Page 101 - Up_and_Aware_Class_7

UP AND AWARE - 7

0 - 25 excellent
26 - 32 good
33 - 45 average
46 - 55 fair
56 - 70 poor – suggests use of Earth-bound logic
71 - 112 very poor – you could be lost forever!

Chapter 6: Gender Equality (Decision Making)
Exercise and Discuss (on page 45):
Answers:

Old Title New Title Old Title New Title
policeman police officer weatherman meteorologist
man-made human-made chairman chairperson
fireman firefighter fisherman fisher
garbage/trash
garbage man waiter/waitress server
collector
salesman/saleswoman salesperson early man early human

Paired Exercise (on page 46):
Learners can think about the opposite gender in terms of their friends and family to enable them to take
on the role play of the opposite gender.
This exercise will extend the message of gender equality.

Chapter 7: Concern for Environment (Empathy)

Children can learn to care for the environment through experiential learning. In order for learners to care
for their immediate environment around home and school, they should ideally be taken outdoors to a
nearby park or at least around in the school compound.

Exercise and Discuss (on page 53):
Allow learners to explore plants, trees, shrubs, insects and birds.

This will enable them to become aware of their surroundings at school. The extension to this activity will
be to observe the same in their surroundings, homes and neighbourhood.

Ask learners to make a note of what covers the ground, plants, trees, insects, birds, animals and all living
things.
Find a place where the cycle of growth, life, death and decomposition is apparent—a pile of dead leaves
or a compost pit, if any.
Discuss the circle of life, for example, seed, sapling, mature tree, dead tree, fallen tree, decaying leaves,
soil. Mention that animals go through a similar process.

Discuss what happens when habitats change and some living beings can no longer meet their needs.
For example, when birds have no trees to build their nests, they make their homes in nooks of buildings.
Or, when their habitats are destroyed and food becomes scarce, they are forced to eat whatever they can
find. For example, cows eating trash and plastic from garbage dumps.

t
n
t
m
e
i
com
m
a
d
y
li
t
n
du
i
respect
i
iv
trust
equality
trust
open-minded
e
n
o
y
t
s
h
honesty o p e n-m i n d ed individuality tr u s t i integrity re s p e c t commitment tr u s t e q u a l i t y o p e n-m i n d ed commitment 101
r
te
g
t
y
i
n
open-minded
m
n
m
i
t
e
t
com
t
respect
s
re
r
g
i
y
t
n
i
te
individuality integrityintegrity com p e i c m e n t e q u a l i t y h o n e s t y equality individuality integrity h o n e s t y individuality i integrity respect
t
t
re
y
equality
g
r
c
n
i
te
e
s
p
l
t
i
u
y
e
q
a
y
t
n
d
honesty
i
iv
a
li
i
du
d
n
iv
i
du
a
individuality
i
y
li
t
commitment
honesty
t
m