empty.

  Old people might live alone with nobody to look aft er them.

  If too many people move to cities there may not be

  enough people left to farm the rural areas. So the country

  might go hungry.

  Over-population has very bad effects. When there are not

  enough resources, people might:

  • starve because there is not enough food

  • live in the streets because there are not enough houses

  • stay away from school because there are

  not enough schools.

                                 
  

  When there is over-population, it also has a bad effect on

  the environment. Too many trees are chopped down for

  firewood. We need trees so we can live.

  Too much land is used for farming. Then there is not enough

  land for nature parks. Wildlife will die. Plants and trees will

  die. Some of these will become extinct. This means they will

  be gone forever.

  When there are too many people, there is not enough

  water for everybody. We cannot live without water.

  If there are too many people, they have to live close to

  each other in a small space. When somebody gets sick, the

  disease can spread easily.

  
  

  How to control the population

  
  

  If there are not enough people in the district, we can:

  • give people reasons to live in the district, such as

  employment, good schools and roads.

  If there are too many people in the district, we can:

  • educate people about the benefits of having only two

  children per family

  • ensure people know how to plan for pregnancy

  • ask people to move to a less populated district

  • tell people that the whole earth is already over-populated

  so it is every person’s duty to have fewer children.

  Lesson 6          Activity 8.2

  
  

  1. What are the effects of under-and over-population?

  2. Make a group drawing to show the effects.

  3. How can we control low or under population?

  4. How can we control high or over-population?

  5. Share your drawings and your best ideas with the rest of

  the class.

  
  

  Homework

  
  

  Write four sentences to summarise how to control high and

  low population in your district.

  
  

  Self-assessment
  
  

  Make sure that you are able to do the following on your own.
  1. Explain why a population census is important.
  2. Suggest how to control the population in your district.
  3. Imagine you are a census enumerator. Explain what questions you will ask to
  get information.

  Mark as done
• click here for a video lesson on:population census URL

  Mark as done
• CLICK HERE FOR A VIDEO LESSON ON: The names and attributes of God URL

  Mark as done
• Key unit competence: Recognize the importance of types and means of transport and communication and how to preserve them.
  
          Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  
  • Give different types and means of transport.
  • Give different types and means of communication.
  
  Skills
  • Explain different forms of transport and their importance.
  • Find out dangers and difficulties of transport and measures to overcome them.
  • Explain different forms of communication and their importance.
  • Find out dangers and difficulties of communication and measures to overcome them.
  
  Attitudes and values
  • Acknowledge the importance of transport in our district.
  • Show concern about proper use of roads.
  • Acknowledge the importance of communication in our district.
  

  • Show concern about proper public communication.

  

  Before you start            Oral activity

   Look at the pictures before you answer the questions.
   1. How do people get from one place to another?
   2. Which types of transport have you used?
   3. What do you listen to on the radio?
  

   4. How does the radio help us to get news? 

  
  

  Lesson 1           Transport
  We use transport to get from one place to another. We also use transport to move goods from one place to another.
  Types and means of transport
  There are many different methods of transport we can use such as road, water, air, railway and animal.The type of transport we use will depend on where we live and how quickly we want to travel.
  
  For example if we want to go from Kigali in Rwanda to Nairobi in Kenya it will be quickest and easiest to use an aeroplane. Rwanda has a national airline, Air Rwanda.
  If we want to transport vegetables from our farm in the
  mountain to sell in the nearest village, we may decide to use
  a van or even a donkey.
  
  Activity 9.1
  1. Look at the pictures below. For each picture, say what
  type of transport it is.
  2. Which of the types of transport carry passengers?
  3. Which of the types of transport carry goods?
  

  4. Draw different types of transport.

  

  

  The different types and means of transport

  Lesson 2            Importance of transport

  We need transport to go to places. Some places are too far away for us to walk. We use transport to bring and send goods to other districts in Rwanda and to other countries. Imagine if we had no transport! How would you get from Karongi to Muhanga?How would we get food, clothes and supplies from one district to the next? How would tourists visit us? How would you visit the national parks? If you live in a big city like Kigali, how would you get from your home to the city centre?Without transport, we would not develop and grow as a country. We would be cut off from each other. Our economy would suffer.

