This story is about:

Our Beautiful Uganda

belonging and identity

protecting our natural

environment

Level 2 Chart 1
CDRM Competencies

B. Point to each of the four scenes on the chart.

Ask learners to describe what they see
(mountains, grassland, forest, lake). Use the
pictures to teach new key words for animals
and other living things.

Belonging and identity

Protecting our natural environment

Learning Outcomes
Describe the main natural features of the different
regions of Uganda
Demonstrate understanding of the concepts of local
community, region and country.
Explain how people depend on their natural
environment .

C. Read the story summary aloud. Ask the

learners questions like these.
Which animals live in forests and
grasslands?
Where do fish swim?
What do people get from forests?
What do they get from lakes and rivers?

Key Words
forest, grassland, mountain, crane, elephant,
giraffe, lion, antelope, zebra, snake

Review Vocabulary

Activities:

tree, animal, bird, fish, river, lake, food, medicine

Teacher Guidance Notes

Uganda is our beautiful country.

This story should be taught first orally in the

language of instruction so that learners can interact
with the key messages in a language that they
understand well. The four pictures show four of the
different natural environments of Uganda, and the
words express love for our country and for the living
things that surround us. The main objective is to use
the story to teach students important skills, values
and behaviours for life. If the langauge of instruction
at your school is not English, you should prepare the
lesson by translating the story into the learners'
mother tongue. After introducing and discussing the
story in the learners' mother tongue, the chart can
also be used to teach English language and literacy.
For example, you can tell the same story in English,
teach the key words, and have the learners copy short
sentences using the words from the chalkboard.

Uganda has mountains, grasslands, forests and

lakes.
Some people live in villages near the forests and
lakes.
They find food and medicine in the forests.
They catch fish to eat from the lakes.
Other people live in big cities or towns.
We live in different places, but we are all Ugandans.
Steps:
A. Ask learners the name of the village, town or city they live
in. Ask them to also identify the country and district where
their village, town or city is found. Have them point to the
general geographical region where they live on the map of
Uganda at the centre of the chart.

Mainstreaming Conflict and Disaster Risk Management into the Curriculum Project
National Curriculum Development Centre, Republic of Uganda
SAMPLE REVIEW COPY NOT FOR DISTRIBUTION

A. Have the learners draw a picture of their

favourite animals. Arrange the class in small
groups. Each learner shows his/her picture
and asks the others, Where does a
________ live? What does it eat? etc.
B. In the same groups, let them draw various
pictures (plants, animals, or natural features)
and match each one with a word that
responds to what it is.
C. Take learners outside and ask them to make
a list of the plants, animals or other things
they see. When they come back to class, ask
them to make sentences using the
vocabulary that they have acquired at
Primary 2 level.
D. In pairs, ask the learners to explain why it is
important to take care of the place where
they live.
E. Lead learners in singing a song about
Uganda, for example the national anthem.