Imatter Foundation Phase Teacher Guide

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Table of Contents
INTRODUCTION 1
Lesson 1 LIFE IS SPECIAL 3
Lesson 2 I AM SPECIAL 8
Lesson 3 EVERYONE IS SPECIAL 15
Lesson 4 OTHERS AND ME 22
Lesson 5 MAKING GOOD CHOICES 28
Lesson 6 CARING FOR MY BODY 35
Lesson 7 PROTECTING MY BODY 42
Lesson 8 LEARNING ABOUT TOUCH 47
Lesson 9 BEING A TRUE FRIEND 53
Lesson 10 REVIEWING WHAT I HAVE LEARNED 59
I Matter Foundation Phase Teaching Guide

ISBN 978-0-9785849-3-1. Copyright © 2007 by Hope Education. All rights reserved.
info@hopeeducation.org
iMatter FounPhase TG 20081021 pcRM.indd 2 10/29/2008 7:33:22 PM

INTRODUCTION 1
Using the Teaching Guide

The I Matter student book will encourage the children in your school to discuss why each one
of them are important and why they matter. The I Matter curriculum will especially assist the
children to discuss the HIV/AIDS pandemic that has likely already touched the lives of the
majority of them.
Each lesson includes a more complete version of the stories from the children’s I Matter book.
Read aloud or tell the story, stopping occasionally as the story is shared to ask questions of the
students. Questions have been incorporated throughout the story. You may also want to add
other questions of your own.
This Teaching Guide will assist you in helping young children to gain knowledge, values and
attitudes that will enable them to live caring, good, healthy and safe lives. Each lesson in the
guide includes a set of objectives that you can expect the children to achieve by the time the
lesson is completed. It also includes background information for the leader using the guide
so that the leader can quickly determine what the lesson is going to be about.
Many Learning Activities are included to assist the teacher in involving the children in the
learning process. Activities in the guide incorporate those that are in the children’s book as
well as additional suggestions for studying the content. Many of the activities are suggestions
for guiding a discussion of the content found in the book. You will want to encourage the
children to talk about the content so that they will gain new understanding and begin to relate
the content to their own personal lives. Other activities encourage children to respond in an
individual way to the content being studied.
Illustrations in the student book can be used in the teaching of the content as you relate
the illustrations to the content being discussed, so refer the children to the illustrations often.
Information in italics gives you possible answers to questions asked of the children. It is not
necessary that the children give the exact answer that is suggested. You may want to include
these answers in your teaching if children do not touch on the points made.

2 Teacher’s Guide for Foundation Phase
Introducing the Book to the Children

Give each child a book to hold. (You will have to decide if the child will keep the book now or if you
will collect the books each day to keep for the succeeding lessons.) Eventually, you will want to give
each child a book to take home and share with other family members. When you do send the
book home, communicate with parents, caregivers and others
who have influence in each child’s life so that they should re-
read the book often with their children. Make sure that you
keep a copy so that you can refer to the stories in future years
as you continue teaching the lessons in the student book.
When you give copies of the book to the children, tell them
that this book is very special because it will help them to live
good, healthy and safe lives. It will give them very helpful
information especially about how they will or can interact
with others in their lives: family members, friends, people
who want to help them grow, and unfortunately, people
who might want to harm them.
Read aloud the title of the book: I Matter. Ask: What do you
think I Matter means? Have the students turn to the Table
of Contents in their book and read the chapter titles. Ask: What do you think this book
is going to be about? (They are going to be learning about ways that they matter – to themselves
and to others.)
Explain that there are three main characters in the book: Grandmother, Phila, a girl who is 12
years old, and Musa, a boy who is 6 years old. Have the children locate these three on the front
cover of their books. Explain that these two children are a brother and sister who live with their
grandmother. Ask: Why do you think they live with their grandmother? Tell them that they will
find out in the first story in their book.
GRANDMOTHER MUSA PHILA

LESSON 1 - LIFE IS SPECIAL 3
TIMETABLE: One 30-minute class period

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

First 30-minute period:
• Learning Activity E: Complete ABC’s chart
• Learning Activity F: Complete Activity 1 Learning Assessment
Grade Outcome/s Standard/s
Second 30-minute period: R 2 4
• Review story from previous class 1 3 3
• Learning Activity G: Complete Activity 2 2 1 2
• Learning Activity H: Complete Activity 3 3 3 2
LESSON 1
Life Is Special
OBJECTIVES
At the end of the lesson, students should be able to:
• Define the word “special.”
• Name special things created by God.
• Explain the difference between things that have life and things that do
not have life.
• Tell why life is special.
BACKGROUND
God told the first story ever told. He told about His first creative acts. The most
important things that God created were humans. Their names were Adam and Eve.
He created them more special than all of His other creations. The one way in which
they were special is that they were able to talk to Him.

LEARNING ACTIVITIES
A Prior to reading the story

1. Bring to class something that is very special to you. Preferably it should be something that
is not costly but is very valuable to you. Show it to the students telling them that the object
is special to you. Ask: Do you know what the word “special” means? (Write the word “special”
on the chalkboard or on a large piece of paper so that the students can see it.) Explain that some
things are special because there are no other things just like it. Some things are special
because of their value. They are very expensive or costly. Some things are special because
of who gave it or made it. Share with the students why the item you are showing them is
special to you.
2. Have students look at the picture on the cover of the book and on page 2 of the book. Ask:
Who do you see in this picture? (An older woman, a girl and a boy.) Explain that the
woman is the grandmother of the boy and girl. The boy and girl are brother and
sister. Tell the students to listen to the story and they will learn the names of the
people in the story and why the boy and girl are with the woman. They will also
learn something special about the woman – something she likes to do.
B Reading the storyteller’s version below
Phila, Musa, and Grandmother sat outside looking up at the beautiful night
sky. The moon was shining brightly and the stars looked like torches in the
sky. A night breeze made the children feel cool so Grandmother put her
arms around them and pulled them close.
Phila and Musa had come to live with her after their mother had died of
a terrible disease. They missed their mother very much, but Grandmother
was kind and had been very good to them.
The children loved the stories that Grandmother told. She had a story for everything! Sometimes
she just made them up, but tonight she told them a true story. In fact, it was the very first story
that was ever told!
Ask: What is a made-up story? (It is a story that did not really happen, except in someone’s
imagination.)
Ask: What kind of story was Grandmother going to tell them – a made-up story or a true story?
(A true story.)
“In the very beginning,” said Grandmother, “there were no stars, no moon, and no sun. There was
not even any land or water. There was only God. But what a great big wonderful God He is!
“Musa, remember when you made me that pretty picture frame?”
“Oh, yes, Grandmother!” said Musa proudly. “I made it out of sticks and a piece of string.”

“That is right,” Grandmother replied. “And last week, Phila, you made me a pretty card using
paper and pencils. But when God made the world He made it out of nothing at all!
“All He did was speak, and the land and the sea suddenly appeared. He spoke again and the sun,
moon, and stars were hung in the sky. Then He covered the earth with plants and animals. He
filled the sea with fish.”
Ask: What did Musa use to make the picture frame? What did Phila use to make the card?
Ask: Who is the only one who can make something out of nothing?
“It was beautiful, but God was not finished yet. Next, He took some dust from the ground and
made it come to life.”
“How did He do that?” asked Phila.
“He formed a human body out of dust. Then He breathed life into it. This was the very first man
and God called him Adam. Next God made the very first woman. Adam called her Eve. They were
more special than the animals or the trees or anything else. God made them so that they could
talk with God and understand that He loves them. He made people so that they could become
His very own dear children.
“So you see, people can make many things, but only God can make something out of nothing.
And only God can give life. Because life is from God, life is very special. Just like Adam and Eve,
God gave you life. That makes you very, very special.”
“Oh yes!” said Musa in a deep voice like a grown-up man. “God made me, and I am special to
Him just like the very first man!”
Grandmother and Phila laughed.
Then they were quiet. The stars seemed to be glowing even brighter now. Phila and Musa were
happy. They knew that God had given them life, and that made them very special!
C Read the story in the student book

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

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

1. What time of day is it in the story? How do you know? (It is late evening.
The sky is dark, and there are stars in the sky.)
2. What are the names of the children? (Phila and Musa.) Who is the older
woman in the story? (Their grandmother.) Why are they with their
grandmother? (Their mother had died, and they are now living with their
grandmother.)
3. Grandmother loved to tell the children stories. Sometimes the stories
were made-up and sometimes they were true. What kind of story did
Grandmother tell them that night? (A true story.)
4. What was the story about? (It was about the creation of everything in our
world.) Did Grandmother say who told this very first story? (No.) Who do
you think told it? (God told it.) Explain that the story is written in a special
book called the Bible.
5. The story tells about all the things that God created. Name some of the
things. (Land, water, stars, moon, sun, animals, fish, plants and people.)
6. Have you ever made anything? Allow the students to answer. Then ask
what they used to make it with.
7. Remind the students that God made almost everything just by speaking. He
said, “Let there be a sun.” And there was a sun. “Let there be stars.” And there
were stars. “Let there be plants and animals.” And there were plants and
animals. Ask: Can you name some plants and animals that God created?
8. But when God made people He did it in a different way. What did He do?
(He took soil and formed the body of a man. He then breathed into the body
and man became a living person.) Explain that God then took a part of the
man and made the woman. Ask: What were the names of the first man and
first woman? (Adam and Eve.)
9. Discuss that God made some things to have life in them – like people,
plants and animals. But some things He did not give life to – like soil, stars,
moon, and sun. Living things need food to grow, water to live, and can
make other things like themselves. It is necessary for animals and people
to breathe air to live. Many plants produce seeds that when planted in the
ground make more plants. Can you think of a plant that does this? (Maize is a good example.)
Explain that animals can produce other animals like themselves and people can produce
other people like themselves.
10. Explain that of all the living things that God created, people are the most special. They are
the only creation that can talk to God. This makes their life very special.
11. Discuss that all of God’s creation is special. People were given the responsibility of caring for
all living things and many non-living things.

E ABC Chart rge piece of

If you have a la
lkboard, write
paper or a cha
hart and have
out the ABC C
nsider living
the children co
in g s th a t s tart with each
th
le, encourage
letter. If possib
adding names
them to keep
d to think of
to the chart an
new items.
F Complete Activity 1. Discuss why students selected each picture to circle. Refer to pictures
in Activity 1 in the student book. Look at the pictures that they did not circle. Ask: Who
made those things? (People.)
G Complete Activity 2. Do you know what materials people used to

make these things with? Encourage students to look around the room
and name things people made and tell what they used to make the
items with. (They may not know the source of some items, like the glass
in windows.)
H Complete Activity 3. Remind students that God breathed into Adam

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


• Learning Activity E: Complete Activity 1 (If time allows)

• Learning Activity E: Complete Activity 1 Learning Assessment
Second 30-minute period: R 2 4
• Review story from previous class 1 3 2,3
• Learning Activity F: Complete Activity 2 2 3 1,3
• Learning Activity G: Complete Activity 3 3 3 1,5
LESSON 2
I Am Special
OBJECTIVES

• Tell why the caterpillar is so special.
• Understand that God made them special.
BACKGROUND
God created every living thing in the world. He created animals to be special.
But His best creation was the creation of people. He made people very special
in many ways. Even though people differ from one another, each one is still
very special.

LESSON 2 - I AM SPECIAL 9
LEARNING ACTIVITIES LEARNING ACTIVITIES

1. Spend a few minutes reviewing the information in the first lesson. You can do it in several
ways. One way is to have students look at the pictures in their book and recall what they had
learnt. Or you may ask questions such as the following:
(a) In our last story, we learned about the creation of things in our world. We learned that
some things were created with life and some were not. What are some things that were
given life when they were created? (People, animals, plants.) What are some things that
were created that are not alive? (Sun, moon, stars, soil.)
(b) Who was the Creator of all these things? (God.)
(c) God created people. He gave people the ability to do something that plants and
animals cannot do. Do you remember what that was? (He made people so that they could
talk with Him.)
2. Have students open their books to Lesson 2. Have them read the title of this lesson: I Am
Special. Ask: What do you think this lesson is going to be about? How do you think you
are special? (Accept whatever answers the students give.) Say: Let’s read to find out what the
story tells us about our being special.

