MALAWI PRIMARY SCHOOLS STUDY NOTES

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STANDARD SIX NOTES


UNIT 1 THE MEANING AND IMPORTANCE OF FARM RECORDS
UNIT 2 PHYSICAL FARM RECORDS
UNIT 3 FINANCIAL FARM RECORDS
UNIT 4 SOURCES AND IMPORTANCE OF WATER
UNIT 5 IRRIGATION
UNIT 6 SOIL COMPOSITION
UNIT 7 THE IMPORTANCE OF SOIL
UNIT 8 FARM IMPLEMENTS
UNIT 9 SAFETY MEASURES IN USING FARM IMPLEMENTS
UNIT 10 MAINTENANCE OF FARM IMPLEMENTS
UNIT 11 THE FARMING CALENDAR
UNIT 12 LAND PREPARATION FOR GROUNDNUTS AND CASSAVA
UNIT 13 SEED SELECTION IN GROUNDNUTS AND CASSAVA
UNIT 14 PLANTING GROUNDNUTS AND CASSAVA
UNIT 15 WEEDING IN GROUNDNUTS AND CASSAVA
UNIT 16 PESTS AND DISEASES IN GROUNDNUTS AND CASSAVA
UNIT 17 HARVESTING GROUNDNUTS AND CASSAVA
UNIT 18 PROCESSING AND STORAGE OF GROUNDNUTS AND CASSAVA
UNIT 19 TYPES AND IMPORTANCE OF POULTRY
UNIT 20 SYSTEMS OF KEEPING CHICKENS
UNIT 21 SYSTEMS OF KEEPING CHICKENS
UNIT 22 CHICKEN FEED AND FEEDING
UNIT 23 BREEDING PRINCIPLES FOR CHICKENS
UNIT 24 THE DISEASES AND PARASITES OF CHICKENS
UNIT 25 MARKETING OF CHICKENS AND CHICKEN PRODUCTS
UNIT 26 TREE NURSERY ESTABLISHMENT
UNIT 27 TREE NURSERY MANAGEMENT
UNIT 28 WOODLOT ESTABLISHMENT
UNIT 29 WOODLOT MANAGEMENT 1
UNIT 30 WOODLOT MANAGEMENT 2
REFERENCES

 

UNIT 1 THE MEANING AND IMPORTANCE OF FARM RECORDS


MEANING OF FARM RECORDS
Farm records are written information that farmers keep on different activities carried out on a farm.

THE IMPORTANCE OF KEEPING FARM RECORDS

 

 

UNIT 2 PHYSICAL FARM RECORDS

 

Physical farm records are all farm records dealing with production.

 

EXAMPLES OF PHYSICAL FARM RECORDS

FIELD OPERATION RECORDS
A field operation record is a record of daily activities done by a farmer from land preparation to harvesting. This record shows inputs used on the crops such as type and amount of seed, fertilizers, chemicals and labour used.

 

CROP RECORD
A crop record shows the crop, plot number, plot size, type and amount of seed used, type and amount of fertilizer or manure and amount of insecticides used.

 

A YIELD RECORD
A yield crop shows the amount of yield harvested for each crop grown on the farm. The amount is recorded in kilograms.


A LABOUR RECORD
A labour record shows crop, plot number, plot size, activity and work done (man days). Labour is work done by human beings measured in man days.

 

A LAYERS RECORD
A layers record shows the date, the number of hens laying, the number of eggs collected daily and the amount of feed used daily.

 

 

 

UNIT 3 FINANCIAL FARM RECORDS

MEANING OF FINANCIAL FARM RECORDS
Financial records are records dealing with money on a farm.

OR

Financial farm records are all records of accounts that show income and expenditure.

 

EXAMPLES OF FINANCIAL FARM RECORDS

  • sales records
  • expenditure records
  • production records

 

In financial farm records, there are two main columns of income on one side and expenditure on the other.

The difference between the total income and total expenditures gives the profit or loss of a particular farming activity.
Any produce from the farm eaten or used at home should be valued at current market price.

This should be recorded under sales and receipts because the farmer would have sold such produce for income.


UNIT 4 SOURCES AND IMPORTANCE OF WATER

SOURCES OF WATER

  • Rivers
  • Dams
  • Lakes
  • Streams
  • Boreholes
  • wells

However, all these sources depend on rainfall.

 

THE IMPORTANCE OF WATER TO CROPS

  • Seed germination
  • Irrigation of crops
  • Pollination of flowers
  • Making plant food
  • Transportation of farm inputs and produce

 

THE IMPORTANCE OF WATER TO LIVESTOCK

  • For drinking
  • Fish farming
  • Washing utensils
  • Dip tanks – chemicals at dip tanks are mixed with water to make dip wash or dip solution. This helps to kill external parasites in farm animals

 

WAYS OF IMPROVING AVAILABILITY OF WATER

  • Avoiding cutting down trees carelessly around sources of water
  • Construction of dams and boreholes
  • Provision of piped water

 

WAYS OF IMPROVING THE QUALITY OF WATER

  • Avoiding putting wastes in rivers
  • Adding chlorine to dirty water

UNIT 5 IRRIGATION

MEANING OF THE TERM ‘IRRIGATION’
Irrigation means supplying water onto a field to enable crops grow.

 

IMPORTANCE OF IRRIGATION

  • Avoiding risks of hunger
  • Helps farmers to grow crops several times a year

 

METHODS OF IRRIGATION

  • Sprinkler irrigation
  • Drip irrigation
  • Basin irrigation
  • Flooding irrigation

SPRINKLER IRRIGATION

Water is supplied to crops through pipes which have nozzles at one end to spray the water.
the sprinkler irrigation method

DRIP IRRIGATION
This is also known as trickle irrigation. Water is led through plastic pipes which are laid on the ground. The pipes have small holes through which water comes out. The spacing between the holes is determined by the distance between the planting stations of the crops. Water intake by the soil is controlled.


the drip irrigation method


BASIN IRRIGATION
Water is led to basins through furrows. This method is good for fruit trees.


the basin irrigation method

 

FLOODING IRRIGATION
Water is supplied in a plot through flooding. This method is common in rice fields. The land should be flat.

 

 

 

UNIT 6 SOIL COMPOSITION

The term ‘soil’ means the loose material covering the surface of earth.

 

THE COMPOSITION OF SOIL
Soil is made up of different materials.

These include the following:

  • Inorganic matter
  • Organic matter
  • Soil water
  • Soil air

INORGANIC MATTER

  • This is made up of sand, silt and clay particles. This forma the largest part of the soil.

 

ORGANIC MATTER

  • This is made up of living, decaying and decayed plant and animal parts. The decayed matter is called humus.

 

SOIL WATER

  • This is soil moisture.

 

SOIL AIR

  • This is air trapped between the soil particles.

 

 

 

UNIT 7 THE IMPORTANCE OF SOIL THE IMPORTANCE OF SOIL TO CROPS

  • Holds plants
  • Supplies water to plants
  • Provides mineral salts to plants
  • Provides air
  • It is home of soil organisms

 

 

UNIT 8 FARM IMPLEMENTS

 

NAMES AND PARTS OF FARM IMPLEMENTS

  • The wheelbarrow

 

The wheelbarrow has four main parts:

    • Wheel
    • Handles
    • Barrow
    • Frame


a wheelbarrow

Wheel: it rolls over the ground to enable the barrow to be pushed more easily. Handles : they enable the farmer to hold and push the barrow.
Barrow : this is the basin or box in which the materials being transported are placed. Frame : this is the structure to which all the other parts are attached.

 

  • THE MAIZE SHELLER

This implement is used to shell maize. Major parts of the maize sheller are:

    • Loading hopper
    • Drum
    • Shelling disc
    • Steel supporters



a maize sheller

Loading hopper : this is where maize cobs are placed or loaded for shelling.

Drum : the cobs slide into a drum where shellers are placed.

Shelling disc : the shellers in the drum are attached to a shelling disc which spins during shelling process.


Steel supporters – the implement is held upright by strong steel bars.

 

This is used for transporting farm goods. The main parts of a farm cart are:



a farm cart

Cart body: this is a box-like structure made of wooden planks bolted together. It is where goods are loaded.

Dazzle boom : this supports the cart body and joins it to a yoke.

Wheels and tyres : they roll on the ground so that the cart can move more easily when pulled by draught animals
Yoke : this is a wooden structure which connects the cart to the necks of the draught animals.

 

This is used for pumping water from a source to a crop field. Major parts of treadle pump are:


UNIT 1 MIRACLES IN THE DESERT

UNIT 2 JESUS’ TEACHINGS THROUGH MIRACLES

UNIT 3 CAUSES AND EFFECTS OF CONFLICTS IN THE FAMILY

UNIT 4 CAUSES AND EFFECTS OF CONFLICTS IN THE SCHOOL

UNIT 5 CAUSES AND EFFECTS OF CONFLICTS IN THE COMMUNITY

UNIT 6 HUMAN RIGHTS AND DEMOCRACY UNIT 7 THE TEN COMMANDMENTS

UNIT 8 THE ARK OF THE COVENANT

UNIT 9 CONFLICT RESOLUTION IN THE FAMILY

UNIT 10 CONFLICT RESOLUTION IN THE SCHOOL

UNIT 11 CONFLICT RESOLUTION IN THE COMMUNITY

UNIT 12 GENDER ISSUES IN THE FAMILY

UNIT 13 GENDER ISSUES IN THE SCHOOL

UNIT 14 GENDER ISSUES IN THE COMMUNITY

UNIT 15 ENTERING THE PROMISED LAND

UNIT 16 JESUS’ MIRACLES OVER NATURE

UNIT 17 JESUS’ MIRACLES OVER DEATH

UNIT 18 THE HOME ENVIRONMENT

UNIT 19 THE SCHOOL ENVIRONMENT

UNIT 20 THE COMMUNITY ENVIRONMENT

UNIT 21 MODERN TECHNOLOGIES IN THE SCHOOL

UNIT 22 MODERN TECHNOLOGIES IN THE CHURCH


UNIT 1 MIRACLES IN THE DESERT WRITTEN

God performed miracles in the desert in order to provide for the Hebrews guidance, protection and daily needs.

MIRACLES IN THE DESERT (Exodus 13:17-22) 1. CROSSING THE RED SEA

When the Hebrews were on their way crossing the Red Sea, God guided them by a pillar of cloud by day and a pillar of fire by night. When they reached the Red Sea, God told Moses to lift up his walking stick (staff) and to hold it out over the sea and the water divided. The Hebrews crossed the sea on dry ground. The Egyptian Army was following them. When the army was in the middle of the sea, God told Moses to hold out his hand over the sea once more. The water started flowing again. The Egyptian Army drowned. God protected the Hebrews from danger. The Hebrews were led by Moses and Aaron from Egypt on to the Promised Land called Canaan.

2. GOD'S PROVISION OF MANNA, QUAILS AND WATER When the Hebrews had no food and water, they started complaining to Moses. God heard their complaint and provided them with food and water. The food was in the form of manna and quails. Manna were cake-like substances. Quails were a kind of birds. These kinds of food were collected just enough for a day without any more to keep for the following day. The daily collection was done for five days. On the sixth day they were collecting food for two days. This was because no collection was done on the seventh day, which was a Sabbath. The Sabbath was to be kept holy. The Hebrews relied on these types of food for forty years. When the Hebrews complained about water, God told Moses to strike a rock with his staff. Water came out of the rock.

UNIT 2 JESUS' TEACHINGS THROUGH MIRACLES

A miracle is an unnatural act or event caused by God. REASONS WHY JESUS PERFORMED MIRACLES
· out of sympathy or mercy
· out of request
· as means of spreading God's message to the world The following were some of the miracles Jesus performed: a) Healing of the Gerasene demoniac (Luke 8:26-29) Jesus drove out demons out of the Gerasene demoniac. By healing the demoniac, who was a Gentile, Jesus wanted to show that his mission on earth was for both Jews and Gentiles. His instructions to the healed man was a means to spread the message to the gentile land. This miracle also showed Jesus' power over demons who are forces of evil. b) Feeding the five thousand Many people followed Jesus to a lonely place. They were five thousand people. Jesus and his disciples had five loaves of bread and two fish. Jesus prayed to God and the food multiplied. He broke the food into pieces and gave it to the people. They ate and were fully satisfied. There were twelve baskets of leftovers. Jesus performed this miracle out of mercy for the people. The five thousand people who came to hear God's word praised him even more after being fed using very little food. Therefore, Jesus provided them with both spiritual and physical needs. c) The healing of Bartimaeus’ eyes (Mark 10:46-52) In Jericho, Jesus healed eyes of Bartimaeus out of request.

UNIT 3 CAUSES AND EFFECTS OF CONFLICTS IN THE FAMILY

CAUSES OF CONFLICTS IN THE FAMILY (Genesis 25:27-28)

Conflicts happen when there are disagreements and misunderstandings between members of the family over an issue. There are many causes of conflicts in the family. The following are some of them:
· children who take alcoholic drinks or smoke chamba do not usually cooperate with their parents or guardians
· parents loving one or two of their children more than the others.
· Unfair distribution of resources
· Forced marriages in order for children and parents or guardians to get economic support In Genesis 25:27-28, Rebecca, the mother of Esau and Jacob, loved Jacob more than Esau and assisted Jacob to get Esau’s blessings. In Genesis 37:1-4, Jacob loved Joseph more than other children

EFFECTS OF CONFLICTS IN THE FAMILY

UNIT 4 CAUSES AND EFFECTS OF CONFLICTS IN THE SCHOOL

CAUSES OF CONFLICTS AT SCHOOL (Genesis 37:23-36)

THE EFFECTS OF CONFLICTS IN THE SCHOOL

UNIT 5 CAUSES AND EFFECTS OF CONFLICTS IN THE COMMUNITY THE

CAUSES OF CONFLICTS IN THE COMMUNITY (Acts 6:8-15; 2 Samuel 13:7-36)

THE EFFECTS OF CONFLICTS IN THE COMMUNITY

 

UNIT 6 HUMAN RIGHTS AND DEMOCRACY

VULNERABLE CHILDREN

Vulnerable children are children that lack care, resources, protection from parents or guardians and other members of the society.

GROUPS OF VULNERABLE CHILDREN

ORPHANS

An orphan is a person who has lost one or both parents due to death. CHRISTIAN ATTITUDES TOWARDS ORPHANS (Exodus 22:22; Deuteronomy 10:18; Isaiah 1:23; Isaiah 58:7; Job 29:12)

WAYS OF ASSISTING ORPHANS

UNIT 7 THE TEN COMMANDMENTS

THE TEN COMMANDMENTS (Exodus 20:1-17)

The history of Israel contains many agreements (covenants) between God and his people. Examples of such agreements were those between God and Abraham, Isaac and Jacob. After some time, God also made an agreement with his people in the wilderness through Moses. This agreement was in the form of laws, which the Israelites were to follow. These laws were called the Ten Commandments.

The first four tell how people should behave towards God. The last six tell how people should behave towards one another.

THE TEN COMMANDMENTS

1. you shall have no other gods before me

2. you shall not make for yourself an image in the form of anything

3. you shall not misuse the name of the Lord your God

4. remember the Sabbath day by keeping it holy

5. honour your father and mother

6. you shall not kill (murder)

7. you shall not commit adultery 8. you shall not steal

9. you shall not give false testimony

10. you shall not covet

 

THE WORSHIP OF THE ISRAELITES DURING

THE JOURNEY {EXODUS} (Exodus 24:1-5; 20:1-17; 21:18; 32:1-35; 34:1-10)

Whenever God helped the Israelites, they trusted him and worshipped him faithfully. However, when a problem arose, they lost trust and started insulting Moses and God. When the Israelites saw that Moses had taken too long to come back from the mountain, they forced Aaron to make a visible image, which they could worship as a god (idol). When Moses saw that the people were worshipping an idol, he was very angry and in the process, broke the tablets of the Ten Commandments. He destroyed the idol and went back to God and came back with another set of the Ten Commandments. God renewed his covenant with the people of Israel.

UNIT 8 THE ARK OF THE COVENANT

THE ARK OF THE COVENANT (Exodus 25:10-22)

The Ark of the Covenant was a sacred box made of acacia wood. It was covered with pure gold inside and outside. The two stone tablets on which the Ten Commandments were written were put in the Ark of the Covenant. It also contained memories of how God saved his people.

It represented the presence of God. The Ark served as an instrument through which God guided and defended the Israelites in the wilderness. It was also upon the Ark that the highest of Israel’s sacraments the blood of atonement, was presented and received. (Leviticus 16:1-16)

KEEPING THE BIBLE IN A SECURE PLACE

The Bible is not like any other book that the learners read at school and at home. It contains the word of God. The learners need to develop the habit of reading it every day. But as they read it, they need to be aware that they are speaking with God. But as much as the learners should be speaking to God through the Bible every day, they need to have a secure and separate place to keep it. It is not right to place the Bible together with any ordinary books. It is also important that any book that contains the word of God should be handled with a lot of respect. The learners receive documents such as tracks, and the Bible courses, which have to be cared for and not to be left scattered all over the floor. Torn Bible pages should be re-located into the book and not left to be used for any household chores such as lighting fire.

UNIT 9 CONFLICT RESOLUTION IN THE FAMILY

Conflict resolution is the process of bringing disagreements and misunderstandings to an end. When conflicts are not resolved peacefully at an early stage, more serious problems may arise. There are several ways of resolving conflicts peacefully in the family

WAYS OF RESOLVING CONFLICTS IN THE FAMILY

BIBLE STORIES ON THE IMPORTANCE OF RESOLVING CONFLICTS PEACEFULLY (Genesis 13:8-13; 33:1-20; 42:1- 38) In the Bible, a conflict developed between Abram’s herdsmen and Lot’s herdsmen. The conflict did not get worse because Abram used the following ways to stop the disputes:

What Abram did maintained peace and promoted unity and cooperation. All these apply to peaceful family conflict resolution because Abram and Lot were living together as one family. Esau and Jacob resolved their conflict peacefully by hugging and kissing each other. Joseph forgave his brothers who sold him to the Ishmaelites by welcoming them and giving them food in Egypt.

UNIT 10 CONFLICT RESOLUTION IN THE SCHOOL

Conflicts are part of people’s everyday life. It is important to know ways of handling them because when they are not properly handled, chaos may break at school.

WAYS OF HANDLING (RESOLVING) CONFLICTS PEACEFULLY

THE IMPORTANCE OF RESOLVING CONFLICTS PEACEFULLY (1 Kings 3:16-28)


UNIT 11 CONFLICT RESOLUTION IN THE COMMUNITY

Conflict resolution refers to the settling of differences between and among people.

THREE MAJOR WAYS OF RESOLVING CONFLICTS PEACEFULLY

 

Peaceful conflict resolution calls for tolerance, patience, respect and understanding of what the other person or party feels.

THE IMPORTANCE OF PEACEFUL CONFLICT RESOLUTION IN THE COMMUNITY

UNIT 12 GENDER ISSUES IN THE FAMILY

GENDER ROLES IN THE FAMILY

The term ‘gender’ refers to the socially-constructed roles, responsibilities and status. It represents a set of sociological differences between men, women, boys and girls. It is a society’s definition of what males should do and what females should do. Gender issues are amongst the most debatable issues in the world and Malawi in particular because of various socio-cultural and socio-economic reasons.

Gender roles refers to the socially-assigned tasks and responsibilities for males and females in a given society. The family is crucial in deciding and developing gender roles in children. Parents and relatives decide what is expected of males and females including their young children as they assign different roles and responsibilities for boys and girls.

CHRISTIAN APPROACH TO GENDER ROLES

(Genesis 2:18; 25:27-29; Judges 4:4-16; Ruth 2:1-12; Luke 24:1-8) Christians should demonstrate love, fairness and equality in gender issues because the Bible teaches one to love one’s neighbour as one loves oneself. The Bible illustrates that God created a woman to be a man’s helper and not to be abused by the man. In many Malawian cultures, females do more household chores and agricultural tasks than males. This situation prevents females from contributing positively to developmental activities as much as males.

UNIT 13 GENDER ISSUES IN THE SCHOOL

GENDER ROLES AT SCHOOL

It is important for teachers and learners to observe and practice gender equality and gender equity at school.

Gender equity This means giving fair treatment to both females and males.

Gender inequality This occurs when there is unequal treatment of males and females. It also occurs when men or women, girls or boys are not given equal opportunities to do particular tasks just because of their sex. Concern over gender imbalances in access to education arises from the fact that in most Malawian schools, boys are favoured more than girls. For example, the way school activities are planned and conducted encourages gender bias. In co-education schools, girls are usually allocated more traditional chores like sweeping, mopping classrooms and toilets while boys are given lighter tasks like monitoring, litter picking and supervising girls. This gender bias reinforces the feeling that girls are inferior to boys. This attitude in turn affects girls academically since they tend to be afraid of more challenging schoolwork such as mathematics and sciences and leave them for boys without even attempting them.

UNIT 14 GENDER ISSUES IN THE COMMUNITY

GENDER ROLES IN THE COMMUNITY

Traditionally, many societies believe that males and females are different in status. It is assumed that women are inferior to men. Most leadership and decision making positions are held by males. In Malawi, for example, many members of parliament, traditional chiefs, councillors and chief executives are males. In most cases, spouse’s rights are abused. For example, when a husband dies, his relatives may grab all the property the family had. In other societies, husbands also suffer when their wives die. The wife’s relatives grab the property from the widower. In most societies, it is tolerable for a man to marry more than one wife. However, it is almost a taboo for a woman to have more than one husband. The Bible teaches that men and women are equal before God. For example, in Judges 4:4-16, Deborah, the prophet worked with Barak and defeated Sisera. In 1 Kings 17:8-24, a widow in Zarephath assisted Elijah the prophet. In Luke 24:1-8, it is the women who first witnessed Jesus’ resurrection. They were the ones that told the apostles about the resurrection. Both men and women can serve God in the church. They all have talents and have roles to play in the church.

