Moral Education

Grade 6
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

V
 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.

VI
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

VII
 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.

VIII
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 2 Physical Health

and Diet Moral Education Grade 6

Unit 2 Physical Health

and Diet

Lesson Objectives
Vocabulary

Lesson 1
Lesson 1
This lesson will teach students about their
responsibility for caring for themselves, including the Nutrition Diet
importance of healthy eating, sufficient sleep and

How Healthy
regular exercise, and explain how choices about these Carbohydrate
factors affect their lives in the short and longer term.

How Healthy
Required Materials

Is Your
• Read the quote. What do you think it means?
Student book
1
• A selection of small coloured cards or post-its

Lifestyle?
Learning Outcomes

Is Your
Recognise their responsibility for caring for
themselves, including the importance of healthy
eating, sufficient sleep and regular exercise, and
“Take care of your body.
explain how choices about these factors affect their
It is the only place
lives in the short and longer term. you have to live”.
Learning Outcomes Jim Rohn
North American Businessman
• Recognise their responsibility for caring for
themselves, including the importance of healthy

Lifestyle?
eating, sufficient sleep and regular exercise, and
explain how choices about these factors affect
their lives in the short and longer term.

3 Unit 2 Lesson 1 4

Learning Outcomes
• Recognise their responsibility for caring for
themselves, including the importance of healthy
eating, sufficient sleep and regular exercise, and
explain how choices about these factors affect
their lives in the short and longer term.

MEd_SB_G06_U02_EN.indb 3 1/12/2018 6:27:44 PM

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.

69

MEd_SB_G06_U02_PA_EN.indd 69 1/12/2018 6:12:22 PM

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

IX
 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.

X
XI
 Table of Contents
Unit 2
Moral Education Grade 6 Teacher’s Guide

Theme The Individual and

The Community

Exploratory Questions
Theme: The Individual and The These questions provide an overview of the concepts
Community

Physical Health
that the students will learn throughout the lessons in
this unit.
Unit 2:
and Diet
What does it mean to be healthy?

Physical Health How can I maintain a healthy body?

and Diet What factors contribute to poor health?

What are the health issues that concern the world today?

Physical Health
Lesson 1 How Healthy Is Your Life Style?
What can we do to ensure good health for all?
Lesson 2 Exercise and Healthy Habits
Unit Objectives
Lesson 3 Obstacles to Health & Getting Help
The aim of this unit is to enable students to care for Lesson 4 Types of Diseases
their health through diet and lifestyle and how about
Lesson 5 Disease Prevention
these factors affect their lives. Students learn about
global health concerns and diseases that threaten
the individual and the wider community and how
these can be prevented. Students learn about their
own responsibilities regarding their own and global

and Diet
health concerns.

Unit Description What can I do to stay healthy and safeguard the health of others?

The concepts underpinning this unit are taught over

five lessons and are designed to answer the central 1 Unit 2 2

question. MEd_SB_G06_U02_EN.indb All Pages 1/11/2018 2:26:14 PM

Central Question Learning Outcomes

Each unit has a Central Question, around which all the lessons of the unit are 1. Recognise the importance of healthy eating, sufficient sleep and regular exercise.
structured. Throughout the unit, students explore the concept of the Central Question.
2. Understand and explain the different ways in which disease is spread, and know
the importance of sanitation and clean water.
3. Analyse and consider the concepts of individual and collective responsibility in
relation to health within a sports facility or health centre in the community.
4. Discuss global health concerns such as malaria and malnutrition, and how such
issues are tackled.

1 2

MEd_TG_G06_U02_UO_EN.indd All Pages 1/11/2018 2:32:55 PM

1 How Healthy Is Your Life Style? ������������������������������������������������������������������������� P. 3

2 Exercise and Healthy Habits ����������������������������������������������������������������������������������� P. 9

3 Obstacles to Health & Getting Help ��������������������������������������������������������� P. 15

4 Types of Diseases ������������������������������������������������������������������������������������������������������������������� P. 21

5 Disease Prevention ������������������������������������������������������������������������������������������������������������� P. 29

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Unit 3 Moral Education

Theme: Civic Studies

Theme Civic Studies

How the UAE Grew

Grade 6

What do we mean by cultural heritage and multiculturalism?

Exploratory Questions
Teacher’s Guide

These questions provide an overview of the concepts

that the students will learn throughout the lessons in
this unit.
Unit 3:
How the UAE Grew Into
into the Diverse, Why has Emirati culture changed over time?

the Diverse, Inclusive Inclusive Society That How do museums, art galleries, archives and other bodies maintain
the cultural heritage?

Society That It Is Today It Is Today How does the past inform our future?

How the UAE Grew

What is cultural competence?

Unit Objectives
The aim of this unit is to allow young people to ex- Lesson 1 Museums in The UAE

plore the concept of cultural change and develop cul- Lesson 2 Cultural Change
tural competence. They will examine how museums Lesson 3 Research on Museum Exhibits
help to preserve cultural traditions. And then will work Lesson 4 Preparing Exhibits
together to create their own museum exhibit. Lesson 5 Opening Day of The Museum

into the Diverse,

Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central How did the UAE develop into a culturally diverse society over
the decades?
question.

Unit 3 36
35

Inclusive Society That

Central Question Learning Outcomes
Each unit has a Central Question, around which all the lessons of the unit are 1. Explain and give examples of what is meant by terms such as ‘multiculturalism’,
structured. Throughout the unit, students explore the concept of the Central Question. ‘diversity’, ‘cultural heritage’ and ‘inclusivity’.’
2. Research and analyse how and why Emirati culture has changed over time and
the ways in which museums, art galleries, archives and other bodies maintain the
cultural heritage.
3. Discuss with their peers the concept of what should be valued and maintained,
and what can be learnt from our past to inform the future.

It Is Today
4. Evidence their ‘cultural competence’ by participating in a school or community-
based activity or event.

35 36

1 Museums in The UAE ��������������������������������������������������������������������������������������������������������� P. 37

2 Cultural Change ������������������������������������������������������������������������������������������������������������������������ P. 43

3 Research on Museum Exhibits ����������������������������������������������������������������������� P. 49

4 Preparing Exhibits ���������������������������������������������������������������������������������������������������������������� P. 55

5 Opening Day of The Museum ������������������������������������������������������������������������������� P. 61

XIII
 Moral Education Grade 6

Theme The Individual and

The Community

Theme: The Individual and The

Community

Unit 2: Physical Health

Physical Health and Diet
and Diet

Lesson 1 How Healthy Is Your Life Style?

Lesson 2 Exercise and Healthy Habits
Unit Objectives
Lesson 3 Obstacles to Health & Getting Help
The aim of this unit is to enable students to care for Lesson 4 Types of Diseases
their health through diet and lifestyle and how about
Lesson 5 Disease Prevention
these factors affect their lives. Students learn about
global health concerns and diseases that threaten
the individual and the wider community and how
these can be prevented. Students learn about their
own responsibilities regarding their own and global
health concerns.

Unit Description What can I do to stay healthy and safeguard the health of others?

The concepts underpinning this unit are taught over

five lessons and are designed to answer the central 1
question.

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
this unit.

What does it mean to be healthy?

How can I maintain a healthy body?

What factors contribute to poor health?

What are the health issues that concern the world today?

What can we do to ensure good health for all?

Unit 2 2

Learning Outcomes
1. Recognise the importance of healthy eating, sufficient sleep and regular exercise.
2. Understand and explain the different ways in which disease is spread, and know
the importance of sanitation and clean water.
3. Analyse and consider the concepts of individual and collective responsibility in
relation to health within a sports facility or health centre in the community.
4. Discuss global health concerns such as malaria and malnutrition, and how such
issues are tackled.

2
 Moral Education Grade 6

Unit 2 Physical Health

and Diet

Lesson Objectives

Lesson 1
This lesson will teach students about their
responsibility for caring for themselves, including the
importance of healthy eating, sufficient sleep and

How Healthy
regular exercise, and explain how choices about these
factors affect their lives in the short and longer term.

Required Materials

Is Your
• Student book
• A selection of small coloured cards or post-its

Lifestyle?
Learning Outcomes
Recognise their responsibility for caring for
themselves, including the importance of healthy
eating, sufficient sleep and regular exercise, and
explain how choices about these factors affect their
lives in the short and longer term.
Learning Outcomes
• Recognise their responsibility for caring for
themselves, including the importance of healthy
eating, sufficient sleep and regular exercise, and
explain how choices about these factors affect
their lives in the short and longer term.

3
 Teacher’s Guide

Vocabulary The process of getting the

Nutrition food necessary to maintain
Nutrition Diet
good health and growth.

Carbohydrate The type and range of food

Diet that a person regularly eats.

The compound in food that

Carbohydrate is broken down to release
energy.
Read the quote. What do you think it means?
1

“Take care of your body.

It is the only place
you have to live”.
Jim Rohn
North American Businessman

Unit 2 Lesson 1 4

Activity 1 (5 minutes)
Introduce the lesson by asking students to discuss the quote. Ask them what they
think it means.
Suggested Answers
Your mind and heart live in your body. No matter where you go, you inhabit your own
body. If it is healthy and well, you will have a better life.

4
 Moral Education Grade 6

Activity 2 (20 minutes)

Ask students to read the text. Have them discuss
the answers to the questions in groups. Ask them
to consider their own lifestyles and what they do to 2 Read the article Learning the Health Habit and answer
maintain their fitness and health. the questions that follow.
Suggested Answers With child obesity and other health problems like diabetes
Diet, exercise, sleep, hygiene, access to knowledge on the rise in developed countries, child nutrition and health
(education), and access to health services are the six have become frequent topics of discussion.
ingredients for good overall health.
These issues have an effect not only on the future of
Suggested Answers children, but also on the countries themselves. The main
a. If a person is not healthy, then he cannot be sources of obesity are the food choices we make, lack of
fully productive and therefore does not make a physical activity, and family habits that are not in line with a
healthy lifestyle. Doctors fear that the increased frequency of
full contribution to society. This makes his life
obesity could lead to chronic health problems in adulthood.
difficult. This affects the community and the
country by diminishing productivity and adding Experts suggest that good nutrition, physical exercise, and
more cost on medications for those sleeping patterns are among the most important factors that
unhealthy people. contribute to our health. They also suggest that it is essential
that good habits are learned early on in life.
b. Young people are like sponges, they soak
information and take them as habits. What we It is important to understand the nutritional value of food
practice in our early years becomes a pattern we and how to prepare and cook quick and easy healthy meals.
follow all our lives. Exercise should be incorporated into our daily routine and
we should make sure to get enough sleep to ensure we have
c. Ordering take away meals. the healthy minds and bodies we need to achieve our full
Watching TV or playing with electronic devices potential in life and avoid health problems, like obesity or
instead of doing physical activity. diabetes, in later life.
Late bedtimes or long lie-ins.

5
 Teacher’s Guide

a. In what ways do health issues affect the country as well as the

individual?

b. Why do you think it’s easier to learn good habits early in life?

c. What family habits can contribute to health problems like the

ones mentioned in the text?

Unit 2 Lesson 1
6

6
 Moral Education Grade 6

Activity 3 (15 minutes)

Read the text below and answer the questions that follow.
Read the article about the Mediterranean diet. Ask 3
students if they follow this diet in their homes. The Mediterranean diet is
known for its health benefits and
Draw their attention to the food groups and the food claims to deter chronic diseases,
plate. Tell them that this plate has the proportion especially those which are related
of food for a healthy diet. Then let them reply to to the heart.
It places great emphasis on olive
the questions. oil, fish, whole grains, fruit and
vegetables, and legumes as its
Suggested Answers main foods. If you follow this
a. Fruits: Apples, bananas, mango, oranges, kiwi... traditional diet, then red meat,
Vegetables: tomatoes, cucumber, dairy and sugary desserts are
not eaten on a regular basis. As a
lettuce, radish... result, this kind of diet is low in
Proteins: Fish, poultry, meat, eggs, beans.. saturated fat and cholesterol, both of which are enemies of the heart. In this kind
Grains: Bread, corn, rice, pasta, oat, cereal... of diet, protein is obtained from fish and legumes like lentils and beans, all of which
are abundant in these countries.
Dairy: Milk, yogurt, cheese... It is also believed that following a Mediterranean diet can benefit the health of your
b. brain. One study revealed that the risk of developing diseases like Parkinson’s or
Alzheimer’s is greatly reduced for people who follow that diet.

a. Give examples of each of the following food groups.