  Lesson 3         Difficulties and dangers of transport
  Transport can be difficult to use because:
  • it may be expensive; many people cannot afford air travel or cars
  • the roads may be damaged from rain or overuse: often a province does not have the money to repair roads
  • some mountainous areas are difficult to reach and no transport may be available
  • boats on lakes and rivers are often overloaded and can capsize
  • goods can get lost or stolen whilst being transported.Transport can be dangerous because crashes and accidents may happen. For example, a tyre can burst, a vehicle can overturn or two vehicles can collide. This means they crash into each other.
  • A minibus with too many passengers might crash.
  • Some vehicles go too fast. This is called speeding.
  • Some vehicles are not roadworthy. This means they are broken. If the brakes do not work, the driver cannot slow down.
  • Some passengers do not use safety belts.
  • Some car drivers do not respect bicycles and bump into them.
  • The drivers of big delivery trucks could be tired and fall asleep while driving.
  • Some pedestrians and animals walk in the road.They cause crashes.
  • When the weather is bad, it is difficult to drive.
  • Sometimes robberies happen on the road.
  Measures to overcome difficulties related to transport
  In Rwanda we can use the following measures to overcome the difficulties related to transport:
  • Construction of more airports and airfields
  • District leaders and the people in our province can work together to maintain roads in good conditions.
  We can avoid the dangers relating to transport by:
  • Not overloading vehicles and boats.
  • Wearing life jackets on water transport
  • Learning how to drive properly before getting a car or van.
  • Not driving after alcohol use
  • Keeping vehicles in good mechanical condition.
       Exercise 9.1
  Work in groups.
  1.Discuss the difficulties and dangers of transport.
  2.Explain how to overcome these difficulties.
    Acceptable behaviour on the road
  • Always drive according to the rules of the road.
  • Be careful of vehicles when you are a pedestrian.Cross the road by looking left, right and left again.
  • Always fasten your seat belt.
  

  • per hour on open roads. At the entrance to towns and villages the speed limit is 40 km per hour.
  • Never drink and drive
  • Behave well if you are a passenger. Do not disturb the driver.

  
  

  Activity 9.2

  Identify acceptable behaviour on the road. Share your ideas
  with the class.

  
  

  Communication                 Lesson 4
  

  
  

  Communication is when we give and receive messages and information. This happens when we listen and talk to each

  other. It means we share news and information.

  Types and means of communication

  There are different types of communication. Look at these

  examples.

  • We talk to each other face to face.

  • We telephone each other. We use landline telephones

  or mobile phones. We can also SMS each other on

  mobile phones.

  • We use the media. The media includes radio, television

  (TV), newspapers and the internet.

  • We listen to the radio. This gives us news and

  information. It also entertains us. We listen to stories.

  • We write letters to each other. We post the letters.

  • We can also use the internet to send emails.

  
  

  Activity 9.3           
  

  Look at the pictures on page 95.

  1. Name the different types of communication.

  2. Make your own drawings of the different ways we

  can communicate. Show your drawings to the class.

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Importance of communication                Lesson 5

  We need communication so that we can talk to each other.
  

  We use communication to share messages and information.

  We need it to do business and to learn. We need

  communication otherwise we will be isolated. This means

  we will be cut off from everybody else.

  Imagine a world with no communication. What would

  happen if there was no warning about a storm coming? How

  would people know?

  How would you talk to your family members in another

  village or town? How would you learn about what is

  happening in other places in your district and in the rest of

  Rwanda? How would you learn about other people in other

  countries? How would businesses advertise their goods? 

