Introduction

INTRODUCTION:

Welcome to your very own Kid‟s Workbook! Throughout the following lessons we hope you will learn a lot about your environment, the importance of health and sanitation, and the value of wildlife conservation.

Hi there! My name is Abu, I will be helping guide you through the following lessons, so keep an eye out for me! I hope you enjoy all

the fun activities, and that you are inspired to become an advocate for the environment after completing your workbook.

Do you know what kind of bird I am? (Hint: I live in Sierra Leone!) Answer on the next page.

Authors: Ethel Sillah, Wilson Sherman, and Cate Twining-Ward

Creating a comprehensive educational workbook takes dedication, talent, and collaboration. We would like to thank everyone involved in the creation of this updated workbook. In particular, we would like to extend our thanks to the staff members of Tacugama’s Environmental Education Program me. This publication was created strictly for educational, non-commercial purposes. Many thanks to the artists who contributed their images to help further the quality of this workbook . A special thanks to Cotattoo for her design of the grey parrot.

2 CONTENTS:

Term One: The Rainforest Ecosystem LESSON 1: Types of Vegetation in Sierra Leone……….3 LESSON 2: Plant Observation……….8 LESSON 3: Trees & Shrubs……….16 LESSON 4: Tree Planting……….21

EVALUATION 1

Term Two: Health & Sanitation LESSON 5: Living in a Clean Community……….27 LESSON 6: Health & Sanitation (Part One) ……….34 LESSON 7: Health & Sanitation (Part Two) ……….40 LESSON 8: Waste Management……….45

EVALUATION 2

Term Three: Wildlife Conservation LESSON 9: Mammals, Primates, and Adaptations LESSON 10: Animal Populations and Welfare LESSON 11: Conservation I am a Timneh LESSON 12: Threats to Chimpanzees African Grey Parrot! LESSON 13: The National Animal of Sierra Leone

EVALUATION 3

APPENDIX

TERM ONE: THE RAINFOREST ECOSYSTEM

LESSON 1: Types of Vegetation in Sierra Leone LESSON 2: Plant Observation LESSON 3: Trees & Shrubs

LESSON 4: Tree Planting

LESSON

Types of Vegetation in Sierra Leone 1

This lesson we will focus on land and plant conservation.

Fun things you will be doing as a member of TKEEP:

 Visiting nearby gardens/farms  Setting up you own tree nursery

 Environmental events  Film show

 Field trips

Vegetation are the types of plants that are found in a particular area.

Factors that Influence Plant Growth: Rainfall: many plants have different ways to adjust in a specific climate, some lose moisture, and some take more. 4

The unique environmental conditions of an area will influence the type of vegetation.

Sunlight: is very important for all plants to survive but not all plants need the same amount of sunlight. Some plants survive better in the open, while others can only survive in areas that are shaded.

Temperature: temperature can affect the amount of evaporation in an area and influence the amount of water a plant needs. Some plants can survive in colder climates with a limited growing season, while other plants survive with the abundance of sunlight found in warmer climates.

Soil: The quality of the soil in an area is influenced by rocks underneath the soil and is affected by the climate. For example, an area that has high rainfall, high vegetation growth and good conditions for plants will produce good quality soil with nutrients. This will influence different plants to grow in that area. Note that different soil types will produce different vegetation types, and different vegetation types will produce different soil types. Examples, clay loamy soil, clay soil.

Types of Vegetation in Sierra Leone: In Sierra Leone, there are seven main types of vegetation: these include: moist rainforest, semi-deciduous forest, montane, mangrove, savannah, farm bush and swamp forests. Farm bush arises from slash-burn agriculture and is becoming the dominant vegetation type in the country. Savannah vegetation is limited to the Northern parts of the country. Semi-deciduous vegetation (broadleaf)-this vegetation type shed their leaves partially in a season. Most of the moist and semi- deciduous forests are found in protected areas, often on mountain tops and slopes. Tropical moist evergreen forest is a slightly wet 5 forest with heavy annual rainfall and with trees bearing leaves throughout the year.

6 Exercise 1: Answer the questions!

What are the impacts of human activity on vegetation?

______Name the different types of plants you know.

______

What do these plants need to survive?

______

Do different plants have different needs for survival?

______

Types of African Vegetation and their Main Characteristics

Vegetation Type Main Characteristics of the Environment

Desert Very low rainfall, bare rocks, sand

Dry Savannah or Low rainfall, short grasses and bushes, Grasslands few trees

Wet Savannah or Low to moderate rainfall, mainly grasses Grasslands and shrubs

Mountain Variable rainfall and vegetation depending on altitude

Temperature Moderate rainfall, short grass, tall evergreen trees

Equatorial or tropical High rainfall, many tree species, dense rainforests vegetation

Wetland Very wet many trees, grasses, and shrubs

What life would be like in your community without vegetation? What would life be like without trees for shade or fruits? Discuss with your class.

Exercise 2: Homework

Draw a vegetation map of your community, like the one of Sierra Leone on page five.

8 LESSON Plant Observation

This lesson will focus on plants. Plants are important resources in our environment. Most plants are best suited for a particular area. Many plants can also survive in certain areas by adjusting to their surroundings . These qualities enable plants to grow and reproduce in different areas, climates and soil types. All throughout this lesson, we will be focusing on flowering plants; from small plants to tall trees.