• Fruits:
• Vegetables:
• Proteins:
• Grains:
• Dairy:
b. Fill your plate with the correct portion of each group.
c. Fats – Use sparingly and choose healthy oils like
c. What about fats and treats?
olive oil.
• Treats – not recommended for daily intake as
they are not actually needed for good health.
Ask students to discuss their own diets and, in groups,
relate their own diet to the food plate. 7

Differentiated Learning Activity 4 (10 minutes)

For Beginners Ask to students form pairs and have them work together to say whether the following
Students draw a blank food plate and draw in the food statements are true or false. Encourage them to discuss their reasoning around each
they eat for one day. Does it look like the plate shown? answer with each other.
For Advanced Students Suggested Answers
Students draw a blank food plate for each member of a. FALSE
their family. Fill in with the food they eat for one day Grilling is healthier because as the meat cooks the fat drips off into the pan
and then write a report to each member advising them below. Having less fat in your diet keeps your cholesterol lower and leads to
how they can improve their diet. a healthy heart. It is also healthier to grill rather than fry vegetables as less
moisture and nutrients are lost from the food.
b. TRUE
Fast food contains high levels of salt, sugar and fat as well as other preservatives
and chemicals. When you cook for yourself at home you can use fresh ingredients
and control the methods to make the healthiest choices possible.
c. TRUE
Health experts claim that sleep is of equal importance to diet and exercise in
maintaining good health. Children who get enough sleep are known to have
better levels of concentration, are less likely to become obese, can make better
decisions, and have more energy.
7
 Teacher’s Guide

Activity 5 (15 minutes)

Ask students to look at the 6 pictures. Tell them that
In small groups, read the following statements and decide whether they they are going to prepare a personal lunch box for
4 are True or False.
a. Frying is the healthiest method for cooking food. T F
their friend.

b. Eating homemade food contributes to a healthy body. T F Divide class into pairs. Each one will ask his partner
c. The average 6 -13 year old should sleep 9-11 hours per day. T F which food he likes to eat most. Then he will prepare
d. Using electronic devices helps us sleep well at night. T F a lunch box that fits his partner’s taste. Students may
e. Regular exercise can harm bones and muscle. T F
write or draw what will be in the lunch box.
Remind students to look at the food plate they did in
activity 3. Also, allow students to have a small treat
Ask your partner what food he likes to eat, then fill his lunch box from portion!
5 the choices you see in the pictures. Then evaluate his lunch box and
advise if it needs to be healthier. When students are done, share their lunch boxes with
the class. Ask the class to evaluate the lunch box. Is it
healthy? If not, how can they make it healthier.
Ask them to talk about the lunches they have chosen.
Encourage them to examine if they have control over
the lunch they eat at school.
Fruit and Vegetables Treats Grains
Do they buy their lunch or is it made for them?
Is money a factor when choosing what food to eat?
Do family habits influence the type of lunch
they eat? etc.

Key Skills (Think, Pair, Share)

Dairy Soft drinks Proteins
• Research
• Managing oneself
• Decision-making
• Care
Unit 2 Lesson 1 8

Evaluation/Reflection

d. FALSE
• Formative assessment through teacher
observation of quiz
The blue light emitted from screens such as TV, phone & computer, delays the
release of sleep inducing melatonin meaning that the quantity and quality of • Peer feedback (hot-seating)
sleep is greatly reduced. It is best to stop using all electronic devices, including
phones at least 2 hours before bedtime. Differentiated Learning
e. FALSE • Ensure mixed ability pairings
Regular exercise has many positive effects on the health: • Teacher differentiated questioning
• strengthens bones and muscles
• maintains slim, lean body
• decreases the risk of developing type 2 diabetes
• lowers blood pressure and cholesterol levels
• improves mood
• improves sleep quality
After they have had time to complete the activity, take a few moments to go through
the answers and ask them some questions about what they have learnt. For example:
What fact surprised you most?
What did you learn that you didn’t already know?

8
 Moral Education Grade 6

Unit 2 Physical
Health & Diet

Lesson Objective

Lesson 2
The aim of this lesson is to enable students to
acknowledge their responsibility for caring for
themselves, including the importance of healthy

Exercise and
eating, sufficient sleep and regular exercise, and
explain how choices about these factors affect their
lives in the short and longer term.
The lesson also aims to explain the different ways in

Healthy
which diseases are spread and how to avoid infection
and contamination at the individual and community
levels, including the importance of sanitation and
clean water.

Habits
Required Materials
• Lots of pictures of physical activities and famous
sports people and Olympians displayed around
the room.
• Chart paper or whiteboard
• Markers, pens, colouring pencils Learning Outcomes
• Cards or small pieces of paper • Recognise the importance of healthy eating,
sufficient sleep and regular exercise.
• Understand and explain the different ways
Learning Outcomes in which disease is spread, and know the
• Recognise the importance of healthy eating, importance of sanitation and clean water.
sufficient sleep and regular exercise.
• Understand and explain the different ways 9

in which disease is spread, and know the

importance of sanitation and clean water.

9
 Teacher’s Guide

Vocabulary Vigorous activity that

Aerobic exercises and strengthens
Aerobic
the heart and lungs.

Flexibility The ability to bend and

Flexibility stretch without breaking.
Movement
Changing position or going
Movement from one place to the other.
The children in the pictures look like they are having fun.
1 Is this kind of fun good for them? Why?

Unit 2 Lesson 2 10

Activity 1 (5 minutes)
Explain to students physical exercise is one of the major factors that affects their
health.
Suggested Answers
Yes, all these activities are good for them. They are having fun and at the same time
they are doing physical exercise which is very important for their health.
Ask them if they think they do enough physical exercise, and if not why not?
Answers will vary but reasons for not doing physical activity may include:
Too much homework,
Not enough time,
Too hot.

10
 Moral Education Grade 6

Activity 2 (20 minutes)

Read the information about the different types of
physical exercise and how they affect the body.
Ask students the following questions:
What are the three categories of exercise in this
2 Read the information about different types of exercise
text? Aerobic, Anaerobic, and Flexibility. What is the and the benefits associated with each.
difference between aerobic and anaerobic exercise?
Anaerobic exercise uses less oxygen and targets
smaller muscle groups. Which exercise uses more Aerobic (Also known as Cardiovascular or Cardio)
oxygen? Aerobic exercise. Which do you think is the Aerobic means relating to free oxygen.
most important? Why? During this type of exercise you are using
large muscle groups which require you
Types of exercise usually incorporate more than one of to breathe at a higher intensity than
the categories. And may also focus on core exercises, when you are at rest. The increase in
balance training, accuracy, agility, power and speed. oxygen intake pumps the blood around
your body at a quicker rate so the oxygen
Fitness professionals would advise that everyone can get to your muscles. This type of
should try to get a mix of all three categories of exercise helps maintain a healthy weight
exercise to maintain good physical health. as well as regulating digestive health and
strengthening the immune system.
Ask about other activities that you know your students
are involved in. Anaerobic (Also
known as strength or
Aerobic Anaerobic Flexibility & resistance training)
This type of exercise tones
Stretching your muscles making them
Swimming Sprinting Ballet stronger and firmer. It requires
short intense actions that are
Zumba Football Martial Arts not reliant on a huge use of
oxygen. It also improves the health of your bones as well as
Walking Push ups Gymnastics your balance and coordination.

11

11
 Teacher’s Guide

Flexibility & Stretching

This type of exercise stretches
and lengthens your muscles
to increase your range of
movement. It helps to keep
joints flexible and muscles
limber. Stretching should only
be started when muscles
are warm and the body temperature is raised. This type of
exercise also creates good posture, helps to prevent injury
during more intensive exercise and increases the length of
life and overall health of the individual.
Look at the sports and activities below. To which category of exercise
do they belong?
Swimming, Sprinting, Zumba, Ballet, Martial Arts, Football,
Gymnastics, Walking, Push Ups.

Aerobic Anaerobic Flexibility &

Stretching

Unit 2 Lesson 2 12

12
 Moral Education Grade 6

Activity 3 (10 minutes)

Read what are the health benefits of playing sports. Then answer the
Ask students to read the text about the benefits of 3 following questions.
sports. After discussing, ask them to reply to the Sports activities have many benefits on the physical
questions in their books. and mental health. Studies showed that regular
moderate sports have a positive effect on the
Suggested Answers immune system.
When one exercises, the heart pumps more blood,
a. Motivating because it boosts energy consequently, the blood circulation is more active.
Rewarding because you set goals and achieve The lungs’ intake of oxygen is increased and the muscles become stronger. All of
that makes the immune system better prepared to fight bacteria.
them Sports also have a positive mental effect on people. Practicing sports whether alone
Regular training improves memory because of or in a team is a good way of releasing stress, it is motivating and rewarding. It also
repetitive activities improves the memory and boosts communication.
Communication is improved when one joins a. Explain how can sports be motivating, rewarding and an improvement
for the memory and communication.
a team b. Name other physical benefits of sports.
b. Boosted energy
Weight control
Muscle toning Sports add up to a healthy life. Read about other habits and answer the
4 following questions.
By practicing sports and eating a well-
Activity 4 (15 minutes) balanced diet we are leading a healthy life
style, but what about other healthy habits?
Ask students to read the story and imagine what life Basic rules of hygiene are necessary in order
was like for their ancestors when hygiene awareness to stay healthy. If they are not followed,
then it is easy for infections and diseases to
did not exist and water was not so freely available. threaten our own health and the health of
everyone we come into contact with.
Ask students to think about the acts of hygiene. Then,
These basic rules include washing hands
in pairs, they compare their answers. Students then frequently. Did you know that imposing the rule of washing hands very thoroughly
share their opinions with the class. before a surgery remains one of the greatest measures that saved lives? Brushing
teeth at least twice a day is also another important habit that preserves your health
Suggested Answers by preserving the health of your teeth that allow you to eat a variety of foods and
hence a balanced nutritious diet.
• Wash hands frequently
• Brush teeth 3 times a day after meals
13

• Stay home if I am sick

• Stay away from sick people (especially flu)
• Eat clean food
• Wash fruits and vegetables well
• Store food in proper temperature
• Use wipes when travelling
• Regular dentist visits
• Have a shower daily
• Wear clean clothes
• Eat only with my own fork

13
 Teacher’s Guide

a. Fill in the chart with important healthy habits. Differentiated Learning

For Beginners
Students can draw a poster of the things they do
during the week that are good for their health.

For Advanced Students

Students can create a set of “Guidelines for Good
Health”. This can be illustrated with some of the
My drawings the less confident students produce. The
healthy
habits guidelines could be posted in a common area for all
classes to learn how to maintain a healthy body and
be aware of hygiene as a way to protect themselves
and others.

Key Skills (Head, Heart, Hands)

• Collaboration
• Autonomy
• Critical thinking.

Keep a Health Diary for the next

5 week. In it, record your daily diet, Evaluation/Reflection
your physical activity, and the rules
of hygiene you follow, and • Identify the health benefits of exercise).
how often. Introduction and closure activities will support
the children in being intentional about meeting
their learning outcomes.
Unit 2 Lesson 2 14

Activity 5 (5 minutes)
As you conclude this lesson, ask students to keep a health diary over the next week.
They should make a record of their diet as well as their activity levels. Students can
also record their personal hygiene habits.
Highlight to students that now they are armed with the information they need to stay
healthy, it is their responsibility (not their parents’) to use all the information they have
learned and form the habits that will benefit their health.
Reassure them that they will not be required to share their diary if they do not wish to
do so – nobody should be made to feel uncomfortable with their choices.

14
 Moral Education Grade 6

Unit 2 Physical Health & Diet

Lesson Objectives

Lesson 3
The aim of this lesson is to enable students to analyse
and consider the concepts of individual and collective
responsibility in relation to health within a sports

Obstacles to
facility or health centre in the community. Students
also learn to discuss global concerns such as malaria
and malnutrition, and how such issues are tackled.

Health &
Required Materials
• Large version of grid on board or printed
• Case studies (in book)
• List of local doctors, health clinics, sports centres,

Getting Help
etc.

Learning Outcomes
• Analyse and consider the concepts of individual
and collective responsibility in relation to
health within a sports facility or health centre in
the community . Learning Outcomes
• Analyse and consider the concepts of individual
and collective responsibility in relation to
health within a sports facility or health centre in
the community.

15

15
 Teacher’s Guide

Vocabulary Something new and difficult

Challenge that requires great effort
Challenge and determination.
Consequence

Disease The results or effects of a

Consequence particular action or event.

What do you think is meant by this quote?

1 An illness which affects
people, animals or plants.
Disease
It is usually caused by an
infection or bacteria.
“If we could give every individual
the right amount of nourishment
and exercise, not too little and not
too much, we would have found
the safest way to health.”

Hippocrates

Unit 2 Lesson 3 16

Activity 1 (5 minutes)
Ask students to read the quote. Together, discuss what they think is meant by it.
Suggested Answers
We should try to live a balanced lifestyle with daily exercise, eating regular balanced
meals, getting enough sleep. We shouldn’t overeat nor should we starve ourselves.

16
 Moral Education Grade 6

Activity 2 (20 minutes)

Get students to read the article and consider the
questions. Explain that obesity is overweight to the
point where their health is at risk. It is a problem in 2 Read about colleges in the UAE, then answer the
most developed countries in recent years. following questions.
Suggested Answers Some colleges in the UAE are leading by example when
a. The ban on soft drinks was introduced in order it comes to facing the challenge of global obesity and
to make such drinks less accessible to young promoting healthy living. Students are being taught about
people. Invite students to comment on the fact health and wellbeing right from the basics of food intake and
that young people themselves are relying on energy levels.
others to make the drinks less accessible rather
Healthy living is reinforced by the college. The cafeteria
than take responsibility for their health and just serves only healthy meals and soft drinks have been banned
not buy them. on campus. A sedentary lifestyle in which young people
b. There are many reasons for the sedentary spend most of the day sitting either at school or at home
has been blamed for the rise of obesity. “It’s important that
lifestyle: at school for long hours, watching TV or
we educate this generation and the ones that come after.
playing computer games, use of cars and buses, Otherwise, the trend of longer life expectancy could be
etc. reversed” “If you can walk for 30 minutes a day and keep your
c. Individual – personal hygiene, food choices when heart beat above 130 beats per minute, that’s a great start.”
out of home, physical activity. Says one college representative.
Family – provision of healthy food at home, Another culprit of increased weight among young people
access to health care, clean home environment, has been found to be fizzy drinks. A recent study found that
purchase of personal hygiene products, etc. many young people consume more than one 330ml can a day.
Government -- health care facilities, education Results showed more tooth decay among soda drinkers and
about health and well-being, sports facilities and people who drink soft drinks had nearly five times more risk
spaces where physical activity can take place, of suffering a bone fracture than those who did not.
campaigns to inform citizens of the facilities that
are available and the benefits of using them, etc.
d. With economic progress, food and drink have 17

become available in larger quantities to a

larger number of people. In many places of the
world the tendency is now to eat in excess of
the basic needs. With people having less time
and opportunities to exercise naturally, rates of
obesity have increased globally.