One day while playing outside, Musa saw a family walking together down the street. He watched as
the father put his arm around his son. This made big hot tears fall down onto Musa’s cheeks.
Just then Grandmother called him to come inside for tea.
“Musa, what is wrong?” asked Phila when she saw her little brother’s tears.
“Nothing,” he answered sadly.
Grandmother gave him a big hug. “Nothing?” asked Grandmother. “Musa,

please tell us what is wrong.”
“Why did our father have to go away?” he cried. “Maybe we were not important
to him. And why did our mother have to get sick? Now she is gone, too!”
“Oh, Musa!” Grandmother said kindly. “Sometimes things happen that we do not understand. But
you must remember that I love you and so does God. You are very special to Him. He made you to be
His very own child and He will never go away from you.”
Grandmother moved toward the door and motioned for the children to follow her outside. “Do you

see that bush over there?” she asked. “It has something hanging from it called a cocoon.”
Do: Write the word “cocoon” on board or on a sheet of paper.
Ask: Have any of you ever seen a cocoon? Where was it?
“What is a cocoon?” Musa and Phila both asked as they ran toward it. Just then the cocoon began to
shake, and Musa reached out to touch it.
“No. You must not touch it,” warned Grandmother. “The cocoon is a special little house only for
caterpillars. A lot of work is going on inside the cocoon. Come sit down while I tell you a story about
the caterpillar and its cocoon.”
Do: Write the word “caterpillar” on the board.
“Among the leaves on a tree there lived a tiny caterpillar. All of the animals called her ‘Painted One’
because her black coat was spotted with yellow dots of colour.”
Do: Point to the picture of the caterpillar.
Ask: Have any of you ever seen a caterpillar? Was it green in colour like the one in our book? Tell
students that caterpillars are many different colours.
“When she was really small, Painted One loved living in the bushes and
trees. Every day she would climb slowly along the tree branches with the
other caterpillars to find green leaves to eat.
“The other caterpillars quickly grew big and strong.

They moved to other trees where they kept
on eating. Painted One, however, was
still small and was not strong enough to
travel. She became very lonely and sad.
“One day, a thin green creature with long legs almost ran right over the top of her. ‘Good thing I did
not step on you!’ he laughed.
“Large black eyes stared curiously at her as he moved his head from side to side. He looked very
strong.
“ ‘What are you?’ asked Painted One in wonder.
“ ‘Have you not heard of me?’ he asked proudly. ‘I am the Praying Mantis. Do you see my two front
legs? They look like I am praying. I think that makes me very important! Every one who sees me is
reminded of God.’ “

Do: Have students imitate the Praying Mantis with their upper arms.
“ ‘Oh, how wonderful,’ Painted One said, realizing that she was not sure why God had made her. ‘Uh,
I am a caterpillar,’ she said shyly. ‘Maybe I am here for the birds to eat!’ Then she realized that was
not a very good idea.”
Ask: Why did Painted One change her mind about why she might be on the earth? (She did not want
to be eaten by birds.) Do you think birds eat caterpillars? Can you guess why God made her?
“Suddenly the Praying Mantis saw an insect and flew off to catch it.
“ ‘I wish I could fly like that! He must be one of God’s favourites! But, there must be some reason why
I was made,’ thought Painted One to herself.
“Within the next few days, Painted One noticed that she was growing very quickly. She grew so much
that she had to hide under leaves so that birds would not eat her for dinner!
“Then as quickly as she had grown, her hunger went away. All she wanted to do was find a quiet place
to rest. A cocoon began to form like a warm, soft blanket around her. Finally she went to sleep.
“When Painted One woke up, it was dark. She began to stretch her long ... legs! What? Yes, she had
beautiful black thin legs! They began to break through the hard shell that had dried around her.”
Do: Have students look in their books at the picture of the caterpillar to find legs. Caterpillars have
very many short legs.
Ask: Do you know how many legs a butterfly has? (Six.)
“ ‘Oh, how I have missed the sun,’ she thought with excitement. But it was difficult to break through
the shell. The cocoon began to swing back and forth, but she could not get out! Finally, Painted One
grew tired and stopped to rest.
“But just then a large black bird landed next to her. ‘Here
she comes! The beauty of the sky! Come on. You can do
it!’ encouraged the bird.
“ ‘Please help me! It is too hard!’ Painted One cried.
“ ‘I am sorry, but I cannot. The hard work is what will

make your wings strong. If I help you, you will never fly,’ he
answered.
“ ‘Wings ... you mean I have WINGS?’ In her excitement Painted

One pushed all the way out of the cocoon. She saw herself in the light for the very first time.

“ ‘Oh look, everyone! I have wings!’ she called out as she stretched her pretty blue wings
wide open. ‘God made me to be so special!’
“ ‘Yes, you are a special painted beauty, painted by God Himself!’ the bird cried out. ‘You
were always special. You just did not believe it.’
“Painted One began moving her wings back and forth. Her body lifted and she began to fly! She
flew higher and higher until she was just a tiny dot in the sky to those watching her from the ground
below.
“At last Painted One knew that she was special. God had been so wise
when He made the caterpillar. He knew that one day she would turn into
a beautiful butterfly. It had been His good plan all along. She would always
remember that God had a special plan for everything He made – including
her! God had a special plan for her from the very beginning.”
“Oh, I like that story!” said Musa with a smile. “I think it means that God
has a special plan for me too.”
“That is right, Musa,” said Grandmother. “God has a special plan for you
and for Phila. He will always take good care of you both!”

Have the students read the story in their books.
1. Ask: What happened to the caterpillar? (It ate until it became big. Then it went to sleep in a
cocoon where it changed in shape and eventually turned into a butterfly.) Why was the caterpillar
special? Explain that there are many different colours and markings on caterpillars. Each
kind is special.
2. Ask: What is special about the butterfly? (If the butterfly did not lay eggs there would be no
caterpillars and eventually there would be no more butterflies. So both were very important. Both
had special tasks that they had to perform.) Explain to the children that there are hundreds
of different butterflies. Each kind has its own special colour. If you have pictures of different
butterflies, show them to the students. Explain that each is special in its colouring.
3. Ask: Do you suppose Musa and Phila knew just yet what was special about them? (Probably
not. Tell the students that as they read more in their books, they will find out how special Musa
and Phila were.)
D Discuss the story

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

1. At the beginning of our story there was an animal. What do we call this animal? (Caterpillar.)
Have students describe what a caterpillar looks like.
2. What does a caterpillar like to eat? (Leaves.) So, where do caterpillars mainly live? (On trees
or bushes that have leaves.)
3. In our story the caterpillar was sad. Why? (She did not grow like the other caterpillars. She was
not pretty and green like the praying mantis. She did not think she was very special.)
4. One day the caterpillar became very sleepy. What happened then? (She was covered with a
covering that we call a cocoon.) Then what happened? (She slept for many, many days.)
5. While in the cocoon, what happened to the caterpillar? (Its body changed, wings began to
develop.)
6. What do we call the animal that came out of the cocoon? (A butterfly.) Did it look like the
caterpillar? (No.) How had it changed? (The butterfly had different legs. It had wings and could
fly, and it had changed colours.)
7. When it became time for the butterfly to come out of the cocoon, how did it do it? (The
butterfly had to break its way out by fluttering its wings and moving about inside the cocoon.)
8. Do you know how a butterfly eats its food? (It has a long thin tongue that unrolls out of its
mouth so that it can go down into flowers and it eats the sweetness inside the flowers – called
nectar.)
9. Explain that the butterfly then lays eggs so that more butterflies can be made. If you
wish, you can explain the four stages of the metamorphosis of the butterfly: eggs, larvae
(caterpillar), pupa (which is inside the cocoon), and butterfly. Explain that God made each of
the stages to be very special.
E Complete Activity 1. If there is time, you can take the group outside
to look at different things that God made. Have the students complete the
drawing. As students share their drawings, have them tell why the thing that
they drew is special to them. Explain to students that in some way they are
different and special and it can be seen in the things that they like to do.
F Complete Activity 2. Once the students have circled the three things
that they like to do the most, have them share with another student his/her
list. Ask: Were your lists exactly alike? (Probably not, because each has
preferences that are special to them.) When the caterpillar grew up it
became a butterfly. It changed.
G Complete Activity 3. Discuss that the choice about what they

would like to become when they grow up is special to them. It does
not have to be the same choice as a friend. If it is, that is fine, too.

1. You may want to review with the students the 4 stages in the life of a
butterfly. Explain why each stage is special and important.
• If the eggs do not hatch, a caterpillar could not be born.
• If the caterpillar did not eat and go to sleep, a cocoon would not
form.
• If the caterpillar did not change inside the cocoon, it would never
become a butterfly. If the butterfly did not break out of the cocoon,
it would die.
• If the butterfly did not lay eggs, there would be no more caterpillars
and then no more butterflies.
2. Help students see that each stage of their life is also important.
• They began as a very, very tiny foetus in their mother’s womb.
• When they were born they were still small and they could not walk, talk, or even feed
themselves.
• As their bodies continued to grow, they began to learn to walk, talk and do many other
things.
• Now they are big enough to go to school and learn.
• In the future, they will grow and learn even more.
• Every part of their life is special and important.

LESSON 3 - EVERYONE IS SPECIAL 15


• Learning Activity E: Complete Activity 2
Learning Assessment
Second 30-minute period: Grade Outcome/s Standard/s
• Review story from previous class R 3 2
• Learning Activity F: Complete Activity 1 1 3/2 2,3,4/3
• Learning Activity G: Complete Activity 3 2 3/2 1,4/3
3 3/2 1,2/3
• Learning Activity H: Complete Activity 4
LESSON 3
Everyone Is Special
OBJECTIVES
• Accept that all creation is special in different ways.
• Identify at least one way in which they personally are special.
• Identify at least one way in which others are special.
• Appreciate the importance of the different special abilities, skills, and likes
that people have.
BACKGROUND
Everything that was created by God was created to be special. That includes people,
plants and animals as well as non-living things. While people and other living
creations are alike in many ways, they are also different. No two people in the entire
world are exactly the same. These differences make them very special. The world is
a much more enjoyable place because of these differences, these specialties.

LEARNING ACTIVITIES
LEARNING ACTIVITIES

1. Review briefly the two prior lessons. Ask such questions as:
a. When you look around our world you see many different
things. Who originally created all these things? (God.)
b. Did God create everything exactly alike? (No.) Did
He make people just like animals? (No.) Are we like
animals in some ways and different in others ways?
Why did you say that? (Accept reasonable answers.)
c. How did God make people special? (Accept any reasonable answer.)
2. Direct the students’ attention to the title of the third lesson: Everyone Is Special. Ask: Does
anyone remember what the meaning of the word “special” is? We talked about it in our
very first lesson. (The word “special” can have several meanings. Something is special because
(a) no other thing is just like it or (b) it is of great value – is costly or expensive, or (c) of who
gave it or who made it.) Which of these definitions fit people? (People
are special because no one person is exactly like
another person, and people are special because
God made them.)
3. Have students open their books to the story
in Lesson 3. Encourage them to look at all the
pictures in this story. Ask: What do you think this
story is going to be about? (Accept any reasonable
answer.) Who do you think might be the main
characters in this story? Say: Let’s listen to the
story and find out if our guesses are correct.
One afternoon Grandmother and Phila were sitting under the tree
near their house. A new school year would be starting soon. Phila
was learning how to sew buttons on her school uniform.
“I do not want to go to school, Grandmother,” Phila said with a

very sad face.
Ask: Do you remember your first day of going to school? Do you

know anyone who did not want to go school? Why was that?
Why do you suppose Phila did not want to go to school?
Let’s read further and find out.

