Lower Primary School Teaching Ideas and Resourcesalws.s3.amazonaws.com/New ALWS Web Site/Discover More/Schools... · 4 Right to a Name 10 Imagine You Live in a Mozambican ... but

Australian Lutheran World Service

Setting Free From Poverty Country Focus: Mozambique

For further information contact

Email: [email protected]

Ph: 1300 763 407

Web: www.lca.org.au/alws


Setting Free From Poverty

Lower Primary School

Teaching Ideas and

Resources

God puts poor people on their feet

again; he rekindles burned-out lives with

fresh hope, restoring dignity and respect

to their lives! (1 Samuel 2:8 MSG)

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3 Setting Free From Poverty Calendar 8 Education

3 Where is Mozambique? 9 I Want! I Need!

3 Picture Perfect 10 Mozambican Drum

3 Life in Mozambique 10 Mozambican Book

4 Right to a Name 10 Imagine You Live in a Mozambican

Village

4 Human Rights 10 Friendship Bubbles

4 Create a School 11 How Does ALWS Help in

Mozambique?

5 Access to Resources 11 Prayers for Mozambique

5 Identity and Difference—Potato Game 11 Praying Hands

6 Right On! 11 Compare Our Lives

6 Carrying Water 12 African Journey—A 30 Day

Experience

7 Millennium Development Goals 12-20 Resources

Contents

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Setting Free From Poverty Calendar

Links to Literacy, Christian Studies, SOSE, Maths

Purpose: For the students to make links with development and their own lives here in Australia.

Preparation: On a colour printer, print the calendar (found on the DVD) showing photos from

Mozambique. Put the pages in the right order and spiral bind the calendar. Hole punch the bottom

centre in order to hang.

Procedure: Write all the students’ birthdays on the calendar and any other important days for your

school. Hang and use the calendar in your classroom. Each time a person glances at it, checks a date, or

writes something on it, student awareness will be heightened. Discuss with your class the pictures on the

calendar at the beginning of each month. As a class, use the Bible verse as part of your devotion time.

Where is Mozambique?

Links to SOSE and The Arts

Purpose: For students to see where in the world Mozambique is, learn about the shape of the country

and learn about the flag.

Preparation: Photocopy the sheet provided (Colouring In). Have colour copies of the flag for the

students to copy and a map or globe.

Procedure: Talk to the students about where Mozambique is in the world. Talk about Africa and

Mozambican cultures. Talk about the flag and the shape of the country. Have students colour in the flag

and the map of the country. Tell students that they are going to learn a lot about Mozambique.

Picture Perfect?

Links to SOSE, The Arts, Christian Studies

Purpose: To help students understand that people make assumptions based on their perceptions.

Introduce visuals of Mozambique.

Preparation: Photocopy photographs of Mozambique from the photograph section on the DVD. Cut each

photo strategically into pieces. You will also need a globe/world map.

Procedure: Show students one piece of the picture (perhaps background) and discuss what else could be

in the picture. Add a second piece revealing a little more. At each stage, discuss what the picture may be

about, and ask how they came to that conclusion. When the picture is fully revealed, discuss how we only

tend to see part of the picture. Talk about what the students know about Mozambique (location, cultural

dance, animals etc). Provide links that there are some things about Mozambique that we don’t see —

some people are hungry, don’t go to school, don’t have a house, etc. Find Mozambique on the globe/

world map. Pray for the people in Mozambique.

Life in Mozambique

Links to The Arts, SOSE, Christian Studies

Purpose: For students to consider life in Mozambique.

Preparation: Photocopy the sheet provided (Life in Mozambique). Photos to show students (from

resource pack and DVD).

Procedure: Talk to students about life in Mozambique. Show photos. Have the students colour the

picture of the woman outside her house in Mozambique.

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Right to a Name

Links to Literacy, Christian Studies

Purpose: For students to see the importance of the rights of children all over the world, especially the

right to a name and an identity.

Preparation: Name tags.

Procedure:

Play a name game to help students focus on the importance of being recognised by name. For example, to

play ‘Who am I’?, blindfold someone and ask them to identify the person who says 'hello' to them.