UNIT 15 ENTERING THE PROMISED LAND

THE CROSSING OF THE RIVER JORDAN

(Joshua 3:14-17; 5:13-15) The Israelites were still in the desert on their way to Canaan. God continued assisting them in their daily needs. When they reached the River Jordan, God gave them instructions before crossing it. He told them that: 1. they should consecrate themselves 2. priests carrying the Ark of the Covenant should go before the people 3. people should follow the Ark but keep some distance from it 4. priests carrying the Ark should stand in the middle of the river

When these instructions were followed, the water was divided and the Israelites crossed on dry ground. After crossing the river, Joshua saw a man with a sword near Jericho. This man was the angel of God who was sent to tell Joshua on how to conquer the city of Jericho. The angel told Joshua to remove shoes from his feet because the place he was standing was holy. THE CONQUEST OF JERICHO (Joshua 6:1-27) The angel of the Lord who appeared to Joshua advised him on how to capture Jericho. Following God’s instructions, the Israelites marched around the city of Jericho with soldiers circling it once for six days. Seven priests carried ram’s horn trumpets before the Ark. On the seventh day, they went round the city seven times with priests blowing their horns. When the people heard the sound of the trumpets, in a long blast, they gave a strong shout of joy. Then walls of the city of Jericho fell. This showed God’s continued support for the Israelites.

UNIT 16 JESUS’ MIRACLES OVER NATURE

THE MIRACLE OF CALMING THE STORM

(Matthew 14:22-32) Jesus performed many miracles. He performed these miracles either out of compassion or on request. Jesus used miracles as a means of spreading God’s message to the people. When the disciples were sailing on the Sea of Galilee, they saw Jesus walking on the water. The disciples thought Jesus was a ghost. The fact that Jesus walked on the water clearly shows that he had some power over nature. Then there was a heavy storm on the sea. The disciples were afraid because they lacked faith. Jesus commanded the storm to stop. When the storm calmed down, those who were present declared that truly Jesus was the Son of God because even the winds obeyed him.

TURNING WATER INTO WINE (John 2:1-11)

Jesus attended a wedding in Cana. During the celebrations, they discovered that they had run out of wine. Jesus told them to fill some jars with water. The water eventually turned into wine. This showed that Jesus had power over nature.

UNIT 17 JESUS’ MIRACLES OVER DEATH

THE RAISING OF THE WIDOW’S SON AND JAIRUS’ DAUGHTER FROM THE DEAD

(Matthew 9:18-34; Luke 7:18- 34; Luke 7:11-17; Luke 8:40-56) Death is the ultimate end of life. When death occurs, the relatives of the dead person feel grieved. They know that they have parted forever. Jesus proved that he was the Lord of life and death. The son of a widow at Nain died. When Jesus met the funeral procession, he raised the son from the dead. Those who were present praised God and declared that Jesus was God’s prophet. Jairus, the leader of the synagogue, had a daughter who was sick. Jesus was called but found her already dead. Jesus raised her from the dead because of Jairus’ faith. However, Jesus ordered them to keep this incident a secret because of the wrong Jewish expectation of the Messiah. The Jews thought the Messiah was a political figure who would deliver them from the Roman rule. Yet Jesus was the religious Messiah who came to deliver all the people from the bondage of sin. These miracles showed that Jesus had power over death.

RAISING LAZARUS FROM THE DEAD

(John 11:38-52) Lazarus was the brother of Mary and Martha. They lived in Bethany. Lazarus became sick and the sisters sent for Jesus to come and cure him. Before Jesus came, Lazarus was already dead and had already spent four days in the grave. When he came to see him, Jesus raised Lazarus from the dead by calling out his name and ordering him to come out. Because of this miracle, many Jews believed in Jesus and some Jews plotted to arrest him out of jealousy.

 

UNIT 18 THE HOME ENVIRONMENT

The term ‘environment’ refers to all living and non-living things surrounding us.

TYPES OF ENVIRONMENT

The physical environment includes soil, water, rocks, mountains or hills, rivers, plants and animals.
The social environment includes family, politics, buildings, roads, bridges and dams. The cultural environment includes customs, traditions, values, language, beliefs, religion, taboos, dress, songs and dances.

 

CARE FOR THE ENVIRONMENT

God created people and all the things surrounding them so that they could live in peace and support each other. It is important for individuals and families to take care of the things that surround them in order to live happy lives. When people do not take good care of the environment, they cannot obtain enough things necessary for life, for example, food. They can also contract different types of diseases. BIBLE STORIES ON THE CARE FOR THE ENVIRPONMENT (Genesis 1:26; 2:15-18; Ezekiel 34:11-12; Proverbs 12:10) God created people and everything around them. God put people to work on the land and take care of it. People get all the things they need from the environment. They may own a garden and grow crops. They may also raise animals. Every member of a family should take care of the environment for their own benefits and that of future generations.

UNIT 19 SCHOOL ENVIRONMENT

THE THINGS FOUND AROUND THE SCHOOL For the learners to enjoy their lessons at school, the school environment needs to be clean and attractive. A clean environment also protects the learners from accidents and the outbreak of contagious diseases. All this can be achieved by taking care of the school environment through sweeping inside and outside classrooms, slashing tall grass, planting flowers, mopping classrooms and teachers’ offices. The school environment can also be cared for through proper disposal of refuse.

CARE FOR THE SCHOOL ENVIRONMENT

(Genesis 1: 11-12; Genesis 2:15) All the things such as grass, flowers, and trees found around the school were created by God. They were created to help people and other creatures on earth. God takes care of them and makes them grow because he loves them and us. The Bible teaches Christians to love and take care of all things surrounding them in order to live peacefully. The learners should be trained to use rubbish pits to dispose refuse. This will provide the conducive environment for teaching and learning.

UNIT 20 THE COMMUNITY ENVIRONMENT

THE THINGS FOUND AROUND THE COMMUNITY ENVIRONMENT

Every community is blessed in particular ways. It is provided with its own physical, social and cultural environments. All this was created by God. God expects people to conserve and maintain the things that are found in their community. Apart from providing resources for people’s lives, the environment in the community shows the love and the greatness of God.

CARE FOR THE COMMUNITY ENVIRONMENT

(Genesis 1:28-31; Genesis 2:15; Deuteronomy 23:12-14; Luke 13:6-9) The community environment provides several products to people such as food, fresh air and beauty. Other products people get from the environment are water, firewood and medicine. In Genesis 1:28-31, God created people to be in charge of all creation. In Genesis 2:15, the Lord placed people in the Garden of Eden to cultivate it and guard it. In Deuteronomy 23:12-14, God told the Israelites to have a place outside the Camp (home) where they would dig a hole and after helping themselves in it, (emptying their bowels) would cover it up to keep their camp clean. In Luke 13:6-9, the vinedresser pleaded with Jesus and assured him how he would care for the fruitless fig tree by digging around it and applying manure so that it might be productive. It is important for Christians to take care of their community environments.

 

WAYS OF TAKING CARE OF THE COMMUNITY ENVIRONMENT

UNIT 21 MODERN TECHNOLOGIES IN THE SCHOOL

THE MEANS OF SENDING AND RECEIVING INFORMATION IN THE SCHOOL

There are many ways of sending and receiving messages. For the past years, the letter, telephone, radio and telegraph have been the dominant means of sending and receiving information. Messages have also been sent and received through symbols. For example, fire, drums, whistles, leaves on the road, flag, clothes and trumpet. In schools, many instruments are used to convey information. These include a bell, notice board, chalkboard, telephone, internet, mobile phone, radio, megaphone, posters, placards, banners, T-shirts and sign posts. Through any of these ways, information is sent from the sender to the receiver. Modern technology has improved the sending and receiving of information in school. For example, other schools learn new knowledge through television, videotapes, radios, DVDs, CDs and cassettes. BIBLE STORIES ON THE MEANS OF SENDING INFORMATION (Joshua 6:20; Judges 7:19-20; 1 Corinthians 14:7- 8; Isaiah 7:3-6; Ezekiel 33:1-9; Acts 10:9-16) There are several ways of sending and receiving the information even in the Bible. For example, God communicates to people through angels and prophets. In some of the Bible verses, the trumpet was used to convey information to make soldiers ready for action. In the New Testament era, the Apostle Paul spread Christianity by writing letters to different parts of the Roman Empire. Dreams and visions are also used as means of sending information.

UNIT 22 MODERN TECHNOLOGY IN THE CHURCH

MODERN TEHNOLOGY IN THE CHURCH (Psalms 150:3-5; Psalms 98:4-6; Psalms 149:3)

Over the years, the church has benefited from technology in many areas. This has been in such areas as musical equipment used in worship services. It has also benefited from the invention of the printing press which has helped the publishing of scriptures and hymn books. Today, preachers are taking the gospel to distant areas through ordinary mail, mobile phones, radio, television and the internet. In the church, sermons and worship services are made more attractive when accompanied by guitars, tambourines, flutes, string, cymbals, harps, lyres, trumpets, keyboards and sound amplifying equipment. Worshippers are able to see and hear the gospel more clearly. Preachers are taking advantage of improved transport and communication network to spread the gospel to distant places.

REFERENCES

MIE (2007) Bible Knowledge Teacher’s Guide for Standard 6, Domasi; MIE. MIE (2007)

Bible Knowledge Learner’s Book for Standard 6, Domasi; MIE.

 

Typesetting by Zikomo Masese Banda, an IPTE5 teacher at Kambilonjo Primary School, Kambilonjo Zone, in Ntcheu



Notes will be here

UNIT

Unit 1

 

 

Body coordination and activities

 

Unit 2

 

Rhythmic activities

 

Unit 3

 

Self expression

 

Unit 4

 

Improving the quality of everyday life

 

Unit 5

 

Creativity

 

Unit 6

 

Artistic skills

 

Unit 7

 

Means of communication

 

Unit 8

 

Outdoor activities

 

Unit 9

 

Interpretation of artworks

Unit 10 Artistic performance
Unit 11 Decorative artworks
Unit 12 Home making
References

UNIT 1 BODY COORDINATION ACTIVITIES

Coordination of body parts is important because it prevents falls and injuries.

ACTIVITIES FOR ENHANCING COORDINATION

IMPORTANCE OF DANCING

TRADITIONAL DANCES
Traditional dances are dances that are performed by members of the community. NB: The word ""traditional" suggests originality.

OCCASIONS WHEN DANCES ARE PERFORMED


BENEFITS (IMPORTANCE) OF TRADITIONAL DANCES

  • identity
  • unifying people
  • entertainment

TRADITIONAL DANCES AND THEIR ORIGINS

Dance ---- District of origin
Likhuba - - - Nsanje

Utse - - - Nsanje

Mganda - - -Dowa

Msindo - - - Ntcheu

Ingoma - - - Mzimba

Vimbuza - - - Chitipa

When these dances are created and performed by the learners, they may be referred to as educational dances
Educational dances are dances that are created and performed by the learners.

 

  • UNIT 2 RHYTHMIC ACTIVITIES DEFINITIONS OF THE TERM RHYTHM
    Rhythm is grouping of sounds and silences Or
    Rhythm is grouping of actions and pauses


    EXAMPLES OF RHYTHMS
  • breathing
  • heartbeat
  • clock ticking
  • walking
  • singing
  • pounding (e.g maize in a mortar)

 

IMPORTANCE OF RHYTHMIC PATTERNS (RHYTHM IN DANCE)

  • assist in setting uniformity
  • assist in setting order

MIRRORING ACTIVITIES
Mirroring activities are activities in which you imitate (follow) a leader. The main purpose of mirroring is to make the activities easy to learn

EXAMPLES OF MIRRORING ACTIVITIES

  • aerobics (majowajowa)
  • swimming
  • running
  • knees up
  • body stretching

VALUES OF MIRRORING ACTIVITIES

  • promoting discipline
  • promoting attention
  • promoting unity
  • helping in body coordination
  • helping in body flexibility

UNIT 3 SELF EXPRESSION

People use various ways to express and communicate feelings and ideas.


WAYS OF EXPRESSING AND COMMUNICATING FEELINGS AND IDEAS

  • language
  • gestures
  • writing
  • use of artworks
  • performances



CATEGORIES (FORMS) OF COMMUNICATION AND EXPRESSION

  • verbal communication
  • non-verbal communication

 

Verbal communication is usually through language which is culture specific.

Both verbal and non-verbal forms of communication are learned informally during early childhood. Some forms of non-verbal communication convey different messages in different societies.
For example, shaking the head in Malawi may show disapproval where as in India shaking the head in the same way may show approval.

 

VERBAL AND NON-VERBAL FORMS OF ARTWORK
Verbal communication is communication which uses words

Non-verbal communication is communication which does not use words (communication is through signs and gestures)

 

ARTWORKS WHICH CAN BE USED TO EXPRESS AND COMMUNICATE FEELINGS, IDEAS AND CONCEPTS

  • songs
  • drama
  • martial arts
  • drawings
  • posters

The spoken words are the verbal part while gestures are non-verbal forms of artworks.

Drawings and posters are purely non-verbal forms of communication.

Songs, drama and martial arts can be used as both verbal and non-verbal forms of artworks.

 

IMPORTANCE (EFFECTIVENESS) OF USING VERBAL AND NON-VERBAL FORMS OF COMMUNICATING AND EXPRESSING
Ideas which are difficult to be understood when just said are clarified through gestures, demonstrations and other activities.

 

THE ADVANTAGES OF USING ARTWORK

  • some feelings, ideas and concepts can be well understood
  • ideas are clarified
  • some concepts can be communicated effectively
  • some concepts, ideas and feelings can be communicated efficiently

 

THE DISADVANTAGES OF USING ARTWORK

  • some feelings, ideas and concepts are difficult to communicate through artwork
  • communication by artwork can be misconstrued (misinterpreted)

UNIT 4 IMPROVING THE QUALITY OF EVERYDAY LIFE HEALTHY LIFESTYLES
Everyday life is meaningful to individuals, families and communities if efforts are made to improve its quality. A bathing shelter and sun tables are some of the provisions

 

WAYS OF MAKING A PERSON'S LIFE BETTER

  • eating balanced meals
  • regular physical exercises
  • having enough rest
  • bathing regularly
  • keeping home surroundings clean

 

CONSTRUCTING A BATH SHELTER


MATERIALS FOR CONSTRUCTING A BATH SHELTER

  • 9 straight poles 2.5 metres long
  • 3 long bamboos cut into strips
  • adequate grass
  • sisal or bark straps for tying
  • 1 hoe
  • adequate crushed stones
  • meter rulers

 

PROCEDURE FOR CONSTRUCTING A BATH SHELTER

  • measure the position of the bath shelter (2m x 1.5m)
  • mark out positions for positioning poles
  • dig holes one foot deep and fit in the poles firmly
  • fix three rows of bamboos strips using sisal
  • place grass and work round the frame using remaining bamboo strips and sisal to hold the grass in the middle
  • level the inner bathing areas with crushed stones
  • make a small drain leading away from the bath shelter

 

CONSTRUCTING A SUN TABLE


MATERIALS FOR CONSTRUCTING A SUN TABLE

  • 4 Y-shaped strong poles 1.5 meters long
  • sisal strings
  • 20 straight 1 metre long sticks
  • 2 (1.7 metre) long sticks
  • adequate medium sized stones

 

PROCEDURE FOR CONSTRUCTING A SUN TABLE

  • identify a flat area and measure the position of the sun table 1 x 1.5m
  • measure a 0.75 and 0.5 metre area inside the first area
  • dig out this space 5cm deep
  • dig out holes 25cm deep on the four corners of the outer stretch
  • place Y-shaped poles in the holes. Make sure that the Ys face each other. Fill the holes firmly
  • place one 1.7 meter stick in the Y-shaped poles facing each other
  • place the 1 metre sticks over the two bars

 

SINGING SONGS ON HEALTHY LIVING

It is important to compose songs on healthy living to help improve the quality of life in the community.

 

THEMES ON HEALTHY LIVING

CONSERVING THE ENVIRONMENT
The environment is a resource that enhances many artistic activities such as carving, weaving, plaiting, modelling and construction of bath shelters.
However, the level of environmental degradation has reached an alarming proportion.

People have cut down trees for charcoal production and curio making without replacing them.

In addition some of these artistic activities have resulted into land degradation, air pollution, and water pollution.
It is important to conserve the environment.


WAYS OF CONSERVING THE ENVIRONMENT

EFFECTS OF ENVIRONMENTAL DEGRADATION

 

IMPORTANCE OF CONSERVING THE ENVIRONMENT

 

UNIT 5 CREATIVITY

Malawi is experiencing various problems related to HIV and AIDS, gender, child labour, child abuse and environmental degradation.
These problems are commonly known as cross-cutting issues because they affect a cross section of people in the society.
Various artistic activities such as songs, dances and drama can be used to pass messages on these cross- cutting issues.

 

CROSS-CUTTING ISSUES
Cross-cutting issues are challenges that affect a cross section of people in the society

 

EXAMPLES OF CROSS-CUTTING ISSUES

 

CAUSES OF CROSS-CUTTING ISSUES


  • misuse of human resources
  • misuse of financial resources

 

EFFECTS OF CROSS-CUTTING ISSUES

  • environmental degradation
  • dissatisfaction of one gender
  • wide-range poverty
  • illiteracy
  • violence
  • lawlessness and disorderliness in the society

 

COMPOSING SONGS ON CROSS-CUTTING ISSUES
Songs are powerful tools for passing on messages on cross-cutting issues because they both entertain and educate.

 

DRAMATISING SCENES ON CROSS-CUTTING ISSUES
Dramas are powerful tools for passing on messages on cross-cutting issues because they both entertain and educate.

 

DRAWING POSTERS ON CROSS-CUTTING ISSUES
Posters are also effective in communicating messages on cross-cutting issues because if well drawn and put at strategic places, they easily catch the eye of people and they can get the message from the posters.

 

IMPORTANCE OF POSTERS IN PLACES (SUCH AS HOSPITALS, ALONG THE ROAD, EDUCATIONAL INSTITUTIONS AND OFFICES)

  • posters can be a quick way of passing important information.
  • posters can pass information by using only pictures or drawings
  • posters can use few words to pass very important messages
  • posters can pass information to even very busy persons when they are pasted(pinned) at strategic places
  • posters can pass information even to uneducated persons
  • posters are a cheap way of disseminating information
  • posters grip the attention of people to look at them

 

UNIT 6 ARTISTIC SKILLS

Various activities that we do in our everyday lives require skills.


Artistic activities like sports, games, making musical instruments, decorating the home, playing musical instruments and producing artistic items require skills.

 

VARIOUS SPORTS AND GAMES

  • football
  • netball
  • athletics
  • hockey
  • relay race
  • tennis
  • boxing
  • wrestling

 

TWO TYPES OF SPORTS

  • Team sports
  • individual sports



REASONS WHY SPORTS AND GAMES ARE PLAYED

  • for enjoyment
  • for fun
  • for good health
  • for socialization
  • for competition

SOME COMMON TEAM SPORTS

  • football/soccer
  • netball
  • basketball
  • volleyball
  • handball
  • hockey

IMPORTANCE OF TEAM SPORTS

  • encourage cooperation
  • encourages unity
  • encourages team spirit



RELEVANCE OF TEAM SPORTS IN SCHOOLS

  • fosters leadership skills
  • encourages discipline
  • reduces school drop out
  • promotes sense of belonging

 

SOME COMMON INDIVIDUAL SPORTS

  • golf
  • chess
  • table tennis
  • swimming

BASIC RULES OF VARIOUS TEAM SPORTS AND GAMES

  • VOLLEYBALL
    • The first team to reach 25 points and by at least two points wins the set.
    • The ball can be hit up to three times per side (in addition to blocking) before it must go over the net. A fourth hit is not allowed.
    • If two or more teammates contact the ball simultaneously, it is considered one play. Neither player, however, may touch the ball again until another teammate touches it.
    • A volleyball player can serve underhand or over hand, but can't step over the end line until after contacting the ball. The serve (or any volleyball hit) can graze the net as it goes over the net.
    • The volleyball serve must first be hit by the opposing team with a bump, or underarm pass, before it can be hit with a set, block or attacking shot.
    • A team will rotate one spot in a clockwise manner each time it regains the volleyball serve from the opposing team.
    • The volleyball can be played off the net on a serve or during a volley.

    • A volleyball player can't reach over the net except on a follow-through or to make a block (and only after the opponent contacts the ball). A player's body can go under the net as long as it doesn't interfere with the opposing team.
    • Players can switch positions during a rally.
    • The ball is in play if it lands on a sideline or end line.

 

  • BASKETBALL
    • Two teams each have up to five players on the court at one time.
    • Teams score by shooting the basketball through the hoop.
    • Each team tries to prevent their opponent from scoring by either stealing the ball or blocking an attempted shot.
    • The ball is moved down the court by either passing it to a teammate or dribbling it.
    • The game begins with two opposing players in the center circle, each jumping to tip the basketball that the referee tosses up. The team that does not gain the tip-off gains the possession arrow and will be awarded the basketball the next time it is tied up between opposing players. The teams will switch off with the possession arrow on every jump ball situation or at the beginning of a quarter or half. A jump ball will only be used again at the start of an overtime period. The possession arrow will be used during overtime periods.
    • A dribbler can’t travel by walking or running with the ball more than 1 and half steps
    • Nobody can enter the foul lane on a free throw until the ball hits the rim.

 

  • NETBALL
    • You cannot travel with the ball.
    • There are only 7 players on the court from each team at all times unless a player has been sent off by the referee
    • You cannot snatch or hit the ball out of a player's hands. This is called contact. You must stand beside the player until the ball has been left the player's hands.
    • When defending the ball, you must stand 3 feet away from the person with the ball.
    • Players cannot hold the ball for more than 3 seconds. This includes throwing it the air, no-one else touches it and you catch it again.
    • Players are not allowed to move into the areas that they are not designated to
    • When the defence in the circle are called up by the referee, they have to stand beside the shooter.
    • The shooter has the decision of shooting the ball or passing the ball.
    • When the ball goes out of court, the team who last touched the ball hands the ball over to the opposing team. They have 3 seconds to stand outside of the court at the line where it went out and pass the ball.