Exercise 1: Draw two flowering plants in your community, and label the petals, leaves, and stem.

Exercise 2: 9

Draw one dicotyledonous and one monocotyledonous seed.

Monocotyledonous Seed Dicotyledonous Seed

Exercise 3:

Answer the questions!

Are all seeds the same?

______

______How do you think seeds are spread?

______

______10

How do you think seeds are spread by wind, animals, water and explosion?

______

Seed Dispersal Methods: Dispersal by wind: Small & light seeds are carried and transported by winds. They often have light fluffy hairs or paper-like wings that increase their surface area. Examples: cotton-tree/elephant grass Dispersal by animals: This happens when seeds are carried inside the animal or on the outside. If carried on the outside, the seeds often have small hairs that can attach to animal fur or to peoples‟ clothes. Example: the black jack. Some seeds are carried inside. This is when an animal eats a fruit including seeds. If the seed has a hard coat that the animal is unable to digest, then the seed will pass through the animal‟s system with the other waste products. The animal will then pass the seed in its dung, spreading it to a new area. Example: when chimpanzees eat locust, the seed is not digested, but is spread by the animal when it defecates. Dispersal by water: Seeds spread by water have large air spaces inside which helps them float in water.

Exercise 4:

Answer the questions!

Can you think of other fruits that animals eat whose seeds are spread when the animal defecates?

______

Can you think of any fruit that can float in water with air inside?

______

______What are the functions of the roots of a plant?

______

12 Exercise 5: Give one example of each root type.

Buttress Roots:

1) ______2) ______Aerial Roots:

1) ______2) ______Storage Roots:

1) ______2) ______Prop Roots:

1 )______2) ______Clasping Roots:

1) ______2) ______Breathing Roots:

1)______2)______13 Parts of the Leaf:

Leaf Shapes:

Plants take in sunlight energy and carbon dioxide through pores in their leaves by photosynthesis. Photosynthesis is the process by which plants produce carbohydrates and oxygen from carbon dioxide using the green pigments in leaves and sunlight. Leaves can be either simple or compound. A simple leaf refers to one leaf with a single blade. A compound leaf has a blade that is divided into two or more leaflets with a common stem. Leaves and leaflets can be attached to the stem in opposite or alternating patterns. Leaves can also heave different shapes such as a plane shape, an egg shape or sharp pointed with edges that can be described as smooth, jagged. All these important parts of plants influence where a plant is able to grow and in what type of climate it can survive and reproduce. Some plants grow best in hot places with lots of rain, while others are able to grow in cold areas on top of mountains.

Exercise 6:

Answer the questions!

What are plants?

______What makes plants special or important?

______15

What makes plants different from each other? ______

Exercise 7: Outdoor activity

Now go outside and pick some leaves for identification.

Everyone should draw a leaf or plant.

My Drawing:

My Drawi

LESSON Trees and Shrubs 3

In this lesson we will be talking about how trees are valuable

resources in our environment.

16 Exercise 1: Draw a big mango tree that you have

seen.

My Drawing:

Exercise 2:

Answer the questions! 17

Why do animals need trees?

______

What are the reasons people rely on trees?

______

Give an example of a tree that is used in many ways.

______State one reason why these resources may be lost completely if not used wisely.

______18

How do you think these resources should be managed?

______

How are trees and shrubs important?

______What are the benefits of caring for the trees and shrubs in the environment?

______How should people manage trees and shrubs in a community?

______19

Conservation is protecting and preserving the natural environment for future use. Sustainable forest use is a forest management practice to ensure that the resources from a forest are not more than the forest is capable of producing without destroying the forest. If people continue to cut down trees and clear forests faster than the trees are able to grow, eventually the forest will be entirely gone.

Exercise 3: Outdoor Activity Visit a nearby farm or home. Search for products made from trees or shrubs. Share your findings, and the forest products you use at home.

Exercise 4: Homework List down the names of common trees in your

community and what they are being used for.

Trees in my Community: ______

20 Exercise 5: Homework: (To be presented in class):

Startup your own business by reusing and recycling

materials from old, used forest products that people throw away as waste. (Aim not to use raw materials)

Here are some tips:

 What materials do people throw away as rubbish

that could be reused and recycled to make your

product?  How each material will be used?  Where can the materials be found and collected?  Who will use your products?

 Where will you sell your products?

 What is the name of your business?

 You can also design a sign you want to hang in

front of your shop

My Business:

______

LESSON Tree Planting 21

In this lesson we will learn how to plant trees and establish a tree nursery.

Trees are important resources for the environment, as well as natural resources used by people. As valuable natural resources, trees need to be replaced as others are chopped down. There are many techniques of planting and nursing trees. This lesson will look at a few basic steps that are part of establishing a tree nursery at home or in school.