Have students draw a picture of themselves and make notes on:

• Your name - Why are you called this name? What does it mean?

• Your place - Where were you born?

• Your family - Which position in the family are you? How does it feel to be called a sibling’s name?

• Describe what it feels like if you aren't recognised or your name is mispronounced.

• Describe what it feels like to be called by more than one name.

• Describe what it feels like to be ignored by someone who doesn't know your name.

Collect some items and documents that have your name on them (e.g. school books, report card).

Why is your name important on these items? Why is important for people to know who you are?

Role-play what might happen if your name was left off a list to attend school and you could not add it.

Talk with students about what having a name means to your identity. Who you are is centered around

the name you are given. Why is your name linked to opportunities (e.g. education)?

All children have a right to an identity, to feel like they are important and they belong. Being a Christian

means that you always have someone who loves and cares for you—who knows every part of you. It is

important for all people around the world to feel they belong—to have an identity. Pray that people in

Mozambique would feel secure in their name and identity, and safe from all the hardship they face.

Human Rights

Links to SOSE, The Arts

Purpose: Increase understanding of human rights, and in particular children’s rights, all around the world.

Preparation: 10 panels of equal size to be put together to form a mural.

Procedure: Discuss human rights (sheet in folder) and have children identify the ones that particularly

relate to children. Choose 10 of the rights (best if they relate to children.) Students work in groups to

create a mural consisting of 10 panels, one for each human right, for display. Each group is responsible for

painting/decorating a panel. Talk about Mozambique and how the people want to have their rights met

too. Basic children’s rights are not currently being met. Entitle mural: Rights of ALL children.

Create a School

Links to SOSE, The Arts

Purpose: To develop an understanding of the needs of the Mozambican children.

Preparation: Have some large sheets of paper and pens ready.

Procedure: What makes up a school? The children in Mozambique need schools. There is a building, but

that is all. What else is needed to make a school, both in the classroom and outside? Draw in the things

that the students and teachers will need. Make sure that students understand that classrooms in

developing countries like Mozambique rarely have more than just a blackboard.

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Access To Resources

Links to SOSE, HPE

Purpose: Gives students a concrete experience of unfair access to resources, a chance to verbalise the

feelings they experience, and the opportunity to suggest ways to address the issue.

Preparation: Box of building materials for each group. Arrange the boxes so that the contents are

noticeably uneven, such as a few rough off-cuts, ten identical blocks, a small selection of blocks, a bigger

selection of assorted blocks and a big box of blocks with farm animals and plastic people. You will also

need a Globe/map.

Procedure: Put students into 4 or 5 groups. Give a box of materials to each group. Assign the groups a

task of building something together with only the blocks they are given only. Record some of the

responses as students build, including any reactions to what the other groups have. Pack up and form a

sharing circle. Discuss how the activity went and relate it to the fact that people in some countries have

better access to things like schools and hospitals than other countries in the world. Revise where

Mozambique is and show Mozambique on the globe. Talk about Mozambique and how there is very little

there while we have so much. Lots of the children there don’t even go to school. How could we help

them?

Identity and Difference - Potato Game

Links to Christian Studies, SOSE, English

Purpose: To enable children to recognise and appreciate that as human beings, we can be similar and

different in many ways.

Preparation: Potato for each child (use different types and shapes of potato.)

Procedure: Step 1—The teacher distributes a potato to each member of the class. Alternatively, children

could bring in their own potato. The teacher asks the children to examine it. They should touch it, smell it,

look at its shape and size - look at any bumps or lumps that might be on it.

Step 2—The teacher then gathers all the potatoes and places them in a bag. She/he mixes them up and

then pours them onto the floor/desk. The children are invited to try and find their own potato.

Step 3—The teacher asks children how they were able to identify their own potato. Using the board, the

teacher should write down the student’s answers to the following questions: Was it difficult to identify

their own potato? Were all of the potatoes different? How were they different? Were they the same in

any way? How? Is the potato like them in any way? The teacher should point out at the end of the

exercise that although each potato is very different in its own way, it still remained a potato inside.

