Moral Education

Grade 5
Second Semester

Teacher’s Guide
Pilot Edition
2017 - 2018

I
 Ministry of Education - Call Centre
For Suggestions, Inquiries & Complaints

80051115 04-2176855 [email protected] www.moe.gov.ae

Trial Edition
2017- 2018
Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector

II
 Moral Education
Engaging, Enlightening, Enabling and Empowering Global Citizens

“ ”
‘A country’s greatest investment lies in building generations
of educated and knowledgeable youth.’… ‘To the young men
and women of the Emirates, the future is yours. You are those
who will determine your Country’s future’
Sheikh Zayed Bin Sultan Al Nahyan

“ ”
‘Values are the foundation of a nations stability, and the spirit
of its laws. Without values a country has no security, stability
or continuity.’
HH. Sheikh Khalifa Bin Zayed Al Nahyan

“ ”
‘The future belongs to those who can imagine it, design it and
execute it. It isn’t something you await, but rather create.’
HH. Sheikh Mohammed Bin Rashid Al Maktoum

“ ”
‘Our children face major challenges, and it is our
responsibility to prepare and protect them. We should not sit
back and watch. We should race faster than light, to ensure
that future generations are well prepared to continue
achieving and progressing.’
HH. Sheikh Mohammed Bin Zayed Al Nahyan

IV
Moral Education
Moral education seeks to foster in students a set of universal values, which will enable
them to peacefully interact and connect with people from different cultural and social
groups who hold different and divergent views and perspectives. It seeks to empower
them to become active, responsible, local and global citizens. It enables them to develop
mutual understanding, respect for difference and empathy, in order to sustain our
cohesive, and prosperous society. Through dialogue and interaction, students are
provided with opportunities to explore different worldviews, to challenge one another’s
assumptions and attitudes and to develop the knowledge, skills and attitude necessary
to think critically, to make informed ethical decisions and to act on them in the interests
of their society.

Values of the Moral Education Course

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 Key Pillars of Learning
The Moral Education Course will be experienced by students as they work their way

through four key pillars of learning as they progress through the course. Each of the four

pillars is constructed around a series of Learning Outcomes.

Moral Education
Character and The Individual and Civic Studies Cultural Studies
Morality (CM) Community (IC) (CIS) (CUS)

Teaching universal The development Concentrating on Focusing on local

ethical values, of moral thinking Emirati history, Emirati heritage,
such as fairness, for individuals as trade, travel, archaeology, and
caring, honesty, active members of governance, as the importance of
resilience, their families, well as global preserving culture.
tolerance and social environment citizenship.
respect. and communities
at large.

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Key Skills
The Moral Education Course takes a holistic approach to teaching and learning. It focuses
on educating the Head (the cognitive domain - knowing), the Heart (the affective domain
- feeling) and the Hands (the pragmatic domain - doing), so that students are equipped
with an appropriate skill set to fully participate in a fast-changing world.

Deliberation Creativity

Dealing with complexity

Care
Solidarity Research
Curiosity
Adaptability Teamwork
Problem solving Resilience
Managing oneself Working independently Empathy

Communication Critical thinking Taking action

Critical reflection Enquiry
Collaboration
Imagination Multiple perspectives
Participation
Autonomy Decision-making
Active listening
Moral reasoning
Anti-racism
Respect

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 Values
Values are at the heart of moral education. They are essential to a person’s sense of self;
they operate as the personal benchmarks that guide our thoughts and actions. The
Moral Education aims to support students in identifying their personal goals and the
motivation behind them. Moral education explores many multi-faceted issues, including
trade, mental health and the distribution of resources. It also enables teachers and
learners to explore the ethical implications behind complex global issues, enabling them
to engage as members of the UAE and international community.

It is hoped that in working through the Moral Education curriculum, teachers and
students will become inspired and motivated by a commitment to the values of social
justice, human rights, care for the environment, empathy, respect for diversity and
global solidarity. The lessons of Moral Education course are founded on the principles of
solidarity, equality and inclusion, and support a process for teaching and learning which
explores how personal values are shaped and directed. This Moral Education course does
not impose values, but rather encourages students to explore ethical issues, and
develop an awareness on their individual values.

Teaching and Learning – A Pedagogical Approach

Group is important in encouraging students to be proactive and autonomous learners.
Throughout this moral education curriculum, there is a focus on inclusive group work,
and a student driven approach to teaching and learning in the classroom. Students are
encouraged to have open discussions, guided conversations, activities, and philosophical
debates. This is intended to take students through a process of awareness-raising and
critical thinking, which will allow them to consciously enact moral reasoning in their
everyday lives.

Action Projects
In the upper grades of the course students are encouraged and enabled to undertake
Action Projects, where students are actively involved in developing an issue or topic, which
arises in class, beyond the usual limits of textbooks and course materials. These Action
Projects encourage active and co-operative learning and the development and acquisition
of skills. They are part of the ‘Hands’ (pragmatic) domain of skills development.

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Moral Education Course Education Resources
In order to teach the Moral Education course a suite of resources has been developed to
support the teaching and learning of all participants:

Unit 3 Settlement, Family and

Kinship in the U.A.E. Moral Education Grade 5

Unit 3 Settlement, Family and

Kinship in the U.A.E.

Lesson Objectives
Vocabulary

Lesson 1
Lesson 1
The students explore the changes that have taken
Site Settlement
place in the UAE due to migration and the impact that
this may have on family and family groupings. Hamlet

Early Tribal
Required Materials
•

Early Tribal
Pens Look at the three pictures then discus the following points.
• 1

Settlements
A3 Paper
• Pencils
• Writing paper
• Paint/colouring pencils/markers or crayons
New York City Bedouin tribal settlement

Learning Outcomes

Settlements
• Describe and explain the main changes that have
taken place with: Learning Outcomes
• Describe and explain the main changes that have
Small village
taken place with:
• People coming to and settling in the UAE,
• Families and family groupings. - People coming to and settling in the UAE. Think about:
• Explain and discuss relevant concepts and - Families and family groupings. a. What they all have in common.
terminology. • Explain and discuss relevant concepts and b. How they are different from each other.
• Appreciate the importance and value to the terminology. c. Share your ideas with the class.
individual of family and kinship bonds. • Appreciate the importance and value to the
individual of family and kinship bonds.

3 Unit 3 Lesson 1 4

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Learning Outcomes
• Describe and explain the main changes that have
taken place with:
- People coming to and settling in the UAE.
- Families and family groupings.
• Explain and discuss relevant concepts and
terminology.
• Appreciate the importance and value to the
individual of family and kinship bonds.
3
3

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Student Book Teacher Guide

A book specifically for students with a range of The Teacher Guide takes teachers through the course,
illustrations, images, texts and activities to engage highlighting key aspects of the lessons, suggestions
and support students in their learning. for questions and classroom activities, and specific
guidance on handling each lesson in the classroom.
Also included are suggestions for differentiation and
assessment for learning.

Lettre to the Parents/ Guardians

Dear Parents/ Guardians

Welcome to a new term, one that we hope will be fruitful and
beneficial.
We have decided to teach Moral Education in order to facilitate
the character development of our students. We aim to introduce
them to a set of individual and social values, which we hope
they will abide by. This will enable them to play an effective role
in the community and create a bright future on both personal
and social levels.
Therefore, we hope you will contribute to our efforts by talking
to your children and discussing with them the topics and lessons
of this course.
At the beginning of each unit, you will find a summary of its
content and intended learning outcomes. We hope you will read
the summary and learning outcomes and work with your children
to complete one or more activities from the menu suggested in
this unit, thus ensuring interaction between the students and
their family members.

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Parent Guide Digital Resources

Each unit of the course has a short guide for parents, Where appropriate, learners will have opportunities to
outlining the essential elements of the unit with use digital technologies, such as eBooks and digital
suggestions as to how parents can engage with the objects, to support and extend their learning about
course and their children. aspects of moral education across each unit of the
Moral Education course.
The Moral Education programme includes two volumes

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 The Moral Education Course Cover and What It Symbolises
A design that evokes local culture, contemporary society and global citizenship

The cover draws inspiration from the flower

with five petals, which is prevalent throughout
the Sheikh Zayed Mosque, in Abu Dhabi.

The intersecting circles are a key element in

the pattern’s design. They serve to symbolise
union and connection, both at the national
and international levels and within the
community.

The intersections represent the complexity of

Inspired by the Sheikh Zayed
the relations between the different entities
Grand Mosque, Abu Dhabi
living in an interdependent world as global
citizens.

At the centre of the cover is a star. This guiding star is created out of infinite circles, and
represents the moral compass that we should all aspire to follow, just as the North Star
has guided travellers through the ages. At the same time the star symbolises the
individual in the middle of the complex structure that is society.

As the grades progress, the number of circles increases, symbolizing how, as students
progress, they develop more connections with contemporary society and international
communities.

The gradation of colour portrays the complexity of the 21st century living.

Books and their covers vary in size. Keeping to the concept of interconnected ideas
influencing one’s moral behaviour, the circular pattern derived from the mosque
matures into a more complex design reflecting how morality and character grow in
complexity as we age.

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XI
 Table of Contents
Unit 3
Moral Education Grade 5 Teacher’s Guide

Theme Civic Studies

Exploratory Questions
Theme: Civic Studies These questions provide an overview of the concepts

Settlement, Family
that the students will learn throughout the lessons in
What changes have taken place in the UAE due to migration? this unit.
Unit 3: What do we learn from ancestry and oral tradition?

(CIS1) Settlement, and Kinship in the What factors were considered when nomadic people settled in
particular areas?

U.A.E.
Family and Kinship in What changes have taken place in traditional industries over
the years?
the U.A.E.

Settlement, Family and

Unit Objectives
Lesson 1 Early Tribal Settlements
The aim of this unit is to allow young people to
Lesson 2 Learning from the Past
explore the early settlements in the UAE and the
Lesson 3 Diverse Communities and Contexts
reasons why and where nomadic people settled down.
Lesson 4 My Tribe, My Family
They will also explore ancestry and oral traditions
and understand the changes that have taken place in Lesson 5 Change and Continuity – The Pearl Industry

families and family groupings over the years.

Kinship in the U.A.E.

Unit Description
The concepts underpinning this unit are taught What impact has migration had on the UAE and how has it
affected families and family groupings?
over five lessons and are designed to answer the
central question.
1 Unit 3 2

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Central Question Learning Outcomes

Each unit has a Central Question, around which all the lessons of the unit are 1. Describe and explain the main changes that have taken place with:
structured. Throughout the unit, students explore the concept of the Central Question.
– People coming to and settling in the UAE
– Families and family groupings.
2. Explain and discuss relevant concepts and terminology.
3. Appreciate the importance and value to the individual of family and kinship bonds.

1 2

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1 
Early Tribal Settlements ��������������������������������������������������������������������������������������������������� P. 3

2 
Learning from the Past ��������������������������������������������������������������������������������������������������� P. 11

3 
Diverse Communities and Contexts ��������������������������������������������������������� P. 17

4 
My Tribe, My Family ���������������������������������������������������������������������������������������������������������� P. 23

5 
Change and Continuity – The Pearl Industry ���������������������������� P. 29

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Unit 4
Moral Education Grade 5 Teacher’s Guide

Theme Character and

Morality

Exploratory Questions
Theme: Character and Morality What are virtue ethics and how can you apply them?
These questions provide an overview of the concepts

Moral Character
that the students will learn throughout the lessons in
How can patience and forgiveness enhance the moral behaviour? this unit.
Unit 4:
and Virtues
What are the qualities of a moral person?

(CM10) Moral Character

and Virtues

Lesson 1 What Are Virtue Ethics?

Moral Character,
Lesson 2 Patience
Unit Objectives
Lesson 3 Forgiveness
The aim of this unit is to introduce students to the Lesson 4 What Makes a Good Person?
concept of virtue ethics. They will explore values such Lesson 5 Change and Personal Development
as patience and forgiveness and consider what makes
a person a good person. And they will examine the
role of change and personal development in morals.

Virtue Ethics
Unit Description
The concepts underpinning this unit are taught
over five lessons and are designed to answer the What virtues do we need in order to make good decisions?
central question.

Unit 5 36
35

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Central Question Learning Outcomes

Each unit has a Central Question, around which all the lessons of the unit are 1. Behave virtuously, for example by demonstrating a capacity for patience or
structured. Throughout the unit, students explore the concept of the Central Question. forgiveness, in dealing with other people.
2. Engage in a discussion about what it might mean to be a ‘good person’.
3. Recognise that it is possible for humans to change for the better and that nobody
is inherently a good or bad person.

35 36

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1 
What Are Virtue Ethics? ������������������������������������������������������������������������������������������������ P. 37

2 Patience ���������������������������������������������������������������������������������������������������������������������������������������������� P. 43

3 Forgiveness ���������������������������������������������������������������������������������������������������������������������������������� P. 49

4 What Makes a Good Person? ����������������������������������������������������������������������� P. 55

5 Change and Personal Development ������������������������������������������������ P. 61

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 Moral Education Grade 5

Theme Civic Studies

Theme: Civic Studies

Unit 3: Settlement, Family

(CIS1) Settlement, and Kinship in the
U.A.E.
Family and Kinship in
the U.A.E.
Unit Objectives
Lesson 1 Early Tribal Settlements
The aim of this unit is to allow young people to
Lesson 2 Learning from the Past
explore the early settlements in the UAE and the
Lesson 3 Diverse Communities and Contexts
reasons why and where nomadic people settled down.
Lesson 4 My Tribe, My Family
They will also explore ancestry and oral traditions
and understand the changes that have taken place in Lesson 5 Change and Continuity – The Pearl Industry

families and family groupings over the years.

Unit Description
The concepts underpinning this unit are taught What impact has migration had on the UAE and how has it
affected families and family groupings?
over five lessons and are designed to answer the
central question.
1

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Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.