“Oh Phila, why do you feel this way? There are so many fun and exciting things for you to learn! And
what about the other children? You can make many new friends.”
“But maybe I do not want to be their friend. What if they are smarter than me? Or prettier? Or what
if they can run faster in games? What if I never win?”
“Good question, Phila,” said Grandmother. “This reminds me of a story about a about a lion and
a ...”
“A lion? What is a lion?” asked Musa coming up behind them.
Ask: Who knows what a lion is? Then locate the picture of a lion on
page 13 of the student book. Have students check their description
of a lion against the picture.
“A lion is a very big cat with a beautiful mane,” Grandmother

answered.
“Oh! Can we go and see a lion? Please, Grandmother, I want to see a

lion!” Musa said, jumping up and down.
“I am sorry, Musa,” said Grandmother. “There are no lions where we live. They live far, far away from
here.
“The lion in my story lived in a place where all the creatures lived happily together. Well, all of the
creatures except for one. And which one was that? See if you can guess.
“He had a very long tail. With his little legs he can move quickly along the ground. But he can also
swing through the branches of trees. With his little fingers he can pick fruit for his dinner. Can you
guess who he is?”
Do: Have the children guess what animal Grandmother is describing.
“I know! I know!” Phila answered. “It is a monkey!”
Ask: Do we have monkeys living in our country? Have you ever seen a monkey?
SAY: Let’s listen and find out if Phila guessed what animal Grandmother was describing.
“Yes, a monkey!” Grandmother said. “And he was one very unhappy little monkey. He could move
quickly without making a sound. He was so good at hiding that no one could ever find him when
they played hide-and-go-seek. But the poor monkey spent most of his time thinking about what he
could not do. He wished he could be someone else.

“More than anything else, he wished he could be like the lion. The lion’s fur looked like the sun. He
had bright red eyes that glowed through the fields like fire at night. He could climb trees and swim
very well.
“This made the monkey jealous. He was even unhappy with God for not making him a lion, too.”
Ask: What are some special things that the monkey could do well? But was
he happy? (No.) Who did he think he wanted to be like? (The lion.)
“Then one day the monkey had an idea. He told lies to the other animals. ‘The lion is
planning to kill us! Just like fire, he will destroy us! Even his eyes look like fire,
and fire can destroy the earth!’ He hissed. ‘Beware! Run to the far side of the
mountain where the trees are very thick. You will be safe there!’
“First, an ostrich began running. ‘Hurry! Hurry! We must run away or we will
all be killed!’ The ants heard and whispered the warning into the elephant’s ear.
Soon all of the creatures were running as fast as they could to the far side of the mountain.
“But the lion did not hear the warning. He was enjoying a morning swim in the lake at the top of the
mountain. The lion was having such a good time. He did not even notice when the monkey quietly
climbed up a tree overhanging the shore. Just as the lion came up out of the water the monkey
dropped down a vine from his hiding place in the tree and caught the lion by the neck. The surprised
lion tried to run, but it only pulled the vine more tightly around his neck.
“The monkey moved down the side of the tree where he could look right into the face of the
frightened lion. ‘Now I will leave you here to die!’ said the monkey.
“’Why have you done this to me? Where are all of the other creatures?’ cried the lion.
“The monkey laughed. ‘They are far away on the other side of the mountain. There is no one here to
help. Soon everyone will forget about you.’
“Just then they heard a great noise. It was

thunder. Lightning flashed right down to
the earth. From the top of the mountain
they saw a great fire suddenly begin
moving towards the thick trees on the far
side of the mountain.
“ ‘Oh no! What have I done? I sent everyone

to the other side of the mountain and now
they are all going to die! I will never be able
to tell them in time!’ cried the monkey.

“ ‘I have a plan,’ said the lion. ‘But we must work together. First untie me!’ ”
Ask: What do you suppose the lion’s plan was? (Accept their answers.) Let’s read some more to find
out.
“ ‘Quick! Get on my back!’ said the lion. ‘I will swim down the river that flows from here to the far side
of the mountain. When we arrive you must go quickly through the trees, and warn everyone to run
to the river where they will be safe!’
“And that is exactly what they did. The lion swam fast and strong. When they reached the far side of
the mountain the lion was too weak to run and warn the others.
“This was a job for the monkey to do. He went as fast as he could, swinging through the trees to warn
all of the animals. Quickly ‘Fire! Fire!’ he shouted. ‘Follow me to the river where you will be safe!’
“Soon everyone was running toward the river. When they

reached the edge of the water all of the creatures began
cheering for the monkey. ‘Hooray for the monkey who
saved our lives!’ they shouted. But then they saw the lion
and some of the creatures begin to shake with fear.
Others started to run away and hide.
“The monkey was very ashamed of what he had said

about the lion. He knew that without the lion’s help
many of the creatures would have died. He quickly
told them what he had done, and how the two of
them had worked together to save everyone from
the fire.
“While he was speaking, it began to rain. The rain stopped the fire, and all of the animals were safe.
“So, you see,” said Grandmother. “The animals learned that God made every creature special in its
own way. The lion could swim quickly down the mountain river. The monkey could move safely
through the trees to warn the others of the fire that was headed their way.”
“But animals cannot talk, can they?” asked Musa.
“No, little brother!” said Phila smartly. “It was just a story.”
“But the message was true,” replied Grandmother. “God made each of us with our own special
purpose. Some will grow up wise and good to lead a nation. Others may grow up with strong bodies
to do the important work of growing food or driving big trucks. Others may become teachers or
nurses. Whatever it is we can be sure that everyone is special to God.”

D Discuss the story
1. Did we guess correctly about what this story was going to be about? Can
we identify the main characters in the story by looking at the pictures?
2. Who were the two main characters? (Monkey and the lion.)
3. At the beginning of the story, were these two characters friends? (No.) Why
not? (Monkey was jealous of the lion.) Why was monkey jealous of the lion?
(He wanted to be like the lion, the lion’s fur had pretty colours, the lion could run
fast and swim well, and the lion could jump high because he had strong legs.)
4. Because the monkey was jealous of the lion, he did something unkind.
What was it? (He told lies about the lion to the other animals and made the
other animals afraid of the lion.) Is it a good thing to tell lies about someone?
Why not? (Accept reasonable responses.)
5. Explain that when God created all the living things he made them different
which is one reason why they are all so special. Compare living things they
see outdoors around the school – there are trees but they are not all alike,
flowers are different in shape and colours, animals are different. (Goats,
chickens, cows.) What is special about chickens? (They give us eggs
to eat as well as meat to eat.) What is special about goats? (Accept
any reasonable answer.) Ask: Are there things that goats can do for
us that chickens cannot? Is that good? (Accept reasonable answers.)
State that trees and flowers are both plants. Discuss why each is
special and why that is a good thing.
6. State that Phila did not want to go to school. Ask: Why was
that? (She did not think she was special enough when compared
to other children. She was afraid that some may be prettier than
she was, might be able to run faster than she could, or might be
smarter than she was.) Explain to students that they should accept who they are and know
that they are special in certain ways that many others are not.
7. Monkey and the lion were not alike. Yet each was special because each could do things the
other could not do. Ask: What could the lion do that the monkey could not? What could
the monkey do that the lion could not? (The lion could swim fast and the monkey could swing
quickly through the trees.) Ask: Did that make the lion more special than the monkey or make
the monkey more special than the lion? (No.) Explain that when God originally made all
creatures, He made each special in some sort of way, even if they do not think so, even if we
do not think so. Have students look at the animals in the pictures in their book. Encourage
them to think of ways each of the animals might be special.

8. The lion and the monkey were able to save the animals from the fire because they cooperated
and worked together. Can you think of a time when something good was accomplished
when people with different specialties worked together? (If they cannot, ask them about
members of a soccer team. Can they think of skills that different members have that make them
special to the team? Or you might refer them to the
processing of maize – someone has to grow the
maize, someone has to pick the ears of maize
and get them to a business that processes
it, someone can take the maize and produce
many items from it so that people can buy it.)
E Complete Activity 1. Follow the

numbers to complete the drawing
of the lion and the monkey. Write the
name of each animal under the drawing.
F Complete Activity 2. Match each animal with words that describe it.
G Complete Activity 3. As the teacher or storyteller, you might do the following before you
have the children do the activity. Give a characteristic, skill, and trait of someone in the class
without giving the name. Ask children to guess who you are describing. If they guess the
name of the child who is not the one whom you had in mind, give them another clue. Then
encourage students to do the same with other classmates. (This is a good activity to let children
know that others think they are special in some way.) You might want to take a large sheet of
paper and put this heading on it: We Are All Special in Some Way. (Then write categories
of specialties mentioned by students such as: good at football, good writer, fast runner, good at
drawing, good reader, kind to others, can sing well, etc.) Then have students list names that
would fit under each category. Just make sure that each child in the group is mentioned at
least once.
H Complete Activity 4. This activity emphasizes working together to do something good.

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


• Learning Activity G: Complete Activity 3 (If time allows)
• Learning Activity H: Complete Activity 4

• Learning Activity F: Complete Activity 2 Learning Assessment
Second 30-minute period: R 2/3 1/3
• Review story from previous class 1 3/2,3 3/2,3
• Learning Activity G: Complete Activity 3 2 1,2/5 1,2/5
• Learning Activity H: Complete Activity 4 3 3/5 3/5
LESSON 4
Others And Me
OBJECTIVES

• Identify things or people that are helpful to them.
• Give reasons why it is important to be helpful to others.
• Name ways they can be helpful.
BACKGROUND
People are special in many ways. This is also true of many of the other things
that God created. Being helpful is one way that people can show that they are
special.

LESSON 4 - OTHERS AND ME 23
LEARNING ACTIVITIES

1. Remind students that in previous lessons they have read about animals that have been
helpful. As you name each animal, have students tell how it was helpful or important.
a. The caterpillar (It was important because it became the butterfly.)
b. The bird (He helped the butterfly develop its wings by not helping it get out of its cocoon.)
c. The lion (He helped get the monkey to the other animals so it could warn them about
the fire.)
2. Encourage the students to tell about a time when someone helped them and then tell
about a time that they were helpful to someone else.

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

hot sun? How did you feel?
Suddenly the children saw a small yellow-green light

moving quickly in the darkness. Musa grabbed his
big sister’s arm and Phila screamed, “Grandmother!”
Grandmother came running into the room. “What is it

child?” she asked with a worried look on her face.
“There’s a strange little light moving out there,” Phila said. “We saw it. Really we did! But now it is
gone!”
“You must have seen a firefly,” Grandmother laughed.
“A firefly?” Musa asked. “What is that?”
Ask: Has anyone ever seen a firefly? How, do you suppose, Grandmother knew what this tiny light
was?
“It is a tiny insect that glows at night,” replied Grandmother.