How to set up a tree nursery: A tree nursery is a plot of land that people set aside to grow tree seedlings before relocating them elsewhere, such as compounds and forests. The production of new plants from a parent plant through seeds, cutting grafting is known as propagation. All trees need different levels of water, nutrients from the soil and sunlight in order to grow. It is important to learn about the different kinds of trees and the different needs they all have. Step 1: Identify a small, sunny plot of land near a water source with slightly sloping ground, good, well-drained soil. Make sure it is well-sheltered from wind, grazing animals and people. Step 2: Gather your tools:

 Tree seeds or cuttings  Manure  Mulching materials  Water  Watering can  Rake 22

 Polythene bags  Poles  Knife  Shovel Step 3: Choose Quality Soil: To ensure soil fertility for the young seedlings, more than half of all soil in the nursery should be fine topsoil, less than a quarter should be manure and the remainder sand. Step 4: Set up the nursery:

 Dig soil to make it soft and remove all the weeds  Sterilize the soil by burning dry grass on it to kill microbes and weeds in the soil  Spread compost on the soil to make it fertile  Turn over the soil to allow air to enter it  Break up the lumps and remove any rocks to ensure the soil is fine Step 5: Identify seeds for the nursery:

 Collect the best seeds from healthy trees for planting in the nursery bed  Place soil in a polythene bag filled to 3⁄4 full, leaving the top and bottom open  Eco-tip! Use an empty water sachet that would otherwise be thrown away!  Make a shallow furrow in the sleeve then plant the seeds and cover them thinly with a light soil using your fingers  Place the bags upright on the soil  Cover the bed with a thin layer of mulch, this helps to prevent the seed from drying out as they germinate  Use poles and dry grass, or other vegetation such a banana leaves, to make a shade for the seedlings 23

 Protect the seeds from birds which may eat the seeds, especially chickens which will scratch the ground and destroy the nursery Step 6: Care for the seedlings: Once the seeds are planted, people must care for the seedlings to help them grow into healthy trees.

 As soon as seeds germinate and sprout above soil, remove the mulch around the sprout so they can get to the light  Weed regularly by hand to reduce the competition for nutrients between the seedlings and weeds  Water them regularly  Remove some of the covering grass each day to allow the seedlings to get used to the strong sunlight. This process is known as “hardening off.”  Protect the seedlings by using natural pesticides (hot chilies or garlic in the water) and keep animals away from them Step 7: Transplant Seedlings: Once the tree seedlings are strong, they can be transferred to other sites, such as school, compounds, or forests.

 Dig a round hole at least 30cm for each seedling make a small heap of soil in the bottom of the hole  Remove the Seedling from the polythene sleeve leaving the soil intact  Place the seedling in the hole using the soil at the bottom as a root support. Put more soil over the roots to fill the hole half way. Lightly tap the soil down and add water to the hole. Then fill the hole with soil and more water. Do not compress the wet soil or you will reduce oxygen to the roots. Do not use fresh manure or fertilizer during this transplanting process. 24

 Continue weeding around the seedlings regularly as the seedlings grow  Protect the seedlings from people‟s activities and from animals  Ensure proper spacing between trees, and cut down new branches to encourage new growth.

Exercise 1:

Answer the questions!

What does a seed need in order to grow into a tree?

______How can people benefit from planting trees?

______

Exercise 3: 25 Draw a tree nursery you want in your

school.

My Drawing:

Term One Test Questions Tick the correct answer.

1. What do plants need to survive? a. Rubbish, heavy rain, sunlight b. Water, sunlight, nutrients, carbon-dioxide, space

2. How do plants provide food and resources? a. Plants produce seeds, nuts, wood, and shelter b. Plants provide sunlight, fish, and stones 26

3. Trees and shrubs are important as they provide oxygen to the environment for animals to breathe and provide us with many natural resources a. False b. True

4. What can trees and shrubs be used for? a. Fuel for cooking, timbers for buildings and furniture, food for animals b. Food, water, shelter, and space

5. How can people benefit from tree planting? a. Fruit, firewood, controlling soil erosion, shade, building fences, windbreakers, and oxygen b. Charcoal burning, hunting, mining, and woodcutting

My favourite lesson in term one was______. It was my favourite lesson because______

______

TERM TWO: 27 HEALTH & SANITATION

LESSON 5: Living in a Clean Community……….27 LESSON 6: Health & Sanitation (Part One)……….34 LESSON 7: Health & Sanitation (Part Two)……….40

LESSON 7: Waste Management……….45

LESSON 5 Living in A Clean Community

Welcome back! Hope term one was exciting and full of fun. This

term we will focus on three main topics to know more about safe

hygiene practices, keeping our communities clean, and waste

management.

Exercise 1: Answer the questions!

What did we learn in term one?

______28

What do you think happens when we live in dirty communities?

______

The health of a person has a great influence over their ability to go to school, perform daily chores, take care of people in their family, and contribute to the development of their community and country.

What are the benefits of living in a clean environment?

______What are some of the diseases that can be prevented through living in a clean environment?

______How do you think diseases are transmitted?

______29

There are diseases that may not be transmitted through food and drink. However, if we live in a dirty environment, such as a dusty classroom which is not swept or compound where the trees are cut down, we can make ourselves prone to suffering from coughs. Dust can also worsen some health conditions that we may already be suffering from such as asthma.

If we cook with firewood in a kitchen without windows for proper ventilation what will happen to us?

______

If mosquitoes breed in stagnant pools of water in a community, what will happen to people living in that community?

______Which of the mosquitoes carry malaria?

______In order to prevent mosquitoes breeding in our community and ______transmitting malaria what must be done? ______30

In order to prevent mosquitoes breeding in our community and transmitting malaria what must be done?