17
 Teacher’s Guide

The government of the UAE is working closely with other

organisations to address the problem, and efforts are ongoing
to ensure the health of the population.

a. Why do you think a ban on soft drinks was introduced?

b. What reasons can you give for the sedentary lifestyle mentioned
in the article?
c. In your group, discuss the responsibilities of the individual,
family, and society in ensuring that we live full and healthy lives
d. Obesity has been referred to as “a global health problem” What
do you think this statement means?

Unit 2 Lesson 3
18

18
 Moral Education Grade 6

Activity 3 (10 minutes)

Create a large version of the grid from the student
book on the board. Talk about what an obstacle
Consider the obstacles and the consequences people encounter in their
(a thing that blocks one’s way or prevents or hinders
progress) is and what a consequence 3 lives while trying to maintain their health.

(a result or effect, typically one that is unwelcome or

unpleasant) is. Obstacles Consequences

Ask students to work in pairs for 3 minutes and Diet

to come up with at least one obstacle and one
consequence to each of the 6 factors for maintaining Exercise
health.
If they come up with more they can write them down. Sleep
Ask for feedback and encourage the students to add
to their grids in their book when they hear something Hygiene
that they do not have written down.
Access to
knowledge
Access to
health care
services

19

Suggested Answers

Obstacles Consequences

Diet Lack of choice, Lack of money Weight gain/loss

Lack of knowledge Malnourished
Lack of knowledge, Lack of time Weight gain, lack of muscle
Exercise Lack of motivation, No space/ tone, lack of bone density
place to go
Too many commitments – Lack of concentration,
Sleep homework, Worry or anxiety, Increased hunger, Tiredness,
too much screen time, staying
up too late irritability
Lack of knowledge, Lack of
Hygiene access to clean facilities or Catching and spreading disease
cleaning products
Lack of proper diet, Lack of
Access to No schools or education, sufficient exercise and sleep.
Inability to read, No access to
knowledge internet, Misinformation Lack of sufficient, knowledge
around sanitation and health care
Access to health None provided, No knowledge Serious illness and death
of how or where to access it, No resulting from something that
care services transport to get there could have been treated easily.

19
 Teacher’s Guide

Differentiated Learning
For Beginners:
In pairs, role play the scenarios: Before you deliver your advice, think Students can read the scenario and be the person who
4 about whether the problem is a consequence of poor lifestyle choices is looking for advice.
made by the individual and what they need to do to improve their health.
For Advanced Students:
Nadia is 11 years old. She finds it difficult to
sleep at night. Every morning she wakes up Students can take the role of the counselor and give
tired and cranky as she starts her day. She advice to those who ask for it
can’t concentrate at school and she doesn’t
have energy to exercise. She drinks energy
drinks to help her stay awake and do her
homework. At night she tries to watch TV Activity 5 (5 minutes)
or movies to help her to fall asleep. Without
these, she finds herself thinking about things Arrange a visit to a local facility that offers health
she is worried about. services.
Farhad is 11 years old. He is overweight and is often teased in school because
he can’t run easily so can’t join in the sports activities. He buys his lunch in the Examples include :
cafeteria and usually chooses French fries and some fried chicken.
a health centre
Sophie is 12. She feels that she eats quite healthy and gets enough sleep but when
she has to walk up stairs she finds herself getting out of breath very easily. She is a sports centre
afraid to play sport because she doesn’t think she’ll be any good at it.
Adnan is 12 years old. He is in Grade 6 and even though he is smart he does not You could ask a health professional in one of these
enjoy school very much. He hasn’t got many friends and feels sad and lonely a lot of places if they could talk to students about how they
the time. He doesn’t see any point in working hard or joining in. His energy is low can take responsibility for their own health.
and he spends most of his free time playing video games.

Key Skills (Head, Heart, Hands)

Visit one of the following facilities in your neighbourhood: • Problem-solving
5 • sports club
•
• gym Multiple perspectives
• swimming pool
• health club • Empathy
Write a report on how this facility contributes to the health of the people who
go there regularly.

Unit 2 Lesson 3
Evaluation/Reflection
20
• Samples of grid in workbook included in
student portfolio.
Activity 4 (15 minutes)
Put students in pairs. Allocate a case study to each pair. More than one pair can look at Differentiated Learning
each case study. Ask the pairs to role play the scenarios. Ask other groups if they think
the advice given is good and whether there is other advice they can give them? Higher order and lower order questioning
from teacher.
While no advice is wrong, it is important that the children understand that asking for
help is a good idea – whether it is form a friend, a trusted adult or a professional. Differentiation by choice provided through a variety of
reflective questions.
Ask beginner students the following questions as prompts, if necessary.
If you were sick, who would you tell?
If you wanted to get more exercise, where would you go?
Where would you go if you had a strange rash?
Who would you talk to if you were finding it hard to get enough sleep?
Where can you find information about the nutritional value of different foods?
Who could you talk to if you wanted to find out more information about your health?

20
 Moral Education Grade 6

Unit 2 Physical Health

& Diet

Lesson Objectives

Lesson 4
This lesson aims to enable students to talk about
global health concerns such as malaria and
malnutrition. And discuss the factors that increase the
spread of diseases, including the impact of poverty.
Students learn how these health issues are tackled.

Required Materials
• Posters Types of
Diseases
• Flyers
• Websites and other examples of health
campaigns

Note to teacher
In this lesson you will be focusing on global health
concerns and then asking students to create a local
campaign to highlight any of the issues in the unit so
far. This is an opportunity for the students to choose Learning Outcomes
a topic they feel needs to be highlighted. In order • Analyse and consider the concepts of individual and
to complete this project, students will need to work
collective responsibility in relation to health within a
at other times during or after school. Please read
sports facility or health centre in the community.
the next lesson so that you can plan what kind of
presentation you would like students to complete. • Discuss global health concerns such as malaria and
malnutrition, and how such issues are tackled.

Learning Outcomes 21

Analyse and consider the concepts of individual and

collective responsibility in relation to health within a
sports facility or health centre in the community.
Discuss global health concerns such as malaria and
malnutrition, and how such issues are tackled.

21
 Teacher’s Guide

Health issues that are

Vocabulary not restricted to one area
alone but affect people
Global Health Concerns Global Health worldwide. Examples
Concerns include epidemics of flu,
Malnutrition obesity, cancer, heart
disease, diabetes, malaria,
Malaria
malnutrition, etc.
Physical weakness and
Malnutrition illness due to a severe lack
Discuss the following statement: “All over the world, health concerns
1 are the same.”
of food.

A serious disease causing

Malaria fever. It is carried by
mosquitoes.

Unit 2 Lesson 4 22

Activity 1 (5 minutes)
Ask students if they believe people everywhere have the same concerns as in the UAE.
Have they heard of diseases or illnesses that occur in other places?

22
 Moral Education Grade 6

Activity 2 (15 minutes)

Have students read the article about malaria. Discuss
the questions in an open discussion.
2 Read the text about malaria and answer the questions that follow.
Suggested Answers
a. Infectious diseases are diseases caused by living Malaria is an infectious disease that is caused by a parasite
carried by mosquitoes. The symptoms of the disease include
organisms that are harmful to our bodies. These
fever, chills and flu-like illness. If it is not treated, people can
organisms could be bacteria, viruses or parasites. develop complications and die. Although this is a preventable
Infectious diseases are contagious which means disease, “bad environmental sanitation, stagnant water,
they can be passed from person to person poor access to healthcare and lack of information are still
through direct or indirect contact. contributing factors to its existence” says one health expert.
Unfortunately, since those factors are still prevailing in many
b. Unlike typical flu, malaria is caused by a parasite areas of the planet, the disease continues to be devastating.
that keeps on evolving and resists the medicines Statistics show that a child dies every two minutes from the
that are developed to fight it. The scientific word disease and about half the world’s population is at risk of
for “evolving” is growing. catching the disease.
c. Because treatment is not always effective, What offers hope is that other diseases have almost been put
the disease can continue to spread easily and to an end, and with governments and health organisations
the problem becomes a problem of scale. The behind intervention problems, we can hope to see the day
measures to be taken do not remain at the where malaria too will be a disease of the past. Malaria
individual level but become a collective problem, cases that used to occur in the UAE were of imported
which require collective efforts. Hence, the origins. That means that people would get contaminated
importance of organisations such as the Roll abroad and spread the disease after entering the UAE.
Back Malaria Partnership. The efforts of the UAE government have kept the country
free of the disease since 2007. The UAE has always been
Explain these tips for preventing malaria: at the forefront of the battle for the elimination of malaria
regionally and internationally. The latest action in that regard
1. Use a mosquito net at night. was the commitment to global malaria elimination, which
2. Use mosquito repellent. was announced by His Highness Sheikh Mohammed bin

3. Wear long sleeves. 23

4. Use sunscreen first - repellent second.

• To eradicate malaria and other diseases, more
research is needed into medicines or vaccines.
More funding is needed to inform people about
how to prevent diseases and sanitation and clean
water also help to prevent the spread od disease.
• Explain that vaccines are medicines that are
used to prevent someone getting a disease. Most
medicines are used after you get a disease.

23
 Teacher’s Guide

Zayed, UAE Crown Prince of Abu Dhabi and long-standing

supporter of humanitarian causes, in September 2017.
The UAE made a large contribution to Roll Back Malaria
Partnership, the global platform composed of more than
500 partners fighting together against malaria.

a. What is an infectious disease?

b. How is malaria different from a typical flu, which is also an
infectious disease?
c. Why does it take joint efforts to eliminate some infectious
diseases like malaria?
KEY FACT
World Malaria Day is on April 25. People spread awareness of the disease and help fight it.

Unit 2 Lesson 4 24

24
 Moral Education Grade 6

Activity 3 (15 minutes)

Put students into two groups and get them to 3 Read the following short articles about the challenges of malaria and
malnutrition today.
read one case study each. They can choose one Tanzania
spokesperson for the group to feed back the main Malaria risk is high in Tanzania, especially in rural areas. But prevention measures
are few in these poverty-stricken areas. One woman, who knew her son was ill
health challenge that these countries are facing.
with malaria headed to the health centre in order to get free medicine for him. But
Suggested Answers the clinic did not have any. Medications were usually supplied at the beginning of
each month and due to high demand, there was none available by the end of the
• Tanzania – Malaria first week. The only choice she had left was to buy it! Of course, she did not have
Guatemala – Malnutrition the money to do so. She was then advised to go to a nearby town where she might
find some for free. She carried her 8 months old baby and headed to the nearby
• In both cases, extreme poverty has contributed to town, 6km away, riding her father-in-law’s bicycle. As she reached the health
the unfortunate situation of the people. However, center there, she was stunned by the scene: the queue at the entrance was even
longer than the one in her hometown. Will she be luckier here?
the state has neglected sections of society and
this too should be mentioned.
• The global community could raise funds to
help these people. Awareness campaigns also
help. Petitions to government agencies. Some
volunteer agencies actually go to these countries
and fix sanitation facilities, buy mosquito
nets, organize food banks, build health clinics,
organize information campaigns etc.

25

25
 Teacher’s Guide

Guatemala
Guatemala has a very high rate of malnutrition. In 2015, around 46% of the
population was stunted. This means people are shorter and thinner than
normal. In some areas, all children are at least 16 – 20 centimeters shorter than
they should be. In a very poor family, you will see twelve years old children look
as if they are four or five. The main cause of stunted growth, experts say, is
lack of vital nutrients during the first thousand days of life.
But stunting is not just about height. Malnourishment also means that these
children get sick more easily and their brain function does not develop properly.
Stunted kids are more likely to drop out of school and grow up to be unskilled
workers with little potential for economic success later in life.

In your group, consider the following questions:

a. What is the main health challenge in each article?

b. What has led to this in these situations?
c. What could the global community do to help these people?

Unit 2 Lesson 4 26

26
 Moral Education Grade 6

Activity 4 (20 minutes) Complete the following activity.

4
Explain to students that they will do a “Walking Your teacher will call out a number of statements. You will be given time to
Debate”. think in groups about each statement, and give examples or reasons that
confirm or oppose each statement.
Mark one side of the room ‘Agree’ and the other side
‘Disagree’.
To begin, all students stand in the middle of the room.
Instruct the students that they can stand as close or as
far from the sign in relation to how strongly they agree
or disagree with the statement. If they are undecided,
they can stand in the middle of the room. Ask students
to share their opinion.
Read out or hold up the following statements or
create statements of your own.
I can make choices to improve my health.
Your physical health affects your mental health.
I can play a part in improving the health of my local
community.
I can play a part in improving global health.
Poor people are more likely to get diseases.
Clean water is vital to global health.
Rich people are less likely to get diseases.
Everyone has the right to health care.
Groups will then share their examples/reasons and
some aspects may be discussed.