1
 Teacher’s Guide

Exploratory Questions
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
What changes have taken place in the UAE due to migration? this unit.

What do we learn from ancestry and oral tradition?

What factors were considered when nomadic people settled in

particular areas?

What changes have taken place in traditional industries over

the years?

Unit 3 2

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Learning Outcomes
1. Describe and explain the main changes that have taken place with:
– People coming to and settling in the UAE
– Families and family groupings.
2. Explain and discuss relevant concepts and terminology.
3. Appreciate the importance and value to the individual of family and kinship bonds.

2
 Moral Education Grade 5

Unit 3 Settlement, Family and

Kinship in the U.A.E.

Lesson Objectives

Lesson 1
The students explore the changes that have taken
place in the UAE due to migration and the impact that
this may have on family and family groupings.

Early Tribal
Required Materials
• Pens
•

Settlements
A3 Paper
• Pencils
• Writing paper
• Paint/colouring pencils/markers or crayons

Learning Outcomes
• Describe and explain the main changes that have
taken place with: Learning Outcomes
• Describe and explain the main changes that have
taken place with:
• People coming to and settling in the UAE,
• Families and family groupings. - People coming to and settling in the UAE.
• Explain and discuss relevant concepts and - Families and family groupings.
terminology. • Explain and discuss relevant concepts and
• Appreciate the importance and value to the terminology.
individual of family and kinship bonds. • Appreciate the importance and value to the
individual of family and kinship bonds.

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3
 Teacher’s Guide

Settlement A place where people live.

Vocabulary
Site Settlement The land the settlement is
Site built on.
Hamlet
They are small settlements
several hundred people
Village live in them and they have:
a few shops and usually a
school.
Look at the three pictures then discus the following points.
1

Explain that settlements can be different sizes:

• Villages are small settlements - several hundred
New York City Bedouin tribal settlement people live in them and they have a few shops
and usually a school.
• Towns are medium-sized settlements - thousands
of people live in them and they have a shopping
centre and factories.

Small village
• Cities are large settlements - they usually have
lots of amenities. (Megacities have over 10
Think about: million people living in them, for example Tokyo.)
a. What they all have in common. • Rural areas are places in the countryside with few
b. How they are different from each other. buildings; urban areas are settlements with lots
c. Share your ideas with the class. of buildings in them.

Unit 3 Lesson 1 4

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Activity 1 (5 minutes)
Ask students to look at the picture then discuss the questions that follow.
Suggested Answers
City: There are many skyscrapers and tall buildings. Millions of people could live here.
This is an urban settlement.
Bedouin settlement: There are several tents so this is a small Bedouin tribal
settlement.
Small village or town: There are many houses. There could be at leat a thousand
people living here. This could be a rural settlement.
Ask students if they know what a settlement is.
Model a definition on the board: A settlement is a place where people live.
Point out that there are many different settlements around the world.
Facilitate a short discussion. Point out that although there are many different types of
settlement, they are all places where people live.

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 Moral Education Grade 5

Activity 2 (15 minutes)

Read out the extract to the class. Address any
questions the students raise about it.
Put students into pairs. Prompt them to discuss the
questions in the student book. Ask pairs to share their
answers with the class. 2 Read the following extract about the origins of Arab tribes. Then, with
your partner, answer the questions that follow.
Suggested Answers Origins of the Arab Tribes and their Dispersal throughout the Region
a. Ease of access and ability to move to other areas; The ancestors took possession of Arabian Peninsula during successive waves of
availability of resources, particularly water but population movement, which brought Arab tribes from Yemen by way of Oman
as well as by way of central and northern Arabia. They would have found people
also including livestock or food; fertility of land. already settled in the economically viable locations and there were probably
some nomadic groups here as well, combining herding, hunting and fishing.
b. Absorbed into existing culture at a faster rate; The descendants of this original population were probably absorbed, although
some were for a long time identifiable as separate communities, particularly in
loss of tribal identity. the mountains of Oman. Coming from the tribally structured, highly organized
culture of Yemen, where a sophisticated edifice such as the Marib Dam was
c. Tribes on the Arabian Peninsula shared a built and maintained, the new arrivals retained their tribal structures and their
common language, which would be used for community-building legends. Thus they also retained their strong kinship ties with
the people elsewhere on the Arabian Peninsula. That sense of nationhood could
trade and sharing of stories and legends. be maintained throughout such a vast and inhospitable region because they all
shared Arabic as their common language.
d. Trade would grow up depending on what
Those who came later had to find other opportunities to make their living in the
resources the local land could provide. less well-watered parts of the country, which required them to adapt to a more
Sometimes it was crops, such as dates. Other rigorous environment. Over time, they developed a great diversity of economic
pursuits, while the unity in the social structure was retained, both of which were
times it was animals, such as camels. the hallmark of the traditional society of the UAE. The result of a long process
of adaptation to the rigours of a land with limited resources can be seen in the
traditional economy of the country, an economy which entered a new phase only
40 years ago.

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5
 Teacher’s Guide

Arab tribes

a. What would make a location economically viable?

b. How would you explain why the new arrivals from Yemen retained
their tribal identity?
c. What role did language play in the development of tribal identities?
d. What role do you think the landscape played in the development of
the UAE economy?

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6
 Moral Education Grade 5

Activity 3 (10 minutes)

Explain that early settlers chose sites for the following
reasons:
Read the text then complete the activity that follows.
• Water – for drinking, cooking or washing. Also, 3
water was used for transportation of goods and
Early inhabitants of the Arabian Peninsula lived in temporary shelters. They lived a
people. nomadic lifestyle wandering through deserts in search for food, water and shelter.
• Forest – A supply of building materials for Gradually they began to settle down and build settlements. The place where a
settlement starts is called a site and settlement sites are chosen for specific
housing. Wood also used for making fire for reasons.
cooking and heat. These early settlers would choose locations where they could access food, shelter,
protection and other basic necessities. Locating their settlements near rivers
• Mountains – for protection. Good views for a allowed for the provision of water as well as food. Water also allowed for easy
high vantage point so that people could see their transportation.
enemies approaching from afar. Forests were also popular sites as the wood could be used for building as well
as providing heat. Some settlements were located on mountains. Mountains
• Flat land – This was needed for growing crops were used for protection as the high vantage point made it easy to spot enemies
approaching. Locating their settlements on flat land made it easier for the settlers
and to make travel easy.
to grow crops.
• Students will complete the info graphic
demonstrating the understanding of the concept. a. Complete the infograph showing why early settlers choose to live in
these sites.
Suggested Answers
• Water
• Forest
• Mountains
• Flat land

Time permitting, you can expand the discussion by

asking the following questions:
• What natural factors would influence where
the settlement was built? (Weather, land type, 7
animals, threats)
• Why do you think (e.g. water, rivers, seas, oceans,
MEd_SB_G05_U03_EN.indb 7-8

mountains, forests) would have been important

for the people who settled there? (To provide
food/shelter/protection)
• What things are important for people to have
close to them today? Why? (Utilities such as
water and electricity, transport, shopping areas)

7
 Teacher’s Guide

Unit 3 Lesson 1 8

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8
 Moral Education Grade 5

Activity 4 (5 minutes)
Introduce the less text on by asking, ‘Why do people
decide to emigrate to other countries?’ Write the
responses on the board. Read about expatriates then answer the following question.
Ask students to read the text about immigrants and 4
check for understanding. Answer any questions that
students have.
Put students into pairs. Tell them they are going to
pretend to be immigrants. And ask them to reply to
the question in the book.
Suggested Answers
Immigrants bring their culture. Mainly, their habits,
customs, holiday festivities, food...

The United Arab Emirates has a very diverse population. In fact, it has the 7th
highest migration rate in the world. There are expatriates in the UAE from all over
the world. Most are from South Asia, countries like India, Bangladesh and Pakistan.
Others have come from Egypt, the Philippines and Western Europe.

Immigrants around the world usually behave in a similar manner. When people
immigrate to foreign country they usually seek out other immigrants from their
home country and settle in the same or nearby neighbourhoods. It makes it easier
for them to adapt to their new country if they are among people who share the
same language and culture as they do.

a. What do immigrants bring with them to their new country?

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9
 Teacher’s Guide

Key Skills (Head, Heart, Hands)

With your group, design a settlement based on the evidence have learned in • Collaboration
5 the lesson. You have to decide who lives there and what kind of settlement
they live in. • Deliberation
• Respect

.Evaluation/Reflection
• Students can work on a personal project about an
area that they would like to further investigate or
know more about
• Students write a diary entry on what they have
learned about different settlement types.
• Teacher assesses the designs and the accuracy
of them in comparison to the ‘real’ places the
images represent
• A future lesson can be on finding the actual
place and doing research on it through books or
internet work if available

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Activity 5 (15 minutes)

Put the class into groups. Read out the activity instructions and check for
understanding. Answer any questions that students have.
Explain that students will take different roles in each group.
Explain that roles will be switched during the task to ensure that the students
experience each different role. (Use a timer and rotate the roles every 5 minutes.)
Give each group a resource pack. See Additional Material. Explain that students should
draw a picture of a type of settlement.
As each group is working, walk around offering support and encouragement. Visit each
group as they are working independently and question their reasoning behind their
decisions.
Ask each group to present its settlement design to the class. Remind students to
choose who will present and who will answer questions.
As each group presents, prompt other students to ask that group questions about the
settlement.

10
 Moral Education Grade 5

Unit 3 Settlement, Family and

Kinship in the U.A.E.

Lesson Objectives

Lesson 2
This lesson allows students to explore artefacts and
make guesses to what they were used for. It also

Learning
explores some of the difficulties newcomers may
experience when coming to a new country.

Required Materials

from the
• Pictures of the two artefacts
• Paper and pens/pencils for writing questions
• Lesson reflection sheet

Past
• Large pictures of the two artefacts to display in
front of the whole class
• Pictures of other artefacts, from UAE and from
other regions

Learning Outcomes Learning Outcomes

• Describe and explain the main changes that have • Describe and explain the main changes that have
taken place with:
taken place with:
• people coming to and settling in the UAE, • people coming to and settling in the UAE,
• families and family groupings. • families and family groupings.
• Explain and discuss relevant concepts and
• Explain and discuss relevant concepts and
terminologies.
terminology.

11

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11
 Teacher’s Guide

Vocabulary An object made by a human

Artefact being, typically one of
cultural or historical interest.
Artefact Iron Age

Archaeological site Motifs A place (or group of physical

sites) in which evidence of
past activity is preserved
(either prehistoric , historic
Archaeological site or contemporary), and
which has been, or may
Look at the two images and answer the questions that follow. be investigated using the
1 discipline of archaeology,
and represents a part of the
archaeological record.
The period of human
culture characterized by
the smelting of iron and its
Iron Age use in industry beginning
somewhat before 1000 BC.
in Western Asia and Egypt.

Motifs A dominant or recurring idea

. What do you think this object is? in an artistic work.
. How old do you think it is?
. What is it made of?
. What do you think it was used for?

Give reasons for your answers. Then explain that the other image is of the Tara
An artefact is:
Brooch, which is dated form the 8th century AD. It was
An archaeological site is: found in Country Meath in Ireland. (Check that the
students know where Ireland is. Ask them to locate
it on a map or globe). Made of cast and gilt silver,
Unit 3 Lesson 2 12 it is elaborately decorated on both faces. The front
1/12/2018 8:52:09 PM
has a series of exceptionally fine gold panels. These
show animal and abstract motifs, being separated by
Activity 1 (5 minutes) studs of glass, enamel and amber. The back is flatter
Model a definition on the board: An artefact is an object made by a human being, than the front. The motifs consist of scrolls and triple
typically one of cultural or historical interest. spirals which is a typical decoration of the Iron Age.

Then explain that artefacts are usually found at archaeological sites. These A silver chain made of plaited wire is attached to
archaeological sites are the settlements of people who lived there thousands of the brooch. This feature is formed of animal heads
years ago. The artefacts found on these sites reflect the culture of the people who framing two tiny cast glass human heads.
once lived there. Check for understanding. The Tara Brooch can be considered to represent
Model a definition on the board: An archaeological site is a place (or group of the pinnacle of early medieval Irish metalworkers’
physical sites) in which evidence of past activity is preserved (either prehistoric or achievement.
historic or contemporary), and which has been, or may be, investigated using the Divide the class into groups of four or five students
discipline of archaeology and represents a part of the archaeological record. of a mixed ability. Read out each question in turn and
Ask students to look at the two pictures and think about the questions in their books. focus on each object separately.

Suggested Answers Give them time to discuss each question as a group

and come to a consensus. One person will write down
Explain that one is a gold gazelle pendant piece found at the Saruq al Hadid
their answers. You can then have a feedback session
archaeological site. This is a remote desert site that was a centre for metalworking
when one or two people from each group can feed
some 3,000 years ago. It is believed to have been a part of a bigger piece of jewellery.
back the groups’ thoughts on each question.
Explain that we do not have much more information regarding this piece, so students
should use their imagination when examining it.