______

When homes are not kept clean, sickness is more common. We can also get sick if we are living with sick people. There are diseases that are contagious. Contagious diseases are often spread through direct contact with an individual, contact with bodily fluids of infected individuals or with objects that the infected individual has contaminated. When the faeces of a person suffering from cholera is not cleaned up and disposed of properly, flies may carry it to our food, which when eaten will contaminate us with cholera causing germs.

Exercise 2: Write down ways of keeping our communities clean.

______31 We need to care for our Most people are familiar with environment at all times. diseases, such as rabies, which Waste, rubbish and excess soil come from animals. However, and sediment can pollute land, there are many more that we and bodies of water such as don’t know about, can’t see, and lakes and rivers. This pollution may not even show symptoms of can have a negative impact on when infected with them. Such the plants and animals that diseas e-causing germs can live in grow and live in such habitats. soil, water, animal stool, bad It is important to always keep in meat, and bad milk. It is mind that humans are not the therefore important to be careful only ones that are impacted by and practice good hygiene. poor environmental sanitation.

Animal dung or stool carries many small creatures that we can’t see. These small life forms can get on our hands or food and then when we can eat them without noticing. These can make us sick with diarrhea. Therefore, it is important to wash hands and food with clean water before eating. Children are very sensitive and can easily catch disease from the ground, especially in compounds where chickens, ducks and dogs have been roaming freely. It is important to keep the compound clean and free from animal dung.

Exercise 3: Group work:

Describe clean and dirty communities. Group leaders present to the class.

Keeping our communities clean promotes the health of the environment and humans. We say “Prevention is better than treatment‟ because treatment can be expensive and we may not be able to perform our daily activities when we are sick. It is best not to get sick in the first place.

The health of plants and animals is also affected by a clean and sanitary environment. If the ground is littered with plastic bags, they can have a negative impact on the soil and any animals that eat the plastic. We are responsible for our own health and also for the health of the plants and animals in the areas we live.

Exercise 4: Homework: Draw a dirty and a clean community. Add descriptions of your pictures.

My Dirty Community:

My Clean Community:

33 Exercise 5: Write a letter to your friend about a dirty community you visited and all of the

problems you saw there. The letter should include the changes that occurred over time that helped to

clean up the community.

______

LESSON Health & Sanitation (Part One) 6

In this lesson we will learn more about human health and sanitation.

Sanitation is maintaining clean 34 and hygienic conditions, that help prevent diseases!

Sanitation is more than just constructing a latrine or disposing of human excreta and wastes. It includes good personal, domestic and food hygiene, safely managing solid and liquid wastes, observing water safety and transmitter control. Sanitation is maintaining clean and hygienic conditions that help prevent disease and other illness. Sanitation is more than just constructing a latrine or disposing of human excreta and wastes. It includes good personal, domestic and food hygiene, safely managing solid and liquid wastes, observing water safety and transmitter control.

Sanitation has a direct bearing on the health and well-being of humans and the community at large; meaning a complete state of health cannot be attained without a clean and safe environment. Sanitation is also a matter of attitude and greatly depends on educating the masses about good sanitation practices.

These are the components of sanitation:  Personal Hygiene  Domestic hygiene  Water quality  Waste management

Practices for good domestic hygiene:  Keeping households and household items clean- especially utensils, water storage containers, and food containers  Washing food with clean water - especially raw foods 35

 Covering food  Having a well-ventilated house and kitchen  Having separate living areas for animals  Keeping the compound clean and free of stagnant pools of water where mosquitoes may live and breed

Practices for maintaining water quality for drinking:

 Boiling water  Applying chlorine which can be used to kill germs in water which cause diseases.  Using chlorine at the treatment plant (dams) or by the individual (private water wells or community water wells)  Water for bathing should be plenty. It is advisable to use 20 litres of water for bathing daily if available.  Water sources should be kept free of wastes, especially excreta from animals and people  Drainage from bathrooms should not drain directly into drinking water sources  Do not drink the same water you have bathed in or that animals have drunk from.

Waste Management:

Presence of waste in an area makes it look unattractive, produces unpleasant smells, and attracts vectors that may transmit diseases to humans.

Wastes should be:  Separated into organic material and rubbish  Disposed of in covered containers  Placed in an open pit at least 10 meters away from houses and areas where cooking is done Wastes, especially human excreta, carry many disease-causing germs. Excreta are wastes discharged from the body-faeces or urine. Many germs get into the body through water, food, soil, directly on fingers or by insect vectors such as flies and cockroaches.

Vector Control:

A vector is an organism (usually an insect or rodent such as a rat) which transmits diseases. Vectors usually breed and live in waste; therefore, one effective way to control them is to manage waste properly. Dispose of waste in covered containers:  Position open waste pits at least 10 meters away from the areas where cooking is done. (This distance is far enough to keep bad smells and flies from being a health problem).  Separate wastes: compost, food, and animal wastes such as dung, should be used to form manure. (Such wastes are often the best breeding places for vectors.)  Clear bushes around the house, keep grass short  Create drainage paths for rain, bathroom, and any other waste water to be poured outside the house so that pools of water do not collect and become stagnant  Keep cats in homes to prevent rats from breeding  Sun dry clothes and bedding to prevent bedbugs  Sweep and mop latrines regularly

 Smoke latrines to remove flies and bad odour  Sleep under treated mosquito nets

Write down the meaning of sanitation:

______

Exercise 1: Get into groups of three. Pick one of the components of hygiene that you learned

about, either personal hygiene, domestic

hygiene, water quality, waste management,

or vector control. Create a poster that

teaches people how to practice good hygiene.