THE IMPORTANCE OF THE RULES IN SPORTS AND GAMES

  • observing honesty
  • maintaining discipline during the entire play time
  • reducing body injuries to players
  • avoiding unnecessary conflicts
  • maintaining integrity
  • encouraging fair play

 

WHO OFFICIATES SOME SPORTS AND GAMES
An official is a person who makes sure that all the agreed rules are followed

 

  • FOOTBALL

Referee

Assisted by two assistant referees

 

  • NETBALL

Umpire

 

  • ATHLETICS

Starter

Assisted by field marshal and track judge

 

  • BASKETBALL

Referee

 

IMPROVING THE HOME
Homes play an important role in people's lives because most of our time is spent at home.

Activities that take place should therefore provide a healthy and happy life for an individual and the entire household.
It is therefore important to acquire basic skills in cleaning, beautifying and practicing economical use of resources at home to improve lives.

 

SOME WAYS OF IMPROVING THE HOME

    • producing chair backs
    • producing table mats

    • producing wall hangings
    • producing paintings
    • producing drawings or pictures

ITEMS USED FOR IMPROVING THE HOME

    • chair backs
    • table mats
    • wall hangings
    • paintings
    • drawings
    • pictures

 

LOCAL MUSICAL INSTRUMENTS
Musical instruments play an important role in music. They help to make music more pleasant.

 

TWO MAJOR GROUPS (CLASSES) OF MUSICAL INSTRUMENTS

  • TUNED MUSICAL INSTRUMENTS

Tuned musical instruments are those which when played produce two or more pitches. This group has all instruments which are stringed and produce sound by plucking.
Examples are banjo, bangwe, kaligo, and guitar.

  • UNTUNED MUSICAL INSTRUMENTS

Untuned musical instruments are those which have one fixed pitch.

Examples in this group include drums, hoe blades, mkangala, shakers, nkhwendo, wood blocks and clapping hands.
These are also called percussion musical instruments.


    • SIMPLE MUSICAL INSTRUMENTS
      • shakers
      • visekese
      • mkangala
      • nkhwendo
      • drums
      • banjos
      • acoustic guitars

The simple musical instruments can be made from local materials.

    • SOPHISTICATED MUSICAL INSTRUMENTS
      • electric guitar
      • accordion
      • trumpet
      • saxophone
      • piano

HOW SOME MUSICAL INSTRUMENTS ARE PLAYED

      • plucking
      • beating
      • blowing
      • shaking
      • stroking
      • clicking
      • striking
      • rubbing

SOME MATERIALS FOR MAKING MUSICAL INSTRUMENTS

      • animal hide
      • wood blocks
      • strings
      • nails
      • gallons
      • tree trunk
      • stones
      • animal bones
      • sticks
      • reed
      • bamboos
      • plastic papers

 

UNIT 7 MEANS OF COMMUNICATION

Communication is passing on of information from one person to another.
Where there is no proper communication, problems may arise due to misunderstandings. Means of communication are in different forms. These include:

  • use of instruments
  • sending of envoys
  • dressing of some kind

 

Some of the instruments used for expressing and communicating include:

  • horns of different animals
  • drums of different sizes
  • gongs
  • bells

 

For example, in some societies, announcement of beer is made through a gong which is sounded early in the morning.
The same method is also used in death announcement.

In the past, trumpets were also used to announce victory at war or the coming of enemies into the land.

 

In some societies, envoys are sent to convey messages of different kinds.


For example, among the Chewa;

 

 

In the Bible when something went wrong, the people could wear a sack cloth and smear ashes on the body.
In modern times a widow wears black cloth to show that she has lost a husband.

People also wear rings on certain fingers to communicate that they are either engaged or married.

 

TRADITIONAL MEANS OF COMMUNICATION



MODERN MEANS OF COMMUNICATION


MODERN TECHONOLOGIES OF COMMUNICATION

    • phones
    • computers
    • radios
    • newspapers
    • books

WAYS PEOPLE COMMUNICATE WITH EACH OTHER IN DISTANT PLACES

    • phones
    • faxes
    • emails
    • SMS (short message services)
    • letters
    • internet
    • television
    • radio
    • newspapers

CULTURE AND COMMUNICATION
Various art forms are used in different cultures to mean different things.

VARIOUS ART FORMS USED IN DIFFERENT CULTURES

    • colour
    • patterns
    • symbols
    • designs
    • sounds

For example, in China red colour stands for wedding In Malawi red colour is a sign for danger.


In Malawi and America white colour is for wedding.

 

Various communities have specific patterns and designs which are used to mean different things. For example tattoos (mphini) on human faces are for beautification.
A combination of various decorative patterns are used to produce various designs of products such as hat making.

 

There are certain sounds, symbols and signs that convey meanings to people.

For example, a cock crowing at night indicates dawn is approaching while the hooting of an own at night is believed to indicate a bad omen.


Some symbols indicate an identity of a person or an institution.

For example, a cross on an institution may show that it is a church while a crescent may show that it is a mosque.

Certain colours have a cultural bearing.

For example, a white flag on a roof or tree indicates a wedding in some societies.



MALAWIAN NATIONAL FLAG COLOURS AND THEIR MEANINGS

 

THE IMPACT OF TECHNOLOGY IN EXPRESSING AND COMMUNICATING
Modern technology has both good effects and bad effects on people's lives.

GOOD EFFECTS OF MODERN TECHNOLOGY ON THE PEOPLE

  • it has improved speed of doing things
  • people can travel long distances within a short time
  • Modern technology has made it possible for people learn formal education through online (i.e. using internet)
  • It is possible to communicate with a friend who is far away within a short period of time.
  • it has made it easy and safe to transfer/send money from one person to another

 

BAD EFFECTS OF MODERN TECHNOLOGY ON THE PEOPLE

  • there is no restriction on what should be viewed on television or the internet
  • internet is flooded with pornographic materials that can spoil people's minds
  • interaction between and among people reduces where people glue to the TV screens and talk less
  • it has brought in cyber crime
  • television programmes can also influence the youths negatively
  • it has increased instances of bad experiences of pedophiles

 

UNIT 8 OUTDOOR ACTIVITIES

Outdoor activities are educational experiences planned by the teacher to enable the learners gain a complete understanding and appreciation of their environment.

 

PHYSICAL AND CULTURAL ACTIVITIES AND ARTWORKS IN THE COMMUNITY
There are various physical, cultural and artworks done in the community. Some of these artworks are produced through:

  • painting
  • carving
  • weaving
  • modelling

 

Cultural activities in the community may include:

  • traditional dances
  • rites of passage ceremonies

Physical activities include:

  • swimming
  • nature exploration
  • mountain climbing

 

THE IMPORTANCE OF PHYSICAL AND CULTURAL ACTIVITIES AND ARTWORKS IN THE COMMUNITY
The various physical, cultural activities and artworks found in the communities are of great significance.

  • Physical activities
    • improve the health of members of the community
    • increase the people's perspective of the world

 

  • Cultural activities
    • give an identity to the communities
    • fosters interaction among community members
    • increase sense of belonging

 

  • Artifacts or artworks
    • are a source of income
    • attract tourists

 

UNIT 9 INTERPRETATION OF ARTWORKS
Traditional dances, songs and modelled items depicting culture are some of the examples of artworks in Malawi.
Some of these artworks have cultural significance or messages which require interpretation.

The songs and dances convey different messages, and the modelled items depict culture of the society. The songs and dances are performed in different situations for different purposes.


OCCASIONS/SITUATIONS WHEN SONGS AND DANCES ARE PERFORMED

 

PURPOSES FOR PERFORMING SONGS AND DANCES



FAMILIAR TRADITIONAL DANCES

ART ITEMS SHOWING CULTURAL HERITAGE
People can describe art items found in different areas according to their appearance, shape and decorations.

 


UNIT 1 THE LOCATION OF MALAWI

UNIT 2 THE MAJOR PHYSICAL FEATURES OF MALAWI

UNIT 3 THE POPULATION OF MALAWI
UNIT 4 THE POPULATION DENSITY OF MALAWI

UNIT 5 POPULATION CHANGE IN MALAWI

UNIT 6 LOCAL GOVERNMENT

UNIT 7 EARLY AFRICAN KINGDOMS: THE NGONI

UNIT 8 EARLY AFRICAN KINGDOMS: THE MWENEMUTAPA

UNIT 9 HIV AND AIDS

UNIT 10 THE WEATHER OF MALAWI

UNIT 11 THE CLIMATE OF MALAWI

UNIT 12 THE SEASONS OF MALAWI

UNIT 13 ENVIRONMENT

UNIT 14 FORESTRY

UNIT 15 FARMING AND FISHING IN MALAWI

UNIT 16 SOIL EROSION

UNIT 17 DRUG AND SUBSTANCE ABUSE

UNIT 18 CITIZENSHIP

UNIT 19 CHILDREN’S RIGHTS

UNIT 20 SOCIAL SERVICES IN MALAWI

UNIT 21 ROAD SAFETY

UNIT 22 MINING AND MANUFACTURING

UNIT 23 TOURISM IN MALAWI

UNIT 24 TRANSPORT AND COMMUNICATION IN MALAWI

GLOSSARY

 

UNIT 1 THE LOCATION OF MALAWI WRITTEN BY ZIKOMO MASESE BANDA

 COUNTRIES THAT SHARE BORDERS WITH MALAWI

LOCATING MALAWI USING THE CARDINAL POINTS


Malawi is located in the southern part of Africa. Tanzania is to the north and north-east of Malawi.
Zambia lies to the west and Mozambique to the south-west, south and east of Malawi.

 

 

UNIT 2 THE MAJOR PHYSICAL FEATURES OF MALAWI

Physical features are natural features of the earth’s surface such as hills, mountains, valleys, lowlands, lakes and rivers.

Or
Physical features are landforms and drainage.


A MAP OF MALAWI SHOWING MAJOR PHYSICAL FEATURES

 

THE MAJOR PHYSICAL FEATURES OF MALAWI

  • Highlands

The major highlands in Malawi include mountains, plateaus and ranges.
Major mountains of Malawi are Mulanje in the southern region and Dedza in the central region. Major mountains ranges are Dzalanyama and Kirk Range in the central region.
Plateaus are Zomba and Mulanje in the southern region and Viphya and Nyika in the northern region.

  • Plains

The major plains in Malawi include Lilongwe, Mchinji and Kasungu Plains in the centre.

Phalombe Plains in the south.
Nkhamanga Plains in Rumphi and Mzimba in the north.

  • Lowlands

The major lowlands in Malawi include lakeshore areas and the Shire Valley in the south.

  • Lakes

The major lakes in Malawi are Lake Malawi, Lake Malombe, lake Chilwa and Lake Chiuta.

  • Rivers

The major rivers are the Shire, Ruo, Mkulumadzi, Phalombe and Mwanza in the south. Bwanje, Linthipe, Lilongwe, Diamphwe, Bua and Dwangwa in the centre.
North Rukuru, South Rukuru and Kasitu in the north.

 

THE IMPORTANCE OF PHYSICAL FEATURES
Highlands

  • Natural forests grow on them
  • They provide a home for animals
  • They are a source of rivers
  • They beautify the country
  • They encourage rainfall

 

Plains and lowlands

  • They are good for farming activities
  • People settle there

 

Lakes and rivers

  • They are a home for fish and other water animals
  • They provide water for domestic use
  • They are a source of electricity
  • They provide water for agricultural purposes such as irrigation

UNIT 3 THE POPULATION OF MALAWI

The term ‘population’ means the total number of people living in an area. Population distribution is the spreading of people over a given area.
According to the 1998 population census, the total population of Malawi was 9, 838, 486 However, the population is not evenly distributed.
Some districts and regions have higher populations while others have less.

 

POPULATION FIGURES OF THE THREE REGIONS
According to statistics found in the 1998 population census, southern region has the highest number of people followed by the central region. The northern region has the least number of people.

 

UNIT 4 THE POPULATION DENSITY OF MALAWI

Population density is the number of people per unit area.
Or
Population density is the number of people living per square kilometre.

 

AREAS OF HIGH AND LOW POPULATION DENSITY IN MALAWI
A place in which many people occupy a small area has a dense population. A place where a few people occupy a large area has a sparse population.
The areas of high population density are Blantyre, Thyolo, Mulanje, Chiradzulu, Phalombe, Zomba and Mangochi in the southern region.
Lilongwe, Dowa, Kasungu, Mchinji, Dedza and Salima in the central region. Areas of low population density are most of the districts in the northern region.

 

POPULATION DISTRIBUTION
Population distribution refers to how people are spread over an area or a country.


There are two aspects of population distribution. These are densely and sparsely populated areas.

Factors that influence densely population in southern region of Malawi

  • Tea estates in Mulanje and Thyolo which attract many people who seek employment
  • Fertile loam soils used for growing crops such as maize, beans, bananas and potatoes
  • Reliable rainfall
  • Trade and commerce and manufacturing industries found in Blantyre
  • More towns and townships
  • Educational facilities
  • Fishing and water supply along the lake
  • The sugar industry in Nchalo

 

Factors that influence dense population in central region of Malawi

  • The capital city which has all government ministries and departments as well as some industries, trade and commerce
  • Fertile loam soils favourable for the growth of tobacco, maize, groundnuts, potatoes and beans
  • Many tobacco estates
  • Fishing and water supply along the lake

 

Factors that influence sparse population in regions of Malawi

  • Mountainous areas of Mulanje and Zomba, the Kirk Range and Dzalanyama Range, Viphya and Nyika plateaus
  • National parks, game reserves and protected areas which include Nyika, Nkhotakota, Liwonde, Lengwe and Majete.
  • Areas with poor soils and no or few industries.

 

EFFECTS OF HIGH AND LOW POPULATION DENSITY IN MALAWI

  • Shortage of land for cultivation
  • Depletion of natural resources such as forests, trees, fish and wildlife
  • Severe soil erosion because of over cultivation and deforestation
  • Shortage of social services such as schools, clinics and hospitals
  • Overcrowding in schools
  • Shortage of drugs
  • Overcrowding in towns resulting into population
  • Poverty, crime and prostitution in overcrowded areas and squatter areas
  • Establishment of squatter or illegal settlements in urban areas

Areas with low population density may not experience the above effects on a large scale.


UNIT 5 POPULATION CHANGE IN MALAWI

Population change refers to the increase or decrease in population. Population increase is also called population growth.
A population may increase because of the following reasons:

  • Belief in large families
  • Preferring male children to female children
  • Availability of health facilities
  • Improved medical services
  • Movement of people out of an area or movement of people into an area (migration)

 

Although Malawi has a high birth rate, the following are some of the factors that lead to population decrease:

  • A high infant mortality rate and child mortality rate because not many people take children to health clinics for treatment of diseases
  • Poor health facilities which have few or no doctors and drugs
  • Poor nutrition
  • Adoption of family planning methods by some families

 

EFFECTS OF POPULATION CHANGE
An increase in the population of an area may lead to:

  • Shortage of land for settlements and cultivation
  • Environmental damage
  • Shortage of natural resources
  • Shortage of social services
  • Lowering of living standards of people

 

A decrease in population may lead to:

  • Shortage of personnel needed to develop an area
  • Availability of more land for settlements and farming in areas where people have moved out
  • Availability of more space for social services
  • Better standard of living

 

SOLUTIONS TO THE EFFECTS OF POPULATION CHANGE

  • Adopt family planning methods
  • Vaccinate or immunize children against diseases
  • Improve nutrition
  • Visit clinics and hospitals
  • Attend health education campaigns

UNIT 6 LOCAL GOVERNMENT

Local government refers to the branch of government which has the decentralised function of the central government to local communities.
The local government supplements the services that are provided by the central government.
The local government is made up of a number of institutions that operate in the districts throughout the country.
These are referred to as assemblies. These include:

  • District assemblies
  • City assemblies
  • Municipal assembly
  • Town assemblies

FUNCTIONS OF LOCAL ASSEMBLIES
J Promoting democratic culture and participation among citizens
J Planning for development of infrastructure in a district
J Planning for economic development in a district
J Making by-laws
J Collaborating with other assemblies on issues of development

 

Every assembly is headed by a chairperson and a vice chairperson and serves for a period of five years. For cities and municipals, the heads are referred to as mayor and deputy mayor.
The assembly committee comprises voting members elected from each ward within the assembly area.
It is also composed of non-voting members such as traditional authorities, members of parliament and members of special interest groups, for example, non-governmental organisations (NGOs) and religious institutions.
In addition, each assembly employs a chief executive officer who is responsible for the day-to-day administrative matters of the assembly.

 

THE IMPORTANCE OF LOCAL GOVERNMENT SERVICES

  • The provision of education
  • Construction and maintenance of roads, bridges, footpaths, car parks and bus shelters
  • Health services
  • Promotion of public health
  • Provision of emergency services
  • Community development
  • Provision of security

Most of the services are provided free but there are some which require people to pay.
The local government gets money to pay for the services by the following ways:

 

THE IMPORTANCE OF LOCAL GOVERNMENT INSTITUTIONS

UNIT 7 EARLY AFRICAN KINGDOMS THE NGONI

The Ngoni were very powerful warriors who came from Zululand in South Africa. They left South Africa in the 1930s.
They fled from Tchaka Zulu, a powerful and cruel king.
They were led by Zwangendaba who died in Maputo in Tanzania.
He was succeeded by his son Mbelwa who led the Ngoni to Malawi and settled in Mzimba. Another group of the Ngoni settled in the central region.
These were led by Ngwane Maseko and later split and settled in various places.
These include:

These people were looking for grazing land and water for their livestock.


A MAP OF SOUTHERN AFRICAN SHOWING THE MIGRATION ROUTES OF THE NGONI
FACTORS THAT LED TO THE GROWTH OF THE NGONI KINGDOM

THE ADMINISTRATIVE STRUCTURE OF THE NGONI KINGDOM


FACTORS THAT LED TO THE DECLINE OF THE NGONI KINGDOM IN MALAWI

  • Tribal wars
  • competition for leadership
  • Missionary intervention
  • The death of a strong leader

 

THE CONTRIBUTIONS OF THE NGONI KINGDOM

  • Traditional dances
  • The lobola system of marriage
  • Patrilineal system of marriage
  • Dressing
  • Language
  • The spirit of solidarity

 

 

 

 

UNIT 8 EARLY AFRICAN KINGDOMS MWENEMUTAPA KINGDOM
The Mwenemutapa kingdom was founded by Nyatsimba Mutota by 1450. Mwenemutapa Kingdom had Great Zimbabwe as its capital.
The people of the Mwenemutapa Kingdom were the Karanga who spoke the Shona language.


Their king was Mambo.


He was regarded as a living god and was represented by fire. He had lesser kings who ruled in other lands on his behalf.
Mwari was the most powerful god in Mwenemutapa Kingdom.

 

THE FACTORS THAT LED TO THE GROWTH OF MWENEMUTAPA KINGDOM

  • Military organisation
  • Political organisation
  • Trade in gold, silver and copper

 

THE FACTORS THAT LED TO THE DECLINE OF MWENEMUTAPA KINGDOM

  • Lesser kings fought for their independence
  • Interference of the Portuguese in the running of the kingdom
  • Invasions from its enemies

 

THE CONTRIBUTIONS OF THE MWENEMUTAPA KINGDOM

  • Stone buildings
  • Use of iron tools
  • Trade with other nations
  • Belief in one god called Mwari

 

 

 

 

UNIT 9 HIV AND AIDS

H

stands for

Human

I

stands for

Immunodeficiency

V

stands for

Virus

 HIV is the virus that causes AIDS. HIV is an acronym.

 

 

AIDS is a medical term for a combination of illnesses that result from specific weakness of the body’s immune system.


A

stands for

Acquired

I

stands for

Immuno

D

stands for

Deficiency

S

stands for

Syndrome

 

TRANSMISSION OF HIV AND AIDS

  • Having unprotected sexual intercourse with an infected one
  • Infected blood entering the body through blood transfusion, syringes, needles or other cutting objects
  • Infected persons to unborn child (mother-to-child transmission)
  • Breastfeeding

 

RISKY BEHAVIOURS ASSOCIATED WITH THE SPREAD OF HIV AND AIDS

  • Prostitution
  • Drug and substance abuse
  • Promiscuity
  • Cultural beliefs and practices
  • Working away from home for a long time

 

MISCONCEPTIONS ABOUT HIV AND AIDS

  • AIDS can be cured by having sexual intercourse with virgins
  • Mosquitoes transmit HIV
  • ARVs cure HIV and AIDS
  • You cannot contract HIV if you have sex with a person with a disability
  • Some herbs can cure HIV and AIDS
  • You can get HIV by living with one infected with HIV
  • You can get HIV by sharing food with one infected with HIV
  • You can get HIV by shaking hands with one infected with HIV
  • You can get HIV through sneezing or coughing

 

SIGNS AND SYMPTOMS OF AIDS
Minor signs

  • Coughing for more than a month
  • Itchy skin diseases
  • Shingles (herpes zoster)
  • Sores all over the body

  • Thrush in the mouth and throat (oral candidiasis)
  • Long lasting swollen glands
  • Loss of hair texture
  • Tuberculosis
  • Night sweats

 

Major signs

  • Weight loss greater than 10% of the body weight
  • Fever for longer than one month
  • Diarrhoea for longer than one month
  • Persistent severe fatigue (tiredness)
  • Loss of memory
  • Repeated abscesses

 

However, these signs and symptoms can be an indication of another disease. Only a blood test can prove whether a person is HIV-positive or HIV-negative

 

WAYS OF PREVENTING THE SPREAD OF HIV AND AIDS

  • Abstinence
  • Being faithful to one’s sexual partner
  • Condom use
  • Avoiding exposure to blood
  • Avoiding harmful cultural practices that promote the spread of HIV and AIDS
  • Joining clubs to learn more about HIV and AIDS

 

THE IMPORTANCE OF VOLUNTARY COUNSELLING AND TESTING

  • Knowing one’s body status on HIV
  • Choosing the expected behaviour depending on the results
  • Continuing to avoid contracting the virus if tested HIV-negative
  • Receiving advice on how to cope with it if tested HIV-positive

The whole process comprising counselling and testing is called HIV Testing and Counselling (HTC) WAYS IN WHICH AN HIV-POSITIVE TESTED PERSON MAY COPE WITH THE STATUS

  • Taking appropriate steps not to infect others
  • Taking appropriate drugs to prevent transmission of the virus to the unborn baby if pregnant
  • Eating food that has a balanced diet

UNIT 10 THE WEATHER OF MALAWI

WEATHER
Weather is the state of the atmosphere for a place for a short period of time.
The atmospheric condition of a particular day can be describe in different ways. A day can be described as hot, cold, dry, wet, cloudy, windy, and so forth.