Step 4—The teacher asks the children to discuss in groups:

– In what ways are we different on the outside?

– Are we, like the potatoes, the same on the inside? In what ways are we the same on the inside?

Step 5—Ask children to think about the ways in which they are proud to be different from everyone else

in the group, to have their own identity. Encourage them to think about:

– physical appearance, skills, talent, personality, language

– ways in which their likes and dislikes differ

Step 6—Ask the children to write about being proud of their identity. Give children some examples of

when you feel proud of yourself. Ask them to complete five sentences. Write this on the chalkboard: I feel

proud of myself when…

Step 7—Discuss that God made us all, very similar, but different too. We should be thankful for our

differences, and help to make the world a better place for all people.

Step 8—Discuss the people of Mozambique being different, but so much the same.

(Adapted from http://www.tcd.ie/Education/Teachers_Pack/Text_Only/c2/Spud5-6.html)

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Right On!

Links to The Arts, Literacy, SOSE

Purpose: Students will investigate how they experience the rights of access to basic needs, fairness and

safety.

Preparation: Students need paper and pencils for drawing. You may need to pre-draw circles and divide

into three sections, depending on the age of the students.

Procedure:

Draw a circle, divide it into three equal sections and label the sections ‘needs’, ‘fairness’ and ‘safety’.

Draw pictures of some ways you experience having your needs met, you experience fairness and you

experience safety.

Compare your pictures with those of others in the class.

Read to the class stories from Mozambique (found in this resource).

Draw pictures on a circle divided into thirds as before to compare these people’s access to needs, fairness

and safety.

Make a statement about the similarities and differences between people’s access to having their needs

met and to fairness and safety.

Carrying Water

Links to Maths, The Arts, SOSE

Purpose: Students explore a variety of ways water is collected where there is no infrastructure to deliver

it to people's homes.

Preparation: Paper and pencils, one litre water containers (milk bottles), buckets,

Procedure:

Draw a diagram showing how the water you drink gets to you.

Examine a one litre container. List the things you could do with this amount of water.

Estimate and time how long it takes to fill a bucket with water using the one litre container filled from a

tap.

Try carrying the bucket 100 metres.

Calculate how long it would take them to carry the bucket 1 kilometre.

Calculate how many buckets of water you would use each day (average consumption for Australian house-

holds is approximately 283 litres per day).

Examine photos of people collecting water (found on the DVD—print out or have on PowerPoint).

Describe what is happening in a photograph (small groups could take different images).

Write some questions to find out more about the photograph.

Try carrying a bucket of water around the playground each of these ways.

Order the photos showing the easiest to hardest way of obtaining the water.

Discuss:

Why would people have to carry water?

Whose job does it appear to be from these photographs?

How would health be affected by carrying water every day?

How much time might carrying water take each day?

What might spending time carrying water stop a person doing?

Design a way of carrying water easily.

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You may just want to talk about the Millennium Development Goals with younger students—why they are

so important. Show photos.

MGDs 2015

Links to SOSE, Literacy

Purpose: For students to come to a better understanding of the

development issues facing the world.

Preparation: Photocopy the sheet provided (MGDs 2015) , a copy

of what the MDGs are (either on PowerPoint or print).

Procedure: Discuss with students what the MDGs are, and the

significant of 2015. Teach them how to summarise using

keywords to explain the MDGs. They can complete the sheet and

colour it in.

OR

8 Millennium Development Goals

Links to SOSE, Literacy, Christian Studies

Purpose: To raise awareness among young people of some of the

greatest development issues facing the world.

Preparation: A board to record responses, handout of the MDGs

(there is a picture page for young students).

Procedure:

Step 1—Break into small groups of 5 or 6 people. Silently, choose

the goal which is most/least important to you.

Step 2—Together in your small group, discuss your choices.

Step 3—Pick the group’s top 3 most important goals and be able to

say why you chose these.

Step 4—Return to the large group and discuss the choices made

and the debates you had and try to come up with an overall

listing of the most important goals to you all.

http://www.developmenteducation.ie/issues/mdgLearn.php

OR

Millennium Development Goals

Links to Literacy, SOSE, Numeracy

Purpose: Give students an understanding of how the world is trying to reduce global poverty by 2015.