12
 Moral Education Grade 5

Activity 2 (15 minutes)

Read out the extract to the class. Address any
questions the students raise it.
Divide the class into pairs. Prompt them to discuss the 2 Read this the about Date Palm answer the questions that follow.

questions in the student book. Ask pairs to share their Wherever it is found and whatever its quality, the water in the sandy desert
never flows and extensive agriculture could not be developed there. But one
answers with the class. tree is ideally suited to grow even at the foot of a huge sand dune in the middle
of the desert: the date palm. It can tolerate very high salinity and thrives even in
Suggested Answers intense heat. As a cultivated fruit tree, the date palm is not propagated from the
date stone, but from side shoots which grow at the foot of a mature tree. These
a. It can grow in a hostile environment. It is suited are separated and planted when they are already 100–150 cm high and have a
to high temperatures and has high salinity (salt good nest of roots. The newly planted saplings need to be watered regularly. In
the desert the water is carried from the well – one leather bagful at a time. After
content). months, or even years, the young bushy plant’s roots will reach the water table
and be self-sufficient. However, its rate of growth and eventual yield of dates is
b. As well as providing food that lasts a long time, significantly influenced by the amount and quality of the water available.
its fronds can be used to make food containers. In this country people like to eat dates fresh when only half the fruit is soft and
People could then carry food for long journeys. It brown. The harvested dates were essential for the survival of the inhabitants in
the desert. The ripe dates are lightly boiled and compressed into a congealed
became essential to the survival of communities substance called tamr which can be kept almost indefinitely, because the high
in the harsh desert landscape. sugar content kills germs which might settle on it. The dried palm fronds are
plaited into containers, in which the nourishing, vitamin-rich staple diet can be
taken on journeys through the desert, into the mountains, or out to sea. The date
c. It is a reminder of how hostile the environment tree, which grows so well in the desert where water is available, is like an anchor
was for early settlers and how hard they had for the existence of the Arabs in this environment. The yield from the small palm
groves which were established in the sandy desert was, however, insufficient for
to work in order to ensure their communities entire families to live off throughout the year.
survived.
d. Communities would grow up in areas where date
trees were, so their presence to a large extent
determined where populations would develop.

13

MEd_SB_G05_U03_EN.indb 13-14

13
 Teacher’s Guide

. Why might the date tree be called the wonder of the desert?
. Why do you think the date tree is so important in Arab culture?
. What can the date tree tell us about life in the past?
. What influence did the tree have on the development of
tribal settlements?

Unit 3 Lesson 2 14

1/12/2018 8:52:12 PM

14
 Moral Education Grade 5

Activity 3 (10 minutes)

Imagine that you could get into a time machine and go back in time to
Place a collection of artefact images on the desk. They 3 interview either the person who owned the artefact or the person who
made it.
should be a mix of UAE artefacts and artefacts from
other regions.
Divide the class into groups. Explain that each group
is going to select an artefact and travel back in time.
They are going to interview either the person who
made the artefact or someone who used it.
Each group should then come up with a list of five
questions that they would ask that person.
After groups have selected their artefact and are
discussing their questions, walk around the class
offering advice and encouragement. Answer any
questions that students have about their selected
artefact. Select one of the artefact pictures.

Suggested Interview Questions: As a group:

• What is that artefact? • Decide which person you would like to interview.
• Come up with as many questions as you can to ask that person.
• What do you use it for? Present a role-play of your interview to the class:
• One student plays the role of the person who made the artefact or its owner
• Why did you make (or buy) it? • The other students play the role of interviewers
• Is it unique or do many people have one? Pay attention to allocated time. Keep answers short so that all your groupmates can
• Is there a story behind the artefact? ask their questions.

• What do you plan to make (or buy) next?

Explain that each group is now going to present its
role-play. Assign a number of minutes for each group,
depending on the number of groups. (For example, if 15
you have five groups, allow no more than 5 minutes
per group.) MEd_SB_G05_U03_EN.indb 15-16

15
 Teacher’s Guide

Activity 5 (5 minutes)
Read about heat protection then do the activity that follows.
4 Newcomers to the UAE can sometimes experience great difficulty Ask students if they have any questions about what
adjusting to the desert heat. Many suffer from sunburn and/or has been covered in the learning. Address any
sunstroke due to overexposure to the sun when they first arrive. They questions that students raise.
don’t realize how hot the sun can be and fail to take some simple
precautions to prevent this from happening. It is important to use sunscreen before Distribute copies of the reflection sheet to each
going out into the sun, regardless of skin tone. The sunscreen should have an SPF of
student. Ask them to fill it out and think about
30 or higher. Sunscreen should be applied generously and re-applied often. Avoiding
the strongest rays of the day also helps. Newcomers should avoid going into the sun everything they have done in this lesson.
between the hours of 10 AM and 4 PM.
Sun exposure damages the eyes as well as the skin. The best way to protect the
Model some reflective answers for the students.
eyes is to wear sunglasses that provide 100% UV protection.
Collect the reflection sheets after a few minutes.
One of the best ways to protect skin is to cover up. Wearing long loose clothing will
help protect the skin from harmful rays. Umbrellas can be used to provide shade Prompt students to share some reflections with the
when going out in the sun. class.
Many newcomers can also forget to stay hydrated. It is very important to drink
fluids—water, juices, and fruit smoothies—to stay hydrated. Heavy and fatty foods Use the reflections to inform future lessons.
and caffeine should be avoided as these can cause dehydration.

Work with your partner to design an information leaflet for newcomers

arriving to the UAE. Key Skills (Head, Heart, Hands)
• Enquiry
• Curiosity
Your teacher will give you a lesson
5 reflection sheet. Think about the • Research
lesson today on artefacts and complete
the reflection.
Evaluation/Reflection
From the reflection sheets you will be able to tell
what each child has gained from the lesson. Please
use this to inform your planning for future lessons on
historical artefacts and communities.
Unit 3 Lesson 2 16

1/12/2018 8:52:12 PM

Activity 4 (10 minutes)

Explain that visitors to the UAE can sometimes experience difficulty adapting to the
culture and climate.
Read the extract as a whole class. Then divide students into pairs and ask them to
with their partner to design an information leaflet for newcomers arriving to the UAE.
Ask students to share their ideas.

16
 Moral Education Grade 5

Unit 3 Settlement, Family and

Kinship in the U.A.E.

Lesson Objectives

Lesson 3
This lesson aims to introduce the student to the

Diverse
changes that have taken place in different tribes and
communities. They also examine the reasons why
settlers located in certain areas and the advantages
and disadvantages of these areas

Communities
Required Materials
• Resource packs of photos
•

and Contexts
Maps
• Atlases
• Paper
• Card
• Pens
• Markers Learning Outcomes
• Describe and explain the main changes that have
• Glue sticks
taken place with:
• People coming to and settling in the UAE.

Learning Outcomes • Families and family groupings.

• Describe and explain the main changes that have • Explain and discuss relevant concepts
taken place with: and terminology.
• People coming to and settling in the UAE. • Appreciate the importance and value to the
individual of family and kinship bonds.
• Families and family groupings.
• Explain and discuss relevant concepts and 17

terminology. MEd_SB_G05_U03_EN.indb 17-18

• Appreciate the importance and value to the

individual of family and kinship bonds.

17
 Teacher’s Guide

Features that were created

Vocabulary by natural processes;
Natural features for example, rivers and
Natural features mountains.
Urban community A group of people, usually
Urban community more than 2,500, living in a
Rural community big town or city.

An area that is often

Describe what you see in both images Rural community farmland with few buildings,
1 businesses and people.

Unit 3 Lesson 3 18

1/12/2018 8:52:16 PM

Activity 1 (5 minutes)
Divide the class into pairs. Ask students to look at the two images in the student book.
With their partner ask them to describe what they see in both images.
Suggested Answers
• Lots of buildings, homes close together, small amount of open space.
• Few buildings spread out over large distances, lots of open space.
Explain to students what an urban community is and what a rural community is. Then
ask them which image shows a rural community and which image shows an
urban community.

18
 Moral Education Grade 5

Activity 2 (10 minutes)

Read out the extract to the class. Address any
questions the students raise.
Put class into pairs. Prompt them to discuss the
questions in the student book. Ask pairs to share their
answers with the class. 2 Read the text about Nomadic Versus Settled Life then answer the
questions that follow.
Suggested Answers In the sandy desert, as well as in the mountains or in the coastal villages, people
adapted in different ways to the geographical conditions and to the availability of
a. Local environment, threats to security, available some resources and the lack of others. In some instances, a sedentary existence
resources, population size and ability. in one place was not at all possible. This was because the small amount of
available water was only enough for a short stay by a small group of people. In
b. Some communities are able to settle down addition, it only allowed for the survival of a limited number of date palms. Faced
with these conditions, it was essential to adopt a nomadic lifestyle. This allowed
because they have resources available locally people to take maximum advantage of the meagre resources spread over a wide
(dates, fish and so on), whereas, others have area. In the case of the fishing communities or the owners of the mini-oases in
the wadis, mobility has always been common. This allowed these communities to
to travel in order find the resources they need supplement the otherwise insufficient resources available at the main abode. In
to survive. yet other situations, for the population in the villages on the East Coast, in the Ra’s
al-Khaimah area and in the developing ports of the country, the possibilities to
pursue a variety of occupations were all close at hand, and such people could lead
c. The different tribes in the community and their a settled life.
heritage and backgrounds; the communities they
interacted with; any immediate needs or threats.
d. Some might prefer the stability and security of
a settled life, whereas others might prefer the
more adventurous nomadic lifestyle.

19

MEd_SB_G05_U03_EN.indb 19-20

19
 Teacher’s Guide

a. What factors do you think determine how

communities develop?
b. Why did some communities settle down, whereas, others
adapted a more nomadic lifestyle?
c. Which would you prefer, a settled or a nomadic lifestyle?

Unit 3 Lesson 3 20

1/12/2018 8:52:18 PM

20
 Moral Education Grade 5

Activity 3 (15 minutes)

Read about intermarriages between two tribes. Then, with your
Read out the extract to the class. Address any 3 partner, answer the question that follow.
questions the students raise.
Within the tribe, there is the strong preference for marriages between the son
Remind students that the methods of communications and his paternal uncle’s daughter (bint al ‘amm). If this arrangement cannot be
have changed drastically over the years. If for made because of age difference or for other reasons, marriage with a first cousin
of the mother’s side, or with a more distant cousin, is the norm in this society.
example, in earlier times, it was not as easy as it is
Marriage outside the extended family is the exception, but does also occur, such
nowadays to issue invitations. as between families who are neighbours, or as a political move, as when a sheikh
marries the daughter of another tribal leader.
Put the class into pairs. Tell them that they are going In the original areas of population concentration, the large oases, various tribes
to research how people were invited to weddings often lived side by side and in many issues of economic or political importance
traditionally and compare it to how they are invited to this neighbourhood became the guiding factor in the society’s political life. In
most villages they also mixed and mingled because one instance of inter-tribal
weddings today. marriage was usually the beginning of further marriages between two groups.
You can then have a feedback session when one or a. Research how marriage invitations were traditionally sent and
compare them to modern ways.
two people from each group can give feedback on the
research findings.

Activity 4 (10 minutes) Consider the factors that allowed each of these communities to
Ask students to examine the two images in the 4 survive and grow

student book. Explain that one is a farming

community, whereas the other is a trading community.
Put the class into two groups. Assign each group a
community to explore. Prompt students to study the
photographs and discuss them as a group, including
answering the questions in the student book.
While students are discussing the questions,
walk around the class, offering support and
encouragement. 21

Suggested Answers MEd_SB_G05_U03_EN.indb 21-22

a. Group 1: Near water, fertile land for growing

crops.
Group 2: Near water made importing and
exporting of goods easier.
b. Group 1: Fertile land, ability to grow wide variety
of crops. Poor transportation.
Group 2: Resources available locally (dates, fish
and so on) for trading, materials for building
houses. Soil not fertile, limited amount of
crops grown.
c. Group 1: Irrigation system, which brought water
from boreholes to water farms and palm trees,
food was plentiful.
Group 2: Trade grew. People came to trade and
settled and built houses using the branches of
the date palms

21
 Teacher’s Guide

Group 1 will work on the oasis settlement. Focus on the Falaj system, and how it
worked and enabled inhabitants to cultivate a range of crops.
Key Skills (Head, Heart, Hands)
Group 2 will focus on the cultivation of dates and the use of camels for trade,
to explain why this community prospered in an area that was less hospitable to
• Enquiry and investigation
human habitation. • Decision making
Consider how these communities survived and grew. • Collaboration.
With your group, answer the following:
a. Why did early settlers choose this site?
b. What were the advantages and disadvantages of this site? Evaluation/Reflection
c. How did this settlement grow and prosper?
• Evaluate the student’s learning through your
questioning and through the work completed on
similarities and differences.
THINK!
Did you know that the Aflaj irrigation system is a UNESCO world heritage site? A World Heritage Site is a place that is listed by the United
• Students could now do an independent project on
Nations Educational, Scientific and Cultural Organization (UNESCO) as of special cultural or physical significance. a local settlement with the help of their parents
and present it in class on another occasion.

Some families have a special

5 meal when the olives are
picked. Write about one of
your family traditions.

Olives Picking

Unit 3 Lesson 3 22

1/12/2018 8:52:19 PM

Activity 5 (10 minutes)

Explain to students that every family has traditions. For example when the olives are
picked, some families have a special meal . Ask students to write about one of their
family traditions. Explain that it should be a tradition that has been in their family for
generations.
What does tradition mean?
What time of the year do they carry out this tradition.
What members of their family are present?

22
 Moral Education Grade 5

Unit 3 Settlement, Family and

Kinship in the U.A.E.

Lesson Objectives

Lesson 4
In this lesson students will explore genealogy and
oral tradition. They will interview a member of their
own family and will use the information learned to

My Tribe, My
construct a family tree.

Required Materials
• Family tree template

Family
• Interview questions template
• Pens
• Paper

Learning Outcomes
• Describe and explain the main changes that have
Learning Outcomes
taken place with:
• People coming to and settling in the UAE. • Describe and explain the main changes that have
taken place with:
• Families and family groupings. - people coming to and settling in the UAE.
• Explain and discuss relevant concepts and - families and family groupings.
terminology. • Explain and discuss relevant concepts and
• Appreciate the importance and value to the terminology.
individual of family and kinship bonds. • Appreciate the importance and value to the
individual of family and kinship bonds.