  
  

             Exercise 9.2  

  1. Why is communication important? Give reasons for your answers.

  2. What do you think a world with no communication would be like?

  3. Take turns to present short one-minute speeches on the importance of communication.    

  
  

  Lesson 6          Difficulties and dangers of communication 
  

  

  
  

   It can be difficult to communicate:

  • Not everybody speaks the same language.

  • Communication can be expensive. For example, a computer and internet access cost money.

  • Using a mobile phone also costs a lot of money. 

  In some rural areas there are no telephone lines. Some rural areas are not connected to landline phones, so people have to use mobile phones.

  • People can send bad messages. These can harm others.

  • Thieves can steal your name and bank information.

  • Lies or incorrect information can easily be spread by

  media. This can lead to misunderstandings and even war.    

  
  

  How to overcome communication difficulties

  Th ink about how we can solve the problems of

  communication. Here are a few ideas.

  • Make mobile phone costs cheaper. Give everybody

  access to mobile phones or landlines.

  • Make the internet cheap and available to everybody.

  • Teach people to be responsible when they use the

  media. Never spread lies. The media must tell the truth. 
  

  
  

  Activity 9.4
  Do the activity in groups.
  1. Discuss the difficulties and dangers of communication.
  2. Suggest how to overcome the difficulties and dangers of
  communication. Present your ideas to the class.

  
  

  Activity 9.5
  

  
  Imagine you are a social worker working with people who
  

  are living with disabilities. A social worker is a person who
  

  supports and helps other people.
  

  1. How would you help people who cannot see to cross
  

  busy roads?
  

  2. How would you help people who cannot hear to
  

  communicate?
  

  3. How would you help people who cannot walk to get
  

  into a minibus taxi?
  
  
  Self-assessment
  Make sure that you are able to do the following on your own.
  1. Explain how to use transport and communication in a
  responsible way.
  

  2. Say how this will prevent danger and difficulties.

  Formal assessment
  1. Identify two important places in our district. (2)
  2. Describe two of our public assets. (4)
  3. List two problems our important places in the district have. (2)
  4. Suggest two ways in which we can preserve our important places. (2)
  5. List four elements of weather. (4)
  6. List two instruments you can use to measure weather. (2)
  7. Describe two problems caused by weather. (4)
  8. Give one example of flora. (1)
  9. Give one example of fauna. (1)
  10. Explain how we can preserve our fauna. (4)
  11. Define population. (1)
  12. Define population census. (1)
  13. Describe how a population census is conducted. (4)
  14. List four different types of transport. (4)
  15. Describe two acceptable behaviours on the road. (4)
  

  Total marks: 40

  Mark as done
• click here for a video lesson on: different means of transport URL

  Mark as done
• click here for a video lesson on: different means of transport URL

  Mark as done
• click here for a video lesson on: God’s commandments URL

  Mark as done
• UNIT 10 Traditional Rwanda
  Key unit competence: Explain political, economic and social organisation in pre-colonial Rwanda
                            Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Describe political, social and economic organisation of pre-colonial Rwanda.
  
  Skills
  • Explain how Rwanda was politically governed in the pre-colonial era.
  • State the importance political, social and economic activities in the pre colonial Rwanda.
  
  Attitudes and values
  • Acknowledge the importance of political, social and economic organisation in pre-colonial Rwanda.
  
  
  Oral activity                                                                       Before you start
  

  
  

  1. What is the woman making in this picture?
  2. Do people in your community still work as crafters?
  

  3. Do you know how to weave a basket?

  

  Pre-colonial Rwanda                        Lesson 1

  When we talk about traditional Rwanda, we are talking
  about the culture, behaviours and practices that have been
  passed down from one generation to the next.
  Pre-colonial Rwanda was the time before Rwanda came under the control of foreign powers.
  The political organisation of pre-colonial
  Rwanda In pre-colonial times Rwanda was ruled by a king who was the overall head of the kingdom. The title of the king was Umwami.
  • The king had chiefs who helped him to rule the kingdom. The king ruled through three categories of chiefs: cattle chiefs, land chiefs and military chiefs. 
  • The land chiefs were responsible for all the land issues.
  • The cattle chiefs were responsible for the well-being of
  animals. Cattle are still valued in present-day Rwanda.
  • The military chiefs were responsible for the defence of the kingdom. They had to make sure the army was strong enough to fight enemies and expand their land.
  