My Poster:

Exercise 2: Divide the class into four groups 38

according to the four components of sanitation

(hygiene, water safety, waste management and vector control). Group leaders should present to the class the good sanitation practices under each

component.

Example: For water safety: boil drinking water, keep containers for fetching water clean by washing them with soap, keep water storage containers clean

Exercise 3: Complete the table on how to observe the components of sanitation.

Water Waste Hygiene Vector Control Safety Management Boil Cover waste Bathe daily Clear drainage drinking pits with soap passages water

LESSON Health & Sanitation (Part Two) 7

In this lesson we will continue to study human health and sanitation, but this time we will focus on patterns of transmission. It is better to seek preventive, rather than curative measures, of diseases control. We will be discussing sanitation related diseases.

Exercise 1: Answer the questions!

What are some diseases that can spread as a result from poor sanitation?

______How could these diseases be prevented from spreading in a community?

______

______Exercise 2: Write a story about your school community, if the school is actually practicing good sanitation. Write your recommendations to improve the sanitation condition in your school.

______41 Exercise 3: Complete the sanitation related diseases table below.

We use a lot of resources to treat these diseases and we can prevent them and save money and resources for other things like better education. Disease or Transmission pattern Major Preventative Infection Measures

Diarrhea, Dysentery,

Cholera, and

Typhoid

Roundworm From feces to mouth: Separate housing for worm eggs in human feces animals and people reach soil to develop into a suitable stage before being Wash hands after ingested through raw food, using the pit latrine, dirty hands and playing eating and cooking with things that have been in contact with infected Do not allow soil. domestic animals to Soil on feet and shoes can peck or lick transport eggs long containers used for distances. Animals eating storing water 42

human faeces pass on the eggs in their own faeces. Serve food on a table or stool to prevent possible contamination from soil

Hookworm From feces to skin especially feet: Worm eggs in the faeces have to reach moist soil where they hatch into larvae which enter the skin of people’s feet.

Guinea Worm From faeces to mouth: larvae leave a wound in a person’s leg while in water. These larvae are swallowed by tiny “water flies” and people are infected when they drink this contaminated water. 43

Scabies and Ringworm

Trachoma and From eyes to eyes: both Conjunctivitis direct contact with the discharge from an infected eye and through contact with things soiled by a discharge from the eye, such as towels, bedding, clothing, wash basins and washing water. Flies may also act as transmission agents.

Malaria and Yellow fever

Transmission Pattern of Diseases:

Faeces Flies Food Mouth Many mouth Faeces Soil Fingers Cooking s Food

LESSON Waste Management Practices 8 This lesson will look at the different kinds of wastes, and the different methods we can use to handle wastes.

As products become more affordable to produce and buy, people tend to use them and not think about what to do with them once they have served their purpose. The disposal of waste can negatively impact the environment. The choices we make concerning waste disposal will influence what the future will look like for the next generation of children.

Exercise 1: Answer the questions! What are the different types of wastes?

______

What are biodegradable and non-biodegradable wastes? ______45

What are some examples of biodegradable and non-biodegradable wastes? ______

Exercise 2: Draw a line matching the picture to the correct answer.

a. Domestic waste b. Industrial waste c. Clinical waste

Sources of waste: Knowing the sources of wastes helps us to easily identify the type of waste we generate.

 Domestic waste is the normal, everyday rubbish people generate in their homes. It is usually a combination of biodegradable and non-biodegradable waste.  Industrial waste is rubbish resulting from industrial activities, such as waste from steel mills, coffee processors, carpentry workshops, hotels and breweries. Industrial waste often includes a higher amount of non-biodegradable material than domestic waste.  Clinical or medical waste comes from hospitals and clinics and includes drugs, used dressings or syringes, and needles or other 46

sharp instruments. These harmful wastes may carry diseases and should, therefore, be burned.

What are the “Four R’s” in waste management?

1)______2)______3)______4)______

Exercise 3: Draw examples of refuse, reduce, reuse, and recycle in waste management.

Refuse: Reduce: Reuse: Recycle:

What are the benefits of recycling?

______

There are several ways to dispose of waste. It is important to choose the best way to dispose of different wastes. For example:

 Clinical or medical wastes may carry diseases and should be burned  Domestic waste, such as kitchen and paper waste should be recycled, composted or reused whenever possible. Those items that cannot be disposed of by these methods should be taken to the locally designated disposal site.  Industrial waste can be harmful to human and animals lives and can also pollute the air, water and soil in the environment. Industrial waste material that is biodegradable can be further processed into useful by by-products like fertilizers, while solid waste from animals, like horns and hides, can be used to make crafts.

There are also some harmful wastes management practices. Harmful waste management practices include:

 Littering biodegradable waste on the ground can attract flies and disease carrying vectors while non-biodegradable waste prevents water from getting deep into the soil. Disposing waste in water sources makes the water unsafe for people and destroys habitats for animals  Burying non-biodegradable waste could lead to chemicals or pollutants leaching into the ground. Burning waste releases gasses and toxins into the air.

What was your favourite lesson in term two?