23

MEd_SB_G05_U03_EN.indb 23-24

23
 Teacher’s Guide

Vocabulary A chart representing

Family tree family relationships in a
Family tree Tribe conventional tree structure.
Genealogy Oral history

A group of people living on

Tribe a specific territory and have
common interests.
Consider these questions:
1 a. What is a family tree?
b. Who goes into a family tree? The study of families and
Genealogy
c. What is a tribe? tribes.
d. Who is a part of your tribe?
The history that is passed
on by word of mouth, rather
Oral History than being written down. It
is the stories about the past
that people tell each other.

Unit 3 Lesson 4 24

1/12/2018 8:52:22 PM

Activity 1 (5 minutes)
Explain that a family tree is a useful way to get a better understanding of your
extended family. Prompt students to look at the image of the family tree.
Check for understanding by asking the first two questions in the student book.
Suggested Answers
a. A diagram showing how members of the extended family are related to each
other.
b. Members of your immediate family and extended relatives.
c. A tribe is a group of people living on a specific territory and have common
interests.
d. Students to identify their tribes.

24
 Moral Education Grade 5

Activity 2 (10 minutes)

Explain that having a better understanding of our
cultural background enables us to better understand
our heritage.
Read the extract as a whole class. Then put students
into pairs and ask them to discuss the questions in the 2 Read the following text about genealogy and tribal history. Then,
with your partner, answer the questions that follow.
student book. Prompt students to share their answers.
Mr. Al Suwaidi is a genealogist and has been studying family lines for about 10
Suggested Answers years. What makes his work unusual is that he is an expert not just in tracing
back families through the father’s side, but one of the few genealogists in the UAE
a. The study of families and tribes. to focus equally on the mother’s and the women’s side.

b. Women play an important role in tribes so One of the goals of his work, he says, is to strengthen the understanding of the
relationships between tribes and make people more aware of how they are linked
it’s important to understand their family to each other.
backgrounds too. Also, some family names might In days of old, Mr. Al Suwaidi points out, everyone was known by the name of their
pass through the females. tribe. “We did not have ID cards or passports for identification. It was the tribe’s
name and family name that indicated who you were, how you introduced yourself
c. There was less understanding of women’s role. and were known.”

As an illustration he suggests: “Check out the old maps of the area. You will find it
d. Maps can show us which tribes were common in marked with the tribes’ names, note the names of cities. For example, the Bani Yas
an area. would be written in a large font, marking the whole area in Liwa where they lived.
The same would be true for Al Manaseer, Al Quwasem and all the tribes.
e. Students identify their tribal name. And among those tribes, it was the women who played an important role, as both
the pillar of the family and through the way some tribes formed alliances.
f. Studying family trees; consulting a genealogist;
consulting family members, especially older An example he gives is the mother of Sheikh Mohammed bin Rashid, Vice
President and Ruler of Dubai. Sheikha Latifa bint Hamdan Al Nahyan was the
family members granddaughter of Zayed the First, the Ruler of Abu Dhabi, and married Sheikh
Mohammed’s father, Sheikh Rashid bin Saeed, in 1939.
g. It’s important to learn about your family
“Sheikh Mohammed recently changed the name of Al Wasl Hospital to Latifa
background and history so you can better Hospital, in her name,” says Mr. Al Suwaidi
understand your place in the community. In some families, the name by which it is popularly known - the labooga or nickname
- comes from the female side, usually because one of the women was a strong
personality, or perhaps where a father had died and the men of the family were raised
by their mother. “For example, there is goom [people] bin Ftaim, goom bin Eshbah,
goom bin Mahra, and so on.”

25

MEd_SB_G05_U03_EN.indb 25-26

25
 Teacher’s Guide

Documenting all this is

an “extremely exhausting
process”, Mr. Al Suwaidi
says: “I overlap oral history
and the stories from elders
with the written documents.

Take one woman from a

certain family, let’s say Moza,
who has three daughters.
Every girl by now would
be a branch of the family,
along with her children. So,
I will interview all the three
daughters of Moza and write
their part of the story.”

As for the current generation,

he advises them to write
down the memories of their
grandparents, uncles, aunts,
either on paper or with recording devices, capturing their sayings, stories and poetry.
“Otherwise, once they pass away, you will feel like an outcast. You need to know who
your family is, not to brag but to know.”

a. What is genealogy the study of?

b. Why is it important to study the female side of the family as
well as the male?
c. Why hasn’t this been done in the past?
d. Which tribes were prevalent in your area? How do you know?
e. Most people of the UAE have a tribal name, which forms part of
their own name. What is yours?
f. How could you find out more about your family tribe?
g. Why is it important to record information from the past and
from your family?

Unit 3 Lesson 4 26

1/12/2018 8:52:25 PM

26
 Moral Education Grade 5

Activity 3 (10 minutes)

Remind students that a family tree is an important
record of a family’s history. Explain that students will Your teacher will give you a family tree template. Fill in as much
now start to complete their own family tree.
3 of your family tree as you can. Then look at where there are gaps.
Decide who will be the best person to interview to help you complete
Give each student a copy of the family tree template. the tree.
Ask them to complete as much of the tree as they can.
They should also identify whom to interview in order
to find out more about their family.
After 15 minutes, ask students to share their
incomplete trees with the class.
Ask the students to fill in the template of their family
tree and to decide who they can conduct the oral
history interview with.
Suggested homework activity:
Ask students to interview a family member who could
help them complete the family tree.
Completed family trees of trees may be hung on the
wall panel in class.
KEY FACT
The Confucius Family Tree – The World’s Longest Family Tree
According to genealogy experts and researchers, the family of famed Chinese philosopher Confucius (551 – 479 BC) is considered to be the
longest family tree in the world. Confucius was a descendant of the great King Tang, of the Tang dynasty, and his family tree spans more
than eighty generations. It also includes more than two million members. In 1998, a global undertaking was initiated to retrace, as well as
revise, this very famous family tree.

27

MEd_SB_G05_U03_EN.indb 27-28

Activity 4 (15 minutes)

Ask the students to imagine that they are going to interview a member of their family
for an oral history. Check that students understand what ‘oral history’ means. Explain
that this is the history that is passed on by word of mouth, rather than being written
down. It is the stories about the past that people tell each other.
Give students 10 minutes to come up with their list of questions. Offer the following
advice:
• It is better to ask open-ended questions (rather than ones with yes or no answers)
• Try to focus on people’s memories and experiences, rather than just dates
and places.
• Look for the stories and emotions behind the events in your family’s past.
• Give the children a week or so to complete the family interviews and the
presentation that they are going to give on them.
• You could ask other staff members to come and listen to the presentations and
grade them accordingly.

27
 Teacher’s Guide

Activity 5 (5 minutes)
Remind students of the importance of oral history.
Suppose you were going
Check that they remember what this term means.
4 to interview a member of
your family to get an oral
Explain that every family has its own oral history,
passed down from generation to generation.
history. What interview
questions could you ask? Put the class into pairs. Ask each student to share
Try to come up with ten three interesting facts about their family.
good questions that will
help you find out more
Write them in the student book.
about your family tree Then ask volunteers to share their stories.
and tribe.

An Interview Key Skills (Head, Heart, Hands)

• Interviewing skills
• Questioning skills open ended questions
Most families have interesting stories to tell. Share some of your
5 stories with your partner. • Project work
• Working in pairs
Three fun facts about my family • Independent work
• Documenting the past

Evaluation/Reflection:
• For Activity 4: Ask students to complete a KWHL
chart for further investigations or interview with
family members. K: What I Know

W: What I Want to Know or What I Want to Solve

H: How will I find information? (Which resources, web
Unit 3 Lesson 4 28 pages, texts, formulas, methods, etc.)
1/12/2018 8:52:27 PM L: What I Learned

Ask students to write down their questions in their notebooks.

Ask students to share some of their questions with the class.
Ten sample questions:
K W H L
• What’s your first memory?
• Who’s the oldest relative you remember (and what do you remember about him
or her)?
• Where did our family come from?
• Do you have any interesting stories from the past?
• Do you have any old items that have been in the family for a long time? What are
they and why are they important?
• How has life changed now from when you were a child?
• How did your parents meet?
• Tell me about your childhood home.
• Describe your first job.
• Who are some of your heroes?

28
 Moral Education Grade 5

Unit 3 Settlement, Family and

Kinship in the U.A.E

Lesson Objectives

Lesson 5
The students look at the changes that have taken
place in the pearl and oil industries over the years,
Students explore what it is like to be a pearl diver and

Change and
gain an understanding of the hardships faced by the
pearl diving community.

Continuity – The
Required Materials
• Pens
• Paper
•
Pearl Industry
Timer for debate

Learning Outcomes
• Describe and explain the main changes that have
taken place with:
• people coming to and settling in the UAE, Learning Outcome
• families and family groupings. • Describe and explain the main changes that have
• Explain and discuss relevant concepts taken place with: people coming to and settling in
and terminology. the UAE families and family groupings.
• Explain and discuss relevant concepts
• Appreciate the importance and value to the
and terminology.
• Appreciate the importance and value to the
individual of family and kinship bonds.
individual of family and kinship bonds.

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29
 Teacher’s Guide

The system of production

Vocabulary and consumption governing
Economy a particular country or
Economy Traditional region.
Multiculturalism Non-renewable energy
The handing down of
a culture’s beliefs and
Traditional customs from parents to
children over many years.
A situation involving people
Multiculturalism of different nationalities
1 Look at the images. What do they tell you about the pearl industry? and cultures.

Natural resources that

Non-renewable cannot be replaced after
energy they are used.

a. Where were the pearls found?

b. What was the nose clip for?
c. Why are pearls considered precious?

d. Why do you think that the oil industry is now a more important industry than the
pearl industry for the UAE?
e. Do you think that the work was difficult?

KEY FACT
Pearls are the only jewels created by a living animal. A natural pearl of value is found in less than 1 in every 10,000 wild oysters.

Unit 3 Lesson 5 30

1/12/2018 8:52:32 PM

Activity 1 (5 minutes)
Explain that pearl diving is part of the UAE culture. It was an essential part of the
economy before the discovery of oil.
Tell the students that the pearl Industry was important to the people of the UAE for
many decades before the discovery of oil. Men would be gone for the summer months
as the water wasn’t freezing at that time of year. The women would be left behind,
with a designated man to look after and protect them.
Ask the students to study the images in the student book. Ask them to consider what
these images tell us about the pearl industry.
Suggested Answers:
a. In oysters in the sea bed
b. To help divers hold their breath under water
c. They are rare; draw students’ attention to the key fact
d. There is more demand for oil than pearls; nearly everybody uses oil
e. It was dangerous and tiring work

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 Moral Education Grade 5

Activity 2 (10 minutes)

Put the class into pairs. Ask students to read the
article and then discuss the questions.
You can prompt further discussion by asking students 2 Read the text about Traditional Pearl Diving then answer the
questions that follow.
to consider these questions which will allow them to
Before the 20th century, the only way to get pearls was for divers to gather large
identify with the pearl divers: numbers of pearl oysters from the floor of the seas by hand.

a. Do you think that it was important for the Pearl divers were only men. They would leave their homes and go to sea for just
over 4 months. The pearl season was from mid-May to early September. Divers
divers and the crew on the boat to have a good would dive for 12 – 14 hours per day. They would begin before sunrise and finish
relationship? Why? at sunset. Boys started working at around age 9. At this age they would pry open
the oyster shells with knives to get to the pearl. At age 12, they began to dive and
b. What do you think it was like to be away from at around age 50 they would stop working.

home for months at a time? The first two weeks of the new pearling season were the toughest for divers. They
would have severe side effects such as nausea and sea sickness. It would take
c. Do you think that the pearl divers enjoyed their their bodies some time to get used to the new routine and surroundings.

job? Why? When the divers reached the pearl beds, they started work under the burning sun.
They made very deep dives to around 30 metres, with only a nose clip, leather
d. Do people still go for pearl diving today? finger protectors, a basket made of rope, a stone weighing about 5kg to pull them
down and a rope to raise them to the surface again.
Do you think that it is as dangerous? Why?
Pearl divers worked in pairs. They would go into the water in an upright position
and were weighed down by rocks that carried them to the bottom. When they
would get to the bottom of the sea bed, the diver would release the weight at his
feet, which was pulled up by someone on the surface to prepare for the next dive.
About 50 dives were made a day, each about 3 minutes long. The diver would then
collect all of the oysters that he could in the basket around his neck. He tugged the
rope and the men at the surface would haul the diver and the basket up. To find a
few top-quality pearls, a huge number of oysters would be searched.

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 Teacher’s Guide

Pearl divers

A. What was life like for a pearl diver?

B. Would you have liked to be a pearl diver? Why?

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 Moral Education Grade 5

Activity 3 (10 minutes)

Now that you’ve read about the life of a pearl diver, you have a chance to
Explain that pearl diving was tough for the divers, but 3 imagine what life was like for these people and their families.
it also caused difficulties for their families too, as they With your group, role-play our assigned scenario.
waited for months for the divers to return home. Be prepared to answer questions about your scene for your classmates.
Explain that the class will perform three role-plays.
Put the class into three groups:
• The first group will role-play a family the day
before the pearl diver leaves. They should focus
on the sadness the family feels.
• The second group will role-play the pearl divers
on their boat. They should focus on how difficult
the life is.
• The third group will role-play a family the day the
pearl diver returns home. They should focus on
the family’s joy at the safe return of the diver and
the relief at having money to support the family.
Read the text then answer the following question.
Allow each group 3 minutes to perform its role-play.
Prompt students to ask questions about the different
4 Prior to the discovery of oil in the 1950s, the region’s inhabitants relied heavily
role-plays. on the cultivation of dates, breeding camels and goats. The economy of the UAE
was dependant on fishing and the once flourishing pearling industry was now in
Possible questions include: heavy decline.
The first oil shipments began in 1962 (seen in the picture below) and completely
• What did it feel like to be doing that job? transformed the country’s society and economy. The living standards in the UAE have
become among the highest in the world.
• What was the hardest part of your day? The UAE now has one of the best national infrastructures (roads, transportation,
buildings, power supplies) in the world and the second largest economy in the Arab
• What was the best part about your job? world (after Saudi Arabia). This rapid growth has attracted a very large number of
• Do you think you would like to do that job? Why?/
Why not? 33

• Did you miss your family/friends? MEd_SB_G05_U03_EN.indb 33-34

• How did it feel to be leaving home? Suggested Answers

• What was it like for the women and students who a. How life has changed: more wealth, better infrastructure, more comfortable
were left at home? lifestyle, more travel, more investment.
b. How life has remained the same: still working in hot weather, family and
Activity 4 (10 minutes) community is still important, many traditions still alive, religion is still an
important part of life.
Explain that whereas pearl diving was once the main
occupation in the UAE, today the oil industry is the Provide the following facts on separate sheets or cards as general knowledge for the
main source of wealth. The discovery of oil in the students.
1950s profoundly changed the UAE. Oil energy facts:
Read out the activity introduction and address any 1. O il is a non-renewable energy source and belongs to fossil fuels, together with
questions that students raise. Ask students to come coal and natural gas.
up with three ways in which UAE life has changed, and
three ways in which it has remained the same. 2. Oil was formed more than 300 million years ago.