 

THE ELEMENTS OF WEATHER

  • temperature
  • humidity
  • air pressure
  • rainfall
  • wind direction
  • wind speed
  • cloud cover
  • sunshine

 

AFFECTS OF THE ELEMENTS OF WEATHER

  • flooding
  • good harvest
  • drought
  • high rate of evaporation
  • destruction of the environment
  • discomfort

 

Flooding
Excessive rainfall can cause flooding, which in turn destroys crops, houses and leaves people homeless and without food.
Some roads and bridges may also become impassable because of floods.

 

Good harvest
Sufficient rainfall will have a positive effect on people's lives since they will harvest enough crops.

 

Drought
Insfficient rainfall will make people, animals and crops suffer because of shortage of water. This will lead to drought, and in turn, famine.


High rate of evaporation
Excessive sunshine will cause a high rate of evaporation in rivers and lakes and dry up. This affects the formation of rain and people suffer because of lack of water.
Water animals such as fish also suffer.

 

Destruction of the environment
Heavy winds cause great damage to buildings, crops and trees, and may even cause loss of lives

 

Discomfort
People feel uncomfortable because of high temperatures. Sometimes people develop diseases and animals eventually die. Low temperatures also affect people's lives in that if it is too cold, people feel uncomfortable and crops are also affected.

 

WAYS OF PREDICTING WEATHER CONDITIONS LOCALLY

  • the springing of new leaves of trees
  • sounds or songs some birds and insects
  • the colour of the moon
  • the surfacing of some small animals and plants
  • atmospheric changes
  • cloud types

 

THE IMPORTANCE OF PREDICTING WEATHER

  • Farmers are able to decide on the agricultural activities they need to know, what to do, and the types of crops they can grow; when and where
  • People will be able to plan for their daily activities, for example, when to do laundry, process flour, travel and not to travel
  • People will decide on the type of clothes to wear.
  • Pilots will be in a position to know how strong the wind is
  • Teachers can plan their lessons according to the weather

 

INSTRUMENTS FOR MEASURING ELEMENTS OF WEATHER
The elements of weather can be measured using different instruments. An instrument is a tool used to measure something.

Some of the main elements of weather that are often measured are:

  • air
  • temperature
  • rainfall

  • wind speed
  • wind direction

 

Most of the instruments used to measure weather are best kept in a special box called Stevenson’s screen.
Stevenson’s screen is designed in such a way that it allows free air movement and prevents the instruments from direct sunshine which can affect the readings of the instruments.

 

 

SOME OF THE INSTRUMENTS FOR MEASURING ELEMENTS OF WEATHER

  • the rain gauge
  • the thermometer
  • the anemometer
  • the wind sock
  • the wind vane
  • the weather cock

 

The rain gauge
Rainfall is measured in millimetres (mm).
An instrument used to measure rainfall is called the rain gauge.


A rain gauge
The rain gauge should be placed in an open area away from the trees and buildings and should also be raised to avoid water from other sources.

 

The wind sock

This is an instrument used for measuring wind direction.
The wind sock


A simple wind sock can be made using a cloth made into something like a bag which is tied to a pole. The cloth will be pointing to the direction the wind is going

 

The thermometer
Temperature is measured in degrees celsius (°C).


The thermometer
The instrument used for measuring temperature is called the thermometer. The thermometer will tell how hot or cold the place is.
In Malawi, the temperature in November is about 20°C while in June, it falls below 13°C.

 

The anemometer
Anemometer is measured by an Anemometer.

The Anemometer measures how much wind travels per hour.
The anemometer

The wind vane
This is an instrument for measuring wind direction.
A simple wind vane can be made from a simple light metal or piece of timber or cardboard mounted on a pole.

The pointer of the vane points in the direction where wind is coming from.
The wind vane


UNIT 11 THE CLIMATE OF MALAWI

Climate is the average weather condition of an area observed over a long period of time.

 

Climate has the same elements as weather.
This is because to collect information about climate and to prepare maps and graphs, the elements of weather are observed and measured in weather stations.

 

The climate of Malawi is tropical climate or Savannah.
It is called tropical climate because Malawi is within the tropics.

 

THE CHARACTERISTICS OF SAVANNAH OR TROPICAL CLIMATE

 

Temperature and rainfall are the most important features of climate.
Therefore, the climate of Malawi can be described according to how hot and dry the area is.

 

Malawi can then be divided into the following climatic zones:

 

Hot dry areas
This type is found along the Lower Shire Valley. Crops grown include rice, sugar and sorghum.

Hot wet areas
This is found along the lakeshore around Nkhatabay and Nkhotakota districts. Crops grown include tea and rubber.

Warm wet areas
The plains in the northern and central regions for example Mzimba, Kasungu and Lilongwe Plains. Crops grown include tobacco, maize and groundnuts.

Cool wet areas
These areas include high areas as Nyika, Viphya, Dedza and Mulanje. Crops grown include tea and Irish potatoes.

MAJOR FACTORS THAT INFLUENCE THE CLIMATE OF MALAWI

 

Latitude
Malawi lies in the southern hemisphere within the tropics. Therefore, it has a climate generally called savanna.
The movement of the sun north or south of the equator influences the climate.
In June, the country experiences the cool season because the sun is overhead in the northern hemisphere. In December, the sun is overhead in the southern hemisphere, and therefore, the country experiences the hot season.

 

Altitude
Altitude refers to the height above the sea level.
This also influences the climate of some areas in Malawi. Highlands in Malawi such as the Viphya and Shire highlands are cooler than that lowlands like the Shire Valley.
This is because the higher one goes, the cooler it becomes.
For every 200 metres one climbs upwards, the average temperature falls by 1oC.

 

Distance from the sea
Malawi is not very close to the sea.
Most of the winds which bring rain to Malawi are influenced by the Indian Ocean and Congo air mass. As these pass over the oceans, they gather moisture and bring heavy rainfall in Malawi.


UNIT 12 THE SEASONS OF MALAWI

THE CHARACTERISTICS OF THE SEASONS OF MALAWI
Temperature change is affected by heat. Most of Malawi’s heat comes from the sun. This makes the temperature to change from one month to another.
Temperature changes are caused because of the differences in the position of the earth in relation to the sun.
In the months of August, September and October, the sun is overhead in the southern hemisphere. As a result, it gets hot in Malawi. The rains begin in November in some parts of the country. This makes temperatures to lower a little bit.

The wet season goes up to April. From May to July, the sun is overhead in the northern hemisphere. It is cool and dry in Malawi.

 

THE CHARACTERISTICS OF THE SEASONS OF MALAWI

  • The cool and dry season
  • Hot and dry season
  • Hot and wet season

 

Malawi experiences three types of seasons during the year:

  • The cool and dry season

This is from May to July.
In these months, the sun is overhead in the northern hemisphere and it is usually dry with mild temperatures except in higher places, for example, Dedza, Mzuzu and Thyolo where it becomes very cold.
During this season, most harvest takes place and some plants lose their leaves.


  • Hot and dry season

This is from August to November.
Temperatures are high and there are no rains. During this season, farmers prepare their gardens in readiness for the rains. Towards the end of this season, most trees bear new leaves.

 

  • Hot and wet season

This is the longest season. It is from November to April.
Temperatures are high, the sky is generally cloudy, and in most cases, it rains. Farmers plant most crops in this season.

 

 

 

 

UNIT 13 ENVIRONMENT

The term ‘environment’ refers to all the things around us.

 

COMPONENTS OF THE ENVIRONMENT

    • Physical environment
    • Social environment
    • Cultural environment

 

EXAMPLES OF EACH OF THE COMPONENTS
Physical environment

    • soil
    • water
    • rivers
    • lakes
    • mountains
    • plants
    • animals

 

Social environment

    • roads
    • buildings

    • vehicles
    • bridges
    • dams

 

Cultural environment

    • customs
    • languages
    • taboos
    • traditions
    • religion
    • clothes

 

THE IMPORTANCE OF THE ENVIRONMENT

    • environment is the home of humans, tamed animals as well as wild animals
    • environment provides materials for construction
    • environment provides land for construction of buildings, bridges and roads
    • environment provides medicines
    • environment is the source of minerals
    • environment is a good source of teaching and learning materials

 

DESTRUCTIVE AGENTS OF THE ENVIRONMENT

    • people
    • bush fire
    • animals
    • running water
    • wind

 

Different things damage the environment. These are called destructive agents. The destruction agents cause soil erosion, removal of vegetation and air pollution.

 

RIGHTS AND RESPONSIBILITIES OVER THE ENVIRONMENT
Rights

    • Right to a clean and healthy environment
    • Right to clean water
    • Right to clean air
    • Right to a safe environment

Responsibilities

    • using the toilets and latrines correctly
    • disposing refuse properly
    • using and taking care of all things they are using
    • taking care of water sources
    • being mindful of everyone's rights

 

 

 

 

UNIT 14 FORESTRY

FOREST, FORESTRY AND FOREST RESERVES
There are a lot of forest reserves in Malawi.
These are either planted (exotic) or natural (indigenous).

 

A forest is a large area of land covered by trees either planted or naturally grown.

 

A forest reserve is an area which is created by the government for the conservation and management of trees, wildlife and watershed.

 

Forestry is the practice of planting, caring of trees and the production of timber.

 

Forestry in Malawi is practised in Chikangawa in Mzimba, Dedza and Zomba Districts.

 

The following are rest of the major forest reserves in Malawi:

    • Dzalanyama
    • Kaning'ina in Mzimba
    • Thuma
    • Phirilongwe
    • Namizimu in Mangochi
    • Ntchisi
    • Chimaliro in Rumphi


A map of Malawi showing forest reserves

 

THE IMPORTANCE OF FORESTS

    • forests provide shelter and food to animals
    • forests regulate climatic conditions
    • forests provide wood for pulp and paper
    • forests provide firewood for domestic use
    • forests provide firewood for curing tobacco
    • forests assist in the conservation of water
    • forests are sources of medicine
    • forests assist in preventing soil erosion
    • forests are a source of timber for furniture and the building industry
    • forests are useful for recreation and tourism
    • forests are sources of poles and rope for various activities
    • forests are a sources of government revenue

 

WAYS OF DESTRUCTION OF FORESTS

    • cutting down of trees for charcoal burning and firewood for domestic use and sale
    • cutting down trees for burning bricks, making carvings and curing tobacco
    • opening new gardens or estates
    • uncontrolled bush fires
    • opening up a new settlement

 

WAYS OF CONSERVING FORESTS AND FOREST RESERVES

    • avoiding and controlled bush fires
    • making firebreaks around forests

    • afforestation and re-afforestation
    • avoiding careless cutting down of trees
    • creating a sense of ownership in the communities around the forest
    • making the bricks which will not require firewood
    • finding an alternative business for the charcoal burners and firewood sellers

 

 

 

UNIT 15 FARMING AND FISHING IN MALAWI

Farming is an activity in which crops are grown and animals reared.

 

Examples of crops grown are:

    • maize
    • groundnuts
    • beans
    • rice
    • tobacco
    • tea

 

Examples of animals reared are:

    • cattle
    • goats
    • chickens
    • rabbits

 

TYPES OF FARMING METHODS

    • subsistence farming
    • commercial farming

 

Subsistence farming
The crops grown or animals reared are for food for the family. They are not for sale.

 

Commercial farming
The crops grown and animals reared are for sale.


Examples of commercial farming are plantation farming in which tea, coffee, sugarcane and rubber are grown, and cattle ranching for meat, and dairy farming for milk, butter and cheese.

 

FACTORS THAT INFLUENCE FARMING

    • relief and drainage
    • soils
    • rainfall
    • temperature
    • capital
    • transport
    • markets
    • irrigation

 

PROBLEMS ASSOCIATED WITH FARMING

    • Unreliable rains
    • Soil erosion
    • Lack of pastures
    • Water supplies
    • Diseases
    • The rapid population growth
    • Poverty
    • Dependence on one major cash crop
    • Inadequate markets
    • Illiteracy

 

MAIN FISHING AREAS IN MALAWI

    • lakes
    • rivers

 

Lakes
Lake Malawi, Lake Chiuta, Lake Malombe and Lake Chilwa. Lake Malawi provides the major fishing ground in Malawi

Rivers
Songwe River, North Rukuru River, South Rukuru River, Bua River, Linthipe River, Shire River


TYPES OF FISH

    • chambo
    • milamba
    • ntchira
    • usipa
    • utaka
    • matemba
    • kampango
    • kadyakoro

 

METHODS OF CATCHING FISH

    • Fish traps (mono)
    • Fishing net (khoka)
    • Fishing line and hook
    • Gill net
    • Trawl net

 

PROBLEMS AFFECTING FISHING IN MALAWI

    • Overfishing
    • Fishing during breeding periods
    • Water pollution
    • Poor transportation systems to the markets
    • Rapid population growth

 

WAYS OF CONSERVING FISH RESOURCES

    • Enforcing laws about the size of the mesh for the nets so that young fish are not caught
    • Enforcing laws about dumping of chemicals in rivers and lakes
    • Controlling fishing during fish breeding time

 

IMPORTANCE OF FISH

    • Fish provides food and protein to the people
    • Source of money to individuals and the country
    • Source of employment

UNIT 16 SOIL EROSION

Soil erosion is the removal of top soil.

 

TYPES OF SOIL EROSION

 

PRACTICES WHICH ENCOURAGE SOIL EROSION

 

WAYS OF CONTROLLING SOIL EROSION

 

UNIT 17 DRUG AND SUBSTANCE ABUSE

A drug is any substance used for medical purposes.
A substance is any state of matter that has an intended use by the manufacturer. To abuse is to put a drug or substance to wrong use.
Examples of drugs and substances commonly abused are chamba (hemp), glue, petrol, valium, tobacco, alcohol, mandrax and cocaine.

CAUSES OF DRUG AND SUBSTANCE ABUSE

 

EFFECTS OF DRUG AND SUBSTANCE ABUSE

 

PREVENTIVE MEASURES AGAINST DRUG AND SUBSTANCE  ABUSE


UNIT 18 CITIZENSHIP

WAYS OF ACQUIRING CITIZENSHIP IN MALAWI

    • by birth
    • by descent
    • by registration
    • by naturalisation
    • by marriage

 

A person can acquire citizen ship in Malawi in the following ways:
By birth
Every person born in Malawi with both or one of the parents is a citizen of Malawi.

 

By descent
Every person born outside Malawi with both or one parent is a citizen of Malawi.

 

By registration
A person can be a citizen of Malawi if he or she applies for citizenship, for example, a stateless person.

 

By naturalisation
A foreigner can also apply to become a citizen of Malawi if he or she:
® has resided in Malawi for 7 years
® is of good character
® follows the laws of Malawi

 

By marriage
If a woman is the wife of a Malawian citizen, she can become a citizen of Malawi.

 

CHARACTERISTICS OF A GOOD CITIZEN
® helps others with food
® helps others with clothes
® helps others with shelter
® helps others with books
® helps others with pencils
® helps others with pens
® tells the truth always
® attends classes
® educates others


® cooperates with others
® reports crime to police
® brings justice and peace
® participates in self-help projects
Those people with good character and do good things are called good citizens.

 

CHARACTERISTICS OF A GOOD CITIZEN
® dishonesty
® bullying others
® stealing other people’s property
® beating others
® being impolite to others
® not respecting elders and teachers
® running away from classes
® not doing work given
Those people with unbecoming character are bad citizens.

 

QUALITIES OF A GOOD CITIZEN

    • tolerance
    • unselfishness
    • cooperation
    • honesty (or truthful)
    • responsible
    • self discipline
    • loyalty
    • activeness
    • forgiveness

 

THE DUTIES OF A GOOD CITIZEN

    • respecting other people
    • protecting of the state
    • paying rates and taxes
    • obeying the law
    • educating others
    • being independent
    • behaving correctly
    • assisting the police
    • assisting the courts

THE RIGHTS AND RESPONSIBILITIES OF A CITIZEN
A citizen is entitled to rights and is responsible for many things.
All the things that a community or state must do for a citizen are referred to as the ‘rights of a citizen’. What a citizen does to safeguard the rights are the responsibilities of a citizen.

Some of the rights and responsibilities are summarised in the table below

Right

Responsibility

Right to access social services and facilities

  • taking care of the social services
  • government providing social services

Right to education

  • leaners attending lessons
  • learners respecting teachers
  • learners studying
  • learners obeying school rules and regulations
  • teachers teaching and assisting the learners
  • parents sending children to school
  • government constructing classroom and providing teaching and learning materials

Right to protection

  • protecting other people and their property
  • government protecting its people and property
  • the police and the courts defending the country and enforcing law and order

Right to own property

  • government ensuring that its citizens have a home, land and property
  • taking care and protecting the people

Right to economic welfare (employment)

  • working hard and obeying employment rulers and regulations
  • government creating jobs and job opportunities for

its citizens

Right to vote

  • registering, casting votes and accepting results
  • government facilitating free, fair and regular elections and educating the citizens about the

elections

Right to participate in civic affairs

  • taking part in the running of government
  • government providing citizens with the opportunity to participate

 

 

A CITIZEN IN DIFFERENT COMMUNITIES
A person is a social animal. This makes him or her live with other people in a community. A community is a group of people who live in the same area and have common interests.


THE COMMUNITIES TO WHICH A CITIZEN MAY BELONG

    • family
    • school
    • village or town
    • workplace
    • state
    • church
    • club
    • peers
    • union
    • mosque

 

PATRIOTISM
Patriotism is the positive and supportive attitude or love of one’s country shown by an individual or a group of people.

 

SYMBOLIC ACTS ASSOCIATED WITH PATRIOTISM

    • defending one's nation when attacked
    • talking good of one's country
    • loving and being proud of one's culture
    • loving and being proud of one's environment,
    • being proud of one's country's achievements
    • associating oneself with other citizens of one's own country
    • respecting the national flag and the national anthem by standing at attention when raising the national flag and singing the national anthem

 

THE IMPORANCE OF BEING PATRIOTIC

  • patriotism shows unity
  • patriotism shows loyalty
  • patriotism shows cooperation
  • patriotism shows love

 

 

 

 

UNIT 19 CHILDREN'S RIGHTS

Human rights are a basic entitlement all people must have because they are people.


CHILDREN'S RIGHTS AND FREEDOMS

    • Rights to a name and a family name
    • Right to equality
    • Right to life
    • Right to dignity
    • Right to be with or raised by their family or those who will care for them best
    • Rights of physically and mentally challenged people
    • Right to play
    • Right to enough food and clean water
    • Right to good health
    • Right to education
    • Right to liberty
    • Right to information
    • Right to be protected from all forms of exploitation, torture, cruel treatment or punishment and unlawful arrest
    • Freedom of expression or speech
    • Freedom of association

 

CHILDREN'S RIGHTS AND RESPONSIBILITIES


Children's rights

Children 's responsibilities

Right to education

  • attending school
  • studying hard
  • doing homework
  • obeying teachers
  • taking care of school property
  • obeying school rules and teachers
  • obeying elderly people

Right to parental care or guidance

  • assisting with household tasks

Right to protection against child abuse

  • avoiding risky situations that promote child abuse
  • reporting to appropriate authorities anybody involved in child abuse

Right to privacy

  • behaving responsibly while parents are away
  • respecting the privacy of others
  • conducting themselves in a disciplined manner

Right to enough food

  • eating the food provided
  • avoiding wasting food

Right to good health

  • practicing good hygiene
  • reporting about one's health
  • seeking medical treatment when sick

Freedom of association with others

  • behaving properly when in company of other children
  • being tolerant
  • listening and learning from others

Right to be treated fairly before the law

  • obeying the law
  • obeying the community’s acceptable behaviours

Right to life

  • avoiding risky situations which can do harm to them
  • respecting the right to life of everyone else

Freedom of expression or speech

  • listening to others
  • learning from others

 

 

VIOLATION AND ABUSE OF CHILDREN'S RIGHTS
To violate means to act against or break children's rights. Abuse is the cruel or violent treatment of children.
Both violation and abuse of children’s rights occur at home, school and in the community. They are committed by parents, individuals, teachers and children themselves.
Child abuse affects all children but the most disadvantaged are orphans, abandoned children, street children, domestic workers, child labourers and children with special needs.

 

EXAMPLES OF CASES OF CHILD ABUSE

    • subjecting children to beating, kicking, threats, criticism and shame in public
    • sexual abuse such as defilement, rape, molestation, inappropriate touching or fondling of sexual and other sensitive organs, forced marriages
    • child neglect, like, deliberate refusal to take care of a child
    • child trafficking in which children are forcefully, or with consent of parents or guardians, taken to go elsewhere as domestic or commercial sex workers or estate workers
    • child labour, like, forcing children to work under situations not suitable for their age
    • withholding support to children
    • economic violation in which parents may force children to seek employment, indulge in prostitution, early marriage, theft, drug trafficking and vending in order to earn a living for the family
    • denying children education
    • forcing children to look after the young ones during school time
    • disallowing children to go out and play
    • denying children access to hospital or health care centres because of religious or traditional beliefs
    • government's inability to provide educational materials and health facilities
    • forcing children to undergo initiation in the name of cultural or traditional beliefs
    • giving children heavy punishments

 

INSTITUTIONS THAT PROTECT CHILDREN'S RIGHTS

    • the family
    • the community
    • the school
    • the police
    • the district welfare offices
    • non-governmental organisation (NGOs) dealing with human rights issues

 

WAYS ASSISTING A CHILD WHO HAD BEEN ABUSED OR SUSPECTED OF BRING ABUSED

    • taking the child to a quiet place where she or he can talk freely
    • encouraging her or him to give enough information to evaluate whether abuse has occurred
    • remaining calm as the child narrates his or her story so as not to upset the child
    • reassuring the child that you believe him or her if she or he reveals the abuse
    • assuring the child that you are going to talk to persons who can help
    • reporting the abuse to the proper local authorities immediately

 

 

 

 

UNIT 20 SOCIAL SERVICES IN MALAWI

Social services are services that are provided to the people in their communities for them to survive and live a dignified life.