27

27
 Teacher’s Guide

Activity 5 (10 minutes)

Choose a health issue that affects young people today.
5 This can be a local issue or a global issue that you want more people in
the UAE to be aware of.
In groups, assign students the task of creating a public
awareness campaign for a health issue affecting
Work together as a group to create a public health awareness campaign adolescents in the UAE or abroad.
to highlight the issue. You can create a poster, a flyer, a website, or a
short visual or audio ad. Give the children time to choose a topic and make
Use your creativity and do your best to make a positive difference to the
health of your community and your world.
a plan. Make sure to go around to each group to
Below are some ideas but feel free to choose another topic and ask your make sure they have chosen a topic and assist where
teacher for guidance. needed. It is a good idea to take note of what each
group plans to highlight in their campaign so that
Obesity
Awareness against smoking - what can we do?
there are a variety of topics covered.
Do you get enough physical exercise?
How healthy is your diet?
Differentiated Learning
• Differentiation by pace and choice within project
parameters.
• Mixed ability groupings for the campaign project.

Key Skills (Head, Heart, Hands)

• Communication
• Solidarity
• Research

Evaluation/Reflection
Students are afforded the opportunity to identify
Unit 2 Lesson 4 28 further learning interests in the area.

28
 Moral Education Grade 6

Unit 2 Physical Health

and Diet

Lesson Objectives

Lesson 5
The aim of this lesson is to enable students to
acknowledge their responsibilitiy for caring for
themselves, including the importance of healthy
eating, sufficient sleep and regular exercise, and
explain how choices about these factors affect their

Disease
lives in the short and longer term.
The lesson also aims to explain the different ways in
which diseases are spread and how to avoid infection
and contamination at the individual and community

Prevention
levels, including the importance of sanitation and
clean water.

Required Materials
• SDG Poster
• Posters
• Flyers Learning Outcomes
• Website and other examples of health campaigns • Analyse and consider the concepts of individual
• Coloured paper, blue tack
and collective responsibility in relation to health
within a sports facility or health centre in
• Copies of group questions (for option 1) the community.
• Discuss global health concerns such as malaria
and malnutrition, and how such issues
are tackled.

29

Learning Outcomes
• Analyse and consider the concepts of individual and collective responsibility in
relation to health within a sports facility or health centre in the community.
• Discuss global health concerns such as malaria and malnutrition, and how such
issues are tackled.

29
 Teacher’s Guide

A set of 17 “global goals”

Vocabulary
over a range of issues,
Sustainable such as ending hunger
Sustainable Development Goals Campaign Development and poverty, improving
Goals health and education,
Prevention
ensuring clean water and
sanitation, etc.

A series of planned activities

done in order to bring
“The Future We Want” about change in a particular
1 Think about how you want to see the future of the planet. Campaign
area. For example, politics,
education, health,
sports, etc.
Ensuring that something
Prevention does not happen.

Unit 2 Lesson 5 30

Activity 1 (5 minutes)
Ask students to consider what they personally can do to improve their own health, the
health of their friends and families, and global health.
Then ask them to consider how they would like to see their world in terms of health
and wellbeing.
Do you think people will be healthier in years to come?
Suggested Answers
With all the awareness and the efforts done by individuals, communities and
countries, it is expected that people will be healthier.

30
 Moral Education Grade 6

Activity 2 (20 minutes)

Read the article about the Sustainable Development
Goals set out by the United Nations. Tell students that
the agreement was signed in 2015. 2 Read the article United Nations Sustainable Development
Goals (SDGs) about the world’s plans for a
On the IWB, show students the UN SDGs poster and
brighter future. Then answer the questions that follow.
allow students to discuss how the different goals
relate to healthy living. By the year 2030, the world will be a better place. At
Suggested Answers least that is what world leaders, who have signed up to
work towards achieving the United Nations Sustainable
a. The SDGs aim to improve the lives of the global Development Goals by that year, believe.
population and the living standards. There is
special emphasis on poorer nations and the The UAE is among the 193 nations that support the 17
children who are hungry and impoverished. goals which aim to improve the living standards and life
However, the agreement hopes to improve health expectancy of people all over the world. The initiative
in developed countries too by tackling issues especially hopes to make a difference to people whose
such as obesity, diabetes Type 2, lives are at risk from hunger, poverty, disease and lack of
sanitation or clean water.
heart disease, etc.
b. For the goals to be achieved, a global effort The goals cover a range of global issues which include
is necessary. Governments, charities, public Climate Change, Peace, Justice and Strong Institutions, Life
services, communities, and individuals need to on Land, and Life below Water. However, among the 17 goals,
goals I, 2, and 3 concern No Poverty, Zero Hunger, and Good
do their part.
Health and Well being, all of which are closely linked. Goal 6
c. If we follow a healthy lifestyle, we will ensure concerns Clean Water and Sanitation.
our own health and then we will be able to help
others achieve the global goals. Poor health often means that children have to drop out of
school, meaning they can’t get well-paid jobs when they
d. Answers will vary but if the United Nations grow up. This leads to poverty and malnutrition which leads
succeeds in achieving the SDGs by 2030, then to poor health and the cycle continues.
there is no doubt that the world will be a better For the goals to be reached, everyone needs to do their part:
place for all.
31

31
 Teacher’s Guide

governments, communities, and people like you. It’s going to

take all of us working together to make the world a
better place.

a. Whose lives do the SDGs aim to improve?

b. Who will be involved in helping to achieve the goals?
c. What part does a healthy lifestyle play in achieving the
global goals?
d. What do you think the world will be like in 2013?

Facts and Figures

• Malnutrition is the biggest contributor to disease in the world.
• Almost half of child deaths are linked to malnutrition.
• Children born into poverty are almost twice as likely to die before the age
of five as those from wealthier families.

Unit 2 Lesson 5 32

32
 Moral Education Grade 6

Activity 3 (20 minutes)

Create a checklist reflecting on your own health and what to improve
3
Ask students to create a checklist reflecting on their
in it.
own health. Ask them to think about what they can do Divide your list into three categories:
to improve it. Tell them to divide their list into three
categories: 1. Physical activities
2. Diet
1. Physical activities 3. Hygiene

2. Diet
3. Hygiene

Suggested Answers
1. Take up a new physical activity.
Limit time spent with electronic devices,
especially before bedtime.
Increase sleep time by going to bed earlier.
2. Increase daily intake of water/reduce intake of
sugary drinks like juice or sodas. Access to clean water is one of the basic human rights. Read the text
Reduce intake of snacks like crisps or sweet 4 and answer the following questions.
Our good health depends on it. Yet millions of people die each year as a result of
things like biscuits and cake. lack of access to clean potable water and adequate sanitation.
Avoid processed foods and opt for There is no doubt that water projects funded by developed countries are life-
wholegrain options. changing events.
Eat nutritious breakfast. The UAE has a proven track record in supporting global efforts to bring clean
3. Wash hands before preparing food. water and sanitation to even the remotest area. Sheikh Zayed (May Allah place
peace upon his soul) believed that water was the most essential natural element
Shower daily. in life. He encouraged and supported all ways of finding and conserving water in
Brush teeth at least twice daily. the UAE.

Activity 4 (10 minutes) 33

Read the article about how the UAE contributes to the

global campaign to ensure that everyone has access
to clean water and sanitation. Some examples are:

Suggested Answers • Al Jalila Foundation - founded by HH Sheikh Mohammed Bin Rashid Al Maktoum
– global philanthropic organization dedicated to transforming lives though
a. They save lives, provide nutrition, teach people medical education and research.
how to be safer and healthier and help prevent
the spread of illnesses and diseases like malaria. • Khalifa Foundation - established by HH Shaikh Khalifa Bin Zayed Al Nahyan –
carries out welfare projects in health and education locally and globally.
b. One can find water by digging in the areas where
rain falls. Because water will be in underground • Noor Dubai - established by Shaikh Mohammad Bin Rashid in 2008, the
reserves. Conserving water can happen from organisation’s main target is to eliminate preventable eye diseases and has
man-made reserves. This is what Sheikh Zayed carried out several global projects reaching millions of people.
did. Sheikh Zayed believed that water is the most • Bill and Melinda Gates Foundation - seeks innovative, ambitious, and scalable
essential element regarding good health. It is the solutions to address health problems that have a major impact in
veins of the nation. developing countries.
c. Ask students to do research on a charity or
foundation that is striving to improve global
health. If possible, arrange for a representative of
one of these organisations to visit the school and
explain their work to the students.

33
 Teacher’s Guide

a. Explain why would a water project be a life-changing event. Activity 5 (10 minutes)
b. Research how Sheikh Zayed found and conserved water. How does this
show his responsibility for the health of the citizens? Tell groups to present their campaigns to the class.
c. Do research on a charity or foundation that is striving to improve Give feedback using Two Stars and a Wish. This
global health.
is where the teacher or other students can say two
positive things – stars. And one thing that could be
improved – a wish. For example, it might be “I really
liked the idea you had for your campaign and I think
you did an excellent job with the poster. Maybe you
could add more details about how to find
more information.”
Tell students they can write these Two Stars and a
Wish on sticky notes and put them next to the posters
or in a little feedback box.

Key Skills (Head, Heart, Hands)

• Critical reflection
Now it is time for your group to present your campaign on the topic you • Active listening
5 chose in the previous lesson.
• Taking action
Answer any questions your classmates may
have and ask questions about the other
campaigns too.
Evaluation/Reflection
Evaluate the campaigns using Two Stars Two stars and a wish
and a Wish.

Differentiated Learning
Differentiation by pace and choice through project and
Unit 2 Lesson 5 34
project presentation.

Differentiated Learning
For Beginners
Support students in their research into the organisation of their choice. Provide
guidelines outlining where to search, and questions to be answered.
For Advanced Students
Ask students to prepare a full report, outlining the work of the organization of their
choice, the impact it has had on health, and the work volunteers do.

34
 Moral Education Grade 6

Theme Civic Studies

Theme: Civic Studies

Unit 3:
How the UAE Grew
How the UAE Grew Into
into the Diverse,
the Diverse, Inclusive Inclusive Society That
Society That It Is Today It Is Today
Unit Objectives
The aim of this unit is to allow young people to ex- Lesson 1 Museums in The UAE

plore the concept of cultural change and develop cul- Lesson 2 Cultural Change
tural competence. They will examine how museums Lesson 3 Research on Museum Exhibits
help to preserve cultural traditions. And then will work Lesson 4 Preparing Exhibits
together to create their own museum exhibit. Lesson 5 Opening Day of The Museum

Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central How did the UAE develop into a culturally diverse society over
the decades?
question.

35

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
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
What do we mean by cultural heritage and multiculturalism? this unit.

Why has Emirati culture changed over time?

How do museums, art galleries, archives and other bodies maintain

the cultural heritage?

How does the past inform our future?

What is cultural competence?

Unit 3 36

Learning Outcomes
1. Explain and give examples of what is meant by terms such as ‘multiculturalism’,
‘diversity’, ‘cultural heritage’ and ‘inclusivity’.’
2. Research and analyse how and why Emirati culture has changed over time and
the ways in which museums, art galleries, archives and other bodies maintain the
cultural heritage.
3. Discuss with their peers the concept of what should be valued and maintained,
and what can be learnt from our past to inform the future.
4. Evidence their ‘cultural competence’ by participating in a school or community-
based activity or event.

36
 Moral Education Grade 6
How the UAE Grew into the
Unit 3 Diverse, Inclusive Society
That It Is Today

Lesson Objective

Lesson 1
Explore the role that museums play in
maintaining culture.

Required Materials
• Pack of pictures for sorting Museums in
the UAE
• Paper
• Pens
• Crayons/Markers/Colouring pencils
• Flyers or leaflets from local museums
• Few copies of the picture of The Blacas Ewer Learning Outcomes
• Explain and give examples of what is meant by
terms such as ‘multiculturalism’, ‘diversity’, ‘cultural
Learning Outcomes heritage’ and ‘inclusivity’.
• Explain and give examples of what is meant • Research and analyse how and why Emirati culture
by terms such as ‘multiculturalism’, ‘diversity’, has changed over time and the ways in which cultural
‘cultural heritage’ and ‘inclusivity’. institutions maintain the cultural heritage.
• Research and analyse how and why Emirati • Discuss with their peers the concept of what should be
culture has changed over time and the ways in valued and maintained, and what can be learnt from
which cultural institutions maintain the our past to inform the future.
cultural heritage. • Demonstrate their ‘cultural competence’ by
• Discuss with their peers the concept of what participating in a school - or community-based activity
should be valued and maintained, and what can or event.
be learnt from our past to inform the future.
• Demonstrate their ‘cultural competence’ by 37

participating in a school or community based

activity or event.

37
 Teacher’s Guide

A building that houses and

displays important objects
Museum from the past, such as
Vocabulary artefacts and fossils.

Museum Archaeology The study of objects from

Archaeology the past, especially bones,
Heritage Culture fossils and equipment.
The shared history of
Heritage a group or community,
including its traditions,
Museums tell us about our past and our heritage.
customs and values.
1 A museum is: The shared values, customs
Culture
and traditions of a people.
Identify these three famous museums by matching each one of them to
its name.