Preparation: Photocopy the sheet provided (Millennium Development Goals) onto cardboard. You will

need one set of cards for every four or five students. Laminate and cut out squares. Have students watch

the Millennium Development Goals PowerPoint (found on the DVD).

Procedure: Spend some time talking about the Millennium Development Goals. In groups, ask students to

put the Millennium Development Goals in the order they think is most important. There should be some

discussion. Talk about how the goals are all linked - that there is no right or wrong answers.

In the year 2000, most of the countries

in the world came together to try to

solve the most serious problems of the

poorest countries in the world. They

agreed to work hard over the next 15

years to reach 8 specific goals which are

laid out below. These were named the

Millennium Development Goals and it

is intended that these goals will be

reached by 2015.

Goal 1 Poverty and hunger: cut in half

the number of people who live on less

than one US dollar a day and who suffer

from hunger

Goal 2 Education: make sure that all

children start and finish primary school

Goal 3 Girls: be sure that as many girls

as boys go to school

Goal 4 Infants: cut back by two-thirds

the number of children who die before

they reach the age of five

Goal 5 Mothers: cut back by three-

quarters the number of women who

die when they are having babies

Goal 6 Disease: stop terrible diseases

like HIV/AIDS, malaria, TB, from

spreading and make them less common

Goal 7 Environment: cut in half the

number of people who lack clean

water, improve the lives of people who

live in slums, and promote policies that

respect the goods of creation

Goal 8 Global partnership: promote

greater cooperation among all nations

with special concern for fairer deals for

poor countries in trade, aid, debt, new

technologies, etc.

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Education

Links to Literacy, SOSE, Visual Literacy

Purpose: To develop an understanding in young people about education, about gender in education and

to enable them to empathise with a girl living in difficult circumstances in Mozambique.

Preparation: Copies of education photographs from the DVD, access to information about education in

Mozambique, copies of the opinion piece from the girl in Mozambique (Thoughts of a young girl ... ).

Procedure:

Step 1— Divide the group into smaller groups of three or four people and distribute copies of the

photographs. Allow the group time to view the photo.

Step 2— Ask each group the following questions and have them report back to everybody after 5 minutes

• What can you see in the photograph?

• What might this be?

• How does this classroom differ from your own school?

• What do you think are the main challenges for teachers and students attending this school?

• What could be done to improve the situation?

Step 3— Discuss—Education for all is a right. However, it is often much harder for girls to gain an educa-

tion than boys. Read ‘Thoughts of a young girl ...’ (below) to the class.

Step 4— Ask students to draw two columns and head them: ‘Julieto’s view of girls’ education’ and

‘Julieto’s view of boys’ education’. In the first column, students should list the ways in which Julieto thinks

it is hard for girls to get an education. In the second column they should list the ways in which she thinks it

is easier for boys.

Step 5— Discuss the results with the group. Can the young people think of any other ways in which it

might be harder for girls to gain an education than boys? Do the young people think that Julieto’s opinion

would be true for every family?

Thoughts of a young girl ...

Julieto lives in rural Mozambique in the Tete Province. She has all the usual household chores to

perform but still manages to go to school. Her ambition is to stay there, and eventually become a

teacher.

‘Sometimes parents don’t seem interested in their daughters being at school, so they don’t pay much

attention to what we do. They say girls are not the same as boys. Girls get married and don’t contribute

to the family income. Boys get work and help provide for the family. We know that nowadays many

girls do help with family expenses, but the feeling is still there amongst parents that a girl’s education is

less important.

‘I think education for girls is important because without a school certificate there’s no job at all. But

often it is harder for girls, as they don’t have time for revision. A girl is always being sent for water, sent

to the market, sent to wash dishes, sent here and there, while a boy sits revising. Girls can’t even do

their homework. When we try, we are disturbed. You know there is a shortage of water in the village.

Girls are sent to find it however far they have to go. Boys never willingly collect water.’

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I Need! I Want!