  Activity 10.1
  In pairs, draw a diagram to show the political organisation
  

  of Rwanda in pre-colonial times.

  Lesson 2              Homework

  1. Ask your family about the political organisation and administrative structure in pre-colonial Rwanda.
  2. Make a summary of what you are told.
  

  3. Present your findings to the class in the next lesson. 

  Lesson 3        Social organisation in the pre-colonial period

  Social organisation means the way that people relate to one another in society. This includes culture, beliefs, customs,norms and values.
  

  
  

  Culture
  
  Pre-colonial Rwandans lived in clans. A clan is a group of people with a common ancestor. Each clan had a totem to identify it.
  When crimes were committed or disputes arose, a council of elders would meet to settle the dispute.
  

  

  Song and dance were very important. There were many social events, such as wedding parties and naming of children, that brought people together.
  Traditional games were organised. These games helped people to make friends. Young people would dance during big festivals, especially at the royal court. People mostly ate millet, sorghum, beans, cassava, sweet potatoes and bananas.
  

  Rwandans rarely ate meat.

  Activity 10.2
  
  

  In pairs, draw a picture of a social event in your community.

  

  Beliefs

  Pre-colonial Rwandans believed in one God – Imana the creator of all things. They also worshipped their dead ancestors who had the power to intervene in the lives of the living, and made rituals and offerings to the ancestors to bring them blessings.
  
  
  Norms
  In pre-colonial Rwanda most positions of authority were reserved for men. Women did, however have some political and economic power.The queen mother was very powerful.
  Many men had more than one wife.Children were very important. Having a lot of children was a sign of wealth.
  
  Customs
  Although land was believed to belong to the king, Rwandans controlled their own land. They passed it down as an
  
  inheritance to their male children.
  People without land could work for landowners on their farms. The landowners would give them food and shelter.
  This prevented poverty.
  
  Values
  People respected their leaders. They paid taxes (produce) and gave leaders gifts.
  At times of trouble, a drum would be beaten to sound the alarm.
  

  Lesson 4               Activity 10.3

  Work in groups.
  1. Draw pictures of drums.
  

  2. Make a list of events when drums would have been used.

  Exercise 10.1
  
  1. How was pre-colonial Rwanda ruled?
  2. What did clans use to identify themselves?
  

  3. What foods were eaten?

  Economic and commercial activities in              Lesson
  pre-colonial Rwanda
  
  Our ancestors kept animals and grew some crops. Cattle
  and land were signs of wealth. Iron smelters in Rwanda
  changed iron ore into tools and objects that could be used
  or bartered. Hunting provided meat. Craft ed goods were
  made and some were traded.
  
  Activity 10.4
  In pairs, use the following headings to make a table listing
  

  all the craft s that can be made by different methods.

  
  

  Weaving	Pottery	Carving	Smelting

  The differences between traditional and modern trade          Lesson
  6
  
  Traditional trade was very different from trade today.
  In pre-colonial times:
  • goods were exchanged or bartered
  • the main goods traded were weapons, animals and their products, fish, honey and agricultural products
  • people oft en carried goods on their heads
  • there was no advertising.
  In modern times:
  • goods are paid for with money
  • the main goods traded are animals and animal products, agricultural products, finished products from factories, products from lakes and rivers
  • goods are carried by trucks, bicycles and wheelbarrows, as well as on heads
  • goods are advertised through newspapers, billboards, Internet, radio and TV.
  Activity 10.5
  
  1. In your groups, make a list of all the economic activities that take place in your community. Decide which are traditional activities.
  2. Role play bartering goods that you have in exchange for
  

  ones that you need.

  

  Self-assessment
  
  Make sure that you are able to do the following on your own.
  1. Draw a table to compare traditional and modern Rwandan trade.
  2. Explain how Rwanda was ruled.
  