After 5 minutes, ask students to share their answers. 3. O il has been used for more than 5000 years (ancient Babylonians and Sumerians
had used crude oil).
4. O il can be found underground in areas of rock that are porous and contain the oil
within the rock itself.

33
 Teacher’s Guide

foreign investors who wish to benefit from the Activity 5 (10 minutes)
UAE’s economic and global advancement.
Remind the students that two major industries in
Consider how life has changed in the
UAE since the discovery of oil. And also
the UAE have been pearl diving and oil. Some people
note how life has remained the same. believe oil has brought great benefits to the UAE, but
others feel it has brought its own problems.
Read the debate to the students. Check for
How life has stayed the same How life has changed
understanding and address any questions that
students raise.
Put the class into two groups: one will argue in favour
of the motion and one will argue against. Allow
groups 5 minutes to prepare for their speeches.
KEY FACT
Crude oil was first pumped from the ground in Sichuan, China 2,500 years ago
Encourage groups to consider the impact of oil on
culture, traditions, the economy (wealth/poverty),
multiculturalism, nature and the environment.
You will now take part in a debate about the two main industries you Each group will assign a speaker.
5 learned about in this lesson.
Allow each speaker 2 minutes to make their speech.
The debate motion:
Students must listen respectifully and can ask
Oil has brought more benefits to the UAE than pearl fishing ever did.
Come up with arguments for or against the motion, depending on which group you questions after each speech.
are assigned to.
Based on the speeches, decide which group won
the debate.

Key Skills (Head, Heart, Hands)

• Critical reflection
• Enquiry and investigation
Unit 3 Lesson 5 34 • Recording information
1/12/2018 8:52:36 PM • Communication
5. O il is made into many different products; like for instance clothes, fertilizers, • Empathy
plastic bottles, pens and a lot of other products.
6. O il as well as other fossil fuels emit dangerous greenhouse gases which cause Evaluation/Reflection
global warming.
Observation of the student’s role-play scene and the
7. O il consumption is biggest in the USA where daily consumption surpasses 19.5 debate will show whether the students had a good
million barrels. grasp of the topic.
8. Oil spills often cause major ecological disasters. This topic can easily be extended through project
9. Oil spills often cause major ecological disasters. work on either or both the oil industry and the pearl
industry. Also look at other industries that are
10. O il needs alternatives in years to come, preferably in the form of clean renewable growing in the UAE and ask the students to come up
energy sources. with ideas regarding replacement of the oil industry
11. O il reserves refer to portions of oil in place that are claimed to be recoverable once the oil has run out.
under economic constraints. Saudi Arabia leads the way with 264.3 billion barrels,
in front of Canada and Iran.
12. O il, together with coal and natural gas, supply about 88 % of the world’s
energy needs.

34
 Moral Education Grade 5

Theme Character and

Morality

Theme: Character and Morality

Unit 4: Moral Character

(CM10) Moral Character and Virtues
and Virtues

Lesson 1 What Are Virtue Ethics?

Lesson 2 Patience
Unit Objectives
Lesson 3 Forgiveness
The aim of this unit is to introduce students to the Lesson 4 What Makes a Good Person?
concept of virtue ethics. They will explore values such Lesson 5 Change and Personal Development
as patience and forgiveness and consider what makes
a person a good person. And they will examine the
role of change and personal development in morals.

Unit Description
The concepts underpinning this unit are taught
over five lessons and are designed to answer the What virtues do we need in order to make good decisions?
central question.

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Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.

35
 Teacher’s Guide

Exploratory Questions
What are virtue ethics and how can you apply them?
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
How can patience and forgiveness enhance the moral behaviour? this unit.

What are the qualities of a moral person?

Unit 5 36

1/12/2018 8:49:59 PM

Learning Outcomes
1. Behave virtuously, for example by demonstrating a capacity for patience or
forgiveness, in dealing with other people.
2. Engage in a discussion about what it might mean to be a ‘good person’.
3. Recognise that it is possible for humans to change for the better and that nobody
is inherently a good or bad person.

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 Moral Education Grade 5

Unit 4 Moral Character,

Virtue Ethics

Lesson Objectives

Lesson 1
Understand what virtues are and how to apply them.

Required Materials
• Speaking object for circle time – a small item such
as a painted rock, shell or stuffed animal

What Are
• Large chart paper – for list of virtues
• Art material and paper for poster making
• Access to a dictionary – hard copy or online

Virtues?
• Paper, glue and scissors for ranking activity

Learning Outcomes
• Behave virtuously, for example by demonstrating
a capacity for patience or forgiveness, in their
dealings with other people.

Learning Outcomes
• Behave virtuously, for example by demonstrating
a capacity for patience or forgiveness, in dealings
with other people.

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37
 Teacher’s Guide

Behaviour showing high

Vocabulary Virtue moral standards.
Virtue Ethics
Ethics Social standards or
Morals Character expectations.

Principals of right and

Morals wrong that govern
personal behaviour.
You are going to participate in a circle time discussion.
1 First, consider these definitions: A person’s personality,
A virtue is a behaviour showing high Character including behaviour,
moral standards. thoughts and actions.
Ethics Social standards
or expectations
Morals principals of right and wrong
that govern personal behaviour.
Virtue Ethics are good character
traits that enable good decision-
making.

Now discuss the following: Suggested Answers

• What is one virtue that is
characteristic of the person I
May include kindness, courage, confidence
want to be? And why? or creativity.
Begin to make a list of the virtues that the
students name.
Following a round where everyone has the
opportunity to answer you can then open up a
discussion about the virtues. Add more virtues to the
list as they come up in the discussion.

Unit 4 Lesson 1 38

1/12/2018 8:50:04 PM
Differentiated Learning
Ask Beginners to name some other virtues.
Activity 1 (10 minutes)
Suggested Answers
Explain that, in order to behave in a moral way, we have to understand virtue and
ethics. Strength, compassion, trustworthiness, generosity
and so on.
Read through the definitions in the student books. After you read each definition,
check for understanding and address any questions that students have about the Ask Advanced Students why these virtues are
term. important.
Suggested Answers
Sit your students in a circle. Remind them about the rules of circle time:
They teach us to live by values that ensure that we
• Every person will have a chance to speak. don’t hurt ourselves or others and that we work
• You speak when you have the ‘speaking object’. together towards a common good.
• Others will listen and not judge. You can access a list of virtues on
http://www.virtuesforlife.com/ that has over 70
• If you do not want to speak, you can ‘pass’.
virtues listed.
Use a ‘speaking object’ to pass around and allow each student to answer the question
in the book .
You can begin by modelling an answer. “One virtue I would like to have is patience
because I would be better able to help other people and maybe even learn from them.”

38
 Moral Education Grade 5

Activity 2 (15 minutes)

Explain that acting in a virtuous way requires effort.
And sometimes we might get lazy.
Ask students to read the story and pay particular 2 Read the story Abdul’s Great Idea then answer the
questions that follow.
attention to the idea of virtue as they are reading it.
Then discuss the questions in the student book with Abdul was feeling stressed!
the class. He was late with his homework essay. It had to be finished
by tomorrow morning. But he also wanted to watch his
Suggested Answers favourite television programme. Tonight they were going to
review the latest games for his smartphone.
a. He wasn’t virtuous. Although he was clever, he
“Why are you sighing so much?” his father asked, looking up
was cheating and being lazy. from his newspaper.
b. The virtue of being honest and not copying his “It’s this stupid essay!” Abdul moaned. “I’ll never finish it.”
essay from the internet. This virtue will prepare “Your homework is important,” his father reminded him.
Abdul knew that homework was important. But so were
him for life.
smartphone games!
c. Abdul’s father was happy when his son realized Then he had a great idea! Abdul always admired
that cheating is not the correct behavior. When his intelligence.
he told him that he is cleverer, he meant that he He could just copy the essay from the internet. He’d be able
is being virtuous. to finish the essay and watch the review of the games.
“Now you’re smiling!” his father remarked.
“Yes,” Abdul said. “I can finish my essay without having to
work hard at it.”
“That’s very clever,” his father agreed. “You don’t need to
learn how to work hard, because you’ll never have to work
hard in your life, will you?”
Abdul was puzzled. Of course he’d have to work hard later in
life. All adults had to work hard. His father always worked late

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39
 Teacher’s Guide

in the office. He often worked in the weekends.

Then Abdul noticed that his father was smiling.
Of course! He was just fooling with him.
“Maybe the games aren’t so important,” Abdul remarked.
“Maybe it’s more important to finish this essay after all.”
“You’re even cleverer than you realise,” his father said, before
returning to his newspaper.

a. Abdul was clever when he came up with a way to finish the essay
quickly. But was he virtuous? Why?
b. Which virtue does Abdul learn about? Why is it important?
c. “You’re even cleverer than you realise.” What do you think
Abdul’s father meant by this?

Unit 4 Lesson 1 40

1/12/2018 8:50:06 PM

40
 Moral Education Grade 5

Activity 3 (10 minutes)

Read the following quote for Sheikh
Read the quote of Sheikh Zayed to the class, then start 3 Zayed Bin Sultan Al Nahyan (May Allah
a discussion on its meaning. have mercy upon him), and answer the
following question.
Suggested Answers
Sheikh Zayed was the leader of the UAE and he felt it “It is my duty as the leader of the young
people of this country to encourage them to
was his duty to advise young people to be virtuous. work and to exert themselves in order to raise
The virtues discussed in this quote is vitality, hard- their own standards and to be of service to
work, strong work ethics, conscientiousness... It is the country. The individual who is healthy and
important to be vital and active and to work hard. of a sound mind and body but who does not
work commits a crime against himself and
Prompt students to give the advantages of working society.”
hard which include: a. What is the virtue in this quote?
Productivity, energy, growth, evolution, development,
progress, achievements, self confidence,
independence.
The person who does not work hard is depriving
himself and others from the advantages of work, at all With your partner, design a poster. Choose one virtue from the list you
levels wether individual, family or national. 4 have created with your class:

• Think of what actions are linked to this virtue

• Consider images that would display the virtue in a creative manner
Activity 4 (15 minutes)
Plan out your design and have fun!
Remind students of the importance of virtue in
building moral character.
Divide the class into pairs. Ask each pair to choose a DID YOU KNOW?
virtue. Character Day is a global event for people to screen films on the topic of science as it relates to character development. Participants have
a discussion globally about their own character, who they are, who they would like to be, and how to develop these character strengths,
based on evidence-based research. The day takes place in late September each year.
Tell students that they will design a poster. Make
sure students have access to the necessary resources
41
in order to find quotes and images for their virtue
(online, dictionary, magazines, books and so on). MEd_SB_G05_U04_EN.indb 41-42

After students have completed their designs, display

them on the classroom wall.
Throughout the day, point out virtues that you
notice students are embodying: thank them for
their patience, praise their kindness, applaud their
perseverance and so on.
Draw students’ attention to the Did You Know?
section. Have a discussion about virtue and character.

41
 Teacher’s Guide

Activity 5 (10 minutes)

Think about what you have learned in today’s lesson.
5 Choose one of the questions below to write about: Remind students that they should practice virtue
when dealing with their classmates, their friends, their
a. Why are virtues necessary for people in our world today?
family and with people in society.
Ask students to reflect and write their thoughts about
b. What actions will be characteristic of the sort of person I want to be? the topics covered in today’s lesson. You can add more
statements for your students to choose from taking
their needs and the local situation into account.
c. What virtues do I want to demonstrate and how will I cultivate them? If time allows you can ask some of your students to
voluntarily read aloud what they wrote to the class.
Collect and read your students responses in order to
assess learning and to adapt the following lessons
if necessary.

Key Skills (Head, Heart, Hands)

• Moral Reasoning
• Empathy
• Dealing with complexity

Evaluation/Reflection
Share learning outcomes with students before
lesson begins and then check their understanding at
the end of it.

Unit 4 Lesson 1 42

1/12/2018 8:50:08 PM
Differentiated Learning
Use multiple question levels to ensures that students
of differing abilities can be challenged at a level that is
appropriate to them.
Allow for ‘think time’ after questions or concepts are
posed to allow all students time to process.

42
 Moral Education Grade 5

Unit 4 Moral Character,

Virtue Ethics

Lesson Objectives

Lesson 2
Understand how patience can help develop moral
character.

Required Materials
• Speaking object for circle time – a small item such
as a painted rock, shell or stuffed animal
• Pots – recycled containers from yoghurt or other

Patience
food will also work
• Soil or compost
• Seeds – any seeds from flowers, vegetables or
fruit will do
• Lollipop sticks or something else to make signs
for their seeds

Learning Outcomes
• Behave virtuously, for example by demonstrating
a capacity for patience or forgiveness, in dealings
with other people Learning Outcomes
• Behave virtuously, for example by demonstrating
a capacity for patience or forgiveness, in
dealings with other people.