 

TYPES OF SOCIAL SERVICES

    • Education services
    • Health services
    • Transport services
    • Defence force services
    • Banking services
    • Communicaton services

 

THE IMPORTANCE OF SOCIAL SERVICES PROVIDED IN MALAWI

    • Education provides services such as knowledge, skills, literacy and numeracy
    • Health provides services such as medicines, health education and sanitation
    • Transport provides services such as road transport, water transport and air transport
    • Defence force provides services such as security, law and order and enforcing laws
    • Baking provides services such as loans and safety of people's money
    • Communication provides services such as internet, telephone, postage stamps, and fax.

UNIT 21 ROAD SAFETY

ROAD SIGNS AND SIGNALS
Road signs and signals assist in preventing road accidents.

 

ROAD SIGNS

Road signs are illustrations which are put on or along the road. They are either written or drawn.

 

There are three types of road signs:

  • danger warning signs
  • regulatory signs
  • informative signs

 

Danger warning signs
All danger warning signs consist of a red triangle accompanied by a word or phrase describing the approaching danger.

 

Regulatory signs
All regulatory signs have a red circle on top of an inscription,

 

Informative signs
These are signs that give information.

 

ROAD SIGNALS

Road signals are messages which are conveyed to road users, for example, a horn, arm movement, indicator lights, traffic lights (robots).

 

THE IMPORTANCE OF RAOD SIGNS AND SIGNALS

    • they give general information to road users concerning important features along the road, distances covered or to be covered
    • they help to reduce accidents on the road
    • they help to control speed
    • they help to warn road users of possible danger
    • they control the flow of traffic

ORGANISATION WHICH DEALS WITH ROAD SAFETY IN MALAWI

    • Road Traffic Commission
    • National Road Safety Council of Malawi
    • Police Road Traffic Department
    • National Roads Authority

 

FUNCTIONS OF THE ORGANISATIONS WHICH DEAL WITH ROAD SAFETY IN MALAWI

The Road Traffic Commission

    • testing for and issuing driving licences
    • conducting vehicle inspection for its road worthiness
    • administering acts of parliament
    • controlling matters as motor vehicle registration and licence

 

The National Road Safety Council

    • giving guidance to all road users
    • cooperating with organisations and authorities concerned with road safety in order to assist the Ministry of Transport in decreasing the accidents
    • promoting and giving financial support for research in the field of road safety independently or with other institutions

 

The Police Road Traffic Department

    • ensuring basic road laws are observed
    • assisting in case of accidents
    • prosecuting traffic offenders
    • data collection, maintenance of accidents records and statistical analysis

 

The National Roads Authority

    • checking road accident-prone areas and maintaining them
    • putting up road signs

UNIT 22 MINING AND MANUFACTURING

MINING
Mining is the removal or extraction of minerals from the ground.

 

In Malawi, mining is done on a small scale. At present, the largest mining activity is coal. Coal mining activity is done at mchenga in Rumphi.
Other mining activities are limestone mining in Kasungu and Balaka. Quarrying and sand mining are also done at a small scale.
Mining contributes to the social economic development of the country.
Coal is used as fuel in industries while lime, sand, stones, and cement are used in construction activities.

 

MANUFACTURING
Manufacturing contributes to the social-economic development of Malawi. It involves the making or the production of goods or things on a large scale. The production is done mostly by machines.

Some of the industries in Malawi are:

 

Sometimes manufacturing is done by hand. But if there is need to produce more, machines are used.
Things that are manufactured include clothes, carpets, simple machine, exercise books, chairs, bread, canned food, sugar, drinks and many others.

FACTORS FOR THE GROWTH OF MANUFACTURING

THE IMPORTANCE OF THE MANUFACTURING INDUSTRIES

UNIT 23 TOURISM

THE LOCATION OF TOURIST CENTRES IN MALAWI
Malawi has many beautiful places which attract tourists.
The places of interest include beautiful mountains, plateaus, valleys, waterfalls, lakes, wildlife, historical sites, cultural sites, ancient buildings, national parks and game reserves.

Some of the tourist centres in Malawi are as follows:

THE IMPORTANCE OF TOURISM TO MALAWI

THE PROBLEMS THAT AFFECT TOURISM IN MALAWI

 

POSSIBLE SOLUTIONS TO THE TOURISM PROBLEMS

UNIT 24 TRANSPORT AND COMMUNICATION IN MALAWI

MAJOR TYPES OF TRANSPORT AND COMMUNICATION METHODS IN MALAWI
People move from place to place by using different modes of transport. People also use different types of transport to move goods.


The types of transport methods include:

 

Just like people and goods, thoughts, ideas, knowledge and information move from one place to another. This is called communication.

The means of communication include:

 

THE ROAD TRANSPORT SYSTEM IN MALAWI
Malawi has a network of roads.
The roads connect rural areas with district headquarters. District headquarters are also connected with major towns and cities.
Some of the roads are tarred while the majority are made of gravel.

Malawi is also connected with the countries by major roads. These include:

 

Different types of vehicles are used on the roads.
These include small cars, lorries, buses, trucks and oil tankers which carry petrol, diesel and paraffin. Bicycle are also used on the roads.


THE RAILWAY TRANSPORT SYSTEM IN MALAWI
Malawi has the following railways line:

– Balaka railway at Nkaya.

 

Malawi, therefore, does not have a port of its own at the ocean because it is surrounded by Mozambique, Tanzania and Zambia.
Its exports and imports have to pass through Mozambique and Tanzania. In so doing, Malawi pays customs duty and tansportation.

THE WATER TRANSPORT SYSTEM
Lake Malawi provides a natural waterway running in a north-south direction.
Water transport is the cheapest means of transport as compared to road, rail and air transport systems.
The major lake transport route runs from Monkey-bay (where steamers are assembled) in the south through Chipoka, Nkhotakota, Likoma, Chizumulu, Nkhatabay, Usisya and Chilumba.
These are major ports.

 

The following are the passenger and cargo steamers that sail on Lake Malawi:

 

Likoma and Chizumulu Islands depend upon lake transport for transportation of all their requirements.

 

THE AIR TRANSPORT SYSTEM
Air transport is the fastest means of travelling. However, it is very expensive.
Malawi has two types of air transport services: domestic and international.

 

Domestic air services are provided within Malawi.


The major airports are Chileka (Blantyre), Kamuzu International Airport (Lilongwe), Mzuzu and Karonga.

 

International air services are provided at Chileka International Airport and Kamuzu International Airport, with connections to Nairobi (Kenya), Dar-es-Salaam (Tanzania), Lusaka (Zambia), Harare (Zimbabwe), Johannesburg (South Africa) and onward to Europe and America.

The other major international airways include the British Airways, South African Airways, Kenya Airways and Ethiopian Airways.

Airplanes carry passengers, goods and mail. Some planes also carry fuel and foodstuffs.

 

 

THE COMMUNICATION SYSTEM IN MALAWI
Communication is mostly used for passing information from one point to another.

 

Some of the communication systems are as follows:

 

THE IMPORTANCE OF TRANSPORT AND COMMUNICATION IN MALAWI

 

Road and railway transport


 

Water transpot

 

Air transport

 

Communication

 

THE PROBLEMS OF TRANSPORT AND COMMUNICATION IN MALAWI
Road transport

 

Rail transport

 

Water transport


Air transport

 

Communication

 

GLOSSARY
Abscesses-boils
Abstinence-refraining from doing something for example, sex
Assembly-an administrative structure or institution which is responsible for providing services to the local communities
Birth rate-the number of live births per 1000 people
By-laws: a law made at an assembly level for its function
Central government: the main body of government which has the authority and power to make, implement and manage a country’s resources, disputes and so forth
Death rate: the number of deaths per 1000 people Kingdom: a territory or country ruled by a king
Local government: a branch of government which has the decentralised functions of the central government to local communities
Migration: the movement of people from one area to settle in other area Mortality: the incidence of deaths in a given population
Mountain range: a chain of mountains
Plateau: a highland or mountain with a wide flat top
Population change: an increase or decrease in a given population

Transmit: pass from one person to another
Voluntary: doing without being forced

REFERENCES

MIE (2008) Social Studies Teacher’s Guide for Standard 6, Domasi; MIE. MIE (2008) Social Studies Learner’s Book for Standard 6, Domasi; MIE.




Notes will be here

UNIT 1 SCIENTIFIC INVESTIGATIONS

UNIT 2 THE HUMAN SKELETON

UNIT 3 MOVEMENT IN HUMAN BEINGS

UNIT 4 SENSE ORGANS

UNIT 5 COMMON ACCIDENTS

UNIT 6 NUTRITIONAL DEFICIENCY DISEASES

UNIT 7 FOOD PRESERVATION

UNIT 8 MATERIALS PRODUCTION

UNIT 9 INFORMATION AND COMMUNICATION TECHNOLOGIES

UNIT 10 THE EXTERNAL PARTS

UNIT 11 LIGHT ENERGY

UNIT 12 HEAT ENERGY

UNIT 13 SOUND ENERGY

UNIT 14 METHODS OF COOKING FOOD

UNIT 15 KITCHEN HYGIENE AND SAFETY

UNIT 16 MEAL PLANNING AND PRESENTATION

UNIT 17 MACHINES

UNIT 18 CARE FOR ROOMS IN THE HOME AND ITS SURROUNDINGS

UNIT 19 LAUNDRY

UNIT 20 STATES OF MATTER

UNIT 21 PACKED MEALS

UNIT 22 IMPROVING THE HOME AND ITS SURROUNDINGS

UNIT 23 MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES

 

UNIT 1 SCIENTIFIC INVESTIGATIONS

STAGES OF A SCIENTIFIC INVESTIGATION

There are six stages of scientific investigation. These are:

 

These six stages can be summarized into three main stages which are:

 

PLANNING STAGE
This stage involves a number of steps.

The first step is to identify the problem to be investigated.

The second step is to write the statement of the problem in the form of a question The third step is to predict or guess the answer to the question or problem.
The predicted answer is called a hypothesis.

 

The next step is to identify what is going to be observed and measured.

These are the factors that would affect the results of the investigation which are called variables. A variable is anything that can change.

The next step is to identify the materials that will be required to carry out the investigation.

The last step of the planning stage is to come up with steps to be followed in the process of collecting data.

 

The above steps of the planning stage of an investigation are summarised as follows:
Step 1 identifying the problems to be investigated


Step 2 writing a statement of the problem to be investigated in the form of a question

Step 3 predicting or guessing the answer to the question, that is, coming up with a hypothesis

Step 4 identifying the variables

Step 5 identifying the materials required for carrying out the investigation

Step 6 coming up with the procedures for carrying out the investigation

 

IMPLEMENTATION STAGE
The second stage of a scientific investigation involves implementing the plans that were developed during the planning stage.
This is the stage which the hypothesis are tested by carrying out the investigation.

During this stage, the variables to be investigated are deliberately changed while keeping the other variables constant.
The variables that are changed are observed and recorded as the investigation is being conducted. The purpose of carrying out an investigation is to collect data through observation.
If one is not satisfied with the data that has been collected, it is necessary to repeat the procedures. The data that is collected should be organised and presented in a meaningful way.
There are several ways of presenting data. These include tables and graphs.

 

When presenting data in the form of a graph, it is important to remember that:

  • a sharp pencil should be used when drawing graph lines
  • each graph should be given a title
  • a scale that can give a large graph should be chosen so that points are plotted accurately
  • the vertical and horizontal axes should be labelled and the units for each axis should be shown
  • a line of best fit should be drawn if points do not lie on a straight line or smooth curve

 

When data has been collected, it should be organised in such a way that it is meaningful. The procedures of organizing data are referred to as data analysis.
One way of analysing data is the use of graphs.

Once the data has been analysed, there is need to interpret it.

The interpretation of data involves determining the relationship between variables using the analysed data.


The methods of determining the relationships between variables include:

  • Looking for patterns of data in a table
  • Interpreting the shapes of graph lines

In summary, the implementation stage of scientific investigation involves the following:
Step 1 carrying out the investigation according to the plans. Step 2 collecting data and presenting it in a meaningful way. Step 3 analysing the collected data.
Step 4 interpreting the analysed data.

 

CONCLUDING STAGE
The last stage of a scientific investigation is the concluding stage.

During this stage, the hypothesis is evaluated against the interpretation of the data.

That is, the relationship between variables that has been determined from the data is compared with the hypothesis of the investigation.
If the determined relationship from the analysed data agrees with the hypothesis then the hypothesis becomes the conclusion of the investigation.
If the hypothesis is different from the relationship determined from the results of the investigation then the hypothesis is not true.
What is important is that the conclusion must be based on the results of the investigation and not on the investigator’s wishes.

 

 

 

 

UNIT 2 THE HUMAN SKELETON

THE HUMAN SKELETON

The skeleton is the hard part of the body.

It is composed of many bones which are joined together at places called joints.


FUNCTIONS OF THE SKELETON

  • Giving support to the body
  • Protecting some delicate parts of the body such as heart, lungs, brain and the spinal cord
  • Assisting in locomotion
  • Giving shape to the body


A human skeleton

 

MUSCLES
Muscles are organs which are attached to bones by tissue called tendons


The main muscles of the body

How the muscles of the arm are attached to the bones

The pinna directs sound into the ear canal. At the end of the ear canal is a thin membrane called the eardrum. Sound causes the eardrum to vibrate. This helps us to hear sound.
The wall of the ear canal secretes brown wax which protects the ear passage. However, excessive wax may damage the ear drum or prevent a person from hearing.

 

THE PROBLEM OF THE EAR

    • Damage of the ear drum
    • Foreign bodies such as insects and seeds getting into the ear
    • Ear infections

 

CARE FOR THE EAR

    • Avoiding removing a foreign body from the ear with a pointed object that can damage the eardrum.
    • Avoiding loud sounds
    • using a wet cloth to clean the outer ear
    • Avoiding using sharp objects to poke the ear

 

If the foreign body is an insect try:

  • Directing some light into the ear so that it may come out
  • Putting drops of either water, cooking oil, castor oil or glycerine. If these first aid measures fail, take the person to the hospital.

 

  • THE SKIN

The skin is an organ for feeling. It has different parts for different functions.


The external parts of a skin


FUNCTIONS OF THE SKIN

    • Detecting roughness, softness, coldness and hotness of things. It also detects pain as a way of protection
    • controlling body temperature. For example, when it is cold, the skin pores close and when it is hot, the skin pores open to release sweat and heat.
    • Preventing germs from entering the body, for example, it acts as a barrier to the entry of germs into the body
    • Acting as a shield against water, for example, when swimming or taking a bath

 

THE PROBLEMS OF THE SKIN

    • skin infections such as rashes, scabies, ringworm and boils
    • Cancer of the skin
    • pimples/acne

 

CARE FOR THE SKIN

    • Bathing regularly
    • Avoiding using other people's bathing materials, like bath towers, face towels and sponges
    • Protecting the skin against harsh weather conditions

 

 

 

UNIT 5 COMMON ACCIDENTS

 

Several accidents happen in the home and community. These include cuts, burns, scalds, nose bleeding, suffocation, choking, poisoning and road accidents. These can be caused by sharp objects, falls, fire, hot water and poisoning substances.

 

EFFECTS OF ACCIDENTS

    • loss of blood
    • disability
    • blindness
    • death

CAUSES AND PREVENTION MEASURES OF SOME COMMON ACCIDENTS


Accident

Causes

Prevention

cuts and grazes

  • sharp instruments not properly used or handled
  • a falling object or a person falling down
  • never leave sharp knives or pointed materials lying around
  • obstacles should be cleared from pathways
  • proper placing of items (shelving

and hanging)

poisoning

  • hazardous chemicals such as paraffin, diesel, acids, petrol, medicines and sap from trees, rotten or stale food.
  • following prescribed direction when taking medicines
  • keeping medicines and other chemicals out of reach of children
  • not tasting, drinking or eating substances one is not sure of
  • avoiding eating rotten or stale food

burns and scalds

  • dry heat, hot vapour and liquids
  • keeping ourselves especially children away from fire, hot liquids

and dangerous chemicals

choking

  • food entering the wind pipe
  • avoiding talking while eating
  • avoiding swallowing too much food at the same time
  • taking liquids slowly

suffocation

  • poisonous gases
  • water
  • plastic bag put over the head
  • keeping rooms well ventilated
  • avoiding playing in water
  • avoiding covering the head with plastic bags

drowning

  • falling in deep water bodies such as rivers
  • avoiding playing in water if one does not know how to swim
  • avoiding pushing each other into water
  • avoiding overloading canoes and

boats

 

FIRST AID TREATMENT
First aid treatment is the first help given to an injured person before he or she is taken to the hospital. First aid treatment is important because it can save life.
First aid treatment materials are kept in a first aid treatment box or kit


First aid treatment materials may consist of:

    • cotton wool for cleaning wounds
    • antiseptics for killing germs
    • pairs of scissors and safety pins for cutting and doing up bandages
    • various sizes of bandages
    • plaster of different sizes
    • tablets
    • triangular and other types of bandages

 

PROCEDURES FOR CARRYING OUT FIRST AID FOR COMMON ACCIDENTS

Accidents

First aid treatment

cuts and grazes

  • clean the cut or graze under running water – wash with clean, cool running water
  • touch lightly with antiseptics or salt
  • apply a dressing

nose bleeding

  • bend the head forward
  • loosen any tight-fitting clothes on the victim
  • pinch the soft part of the nose for ten minutes
  • put a cold, wet cloth or ice on the bridge of the nose or forehead
  • if bleeding continues have the person bite a cob of maize or other similar objects between his or her teeth while leaning forward

sprain

  • rest the part which is sprained
  • apply a cold pad or ice on the part which is injured
  • wrap with a triangular bandage

choking

  • stand behind the person and wrap your arms around his or her waist
  • put your fist against his or her belly above the navel and below the ribs
  • press into his or her belly with sudden upward jerk

drowning

  • remove any water and objects from the mouth as quickly as possible
  • lay the person on his or her back and lift the head backwards to open the air passages.
  • pull the tongue forward by gasping it between thumb and fingers
  • pinch his or her nose with one of your hands and rest the other hand on his or her chest
  • do a mouth-to-mouth breathing

 

 

The following additional information can help you to understand how to help a person who has nose bleeding or choked.


NOSE BLEEDING

To stop nose bleeding, follow the steps below:

    • Sit quietly
    • Pinch the nose firmly for 10 minutes or until the bleeding has stopped
    • If this does not control the bleeding, pack the nostrils with cotton wool, leaving part of it outside the nose
    • If possible, first wet the cotton with petroleum jelly, then pinch the nose firmly again. Hold it there for ten minutes or more.
    • Leave the cotton in place for a few hours after the bleeding stops, then take it out gently.
    • If a person's nose bleeds often, smear a little petroleum jelly inside the nostrils twice a day

 

If bleeding comes from the back part of the nose, it cannot be stopped by pinching.

In this case, have the person bite the cob of maize or other similar objects between her or his teeth while leaning forward.
The patient should sit quietly and try not to swallow anything until the bleeding stops. The cob of maize helps to keep the patient from swallowing. This gives blood a chance to clot. Eating oranges, tomatoes and other fruit may help strengthen the veins so that the nose bleeds less.

 

CHOKING

The following can be done to help the person who has choked:

    • Stand behind the person and wrap your arms around his or her waist
    • Put your fist against her or his belly above the navel and below the ribs
    • Press into her or his belly with a sudden strong upward jerk. This forces the air from the lungs and should clear the throat. Repeat several times if necessary.

 

If the victim is much bigger than you, or unconscious do the following:

    • Lay her or him on her or his back
    • Sit over her or him
    • Make a quick strong upward push
    • Repeat several times if necessary
    • If he or she still cannot breathe, try mouth -to -mouth breathing

To do mouth-to-mouth breathing follow the steps below:

    • Open the mouth of the victim
    • Remove any particles from the mouth
    • Tilt the head of the victim to open the air passage to the lungs

    • Pinch the nose of the victim with one of your hands while the other hand is placed just below the chest of the victim
    • Breathe into the mouth of the victim while releasing the hand below the chest
    • Press the hand below the chest of the victim as you breathe out
    • Do this several times until the victim is able to breathe

 

 

UNIT 6 NUTRITIONAL DEFICIENCY DIESEASES

Nutritional deficiency diseases occur due to lack of a particular nutrient in the diet.

 

TYPES OF NUTRITIONAL DEFICIENCY DISEASES

  • Kwashiorkor

Kwashiorkor is caused by lack of proteins in the body. It usually affects children below the age of five.



a child with kwashiorkor

 

FACTORS THAT MAY LEAD TO KWASHIORKOR

    • Lack of protein in the diet during infancy
    • Shortage of protein foods especially during weaning
    • Lack of knowledge about food
    • Infections to which children at this age are susceptible to, such as malaria, diarrhoea, measles, TB and intestinal worms

SIGNS AND SYMPTOMS OF KWASHIORKOR

    • Loss of weight
    • Poor appetite
    • Swelling body due to accumulation of too much water (oedema)
    • Failure to grow
    • Large, protruding abdomen due to an enlarged liver
    • Diarrhoea and vomiting
    • Skin appearance changes and peels off
    • Hair looks thin and straight
    • Upper limbs get thin
    • Mental retardation

 

  • Marasmus

Marasmus is caused by an overall deficiency of food in the body including protein and carbohydrates. It occurs in children under the age of one.

a child with marasmus

CAUSES OF MARASMUS

    • Low food supply
    • Lack of knowledge of proper weaning practices
    • Adhering to food taboos and beliefs
    • Long illness or diarrhoea in a child may prevent absorption of food

 

SIGNS AND SYMPTOMS OF MARASMUS

    • Poor appetite
    • Not looking alert
    • Little fat deposit under the skin
    • Wasting of muscles or poor muscle development
    • Loose or wrinkled skin

    • Stunted growth
    • Looking small for his or her age

 

PREVENTION AND TREATMENT OF KWASHIORKOR AND MARASMUS


Deficiency
disease

Preventive measures

Treatment

Suitable foods

Kwashiorkor

  • Provision of protein in the diet
  • De-worming children at three month intervals
  • Treating infections in

good time

  • Providing children with a balanced diet
  • Severe cases

should be taken to hospital

  • Meat, fish, eggs, soya beans, chickens, insects such as caterpillars, grasshoppers and flying ants

Marasmus

  • Giving the child enough food
  • Quick treatment for any illness
  • Proper care from parents and guardians so that the child does not feel neglected
  • Education on proper

weaning foods and infant feeding practices

  • Providing children with a balanced diet
  • Severe cases should be hospitalised
  • Body-building foods such as meat, fish, eggs, beans
  • Vegetables and fruits
  • Cereals such as maize, rice, sorghum and millet

 

 

 

 

UNIT 7 FOOD PRESERVATION

 

To preserve food means to treat it so that it is safe, does not decay or get spoiled.