1
a. The British I recognised it. I’ve visited it. It looked like Sharjah
Museum, architecture.
London, UK
Explain that:
2 b. Museum
• The Louvre opened a new museum in Abu
of Islamic Dhabi in 2017. It is the largest art museum in the
Civilisation, Arabian peninsula.
Sharjah, UAE
• The British Museum is a museum containing
3 objects from human history, art and culture. Its
c. Louvre Abu oldest object is 2,000,000 years old!
Dhabi, UAE
• The Sharjah Museum of Islamic Civilisation
contains 5,000 artefacts from the Islamic world.
Contains carvings, ceramics, manuscripts and
scientific instruments.
Unit 3 Lesson 1 38
Explain that all these museums help to preserve
culture and educate us about our shared past. They
help us to understand our own cultural heritage and
Activity 1 (10 minutes)
the heritage of other cultures.
Explain that many cities in the world have famous museums, which tell people about
their past and their heritage. Check that students understand what a museum is. Ask
them to write a definition in their student book.
Explain that a museum is a storage place for collecting and displaying objects that
have scientific, historical or artistic value. Objects in museums can tell us about our
heritage (Where we come from, our family’s past, our culture and so on.)
Ask students to try and identify the three famous museums pictured and match them.
How did they identify each museum?

Suggested Answers
1. c
2. a
3. b

38
 Moral Education Grade 6

Activity 2 (15 minutes)

Explain that students are going to read about Zafar,
a UAE boy who visits the Sharjah museum with his Read the story Zafar’s Visit to the Sharjah Museum of
family. Ask students to read the story. 2 Islamic Civilisation, then answer the questions that follow.
Then have a discussion around the questions in the
student book. Zafar thought his father had strange ideas about a good family
day out. He was hoping they’d go to the zoo. Or maybe to the
Suggested Answers park. Or perhaps they’d go to the new shopping mall with the
For Beginners exciting new tablets on sale. His old tablet was practically an
antique by now. It was time for an upgrade.
a. He wanted Zafar to learn more about his culture But no!
and heritage. “We’re going to the Sharjah Museum,” his father announced.
“It’ll be great.”
b. Zafar is obviously interested in technology. “Maybe they’ll display my tablet,” Zafar suggested, pointing to
He keeps thinking about his tablet. It’s not his cracked screen and loose cable.
surprising that he’d be interested in technology “You’ll see plenty of antiques there,” his father replied, laughing.
and equipment. Moreover, his generation is a “It’s good for you to learn about your past and your culture.”
generation of technology. “I remember the past,” Zafar protested. “I remember hearing
that this tablet was made many decades ago.”
For Advanced Students As they walked along Corniche Street, Zafar finally accepted that
c. This means that the museum’s artefacts are he wasn’t going to get a new tablet.
The building was very impressive. Zafar was ready to admit that.
part of Zafar’s past. His ancestors used or were
Not as impressive as a new tablet. But impressive nonetheless,
familiar with these artefacts. In this way, the with its beautiful golden dome shining in the midday sun.
museum preserves part of Zafar’s heritage. “Museums illuminate the past for us,” his father was saying as
d. Zafar is struck immediately by how impressive they walked into the imposing building. “There are people from
all over the world living in the UAE now. We welcome them
the building is. He realises that Islamic culture
and respect their cultures. But we should also respect our own
is something to be proud of. And inside the culture. Modern life changes so quickly that we sometimes
museum, he discovers the many different ways forget where we’ve come from.”
in which his culture and heritage have been “We’ve come from home,” Zafar said, puzzled.
expressed over the centuries.
39

39
 Teacher’s Guide

“I mean our heritage, our

culture,” his father said. “Look
at all the exhibits here. These
are all part of who you are. It’s
the greatest collection of Islamic
artefacts in the world.”
Although the building was
impressive, that didn’t prepare
Zafar for the beauty of the objects on display in the museum.
From the rare manuscripts in the Abu Bakr Gallery of Islamic
Faith to the paintings and metalwork in the gallery, everywhere
he looked, Zafar saw something that made him proud of
his heritage.
His father, a successful businessman in the city, was perhaps
not surprisingly most impressed by the collection of Islamic
coins. But for Zafar, the highlight was the Ibn Al-Haytham
Gallery of Science and Technology. It contained a variety of
equipment and instruments, even an astrolabe.
But Zafar didn’t see his tablet there�

a. Why did Zafar’s father think it was important to visit the museum?
b. Why do you think Zafar was interested in the Science and
Technology gallery?
c. “These are all part of who you are.” What do you think Zafar’s father
meant by that?
d. What do you think Zafar learnt about his culture from the visit?

KEY FACT
An astrolabe is an astronomical instrument which measures the height of the stars above the horizon, which then enables us to roughly
tell the time, to determine directions for navigation, and to create accurate calendars.
It was invented by the Greeks and further developed later by medieval Islamic astronomers.

Unit 3 Lesson 1 40

40
 Moral Education Grade 6

Activity 3 (10 minutes)

Read this article about the Blacas Ewer. Then, with your partner,
Remind students that artefacts can tell us a lot about 3 discuss the questions that follow.
our past.Show the students the pictures of The Blacas The Blacas Ewer, dating from the mid-thirteenth century, is among the most
Ewer asking them to look well at the inlaid decoration. important objects in the history of Mosul metalwork. The ewer stands out for its
beautiful inlaid decoration and depiction of a variety of themes relating to court
Explain that this is one of the most important artefacts
life – hunting sports, military exercises, festivities – and literature.
from the Islamic world. It was made in the 13th century Art is the expression of an artist’s feelings and emotions, or the depiction of
in Mosul, Iraq. events that take place in the environment that surrounds him. The latter is even
more true of artists in the past. The tradition of depicting daily life scenes of the
Ask students to read the text. Address any questions past has produced artefacts that serve us today as history books. Pieces of art
they have. like this ewer, which display drawings or sculptures of ancient daily scenes of life,
have helped us learn more about specific periods of history, and the way people
Divide class into pairs. Ask each pair to discuss the lived then, including details such as clothing, food and other traditions.
questions in the student book. And then ask them to This piece is displayed today in the British Museum, the first national public
museum in the world. The fact that the Blacas Ewer is part of the collection of
share their answers with the class. this museum emphasises the aesthetical and historical value of the piece.
Suggested Answers
a. Why is the ewer an important artefact?
For Beginners b. What does it tell us about Islamic heritage?
• The ewer is important first because of its beauty.
It’s a stunning example of metalwork. It also
depicts many aspects of heritage, such as sports,
military, literature and court life.
For Advanced Students
• The ewer gives us a good indication of how
skilled the metalworkers in Mosul were. Also, it
shows different aspects of culture and heritage,
being almost a snapshot of court life at that time.

Activity 4 (15 minutes)

41
Remind students of the important role that museums
play in preserving the past and helping us appreciate
our cultural heritage. Unfortunately, not everybody
is aware of the valuable role that museums play. So Differentiated Learning
the students are going to encourage people to visit For Beginners
museums!
Ask them to focus their research on the items that are in the museum
Divide the class into groups. Ask them to design a
poster or leaflet of their own for their local museum. For Advanced Students
Brainstorm which museums are in their locality. (If Ask them to research the historical details of these items and their importance.
there are not many (or any) museums locally, students
Ask students to present their leaflets and posters. Challenge each group on
can focus on a famous museum).
why people should visit their chosen museum. Ensure students touch on the
following points:
• Museums teach us about our history and heritage.
• By understanding our past, we can better understand our present.
• They give us a chance to immerse ourselves in other cultures too and learn about
different heritages.
• They preserve these past artefacts and remind us of how important our past is.

41
 Teacher’s Guide

With your group, design a poster to encourage people to go to a museum in

• The British Museum
your locality.
4 • The Royal Gold Cup – France circa
1370 – 1380
Your poster should include the following
information:
• Mask from Sutton Hoo – 7th Century
• What important objects are in the museum, and Emphasise that museums not only teach us about our
why they are important
• Who these objects might have belonged to own cultures. They also educate us about artefacts
• A picture of some of the objects from other cultures.
• Why they are so impressive and worth seeing
• What they tell you about the past

Present your poster to the class, explaining why people should visit this museum. Key Skills (Head, Heart, Hands)
• Making connections
• Sorting
Remember the three museums from activity 1? Now see if you can identify
• Making deductions
5 which objects can be found in which museum.
• Questioning
The British Museum Sharjah Museum of Louvre Abu Dhabi
Islamic Civilisation • Debating
• Working as an historian.

Evaluation/Reflection
La belle
ferronnière –
Italian artist
Arrangement in
Grey and Black
No.1 – American
The Royal Gold
Cup – France
circa 1370 – 1380
The ‘Sitara’
(Curtain for the
door of the Ka’aba
Astrolabes-astronomical
instrument developed
by Islamic scientists
Mask from
Sutton Hoo – 7th
Century
• Students’ understanding of the importance of
Leonardo da Vinci, artist James in Makkah)
1503 – 1506 Whistler, 1834 – museums and the objects held within them will
1903
be evaluated through their leaflets or posters.
KEY FACT
The information that they include will show what
The painting “Arrangement in Grey and Black No.1” is actually a painting of the artist, James Whistler’s mother. It is more commonly they have learned.
known as Whistler’s Mother.

• If possible, taking the students on a field trip to

Unit 3 Lesson 1 42 a museum would be a great idea to reinforce the
learning in this lesson.

Activity 5 (10 minutes)

• You could extend the lesson by getting the
students to complete independent research on
Divide the class into groups. Ask them to read the activity instructions in the student one of the objects included in the lesson.
book. Draw their attention to the image table. Explain that some of these items would
have been discovered by specialists who search for such artefacts. Ask students if they
know what such specialists are called. Explain that they are archaeologists.
Explain that they need to match each item to the correct museum.
Allow groups 5 minutes to complete the activity. Ask each group to present one of its
matches to the class, going around the groups until all correct matches have been
identified.
Suggested Answers
• Louvre Abu Dhabi
• La belle ferronnière – Italian artist Leonardo da Vinci, 1503 – 1506
• Arrangement in Grey and Black No.1 (Whistler’s Mother) – American artist
James Whistler, 1834 – 1903
• Sharjah Museum
• The ‘Sitara’ (Curtain for the door of the Ka’aba in Makkah)
• Astrolabes - The astrolabe was perhaps the most important astronomical
instrument developed by Islamic scientists.

42
 Moral Education Grade 6
How the UAE Grew into the
Unit 3 Diverse, Inclusive Society
That It Is Today

Lesson Objectives
In this lesson students will examine how Emirati
Lesson 2

Cultural
culture has changed over the decades.

Required Materials
•

Change
Magazines for collage
• Paper
• Pens
• Large card for collages
• Glue sticks
Learning Outcomes
• Speaking object • Explain and give examples of what is meant
by terms such as ‘multiculturalism’, ‘diversity’,
‘cultural heritage’ and ‘inclusivity’.
• Research and analyse how and why Emirati
culture has changed over time and the ways in
which cultural institutions maintain the
cultural heritage.
• Discuss with their peers the concept of what
should be valued and maintained, and what can
be learnt from our past to inform the future.
• Demonstrate their ‘cultural competence’ by
participating in a school - or community-based
activity or event’.

43

Learning Outcomes
• Explain and give examples of what is meant by terms such as ‘multiculturalism’,
‘diversity’, ‘cultural heritage’ and ‘inclusivity’.
• Research and analyse how and why Emirati culture has changed over time and
the ways in which cultural institutions maintain the cultural heritage.
• Discuss with their peers the concept of what should be valued and maintained,
and what can be learnt from our past to inform the future.
• Demonstrate their ‘cultural competence’ by participating in a school or
community-based activity or event’.

43
 Teacher’s Guide

Having a variety of
Vocabulary cultures in one place and
Multiculturalism appreciating the rich variety
Multiculturalism Diversity that this leads to.
Identity Population Containing a mix; engaging
Diversity people from different
Demographics backgrounds.

What makes a person

Identity unique, or part of a specific
group.
Multiculturalism is:
1 Diversity is: Population The number and variety of
people in a specific area.
The graph below shows the change in population of the UAE.
Discuss what is happening in this graph:
Demographics The study of populations
UNITED ARAB EMIRATES POPULATION DURING THE PERIOD 2006-2016
9�5
and population movement.
9

8�5
MILLION

7�5

6�5
Activity 1 (5 minutes)
6
2006 2008 2010 2012 2014 2016

Explain to students that the UAE is a modern society

that values multiculturalism and diversity. Check that
a. What does this chart tell us? students understand what these terms mean. Ask
b. What do you think has influenced this growth in population? them to write definitions in their student book.
c. Where did all the people come from?
d. Why did they come to the UAE? Model some definitions on the board:
e. What does it tell you about the changes in the UAE?
Multiculturalism: Having a variety of cultures in one
place and appreciating the rich variety that this leads
Unit 3 Lesson 2 44 to.
Diversity: Containing a mix; engaging people from
different backgrounds
Draw students’ attention to the graph in the student
book. Explain that it shows population change in the
UAE since 2006.
Discuss the questions in the book:
For Beginners
a. The UAE population has increased steadily, with
significant growth in recent decades.
b. The discovery of oil and the influx of people from
other countries to work in the UAE.
c. They have come from many countries, especially
India, Bangladesh, Pakistan, Egypt, the UK
and Ireland.
For Advanced Students
d. They mainly came here for work.
e. The UAE is becoming more diverse and
multicultural.