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43
 Teacher’s Guide

Vocabulary
The ability to stick with a
Patience difficult or annoying task
Patience or situation for a long time
Apologise without showing annoyance
or irritation.
Expressing regret for
your actions or words,
Apologise and for the hurt you have
caused others.
Participate in a circle time where
1 you will share your thoughts
and voice your opinion about
patience.

Discuss the following questions:

• What is one example of a time

when you have to
show patience? Differentiated Learning
• Is it easy to be patient?
• When is it harder to Use these questions for further discussion:
be patient?
For Beginners
How do you feel when someone is not patient
with you?
Suggested Answers
i might feel sad or angry.
For Advanced Students
Unit 4 Lesson 2 44 Why is it difficult to be patient sometime?
1/12/2018 8:50:11 PM Suggested Answers

Activity 1 (10 minutes) You are in a hurry, you are late, you are in a bad mood,
you have already explained something many times.
Explain to students that one very important virtue is patience. Ask students what they
think patience means. Model a definition of patience on the board:
Patience is the ability to stick with a difficult or annoying task or situation for a
long time.
Sit your students in a circle.
Use a ‘speaking object’ to pass around and allow each student to answer the question.

Suggested Answers
• When my parents are speaking with someone else.
• When I’m waiting for my sister to be finished in the bathroom.
• When I’m waiting for the school day to be over so I can play with my friends.
Following a round where everyone has the opportunity to answer you can then
continue the discussion. Use the questions in the student book to guide you.

44
 Moral Education Grade 5

Activity 2 (15 minutes)

Explain that acting in a virtuous way requires effort.
And sometimes we might get lazy.
Ask students to read the story and to pay particular 2 Read the story The Racing Game. Then answer the
questions that follow.
attention to the idea of virtue as they are reading.
Then discuss the questions in the student book with This was one of the best days in Abdul’s life. The game
the class. exposition was in town!
He couldn’t wait to see the latest apps and games. He loved
Suggested Answers all those shiny screens with their flashing lights and buzzing
alerts. He could spend hours testing out the latest releases.
a. Abdul was so excited to arrive early to the
Abdul was going to the exposition with his best
exposition. He did not think of anyone or friend Ibrahim.
anything else. They both loved playing games on their laptops and
b. Because he felt embarrassed about his behavior. smartphones. They competed on different games and it was
always good fun.
He was impatient with his friend. He wanted him
Today, Ibrahim was walking very slowly. And it was
to walk faster and did not notice that he was annoying Abdul.
in pain. He realized how much patience is an “Hurry up, Ibrahim!” Abdul shouted. “We’ll be late.”
important virtue when he said “The exposition is “I’m coming.” But Ibrahim didn’t walk any faster.
there all day.” All Abdul could think about was the game conference. He was
so excited!
c. Ibrahim noticed that Abdul was excited to arrive Then he turned to Ibrahim and said angrily:
early to the exposition. He did not spoil his “Why are you so slow today?”.
happiness. He is a compassionate person. “It’s nothing,” Ibrahim said with a shrug. “I will walk faster.”
But Ibrahim still didn’t walk any faster.
“Tell me,” said Abdul, stopping. “What’s wrong?”
“It’s my leg. I fell down yesterday and my leg is hurting me.
I am trying to walk faster, but that’s the best I can do. If you
are in so much hurry, go ahead and I will follow you at
my pace.”

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45
 Teacher’s Guide

“I’m sorry Ibrahim! Let’s walk slowly, the exposition is there

all day!” Abdul said.

a. Why do you think Abdul was walking quickly?

b. Why did Abdul apologise to his friend? What did he realize?
c. What made Ibrahim not tell his friend about his leg? What does
that tell you about him?

Unit 4 Lesson 2 46

1/12/2018 8:50:15 PM

46
 Moral Education Grade 5

Activity 3 (15 minutes)

Read the following article and then complete the activity that follows.
Ask students to read the paragraph in their book about 3 In our world, we have become used
waiting for things. Then ask each pair to come up with
a list of things worth waiting for. to getting things instantly. We send
texts and emails and expect immediate
If students are struggling with this it may be helpful to responses. We no longer have to wait
for the postman to deliver a letter. We
take a few examples in front of the whole class to get
can take a photo and post it online
their minds on the right track: immediately; we don’t have to wait as
our parents or grand-parents had to.
• Waiting for a cake to bake, Non-digital photography required the
• Waiting for a celebration day, presence of a film roll in the camera,
which needed to be “developed” using chemicals at a professional photographer.
• Waiting for someone to visit, We can watch the next episode of a show without having to wait until the next
week. We can “binge watch” an entire season of our favourite programme online
• Waiting for the seasons to change. over the weekend. Who needs to be patient when most things are available
instantly? But sometimes the greatest things in life do require our patience…
Explain that it’s important for students to be patient
with their classmates. Now work with your partner:
• Make a list of things that are worth waiting for.
Divide the class into a 3 teams and get each team to Play the “Pass the Fruit” game with your class. Listen carefully as your
stand in a line. Explain that they need to pass the fruit teacher explains the rule.
(orange, apple or other fruit) from the first person all Don’t forget to be patient with your teammates!
the way to the last person in the line, but they cannot After the game, discuss the following questions with your partner:
use their hands. They can use elbows instead. If the • Did you have to be patient during this game?
piece of fruit drops to the ground, it has to go back to • How did you feel when it wasn’t going as smoothly as you hoped?
the first person to start again. • Was it difficult to be patient?
• What improved the longer the game took?
Allow students 5 minutes to complete the game. Then
divide the students into pairs. Ask them to think about
the questions in the book and to discuss them with a Patience is not the ability to wait but how you act while you are waiting.
Joyce Meyer
partner. Then ask for some feedback.
Suggested Answers
• Yes, sometimes I didn’t get a chance to pass the
47

fruit at all. MEd_SB_G05_U04_EN.indb 47-48

• I started to feel frustrated. Differentiated Learning

• Yes, I had to remember not to get impatient if For Beginners
someone dropped the fruit.
Do you like waiting for something? Why?
• People dropped the fruit less often.
Suggested Answers
Draw students’ attention to the Quote text. Have a
short discussion about the quote. We may get angry and impatient while we wait, but it can also be exciting as we get
closer to the time when we get what we want.
For Advanced Students
How should you act while you are waiting for something:
Suggested Answers
You could check progress; you could work on something else; you could see if there’s
anything you could do to shorten the waiting time.

47
 Teacher’s Guide

Explain that the signs will be a constant reminder to

Read the text below and answer the questions that follow
the students of the importance of goals and virtues.
4 When we plant a real seed in the ground, Keep the plants in class, or in an appropriate place at
we have to display patience as we wait
for our plant to grow. We need to give our school for the students to be able to take care of and
seeds the right conditions – sunlight, water observe their development. Then you will have the
and space. We also have to wait for the chance to show students how they should treat their
flowers to blossom or the fruit to ripen.
goals and be patient to achieve them.
We plant seeds in our minds when we come
up with a plan or a goal. For example, I
would like to run a marathon or I would like to perform on stage. When a seed like Activity 5 (10 minutes)
this is planted, we then have to have patience as we provide the right conditions
and prepare ourselves, sometimes over a significant amount of time, to be ready for Remind students that patience is an important virtue
the task. at home, in school and in society.
Today, you are going to plant seeds in a pot, and in your mind! Ask students to reflect and write their thoughts about
the topics covered in today’s lesson.
a. What plant do you want to grow?
b. What goal do you want to achieve? If time allows you can ask some of your students to
c. What virtue will you need to develop? voluntarily read aloud what they wrote to the class.
Make a sign for your plant that displays the goal and the virtue. Collect and read your students responses in order to
assess learning and to adapt the following lessons
if necessary.
Choose one of the questions below. In your
5 notebook, write an answer of 10 lines.

a. What is patience? Key Skills (Head, Heart, Hands)

b. Have you ever found it difficult to be
patient? • Critical reflection
c. What things do you think are worth
waiting for?
• Care
d. How do you think patience could help you develop your character? • Taking action

Unit 4 Lesson 2 48

1/12/2018 8:50:18 PM
Evaluation/Reflection
Share learning outcomes with students before
Activity 4 (15 minutes) lesson begins and then check their understanding at
the end of it.
Explain to students that we all need patience if we want to achieve our goals. Ask
them why this is. Then explain that it takes time and hard work and patience to achieve
a goal. Differentiated Learning
Read out the introduction to the activity and address any questions that students Use multiple question levels to ensure that students
might have. of differing abilities can be challenged at a level that is
Explain to students that they are going to plant seeds in pots. Use seeds that can appropriate to them.
be grown in a pot at this time of year. Make sure to get seeds that do not need extra Allow for ‘think time’ after questions or concepts are
special care. Follow the instructions on the seed packet. posed to allow all students time to process.
Ask students to consider the questions in the student book.
Next, use lollipop sticks for the students to create their signs. On the signs, ask the
students to write:
• The seed or plant type
• Their goal
• The virtue required

48
 Moral Education Grade 5

Unit 4 Moral Character,

Virtue Ethics

Lesson Objectives

Lesson 3
Understand how forgiveness can help develop moral
character.

Required Materials
• Pieces of paper for ‘drama improvisation’ task.

Forgiveness
Learning Outcomes
• Behave virtuously, for example by demonstrating
a capacity for patience or forgiveness, in dealings
with other people

Learning Outcomes

• Behave virtuously, for example by demonstrating

a capacity for patience or forgiveness, in dealings
with other people.

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MEd_SB_G05_U04_EN.indb 49-50

49
 Teacher’s Guide

The ability to let go

Vocabulary of a sense of hurt or
Forgiveness
anger you feel towards
Forgiveness another person.

Regret Feeling of disappointment

Regret or sadness when one fails to
do something.
The expression of regret
Apology for your actions or words,
and for the hurt you have
Discuss the following quote with your class: caused others.
1
When you forgive you don’t change the past but you do change the future.
Bernard Meltzer

Differentiated Learning
For Beginners
How do we show forgiveness?
How does it feel when someone doesn’t forgive you?
Suggested Answers
We let the person know we are no longer angry
with them. We don’t keep on reminding them of the
incident.
You may feel sad, confused or angry.
For Advanced Students
What do you think is necessary for forgiveness?
Do you ever need to forgive yourself? Why?
Unit 4 Lesson 3 50
Suggested Answers
1/12/2018 8:50:22 PM

An apology, an admission that you did something

Activity 1 (10 minutes) wrong, a promise not to do it again, an effort to repair
any damage or hurt caused.
Explain that forgiveness is an important virtue because it helps us to interact with
other people. Ask students if they know what forgiveness is. Model a definition on You might realise that you have done something
the board and ask the students to write it in their books. wrong, even if nobody pointed it out to you. You
might then try to repair the situation and then
Forgiveness is the ability to let go of a sense of hurt or anger you feel towards
forgive yourself.
another person.
Start a discussion by asking the students the following questions:
When do people need forgiveness?
What is one example of a time when you had to show forgiveness?
What is one example of a time when you had to receive forgiveness?
Is it easy to forgive?
You can begin by modelling an answer. “People need forgiveness if they have done
something wrong but are trying to fix the hurt they have caused.”
Following a round where everyone has the opportunity to answer you can then
continue the discussion. Use the questions in the students’ book to guide you.
Draw students’ attention to the Quote text. Have a short discussion about the quote,
using the following questions:
50
 Moral Education Grade 5

Activity 2 (15 minutes)

Explain that acting in a virtuous way requires effort.
And sometimes we might get lazy.
Read the story It’s Just a Scratch and then answer the
Ask students to read the story and to pay particular 2 questions that follow.
attention to the idea of virtue as they are reading. Mary couldn’t believe what had happened!

Divide students into groups, and ask each group to She loved her tablet. It was her favourite gadget in the whole world.

discuss the questions in the student book. Then invite And now it was ruined! And it was her brother’s fault.
the groups to share their answers with the class. Actually, Mary knew that it was her own fault. She should never have left the tablet
in her brother’s room.
Then discuss the questions in the student book with
Ado was six and was always playing with her things. Each evening, when Mary had
the class. finished her homework, she would spend an hour reading to Ado or chasing him
around the room or helping him build some crazy castles or fortresses.
Suggested Answers
But then Mary got a new tablet. It had all the latest apps and games. There was so
a. Mary and her brother were close and played much to learn. Suddenly, she couldn’t find the time to play with Ado anymore. Even
when they were chasing each other, Mary would become distracted by the buzzing
together. But when Mary got her new tablet, she of her tablet.
was less willing to spend time with her brother. That evening, Mary was trying to reply to a message on her tablet. Meanwhile, Ado
was begging her to read him a story. Then their mother called Mary. Leaving the
b. He was probably crying because he knew Mary tablet on Ado’s bed, Mary went downstairs to her mother.
would be angry about the tablet. But he was also When she came back, Ado was crying. And the tablet was on the floor.
sad because she didn’t play with him as much
Horrified, Mary picked it up. There was a big scratch right down the middle of the
anymore. screen.

c. Mary felt bad because her brother is envious of “You stupid boy!” she shouted at her brother. “You broke my tablet!”

her tablet. She will forgive him and will give him “I didn’t mean to,” Ado replied, through his tears.
more of her time. “Why did you touch it?” Mary could feel her anger rising. “You know it’s my tablet.”

“I wanted to find out why you like your tablet more than you like me.”

Mary stared at the scratch on her tablet. She felt too ashamed to look at
her brother.

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51
 Teacher’s Guide

a. What sort of a relationship did Mary have with her brother? Has
it changed? Why?
b. Why do you think Ado was crying?
c. What do you think will happen next? Why?