  3. What did a typical Rwandan family eat?

  Formal assessment
  
  1. What do we mean by the word ‘pre-colonial’? (1)
  2. Name the three kinds of chiefs who helped the king in
  ruling the kingdom. (3)
  3. Explain the meaning of the following:
  a) Traditional culture
  b) Traditional belief (2)
  4. Describe any one traditional belief in your district. (1)
  5. Mention the main four economic and commercial activities of pre-colonial Rwanda.
  
  6. Describe the life of a typical family in pre-colonial Rwanda. (4)
  7. Name two items that could be traded in traditional Rwanda. (2)
  8. Explain three different methods of creating crafts in
  traditional Rwanda. (3)
  

  Total marks: 20

  
  

  Mark as done
• UNIT 1 Respect for God’s creatures
  
  Key unit competence: A learner will be able to differentiate and protect God’s creatures and environment.
           Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Identify different names of God and those of creatures.
  • Outline their importance in daily life.
  • State positive measures taken for protection if environment and creature.
  
  Skills
  • Illustrate different creatures
  • Explain how God created creatures.
  
  Attitudes and values
  • Appreciate the importance of each God’s creatures.
  • Respect and protect Creatures and environment.
  • Take a positive attitude of helping others and caring for domestic animals found in his/her
  

  home environment.

  
  

  Before you start                    Oral activity

  In your groups, look at the picture and answer the questions.

  1. Do you know the difference between a wild animal and

  a domesticated animal?

  2. What are the names of some domesticated animals?

  3. How do we use domesticated animals?

  4. What happens if we do not take care of our animals

                      and farms?

  Lesson 1                     The names and attributes of God
  

  
  

  Many different names are used to describe God. These names

  often describe the way we understand Him. For example,

  

  people often refer to God as Father. Sometimes people call

  Him ‘The Light’, or ‘King of Kings’, or ‘Lord of Lords’ and ‘Lord of the Hosts’. The first name that is found in the Bible for God is Elohim. This is a Hebrew word meaning strength or power.

  Yaweh is also a Hebrew word meaning Lord. It is found

  more often in the Old Testament than any other name

  for God. Yaweh is the special name that God revealed to

  Moses at the burning bush. Other names found in the Old

  Testament are El-Shaddai and Adonai. Jewish people still use the names Yaweh and Elohim to refer to God. Other religions have different names, for example, Islam uses the name Allah.

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Activity 1.1
  

  
  

  In pairs or on your own, make a list of all the names you use
  

  to refer to God.
  

  
  

  The attributes of God

  
  

  The word attributes means qualities or characteristics.
  

  The attributes of God help us to understand who He really
  

  is. In the Bible we are told that the attributes of God are
  

  love, being almighty, omnipotent, omnipresent,
  

  transcendent and omniscient.
  

  
  

  God is love
  

  God loves us so much that He gave us His only son Jesus. If
  

  we believe in Him we can have eternal life.
  

  
  

  God is Almighty
  

  When we say God is almighty, it means he can do anything.
  

  He has power and authority over all the creation.
  

  
  

  God is omnipresent
  

  Omnipresence means that God is everywhere at the same time.
  

  
  

  God is omnipotent
  Omnipotent means all-powerful. God is omnipotent

  
  

  God is omniscient

  Omniscient means all-knowing. God is all-knowing

  We cannot hide anything

  from Him.

  God is transcendent

  Transcendent means

  going beyond our human

  experience.

  
  

  
  

  
  

  
  

  
  

  
  

  Activity 1.2

  In pairs, match the Bible references in the left-hand column

  of the table with the correct description in the right-hand

  column.

  
  

  
  

  Exercise 1.1

  1. List two names that are used by Christians for God.

  2. What is the name given to God in Islam?

  3. Describe six attributes of God.

  4. What is the difference between being omnipotent and

  omniscient?