Ask: Why is “firefly” a good name for this insect?
“Oh-h-h,” Phila said. She was embarrassed that she had been so scared.
“I know a story about a little firefly. Would you like to hear it?” asked Grandmother.
“Yes!” they both answered. And so Grandmother began.
“Once a great hunter was returning home with enough meat to feed his family for many weeks.”
Ask: What kind of meat do you think he had? How do you suppose he got this meat?
“But as he walked the wind blew in dark storm clouds. The rain came down so hard that he could not
find his way. The sun set and the poor hunter became completely lost in the tall grass and trees.”
Ask: Have you ever been lost? Which is worse – to be lost during the day or during the night? Why
do you think that?
“Nearby there was a family of fireflies taking shelter

under the leaves of a large tree. Their little bodies shone
like bright balls of fire in the darkness. As the rain let up
they saw the great hunter kneeling under a tree. ‘God, my
family needs the food I have gathered for them. Please help me
find the way back to my village,’ they heard him say.
“ ‘Oh, Husband,’ said Mother Firefly. ‘We must help him!’ “
Ask: How do you suppose the fireflies will help the hunter? Let’s
listen to more of the story to find out if we are correct?
“ ‘Yes,’ said the father. ‘God made us to shine like torches in the night! We
must do what we can!’
“He looked at his oldest child, ‘Son, I am sending you to help the hunter find his
way home. You must shine your light brightly on his path.’
“The young firefly had never been given such an important job to do. He
was a little scared. ‘But, Father, I do not know the way to the hunter’s village,’ he said.
“ ‘Do you see the full moon shining through the clouds?’ his father asked. ‘Follow it. Make sure it is
always in the centre of your path and it will lead you to the hunter’s village.’ “
Ask: What is a “full moon”? (It is when the moon is big and round in the sky.) Is there always a “full
moon”? (No. During each month it looks like the moon goes through changes in the sky so that

sometimes it looks only like a slice of the moon.)
“The young firefly felt stronger knowing that his father believed in him. He shouted goodbye to his
family and flew down near to the hunter.”
Ask: How do you think the hunter will act when he sees the firefly come near him? (Accept any
answers they give.) Let’s read more to find out if we were correct in what we thought.
“But when the hunter saw the little ball of light, he threw his arms in the air trying to make the bug
go away! He did not know that the firefly was trying to help him. Around and around the firefly flew
until the hunter finally gave up.
“ ‘I am sorry, little firefly. Maybe you are here to help me,’ the hunter said hopefully.
“Hearing that, the firefly began to buzz excitedly around the man. Then he went slowly in the direction
of the full moon. The firefly turned to make sure that the hunter was following closely behind him.
“Over rocks and hills, through forests and bushes, long grass and puddles of water, they went. Hours
went by, but still the hunter did not recognize the land. Then the doves began to coo. They knew
that morning was near. The firefly’s heart began to pound. He was very tired and his light was not as
bright. ‘What if I cannot help the great hunter reach his village?’ he thought.
“Then just as the moon faded they came up over a tall hill with thick brush. There they saw smoke
rising from the valley below!
“ ‘My village!” the hunter shouted.
“As quickly as he could, the hunter went down the

side of the steep hill and into the valley. The firefly
had to work his tired little wings very hard just to
keep up.
“When they reached the village, the hunter’s family

and friends came running towards him. They had been
afraid that he had died in the terrible storm. So people
began to shout, ‘He’s alive! The great hunter is alive!’
“ ‘People of my village,” he called out loudly, “Do you see this small light shining next to me?’
“The people gasped in wonder. They were not used to seeing fireflies near their village, especially
during daylight!
“ ‘I was lost, but I prayed to God. He sent this little one to use his light to lead me home. I have returned
safely because of what he did to help.’

“After the hunter’s kind words, the firefly found the strength to shine even more brightly than ever
before. Leading the hunter back to his village had been hard work, but he had never felt happier in
his whole life. That day the firefly learned a very important lesson. And what do you think that was?”
Grandmother asked.
“I think he learned that even if we’re small God wants us to use whatever we have to help other
people,” answered Phila.
“Like when we helped pull weeds in Mrs. Mnisi’s garden!” said Musa excitedly.
“Yes, that is right, children!” said Grandmother. “Everyone of us must do whatever we can to help
those around us. The firefly also found out that true happiness comes from helping others!”
That night, Phila and Musa went to sleep thinking about different ways they might be able to help
others. They were excited to find out whom they might be able to help next.
Have the students read the story for Lesson 4 in their book. Then answer the following
questions.
1. Ask: Why do you think the hunter had to leave his village to find food?
2. Ask: What did the hunter do when he realized he was lost? (Prayed.)
3. Ask: At first, why do you think the hunter tried to make the firefly go away?
4. Ask: Why did he not think that the firefly had been sent to help him?
5. Re-read the last sentence in the story.
D Discuss the story

1. Have the students discuss whom or what was helpful in the story. Tell how each was
helpful.
a. The hunter (Helped his family members by bringing them meat to eat.)
b. The firefly (Helped the hunter find his way home by blinking its light so the hunter could
follow him.)
c. Phila and Musa (Helped a neighbour by pulling weeds in her garden.)
2. Ask: Does it sometimes take hard work to be helpful? (Yes.) Why do you say that? (Accept
any answer that is reasonable.)
3. Ask: Is the firefly the only animal that helps people? (No.) What other animals are helpful
and how are they helpful? (Accept any reasonable answer.)

4. Ask: Do you have to wait until you are a grown-up to be helpful? (No.) Have students make a
list of ways they can be helpful. Encourage two or three to act out a few ways in which they
can be helpful.
5. In our lesson, the firefly learned two important lessons. What were they? (Small people and
small things can be helpful. You can be happy when you are helpful.)
E Complete Activity 1. Find and circle each of the fireflies.

F Complete Activity 2. Look at each picture. Discuss who is being
helpful and what each is doing to be helpful. Then read each of the
phrases. Connect the phrase with the picture that illustrates it.
G Complete Activity 3. Explain that two of the children in the pictures
are doing something that helps others. Have the students draw a
happy face next to those pictures. Then have them draw sad faces
by the others and explain why the activities are not helpful.
H Complete Activity 4. Read the directions. Read each of the two words: small, others. Then
read each of the sentences and fill in the correct word. Re-read the entire sentence.


• Learning Activity F: Complete Activity 2 (If time allows)

R 1/2/3 4/4/3
• Review Story from previous class 1 3 1
• Learning Activity F: Complete Activity 2 2 3 4
• Learning Activity G: Complete Activity 3 3 1/3/3 4/3/4
LESSON 5
Making Good Choices
OBJECTIVES

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

LESSON 5 - MAKING GOOD CHOICES 29

1. Select an object that is small enough to fit in a hand so that when you make a fist the object
cannot be seen. Show the object to the children. Tell them that someone is going to get a
chance to select the object. (You might use a small piece of candy or a piece of chewing gum/
Chappie.) Turn your back to the students. Place the object in a hand and close your fingers
around it so that the students cannot tell which hand has the object. Call on a student to
point out the hand that has the object. “Choose the hand that has the _____ and point to it.”
Regardless of which hand the student selects Ask: Did he/she make a good or wise choice?
Why do you say that? What was the consequence of the choice made? (Either the student did
or did not get to keep it because of the choice made.)
2. Read to the students the name of the lesson “Making Good Choices.” Have students look at
pictures in their book and see if they can guess who made a good choice and who made a
wrong or bad choice. (Accept whatever they say.) Let’s listen to the story to see if we guessed
correctly.

“Grandmother! Grandmother!” Musa called as he and Phila ran into the house. “Can you guess what
we saw?”
“I have no idea, child, but by the look on your face I think it must have been something big and
frightening,” Grandmother replied.
Ask: What could it have been? (Accept any answer.)
“It was not very big, but it was frightening,” answered Phila. “It was a mean, ugly hyena. He even
laughed at us, but it was not funny!”
Ask: Do you know what a hyena is? Have any of you ever seen one?
“And where were you when you saw the hyena? Did you go over the hill where I told you not to
play?”
“Oh, no, Grandmother,” Phila and Musa

answered at once.
“Well, alright then. I trust you. Would

you like to hear a pretend story about
the hyena’s laugh that my father told
me when I was a child?” asked
Grandmother.

Ask: What is a “pretend” story? (A story from someone’s imagination that may or may not have
happened.)
“Yes, please!” they said excitedly.
“Come sit by me and I will try to remember how it goes,” said Grandmother. Phila and Musa sat
down close to Grandmother as she began her story.
“A long, long time ago there was a young hyena who was the leader of his pack. All of them were
loud and rude.”
Ask: What does it mean to be the leader of a pack? (It means that he was the leader of a group of
hyenas that lived together.)
“The leader was the worse one of all. He was always playing tricks on the other animals. Sometimes
he even told lies.”
Ask: What does it mean to tell a lie? (It means to tell something that is not true.)
“One of his favourite things to do was to tell everyone that a fire was coming their way. He would run
past them shouting, ‘Fire, fire, fire!’
“Some animals would become so frightened that all they

could do was run in circles. Others stomped the ground in
fear. But most would run as fast as they could, following the
hyena and his pack.
“After a while the hyena would stop running and begin laughing loudly. ‘Ha, ha,
ha!’ he would cry. ‘You believed me! There’s no fire! I was just joking! Ha, ha, ha!’
“The animals were very unhappy that they had let the hyenas trick them again. They had a
meeting. They decided that the next time the hyenas tried to play a joke on them, they would ignore
them.
“But just a few days later a great fire did begin to burn! It moved quickly towards the place where the
hyenas were resting. Their leader smelled the fire and began to run
toward the other animals.
“ ‘Fire, fire, fire! Run to the mountain, or you will die!’ he warned as
he and the other hyenas ran past the animals.”
Ask: And what do you think the animals did? Have the
students guess what the animals did. Then say, “Let’s
listen to the rest of the story to find out.”

“They ignored the hyenas just like they had agreed to do.
“ ‘You must run!’ the hyena shouted to the animals again. ‘I am telling the truth! Really I am!’ “
Ask: Do you know that when you do not tell the truth, but lie very often, people will not believe you
when you are really telling the truth? Why is that? (They know that they could not believe you when
they thought you were telling the truth so they assume that you are now again telling a lie.)
“One of the elephants just turned his back to the hyena. ‘Humph!’ he said.
“A little gazelle looked out from between her mother’s legs, ‘You are bad!’ she told the hyena. ‘We do
not believe you.’
“Just then a crow who was sitting at the top of a tall tree saw dark smoke filling the
sky. ‘Run! Everyone run! There truly is a great fire coming this way!’ he called out.
“All of the animals ran as fast as they could to join the hyenas on the
mountaintop. There they watched as the fire turned their home orange
with flames. As the fire burned, the grasslands turned black with ashes
and smoke. Everyone was very sad.
“ ‘If we had only known,’ an elephant said, ‘we could have filled our
trunks with water to fight the fire.’
“ ‘And we could have dropped water from our beaks,’ a bird cried.
“Everyone turned to the pack of hyenas sitting nearby. They looked guilty, but they did not say they
were sorry.
“The lion said, ‘Hyenas, you laughed at us when you told us lies. Because of those lies, no one believed
you today. What is worse, you are not even sorry for what you have done. Now you will have to stay
away from the other animals. You will never be able to talk with us again. Instead, the only sound
you will be able to make is an ugly laugh!’ “
Ask: What was the consequence of their telling lies? (They had to stay
away from the other animals, they would not ever be able to talk with
other animals and the only sound they would make would be an
ugly laugh.) Why do you suppose the lion said that all they could do was
make a laugh? (They used to laugh at the animals that believed their
lies.)
“The hyenas tried to answer, but all that would come out of their
mouths was an ugly laugh just like the lion said. They were so
embarrassed that they hung their tails between their legs and ran away.

“Once the fire stopped, the animals went back down the mountain to the grasslands. But, for a
while, life was hard for the animals. It was a long, long time before the land was green and beautiful
again.”
“I wish the hyenas had never lied to the animals,” Musa said with a sad face.
“Me too. I wish God had never made them!” said Phila.
“Yes, our story would have been much happier if the hyenas had made right choices. Can you think
of two wrong choices that they made?” Grandmother asked.
“They played mean tricks on the other animals by lying to them,” Phila answered.
“And they did not say they were sorry after the fire burned up everyone’s home!” added Musa.
“That’s right!” said Grandmother. “At first the hyenas thought it was fun to make the wrong choice,
but in the end they were not happy. And just like the hyenas, we must always remember that our
wrong choices often hurt others, too.”
Ask: Why do you suppose that people make wrong choices? (Accept any answers they give.)
“Sometimes people make wrong choices so that others will notice them or
because they are looking for something to make them feel good. That is why
adults and some children might choose to drink alcohol, try drugs, tell lies or
even steal. Others try to have fun by looking at pictures on television or in a
magazine of things that are bad for them. At times they may listen to a friend
who wants them to do bad things with them. Remember that the pack of
hyenas listened to the one hyena, which was their leader. But a wrong
choice will never bring a happy ending.”
“Grandmother,” said Phila sounding a little sad.
“What is it, Phila?” asked Grandmother.
“Remember when you asked us if we went over the hill to play? Well, we did not
tell the truth. I am sorry, Grandmother. We did not make the right choice.”
“And the hyena could have hurt us!” Musa added. “I’m sorry, too.”
“I forgive you both,” Grandmother said. “I think you learned a good lesson today that you will never
forget.”