44
 Moral Education Grade 6

Activity 2 (15 minutes)

Emphasise that many cities are very much
multicultural societies that welcome people from
different countries. As a result, their inhabitants are 2 There are many multicultural cities in the world. Read this
likely to see and encounter many diverse cultures story about Bernard and his multicultural street. Then
every day. discuss the questions that follow.
Marseilles, one of the largest French cities, has
always been a major gateway into France for many Bernard enjoyed walking to school. He liked the exercise. He
liked the peace. And he liked being alone with his thoughts. It
immigrants mainly due to its big port, open to the
helped him to clear his mind before starting his school day.
Mediterranean Sea. Also, he liked looking around him as he walked through his
Explain that they will now read about Bernard, a French city Marseilles, France. He was interested in people. He
boy who lives in Marseilles, a major multicultural city in was what his father always called him, a ‘people person’,
someone who is interested in the people around him.
France. Ask students to read the story, paying particular
Being a friendly person, Bernard made an effort to get to
attention to the attitudes of both Bernard and the know as many people as possible. He liked the Vietnamese
people who have settled in his town. family who had moved into the town last year. Their son Anh
Then discuss the questions in the Student Book: Dung went to the same school as Bernard. Indeed, Bernard
hoped to visit Vietnam some day, having heard his friend’s
a. Many large cities in the world attract people from wonderful descriptions of the Marble Mountains in Vietnam.
different parts of the world. Port cities are more And then there was that nice Armenian couple. Both of them
inclined to become culturally diverse by their attend to their clients in the chic jewellery shop they own.
geographical location. The woman explained to Bernard’s mother that their parents
were forced to leave Armenia and settle in other welcoming
b. Ask students to share their thoughts about countries. People who are forced to leave their lands often
multiculturalism. Emphasise that we should treat turn to artisanal work. That is how they came into
all cultures with respect. We shouldn’t be afraid jewellery making. Of course, not all Bernard’s friends were
of difference. from other cultures. But Bernard liked to learn about
Bernard is clearly excited by the rich variety of other cultures.
As he was walking that day, he noticed a van pulling up
cultures in this town. He likes to learn about
outside a vacant house at the corner of the street.
other cultures and looks forward to visiting other
countries in the future. 45

c. The UAE government is a pioneer in the

encouragement of tolerance and the fight
against discrimination. Even before the creation
of the Ministry of Tolerance in 2016, UAE citizens
have always welcomed and respected people
from all nationalities.
Draw students’ attention to the Think text. Ask
students to think about difference over the coming
week. People who are different are often excluded
by society. However, if we learn about difference and
make an effort to understand others, we are more
likely to welcome them and include them in
our groups.

45
 Teacher’s Guide

Some more new people for Bernard to get to know.

From the appearance and dress of the family, Bernard
guessed that they were from the Maghreb. There were
numerous North African families in this town. They would fit
right in.
Bernard decided to learn more about the Maghreban culture.
He wanted to be able to talk with all his North African
neighbours and learn about their different countries.

Port of Marseilles
THINK!
Think about somebody in your area who might seem different. This week spend time trying to include that person in your games or at
other times during the day.

a. Why do you think that different people came to Marseilles,

Bernard’s city?
b. What do you think Bernard’s attitude to multiculturalism is?
Why?
c. How do UAE citizens react when they meet someone from a
different culture? Why?

Unit 3 Lesson 2
46

46
 Moral Education Grade 6

Activity 3 (10 minutes)

With your partner, try to come up with a definition for:
Explain to students that as new cultures arrive in 3 a. National:
a society, that society changes and becomes more
multicultural and diverse. As different groups interact, b. Expatriate:
it’s important that they respect their own and different
groups cultures. So it’s important for people to have a
good understanding of ‘national’ and ‘expatriate’.
Divide the class into pairs. As far as possible, try
to make the pairs culturally diverse. Ask each pair
to come up with definitions of ‘nationality’ and
‘expatriate’.
4 Read the following article and then discuss the questions that follow.

From the 1970s, and with the discovery of oil, demographics in the UAE changed
Ask each pair to share its definitions with the class. significantly due to rapid population growth. These changes were due to a steady
inflow of expatriates and an increase in birth rates and life expectancies of
a. Explain that a national is someone who possesses UAE nationals.
the nationality of a given country. In the beginning of the 1980s, the population was almost five times that of the
1970s. This change was as a result of the inflow of expatriates.
b. An expatriate is a person residing in a country Today there are over 200 different nationalities living in the UAE, coming from
different from his nationality. almost every continent. The UAE is now a multicultural society that protects the
rights of its diverse population, while at the same time holding on to its own
traditions. As expatriates settle in the country for longer, they will get much
better at speaking Arabic, and come to enjoy and contribute more to the cultural
Activity 4 (15 minutes) life of the UAE.

Explain to students that the UAE demographics have a. Explain the fast increase of population in the UAE in the 1970s.
changed over the decades. Check that students b. Analyse the impact of diversity on the culture of the UAE.
understand what demographics means.
Model a definition on the board:
Demographics: The study of populations and
population movement.
Discuss with students the number of different
47
nationalities living in the UAE. It shows the many
different cultures that are represented. Discuss some
of the cultures with the students. What do they know
need for helping hands in workers and experts. Many people from abroad sought
about people from these countries?
this opportunity and moved to the UAE for work. The numbers of expatriates
Have a discussion about the questions in the were large which added a lot to the population growth.
student book.
b. The newcomers to the UAE were from different countries around the world. Each
a. Two main points community had its own culture which was and still is reflected in their lives in the
• The increase in birth rate of the locals. country.

• When oil was discovered, the UAE became The local people had to accommodate these new cultures, accept them and interact
with them. All of this created a new diverse multicultural society.
a booming country. The oil is a big source
of income, and this expanded business
opportunities and made the country richer. In
order to meet the challenges of the huge amount
of work mainly in extracting the oil, there was a

47
 Teacher’s Guide

Key Skills (Head, Heart, Hands)

• Designing and making
• Collaboration
• Discussion
• Making connections

Evaluation/Reflection
During circle time assess whether the children
grasped the idea of culture, multiculturalism and
the diversity that is seen even within their own class.
Also, use this time to gauge the children’s feelings
Create a collage for your culture. Cover your entire page in drawings. It about these differences. Use this information to plan
5 must contain influences that are important to you. future lessons.
Examples: language, food, customs and traditions, symbols, place of birth, friends,
hobbies, clothes, where you live, sports and teams, music, and so on.
When you are finished, hang your collage on the classroom wall. Answer any
questions that other students have about it.

Unit 3 Lesson 2 48

Activity 5 (15 minutes)

Remind students that while it’s important to embrace cultural change, people should
also make an effort not to lose touch with their own culture.
Ask students to create a cultural collage of their own culture. Allow them 10 minutes
to do this. Explain that they don’t need to draw complex illustrations - simple sketches
will do.

Differentiated Learning
Not all students will have equal visual/drawing skills. Some students may prefer to
create a collage using words, to form a basic ‘word cloud’.
When students are finished, ask them to hang their collages on the classroom wall
and look at each other’s work.

48
 Moral Education Grade 6
How the UAE Grew into the
Unit 3 Diverse, Inclusive Society
That It Is Today

Lesson 3
Lesson Objectives

Research on
Explore how creating a museum exhibit can help
preserve the past and build cultural competence.

Museum
Required Materials
• Books, magazines, sources of information for a
culture related project

Exhibits
• Computers and internet
• Paper
• Pens
• Black/white board for brainstorming
Learning Outcomes
• Explain and give examples of what is meant by terms
Learning Outcomes such as ‘multiculturalism’, ‘diversity’, ‘cultural heritage’
• Explain and give examples of what is meant and ‘inclusivity’.
by terms such as ‘multiculturalism’, ‘diversity’, • Research and analyse how and why Emirati culture
‘cultural heritage’ and ‘inclusivity’. has changed over time and the ways in which cultural
institutions maintain the cultural heritage.
• Research and analyse how and why Emirati
• Discuss with their peers the concept of what should be
culture has changed over time and the ways in
which cultural institutions maintain the valued and maintained, and what can be learnt from
cultural heritage. our past to inform the future.
• Demonstrate their ‘cultural competence’ by
• Discuss with their peers the concept of what
participating in a school - or community-based activity
should be valued and maintained, and what can
be learnt from our past to inform the future. or event’.

• Demonstrate their ‘cultural competence’ by 49

participating in a school or community based
activity or event.

49
 Teacher’s Guide

To search for further

Vocabulary Research
information about a topic.
Research Exhibit
A display (usually public)
Theme Sources Exhibit of objects for people to
examine and learn about.

Theme The main or central idea.

Discuss the following with your partner: Sources Where information was
1 a. What do you remember about museums?
obtained from.

b. Why are they important?

c. What types of museums are there? Point out that museums act as keepers of culture.
They help us to appreciate what is valuable from the
past and how it informs our present and future. For
example, when we know what beliefs and values
motivated our ancestors (such as the importance of
hospitality), we can apply these in our current times
(by welcoming other cultures to the UAE).

Explain that museums can also help us learn about

and appreciate other cultures too. This is known as
cultural competence.

KEY FACT
The oldest tools used by humans were found in Ethiopia and are 2.5 – 2.6 million years old. They were used to chop meat from bones.

Unit 3 Lesson 3 50

Activity 1 (5 minutes)
Remind students about the museums that they encountered in Lesson 1.
Divide the class into pairs. Ask pairs to discuss the questions in the student book. Then
ask pairs to share their answers with the class.

Suggested Answers
For Beginners
a. Museums display artefacts from the past and educate us about them.
For Advanced Students
b. Museums remind us to appreciate the past and gain an understanding about our
heritage and values. And they help us to better understand the heritage of other
cultures too.
c. Some museums focus on specific cultures, some focus on specific groups and
some even focus on specific occupations or sports.

50
 Moral Education Grade 6

Activity 2 (20 minutes)

Ask students to read the story about Latifa’s visit to
the museum. As they read the story, ask them to think Read the story Latifa Goes to the Museum and discuss
about the role culture plays in museums. 2 the questions that follow.
Then facilitate a discussion about the questions in the
student book: Latifa was feeling excited. She and her class had visited the
new Egyptian artefacts exhibits in the Louvre museum. This
a. Artefacts tell us a lot about the daily life of was a visiting exhibition that on loan from Louvre Paris. Their
people in the past. They give us an indication of teacher felt that this would be a good opportunity for the
what was important to them. However, they also class to learn about a different culture.
give us insights into the present and future too. The exhibit contained many artefacts from Egyptian tombs,
including tools, jewellery and weapons. These artefacts gave
The values that were important to our ancestors
the class a great insight into everyday life in ancient Egypt.
in the past, such as courage or hospitality, are Latifa could also see how important these artefacts were
often equally important to use and can inform to the ancient Egyptian people. They valued these objects
our future decisions too. because they were part of their culture. They told something
about who they were. Latifa could suddenly understand why
b. By visiting different exhibitions in a museum,
her grandmother was so fond of the old ring that her own
we can learn more about different cultures and grandmother had given to her. These were all part of the
their heritage. We gain a better understand of stories that were passed on from generation
the values and beliefs that are important to other to generation.
people. This in turn can help us to appreciate Their teacher had explained how important it was to learn
our own culture too. And by learning more about about different cultures. Because the UAE was such a thriving
other cultures, we can get a sense of the values multicultural society, it was essential that people knew how
and ideas that all cultures share (such as the idea to respect and appreciate other cultures. We need to respect
that you should live a moral life and not those who are different from us and try to find out why their
‘difference’ is so important to them. And the more we get to
harm others). know about other cultures, their teacher had emphasised,
the more we realise how much we have in common as
human beings.

51

51
 Teacher’s Guide

Latifa walked home thinking how exciting it would be

to work in a museum and spend all day learning about
different cultures.
Questions for Discussion
a. Do artefacts just tell us about the past? How can they help us
think about the future also?
b. How can museums help us develop an appreciation of
other cultures?

Egyptian papyrus with antique hieroglyphs

Unit 3 Lesson 3 52

52
 Moral Education Grade 6

Activity 3 (10 minutes)

Read the text below about virtual museums and complete the activity
Ask students to read the short text about virtual 3 that follows.
museums.
Have you ever been to a museum or art gallery? Did you know that the person
Discuss the text with the students. Check for their who organises the exhibits in a museum or art
understanding and listen to their opinions. Then ask gallery is called a curator? Their job is to gather,
them to reply to the question. care for, and exhibit items of educational or
historical value. Museums come in all shapes
Suggested Answers and sizes, from the very large Smithsonian
Institution in Washington D.C. in the United
a. Answers may vary, some with and some against. States to the world’s smallest museum, which
Be open to all replies. Accept all answers without is in an old phone box in Yorkshire, England.
judgment. This is a personal opinion question. But now, with the internet, it is possible for us
to curate our own, personal virtual exhibitions. Here’s how to do it:

1. Decide what your exhibition should be about, for example, the life of a famous
person, like Martin Luther King or Elham Al Qasim.

2. Search for images about your chosen topic/person

3. Think of how you want to organise your images, for example, your Martin Luther
King exhibition could focus on the theme of racism, or your Elham Al Qasim
exhibition could focus on the theme of courage or resilience.

4. put the images in order, linking them with short texts and telling a story that you
think is important for people to learn.

a. Compare regular museums with virtual museums, stating the pros and
cons of each.

KEY FACT
The Ashmolean Museum, University of Oxford, England, is considered by some people to be the first modern museum. It includes the
personal collection of art and artefacts of Elias Ashmole and was founded in 1677.