My favourite lesson in term two was… It was my favourite because…

______

______Term Two Test Questions Tick the correct answer.

1. How could you define waste? a. Rubbish, heavy rain, sunlight b. Materials seen as having no use that are disposed of

2. What are some examples of waste? a. Plastic bags, stones b. Plastic bags, broken glass, left-over food

3. What are some of the diseases that can spread as a result from poor sanitation? a. Headache, toothache, cholera b. Cholera, dysentery, malaria

4. What are the benefits of living in a clean environment? 49

a. Fuel for cooking, timbers for buildings and furniture, food for animals b. A clean environment helps to minimize sickness and disease among animals, including human beings living in an area 5. What is the name of the process used to handle wastes? a. Waste management b. Food management

LESSON TERM THREE: 9 WILDLIFE CONSERVATION LESSON 9: Mammals, Primates, & Adaptations……….51 LESSON 10: Animal Populations and Welfare……….68

LESSON 11: Conservation……….73

LESSON 12: Threats to Chimpanzees……….80 LESSON 13: The National Animal of Sierra Leone……….85

Mammals, Primates, & Adaptations

In this lesson, we are going to learn about animals, and focus on mammals and primates.

All living things strive to survive on Earth and have adapted to a particular habitat. Some animals may live in one place but could not survive in another. For example, a fish could not live in the trees, and an elephant could not survive in the ocean.

Animals are able to survive in certain habitats but not others because they have different features that are perfect for a specific environment. We call these special features that help living things to survive adaptations.

50 Exercise 1: Noticing Adaptations

Carnivores like lions use Monkeys use their long, their sharp teeth flexible tails to______for______

A tortoise has a hard shell so A giraffe has a long neck to that ______51

Animals have many different unique adaptations that allow them to survive in many different environments. Some animals have similar adaptations to one another. Each group of animals and plants can be divided into categories. In this lesson, we will study about one group of vertebrates, the mammals…

Vertebrates are animals with backbones, like us! Animals without backbones are called invertebrates. Invertebrates include insects and crustaceans.

Mammals are animals with hairy skin (fur) who breast feed their babies. They also generally give birth to live young (not eggs), and are warm blooded. We can divide most mammals into 5 major groups: rodents, carnivores, primates, hooved mammals, and marine mammals.

52 Exercise 2: Complete the Table

See if you can guess any animals you know that fit into the category of mammals listed.

Rodents Carnivores Primates Hooved (Animals that (Animals that (Animals with Mammals use their sharp eat only flexible hands, (Animals front teeth to meat) good eyesight, and with chew) developed brains) hooves) Cane Rat Lion Chimpanzee Duiker (Cuttin Grass) (Babu)

Primates are animals with flexible hands, good eyesight, and large brains relative to their bodies. There are about 400 species of primates. They are split into three groups: prosimians, monkeys, and apes.

The first group is prosimians. Prosimians include lemurs, bush babies, and tarsiers.

Prosimians There are 20 species of lemur, and they all live on an island in Africa called Madagascar. If anyone remembers the movie Madagascar, King Julien was a lemur!

Bushbabies are small prosimians that live in Africa. They sleep during the day, and move around at night. They have very large eyes which help them to see in the dark. At night, you can hear them making noises that sound like babies crying. That is why they are called

bushbabies!

Tarsiers are similar to bushbabies, but they all live in Asia. They are also small, active at night, and have large eyes that help them to see in the dark.

Exercise 3:

Fill in the blanks to learn about the prosimians that live in Sierra Leone!

Thomasi Galago: Senegal Bush baby:

Food:______

______Food:______Habitat:______Conservation Status:______Habitat:______Active:______Conservation Status:______Number of Species in Sierra Active:______Leone:______Number of Species in Sierra Leone:______

54 Monkeys

The second primate group is monkeys. Monkeys have tails, and most live in tropical rainforests in Asia, Africa, and South America. Most monkeys eat fruit, leaves, and insects. They usually live in groups of family or friends that move around together.

Exercise 4:

Fill in the blanks to learn about the monkeys that live in Sierra Leone!

Babooon Food:______Habitat:______Conservation Status:______Active:______Number of Species in Sierra Leone:______

Patas Monkey Food:______Habitat:______Conservation Status:______Active:______Number of Species in Sierra Leone:______

Mangabey Food:______

Habitat:______Conservation Status:______Active:______Number of Species in Sierra Leone:______

Food:______Colobus Monkey ______

Habitat:______

Conservation Status:______

Active:______

Number of Species in Sierra

Leone:______

Apes

The third group of primates are the apes. Apes are primates without tails.

Differences between monkeys and apes: Monkeys: Apes:  Tails  No tail  Smaller body  Larger Body  Smaller brain  Higher intelligence  Walks on palms of hands  Walks on knuckles  Found in Asia, Africa, and  Found in Asia and South America Africa

There are five species called „great apes‟: chimpanzee, gorilla, bonobo, orangutan, and human!

Exercise 5:

Identify each of the great ape species in the blank spaces under their photos

Chimpanzees, gorillas, and bonobos live in Africa. Orangutans live-in South-East Asia. Humans live everywhere! Exercise 6:

Fill in the blanks to learn about the western chimpanzee – the only ape in Sierra Leone!