D Discuss the story

1. In our story several animals made choices. Some were good and some were not so good.
a. Did the hyenas make good or bad choices? (Bad.) Why do you say bad choices? (They lied
to the animals and thought it was funny.) What was the consequence of their behaviour?
(The animals did not believe them even when they were telling the truth.)
b. Did the crow make a good or bad choice? (Good.) Why do you say that?
(It warned the animals that there really was a fire.) Why do you suppose
the animals believed the crow? (The crow had probably never lied to
them in the past.) What was the consequence of the animals
believing the crow? (They escaped from the fire.)
c. What did Phila and Musa learn from Grandmother’s story? (They should obey their
grandmother and they should not lie to her or anyone else.)
2. Discuss with the children that the leader of the pack of hyenas influenced the other hyenas
to do bad things. Ask: Do good friends ever try to get other friends to do bad things? Discuss
that “good” friends will not try to influence others to do wrong; but sometimes people do
try to influence others to do wrong or bad things. If you are really a good friend, you will try
to help your friends do only good things, and make only good or wise choices.
Give some examples of when friends try to influence others to behave in a certain way. Tell
if the friend is a good friend or a bad friend.
a. You see a classmate drop a pencil. Your friend tells you to grab the pencil and run. Is that
a good friend? (No.) Why is that a bad choice to make? (It is not being kind.)
b. You get a new soccer ball. Your friend asks, “Can we get some others and play with your ball?”
Is that a good friend? (Yes, because he asks you if others can play with your ball, and the
friend is encouraging you to share with others.)
c. You get a new book. You sit with others and show them your book. Are
you being a good friend? (Yes.)
d. Your parent tells you to help in the garden. Your friend tries to
get you to come and play with him, even when you tell him that
you have work to do. Is your friend being a good friend? (No.)
Why do you say that? (Your friend is encouraging you to disobey
your parents.)
e. A schoolmate falls and drops her books. Another schoolmate
stops to help her pick up her books. Is she being a good friend?
(Yes.) What would someone do if she made a bad choice?
(Maybe laugh or kick the books away.)

E Complete Activity 1. Have the students read each of the sentences. Then have them draw a
circle around the pictures that represent good choices.
F Complete Activity 2. Have the students discuss why they decided if the picture represented
a good choice or a bad choice.
G Complete Activity 3. Once the students have drawn pictures of themselves making good
choices, have several students share what they drew with the class.

LESSON 6 - CARING FOR MY BODY 35


Learning Assessment
R 1/2 1/3
• Review Story from previous class 1 1/3 1,3,4/2
• Learning Activity F: Complete Activity 2 2 1/3 3/2
• Learning Activity G: Complete Activity 3 3 1/3 1,3/2,4
LESSON 6
Caring For My Body
OBJECTIVES

• Explain why it is important for them to take care of their bodies.
• Name things they can do to take care of their bodies.
• Identify consequences if they do not take good care of their bodies.
BACKGROUND
At creation, God gave every person a special body. As children get older their
bodies will change in some ways. But they will never be able to get a brand new
body. Their bodies have to last them a lifetime. So it is important that they learn
about ways of caring for their bodies.


1. Have students open their books to Lesson 6 page 27. Have them look at the animals in the
pictures and determine how many they can identify by name.
2. Then read the title of the lesson “Caring for My Body.” Ask: Now that you know the name
of the lesson and see the pictures, what do you suppose the story will be about? (Accept all
reasonable answers.)
3. Before you read the story, make sure they know the meaning of the words or phrases in the
following chart. (If possible, write each of the words or phrases on the board or chart paper.)
a. A stranger (Someone you do not know.)

b. The leopard in our story was “proud.” What does the word “proud” mean? (To be pleased
with yourself, to think you are more important or better than someone else.)
c. The leopard would “stalk his prey.” What does it mean to “stalk one’s prey?” (It means that
the leopard would hunt, chase or pursue another animal, generally for food.)
d. A servant (Someone who works for another person.)
e. King of the animals (The animal who is viewed by the other animals as their leader.)

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

to raise their hands when they hear of ways that they can take good care of their bodies. As
students in each group raise their hands, have them explain why they raised their hands.
2. As you read aloud or tell the story to the students, ask questions during the reading to make
sure they understand the story.
One day, Phila came home sick from school. “My stomach hurts,” she complained to Grandmother.
Grandmother and Musa sat down beside her as she lay down on her bed, “Did you eat something
that might be bad for you?” Grandmother asked.
“Yes,” she said softly. Then she pulled her blankets over her head.
“What happened?” Grandmother asked.
“She took food from a stranger!” Musa cried out.
“Oh, Phila!” Grandmother said.
“He offered me a cigarette, too!” added Musa.
“Children,” Grandmother said, “Remember that we talked about what you should do if a stranger
offers you something? You cannot know if what the stranger is giving you is safe for you. Sometimes
it will be harmful to you and your body. Remember, you must take good care of your body. God
made your body to be healthy and strong. You must do what is right to keep it that way.”
Phila started to cry, “I know I should not have taken food from a stranger. But it looked good, and I
was hungry.”
“I did not take the cigarette, Grandmother!” Musa said proudly.
Grandmother smiled at Phila and said, “I know you are sorry. Let me tell you both a story while Phila
lies here and rests.”
Ask: Does anyone know what a leopard is? Tell us what

you know. (It is a big cat which can run very, very fast.)
“Did you know that the leopard is one of the fastest animals
in Africa? Some say that leopards are faster than the wind!
“Once there lived a leopard who was so handsome and so fast

that he became proud. ‘Look at me!’ he said to the other animals.
‘With my beautiful legs and my strong muscles I can run faster
than any of you! And my fur shines like glass in the sun!’

“The animals enjoyed watching the leopard run through the grass and climb up trees. They liked to
watch him stalk his prey. They would cheer when he caught it for dinner. Of course, they all hoped
they would never be caught!
“But after a while the leopard became tired of running and climbing in trees. He got tired of catching
his dinner. ‘I am beautiful! I am strong! Why should I have to work so hard? Others should work
for me.’
“He climbed up a big hill where he could be alone and think about this some more. He thought, and
he thought. And then he thought until he could not think anymore!
“ ‘I have an idea!’ he shouted. ‘I am going to have servants! I will make the wild
dogs run and catch my food for me so that my coat of fur will be even more
beautiful. After much time without getting dirty, it will be thicker and
shinier than ever before!’
“So, the leopard caught the wild dogs and ordered them to catch his food
for him. The wild dogs were frightened that the leopard might eat them,
so they did what he said. Month after month the leopard just sat in his
favourite tree enjoying the meals that the wild dogs brought to
him.
“ ‘I should be the king of the jungle,’ he bragged to the other

animals. ‘I am the fastest and the most handsome, not the
lion!’
“The wild dogs said, ‘Oh, but the lion is also

fast and strong. His huge mane
makes him look royal like a king.
When he runs it flows like a golden
robe across his back.’
“ ‘WHAT?’ the leopard cried. ‘How

can this be? No one is faster or more
handsome than me and I can prove it. I must race
him! Then everyone will know that I am the fastest and most beautiful creature in the world!’
“When the lion heard about this he was not interested at all. ‘Why would I want to run a race with
the leopard?’ he roared. ‘All he does is sit in a tree. He has become weak and fat. I have a beautiful
mane, while his hair has become a home for the insects.’
“ ‘But if you do not,’ the wild dogs begged, ‘the leopard will always believe he is the fastest. Please run
this race! Then, maybe we will not have to serve him any longer.’

“The lion finally agreed so early the next morning all of the animals gathered for the race. Proudly
the leopard walked up to the starting line. He did not know how weak he had become by having
others do his work for him. He did not even know that his fur was no longer beautiful and shiny.
“ ‘You think you can beat me, the LEOPARD?’ he yelled at the lion. But the lion did not answer.
“As soon as the first ray of sunlight hit the waterhole, they began to run. They ran so fast that they
soon disappeared from sight.
“At first the leopard ran ahead of the lion. ‘Ha, ha!’ he cried over his shoulder. ‘You silly lion! You do
not have a chance of winning a race against me!’
“Suddenly the leopard noticed that breathing was difficult, and he could not run as fast. In just a
short time the lion ran right past him.
“The animals cheered as the lion came back

first to the waterhole. Off in the distance
they could see the leopard following slowly
behind.
“The animals were silent when

the leopard finally arrived. His
head was hanging low to the
ground and he was very hot. He
could not even look up at the
other animals.
“ ‘Leopard, you were made by God

to be the fastest. Your body was once
beautiful and strong,’ said the lion. ‘But
you have not treated your body well. You have not
used it in the way God has planned for you. If you try, I believe you can be the fastest again.’
“ ‘You are right. I have done a terrible thing,’ the leopard said. ‘From now on, I will catch my own food
because I was made to run. I will never be proud again!’
“The animals forgave the leopard and everyone was happy. The leopard began running once again
just as God had made him to. And to this day leopards have stayed thin, strong and handsome!”
“So, you see,” said Grandmother, “God wants our bodies to be healthy. Your body is a gift from God.
It is the only one you have. He expects you to take good care of it.”
“I am going to start running! Do you think I will be as fast as the leopard?” Musa called as he raced
out the door.

Phila and Grandmother laughed. Then Phila looked up from her pillow and said, “I’m sorry for taking
food from a stranger, Grandmother,” Phila said. “And I promise to only eat food that is good for me.
I will take good care of my body from now on.”
“I believe you!” Grandmother said with a wink.
1. Before reading the story in their books, have the students review the names of the animals
that they thought were going to be in the story. Remind them of what they thought the
story was going to be about. Ask: Were we correct in our guesses? (It is all right if not all of
their guesses are correct.)
2. Read the story aloud.
D Discuss the story

1. In the story, Phila did not feel well. Ask: What did she think
made her sick? (She thought that it might have been the food
that she had taken from the stranger.) How do we define
“stranger?” (Someone we do not know.) Did Phila make a
good choice when she took the food from the stranger?
(No.) Why do you say that?
2. Ask: What had Grandmother told them about taking
things from strangers? (She said that they should not do
that.) Why did Grandmother say that? (The children could
not know if what the stranger was offering them was good or
bad.) What might a stranger offer you that might be harmful? (Accept reasonable answers.)
3. What did the stranger offer Musa? (A cigarette.) What choice did Musa make? (He told the
stranger “no.”) Was that a good or bad choice? (Good choice.) Why do you say that?
4. In the story we read that the leopard was “proud.” What was he proud of? (He was handsome/
beautiful. He could run fast. He had beautiful legs and strong muscles. His fur was very shiny.)
5. The leopard made a decision about what he wanted to do. What was it? (He did not want to
work so hard in catching his food. He wanted others to wait on him.)
6. So what did the leopard do? (He caught some wild dogs and made them work as his
servants.)
7. What happened to the leopard’s body? (He became fat and weak.)
8. Who did the leopard challenge in a race? (The lion.) Who won? (The lion.) Why did the leopard
lose the race? (He was no longer strong.)

9. How did the leopard feel about losing the race? (He was ashamed.)
10. What did the leopard learn from losing the race? (He needed to get his own food and keep up
his running.)
11. Why do you suppose Grandmother told this story to Phila
and Musa? (She wanted them to remember to take good
care of their bodies. They must never take things into their
bodies that will harm them.)
12. Name two things that we learned about
in the story that are not good for your body.
(Spoiled food and cigarettes.) Can you think
of other things that you might do to harm
your bodies? (Accept reasonable answers –
alcohol, drugs.) As a teacher you will know other things that might be harmful
to children this age. So talk with them about such things as: washing hands
regularly especially before you eat and after you use the toilet and covering
your mouth when you cough or sneeze.
E Complete Activity 1. Have the students complete the maze for the lion so he can find the
finish line in the quickest amount of time. Then draw a circle around the hiding leopard.
F Complete Activity 2. Have students identify each picture. Then have them draw a circle
around each picture that shows something that is good for their body. Encourage students to
explain why each circled illustration shows something
good for the body. Then tell why other
illustrations show something not good
for the body. (Eating too much candy is
not good for your body, but eating a piece
occassionally is alright.)
G Complete Activity 3. Write

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



Learning Assessment
R 1 2,3
• Review story from previous class 1 1 2,3
• Learning Activity F: Complete Activity 2 2 1/3 3/2
• Learning Activity G: Complete Activity 3 3 1/3 3/2
LESSON 7
Protecting My Body
OBJECTIVES
• Tell what a germ is.
• Identify things that can make their bodies sick.
• Explain ways in which they can protect their bodies from sicknesses and
diseases.
• Name consequences of improper exposure of bodies to sicknesses and/or
diseases.
BACKGROUND
It is important that the body has good food and gets lots of exercise to remain
strong. But it is also important that people protect their bodies from things that
can make the bodies sick. Germs cause certain kinds of sicknesses. But germs that
are found in the air do not cause HIV. Children need to know that good choices
can help them remain healthy and well.