53

Activity 4 (20 minutes)

Brainstorm ideas with the class as to the type of museum or exhibition that would be
most suitable for the class to create: Art, historical, cultural, nature. Try to keep to the
theme of culture and cultural diversity as much as possible.
Ask the students: What do people who work in museums actually do?
(Organise objects into themes/dates etc., record the objects, research them, write
about them etc. These people are called curators.)
Explain that the museum exhibit will be a chance for the students to display their
cultural competence. Ask students if they know what this means. Explain that cultural
competence means having a good understanding of how to interact with people from
different cultures. Museum exhibits give us a chance to learn about other cultures or
to teach other people about our own culture.
Explain to the class that museum exhibits usually have a theme. This is the central idea
that the exhibit covers. Examples of exhibit themes include the early years of Islam,
travel in the 18th century, Stone Age tools, 19th century literature, weapons of the
Middle Ages or the impact of oil on the UAE.
Divide the class in to groups. Explain that the class is going to do a project. They will
create their own museum exhibit. Ask the groups to brainstorm ideas for the exhibit.

53
 Teacher’s Guide

• Will you be able to find out more from textbooks,

online, asking people and library sources?
After the group discussions, take suggestions from
With your class, you are going to create your own museum exhibit�
4 Theme of first group
each group. The class will then vote on which idea
they like best.
Our class Theme Theme of my group
Voting
‫ﺗﺼﻮﻳﺖ‬
Activity 5 (5 minutes)
Theme of last group Explain to students that now that they’ve chosen a
theme, they need to start researching it. Point out
that there are numerous sources they can use to
You now need to start researching and writing about the theme. Use the
help them. Read through the list in the student book.
Address any questions that students have.
5 following tips to help you:
1. Identify sources of information - text books, library books, magazines... Ask students to conduct some research at home. They
2. Decide what you want to know. Here are some helpful tips: can also ask for ideas and objects at home that are
a. Person – early life, achievements, job, education, family, culture
connected to the theme or topic for the exhibition.
b. Place – history, people, industry, trade, culture
c. Thing – Who owned it? What is it and what are its uses? Where does it come Explain that students will present their project to the
from? Why is it in the exhibit? How is it used?
class next week.
3. Read short pieces from your sources. Think about what you’ve read.
Decide what are the important facts for your topic? Roughly write down only
what is important for you. Record your source –
author, title. Key Skills (Head, Heart, Hands)
4. Create a rough draft using the information you have gathered. • Research skills
5. Edit your draft with teachers help if required.
• Debating skills
6. Write your final draft.

Discuss your project with your family and

• Making decisions
friends outside of school. They may be able • Writing skills
to give you some objects or ideas that will
help you prepare for your exhibition.
Evaluation/Reflection
Unit 3 Lesson 3 54 • Make sure that all of the students are confident
in what they are doing and that they are given
something to do that will give them a sense of
To help the students get started, you might want to suggest possible themes, such as achievement. It is important to ensure that all the
About us, Where we live, Our culture, Our Ancestors, Our Community, The History of students participate in the exhibition. Allocate
Our School, Hobbies, and Friends. tasks according to the students’ strengths.
Remind students about the changing population in the UAE. Suggest some themes for • Through the editing process you can evaluate the
the exhibit around this idea, such as Diversity and Change, When Cultures Meet, Our students’ understanding of the topic and provide
Shared Past, and so on. assistance where required.
Remind students that they will need to bring objects to display in the exhibit, so they’ll • This is an exciting project for the students as they
need to choose a theme that they’ll be able to find objects for. They should think about will be inviting family, friends and the school
objects they could bring from home, make or collect from others or in school that community along so ensure that each child is
would work for the themes they suggest. If there are no objects available to them then represented in the exhibition.
they need to think of other themes.
As groups are discussing, walk around the class and assist as necessary. Ask questions
like:
• What objects could you include?
• Where would you get them?
• Do you think people would be interested in coming to see this exhibit? Why?
• Where would you find information about this topic?

54
 Moral Education Grade 6
How the UAE Grew into the
Unit 3 Diverse, Inclusive Society
That It Is Today

Lesson Objectives

Lesson 4
Understand how preparing museum exhibits can help
develop our cultural competence.

Required Materials
• Card Preparing
Exhibits
• Cardboard
• Pens
• Paper
• Colours, paint, markers, etc
• Pencils Learning Outcomes
• Art materials • Explain and give examples of what is meant by terms
• Glue such as ‘multiculturalism’, ‘diversity’, ‘cultural heritage’
and ‘inclusivity’.
• Blu tac
• Research and analyse how and why Emirati culture
• Drawing pins has changed over time and the ways in which cultural
institutions maintain the cultural heritage.
• Discuss with their peers the concept of what should be
Learning Outcomes valued and maintained, and what can be learnt from
• Explain and give examples of what is meant our past to inform the future.
by terms such as ‘multiculturalism’, ‘diversity’, • Demonstrate their ‘cultural competence’ by
‘cultural heritage’ and ‘inclusivity’. participating in a school - or community-based activity
• Research and analyse how and why Emirati or event.
culture has changed over time and the ways in
which cultural institutions maintain the cultural 55

heritage.
• Discuss with their peers the concept of what
should be valued and maintained, and what can
be learnt from our past to inform the future.
• Demonstrate their ‘cultural competence’ by
participating in a school or ‘community based’
activity or event.

55
 Teacher’s Guide

Vocabulary
A map showing a view of
Floor plan rooms and spaces
from above.
Floor plan Brochure

Curator A leaflet outlining

Brochure
information.

Look at the pictures of examples of exhibits. These should help to inform

1 how your class is going to set up your class museum for your exhibit.
Curator The person in charge of a
museum exhibit.

Activity 1 (10 minutes)

The teacher should find a place in the school to
display the exhibit. Maybe a common hall or an
empty classroom.
First, ask students to share their research from their
homework assignment from the previous week.
Address any questions that students raise.
Next, explain that now that the students know what
Draw the layout of your exhibit: objects they want to display in their exhibit, they need
to decide how they will display the objects.
Ask the students to examine the sample exhibits in
the student book. Discuss all of the characteristics of
these:
• How are the objects displayed?
Unit 3 Lesson 4 56
• What information is given in relation to the
objects?
• What is good about these exhibits from a visitor’s
point of view?
Next, ask the students to consider the class exhibit:
• What are the most effective ways to lay out your
exhibition?
• Where will it be laid out?
Discuss exhibit ideas with the students and agree a
display method with the class. Ask the students to
write in their student book how the objects will be
displayed in the class exhibit.

56
 Moral Education Grade 6

Activity 2 (15 minutes)

Ask students to read the story about Jamila and her
family museum exhibit. As they read about the exhibit, Read the following story, Jamila’s Exhibit, about a teenage
ask students to think about their class exhibit and 2 girl who made a small museum exhibit for her family.
what they can learn from Jamila’s experience. Then discuss the questions that follow.
Discuss the questions in the student book.
Jamila was from a large family. She had a lot of aunts and uncles and
Suggested Answers many, many cousins. And they all had a story to tell!
Fortunately for them, Jamila was interested in their stories. And when
For Beginners she heard that a distant uncle was coming to visit from America, she
had a great idea. She would tell the story of her family to him!
• Jamila wanted to tell her uncle the story of her However, she didn’t want to just read to him pages of text about the
family. She wanted to do this in an unusual way, family. She wanted to make it more appealing. Was there another
similar to a museum exhibit. way?
One day, her teacher was talking about how important it was to
• Yes, Jamila collected many objects from different visit museums and learn about heritage. “Museums tell the story
family members. And she wrote labels that of our past,” the teacher explained. “And they also point the way to
our future.”
explained why those objects were so important Jamila decided she would tell the story of her family’s past!
to the story of the family. She had a month to prepare for her uncle’s visit. She decided that she
would set up a small museum exhibit in the living room of her home.
• You would most likely be very pleased with the She asked her parents and aunts and uncles and cousins all to donate
exhibit. Not only did Jamila put a huge effort into some special objects that would tell part of the story. Some donated
creating an exhibit to welcome you, she taught photographs. Some gave clothes and jewellery. An elderly uncle
gave some old coins, because they reminded him of his first job. Her
you a lot about your family history. cousin gave a copy of his college graduation certificate.
And her grandmother spent many hours talking to Jamila about the
For Advanced Students early years in the UAE. She remembered how she always saw the sun
• By listening to different members of her family, rise above the desert sand. She gave Jamila an old pair of spectacles,
in memory of that sight.
Jamila would learn how different experiences Soon Jamila had more than thirty objects for her display. She worked
and personalities combine to tell the story of a all through the weekend, writing labels explaining what each object
family. Similarly, the story of a society is based on was and why it was important to the family. She explained that the
battered old key belonged to her grandfather and opened the door to
many different experiences and cultures, and we
need to be open to listening to what the different
57
people are telling us.
• Jamila had a clear focus for her exhibit: to tell
the story of her family. And she collected many
objects to tell that story. And she wrote labels so
that people would understand why these objects
were important to the story.

57
 Teacher’s Guide

the first house he built.

The day her uncle arrived, the extended family gathered in Jamila’s
house. She explained that she wanted to tell the story of the family to
her uncle.
And then she remained silent. She let the exhibit tell the story for her.

a. Why did Jamila create the exhibit?

b. Did Jamila achieve her objective? Why?
c. Imagine you were Jamila’s uncle? How would you feel about the
exhibit? Why?
d. How could an activity like this help Jamila develop cultural
competence?
e. What can we learn from Jamila’s museum exhibit?

Unit 3 Lesson 4 58

58
 Moral Education Grade 6

Activity 3 (15 minutes)

Congratulate the students on selecting different Read this article about labelling systems in museums and then complete
objects for their exhibit. Each student knows why their 3 the activity that follows.
Labels or captions are short descriptions of the objects displayed in the museum.
objects are important to the theme of the exhibit. Generally, each object has its own label or caption, but
However, the exhibit visitors also need to know why they are also used to describe or explain what’s in a
these objects are important. What’s the story behind specific room, certain area or the entire museum.
each object? This is where museum labels come in! The first label should introduce the exhibit, providing a
Ask students to read the short article about museum general description. Think of it as a “teaser” that tells
visitors what’s in the exhibition, explains what they
labelling. Address any questions they raise. are going to see and makes them excited to see it all!
Divide class into group. Assign different objects Then there is the section label. Think of this as a mini
to each group. Explain that each group is going to introduction with a description of between 100 and
write labels for their assigned objects. When writing 200 words. A large may need more than one section
the labels, students should bear in mind what they label.

learned in the article and also refer to the questions in The smallest labels are object labels, which provide details on a specific object. It is
the student book. becoming more and more common for object labels to include a a brief description
or commentary, but generally they list the title of the work or object (or a
descriptive title phrase), the date when it was created, the place or location where
it was created, and some information on the materials or technique used to create
Differentiated Learning it. Object labels occasionally include credit panels, which feature donor information
and accession dates.
If groups have students of different abilities, you
can ask some students to write the names of the Digital and virtual labels are being used in many museums around the world, and
objects on the labels and ask other students to write will likely become increasingly prominent in the coming years.
the explanations.
With your group, write labels for your objects:
a. Say what the object is.
b. Explain what it is made of.
Activity 4 (15 minutes) c. Say what it is used for.
d. Explain why it is important to the person who owns it.
Explain that putting together a museum exhibit e. Outline what’s interesting about the object.
involves many tasks. The class will need to work
together as a team to create the exhibit. The most
59
important thing here is teamwork. In museums
people work in teams in order to get the exhibitions
ready. That way each person works to their
own talents. 4. Museum Guides – This group writes their presentations for the sections of the
exhibition that are assigned to them. They must have a good knowledge of the
Tell the students that you will be dividing them into objects and be able to answer questions that visitors might have in relation to the
groups according to different tasks: exhibition objects.
1. Floor Plan – This team will design the overall After 15 minutes, ask each group to report back to the class. Check what each team
plan for the exhibition. It is really important to has done and provide feedback as necessary.
remember what direction the visitors need to
follow in order to get around the exhibition. This Do a quick review and make sure that everyone is prepared.
prevents people from bumping in to one another
and gives a flow to the exhibition.
2. Signposts – This team will design and make all of
the large signs for the exhibition; they will write
the introduction sign that tells visitors what the
exhibition is all about; they will write the final
sign which summarizes the whole exhibition
theme as well as any additional signs that are
required.
3. Brochures & Invitations – This team will write,
design, edit and pass out the brochures and
invitations for the exhibition.
59
 Teacher’s Guide

Activity 5 (5 minutes)
Take some time to congratulate the students on what
they have achieved. Give them positive feedback and
Your teacher will divide you into groups in order to complete
4 specific tasks.
encouragement.
Next, ask students to think about what they hope to
Our task:
achieve from the exhibit. What was the purpose of the
exhibit? Did they achieve this? Ask them to write their
reflections in the student book. Ask them to share
their thoughts with the class, if they feel comfortable
doing so.
Emphasise that the exhibit will educate people about
an aspect of their heritage.
Provide support for each of the groups as they are
DATE
The Dubai Museum is located in the Al Fahidi Fort. It was built in 1787 and is the oldest existing building in Dubai.
working. Spend a few minutes with each group.