  Homework

  Draw a picture showing how you imagine God and write a

  short description about each of the six attributes of God.

  
  
  

  All the plants, animals, birds and fish, as well as humans, were

  created and named by God. The Bible tells us that God created

  the universe in six days and on the seventh day He rested.

  First He created Earth, which was covered with water. Then

  He separated day from night and the oceans from the land.

  After this He created the plants, then the birds and fish. Next

  came the animals and, finally, humans. At the same time, God

  blessed all the creatures and plants and told them to reproduce.

  
  

  
  

  
  

  
  

  
  

  
  

  
  

       
  Activity 1.3
  
  Do this activity on your own in class.
  1. Read the story of creation in Genesis 1: 1–31.
  2. Draw a picture showing a timeline of how God created
  

  the world in six days. Draw what happened on each day.

  All creatures are important                   Lesson 4

  Everything was created for a purpose and all living things, no
  matter how big or small, depend on each other. This is why it
  

  is important that we respect and take care of all living things.

  Activity 1.4
  
  Bees are tiny creatures but they are very important and we
  cannot manage without them. In your group, talk about the
  following:
  • How do bees help us?
  

  • What would happen to fruit trees if there were no bees?
  

  

  • What do we get from bees?
  
  
  
  
  
  
  
  
  
  
  Everything has a purpose                   Lesson 5
  
  Wild animals live without any interference or help from
  human beings. Domesticated animals are animals that we
  

  have tamed and use for

  

  
  food and clothing, and also
  for company. We also grow
  crops and catch fish to eat.
  Some wild animals hunt
  and eat other animals for
  food. Some wild animals
  eat plants. Everything has a
  purpose and a use.
  Did you know that
  cattle depend on birds
  called cattle-egrets to
  pick the ticks off them?
  

  Everything has a purpose.

  

  
  Activity 1.5
  
  Look at the pictures (A–F) and answer the questions.
  1. Which animals live on the earth, in the air and in water?
  2. Which animals are domesticated?
  
  Everything is interdependent
  
  Interdependence means relying on each other in a
  community. All God’s creatures rely on or need support
  from one another. For instance, human beings depend on
  plants for food and the plants depend on human beings for
  nutrients from dead and decaying animals. In biology, this is
  known as the food chain.
  Homework
  
  Write a short report on how to love and care for animals
  properly.
  All creatures are unique
  Unique means special or the only one of a kind. All creatures
  have their own unique characteristics. Human beings are
  also unique. We each have habits, tastes and appearances
  that make us different from each other. God expects us to
  love and care for each other regardless of our differences.
  We need to be tolerant and respect each other.
  
  Activity 1.6
  1. In pairs, talk about how you are different from your
  partner.
  2. Explain how human beings are unique from other
  

  creatures like plants and animals.

  God expects us to take care of His creation                   Lesson 7 
  
  In Genesis 1:28 God said: “I am putting you in charge of the
  fish, the birds and all the wild animals.” This means that we are
  expected to take care of the Earth and everything that lives on it.
  God wants us to care for His creation and look after
  it.This also means that we must not spoil or damage the
  environment.
  If we pollute the land, it cannot be used for farming
  and animals have nowhere to live. If we chop down all the
  trees for firewood, then the soil blows away because there is
  nothing to hold it down.
  Water is the home of many animals such as fish,
  hippopotamus and crocodiles. When we pollute the seas
  and rivers, we poison aquatic animals. Mammals, such as
  dolphins, can choke on plastic that they swallow, or they can
  get caught up in old fishing lines and drown.
  If we pollute the atmosphere with smoke from factories
  

  and cars, then it is no longer healthy to breathe in.

  

  Did you know that in some cities the pollution from cars
  and factories is so bad that people wear masks when they

  are outside?

  

  We can all help to take care of the environment
  
  Every small thing that we do to look after our environment
  helps. We can:
  • plant more trees
  • pick up rubbish and broken glass
  • try to save water.
  