Food preservation is an old practice for ensuring that people have food throughout the year. This is important because food can be made available throughout the year.

 

CAUSES OF FOOD DECAY
Micro-organisms cause food decay and spoilage.

These micro-organisms are found in the air, water, soil and almost everywhere.


THE TYPES OF MICRO-ORGANISMS THAT CAUSE FOOD SPOILAGE OR DECAY

    • Bacteria
    • yeasts
    • moulds

 

To preserve food successfully, the micro-organisms must be destroyed to stop them from growing and multiplying.
Once food is preserved, it should be stored safely, so that the micro-organisms are prevented from coming into contact with it.

 

THE IMPORTANCE OF FOOD PRESERVATION

    • Reducing bulkiness for easy carrying and storage
    • Avoiding wastage
    • Adding variety to the diet because food can be eaten even when it is out of season
    • Improving the flavour, colour and texture of food
    • Keeping food longer for future use and in emergencies such as during famine, floods and war

 

FOOD PRESERVATION TECHNOLOGIES
There are several food preservation technologies. These can be categorised into:

  • Indigenous food preservation technologies
  • Modern food preservation technologies

 

INDIGENOUS FOOD PRESERVATION TECHNOLOGIES

These are technologies used to preserve food that have been developed within a given society.

 

These include:

  • Sun drying

The food is exposed to strong sunlight, which evaporates the moisture in it.

This creates unfavourable conditions for the growth and multiplication of micro-organisms.

The types of food which can be preserved in this way include fish, fruit, vegetables, beans and maize.

Muscles can contract and relax.

Their ability to contract and relax brings about movement at a joint.

When a muscle contracts, it pulls the bone to which it is attached and moves it in one direction.

 

JOINTS
Joints are formed when two or more bones meet

Examples of points include the skull, finger, shoulder, elbow, hip and wrist.

 

TYPES OF JOINTS

  • Movable joints
  • Immovable joints
  • Hinge joints
  • Ball and socket joints
  • Gliding joints

Joints that allow movement are called movable joints. For example, finger, shoulder and elbow joints. The joints that do not allow movement are called immovable joints. For example, the joints of the skull. Joints that allow to and fro movement are called hinge joints. For example, the knee and elbow joints.
Those that allow rotational movement are called ball and socket joints. For example, shoulder and hip joints.

Joints at which bones move by sliding or gliding over another are called gliding joints. For example, joints of the neck.

 

 

 

UNIT 3 MOVEMENT IN HUMAN BEINGS

Muscles are attached to the bones by special tissue called tendons. The action of muscles allows movement at a joint.
For example, there are two muscles which control movement at the elbow joint.

When the biceps muscles contract, they pull the bones of the lower arm forward and the arm bends at the elbow joint. When the biceps muscles contract, the triceps muscles relax. When the biceps muscles relax, the


triceps muscles contract and pull the bones of the lower arm and stretch the arm. The contraction and relaxation of the biceps and the triceps muscles bend and stretch the arm.
Similarly, when the muscles at the back of the thigh contract, the lower leg is pulled backwards and the leg bends at the knee joints. When these muscles relax and the muscles in front of the thigh contract, the lower leg is pulled forward and the leg straightens.

 

 

 

 

UNIT 4 SENSE ORGANS

SENSE ORGANS
The human body has five sense organs. These are the nose, tongue, ear, skin and eye. These organs have different functions. The nose is used for smelling; the ear for hearing; the eye for seeing; the tongue for tasting, and the skin for feeling and touching. Tasting, smelling, hearing, seeing, feeling and touching are called senses.

 

  • THE NOSE

The nose is used for smelling and breathing. It has nostrils through which air passes in and out of the body. The nostrils have hairs and mucus which trap some dust and germs, thereby, preventing it from getting into the body.


The structure of the nose

 

THE PROBLEMS OF THE NOSE

    • Colds and flu
    • Nose bleeding
    • Sores
    • Foreign bodies such as beans, maize and other seeds getting stuck and causing discomfort in the nose

CARE FOR THE NOSE
Pushing or poking objects into the nose may damage it. If objects such as beans get into the nose, the victim should try to blow them out. If this fails, ask the victim to breathe through the mouth and take him or her to the hospital. The nose should also be cleaned regularly. Apart from this, avoid sniffing unknown substances.

 

  • THE TONGUE

The tongue is used for tasting things. It can detect sweet, salty, sour or bitter things. The tongue also helps during chewing and swallowing of food. It also helps in spitting, speaking and whistling.
The tongue has a rough surface. The bumpy structures on the tongue are called taste buds.


The structure of the tongue

THE PROBLEMS OF THE TONGUE

    • sores
    • foreign bodies such as fish bones
    • swellings

 

CARE OF THE TONGUE

    • avoiding eating foods that are too hot
    • avoiding eating too fast
    • avoiding talking while eating
    • avoiding tasting unknown substances
    • avoiding eating spicy foods

It is also important to brush the teeth and the tongue regularly to avoid bad breath.

 

  • THE EYE

The eye is an organ of sight. It has different parts for different functions.

The black spot of the eye is called the pupil. It allows light to get into the eye to see things. The coloured part of the eye is called the iris. This controls the size of the pupil. In dim light, the iris makes the pupil bigger to


allow more light to get in. In bright light, the iris makes the pupil smaller to reduce amount of light that gets into the eye. The eyelid and eyelashes protect the eye from dust and other particles.


The external parts of the eye

 

THE PROBLEM OF THE EYE

 

CARE FOR THE EYE


The ear is an organ for hearing. The outer ear consists of the pinna and the ear canal or auditory canal.
The external parts of the ear

Smoke is a preservative used to destroy micro-organisms and prevent their growth. In this way, foods that are smoked are preserved.
Foods which can be smoked include fish and meat.

 

This is one of the oldest food preservation technologies. In this technology, salt draws out water from the food.
The water from the micro-organisms is also removed by the salt.

This creates an environment that is not conducive for the growth of the micro-organisms.

Foods that can be salted and dried include meat, fish, caterpillars, mushrooms, fruit and green vegetables.

 

MODERN FOOD PRESERVATION TECHNOLOGIES

These are new technologies used to preserve food.

 

These include:

This technology is used to preserve food by keeping it at low temperatures to inactivate micro-organisms. When freezing, freezers, refrigerators and cold rooms are used.
Foods preserved in this way include meat, fish and vegetables.

 

This is one of the widely-used technologies of food preservation. Both technologies rely on heating to destroy micro-organisms.
The bottles or cans are filled with food while air is removed.

Then the bottles or cans are immediately sealed, sterilised and cooled.

In most cases, preservatives are added to the canned foods to increase their life.

Canning or bottling is used to preserve foodstuffs such as fruit, fruit juices, milk, beans, fish, peas and meat.


  • Jam making

This is a technology used to preserve fruit.

It is based on the fact that a high concentration of sugar kills micro-organisms and prevents their growth. After the jam is made it is sealed in jars cutting off air completely so that it remains fresh for a long time. Jam can be made from fruit such as mangoes, peaches, guavas, plums, apples and strawberries.

 

STORAGE FACILITIES FOR PRESERVED FOODS
It is important to provide storage facilities for preserved foods in the homes.

The storage facilities include bottles or jars, baskets, cartons, freezers or refrigerators, granaries, sacks and food stores.

 

THE PROBLEMS OF FOOD PRESERVATION

    • Loss of nutrients especially in the case of cooking
    • Poor food hygiene. For example, the presence of sand in some vegetables, mushrooms and fish
    • Expensive in terms of processing
    • Lack of knowledge of food preservation
    • Lack of continuous power supply
    • Contributing to pollution and deforestation

 

 

UNIT 8 MATERIALS PRODUCTION

 

MATERIALS FOR PRODUCING THINGS

Different materials that people use in their everyday life are made through the use of scientific and technological processes.

 

Most of these materials are produced in factories using machines.

However, some of these materials such as soap, crayons, vim, floor polish and shoe polish can be made manually.
To produce these materials one requires materials and steps to be followed.


  • Crayon production

Crayons are formed by mixing melted candle wax and finely crushed coloured pieces of chalk or dye.

The wax is melted to allow the dye or crushed pieces of chalk to mix well. The mixture is left to cool down for it to solidify.

 

Resources needed

    • candle wax
    • finely crushed coloured chalk or dye
    • 10cm pieces of pawpaw straws or reed
    • metal containers, tins or pots
    • sticks
    • a source of heat

 

Process

  • heat pieces of candle wax in a pot or any metal container until it completely melts
  • add the coloured chalk powder to the melted candle wax
  • stir with a stick until it is well mixed
  • arrange pawpaw straw or reed upright in a container such as a plastic cup
  • carefully pour the contents into the straws in the container
  • let them cool down
  • peel off the straws
  • then the crayons are ready for use

 

  • Shoe polish making Resources needed
    • candle wax
    • finely-crushed charcoal
    • paraffin
    • containers
    • source of heat
    • sticks
    • pots
    • mortar-and pestle
    • sieve

Process

  • put the pot or tins with candle wax on fire
  • let the wax melt completely
  • add powdered charcoal to the wax
  • stir to mix well
  • immediately add a little amount of paraffin to the contents and keep on stirring until well mixed
  • you may pour the contents into storing containers of your choice such as used shoe polish cans
  • let the contents cool down
  • black shoe polish is ready for use

 

  • Floor polish making

Floor polish and shoe polish almost follow the same scientific process. Candle wax is melted and later mixed with a small amount of paraffin. The paraffin is added to the melted wax in order to let the wax be in a semi solid state as it cools down.

 

Resources needed

    • candle wax
    • pots
    • paraffin
    • sticks
    • red oxide

Process

  • melt the candle wax in a pot or tin
  • add a little paraffin and stir until a desired thickness is acquired
  • you may add red oxide powder to obtain red floor polish
  • let the contents cool
  • the floor polish is ready for use

 

  • Production of cleaning powder

Scouring agents are used for cleaning different materials such as saucepans, cups, buckets, metal sinks. These can be made locally.

 

Resources needed

    • Egg shells
    • Powder soap

    • Mortars and pestles
    • Sieves
    • Containers

 

Process

  • grind the egg shells to very fine powder in a mortar
  • add a little powdered soap to the contents
  • mix well
  • the powder is ready for use

 

  • Soap making

Soap is made from animal fat or vegetable fat mixed with a strong alkali such as caustic soda, water and salt. Fat is made up of fatty acids and glycerine.
Soap is formed by the chemical reaction of fat and caustic soda or caustic potash alkalis)

When alkalis are mixed with fat, glycerine is separated and the fatty acids plus the caustic soda form soap.

 

Resources needed

  • fat
  • beakers or tins
  • water
  • salt
  • caustic soda
  • sources of heat

 

Procedure

  • melt the fat in a beaker or tin for at least one hour
  • when the mixture is thick, add salt and boil it for 10 minutes
  • let the mixture cool
  • remove the layer of soap

UNIT 9 INFORMATIION AND COMMUNICATION TECHNOLOGIES

The term “information and communication technology” refers to the use of computers and other devices to capture, process, store, retrieve, transfer and control information in a variety of forms such as numbers, text, sound or images.
Examples of information and communication technologies are computers, telephones, cell phones, radios, televisions, fax machines and automatic teller machines (ATMs)

 

USES OF INFORMATION AND COMMUNICATION TECHNOLOGIES AND HOW THEY WORK

The radio
The radio works by detecting waves created at a radio station.

The radio uses electronic systems to process the waves. In this way, people are able to hear music and voices through the receiver’s speakers.
The announcer speaks or plays music into a microphone. The sound passes through the microphone as sound waves. The transmitter picks these waves, then changes them to radio waves. The aerial of the radio receives the radio waves from the transmitter. The speaker of the radio then changes the radio waves into music or a voice.

 

The telephone
There are two types of systems that are used in transmitting messages through telephones. These are analogue and digital systems.
In the analogue system, the telephones transmit voices over long distances electronically. In this system, the transmission can easily be distorted or be interfered with.
In a digital system, the spoken word is converted into a digital language before being transmitted. The receiver then converts the digital language to sound. There is no interference or distortion in this type of telephone system.

 

The fax machine
The fax machine is used to transmit information from a document (hard copy) using phone lines. When the document is being sent, first the information on the document is converted into a digital language. The receiver then converts the digital signal into the original language that is on the document. Thus, the printout of the document that comes out of the receiver is exactly the same as the original document.


The cell phone
The spoken voice is converted into a digital language which travels to receiver via a transmitter. The transmitter is used to amplify the digital language. The receiver then converts the digital signal into sound resembling the original voice.

 

The television (TV)
In the television studio, the cameras capture the pictures which are converted into a digital signal by an encoder. The digital signal travels to a satellite dish which sends the signal via a transmitter to a satellite in space. The satellite processes it and sends the signal back to the dish on the ground which then sends the signal to the television set. The decoder that is connected to the television set converts the signal into pictures and sounds that resemble the original ones. Signals from telephones and cell phones can also be sent by a satellite.

 

The computer
The computer can be used for collecting information which can be stored or analysed and made available for later use. The uses of the computer include managing accounts, keeping information on spare parts for cars in garages, keeping records of patients, collecting information on laboratory tests and helping diagnose diseases in hospitals, automatic flying of planes, forecasting weather, running the different activities and monitoring progress in factories, running radio and television programmes, sending messages quickly through electronic mail (e-mail) , playing games, and word processing, that is, typing and formatting the typed work.

 

A computer has three main parts:

  • input device
  • the central processing unit (CPU)
  • output device

 

The central processing unit is the main part of the computer.

The input devices of a computer are the keyboard and the mouse. The keyboard is used to enter information into the processor. The mouse is also an input device. It is moved around and controls an arrow that is known as a cursor which appears on the computer screen.
The monitor or screen is one of the output devices of a computer. It enables users to see what they are doing. The printer is another output device that produces a printed copy of the information in the computer.

 

The internet
This is another form of information and communication technology. The internet is a connection of millions of computers around the world. It uses a language that allows different computers in different parts of the


world to communicate with each other. The information on the internet is arranged on websites that can easily be accessed. People use the internet to store and find information quickly.

 

THE IMPORTANCE OF INFORMATION AND COMMUNICATION TECHNOLOGIES

  • source of employment in computer programming, website designing, computer maintenance and administration
  • contributing to the improvement in the quality of health services
  • can be used for leisure like computer games and movies
  • enabling people to have quick access to information

 

DISADVANTAGES OF INFROMATION AND COMMUNICATION TECHNOLOGIES

  • increased unemployment rate in some sectors due to reduced demand for human labour
  • exposure to health risks
  • the high cost of advanced technologies

 

 

 

UNIT 10 THE EXTERNAL PARTS OF PLANTS

THE EXTERNAL PARTS OF A PLANT AND THEIR USES

A plant has different external parts.

 

These parts have different functions


  • Leaves

These allow air to pass in and out of the plant through small openings called stomates. There are more stomates under the leaf than on top. Leaves also make plant food from water and carbon dioxide using sunlight in a process called photosynthesis.


Oxygen is also produced as a by-product of photosynthesis. The veins in the leaf carry water and mineral salts and make the leaf stiff.

 

  • Stems

These connect the leaves, branches and the roots.

Water and mineral salts from the roots pass through the stem to the leaves. Some stems such as sugarcane and Irish potatoes store food for the plant.

 

  • Roots

The roots hold the plant in the soil. Roots take in water and mineral salts from the soil which is conducted to the leaves through the stem.
Some roots such as sweet potatoes and cassava store food for the plant while others do not.

 

  • Flowers

These are the reproductive parts of plants. They produce fruit and seeds.
The colour and smell of some flowers attract some insects and birds.

These help to transfer pollen from the male part to the female part of the flower so that fertilisation of the male and female gametes can take place to form zygotes.
Zygotes develop into a seed.


UNIT 11 LIGHT ENERGY

SOURCES OF LIGHT ENERGY

Objects that give out light energy on their own are called direct sources of light. These include the sun, fire, candle flames, fireflies, neon-worms and stars.
Objects that do not produce light energy on their own are called indirect sources. These include the moon and reflectors.
The direct sources are classified into natural and artificial sources of light energy.

 

USES OF LIGHT ENERGY

    • helping in seeing
    • security: light helps to keep enemies away
    • photosynthesis: green plants are able to make their own food because of light
    • egg production: hens need enough day light length for egg making
    • production of electricity: solar cells change light to electrical energy
    • plant growth and flowering
    • photography/video/filming: one is able to take pictures because of light
    • production of Vitamin D in the body

 

HOW VARIOUS SOURCES PRODUCE LIGHT
The sun produces light because of gases that are burning all the time.

An electric bulb produces light because of the heating of tungsten wire. As electric current passes through the wire, it gets very hot and glows producing light.
These two examples show that light can be produced as a result of chemical reactions and the heating of electricity.
Another way of producing light is by friction or rubbing two things together. When one removes a nylon cloth from the body, it produces sparks of light.
Hitting two stones or metals together can also produce sparks of light. Sparks of light are also produced during the use of grinding machines.


UNIT 12 HEAT ENERGY

SOURCES OF HEAT ENERGY

Food contains chemical energy which releases heat during respiration.

Fuels such as paraffin, wood, gas and charcoal also contain chemical energy which is released as heat when burning.
The burning of substances is, therefore, one of the sources of heat energy. Also, rubbing hands together can produce heat energy.
Heat energy can, therefore, be produced by friction.

Electricity is another source of heat energy. As the electric current flows in a length of wire, it meets some resistance. The more electrical resistance to the flow of electric current, the greater the amount of heat energy produced.

 

USES OF HEAT ENERGY

    • generating electricity
    • providing warmth to people and animals
    • cooling and heating water
    • killing harmful insects and bacteria
    • pressing clothes
    • drying clothes and hair
    • promoting germination of seeds
    • fermentation
    • smelting ores
    • curing tobacco
    • baking bricks
    • firing of clay pots in kilns
    • making of automatic switches to control the degree of hotness and coldness
    • shrink fitting – done to have strong joints
    • hatching eggs
    • breaking rocks

 

NEGATIVE EFFECTS OF HEAT ENERGY

    • Destruction of forests and infrastructure due to bushfires
    • Loss of property as a result of fire
    • Burns and scalds
    • Making dwelling places uncomfortable
      • Global warming which causes changes in climate resulting in either drought or heavy rains

     

     

    UNIT 13 SOUND ENERGY

     

    HOW SOUND IS PRODUCED

    Sound is produced by a vibrating body or object.

    Objects can be set into vibration by plucking, hitting, beating or blowing them. The air in wind instruments is set into vibration by blowing.
    Drums vibrate by hitting or beating them. String instruments vibrate by plucking them.
    For drums and string instruments to vibrate and produce sound, they must have a certain amount of tension. The production of sound requires a vibrating source.
    Musical instruments can be classified as wind, string and percussion instruments.

    Examples of sources of sound are vocal cords, stretched pieces of string, reed, drums, insects, animals, cell phones, sirens, motor vehicles, radio and wind instruments.

     

    USES OF SOUND

      • For communication
      • For entertainment
      • For giving warning signals
      • For telling time
      • For mating in animals
      • For determining the depth of water bodies or distance between two places
      • For showing happiness
      • For expressing sorrow

     

    APPLICATION OF SOUND IN TECHNOLOGY
    The technological application of sound include:

      • Detecting heart beat
      • Detecting minerals
      • Detecting the presence of fish in a fishing ground

    UNIT 14 METHODS OF COOKING FOOD

    REASONS FOR COOKING FOOD

      • Destroying harmful organisms which may be present in food
      • Making food more digestible
      • Making food taste good (palatable)
      • Preserving food
      • Improving the appearance (making it appetising)

     

    METHODS OF COOKING FOOD

    • Boiling

    This involves cooking food in boiling water until it is tender.

    Suitable foods for boiling include meat, fish, starchy foods, green vegetables and root vegetables.

     

    THE ADVANTAGES OF BOILING FOOD

      • It requires little attention
      • The liquid in which foods have been cooked may be used for making soups, sauces and gravies
      • It softens the fibres
      • Several foods can be cooked together in one pot

     

    THE DISADVANTAGES OF BOILING FOOD

      • It uses a lot of fuel
      • Some foods may lose flavour and colour
      • Some vitamins can be lost
      • Some mineral salts might be lost

    COOKING FOOD USING THE BOILING METHOD GUIDELINES

      • The water should just cover the food
      • Use a saucepan with a strong base
      • Have the water boiling before adding the food
      • Pans should have close-fitting lids to reduce loss of steam

     

    • Steaming

    This is cooking food in steam rising from boiling water. There are two ways of steaming food.
    These are:

    • Direct steaming
    • Indirect steaming

     

    DIRECT STEAMING
    This is a type of steaming method where the steam gets into contact with the food.


    For example, when cooking mkate, the food is wrapped up in banana leaves and placed in a small amount of water.

     

    INDIRECT STEAMING
    This is a type of steaming where the steam does not get into contact with the food. The food is placed in another container over a pot of boiling water.
    Suitable foods for steaming include fresh fish, liver, root vegetables, pudding, egg and milk custard.