Links to SOSE, HPE

Purpose: Help children come to an understanding about the things all people must have in order to live

life and the non-essential things (or wants).

Preparation: A box of essential items which students can touch and manipulate and a box of non-essential

items which students can touch and manipulate. Large sheet of paper and a pen.

Procedure: Let students handle items. Explain the difference between ‘needs’ and ‘wants’ and sort items

into two piles. Think of our needs and wants and write them on large sheet of paper in two columns.

During the discussion ask the students about the needs of other children in the world and whether their

needs are met in the same way. Discuss what children in the rural villages of Mozambique have. What

would they need and want? Ask the students if the needs and wants of Mozambican children and

Australian children are the same.

OR

Right to Basic Needs (to survive and develop)

Links to Literacy, SOSE, Christian Studies

Purpose: For students to consider basic needs to survive and develop.

Preparation: Old magazines, paper, pencils.

Procedure: Collect items or pictures, or write a list of things you need to live a safe and fulfilling life.

Agree on a combined list with three others. Have you included nutritious food, clean water, clothing, rest,

shelter, play, family, health care, cultural life, safety, education, love, protection from harm and freedom

of speech?

Discuss:

Why might you have left some of these things out?

Do all children in Australia have all of these things?

Do all children in the world have all of these things?

Talk to the students about life in Mozambique for children. Talk about the way that through develop-

ment, life is becoming better for these young people.

Discuss:

What would happen if you did not have these basic needs met?

Who helps us gain these basic needs?

Pray for people in Mozambique, that their basic needs to survive and develop be met. Pray for continued

development to set more people free from poverty.

Elephants in Mozambique

Links to The Arts, SOSE

Purpose: For students to learn about Mozambican animals.

Preparation: Photocopy the sheet provided (Elephants in Mozambique). Have a book of African animals

to show the students.

Procedure: Talk to the class about African animals. Ask students if they have seen some of these animals.

Listen to their stories. Mozambique is well known for their beautiful elephants, but they are fast

disappearing. Let the students colour in the elephant, teaching about the importance of preserving native

animals.

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Mozambican Drum

Links to Art, Music

Purpose: To experience aspects of Mozambican culture.

Preparation: Drinking cups—Styrofoam or plastic (sticking the cups together can be done prior to the

lesson using a low temperature hot glue gun); glue; masking tape; shoe polish; rags; permanent markers.

Procedure:

Glue two cups together, bottom to bottom and let dry (if not done previously). Have the children tear off

10-15cm lengths of masking tape and completely cover the opening at the top and bottom of the cups,

then completely cover the outside of the cups. Brush shoe polish all over the masking tape covered cups

and then wipe off with rags. Draw geometric or other designs around the top, middle and bottom of the

drums with permanent markers. Play some music from Mozambique and let the children play their drums

to the beat. Discuss with the class the importance of music and dance to the traditional Mozambican

culture.

Mozambican Book

Links to Literacy, The Arts

Purpose: To help children appreciate different cultures and traditions.

Preparation: Pages of A4 paper folded and stapled into a book, old travel magazines about Mozambique

(usually available at Travel Agents—may need to get booklets on Africa in general), magazines with

pictures of Australian children etc., glue and scissors. Alternatively, you could print off photos from the

DVD if you have access to a colour printer.

Procedure: Ask children to cut out various Mozambican pictures from magazines. Children glue pictures

on one side of the blank pages. On the other side of the page, they find pictures about Australia. They can

then write a story comparing the pictures on each page or dictate one to the teacher/class.

Imagine You Live in a Mozambican Village

Links to Literacy, SOSE, Christian Studies, The Arts

Purpose: For students to put themselves in the shoes of children living in a rural village in Mozambique so

that understanding and empathy can improve.

Preparation: Speak to students about village life in Mozambique (information from resource pack),

butcher’s paper and pens.

Procedure: Ask students to imagine that they are living in a village in Mozambique. Talk to them about

what life might be like. Ask students to draw what they would like to see in their Mozambican village –

perhaps things like a school, church, water tank, friends’ houses, somewhere to play with a ball, etc. Ask

them to verbalise why these things are important to community life. Get them to discuss how their life

would change as a result of living in a remote village. What would they have to go without?