  Activity 1.7
  
  Looking after your school is a very important part of caring
  for the environment. In your group, make a plan of how you
  can help look after your school. For example, you can collect
  waste paper, clean up rubbish or make a vegetable garden.
  Share your ideas with the rest of the class.
  
  
      Self-assessment                                                Lesson 8
  
  Make sure you are able to do the following on your own.
  1. Explain how you can show love to your peers in class.
  2. Look at the following words and pick out the ones that describe the
  attributes of God:
  • love
  • dominating
  • unreachable
  • almighty
  • omnipotent
  • impatient
  • omnipresent
  • uncaring
  • transcendent
  • weak
  • omniscient.
  

  3. Draw a picture of a house and garden that has been looked after and cared for.

  Mark as done
•  UNIT 2 Vocation of the Israelite people

  Key unit competence: A learner will be able to describe different God’s calls of the people of
  Israel in regard to annunciation of the coming saviour.
  
                    Learning objectives
  At the end of this unit, you should be able to:
  Knowledge and understanding
  • State the names of the Patriarchs.
  • Understand the call of each of them.
  • Identify the God’s plan to save his nation.
  
  Skills
  • Describe the different calls of the patriarchs.
  • Explain the role of each patriarch in the salvation history.
  
  Attitudes and values
  • Appreciate the God’s plan to save his nation.
  • Detecting and appraising different calls from God.
  

  • Respect call of other persons and participate in Christian activities

  

  Oral activity                                Lesson 1
  Look at the picture in your groups.
  1. Do you know the name of the man with the knife?
  2. What is happening?
  3. Who told him to do this?
  4. Why was he told to do this?
  

  5. Do you think this was part of God’s plan?

  

  God’s plan for His people                                    Lesson 2

  God has always had a plan for humanity, to bring us back to
  Him. He used the patriarchs of the Israelite tribe to put this
  plan into action.
  Patriarch means the father and ruler of a family or tribe.
  Th e patriarchs of the Israelites were important because
  they were the original forefathers of the tribes that grew
  to become the nation of Israel, God’s chosen people in the
  Bible. Each of the patriarchs had a different calling, or task,
  

  that God gave him. 

  Activity 2.1
  In pairs, make a list of the names of the patriarchs (male
  

  leaders) in your community.
  

  The call of Noah
  

  Noah lived at a time when the Earth was filled with violence
  

  and corruption. Noah stood out as one who walked with
  

  God. God called Noah to build an ark and to save his family
  

  and the animals of the world. He told Noah that there would
  

  be a flood because He was about to destroy the sinful people
  

  on Earth. Noah had to believe in what God was telling him
  to do before he saw what God was planning.
  
  
  

  Lesson 3             The calling of Abraham
  
  Abraham was called by God to leave his home and his
  tribe and move to a place that God would show him. It took
  great courage to move away from everything and everyone
  

  that he knew.

  God’s covenant with Abraham
  A covenant is a promise or agreement made 
  between two people. God promised to bless
  Abraham’s descendants and make them His
  own special people. In return, Abraham was
  to remain faithful to God and be a channel
  through which God’s blessings could flow to
  the rest of the world.
  
  God tested Abraham
  Abraham only had one son, Isaac, when he was
  very old. God told Abraham to sacrifice Isaac
  on the top of Mount Moriah. Abraham took
  Isaac to the top of the mountain to sacrifice
  him. This was very hard for Abraham. At the
  very last moment, God stopped Abraham from
  sacrificing Isaac and gave him a lamb instead.
  

  Abraham had been tested and had shown that
  he was obedient to the will of God.
  
  
                                                                                                                                                                    Activity 2.2
  Being told to sacrifice his only son must have
  been very hard for Abraham. In your group,
  make a list of the excuses Abraham could
  have given God before sacrificing Isaac.
  
  The call of Moses                  Lesson 4 
  Although Moses was an Israelite, he was
  raised in Egypt at a time when the Israelites
  were slaves of the Egyptians. One day while
  Moses was herding sheep and goats, he came
  across a bush with burning flames in the
  desert. This was strange because the bush was
  not burning up from the fire. God called to
  Moses from the middle of the bush and told
  

  him to lead the Israelites out of Egypt to a
  new land that God promised to Moses.
  