LESSON 7 - PROTECTING MY BODY 43
1. Review the last lesson concerning why it is important to be aware of the food that you eat
and the exercise that you give your body.
2. Have students look again at Activity 2 in the previous
lesson (page 29) concerning what is good for the body.
Name the things that are good for the body and tell
why each is good. Explain why the other things listed
are not good for the body.
Read the name of the lesson. Ask: Can you

think of other ways in which you can protect
your body in addition to eating good food
and getting exercise? (Accept what answers
they give.) Let’s listen to the story to find out
other ways to take care of our bodies. Ask
questions during reading to make sure that the
students understand the story content.
One hot night, a mother mosquito came into Phila and Musa’s room. The children were sleeping.
They did not hear the buzzing sound that the mosquito made.
“This one will taste very good!” said the mosquito. Then she landed on Phila’s arm and took a bite.
The next morning Phila had a red bump on her skin where the mother mosquito had bitten her.
Ask: Have any of you ever been bitten by a mosquito? How did you know that you
had been bitten?
“My arm itches!” Phila said. “I wish I would have heard that mosquito! I
would have killed it!”
Musa heard her and jumped up

from his bed to see if he could
find the mosquito. “I will catch it!”
he cried.
But, the mother mosquito had been

gone for many hours. She had flown
to a little pond by their house. There in
the tall grass by the water she placed her
eggs. A few days later, the mother had many new little mosquitoes.

Ask: Where do mosquitoes like to live? (Around standing water. Explain that this does not have to
just be near rivers or lakes or ponds but it can be around puddles of water that are left standing after
the rain. Objects left lying around that can collect water will attract mosquitoes to lay their eggs
there.)
“My children!” the mother mosquito said proudly, “Follow me. I have many important lessons to
teach you about the world and how to live in it.”
The little mosquitoes followed their mother as she flew over gardens, fruit trees, and many kinds of
flowers. “You must eat from the juice of the fruit and flowers. They will help you to grow strong and
healthy,” she told them.
That night, they flew to Phila and Musa’s house. Together, they rested their legs on the window and
watched as Phila and Musa slept.
“Be careful when you are near humans!” the mother said
quietly. “If they catch you, they will try to kill you!”
“But why, Mother?” asked the little mosquitoes.
“Because our bites make them itch, and sometimes our bites
can pass on dangerous diseases! Diseases like malaria can
come from our bites.
“There is a disease called HIV that humans are very afraid of,”
the mother explained sadly. “It slowly kills their bodies. Not
long ago, humans believed that mosquitoes could give them
HIV if we bit them. But they were wrong. HIV does not live in
our bodies.”
“That is good!” said the little mosquitoes. “It would be very sad if we could give HIV to people!”
Musa coughed and moved around in his bed.
“Is the boy sick, Mother?” asked one of the mosquitoes.
“He might be sick from a germ.”
“Mother, what are germs?” they asked.
Ask: Do you know what a germ is? (Accept any answer they give.) Let’s read
some more to find out if we are correct.
“Germs are tiny living things so small that humans do not even notice them,

LESSON 7 - PROTECTING MY BODY 45
but they can make them sick! Germs can get into the body through cuts, sores and through the
mouth. They are often found on the hands. So when people touch their mouths, sores, cuts, or food
they eat, germs can get into their bodies. That is why it is important for them to wash their hands
often, but especially before they eat and after they use the toilet. Germs are what cause people to
get the flu.
“Can people get HIV like they do the flu?” asked the littlest mosquito.
“Oh, no!” the mother said. “HIV is not caught like a cold or the flu!”
“Then how do they get it?” asked the little mosquitoes.
“People get HIV if the human’s blood of an infected person gets into the body of them,” she
answered.
“So humans can be with people who have the HIV virus if they are careful not to touch their blood or
body fluids. Is that right, Mother?” asked one very smart little mosquito.
“That is correct!” said their mother with a smile. “Humans should be friends with other humans who
have HIV. They must remember that all humans are special.”
Just then, Musa coughed again, and Phila opened her eyes. The moon was shining brightly, and she
saw the mosquitoes sitting on the window.
“Oh, there are those terrible mosquitoes!” Phila cried, waking Musa up.
She grabbed her shoe from the floor and ran to the window to smash the mosquitoes.
But, just in time the mother mosquito cried, “Fly little ones! Hurry!” And they flew away.
“Ugh!” Phila said jumping back in her bed.
“The mosquitoes will not get away next time! I will catch them!” said Musa bravely.
They must have heard what Musa said, because the mosquitoes did not come back to visit their
house for a very, very long time!

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

water.) We also learned that mosquito bites could sometimes make people sick. So if we want
to keep people safe from mosquito bites, what is one thing that we can do? (We can clean
up areas where water can stand – around trash dumps, around old tires, in containers left outside
and not emptied of rain water.)
2. Explain that germs in the mosquito get into the human body when the mosquito “bites” the
skin. Ask: What did we learn that a germ is ? (It is something so small that you cannot see it,
and it can cause diseases.) Discuss with students that one of the common illnesses spread by
mosquito bites is malaria. Explain that if people do not get medical help they can become
very sick and even die from such illnesses.
3. Explain that cold and flu germs can be spread from one person to another. One way that
we protect ourselves is by washing our hands often. If we wash our hands, then germs will
not go from our hands to our mouths, on our food, or into cuts or sores. And if people cover
their mouths when they sneeze or cough, they keep others from getting sick because of their
germs.
4. Ask students if they have ever heard of the sickness called HIV. Explain that sometimes people
think that a mosquito could give a person HIV, but we know that is not true. Ask: How did we
learn that people could get the HIV sickness? (If the blood or body fluid of a person who has HIV
gets in the blood or body of a person, HIV can develop in that person’s body.)
5. Ask: Does that mean you should stay away from people who have HIV or AIDS? Can you
catch HIV/AIDS from them like you can catch a cold or flu? (No.)
E Complete Activity 1. Have the students draw straight lines to connect the numbers in
order.
F Complete Activity 2. Have the students fill in the blank with the appropriate vowel. The
answers will read: shaking hands, hugging, food, a cup, a mosquito, a toilet.
G Complete Activity 3. Have a few students share who they drew in their picture. Ask what
they will tell them about HIV.

LESSON 8 - LEARNING ABOUT TOUCH 47


• Learning Activity F: Complete Activity 2 Grade Outcome/s Standard/s
Second 30-minute period: R 1/2 5/3
• Review story from previous class 1 1 5
• Learning Activity G: Complete Activity 3 2 2/3 3/4
• Learning Activity H: Complete Activity 4 3 1/2/3 4/3,4/4
LESSON 8
Learning About Touch
OBJECTIVES
• Tell the difference between a good touch and a bad touch.
• Describe what they should do if someone tries to give them bad touches.
• Identify at least one person they can tell if someone tries to give them bad
touches.
BACKGROUND
Children receive many touches every day. Most touches are good because they
make the child feel good, feel happy or feel important. However, there are also
bad touches. These are touches that make children feel uncomfortable, feel afraid,
and sometimes hurt the child. They need people in their lives who they can tell
if they receive bad touches. Children must understand that it is not their fault if
someone tries to give them a bad touch.


Review the two previous lessons before reading this lesson to the children. One way to
do this is to make sentence strips that are cut into two parts. Divide children into as many
groups as you have sentence parts. (If you use all the 12 parts below, you will need 12 groups of
children.) Give each group a part of the sentence. Help each group read what their part says.
Then have each group whose part starts with a capital letter, read their part. As each “Part A”
group reads what their sentence strip says, students in “Part B” groups (Sentence strip ends
with a “period”) should decide which has the part that correctly completes the sentence. As
the two parts are put together, have all the children read each completed sentence.
Examples of sentence parts that you could use are as follows: (Only for Grade 3, difficult for
Grade 1, 2.)
PART A
* Eating bad food PART B
e
* Regular exercise - can make th
* Before I eat body sick.
e
* I should wash - can make th
my hands body strong.
* If I have a cut - I should wash
my hands. e toilet.
or a sore - after using th tect it
* If I am near - I need to pro
someone’s blood from germs.
touch it.
- I should not

Read the title of the story. Ask: What is a touch? Show me how you give yourself a touch.
Tell them that this story is about two different kinds of touches. Read the entire story to the
students.
Musa came running into the house. “Grandmother!” he called. “A boy monkey is chasing a girl
monkey through the trees! It is very funny! Come and see!”
Grandmother and Phila followed Musa outside to see what was going on.
Phila laughed, “That is how it always is! The boys chase the girls, and the girls try to run away!”
“Not me!” Musa said. “I would not chase a girl!”

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

male lion lived nearby. He loved the girl lion very much. Each
day they ran and played in the grasslands together.
“One day when the girl lion was alone, she chased a gazelle
deep into the forest and became lost.
“The girl lion did not know that another lion had followed her.
He was an older lion, and he was unkind. None of the girl lions
liked him.
“ ‘Hello, girl lion,’ he said licking his lips.
“The girl lion was surprised, ‘Oh, I thought I was alone! Please help me find a way out of the forest!’
“ ‘Oh, yes, I will help you,’ he said walking very close to her. ‘But first, you must become my mate.’
“ ‘What?’ the girl lion exclaimed. ‘I would never become your

mate! You will not touch me.’ she said, her eyes
glowing with anger.
“The lion growled and came

closer. Fear came into the
girl lions’ eyes, and the
lion could see it!
“He laughed, ‘You know you are

not strong enough to run away
from me! You will do what I say!’
“The girl lion and the evil lion did not know it, but a wise little bird had seen them both go into the
forest. She flew across the grasslands to the good lion. ‘You must help the girl lion!’ she cried. ‘The
evil lion chased after her into the forest! If you do not stop him, he will catch her and make her his
mate.’
“The lion ran as fast as he could. ‘Girl lion!’ he shouted over and over again. ‘Where are you?’
“Suddenly the girl lion heard her name being called. Her heart became strong and she growled back
at the evil lion. ‘See! I told you!’ she exclaimed. ‘You cannot have me!’
“The good lion came running through the trees and grabbed the evil lion’s neck.