Unit 4 Lesson 3 52

1/12/2018 8:50:25 PM

52
 Moral Education Grade 5

Activity 3 (5 minutes)
Read the following article and then complete the activity that follows.
Read out the activity introduction. Address any 3 When we apologise, we often say ‘I’m
questions that students might ask.
sorry.’ When we forgive, we often say
Then divide the class into two halves. Instruct one side ‘I forgive you’. These words are very
to come up with alternatives ways to say ‘I’m sorry.’ powerful.
When you say ‘I’m sorry,’ you are letting
And instruct the other half of the class to come up
the other person know that you realise
with alternatives for ‘I forgive you.’ that you have hurt them and done
something wrong. You are expressing
Suggested Answers regret for your actions. You know that you
have done something wrong and you are
For “I’m sorry”
seeking to make things right again.
• “I didn’t mean to hurt you. I apologise for what I did. Equally powerful are the words ‘I forgive you.’ When you say these words, you let the
other person know that you are no longer holding any anger towards them. You are
Can you please forgive me? Can we still be friends? not saying that you agree with what they did or that you will forget about it. You are
Your friendship means a lot to me.” saying that you are willing to move on.
However, there are other ways that you can ask for and grant forgiveness.
• You could shake hands or give them a hug.
• You could write them a card or bring them a a� Write out another sentence or action that you could use to ask for forgiveness�
small gift.
b� Write out another sentence or action that you could use to grant forgiveness�
Suggested Answers
For “I forgive you”
• “That’s ok. I know you didn’t mean to hurt me.
Everyone makes mistakes. I want to stay friends
with you.”
• You could give them a hug. You could show you care
by listening.

53

MEd_SB_G05_U04_EN.indb 53-54

Activity 4 (25 minutes)

Read the instructions for the first part of the activity (Scenario) and check for
understanding. Address any questions that students have.
Instruct your students to work in pairs to come up with a scenario that will be
improvised by other members of the class. Allow 3-5 minutes for this.
Collect all the scenarios and place them folded up in a hat for groups to choose.
Read the instructions for the second part of the activity (Drama) and check for
understanding. Address any questions that students have.
Divide the class into groups. Explain that students will then work in groups of four
to act out the scenarios. If only two characters are described then the other students
will improvise their roles. Explain that forgiveness may or may not be reached during
the drama.
Allow the students about three to five (3-5) minutes to prepare the drama. And then
allow each group two to three (2–3) minutes to act out the drama.

53
 Teacher’s Guide

Suggested Answers
With your partner, come up with a scenario where a conflict happens
4 between friends and where forgiveness may be needed. • You no longer carry the anger inside you; you are
a� Write the scenario on a piece of paper clearly describing the characters able to move on from the hurt; you are able to try to
involved and what happened� fix your relationship with the other person.
b� You need to describe at least two characters clearly and no more than four�
c� You could use famous characters from a • They realise that you are no longer angry with
movie, TV or history who were involved them; they also can move on from the incident and
in a conflict� Perhaps they never forgave
each other but during your drama you can try to deal with any hurt they have caused you; they
improvise what would happen if they did� can try to learn from what happened.
With your group, improvise your assigned
scenario in a short drama.
a� Use the language you have learned from Activity 5 (10 minutes)
the previous activity�
b� Try to imagine how your character felt in the situation�
Remind students that when we interact with people,
we may come into conflict with them and may have to
forgive them.
When a deep injury is done to us, we never heal until we forgive.
Nelson Mandela
Ask students to reflect and write their thoughts about
the topics covered in today’s lesson.
If time allows you can ask some of your students to
Choose one of the questions below. In your notebook, write an answer voluntarily read aloud what they wrote to the class.
5 of 10 lines.
Collect and read your students responses in order to
a� How does it feel to forgive someone? assess learning and to adapt the following lessons if
b� What happens when forgiveness does not necessary.
happen?
c� Is there someone in your life that you need
to forgive? Key Skills (Head, Heart, Hands)
d� Consider the quotes you encountered in
this lesson� What do they mean to you?
• Problem solving
• Respect
Unit 4 Lesson 3 54
• Creativity
1/12/2018 8:50:28 PM

Afterwards ask the class to provide feedback.

Evaluation/Reflection
Share learning outcomes with students before
• Was forgiveness achieved?
lesson begins and then check their understanding at
• If not why and how could the characters have acted differently? the end of it.
Draw students’ attention to the Quote text. Have a short discussion around its
meaning. Differentiated Learning
• Use multiple question levels (LO and HO), to
ensures that students of differing abilities can be
Differentiated Learning
challenged at a level that is appropriate to them.
For Beginners
• Allow for ‘think time’ after questions or concepts
How can we show that we forgive somebody? are posed to allow all students time to process.
Suggested Answers
• By telling them, by treating them with respect and understanding, by not constantly
reminding them of their error.
For Advanced Students
• How does forgiveness help you heal yourself?
• How does forgiveness help the other person to heal?

54
 Moral Education Grade 5

Unit 4 Moral Character,

Virtue Ethics

Lesson Objectives

Lesson 4
Understand what words, thoughts, actions and

What Makes
behaviours make a person a good, moral person.

Required Materials
•

a Good
Speaking object for circle time- a small item such
as a painted rock, shell or stuffed animal
• Large sheets of paper for the ‘Good characters’
as well as markers, pencils, crayons etc.

Person?
Learning Outcomes
• Engage in a discussion about what it might mean
to be a ‘good person’.
• Recognise that it is possible for humans to
change for the better and that nobody is
inherently a good or bad person.
Learning Outcomes
• Engage in a discussion about what it might mean
to be a ‘good person’.
• Recognise that it is possible for humans
to change for the better and that nobody is
inherently a good or bad person.

55

MEd_SB_G05_U04_EN.indb 55-56

55
 Teacher’s Guide

Vocabulary
Head Your thoughts.
Head Heart

Hands Change
Heart Your feelings and emotions.

Do you know someone who Hands Your actions and behaviours.

1 you think is a “good person”?
Consider what qualities make
them a good person.
Change The ability to evolve and
Then discuss the following with your become a new person.
class:
a. Can you give an example of
a good person? Why do you
think they are good?
b. How can you become a better Following a round where everyone has the
person?
opportunity to answer you can then continue the
discussion. Use the questions in the students’ book to
guide you.
Emphasise that a person’s actions and behaviours are
usually outward signs of their inward beliefs.
Draw students’ attention to the Quote text. Have a
Have a big dream. Foster it with a strong will and live it every day. This is how you grow the short discussion about its meaning.
passion of becoming outstanding.
Mohammed Bin Rashid Al Maktoum

Differentiated Learning:
Unit 4 Lesson 4 56 For Beginners
1/12/2018 8:50:31 PM
What big dreams do you have? (To do well at school;
to go to college some day, to get a good job, to raise a
Activity 1 (10 minutes) healthy family, to contribute to society, to help those
Explain that we all know people whom we regard as “good people”. We admire them less fortunate than me)
and perhaps we try to follow their example. Ask students to consider what makes a For Advanced Students
person “good”.
How does having a ‘big dream’ help you ‘grow’ as a
Sit your students in a circle. Remind them about the rules of circle time:: person? (You have a vision that you can work towards.
• Every person will have a chance to speak. You can judge your actions on whether they bring you
closer to your dream. It helps you to think beyond your
• You speak when you have the ‘speaking object’. daily concerns and consider your plans for you life and
• Others will listen and not judge. how you could influence those around you.)
• If you do not want to speak you can ‘pass’.
Use a ‘speaking object’ to pass around and allow each student to answer the question
– What virtues doe good people display?
Suggested Answers
a. You can begin by modelling an answer. A good person is kind, is generous, and
stands up for what they believe in and does the right thing.
b. I can become a better person by changing my negative virtues and actions to
good ones.

56
 Moral Education Grade 5

Activity 2 (15 minutes)

Remind the students that acting is a virtuous way
requires effort. And sometimes we might get lazy.
Read the story Aunt Maha and then answer the questions
Ask students to read the story and to pay particular 2 that follow.
attention to the idea of virtue as they are reading it. It was Saturday, so it was time for Mary to have lunch with her Aunt Maha. This was
always a special time. They were so close to each other and loved spending time
Divide students into groups, and ask each group to together.
discuss the questions in the student book. Then ask Today, she felt differently,
the groups to share their answers with the class.
“You know, I love it when you visit,” Aunt Maha said, “but I hate to see your face looking
so sad. What’s the matter?”
Suggested Answers
“I’m a terrible person,” Mary said, staring at her glass of juice.
a. She loves her niece and she thinks she
“I’m sure you’re not. I’ve known you long enough to know that you’re not perfect, but you
understands why she’s so upset. She gives her are good enough. What did you do that as so terrible?”
the book so she’ll be able to read to her brother “I shouted at Ado and made him cry.”
and move on from what happened. She is a good
“Oh, that is bad.” Aunt Maha nodded her head sadly. “Was that because he broke
person who wants to make others feel better. your tablet?”

b. She was feeling sad and guilty, so she wasn’t in “I love my new tablet and want to play with it!” Mary sipped her juice. “But I feel terrible.
Even this juice tastes awful today.”
the mood to enjoy the juice. Once she sees a way
“There’s nothing wrong with the juice!” Aunt Maha stood up. “I’ll be back in a minute.”
to fix the situation, she started enjoying the juice.
Aunt Maha was wrong, Mary thought. The juice did taste different today.
c. Yes, she’s a good person. She did a bad thing but
“I have something for you,” Aunt Maha suddenly announced.
she feels guilty about it and wants to make the
situation better. Mary looked up.

“Maybe it’s a new tablet,” she thought, with a sudden surge of excitement.
d. The Arabian nights - It is a book with many short
Aunt Maha handed her a book. The Arabian Nights.
stories. This way Mary will be able to do both
things: read a story to her brother and play with “Read your brother a story tonight,” She said. “Read him a story every night. Keep

her tablet. reading until you feel better. And, in the meantime, drink up your juice.”

57

MEd_SB_G05_U04_EN.indb 57-58

57
 Teacher’s Guide

Mary drank some more juice, looking at the beautiful book.

Aunt Maha was right, as usual. There was nothing wrong with the juice.

a. What do Aunt Maha’s thoughts, feelings and actions tell us

about her character?
b. Why do you think the juice tasted differently to Mary?
c. Aunt Maha thinks that Mary is a good person. Do you agree
with her? Why?
d. What book did Aunt Maha give to Mary? How would It make
Mary feel a better person?

Unit 4 Lesson 4 58

1/12/2018 8:50:34 PM

58
 Moral Education Grade 5

Activity 3 (10 minutes)

Read the following text and then, with your partner, answer the
Explain that some famous people, especially
spokespersons for human rights and dignity, embody
3 questions that follow.

the qualities of a good person.

Divide the class into pairs. Ask students to read the text
and then discuss the questions with their partners.
Then ask pairs to share their answers with the class.
Suggested Answers
a. She embodies persistence and a refusal to lie down
and be defeated. She also shows that you can rise
above a situation and move on with your life, and
even try to learn something from the experience.
b. She believes that everybody has the right to Malala Yousafzai, born on July the 12th, 1997, is a Pakistani activist for female
education. In October 2012 Malala was shot on her way to school. She survived
education and to improve their position in life. the shooting and her advocacy for the right to education has grown into a global
She has won a Nobel Prize for her efforts to raise movement. In 2014 she became the youngest Nobel Prize Laureate when she was
awareness of the importance of education. awarded the Nobel Peace Prize along with children’s rights activist Kailash Satyarthi.

c. She probably felt with anger towards those who a. What virtues do you think Malala embodies?
shot her, but she refused to let that define her life. b. What are her thoughts and beliefs as a ‘good person’?
c. How do you think she feels?
She tried to turn the experience into an opportunity
to grow as a person.
Wherever there is a human being there is an opportunity for kindness.
Draw students’ attention to the Quote text. Have a short Seneca.

discussion about it.

Differentiated Learning
For Beginners
59

What are examples of acts of kindness?

MEd_SB_G05_U04_EN.indb 59-60

Suggested Answers:
Activity 4 (20 minutes)
Helping somebody, forgiving somebody, listening to
somebody when they need someone to talk to, being Explain that a person’s character is made up of their head, hand and heart. Ask students
generous to someone. what they think this means. Then explain that it means that character is built by a person’s
ideas, feelings and actions. So when thinking about a good person, you need to consider
For Advanced Students what they think, feel and do.
How do acts of kindness help us grow as a person? Divide the class into groups. Give each group a copy of the illustration template. Read out
Suggested Answers: the instructions and check for understanding. Answer any questions that students have.
We do something for another person’s benefit, not our
own benefit. We think beyond ourselves and consider
the impact of our actions on other people.

59
 Teacher’s Guide

Activity 5 (5 minutes)
A good person usually acts with their head, hands and heart.
4 For this activity you will create a character using the Heart, Head and
Hands model in a group.
Remind students that a person’s character, including
their virtues or morals, can help to make them a good
First, draw the outline of a character and decide who It is. It might be a young
person.
person living in the UAE, a teacher living in Ireland or a famous actress living in Ask students to reflect and write their thoughts about
America. Give them a name and make sure to draw a large heart, a large head and
large hands. the topics covered in today’s lesson.
Next you will fill in ways in which this is a ‘good person’ by writing the following in If time allows you can ask some of your students to
different parts of the diagram: voluntarily read aloud what they wrote to the class.
. Head–What do they think? What are their knowledge and
beliefs? What do they think about the people and the world Collect and read your students responses in order to
around them? What influences their ideas? assess learning and to adapt the following lessons if
. Heart–How they feel? How do they manage their emotions and
their relationships? How do they feel about the people and the necessary.
world around them? How do they express challenging feelings
and deal with conflict? Remind students about World Kindness Day.
. Hands–What do they do? What are their practical actions and Emphasise that they should aim to practise and
their creative pursuits? How are they contributing to the world celebrate kindness every day.
positively? How do they act in challenging situations?