  

  The call of Jacob
  

  Jacob and his twin brother Esau grew up together, living
  

  a nomadic life. They were the sons of Isaac, the son of
  

  Abraham. Jacob was always jealous of Esau. He tried to
  

  deceive Isaac into blessing him as the first born. Jacob then
  

  had to leave home. Aft er he left home, God appeared to
  

  Jacob in a dream that showed a ladder from heaven to Earth.
  

  Jacob had a difficult life and did some bad things. But
  

  God remained faithful to Jacob. God chose him to be
  

  the leader of Israel. He told Jacob to change his name to
  Israel. Jacob had 12 sons and a daughter. His sons were the
  

  founders of the 12 tribes of Israel.

  

  Homework

  1. Describe the lives, call and convenants of Noah, Moses

  and Jacob.

  2. Explain what part each of the patriarchs played in

  God’s plan.

  Exercise 2.1

  1. What is another name for a patriarch?

  2. Give the names of four patriarchs from the

  Old Testament.

  3. What did God want the patriarchs to do?

  4. Explain what is meant by the word covenant.

  Having a call from God

  
  

  When we have a call we are listening to the voice of God 

  telling us what He would like us to do with our lives. A call

  will always tell us to help others or do something good. It

  will never tell us to hurt another person. Another name for a

  call is a vocation.The Israelites had a vocation to serve God

  and to prepare for Jesus the Messiah.

  
  

  Activity 2.3                                        Lessons 5 & 6

  On your own, look at the pictures below. Say what you think

  the people have been called to do.

  
  

  God does not only call rich or famous people. All of us can

  be called to serve God in our own special way. We each have

  special talents that we can use to help others.

  Lessons 7 & 8                  Homework

                              1. Make a list of your special talents.
                              2. Explain three ways in which you can use your talents to
  

                                  help other people. 

  Lesson 9                  God’s plan to save the world
  

  

  God’s plan to save the world did not end with the patriarchs.
  When the time was right, He sent Jesus, His only son, to Earth. God speaks to us through Jesus. God’s plan is that we will be led back to Him by believing in Jesus.(John 8:12, 10:9, 14:6.)
  The patriarchs were part of a bigger plan. God wanted
  the tribe of Israel to be in the right place at the right time. Only then did He allow his Archangel Gabriel to tell Mary that she would give birth to Jesus.
  
  
  
  Lesson 10            Activity 2.4
  

                               In your groups, prepare a role-play about the patriarchs.
                               1. Include their calls and covenants.
  

                               2. Explain their significance in the Annunciation.

                      Lesson 11 – Revision

  
  

  Self-assessment                         Lesson 12

  Make sure you are able to answer the following questions on your own.
  1. A _________ is another name for a calling.
  2. Name three of the Old Testament patriarchs.
  

  3. Why were the Israelites so important to God?

  Formal assessment

  1. List any four of the main attributes of God. (2)
  2. Choose one and describe what it means. (2)
  3. Explain what the verses at John 3:16–17 tells us. (3)
  4. What do we learn from 1 Corinthian 13? (2)
  5. Describe in a short paragraph the purpose for which God
  created man. (2)
  6. List any four ways you can protect and care for God’s creation. (4)
  7. Why did Noah build an ark? (1)
  8. How many tribes were descended from Jacob? (1)
  9. Explain what a call means. (3)
  10. Why did God send Jesus to us? (1)
  

  11. Match each word with its correct meaning.

  

       (4)                                                                                           Total marks: 25

  Mark as done
• Unit 1

  

  

  Unit 2

  

  Unit 3

  

  Unit 4

  

  

  Unit 5

  

  Unit 6

  

  Unit 7

  

  

  Unit 8

  

  

  Unit 9

  

  Unit 10

  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Mark as done