“ ‘I will not injure you if you promise to leave the girl lion alone and never come near her again!’ he
roared.
“ ‘I will not promise you anything!’ the evil lion growled. The good lion bit harder, and the evil lion
began to shake.
“ ‘All right!’ he shouted. ‘You can have her!’ The lion let him go and he ran away as fast as he could. He
must have kept running for a very long time because none of the lions ever saw him again.”
“What happened to the

kind lion and the girl lion?”
asked Phila.
“Oh, they became mates for

life and together they raised
a beautiful family! Their
love was so deep that
they became the most
famous lion and girl lion
in the land!
“Just like the kind lion and the girl lion, one day you will grow up to find your mate for life.”
“Is that it?” asked Musa disappointed. “I do not like love stories!”
“I do!” said Phila happily.
“Can I go play now, Grandmother?” Musa asked. Grandmother nodded her head and Musa ran off
to find his friends.
Phila was glad to be alone with Grandmother. The story had made her think and she had some
questions.
“Can people be bad like the evil lion, Grandmother?”
“Yes, and sometimes these people even try to do bad things to children. One way they do this is by
touching a child’s body in the wrong way. Like the evil lion, they try to make children feel weak and
afraid.”
Phila was quiet for a moment.
“What do I do if I meet someone like the evil lion?” she asked.
“If this happens, do not be afraid to talk about it. Always tell me or someone else you trust so that we

can help you. This is very important!” said Grandmother. “Remember that
there is good touch and bad touch. No one should ever touch your body
if you do not want them to. If a touch makes you feel afraid or ashamed,
it is a bad touch and it is not right.”
“I like it when you hug Musa and me. That is a good kind of touch!” Phila
said with a smile.
“Yes, it is!” Grandmother agreed. “And here is a big hug for you right now!”
C Read the story in the student book.
D Discuss the story

1. What were the two kinds of touches talked about in the story? (Good and bad touches.)
2. What makes a touch good? (It makes you feel good. It does not hurt. It
makes you happy.) Demonstrate some good touches to students:
shaking hands, patting student on shoulder, gently touching the
arm.
3. What makes a touch bad? (If it hurts the person. If it makes the person
afraid. If it makes the person feel bad.)
4. Explain that there are parts of our bodies that no one should
touch without our permission. We call them our private parts. Demonstrate to students
where private parts are (Chest area, in front of groin area and in back by tailbone.) If someone
tries to touch you in these areas, these are bad touches.
5. What did you learn in the story that you should do if someone tries to give you a bad touch?
(Yell loudly so someone hears you. Run away. Say “no,” and tell someone you trust.) Which of
these did the girl lion do? (She said “no.”) Why did she not yell loudly? (She thought no one was
there to hear her.) Was there someone who saw what was going on? (Yes, the bird.) Remember
that you may not think anyone is near you, but if you yell very loud, there may be someone
close enough to help you. Why did she not run away? (The evil lion was too strong and too fast
so she could not get away.) Explain that this may be true for a child who has a bigger person
trying to give bad touches. Explain that if you cannot get away then, when you can, run very
fast to tell someone you trust about the person and what the person has done.
6. Explain that sometimes a person who gives bad touches tries to make you afraid to tell
someone about what they did. Do not be afraid. Emphasize that it is not the child’s fault that
the person did the bad thing.
E Complete Activity 1. Have the students finish drawing the pictures of the lion and girl lion.
They should copy the left side of the picture onto the grid on the right.
F Complete Activity 2. Explain to the students that the triangle covers the private body parts.

Have the students make the triangle with their hands

to cover their private parts. These are the parts that
no one should touch except for the doctor or
mothers when they watch small children. Also,
demonstrate that the triangle can be formed
behind the back to cover the area below the
tailbone, which is also private.
G Complete Activity 3.
e a d th e b e g in ning of each
R
ud. Encourage
sentence out lo
figure out how
the students to
tudents read
it ends. Have s
out loud once
the sentences
they are done.
H Complete Activity 4. Encourage students to think of someone they could tell if another
person tried to give them a bad touch. Write the name of that person on the line. (They may
need help in spelling the name.)

LESSON 9 - BEING A TRUE FRIEND 53


Learning Assessment
R 1 3
Second 30-minute period:
1 1/3 3/2
• Review Story from previous class 2 1/2/3 3/3/3
• Learning Activity G: Complete Activity 3 3 1/2/3 3/3/3
LESSON 9
Being A True Friend
OBJECTIVES

• Define what it means to be a “true” friend.
• Explain ways in which they can be true friends.
• Describe ways to remain safe and well while being friends with those who are
sick.
BACKGROUND
Children must make many choices. Among the things about which they must
make choices are how to keep their bodies well and strong and safe from diseases
and illnesses. They also must choose how they will act toward those who are sick
or who have diseases.


1. Remind students that they have learned many things they can do to keep their bodies well
and strong. Have students share what they have learned. (Eat good food. Exercise to keep
their bodies strong. Wash their hands often. Cover their mouths when coughing or sneezing. Use
caution when they are near another person’s blood or body fluids. Keep their bodies safe from
germs – keep their surroundings free of mosquitoes.)
2. Ask: What is a good touch? What is a bad
touch? What should you do if someone
tries to give you a bad touch? (Yell loud for
someone to help you. Say “no.” Run away
when you can. Immediately tell someone
you trust.)
3. Remind students that some bad touches,
especially to private body parts, might put
germs in the body and make them sick. One bad virus is called HIV. There are two major
ways the HIV virus can get into your body: (a) from the blood of a person who has HIV that
gets into your body (Through cuts, sores or private body parts.) and (b) from sexual fluids of a
person who has HIV or AIDS that gets into your body primarily through your private body
parts. Explain to students that a person who has HIV may not know that they have this virus.
It may not be until HIV becomes AIDS that they know they are very sick. It may be many years
before they know they have the disease. That is why you must always protect yourself from
blood and sexual fluids. A person who has AIDS is very, very sick and although they may get
well at some times, they will eventually die of one of the diseases their body cannot fight
because of what HIV has done to their immune system.
Read or tell the story to the students, asking questions to make sure that they understand
the story.
“Grandmother! Grandmother!” Phila cried as she ran into the

house from school. “Something bad has happened to Njabu.
Now I cannot be her friend!”
Grandmother set her sewing on the table and put

her arm around Phila. “Tell me what happened,” she
said.
Just then, Musa came running through the door. He

was tired from trying to run as fast as Phila. “Njabu
has HIV!” Musa shouted.

Ask: How do you think the children knew that Njabu had HIV? (Accept answers that might be
correct.) Explain to the students that you cannot know for sure that someone has HIV without their
taking a test at a clinic, hospital, or doctor’s office. It is not possible to tell by looking at someone. Tell
students where HIV testing is available.
Phila began to cry, “Grandmother, I am afraid! The other children say that we must stay away from
her.”
Ask: Why do you suppose the other children are saying that? (They may be afraid that they can
catch the HIV if they are her friend.)
“Come and sit down, children,” said Grandmother. “Remember what I told you? You cannot catch
HIV as easily as other sicknesses like the flu. You do not have to stay away from Njabu. You can still
give her a hug, play with her, and be her friend. The most important thing is that you be a true friend
to Njabu.”
“What does it mean to be a true friend, Grandmother?” asked Musa.
“Well, let me tell you a story,” she answered. “See if you know who the true friend was. Once there was
a herd of impalas. Each night they would wake up to feed on the tall grass before the sun came up.
“One night, a young impala became separated from the others as she was eating grass. She did not
know she was alone until a big, hungry girl lion came out of the tall grass and attacked her!
“Now impalas are very good at jumping. The young impala’s heart was beating fast as she jumped
through the tall grass away from the girl lion.
“After a long time, the girl lion became tired and gave up chasing the impala. But the poor little
impala was hurt and bleeding from the attack. She waited until she knew
she was safe and then lay down under a bush to hide.
“Many hours passed. After the sun was high in the sky, she saw another
impala walk by.
“ ‘Help! Help!’ the little impala cried.
“But the other impala thought, ‘I do not want to

help her. She will probably die. I am surprised
the vultures have not already found her and
eaten her!’ Then he left her alone.”
Ask: Why did the impala not help the hurt

impala? (He thought she was too sick to
be helped.)

“Later a great kudu with beautiful horns came running by. When he
heard the impala cry for help, he thought, ‘I will not help the impala. It
might be sick from germs. What if I also become sick?’ He too ran away.
“Then a tiny nyala came close by to feed. ‘Oh, dear!’ she said when she
saw the hurt impala. ‘Why has no one helped you?’
“The impala was too weak to move or speak. So, the nyala
found dry grass to make a bandage for her wound. She was
very careful not to get the blood from the hurt impala in her
mouth as she pressed the grass to the bleeding wound. Then
she ran quickly to get help. Several nyalas carried the impala
to safety.”
Ask: Was the little nyala a good influence on her friends? Why do you say that?
“After a few weeks, the impala was strong enough to find her way back to her herd. Her friends
thought she had died. ‘Welcome home!’ they shouted.
“The impala told them how the nyala had

helped. Soon her story spread to all of the
antelopes. The impala and great kudu felt
ashamed that they had not been true
friends to the hurt impala. But the
nyalas were honoured by all of
the other antelopes.
“In this story, who needed

a friend the most?” asked
Grandmother. “Was it the
impala who saw the little
wounded one first? Was it the
great kudu or the nyala?”
“No, Grandmother!” Both Phila and Musa said at once. “It was the wounded impala!”
“And which one of the antelopes was a true friend?” she asked.
“The nyala, of course!” Musa answered.
“Right!” said Grandmother. “And when the nyala was kind to the wounded impala, how do you think
she felt inside?”
“I think she felt good,” said Phila. “I always feel good when I am kind.”

“Yes,” said Grandmother. “A true friend is someone who always treats others the same way that they
want others to treat them.”
“If I had HIV I would want someone to be a true friend to me,” said Phila. “Do you think I can be a true
friend to Njabu, Grandmother?”
Grandmother hugged Phila and said, “I know you can!”
D Discuss the story

1. The impala, the kudu and the nyala all belong to the same group of
animals. What is that group called? (Antelopes.)
2. In our story the impala was hurt. How did that happen? (A girl lion tried
to kill it for food.) How did the impala get away? (It can run very fast.)
3. Another impala saw the hurt impala but did not help. Why? (He thought
that the hurt impala was so hurt that it would not get well. So why try to
help her?)
4. Who came along next? (The kudu.) Did the kudu help? Why not? (He
was afraid the impala was sick from germs or a virus. He did not want to
take a chance of getting sick so he did not go near the impala.)
5. Who finally helped the impala? (The nyala.) Was the nyala the biggest
and strongest of the animals that passed by the hurt impala? (No.) Do
you have to be big and strong to help someone? (No.) Emphasize that
even children can help those who are hurt or sick.
6. What did the nyala do when she helped the impala to make sure that
she did not get sick from germs or viruses on the hurt impala? (She was
careful not to get blood from the hurt impala in her mouth.)
7. Of all the animals who passed by the hurt impala, who was a true friend?
(The nyala.) Which of the animals felt best about their behaviour? (The
nyala.)
8. Why did grandmother tell this particular story to Phila and Musa? (She
wanted Phila to know that she could be a friend to Njabu even though she
was sick with HIV.)
E Complete Activity 1. Have students circle the pictures which show

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

F Complete Activity 2. Have students trace the letters to find out what the sentences say.
Read the sentences aloud. Once students have completed the sentences encourage them to
share how they can follow the rules.
G Complete Activity 3. Direct students’ attention to each drawing and have them tell what
they see in the drawings. Then have them read each sentence and draw a line from the
sentences to the drawings.

LESSON 10 - REVIEWING WHAT I HAVE LEARNED 59

• Learning Activity D: Complete Activity 1
• Learning Activity G: Complete iMatter Quiz

• Learning Activity D: Complete Activity 1
R Review Review of
Second 30-minute period: 1 of Learning Assessment
• Review story from previous class 2 Outcomes in Standards in
• Learning Activity G: Complete iMatter Quiz 3 Lessons 1-9 Lessons 1-9
LESSON 10
Reviewing What I Have
Learned
OBJECTIVES

• Summarize the main ideas taught in each of the nine lessons.
• Accept that they and others were specially made by God to help one another.
• Name ways in which they can remain safe and well.
BACKGROUND
Throughout the previous nine lessons, students have learned much about
themselves and their relationships with others. They know that they are very
special people and because they are, others should treat them with respect.

LEARNING ACTIVITIES

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

Read the story to the students. As you read about each picture that Musa drew, have students
find that story in their own books. Briefly review the basis of the story and what students
should have learned from the story. (See notes throughout the storyteller lesson for ideas of
helping students to review each lesson.)
Phila sat down next to Musa on the floor. “What are you drawing, Musa?” she asked.
“I am drawing pictures of Grandmother’s stories. That way I will remember them better,” said Musa.
“What a wise little boy you are, Musa,” said Grandmother. “That is a very good idea.”
Grandmother pointed to two people in Musa’s picture. “Who are these people, Musa?” she asked.
“They are Adam and Eve,” said Musa. “They were the very first people. God made them out of soil!”
Have students find Adam and Eve on page 3.
“Oh, yes!” Phila smiled. “They remind us that everything God made is special!”
“And look at that beautiful butterfly!” Grandmother said.
“Yes, I drew ‘Painted One’ to remind me that God has a special plan for everyone,” Musa said.
Have students find the picture of Painted One in their books. (page 6.)
“Very good, Musa!” said Grandmother. “You

really were listening to the stories.”
“What is this?” Grandmother asked. She pointed

to something that had a beautiful mane that
glowed like the sun. On its back was an animal
with a very long tail.
“That’s the lion and his friend the monkey!”