Key Skills (Head, Heart, Hands)

Choose one of the questions below.
5 In your notebook, write an answer of 10 lines. • Critical thinking

a. Do we have the capacity to change for the • Communication

better?
b. How do other people know that you’re a good
• Empathy
person? • Teamwork
c. Does everyone have the opportunity to be a good person?

DID YOU KNOW? Evaluation/Reflection

World Kindness Day is celebrated on November 13th every year? But
you can celebrate kindness all year long But you can celebrate kindness all year long .
Share learning outcomes with students before
Unit 4 Lesson 4 60 lesson begins and then check their understanding at
the end of it.
1/12/2018 8:50:35 PM

Prompt students by asking them to consider the following questions:

Differentiated Learning
• What are some beliefs that good people have?
• Use multiple question levels – Lower order
• What are some actions that good people take? to Higher order, to ensures that students of
• What feelings do good people have about the people around them? differing abilities can be challenged at a level
that is appropriate to them.
• What do good people do when things get challenging?
• Do good people get upset and annoyed?
• Allow for ‘think time’ after questions or concepts
are posed to allow all students time to process.
• Can we all become good people? • Provide an example for activities 3 before the
• What are some things we need to practice more of to be a good person? students embark on the task with their partner or
group. Ensure the students understand the task
After 15 minutes, ask groups to share and explain their illustrations.
and take any questions before hand.
• When pairing or grouping students ensure that
students who need more support or guidance are
working with a capable student.
• Encourage students who are capable to reflect on
the more challenging questions in their writing.

60
 Moral Education Grade 5

Unit 4 Moral Character,

Virtue Ethics

Lesson Objectives

Lesson 5
Explore how people can evolve and develop based on
their experience and learning in order to become more
moral and virtuous.

Required Materials
• Speaking object for circle time a small item such Change and
Personal
as a painted rock shell or stuffed animal.
• Sheets of paper for the ‘Affirmation circle’ as well
as markers pencils, crayons etc.

Development
Learning Outcomes
• Engage in a discussion about what it might mean
to be a ‘good person’.
• Recognise that it is possible for humans to
change for the better and that nobody is
Learning Outcomes
inherently a good or bad person.

• Engage in a discussion about what it might mean

to be a ‘good person’
• Recognise that it is possible for humans to change
for the better and that nobody is inherently a good
or bad person

61

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61
 Teacher’s Guide

Vocabulary A statement of belief in

Affirmation something or someone.
Affirmation Personal

Development Compliment
Personal Relating to you as
an individual.

Change and evolution,

Development especially based on
experience or new
In order to improve, we have to be willing to learn and change. knowledge.
1
To praise someone for being
Compliment good or for doing something
good.

With your class, discuss the following:

a. What is personal development?

b. Why is personal development valuable?
c. Are we in charge of our own personal development?
d. What is one thing you would like to improve about yourself?

Unit 4 Lesson 5 62

1/12/2018 8:50:39 PM

Activity 1 (10 minutes)

Explain that in order for us to improve and develop our character, we must be willing
to learn and change.
Explain that as we grow up, we are constantly learning how to make better decision
and we are creating habits to be the person we’d like to be. As we are growing we are
always changing and that never stops, not even for adults. We always have the chance
and choice to improve ourselves. We just must be willing to learn and change.
Sit your students in a circle.
Before beginning re-cap on all the learning from the unit so far.
Use a ‘speaking object’ to pass around and allow each student to answer the questions
in their books.
You can begin by modelling an answer. “I would like to be more generous so I could
help other people feel good.”
Suggested Answers
More patient, more courageous or more forgiving.
Following a round where everyone has the opportunity to answer you can then
continue the discussion. Use the questions in the students’ book to guide you.
62
 Moral Education Grade 5

Activity 2 (15 minutes)

Ask the students to read the story and to pay
particular attention to the idea of virtue as they are
reading it. 2 Read the story A Changed Game and then answer the
questions that follow.
Divide the students into groups, and ask each group to
discuss the questions in the student book. Then invite The soldiers were chasing Abdul. They were getting closer every second.

the groups to share their answers with the class. But Abdul wasn’t scared. He was brave.

Then discuss the questions in the student book with He knew exactly where to tap on the tablet screen in order to escape.

the class. “Done it,” he declared, as his character disappeared through the trapdoor, away
from the soldiers. “This is the best update to the game ever!”
Suggested Answers “Yeah,” agreed Ibrahim, swiping frantically across his screen. “I’m still stuck on the
second level.”
a. He is worried about his friend. He is more patient
with Ibrahim now because he knows the stress “Wait guys, I still can’t download this game on my tablet!” said Mary.

he’s under. Abdul turned off his tablet and put it in his schoolbag. “I’ll help you, Mary” he said.

b. Yes, Abdul knows that he has to do his “What are you doing this evening?” Ibrahim asked. “Do you want to stay and have
dinner here?”
homework. He doesn’t look for an easy way out.
“No, I have to go home”, said Abdul. “I need to finish the homework before my
c. Mary still feels guilty about shouting at Ado father starts complaining. Take care of your foot, my friend!”

because he scratched the tablet. She wants Ado “What about you, Mary?”, said Ibrahim.
to know that she likes him more than she likes “No, thank you Ibrahim.”, said Mary. “I told Ado I’d read him a story tonight.”
her tablet.
“Just make sure he doesn’t scratch your tablet again.”

“He can scratch my tablet as often as he likes,” Mary said, picking up her bag and
standing up. “It’s easy to fix a tablet.”

Ibrahim stared at his friends in amazement.

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MEd_SB_G05_U04_EN.indb 63-64

63
 Teacher’s Guide

a. Why do you think Abdul cares about Ibrahim’s foot? What does
this tell you about Abdul?
b. Has Abdul’s attitude to homework changed? How?
c. Why do you think Mary says that Ado can scratch her tablet as
often as he likes?

Unit 4 Lesson 5 64

1/12/2018 8:50:43 PM

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 Moral Education Grade 5

Activity 3 (20 minutes)

Read As We Grow Older and then complete the activity that follows.
Remind students about the Heart, Head and Hands 3 We all change as we get older.
model. Check for understanding. Point out that
Our bodies change as we grow.
character is built on thoughts, feelings and actions. This is probably the most obvious
Read the activity instructions. Give each student a change. You might be taller than your
younger brothers and sisters, for
template to complete. example. They might ask you for your
help to take things down from high
To begin draw the template on the board and fill in
shelves or to carry heavy items. And
an example with the students. Through the example you might sometimes feel impatient
suggest how they would have felt and acted about with them because they seem so
things, people, events and challenges in their lives. slow.
But do you notice how they also
How did they react when they were upset then and seem a bit ‘childish’ to you now too? As you grow older, you mature too. Your values
now? How did they express happiness then and now? and attitudes change. Different things become important to you. For example, when
you were five, you probably believed that the most important things in the world
Give them time to reflect on their own personal were your toys. Now you might realise that the most important things are not
development as they complete the activity. things at all – they are your friends and family.
And as you grow older, you find that you can do things you couldn’t do when you
Then ask some follow up questions using the list were younger. Perhaps when you were five, you were not very good at basketball
below as guidance. and could hardly throw a ball. Now maybe you play for the school team. And your
younger brother and sister might be there, cheering you on!

Consider how much you have changed since you were five years old.
Differentiated Learning
Divide your page into two columns: “When I was 5, I…” and “Now I…”
For Beginners
• What changes occurred in regards to your Divide each column into three sections: Heart, Head and Hands.

actions, feelings or beliefs? In each section, write three sentences about what you thought (head/beliefs), what
you felt (heart/feelings) and what you did (hands/actions) when you were five years
• Where do you think the biggest change has old. Now look at the same three criteria and see how your responses and abilities
occurred – in your heart, head or hands? have matured.

• What changes do you think will occur in the next

five, ten or twenty years?
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Suggested Answers
MEd_SB_G05_U04_EN.indb 65-66

You’ll learn more at school; you’ll meet new people;

the world around you will change and you will have to Activity 4 (40 minutes)
adjust to that. Explain that it is important to strive to be a good person. But sometimes we need
For Advanced Students encouragement and support. This then helps us to build on our strengths as we
• Do you think you will be in charge of how you continue to grow.
change? How big a role does your own choice Explain that students are going to use the Affirmation Circle to give positive
play and how much will be influenced by the encouragement to each other.
people around you?
What other things do you think will influence Ask the students to sit in a circle and ensure each student has something to write with.
your personal development? Give each student a card and ask them to write their name on the top.

Suggested Answers Explain that you will ring a bell every 30 seconds (or 1 minute, depending on the size
of your class). When the bell rings, each student passes his piece of paper to the right.
You won’t be able to control everything that happens Explain that students then write a positive note to the person whose name is on the
around you, but you can choose how you react to top of the piece of paper they receive. It should tell them how you know they are a
those changes. good person or thank them for something positive they have said, done or contributed
People you meet; places you visit; changing events to the class or the community. It can be as simple as “You tell great jokes” or ‘You
around you; changes to your health or well-being. make me laugh” to something longer and more detailed. Emphasise that only positive
messages of support and encouragement should be written down.
You, as their teacher, should also participate – it gives you an opportunity to tell your
students what you admire about them and gives them an opportunity to write to
you also.
65 Stick to the time and make sure everyone writes on everybody’s sheets.
 Teacher’s Guide

Activity 5 (5 minutes)
We are all good people. Other people can Remind students that sometimes we have to change
4 see it in us and we can see it in them. Let’s
take some time to let our friends know what
our behaviour and habits in order to become a more
we like about them. virtuous person.

You will use the Affirmation Circle to do this.

Ask students to reflect and write their thoughts about
Consider the following questions: the topics covered in today’s lesson.
a. What is a compliment? If time allows you can ask some of your students to
b. Why do we give them? voluntarily share their piece aloud to the class.
c. Can you remember the last time you
received a compliment? Collect and read your students responses in order to
d. How did it make you feel? assess learning and to adapt the following lessons
if necessary.

Choose one of the questions below. In your notebook, write an answer

5 of 10 lines. Key Skills (Head, Heart, Hands)
• Managing oneself
• Care
• Autonomy

Evaluation/Reflection
a. What has been the most important thing you learned during
this unit? Share learning outcomes with students before
lesson begins and then check their understanding at
b. What activity did you enjoy most during this unit and why?
the end of it.
c. What are some habits that you would like to work on to develop
positive virtues?
Differentiated Learning
Unit 4 Lesson 5 66 • Use multiple question levels – Lower order to
Higher order, to ensure that student of differing
1/12/2018 8:50:46 PM
abilities can be challenged at a level that is
At the end give your students a few moments to read what others have written about appropriate to them
them and watch their smiles grow! • Allow for ‘think time’ after questions or concepts
are posed to allow all students time to process.

Differentiated Learning • Provide an example for activity 2 before the

students embark on the task with their partner or
For Beginners group. Ensure the students understand the task
What is an example of a positive, optimistic view? and take any questions before hand.
Suggested Answers • When pairing or grouping students ensure that
Being happy, being hopeful, being full of energy and determination students who need more support or guidance are
working with a capable student.
What is an example of a negative, pessimistic view?
Suggested Answers
• Encourage students who are capable to reflect on
the more challenging questions in their writing.
Being angry or sad, feeling despair and hopelessness, becoming lazy because you feel
there’s no point in doing anything
For Advanced Students
How can a positive view help you develop your character?

66
 Glossary
Affirmation: A statement of belief in Affirmation something or someone.

Apologise: Expressing regret for your actions or words, and for the hurt you have
caused others.

Apology: The expression of regret for your actions or words, and for the hurt you have
caused others.

Archaeological site: A place (or group of physical sites) in which evidence of past
activity is preserved (either prehistoric, historic or contemporary), and which has been,
or may be investigated using the discipline of archaeology, and represents a part of the
archaeological record.

Artefact: An object made by a human being, typically one of cultural or historical interest.

Change: The ability to evolve and become a new person.

Character: A person’s personality, including behaviour, thoughts and actions.

Compliment: To praise someone for being good or for doing something good.

Development: Change and evolution, especially based on experience or new knowledge.

Economy: The system of production and consumption governing a particular country

or region.

Ethics: Social standards or expectations.

Family tree: A chart representing family relationships in a conventional tree structure.

Forgiveness: The ability to let go of a sense of hurt or anger you feel towards another
person.

Genealogy: The study of families and tribes.

Hands: Your actions and behaviours.

Head: Your thoughts.

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Heart: Your feelings and emotions.

Iron Age: The period of human culture characterized by the smelting of iron and its use
in industry beginning somewhat before 1000 BC. in Western Asia and Egypt.

Morals: Principals of right and wrong that govern personal behaviour.

Motifs: A dominant or recurring idea in an artistic work.

Multiculturalism: A situation involving people of different nationalities and cultures.

Natural features: Features that were created by natural processes; for example, rivers
and mountains.

Non-renewable energy: Natural resources that cannot be replaced after they are used.

Oral History: The history that is passed on by word of mouth, rather than being written
down. It is the stories about the past that people tell each other.

Patience: The ability to stick with a difficult or annoying task or situation for a long time
without showing annoyance or irritation.

Personal: Relating to you as an individual.

Regret: Feeling of disappointment or sadness when one fails to do something.

Rural community: An area that is often farmland with few buildings, businesses and
people.

Settlement: A place where people live.

Site: The land the settlement is built on.

Traditional: The handing down of a culture’s beliefs and customs from parents to
children over many years.

Tribe: A group of people living on a specific territory and have common interests.

Urban community: A group of people, usually more than 2,500, living in a big town or city.

Village: They are small settlements several hundred people live in them and they have:
a few shops and usually a school.

Virtue: Behaviour showing high Virtue moral standards.

68
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