Western Chimpanzee:

Food:______Habitat:______

Conservation Status:______Active:______Number of Species in Sierra Leone:______

Chimpanzees are vertebrates, mammals, primates, and apes. They eat fruit, leaves, insects, and small animals. They are found throughout Africa.

Exercise 7: Look closely at the drawings of monkey and

chimpanzee hands, and try to draw them. Try to draw your right hand and foot, and compare them with the chimpanzee and monkey feet.

Monkey Hand

Chimpanzee Foot Chimpanzee Hand 58

Monkey Foot Monkey Hand

Chimpanzee Hand Chimpanzee Foot

My Hand My Foot

Chimpanzees have feet like hands because they help them to climb in trees and use tools. Humans walk standing up, so our feet are adapted to make this easier. This is why we have shorter toes. Monkeys have smaller thumbs than chimpanzees, and chimpanzees have smaller thumbs than humans. This is because monkeys, chimpanzees, and humans are all adapted for our own habitats.

Exercise 8: Answer the questions and learn!

In what ways are chimpanzees like humans?

______Chimpanzees are one of the only animals besides humans to use tools. They use stones to crack nuts, and sticks to fish termites out of termite mounds. They also use sticks to harvest honey from bee hives. Chimpanzees in Sierra Leone have even been seen making shoes to climb on spiky trees!

Chimpanzees are wild animals that cannot be trained like a dog or cat. As they get older, they become very strong, and can be dangerous and destructive if kept as a pet. Chimpanzees are apes just like us, so we can carry similar diseases. They can become very sick from our colds or coughs, and humans can get disease from Chimpanzees. Chimpanzees belong in the wild, and since there are very few left, it is very important to leave them there. 60

______If you know someone keeping a chimpanzee as a pet, alert the police, the National Protected Area Authority, or Tacugama Chimpanzee Sanctuary. If you don‟t know how, ask your teacher for help.

Wildlife, particularly primates, have diseases which can go between species (i.e. between human and non-human primates) such as HIV/AIDS and Ebola. The Ebola virus, a highly contagious disease, kills a person or a primate very quickly. Unlike the cold virus, the HIV virus does not cause disease in apes. But apes do have a virus that is very much alike, called the SIV virus. In West Central Africa alone, lots of primate species are known to have Simian Immunodeficiency Virus (SIV), including colobus, mandrills, drills, chimpanzees, and red-capped mangabeys.

61 Exercise 9: Answer the questions!

Do you know of any viral diseases?

______Humans and apes have very similar immune systems. What you think would happen if we eat meat from apes that are infected with a disease?

______Why are chimpanzees important to the forest?

______

62 Exercise 12: Chimpanzee Comprehension Fill in the missing words!

Chimpanzees are ______. They live in ______of up to 50 animals. The leader is called the ______of the group. Their natural habitat is the ______and they are found in some countries in______. At night they sleep in ______which they build in trees. Chimpanzees like to eat ______from trees. They also eat insects,_____, and the bark of trees. Sometimes they also catch ______to eat. Chimpanzees are like_____ because they carry their babi es on their backs. They also use______to find food. They have different______to show how they are feeling. The number of chimpanzees has reduced which means they are______. If they are not protected, they will become ______, wiped from the Earth completely. People hunt chimpanzees for ______and for______. They cut down the______, driving them from their homes and captured chimpanzees are sold as ______in the market. The future of chimpanzees is in the hands of citizens like you!

Missing words: Great Apes, Groups, Alpha Male, Tropical Rainforest, Africa, Nests, Fruits, Leaves, Small animals, Humans, Tools, Facial Expressions, Endangered, Extinct, Meat, Medicines, Forest, Pets

63 Exercise 13: Draw a Chimpanzee Let us draw the face of a chimpanzee- follow

the steps listed: Step 1: Draw two circles. The bottom circle

should be smaller than the top one and overlap with it. Step 2: Add eyes, a mouth, and a couple of lines underneath each eye.

Step 3: Add a nose, two big ears, and lots of hair on the sides of the face and top of the head.

My Chimpanzee Face

Exercise 14: Chimpanzee Vocalization Game

Listen closely to your teacher for instructions.

LESSON 64 10 Animal Populations and Welfare

In this lesson, we are going to learn about populations of animals, and what they need to be happy and healthy.

A population is a group of animals or plants that live in the same place. Members of the same population are able to have offspring (babies). The size of a population can also become bigger and smaller.

A population can become smaller when the habitat is damaged, because there is less food, water, and shelter for the animals. A population can also become smaller (decrease) if there are many animals dying from diseases, predators, or hunting, and when animals move from one place to another.

Exercise 1: Population Growth Circle on the graph the region that has the biggest population increase, and the biggest

population size.

Circle on the graph the region that has the smallest population increase, and the Source: The World Bank smallest population size

Animal welfare and the five freedoms:

Just like people, animals have certain needs in order to survive and live a healthy, happy life. Today we are going to be learning about animal welfare. An animal has good welfare if it is healthy and happy, and has bad welfare if it is unhealthy and unhappy.

Sometimes bad animal welfare is caused by humans. This is called animal abuse. As a result, some species are dying out completely (going extinct), while others are in danger of human cruelty. Good and bad animal welfare can been seen in the home or in the wild.