Friendship Bubbles

Links to The Arts

Purpose: For children to consider cross-cultural friendships.

Preparation: Photocopy the sheet provided (Friendship Bubbles).

Procedure: Children consider what they would do with friends from Mozambique, and in the large

bubbles, draw their ideas. Talk to the children about the benefits of cross-cultural friendship.

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How Does Australian Lutheran World Service Help in Mozambique?

Links to SOSE, Christian Studies

Purpose: To learn about the important work that ALWS is doing in Mozambique.

Preparation: View the PowerPoint on the work of ALWS in Mozambique (found on the DVD at the front

of the folder). Photocopy the sheet provided (ALWS In Mozambique).

Procedure: Ask students to think about the work ALWS do in Mozambique from what they have just

learned. Write in the palm of the hand ‘ALWS in Mozambique’. In each of the fingers, write one way that

ALWS are helping. Pray for each of the ways that ALWS are helping, and ask God to continue to bless the

people who need the help in Mozambique.

Prayers for Mozambique

Links to Literacy, Christian Studies

Purpose: For students to see that we can pray for people in very real, practical ways.

Preparation: Photocopy the sheet provided (Prayers).

Procedure: Ask students how they would like to pray for the people of Mozambique. Try to make them

practical prayers that relate to the parts of the body. Write the prayers on the each section of the body.

Display in the classroom.

Praying Hands

Links to Christian Studies, The Arts, Literacy

Purpose: To encourage students to pray for the people of Mozambique.

Preparation: Photocopy the sheet provided (Praying Hands) onto cardboard. Photocopy some of the

faces of the stories from Mozambique.

Procedure: Cut (or have students cut) around the hands. Read out the life stories from Mozambique. Ask

students who they would like to remember in their prayers, and let them write the name on the hands.

Pray for the people of Mozambique. Hang the praying hands in the classroom, and remind them to pray

regularly for their special person.

Compare Our Lives

Links to SOSE, Christian Studies, Maths

Purpose: For children to relate their own life experiences to those of Mozambican children and to

understand that they experience different ways of life.

Preparation: Large sheet of butcher’s paper for timeline; felt pens for drawing pictures; photos from

photo pack.

Procedure: Discuss what a typical day involves for the children in your class. Put up pictures (in photo

pack) of Mozambican children and imagine what a typical day for a Mozambican child would be like.

Compare. Discuss that some children don’t go to school in Mozambique, and talk about how many girl

children do not go for a variety of reasons. ‘How would your life change if you didn’t go to school?’

Create a timetable of the Australian child and the Mozambican child and draw pictures to represent each

event i.e. Wake up, chores, go to school, etc. ‘How would Mozambican children do things differently/the

same as Australian children?’

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African Journey—A 30 Day Experience

Links to Christian Studies, SOSE, Literacy

Purpose: For students to immerse themselves in Mozambican culture for 30 days.

Preparation: Print African Journey—A 30 Day Experience from the DVD or photocopy from the folder for

all students in the class.

Procedure: As a class, or with families at home, complete the journey of Mozambican culture and life.

Enjoy!

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Colouring In

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Life in Mozambique

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1. 2. 3. 4. 5. 6. 7. 8.

MDGs 2015

In your own words, write down key words for the eight Millennium Development Goals to be reached by 2015.

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Millennium Development Goals





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Elephants in

Mozambique

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Friendship Bubbles

1. In the large bubbles, draw a picture of you playing with a Mozambican child. 2. Colour the smaller bubbles.

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ALWS in Mozambique

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Prayers

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Praying Hands 1. Photocopy the hands for each student onto cardboard.

2. Cut around the hands. 3. Write the name of someone special from Mozambique that each student would like to pray for.

4. Hang the praying hands in the classroom.

Praying Hands

Documents

Lower Primary School Teaching Ideas and Resourcesalws.s3.amazonaws.com/New ALWS Web Site/Discover More/Schools... · 4 Right to a Name 10 Imagine You Live in a Mozambican ... but