     

    THE ADVANTAGES OF STEAMING FOOD

      • There is no loss of food value
      • It requires less attention
      • It is economical as three or four dishes can be cooked at the same time
      • Food cooked in this way is easily digestible
      • It can be done even by people who are weak or have a disability

     

    DISADVANTAGES OF STEAMING FOOD

      • It is slow method of cooking
      • It is not suitable for cooking some foods such as tough meat
      • It requires a lot of heat, therefore, more fuel consumption
      • The food does not look appetising

     

    COOKING USING THE STEAMING METHOD GUIDELINES

      • The water should boil constantly
      • Use a tight fitting lid on a saucepan to prevent steam from escaping
      • Never allow the food to come in contact with water
      • A supply of boiling water should be kept to replenish the water in the saucepan

     

     

     

    UNIT 15 KITCHEN HYGIENE AND SAFETY

     

    The kitchen is a place where food is stored, prepared and cooked.


    THE IMPORTANCE OF KITCHEN HYGIENE

      • Prevention of accidents such as falls, scalds, burns and poisoning
      • Helps one to avoid excessive bending and stretching
      • Prevents pests such as rats and cockroaches from breeding in the kitchen
      • Prevention of diseases such as diarrhoea
      • Avoiding food contamination

     

    KITCHEN HYGIENE
    Hygiene in the kitchen starts with people who work in the kitchen.

    They should practice personal hygiene which involves:

      • bathing every day and wearing clean clothes before beginning to work
      • washing hands thoroughly after visiting the toilet
      • avoiding handling food when you have an infectious disease such as flu
      • keeping finger nails short
      • wearing a clean apron or overall
      • tying back hair or braids if they are long
      • wearing a head scarf to prevent hair falling into food

    The kitchen should be kept clean at all times. This involves:

      • keeping all working surfaces clean and in good condition
      • emptying and washing kitchen bins regularly and keeping drains clean
      • preventing pets from entering the kitchen
      • not using dish clothes to wipe spills
      • not using chipped crockery and utensils
      • not leaving kitchen bins uncovered

    Food should be handled hygienically. The guidelines for food hygiene include:

      • storing food covered and in dry, clean and cool places
      • cooking perishable foods as soon as possible
      • not leaving food uncovered
      • not storing cooked food in the same container with raw food
      • thawing frozen food completely before cooking it especially chicken meat

    Daily cleaning of the kitchen

    The daily cleaning of the kitchen should include:

      • opening the windows
      • washing all equipment and utensils
      • putting everything in its correct place
      • wiping sinks, window sills and other surfaces
      • wiping stoves
      • sweeping the floor
      • mopping the floor
      • washing all cloths, buckets and basins used for washing dishes

     

    Weekly cleaning

    In addition to daily cleaning, it is necessary to undertake thorough cleaning once a week which may involve:

        • cleaning the cooking centre or stove thoroughly
        • removing stains from walls and surfaces
        • cleaning drawers and work surfaces with warm soapy water
        • cleaning refrigerators thoroughly
        • sweeping, washing, rinsing and drying the floor
        • cleaning sinks and draining boards by using boiling water and washing soda

     

    Occasional cleaning

    Occasional cleaning of the kitchen involves all the other activities done daily and weekly, but also involves:

      • sweeping and smearing the floor if it is made of mud
      • sealing cracks on the wall
      • removing cobwebs and soot
      • cleaning windows
      • washing curtains
      • spraying or trapping and killing insects

     

    SAFETY IN THE KITCHEN
    The kitchen can be a cause of accidents if it is not properly cared for.

     

    COMMON CAUSES OF ACCIDENTS IN THE KITCHEN

      • poor repairs
      • untidiness

      • poor lighting
      • carelessness in handling equipment
      • sharp objects
      • fire
      • slippery floors
      • poisonous substances such as paraffin and detergents

     

    COMMON ACCIDENTS IN THE KITCHEN

      • falls due to slippery or wet floors
      • cuts caused by sharp objects
      • taking poisonous substances
      • suffocation caused by polythene bags
      • burns
      • scalds
      • choking

     

    SAFETY PRECAUTIONS IN THE KITCHEN

      • immediately cleaning any spillage on the floor
      • removing broken glass and sweeping the floor properly to remove splinters
      • keeping sharp equipment properly out of children’s reach
      • turning saucepan handles inwards and out of reach of children
      • switching off cookers after use
      • cords for electric appliances such as pressing irons and electric kettles should be repaired and carefully insulated
      • not having any curtains
      • using proper oven gloves or cloth to lift hot dishes from the oven

     

     

     

    UNIT 16 MEAL PLANNING AND PRESENTATION

    A meal is a set of dishes served and eaten together at a specific time. It can be served in the morning, in the afternoon and in the evening. Meals should be nutritionally balanced and contain all food groups.


    THE IMPORTANCE OF MEAL PLANNING

      • saving money, time and energy
      • avoiding monotony in the diet
      • ensuring that one gets all the required nutrients in the right proportions
      • avoiding wastage of food resources

     

    FACTORS TO CONSIDER WHEN PLANNING MEALS

      • the number of people
      • the nature of work or occupation
      • age
      • health status
      • the time of the day
      • season of the year
      • the occasion
      • the nutritional value of each type of food

     

    GUIDELINES FOR PLANNING MEALS

      • plan meals for the whole day or week and not individual meals. This helps to avoid wastage
      • choose suitable methods of cooking to avoid loss of food nutrients
      • plan meals that are available if the food is to be bought
      • avoid serving the same type of food every day to avoid monotony
      • plan meals that have a variety in colour, texture, appearance and taste
      • consider the different nutritional needs of the members of the family such as manual workers, sedentary workers, nursing mothers, children, the elderly and the sick

     

    PLANNING SIMPLE NUTRITIOUS MEALS FOR THE FAMILY
    There are three main meals in a day.

    These are:

      • breakfast which is eaten in the morning
      • lunch which is eaten around mid-day
      • supper or dinner which is eaten in the evenings

     

    Meals should be planned carefully taking into account factors and guidelines for meal planning.

    Examples of menus for different meals of the day


    Breakfast

    Lunch

    Supper

    Sample 1

    Sample 1

    Sample 1


    Orange drink Rice porridge Tea with milk
    Boiled cassava

    Stewed beef Boiled kholowa Nsima
    Fruit drink

    Stewed beans Vegetable salad Steamed rice
    Mangoes

    Sample 2 Pawpaw salad Mgaiwa porridge Thobwa
    Roasted sweet potatoes

    Sample 2
    Curried eggs Stewed green beans Boiled potatoes
    Mixed fruit salad

    Sample 2 Stewed fish Boiled nkhwani Nsima
    Fruits in season

     

    FACTORS TO CONSIDER WHEN SERVING MEALS

      • the foods should be made of attractive colours
      • dishes used for serving must be thoroughly cleaned
      • the place where food is served should be clean and if possible should be decorated
      • the amount of food to be served should be just enough for the number of people

     

     

     

    UNIT 17 MACHINES

    THE USES OF MACHINES

    Machines help us to do work easily. A machine amplifies force.
    Some machines such as tongs and tweezers assist in holding hot objects

     

    TYPES OF MACHINES

    The following are examples of simple machines:

      • inclined plane
      • lever
      • pulley
      • wedge
      • screw
      • wheel and axle

    • Inclined plane

    An inclined plane is a simple machine.

    It consists of a plank or metal bar inclined to the earth’s surface. The load is pushed along the inclined plane onto a higher place.
                 
    inclined planes

    The inclined plane allows a small force called effort to push a heavy load onto the body of a lorry.

    An inclined plane provided a mechanical advantage (MA) which is worked out by dividing the load by the effort:


    MA      =


    Load Effort


    The load is the weight of the object and effort is the force exerted when moving the load up the inclined plane.
    One can obtain a bigger mechanical advantage if longer, smoother surfaces and rollers are used.

     

    • Lever

    A lever is a rigid body pivoted on an axis where it turns. The point where a lever turns is called a fulcrum.

     

    There are many examples of levers such as a bottle opener, a pair of pliers, crowbar, arm, scale, wheelbarrow and a pair of scissors.

     

    CLASSES OF LEVERS
    Levers fall into three classes based on the arrangement of effort, fulcrum and load.

     

    • Class one levers (first order levers)

    In class one levers, the fulcrum is between the load and effort.

    •    
      First-order levers

       

      • Class two levers (second order levers)

      In class two levers, the load is between the effort and fulcrum.

       

      • Class three levers (third order levers)

      In class three levers, the effort is between the load and the fulcrum.


      pair of forceps Examples of third-order levers are pair of forceps, fishing rod and tongs.

       

      • Pulleys

      A pulley is defined as a wheel with a grooved rim in which ropes that lift loads pass through. Each of the pulley system has wheels. Each wheel has a grooved rim.
      The pulley system helps to change the direction of pulling. If there are more pulleys, one can even lift heavier loads.

       

      TYPES OF PULLEYS
      There are three types of pulleys. These are:

        • fixed pulleys
        • movable pulleys
        • combined pulleys


      types of pulleys

      For the fixed pulley, you have to use more effort than the load to be lifted. The advantage of this pulley is that you do not pull or push the pulley up and down and that your body assists in the lifting of the load.

      A movable pulley moves with the load. The effort applied in this pulley system is less than the load to be lifted. This is the advantage of the pulley. The disadvantage of this pulley system is that one pulls or pushes the pulley up and down.

      The combined pulley makes the effort smaller than the load. The effort is less than half of the weight to be lifted. The disadvantage is that the pulley has to move over a longer distance.

       

      UNIT 18 CARE FOR ROOMS IN THE HOME AND ITS SURROUNDINGS

      TYPES OF ROOMS IN A HOUSE

      A home may comprise several rooms.

      These include sitting room, dining room, bedroom, kitchen, bathroom and toilet.

      In a traditional house, the kitchen, toilet and bath shelter are usually built outside the main house.

       

      REASONS FOR CLEANING THE HOME

      • promoting the physical and mental health of individuals living in the home
      • providing comfort to the occupants of the home
      • keeping the original appearance of surfaces in the home
      • keeping the surfaces in the home attractive and in good condition

      • keeping the home in good condition so that it lasts longer

       

      WAYS OF CLEANING THE HOME

        • sweeping
        • brushing
        • mopping

       

      CARE FOR THE SITTING ROOM AND DINING ROOM

      • Sitting room or living room

      This room is where family members meet to relax or entertain visitors.

      It may also be used for reading, playing indoor games and listening to music.

      The furniture for this room, therefore, should provide comfort and an atmosphere of relaxation.

       

      CARE OF THE SITTING ROOM

      Daily cleaning

        • collect the necessary cleaning equipment and materials
        • move light furniture and other objects to one side
        • close windows and doors to avoid spreading dust while sweeping
        • sweep the floor moving towards the door
        • move furniture to the swept area and then sweep the remaining part and move dust together in one place
        • collect dust and wrap it in old newspapers and burn it or throw it in a dustbin
        • shake mats outside
        • dust surfaces and objects.
        • clean the floor according to its type. If it is plain concrete or varnished, mop with warm soapy water
        • rearrange furniture, magazines or newspapers, if any
        • open windows to let in fresh air
        • clean and store cleaning materials and equipment

       

      Weekly cleaning

        • sweep and dust as in daily cleaning but start with removing cobwebs on the walls and floors
        • shake cushions to remove dust and brush off dirt from upholstery furniture
        • remove stains on the walls using the correct methods
        • clean the floor according to its type
        • clean windows thoroughly

        • clean furniture and other objects according to their type
        • brush and shake mats or rugs, if any
        • rearrange furniture neatly.
        • clean and store cleaning materials properly

       

      Special cleaning

        • carry out daily and weekly cleaning
        • clean upholstered furniture and curtains thoroughly
        • shampoo carpets, clean or wash mats according to their type
        • finish and tidy up the room
        • if the floor is made up of mud, smear the floor with mud or cow dung

       

      • Dining room

      This room is usually smaller than the living room. It is used for serving meals.

      The furniture for this room include the dining table and chairs, the cupboard or sideboard for keeping utensils and table linen.
      Sometimes part of the living room or kitchen can be used as a dining room.

       

      CARE FOR THE DINING ROOM

      Daily cleaning

        • collect the necessary cleaning equipment and materials
        • move light furniture and other objects to one side
        • close windows and doors to avoid spreading dust while sweeping
        • sweep the floor moving towards the door
        • move furniture to the swept area and then sweep the remaining part and move dust together in one place
        • collect dust and wrap it in old newspapers and burn it or throw it in a dustbin
        • brush and shake mats outside
        • dust surfaces and objects.
        • clean the floor according to its type. If it is plain concrete or varnished, mop with warm soapy water
        • rearrange furniture, magazines or newspapers, if any

       

      Weekly cleaning

        • remove cobwebs from the walls and floors
        • sweep and dust as in daily cleaning

        • shake cushions to remove dust and brush off dirt from upholstery furniture
        • remove stains on the walls using the correct methods
        • clean the floor according to its type
        • clean windows thoroughly
        • clean furniture and other objects according to their type
        • brush and shake mats or rugs, if any
        • rearrange furniture neatly
        • open windows to allow fresh air in the room
        • clean and store cleaning materials properly

       

      Special cleaning

        • carry out daily and weekly cleaning
        • clean upholstered furniture and curtains thoroughly
        • shampoo carpets, clean or wash mats according to their type
        • finish and tidy up the room
        • if the floor is made up of mud, smear the floor with mud or cow dung

       

      CARE OF HOME SURROUNDINGS

      Keeping home surroundings clean involves sweeping outside, cutting grass short around the home, removing cobwebs, picking up litter, draining stagnant water, disposing of refuse properly and planting flowers.
      It is important to keep the surroundings clean to prevent the spread of diseases such as dysentery, cholera, diarrhoea, food poisoning and worm infections.

      There are different types of refuse. These are:

      • dry refuse
      • wet refuse

       

      • Dry refuse

      This includes ashes, dust, dry leaves, waste paper, peels, broken glass, food waste and rugs

       

      • Wet refuse

      This includes waste and from bathrooms, kitchen and sewage.


      These should be disposed of in order to prevent the spread of diseases, avoid bad smell and make the surroundings look attractive.

       

      METHODS OD DISPOSING REFUSE

      Dry refuse
      This should be collected in dustbins or in rubbish pits. When the bins are full, they can be collected and be emptied in landfills or rubbish pits. Once the rubbish pits are full, they should be covered with soil. Waste paper cab be collected and be recycled.

       

      Wet refuse
      This refuse should lead into a soak pit. Waste water from washing, bathrooms can be used for watering plants and flowers.

       

       

       

      UNIT 19 LAUNDRY

       

      Laundry refers to all the processes that are involved in making clothes and household linen clean. These include washing, drying, pressing, airing and storing.
      Different materials and equipment are used in all these processes.

       

      LAUNDRY MATERIALS
      These are sometimes called laundry agents.

      They include the following:

        • water
        • soap
        • bleaches
        • starches
        • stain removers

       

      Water
      It is one of the most important laundry agents.

      Clean and soft water is ideal for laundry work.

       

      Soap
      This is used with water to remove dirt

       

      Bleaches
      A bleach is a substance used on white articles to brighten them. Bleaches are used only on cotton and linen fabrics.
      They help to remove stains.

      Bleaching can be done naturally or by using chemicals.

      Drying white clothes in the open air where there is bright sunlight bleaches clothes naturally.

       

      Starches
      This is a laundering material to stiffen and give a smooth finish to garments and articles.

      When garments and articles are starched they are easy to iron. Starch can be bought in powdered, liquid and spray forms.

       

      Stain removers
      Stains are unwanted discolorations on a garment or article. Stains should be removed as soon as they occur.
      Some can be removed by using water and soap while others can be removed using stain removers.

       

      LAUNDRY EQUIPMENT
      Laundry equipment may be large or small.

      This equipment includes laundry sink, bathtub, basins, pegs, clothes, line, pressing iron, pressing board or table, pails, stand, hangers, pressing sheets and pressing blankets.
      When not in use, the equipment should be washed, dried and kept in a cool dry place.

       

      STEPS IN LAUNDERING

      The main processes in laundering are as follows:

      • sorting
      • mending

      • soaking
      • washing
      • drying
      • pressing
      • airing
      • storing

      THE IMPORTANCE OF LAUNDERING GARMENTS AND ARTICLES

        • making garments and articles last long
        • making garments and articles look clean and attractive
        • preventing bad smells, lice and breeding of germs which cause the spread of diseases such as skin diseases
        • promoting good health
        • promoting one’s image

       

      TABLE LINEN
      Table linen is part of household articles used to decorate the home.

      These include doilies, chair backs, table cloths, place mats, serviettes and tray cloths. The articles need to be clean and attractive.
      This is because families use them when entertaining visitors or serving meals.

       

      USES OF TABLE LINEN

        • it protects furniture from dust, hot temperatures and spills from food
        • it is used for decoration
        • it can be used for covering food
        • it reduces noise from plates and crockery

       

      LAUNDERING TABLE LINEN

      Procedures

        • sort according to colour and degree of dirt
        • soak in cold water to soften the dirt
        • wash in hot soapy water using the friction method
        • rinse in hot water first, then in cold water
        • use starch if required
        • dry in the sun

        • dampen the linen before pressing, if necessary
        • air outside
        • fold and store

       

       

       

      UNIT 20 STATES OF MATTER

      SOLIDS, LIQUIDS AND GASES

      Matter can be classified into solids, liquids and gases.

       

      • SOLIDS

      Solids have definite shape and size.

      Examples include stones, rubber, wood, flour, bricks and cups.

       

      • LIQUIDS

      Liquids flow, can be poured, take the shape of their container and have definite volume. Examples include water, blood, petrol, cooking oil, paraffin and milk.

       

      • GASES

      Gases flow in all directions, are easily compressed and fill the container in which they are placed and they do not have a definite shape or size.
      Examples include oxygen, carbon dioxide and vapour.

       

      USES OF MATTER

        • building blocks of structures such as bricks, stones and wire
        • as a means of transporting nutrients in living things
        • keeping the shape and size of things (turgidity)
        • a home of animals
        • they are sources of energy for example paraffin and ethane

      CHANGES OF STATES OF MATTER
      Matter can change its state depending on temperature.

      Generally, when solids are heated they change into liquids. This is called melting. When liquids are heated they change into gas. This is called evaporation.
      When gases are cooled they change into liquid. This is called condensation. Liquids change into solid when cooled. This is called freezing or solidification.
      Some solids change from solid state to gaseous state. This process is called sublimation. Iodine can sublimate.

      changes of states of matter

       

      APPLICATION OF CHANGES OF STATES OF MATTER
      Changes of states of matter can be applied in many ways in everyday life.

      These include:

        • drying clothes
        • making ice blocks
        • preparation of jelly
        • distillation of alcohol

       

       

      UNIT 21 PACKED MEALS

       

      School children grow fast and are very active.

      They, therefore, have a great need for protein, calcium, vitamins, carbohydrates and other nutrients necessary for the body to grow properly.


      Therefore, they need to carry nutritious packed meals from home to school. A packed meal is taken during break time to provide energy and refreshment.
      Parents and guardians should be discouraged from giving money to school children because they may not buy food, or if they do, it may not be the right kind of food.

       

      REASONS FOR TAKING PACKED MEALS TO SCHOOL

        • ensures that one has a daily supply of food
        • discourages them from stealing from one another
        • ensures that they carry clean, safe and nutritious food

       

      FACTORS TO CONSIDER WHEN PLANNING PACKED MEALES

        • the nature of food
        • the method of cooking
        • the nutritive value
        • nature of work
        • drinks

       

      SUITABLE FOODS FOR PACKED MEALS

        • mkate
        • fritters
        • roasted maize
        • roasted groundnuts
        • bananas
        • oranges
        • bean cakes
        • boiled cassava
        • green maize
        • potatoes
        • boiled eggs
        • fruit juices

       

      SUITABLE MATERIALS FOR CARRYING PACKED MEALS

        • plastic paper
        • banana leaves
        • plastic bottles
        • vacuum flasks

        • plastic food containers
        • aluminium foils

       

       

       

      UNIT 22 IMPROVING THE HOME AND ITS SURROUNDINGS

       

      A house can have several rooms.

      These include a sitting room, dining room, bedrooms, kitchen, toilet and bathroom. Each of these rooms has a specific function.

       

      WAYS OF IMPROVING VARIOUS ROOMS IN THE HOME

      • Sitting room

      A good sitting room should have facilities for relaxation and entertainment. These include furniture such as sofa sets or mats.

       

      To make the sitting room cheerful and pleasant:

        • clean the room regularly
        • ensure it is well ventilated
        • improvise furniture
        • arrange equipment and furniture attractively
        • decorate the room by using items such as mats, floor rugs,, carpets, ornamental plants, pictures and photographs, wooden carvings and paintings
        • picture frames should be mended
        • damaged pictures should be replaced

       

      • Dining room

      A good dining room should have dining chairs, a table, a cupboard or sideboard for storing utensils. This room is usually smaller than a sitting room.
      It is used mainly for taking meals.

      Sometimes part of the living room or kitchen area is used as a dining room.


      The dining room can be improved by:

        • cleaning it regularly
        • improvising furniture
        • arranging equipment and furniture properly
        • decorating it with items such as floor rugs, ornamental plants, pictures and wood carvings.

       

      • Bedroom

      A good bedroom should have facilities for sleeping.

      These include beds, mattresses, mats, pillows, sheets and blankets.

      A bedside locker or small table is also useful for keeping a bedside lamp or candle. A bedroom should always smell fresh, look attractive and comfortable.
      Therefore, it needs plenty of light and ventilation. Light helps to keep insects and pests away.
      Big windows provide good ventilation.

       

      The bedroom can be improved by:

        • cleaning it regularly
        • improvising furniture
        • arranging equipment and furniture properly
        • decorating it with items such as floor rugs, pictures, carpets, lamp shades, bed covers and colourful curtains

       

      • The bathrooms or toilets

      In a house with running water, a toilet may be within the house. These should be cleaned with disinfectants frequently.
      In addition, the two rooms can be improved by making sure that things are arranged properly, decorating the room with floor rugs, toilet sets and shower curtains.
      Windows should be big enough for ventilation.

      Bath shelters should be well constructed and have a soak pit for proper draining of water.


      PLANTING FLOWERS AROUND THE HOUSE
      In order to improve the appearance of the surroundings, it is important to plant flowers around the house. Flowers, shrubs or ornamental plants add beauty to the surroundings.
      Also, well tendered flower gardens can create a beautiful environment ideal for reading, painting, composing music and writing.
      This can give members of the family an opportunity to grow and discover their potentials.