Musa said.

LESSON 10 - REVIEWING WHAT I HAVE LEARNED 61
Ask: Can you find this story in your books? (pages 10 and 11.)
“What is the bright light in the middle of the page?” asked Phila. “Is that the sun?”
“No! That is the little firefly!” Musa answered. “Remember? Even though he was small he helped the
hunter find his home. I want to be like him!”
Then Phila noticed some ugly-looking creatures with the words “Ha, ha, ha!” written beside them.
She laughed and said, “You did a good job, little brother, of making the hyenas ugly!”
Ask: Do you remember why the hyenas got their laugh? (The hyenas lied to the other animals and
then laughed at the animals that believed them. The lion punished them by taking away their
speech. The hyenas could only laugh an ugly laugh after that.)
“Yes! And there is the fire that taught them to make good choices,” added Grandmother.
“And look at my fat leopard,” Musa laughed and pointed.
Ask: What was Musa remembering about the leopard that made him so fat? (He did not get his own
food and did not exercise so he got fat.)
“Yes, I have been taking care of my body since I heard that story,” Phila said proudly.
Then Phila noticed two lions smiling at each other. “Oh, look!” she said. “Two lions in love! I liked that
part of the story!”
“Do you remember the bad lion in that story, Phila?” asked Grandmother.
“Yes, I do,” said Phila. “And sometimes people can act like the bad lion, too. You said we should always
tell you when we meet someone like that.”
“I do not see the mosquitoes,” Grandmother said looking closely at the paper.
“Here they are,” Musa said. “I made them very small. Maybe I should have made them bigger because
they taught us very important things about HIV and staying safe!”
Ask: Can someone get HIV/AIDS from a mosquito bite? (No.) Do you remember ways that people get
the HIV/AIDS sickness? (From blood and sexual fluids of someone who has HIV/AIDS. From touching or
being pierced with something sharp that might have someone else’s blood on it. )
“I see the impala and nyala!” Phila said. “I am being a friend to Njabu just like the nyala.”
Ask: How was the nyala a friend to the impala? (Helped the impala to get well when no one else
would help.)

“I am so proud of you both,” said Grandmother. “You have learned so much!”
“We will never forget now that we have Musa’s pictures,” Phila said. “I am happy you are my little
brother.”
“We are a happy family!” Musa said. “I think I will draw a picture of that, too!”
And with that, the happy little family had a good laugh!
D Complete Activity 1. Have the students draw lines from

the picture on the left to the related picture on the right.
E Complete Activity 2. Have the students complete the

drawing of their favourite story. Discuss what their favourite
stories were and why they liked them.
F Complete Activity 3. Have the students complete the

drawing and choose several students to share with the
class what they drew.
G Complete iMatter Quiz on page 46 – 47. Let the

students take their time to answer the questions and
share their answers with the class.

QUIZ 63
iMatter Quiz- Check on Content

Directions: Circle “T” for the statements that are true and “F” for those that are false. Explain to
students that True means Yes and False means no. Read the example below with students so that
they can understand the concept.
Example: In the beginning there were no stars, no moon, and no sun. (Answer: “T” True)
Note: If students have trouble reading, read each statement to students and have them answer.
Lesson 1 Lesson 7
T F God made the world and everything in it. T F Washing your hands is a good way to get rid of
T F Trees are the most special thing that God made. germs.
T F God loves people very much. T F Mosquito bites can make you sick with HIV.
T F People can talk with God. T F HIV is only passed to others through blood or body
fluids.
Lesson 2
T F You should be afraid of people with HIV.
T F Grandmother said that Musa was not special.
Lesson 8
T F Painted One was happy to be a caterpillar.
T F A bird helped Painted One out of the cocoon. T F The female lion did not want the bad lion to touch
T F Grandmother said that God would take good care her.
of Phila and Musa. T F Sometimes people do unkind things like the bad
lion.
Lesson 3
T F You should always say no to someone who wants
T F Phila did not want to go to school. to touch you in a bad way.
T F The lion wanted to be like the monkey. T F You should tell someone you trust if someone tries
T F The lion and the monkey worked together to save to touch your private parts.
the animals.
Lesson 9
T F The monkey learned that everyone is special.
T F You should not be friends with people with HIV.
Lesson 4
T F The kudu was a true friend to the little impala.
T F The hunter was lost in a storm. T F You might get sick if you play with a child who has
T F The firefly said that his son was too little to help. HIV.
T F The people were sad to see the hunter come home. T F It is safe to give a hug to someone with HIV.
T F You can help others even when you are small.
Lesson 10
Lesson 5
Choose the correct word from the list to complete each
T F Phila and Musa obeyed grandmother. sentence.
T F The hyena always told the truth.
Write the words in the blanks.
T F The hyena and his friends said they were sorry.
T F Phila and Musa were sorry they lied to All people good plan helped bad bite care true
Grandmother.
1. Adam and Eve were the first p _ _ _ _ _ God made.
Lesson 6 2. God has a special p _ _ _ for each of us.
3. A _ _ of us are special.
T F Grandmother told the children to never take
4. The firefly was small, but he h _ _ _ _ _ the hunter.
anything from a stranger.
5. The hyenas learned about making g _ _ _ choices.
T F Phila did not take food from the man.
6. You should take good c _ _ _ of your body.
T F The leopard took good care of his body.
7. You must always tell someone if you meet a person
T F Phila and Musa promised to take care of their
like the b _ _ lion.
bodies.
8. You cannot get HIV from a mosquito b _ _ _ .
9. You can be a t _ _ _ friend just like the nayla.

iMatter Songs
SPECIAL
I am special
God made my life
I am special
He made you too!
I am special
God loves me so
You are special F-R-I-E-N-D
He loves you too!
F-R-I---E-N-D
HELPING Be the best friend you can be!
Helping, caring,
Helping, helping Playing, sharing
Though I am small That’s what true friends do, you see.
Helping, helping Let’s be true friends, you and me.
Though I’m not tall
Helping, helping THE BODY SONG
All the day through
Helping, helping This is my body
Others and you. God gave it to me
There’s no other like it
Planting, planting … I’m special you see
Helping, helping I’ll take care of my body
Others and you. The best that I can
Both inside and out –
Sweeping, sweeping … That is my plan!
Helping, helping
Others and you. CHOICES
Washing, washing … Choices here

Helping, helping Choices there
Others and you. Choices, choices everywhere
Tell the truth
Sharing, sharing Tell a lie
Though I am small Obey the rules
Sharing, sharing Cheat at school
Though I’m not tall Choices here
Sharing, sharing Choices there
All the day through Choices, choices everywhere
Sharing, sharing I will choose to do what’s good
With others and you. I will choose the things I should.

65
Multiple Intelligence
From research conducted by Howard Gardner and verified by research of others, intelligence has been
defined in a multiple of ways. Dr. Gardner concluded that there are at least eight intelligences, eight
ways that people are smart. It has been determined that if teachers plan lessons to accommodate these
different intelligences, the different ways that people learn, all children will learn better and easier.
The following is a list of Gardner’s multiple intelligence. For each intelligence there is a list of examples
in the student book with activities and lessons that use each intelligence.
Verbal/Linguistic Intelligence. We use this intelligence when we talk, read, write, listen, and learn new
words. (1) Students read their books. (2) Listen to teacher read from her book. (3) Learn meaning of new
words. (4) Activity 3, page 29. (5) Activity 2, page 33. Lesson 7 – learning the meaning of words - germs,
HIV/AIDS.
Logical/Mathematical Intelligence. We use this intelligence to solve math problems, to solve problems
that require logical thought, to follow step-by-step activities, and to classify by groups. (1) Activities 1
on pages 12, 28 and 32. (2) Activities 2 on pages 5 and 29. Lesson 3 – monkey and lion (or tiger) planned
logically how to save lives of other animals.
Visual/Spatial Intelligence. You use this intelligence when you do any kind of artwork and when you
can close your eyes and visualize something in your mind. (1) Activities 1 on pages 8 and 36. (2) Activity
3 and 4, pages 14 and 15. (3) Activity 3, page 25. Lesson 10 – Musa drew pictures to remember each
story.
Bodily/Kinesthetic Intelligence. We use this intelligence when we use our body to learn a skill (ride a
bike, play a sport), act out a drama, find ways to take care of our bodies, or express ideas with our bodies.
(1) Activity 2, page 36. Lessons 6 and 7, taking care of our bodies and Lesson 8, learning about body
touches.
Musical/Rhythmic Intelligence. We use this intelligence when we use songs, music, rhythms to learn
information and to express ideas. With this intelligence people like to play musical instruments and
write songs. At the end of the Teacher’s Guide there are a number of songs that can be used to teach
information.
Naturalist Intelligence. We use this intelligence to help us learn about things in nature, how things in
nature work, and to learn from things in nature. Almost all of the stories in this book use animals to teach
us about things in nature. Lesson 1 is about how things in nature were originally created.
Interpersonal Intelligence. We use this intelligence when we work together as a team, express empathy
and caring for others, and try to see things from the perspective of others. (1) Activities 1 on pages 14
and 40. (2) Activity 2, page 41. Lesson 9, being a true friend to help one another.
Intrapersonal Intelligence. We use this intelligence when we can look at ourselves, at what we think,
what we do, and how we feel. (1) Activity 2, page 8. (2) Activity 3, page 9. (3) Activity 3, page 25. Lesson
9 being a true friend.
Be aware that some activities use more than one intelligence. Activity 3, page 25 uses visual/spatial
(drawing a picture) and intrapersonal (you making a good personal decision).

This publication was supported by Cooperative Agreement Number U2G/PS001346
from Centers for Disease Control and Prevention (CDC). It’s contents are solely the
responsibility of the authors and do not necessarily represent the official views of CDC.

Imatter Foundation Phase Teacher Guide

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indd 1 10/29/2008 7:33:09 PM

Lesson 1 LIFE IS SPECIAL 3

Lesson 3 EVERYONE IS SPECIAL 15

Lesson 4 OTHERS AND ME 22

Lesson 5 MAKING GOOD CHOICES 28

Lesson 6 CARING FOR MY BODY 35

Lesson 7 PROTECTING MY BODY 42

Lesson 8 LEARNING ABOUT TOUCH 47

Lesson 9 BEING A TRUE FRIEND 53

Lesson 10 REVIEWING WHAT I HAVE LEARNED 59

I Matter Foundation Phase Teaching Guide

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Using the Teaching Guide

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Introducing the Book to the Children

GRANDMOTHER MUSA PHILA

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TIMETABLE: One 30-minute class period

TIMETABLE: Two 30-minute class periods

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A Prior to reading the story

B Reading the storyteller’s version below

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

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“How did He do that?” asked Phila.

Grandmother and Phila laughed.

C Read the story in the student book

D Discuss the story

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E ABC Chart rge piece of

G Complete Activity 2. Do you know what materials people used to

H Complete Activity 3. Remind students that God breathed into Adam

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TIMETABLE: One 30-minute class period

TIMETABLE: Two 30-minute class periods

At the end of the lesson, students should be able to:

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LEARNING ACTIVITIES LEARNING ACTIVITIES

A Prior to reading the story

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

B Reading the storyteller’s version below

Just then Grandmother called him to come inside for tea.

“Nothing,” he answered sadly.

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

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

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

Do: Point to the picture of the caterpillar.

“The other caterpillars quickly grew big and strong.

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

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Ask: Do you know how many legs a butterfly has? (Six.)

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

“ ‘I am sorry, but I cannot. The hard work is what will

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

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C Read the story in the student book

D Discuss the story

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G Complete Activity 3. Discuss that the choice about what they

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