Now that your exhibit is nearly ready, reflect Key Skills (Head, Heart, Hands)
5 on what you hope to achieve. Remember that
museums help us learn about our past.
• Design and make

What would you like your visitors to learn

• Organisation
from your exhibition? • Teamwork
• Collaboration
• Responsibility for a specific task.

Evaluation/Reflection
The skills from the class museum can be transferred
into creating other smaller scale projects. The
Unit 3 Lesson 4 60 students’ understanding of the topic will be evident
from their ability to communicate to the visitors
around the objects and theme.

60
 Moral Education Grade 6

How the UAE Grew into the

Unit 3 Diverse, Inclusive Society
That It Is Today

Lesson Objectives

Lesson 5
Participate in a school activity that shows evidence of

Opening Day
cultural competence.

Required Materials

of the
• Journals
• Pens
• Paper

Museum
• Card
• Markers
• Art materials as required
Learning Outcomes
Learning Outcomes • Explain and give examples of what is meant by terms
such as ‘multiculturalism’, ‘diversity’, ‘cultural heritage’
• Explain and give examples of what is meant and ‘inclusivity’.
by terms such as ‘multiculturalism’, ‘diversity’, • Research and analyse how and why Emirati culture
‘cultural heritage’ and ‘inclusivity’. has changed over time and the ways in which cultural
institutions maintain the cultural heritage.
• Research and analyse how and why Emirati
• Discuss with their peers the concept of what should be
valued and maintained, and what can be learnt from
culture has changed over time and the ways in
which museums, art galleries, archives and other our past to inform the future.
bodies maintain the cultural heritage. • Demonstrate their ‘cultural competence’ by
• Discuss with their peers the concept of what participating in a school or community-based activity
should be valued and maintained, and what can or event’.
be learnt from our past to inform the future.
• Demonstrate their ‘cultural competence’ by 61

participating in a school or community-based

activity or event.

61
 Teacher’s Guide

Vocabulary
Look back upon; assess and
Review evaluate.
Review

Revisions Make changes based on

Revisions corrections or feedback.
Experience

Something you have taken

Experience part in or gone through.
It’s time to finalise your exhibit. With your classmates, check
1 the exhibit to ensure it’s ready. Note any tasks that still need to
be completed.

Outstanding tasks:

Unit 3 Lesson 5 62

Activity 1 (10 minutes)

Explain that it’s soon time to open the exhibit. Allow students a minute to appreciate
what they have achieved so far. Although it’s important to recognise what has been
done already, it’s important to note what still needs to be done.
Next, review with the class what needs to be done in order to be prepared for the
arrival of the visitors to the opening day of the museum.
Ask students to consider the following:
• Has everyone’s task been completed?
• Does the exhibition get across all the information that the students want the
visitors to gain?
• Can the objects be seen easily?
• Are the labels in the correct places so that they can be easily read by the visitors?
On the board, draw a list of outstanding tasks that still need to be completed. Ask
students to note these in their student book.
Explain that later in the lesson they will have time to complete these tasks.

62
 Moral Education Grade 6

Activity 2 (10 minutes)

Check with students to see if they’re getting excited
about their museum exhibit. Try to generate some
Read Zafar Gets a New Tablet, a story about cultures.
enthusiasm and give the class positive feedback for
their efforts so far.
2 Then answer the questions that follow.

Explain that the museum exhibit isn’t just for the Zafar had to admit that his father was right. The visit to the
students’ benefit. It’s also for the benefit of the Sharjah Museum of Islamic Civilisation was one of the best family
days out ever! He learnt so much about his culture and heritage.
visitors, the other teachers and the parents who’ll see
He spent the rest of the week talking to his family about the
the exhibit. Remind students about Zafar, the boy who different artefacts.
visited the Sharjah museum with his family. Explain His father was very impressed by Zafar’s enthusiasm. He decided to
that he benefited from this visit to museum, as they’ll help his son further his learning. And what better way to encourage
now learn. him than with a new tablet?
Zafar couldn’t believe it when his father handed him the new tablet.
Ask students to read the story about Zafar. Then “This is your reward for learning so much at the museum,” his
facilitate a discussion about the questions in the father said. “But I want you to use it to continue your learning. It’s
student book. not just for playing games.”
That night, Zafar read about all the different exhibits on the
Suggested Answers
museum website. By the time he went to bed, he was quite
For Beginners an expert.
“It’s good that you’re learning about culture,” his father said, next
a. Zafar has learned a lot about his culture and morning at breakfast. “But don’t forget that we’re not the only
heritage. He saw how impressive it all was, from culture in the world.”
the magnificent museum itself to the great “But I’m only interested in my heritage,” Zafar protested. “Our
variety of artefacts inside. He was proud and culture is amazing. Remember how fantastic the museum looked
excited to be part of this culture. when we walked up to it. I can still see the dome shining in
the sun.”
b. Zafar’s father was glad that Zafar was so “Yes, our culture is impressive,” his father agreed. “And our heritage
enthusiastic about his culture. But he was is important. But other cultures are important too. And their
concerned that he might blind himself to other heritage is impressive in its own way too.”
cultures and not appreciate the vibrant cultural
variety around the world. This would mean 63
that he wouldn’t be able to develop cultural
competence.
For Advanced Students
c. Yes, it was right to reward Zafar for his
enthusiastic response to the museum.
Remember, Zafar didn’t want to go to the
museum in the first place. But Zafar’s father was
very clever. He insisted that Zafar use his reward,
the tablet, in order to continue his cultural
education and learn about other cultures.
d. Zafar learned two important lessons. First,
he realised the important of his own culture
and developed an appreciation of his cultural
heritages. However, with his father’s prompting,
he also learned to expand his cultural
understanding and begin to explore the richness
of other cultures too.

63
 Teacher’s Guide

Zafar wasn’t convinced. He could still remember how he felt when

he walked into the museum.
The sense of pride had washed
over him.
“For the next month,” his father
said, “I want you to use that
tablet to learn about different
cultures. A different culture
each week. You know how good
the museum websites are now.
Learn about African culture this
week. Next week, learn about Egyptian culture. The week after, tell
me about Japanese culture. And for the last week, you can choose
another culture yourself. Agreed?”
“There’s only one problem,” Zafar pointed out.
“What?”
“After all that research, my tablet will be exhausted. You’ll need to
get me a new one next month�”
a. Why was Zafar so enthusiastic about his visit to the museum?
b. Why do you think Zafar’s father was so concerned?
c. Do you think it was a good idea for Zafar’s father to give him a
new tablet?
d. Consider the quote text. What did Zafar learn from his
museum visit?

“Museums are made to educate our children and our future generations.”
His Highness Sheikh Dr Sultan bin Mohammed Al Qasimi, Supreme Council Member and Ruler of Sharjah

Unit 3 Lesson 5 64

64
 Moral Education Grade 6

Activity 3 (10 minutes)

Learning about other cultures helps us to develop our cultural
Remind students of the importance of interacting with competence. Read the following article about cultural competence.
other cultures in order to better understand them and 3 Then discuss the questions that follow with your partner.
develop cultural competence. Explain that the exhibit Cultural competence is the ability to
interact and communicate with people
aims to show that the schools values all cultures and of other cultures and backgrounds. To be
respects cultural difference. culturally competent, you need to have
empathy. You also need to be able to
Read the article about cultural competence out understand how other people think and
loud with the students. Address any questions that why they behave the way they do. And you
students raise. need to be able to express your own thoughts and beliefs.
In countries that have large and varied expatriate populations, such as the UAE,
Divide class into pairs. Ask each pair to come with cultural competence is a particularly important issue. Within these societies,
three ways to develop their cultural competence. expatriate populations must decide whether to adopt and follow the host culture
or their native culture. This means either changing their own cultural boundaries
Suggested Answers and adapting to their new home’s culture or clinging to and retaining their own
native culture. For expatriates, adapting to the new country and embracing the
• Visit cultural exhibits at different museums new culture generally produces more positive outcomes than being intransigent
and clinging to the old culture.
• Visit different restaurants or shops to experience Ethnocentrism is one of the biggest challenges to smooth and effective cultural
food or goods from different cultures communication. Ethnocentrism is the tendency to understand or evaluate other
cultures from the perspective or preconceptions of your own culture. This can
• Read books or watch films about sometimes result in people regarding their own to be superior to the other
different cultures culture. This can create conflict, strife and difficulties between different cultures.
Although ethnocentrism can be hugely harmful, it can be countered through the
• Engage with people from different cultures, at development of cultural competence. This means developing tolerance towards
school, in clubs and so on others and appreciation that different cultures have different values, beliefs and
standards.
• Take part in cultural exchanges – for example,
Try to identify three ways in which you can develop your cultural
invite someone from a different culture to a meal competence:
in your house and then visit their house for a
1.
meal some other time 2.
• Attend cultural festivals 3.

• Refuse to tolerate any form of cultural

65
discrimination and speak out against instances
of it
Finally, assign specific roles to the students for the opening day. They can take shifts
Activity 4 (20 minutes) in the different roles. You can have people to meet and greet at the door, museum
guides, experts in specific displays, a manager or two making sure everyone is on task
Divide students into groups. Explain that teamwork and that the day is running smoothly.
will be necessary in order to complete the outstanding
tasks. Each group will be assigned a task. Now go with the students to the assigned site of the museum. Place the tables and
the artefacts according to the floor plan done in the previous lesson. Make sure all is
Draw students’ attention to the Think text in the done and ready for the opening day.
student book. Read out the quotes. Ask students to
share what they think these quotes mean. Explain that
these quotes highlight the importance of teamwork. Differentiated Learning
By working together, we can usually achieve more
Assign tasks based on students’ different skills and abilities. Some students might feel
than we can achieve alone. By combining our
more comfortable talking to parents and visitors, for example, whereas others might
strengths, we all become stronger.
prefer to look after the exhibits or take notes on the event.
Assign each group its tasks. Ask students to note this
in their student book.

65
 Teacher’s Guide

Key Skills (Head, Heart, Hands)

Revisit the outstanding tasks that you identified in activity 1. •
4
Reviewing
With your group, make any changes as necessary.
• Documenting
Our task:
• Making revisions

My role:
• Working to a deadline
• Collaboration
Think about the following quotes. How are these
words relevant to you? What do they mean?
Evaluation/Reflection
Sticks in a bundle are unbreakable.
-Kenyan proverb Read the children’s journal entries and choose a few to
read to the whole class.
None of us is as smart as all of us.
-Ken Blanchard Assess what they have learned and if there is anything
else they would like to know.
Children’s maturity will be very obvious from their
behaviour during the opening day.
Write a short journal entry on
5 your thoughts surrounding your Record your observations.
class museum exhibition. Write
about what you learnt from the
experience and what you think
others learnt too.

Unit 3 Lesson 5 66

Activity 5 (10 minutes)

Discuss the following with the class. This part of the lesson will take place after the
opening day of the museum has been completed.
Explain that students will write a journal entry on your thoughts surrounding your
class museum exhibition. To help them complete their entry, you could ask them to
consider the following questions:
• What was the best thing about it?
• What was the most challenging?
• What were the highlights of preparing for the opening day?
• What do you think could be improved if your class were to do another exhibition?
• Did you enjoy the experience?
• What job/task would you like to do the next time?
• What have you learned about traditions, change and diversity?

66
 Glossary

Aerobic: Vigorous activity that exercises and strengthens the heart and lungs.

Archaeology: The study of objects from the past, especially bones, fossils and
equipment.

Brochure: A leaflet outlining information.

Campaign: A series of planned activities done in order to bring about change in a

particular area. For example, politics, education, health, sports, etc.

Carbohydrate: The compound in food that is broken down to release energy.

Challenge: Something new and difficult that requires great effort and determination.

Consequence: The results or effects of a particular action or event.

Culture: The shared values, customs Culture and traditions of a people.

Curator: The person in charge of a museum exhibit.

Demographics: The study of populations and population movement.

Diet: The type and range of food that a person regularly eats.

Disease: An illness which affects people, animals or plants. It is usually caused by an

infection or bacteria.

Diversity: Containing a mix; engaging people from different backgrounds.

Exhibit: A display (usually public) of objects for people to examine and learn about.

Experience: Something you have taken part in or gone through.

Flexibility: The ability to bend and stretch without breaking.

67
Floor plan: A map showing a view of rooms and spaces from above.

Global Health Concerns: Health issues that are not restricted to one area alone but
affect people worldwide. Examples include epidemics of flu, obesity, cancer, heart
disease, diabetes, malaria, malnutrition, etc.

Heritage: The shared history of a group or community, including its traditions, customs
and values.

Identity: What makes a person unique, or part of a specific group.

Malaria: A serious disease causing fever. It is carried by mosquitoes.

Malnutrition: Physical weakness and illness due to a severe lack of food.

Movement: Changing position or going from one place to the other.

Multiculturalism: Having a variety of cultures in one place and appreciating the rich
variety that this leads to.

Museum: A building that houses and displays important objects from the past, such as
artefacts and fossils.

Nutrition: The process of getting the food necessary to maintain good health and
growth.

Population: The number and variety of people in a specific area.

Prevention: Ensuring that something does not happen.

Research: To search for further information about a topic.

Review: Look back upon; assess and evaluate.

Revisions: Make changes based on corrections or feedback.

Sources: Where information was obtained from.

68
 Sustainable Development Goals: A set of 17 “global goals” over a range of issues,
such as ending hunger and poverty, improving health and education, ensuring clean
water and sanitation, etc.

Theme: The main or central idea.

69
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