       

      RENOVATION OF THE HOME
      Apart from improving the various rooms in the house, existing items can be mended or renovated. Hence, new household articles can be made out of available materials.
      Items such as table cloths, curtains and bed sheets can be darned, patched and hems repaired. Wooden articles can be re-varnished.
      String is cheap and easy to obtain.

      With a little skill it can be made into many different things that can decorate different rooms in the home.

       

      FLOWER ARRANGEMENTS
      The house can also be improved by the use of flowers arranged variously.

       

      When using flowers to improve the home consider the following factors:

        • the type of occasion
        • the colour scheme
        • the size of the table
        • the shape of the table

       

      PROCEDURES FOR FLOWER ARRANGEMENT

        • fit flower supports into the base of a vase. Fill the vase with water
        • cut the ends of flower stems evenly to allow easy water uptake
        • arrange leaves, ferns or grass to the desired shape
        • position flowers according to their size and colour
        • look at the arrangement from all directions and add extra leaves or flowers where necessary
        • dry the outside of the vase and place it where required. Check the appearance of the arrangement and make necessary alterations

      UNIT 23 MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES

      Communication is the process of sending and receiving information. People communicate in different ways.

       

      WAYS OF COMMUNICATING

        • verbal communication
        • non-verbal communication

       

      Communication can take place verbally by means of talking or singing. This is called verbal communication.

      Communication can also take place non-verbally by means of body language and facial expression. This is called non-verbal communication.

       

      With the advancement of technology, different forms of communication have been developed.

      These include books, letters, newspapers, magazines, newsletters, television, radio, films or videos, fax, telephone, cell phone, e-mail and internet.

       

      PROBLEMS AFFECTING INFORMATION AND COMMUNICATION

        • lack of appropriate information and communication technology
        • inability to access and use the available information and communication technology
        • high cost of information and communication technology
        • vandalism of public information and communication facilities.
        • Low levels of literacy which makes it difficult for some people to access certain information
        • Poverty which makes it difficult to afford the high cost of information and communication technology
        • Poor information and communication services
        • Lack of opportunities for training in information and communication

       

      SUGGESTED SOLUTIONS TO PROBLEMS OF INFORMATION AND COMMUNICATION

        • Communication should be provided with appropriate information and communication technology
        • People should be informed about how to access and use available information and communication technology
        • Information and communication technologies should be sold at reasonable prices
        • The general public should be sensitised on the importance of public information and communication technologies to minimise vandalism
        • The literacy levels among the people should be raised

        • Levels of poverty should be reduced
        • Information and communication services should be improved
        • Personnel working in information and communication including the users should be properly trained

       

      WAYS OF MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES

      • Computers

       

      Computers should be:

        • handled by properly-trained persons
        • covered after use to avoid dust
        • repaired by a qualified person if they have developed a fault
        • kept and used in a relatively cool environment
        • updated regularly

       

      • Radio

      Radios should be:

        • handled with care
        • given to a qualified person for repairs
        • connected to a suitable power supply
        • put far from any object that interferes reception

       

      • Cell phone

      Cell phone should:

        • not be dropped to the ground
        • not be in contact with water
        • not be used for too long at any particular time
        • not be kept or stored in a hot environment
        • not be overloaded with information
        • be taken to a qualified person for repairs
        • be fitted with the right type of battery
        • be charged whenever the battery is low
        • be switched off in unauthorised places such as banks, planes, fuel stations and places of meetings

       

      • Telephone

      Telephone handsets should:


        • not be dropped
        • be repaired by a qualified person
        • not be used for too long to minimise telephone bills

       

      • Fax machine

      Fax machine should:

        • always remain connected and switched on
        • have enough paper for receiving documents
        • always have enough toner
        • be repaired by a qualified person

       

      • Television set

      Television sets should be:

        • connected to the power supply
        • handled with care
        • repaired by a qualified person
        • switched off during lightning
        • only operated by a person who knows how to do it

       

      DESIGNING INFORMATION AND COMMUNICATION TECHNOLOGIES
      Designing new information and communication technologies involves a number of steps.

      These include:

        • identifying the problem
        • doing research
        • planning
        • outlining the technological process
        • making the technological device
        • testing the technological device
        • evaluating the technological process

       


 




STANDARD 6 LIFE SKILLS
UNIT 1 GROWING UP

CHANGES DURING ADOLESCENCE IN BOYS

 

 

 

 

 

BEHAVIOR CHANGES IN BOTH BOYS AND GIRLS

 

 


  • teenage pregnancies

 

  • rape
  • contraction of HIV that mau lead to AIDS

 

DEALING WITH PROBLEMS YOUNG PEOPLE EXPERIENCE

  • abstinence

 

  • guidance and counseling
  • acquisition of life skills UNIT 2 PERSONAL HYGIENE

EXAMPLES OF GOOD HEALTH HABITS

  • proper handling of food

 

  • good eating habits
  • eating nutritious food

 

  • washing hands
  • cleaning teeth

 

  • doing physical exercises
  • rest and sleep

 

CULTURAL PRACTICES THAT AFFECT GOOD HEALTH HABITS

  • not bathing

 

  • not eating certain food
  • wife inheritance ( chokolo)

 

  • swapping of spouses
  • sexual partners ( chimwanamaye) UNIT. 3   SANITATION

What is sanitation ?


Sanitation is the care of people's surrounding TYPES OF SANITATION

  • good sanitation
  • bad sanitation

 

Examples of good sanitation practices

  • proper use of the toilets

 

  • proper use of bathrooms
  • proper use of rubbish pit

 

Below is a table illustrating specific waste from various sources

Source of waste

Types of waste

People's and animal bodies

feaces,urine,sweat

Homes

dirty water,leftover food, fruit peels,plastic bags,containers, paper

Industries

paper, cotton rugs,plastic bags,containers,pieces of glass,chemical wastes

 

TOILETS

Toilets help proper disposal of body wastes TYPES OF TOILETS
There are two types of toilets. These are

  • Pit latrines

 

  • Water closets

BATHROOMS
There are three types of bathrooms. These are

  • Shower

  • Bathtub

 

  • Bath shelter RABBISH PITS

All litter and rubbish swept in the home and school should be put in the rubbish pit

 

UNIT 4 SELF AWARENESS

What is self awareness ?

Is the ability to assess one self in terms of strengths and weakness CHARACTERISTICS OF A PERSON WITH A POSITIVE SELF AWARENESSES

  • the person accept responsibilities
  • the person makes independent decisions

 

  • the person accepts criticism

THE IMPORTANCE OF SELF AWERANESS

Self awareness is important in that it assists one to develop a consious and honest understanding and evaluation of oneself. One is able to discover one's capabilities, likes,dislikes and values
UNIT 5 SELF ESTEEM

What is self-esteem ?

Self-esteem is the value an individual places on oneself THE IMPORTANCE OF SELF-ESTEEM

  • being accepted by others
  • being shown love and care

 

  • being rewarded by others for success
  • achievements

 

FACTORS THAT INFLUENCE LOW SELF-ESTEEM


  • frequent failures
  • exposure to negative comments

 

  • loss of close family member or friends
  • gender inequality

 

  • poverty
  • abuse

 

  • loneliness

UNIT 6 ASERTIVENESS

Assertiveness is being able to convey one's views and feelings to others without fear THE IMPORTANCE OF ASSERTIVENESS

  • avoiding social and health problems
  • achieving one's goals

 

  • promoting honest relationships
  • Maintaining personal identity

 

FACTORS THAT INFLUENCE ASSERTIVENESS

  • prior knowledge
  • the way one was brought up

 

  • one's values and morals

UNIT 7 INTERPERSONAL RELATIONSHIPS

Interpersonal relationships are relationships between or among people.

FACTORS THAT INFLUENCE PEOPLE TO LIVE TOGETHER IN THEIR COMMUNITIES

  • neighbourliness

 

  • love
  • support

  • sharing of common national services

 

  • security
  • employment

 

  • cooperation
  • relationship

 

  • religion
  • ethnicity

 

  • recreation
  • culture

 

FACTORS THAT PROMOTE RELATIONSHIPS

  • love

 

  • care
  • empathy

 

  • tolerance
  • gender sensitivity

 

  • observation of human rights
  • respect

 

  • effective communication
  • honesty

 

  • politeness
  • discipline

 

  • loyalty

FACTORS THAT DESTROY RELATIONSHIPS

  • envy

  • unfulfilled promises

 

  • jealousy
  • rudeness

 

  • poverty
  • disrespect

 

  • violence
  • theft

 

  • gossip
  • lies

 

UNIT. 8  STRESS AND ANXIETY

What is stress ?

Is the pressure or worry from difficult situations What is anxiety ?
Anxiety is the trouble feeling in the mind caused by fear and uncertainty about the future CAUSES OF STRESS AND ANXIETY

  • death of a loved one
  • pressure of work

 

  • peer pressure
  • chronic illness

 

  • failure to do or achieve something
  • poverty

 

  • speaking in front of a crowd of people
  • starting and leaving school

 

  • losing a job

  • legal problems
  • awaiting results of HIV test

 

  • discrimination

EFFECTS OF STRESS AND ANXIETY
GOOD EFFECTS OF STRESS AND ANXIETY

  • improve awareness

 

  • promote alertness
  • result in good performs

 

BAD EFFECTS OF STRESS AND ANXIETY

  • headaches

 

  • short temper
  • overreacting to trivial things

 

  • fatigue
  • restlessness

 

  • sleepless ness
  • Boredom

 

  • depression
  • low job performance

 

  • indigestion
  • difficulty concentrating

 

  • in ability to finish tasks that have been started
  • heart attacks

 

  • hypertension
  • strokes

 

  • ulcers

  • asthma
  • Cancer

 

WAYS OF MANAGING STRESS AND ANXIETY

  • regular active exercise

 

  • developing a positive mental attitude to problems
  • proper planning and organization

 

  • seeking social support
  • adequate rest

 

  • trust in God
  • relaxation

 

  • having enough sleep

UNIT 9 PROBLEM SOLVING AND DECISION MAKING

Situations and condition that require decision making and problem solving

  • physical changes in the body
  • adolescence

 

  • sexual relationship
  • cultural practices

 

  • peer pressure
  • poverty

 

  • orphanhood
  • STIs

 

  • drug and substance abuse
  • environmental degradation

 

  • violence
  • delinquency

THE IMPORTANCE OF WELL THOUGHT AND PROBLEM SOLVING SKILLS

  • it promote the ability of resisting situation that may lead people into problems

 

  • it help one to concentrate on productive activities CONSEQUENCES OF MAKING WRONG DECISIONS

It result in improper actions such as

  • rape

 

  • harassment
  • drug and substance abuse

 

  • criminal activities
  • suicide

 

  • teenage pregnancy
  • contraction of STIs including HIV/AIDS

 

  • school dropout
  • abortion

 

  • death

FACTORS THAT INFLUENCE DECISION MAKING

  • gender

 

  • anxiety
  • peer pressure

 

  • religious
  • one's personality

 

THE PROCESS OF DECISION MAKING AND PROBLEM SOLVING

 

  • Knowing the problem

  • Considering possible solutions
  • Examining consequences of each solution

 

  • Choosing the best solution
  • Taking necessary action

 

UNIT. 10 PEACEFUL CONFLICT RESOLUTION

Situations that may lead to conflicts;

  • teenage pregnancies

 

  • abortion
  • illnesses

 

  • forced marriage
  • drug and substance abuse

 

  • risky behaviour
  • gender inequities

 

  • violation of human rights
  • boy or girl relationship WAYS OF AVOIDING CONFLICTS
  • avoiding risky behaviors

 

  • being tolelant
  • respecting other people's views

 

  • being patient
  • respecting oneself and others

 

  • not provoking other people
  • promoting gender equality

 

WAYS OF RESOLVING CONFLICTS PEACEFULLY


  • Negotiation
  • Mediation

 

  • Arbitrator

THE IMPORTANCE OF RESOLVING CONFLICTS PEACEFULLY

  • helps to promote unity

 

  • it promote cooperation and development
  • it create good relationship

 

  • it promote human dignity
  • it prevents violence

 

  • it protect life and property

UNIT 11 DRUG AND SUBSTANCE ABUSE

What are drugs ?

 

Drugs are chemicals that are taking orally or through injunctions to relieve pain or suffering EXAMPLES OF DRUGS

  • Paracetamol
  • Aspirin

 

  • Penicillin

What is drugs and substance abuse ?

 

Drugs and substance abuse is the use of drugs and substance for an intended purposes EXAMPLES

  • over drinking alcohol
  • overdose and under dose of common drug

 

  • taking expired drugs
  • taking medicines without the doctors advice ( self medication )

FACTORS THAT CONTRIBUTE TO DRUG AND SUBSTANCE ABUSE

  • lack of self control in copying of what others are doing

 

  • lack of self confidence
  • influence from friends

 

  • to get excited
  • to show off to others that they are courageous

 

  • frustration and loneliness

EFFECTS OF DRUG AND SUBSTANCE ABUSE

  • mental disorders

 

  • crime
  • death

 

  • exposure to early teenage pregnancies
  • STIs including HIV and AIDS

 

UNIT 12 GUIDANCE AND COUNSELLING

What is counselling ?

 

Counseling is the process of helping someone to overcome personal challenges PROBLEMS THAT AFFECT THE YOUTHS AS THEY GROW UP

  • Physical and emotional changes
  • Peer pressure

 

  • Drug and substance abuse
  • STIs and HIV

 

  • Sexual relationships

IMPORTANCE OF GUIDANCE AND COUNSELLING

  • It assist the learners to avoid risky behaviour

PLACES WHERE TO GET GUIDANCE AND COUNSELING SERVICES

  • Family members

 

  • Teachers
  • Health professional

 

  • Religious leaders
  • Youth clubs

 

  • From counsellors

UNIT 13 MORALS AND VALUES

What are morals ?

 

Morals are acceptable codes of conduct in any society

What are values ?

 

Values are beliefs and standards one regards to be important

UNIT 14 CULTURAL PRACTICES THAT FACILITATE THE SPREAD OF HIV

  • Wife inheritance ( chokolo)

 

  • Swapping sexual partners (chimwanamaye)
  • Kuchotsa fumbi

 

  • Circumcision
  • Kulowa kufa GENDER,HIV AND AIDS

Why women have more chances of getting HIV than men ?

  • Poverty

 

  • Women are not expected to say no to sex in marriage
  • Women receive all the seminal fluids from the man which may have high quantity of HIV UNIT 15 EFFECTIVE COMMUNICATION ON HIV AND AIDS

 

CHANNELS OF COMMUNICATION ON HIV AND AIDS

  • News papers

 

  • Books
  • Radios

 

  • Television

FACTORS THAT PREVENT EFFECTIVE COMMUNICATION ON HIV AND AIDS

  • Age

 

  • Cultural factors
  • Religion

 

FACTORS PROMOTING EFFECTIVE COMMUNICATION

  • tolerance

 

  • empathy
  • respect

 

  • patience
  • intepersonal relationship

 

UNIT 16 SEXUALLY- TRANSIMITTED INFECTION

Sexual transmitted infection is an infection passed on from an infected person to a health person mainly through sexual intercourse
COMMON STIs

  • Syphilis

 

  • Candidiasis
  • Herpes

 

  • Gonorrhoea
  • AIDS

SIGNS AND SYMPTOMS OF STIs

  • Sore or blister on or around genitals

 

  • Un usual discharge from the penis or vagina
  • Pain when urinating

 

  • Excessive itching on the genitals
  • Smelly discharge from genitals TRANSMISSION OF STIs INCLUDING HIV
  • Unprotected sexual intercourse

 

  • Sharing pants
  • Kissing

 

  • Infected mother to her baby during pregnancy PREVENTION OF STIs INCLUDING HIV
  • abstinence
  • mutual faithful

 

  • not sharing skin piercing instruments
  • use of drugs to prevent mother- to - child transmission UNIT 17 VOLUNTARY COUNSELLING AND TESTING

Voluntary testing and counselling ( VCT ) is a service that is offered to anyone who wishes to know whether he or she is infected with HIV
Voluntary means that a person is not forced to go for testing

 

In counseling, aperson helps someone to arrive at a reasonable decision whether to take an HIV test or not . The one helping is known as a counsellor
And the one receiving help is a client

TESTING means checking whether one is infected with HIV or not


STAGES IN THE VCT PROCESS

  • A person goes for VCT

 

  • A person counselled before testing

 

  • A person decides whether to be tested or not

 

  • If a person decides to be tested he or she is counseled results are given

 

HIV - NEGATIVE

HIV- POSITIVE

 

SESSIONS FOR VOLUNTARY COUNSELLING AND TESTING

  • Pre- testing counseling

 

  • Test process
  • Implication of testing

 

  • Risk assessment
  • Prevention counselling

 

  • Assessing coping strategies
  • Decision to test

 

  • Testing

THE IMPOTENCE OF VOLUNTARY COUNSELLING AND TESTING (VCT)

  • It helps one accept one's HIV status

 

  • It reduces HIV and AIDS stigma
  • It reduces parents - to - child transmission

 

  • It promote planning and preparation of a will
  • It facilitates social support

  • It facilitates behavioral change

 

UNIT 18 THE RIGHTS OF PEOPLE LIVING WITH HIV AND AIDS

What are human Rights ?

 

Human rights are natural entitlements due to persons by virtue of being human beings

RIGHTS OF PEOPLE LIVING WITH HIV AND AIDS

  • Right to equality
  • Right to liberty

 

  • Right to human dignity
  • Right to health

 

  • Right to employment
  • Right to participation SPECIFIC RIGHTS OF PLWA
  • Right to live free from harmful discrimination

 

  • Right to be treated with respect and dignity
  • Right to confidential and comprehensive pre- and post- test counseling and to give informed consent
  • Right to HIV testing and monitoring without being forced

 

  • Right to quality medical care, palliative care and support services WAYS OF PROMOTING THE RIGHTS OF PEOPLE LIVING WITH HIV AND AIDS
  • Introduction of HIV and AIDS education in schools and colleges
  • Establishment of NGOs that work to promote and protect the rights of people living with HIV and AIDS
  • Public awareness campaigns on the rights of people with HIV and AIDS

 

  • Forming associations of people living with HIV and AIDS UNIT 19 VULNERABLE CHILDREN

Who is a vulnerable child ?

A vulnerable child is one who has no one to take care of him or she EXAMPLES OF VULNERABLE CHILDREN

  • Street children
  • Child labourers

 

  • Child vendors
  • Child sex workers

 

  • Young domestic workers
  • Child headed households

 

  • Children with special needs
  • Children involved in drug trafficking WAYS OF ASSISSTING VULNERABLE CHILDRENS
  • giving them good education

 

  • placing them in orphanage
  • providing them with support and care

 

WAYS IN WHICH ORPHANS AND VULNERABLE CHILDREN CAN AVOID CONTRACTING HIV AND AIDS

  • taking good parantal advice
  • having friends with good behavior

 

  • resisting bad influence from friends
  • being at home in good time

 

  • participating in regular sporting activities
  • abstaining from sex before marriage

 

  • reading good books
  • making right decisions

  • self awareness

 

  • attending religious meeting
  • being assertive

 

  • having self-esteem UNIT. 20 HOME- BASED CARE

Home based care means looking after the sick in their homes THE IMPORTANCE OF HOME BASED CARE

  • It is economical on the part of guardians
  • It reduces overcrowding in hospitals

 

  • It allows more people to be involved in caring for those living with HIV and AIDS GROUP OF PEOPLE WHO CAN PROVIDE HOME- BASED CARE
  • Family
  • Religious groups

 

  • Political readers
  • Non - governmental organization THINGS WHICH CARE PROVIDERS NEED TO DO
  • Feeding patients with nutritious food

 

  • Bathing them and washing their clothes
  • Taking them to the hospital when they are sick

 

  • Chatting with them
  • Counseling and comforting them

 

  • Giving them basic items

THE QUALITIES OF HOME- BASED CARE PROVIDERS

  • empathy

  • patience

 

  • tolerance
  • kindness

 

THINGS HOME- BASED CARE PROVIDERS NEED TO KNOW

  • Procedures when bathing a patient

 

  • Laundering for a patient
  • Feeding a patient UNIT 21          PLANNING

What is the meaning of the term ' planning' ?

 

Planing refers to logical sequencing of activities for proper organization and management of resources
STAGES IN THE PLANNING PROCESS

  • Identifying goals

 

  • Organising resources
  • Choosing course of as action

 

  • Implementing the plan
  • Monitoring

 

  • Evaluation

SITUATION THAT CAN CHANGE PLANS

  • Death

 

  • In availability of resources
  • Un planned pregnancies

 

  • Illnesses including AIDS
  • Stress and anxiety

 

  • Conflicting activities

THE IMPORTANCE OF PLANNING

  • Is a key to success

 

  • achievements of goals
  • helps to avoid contracting STIs including HIV and AIDS

 

  • helps to monitor how the activity is being done
  • easy to follow procedures

 

UNIT 22 ENTREPRENEURSHIP AND HIV AND AIDS

Entrepreneurship is an activity or small scale business through which people generate money HOW ENTREPRENEURSHIP CAN HELP PREVENT THE SPREAD OF HIV AND AIDS
They may not engage themselves in commercial sex through which they may contract HIV and AIDS
FACTORS THAT HINDER THE SUCCESS OF BUSINESSES OF PEOPLE LIVING WITH HIV AND AIDS

  • Stigmatisation
  • Discrimination

 

UNIT 23. GENDER AND ENTREPRENEURSHIP

What is gender ?

 

The term gender refers to roles that men and women do or are expected to do in a particular society

What is entrepreneurship ?

Entrepreneurship is an activity or business through which people make money. FACTORS THAT AFFECT OR SLOW DOWN ENTREPRENEURSHIP

  • diseases
  • poverty

 

  • discrimination

  • lack of capital
  • gender biases

 

SKILLS REQUIRED FOR ENTREPRENEURSHIP

  • critical thinking

 

  • planning
  • budgeting

 

  • effective communication
  • interpersonal relationship skills

 

HOW GENDER AFFECTS ENTREPRENEURSHIP

Women may be denied access to loans simply because they are females.

End

 

Compiled by; emmanuel kapachika