Some examples of good animal welfare are:  Giving animals a safe, clean, and warm, place to live  Giving animals food and water  Being kind to animals, not hurting them  Loving, playing, and grooming animals

When thinking about animal welfare we can use the five freedoms. There are five problems which we say animals, like humans, should not have to suffer from. What do you think they might be? People who are keeping animals in their home must make sure they have the five freedoms.

Exercise 2:

Fill in the blanks and learn!

1. Freedom from… hunger and thirst

We must know the animal type and what food they would normally eat. They should get enough correct food and clean water. Remember that animals in the wild can find food and water without the help of humans, as long as their habitat is not damaged. 66

Let‟s think of some examples!

 A cow needs ______to eat.  A dog needs ______to drink.

 A chicken needs ______to eat and ______to drink.  Chimpanzees need ______from the forest to eat.

2. Freedom from… discomfort Animals should have a suitable shelter and place to live that is safe and clean. Animals in the wild can find and build their own shelters.

Let‟s think of some examples!  A cow needs a ______area to lie down.  A dog needs a ______area to lie down.

 A human needs a ______area to lie down.  Chimpanzees need a ______bed (nest). They also need ______to build their nests in.

3. Freedom from… pain, injury, and disease

Animals in the home and in the wild should not be hurt because they feel pain just like humans. If an animal is sick, then they should be treated.

Let‟s think of some examples!  If animals in the home do get sick then they should be

______.  Animals should never be _____, as this will cause mental suffering and injury. Animals can get injured and experience pain and suffering just like we do.

4. Freedom to… express normal behavior

We need to understand the normal behavior of the animals and then give them the correct things, other animals, and space to allow them to behave in this way.

Let‟s think of some examples!  Cows need ______to graze with other ______.

 Dog need plenty of space to ______and ______.  Chimpanzees need a large habitat- the forest to find ______and to be with other ______.

5. Freedom from… fear and distress

Animals should never be tormented or beaten. This can cause them fear and distress, which is a type of mental suffering. Mental suffering is very unhealthy for animals, just like in humans.

Exercise 3: Draw an animal in good welfare. Pick one of the five freedoms. Draw any animal you like that has freedom from one of the five freedoms we talked about. Label!

My Drawing

If the five freedoms are provided for an animal then it should be healthy and content, and have good welfare. Sometimes we are using animals for our own needs, but we should still not allow it to suffer, and provide the five freedoms.

Exercise 4: Write a Story: You come across a cat that is in really

bad welfare. She doesn‟t have any of the five freedoms. How would you provide these five freedoms for her?

______

_____-

Remember: if animals are healthy, and have a safe habitat, they are able to provide these core needs without the help of humans! We don‟t need to take care of wild animals, as long as they have a safe forest to live in.

69 LESSON 11 Conservation

In this lesson, we will be learning about conserving our wildlife and forests .

The environment and wildlife have intrinsic value, and we don’t want animals or plants to go extinct (be lost forever). We should also protect the environment so that future generations can enjoy it too. The environment also provides us with many essential resources like: clean air, water, food, shelter, and medicine.

Exercise 1: Answer the questions!

How can you help in conserving you community/ wildlife?

______

______Why do you think animals/ the forest should be conserved?

______What is the meaning of endangered?

______70

Can you think of any endangered animals? Here are some:

What are the names of these animals?

______

Exercise 2: 71 Write a letter to the President informing him about these endangered animals and why they should

be protected.

Dear President ______,

______

If an animal or plant becomes extinct, this means it is no longer found anywhere in the world, it is gone forever. Answer: Animals that produce less offspring (have fewer babies) tend to have a bigger risk of going extinct, because their populations grow very slowly. Chimpanzees for example can only give birth to one baby at a time and have to wait five years before having another baby.

Exercise 3: Answer the questions!

Do you know of any activity of humans that leads to extinction?

______

______Do you know of any animal that has become extinct?

______Exercise 4: Fill in the names of these extinct animals. 73

Some animals are found in one country or particular place, and nowhere else. They are called endemic animals. Sierra Leone is home to one of the biggest populations of western chimpanzees in the world. There were about 50,000 chimpanzees in Sierra Leone, but the number has drastically reduced to 5,500.

The main reasons for the reduced population are:  Decreasing chimpanzee habitat (forest) because of deforestation to increase agricultural land  Chimpanzees are killed by humans for bushmeat  Chimpanzees are also captured from the forest to be sold as pets  Killing of chimpanzees due to crop raiding and danger

Exercise 5: Write an essay on any animal or plant that is no longer found in your village or country as a result of becoming extinct. Ask you parents or an elderly person at home or in your village to see if they remember these animals.

______

______75 Exercise 6: Find the 10 words in the word search relation to conservation. The words are:

BABIES, EXTINCT, THREATENED, REDUCE, ENDANGERED,

ENDEMIC, NUMBERS, RARE, HUNTING, PROTECT.

D E R E G N A D N E T

E O N U M B E R S A H

R R E D U C E M P C R

B I R T A L K E R I E

A E C O A N Y O O M A

B R V A T L G E T E T

I A L E P E U E E D E

E R Q N W S C P C N N

S E X T I N C T T E E

S G N I T N U H W P D

76 LESSON Threats to Chimpanzees 12

This lesson will learn about the threats to wild chimpanzee populations.

Exercise 6: Answer the questions!

Why is it bad to hunt chimpanzees?

______

______Why is it bad to buy a baby chimpanzee as a pet?

______

What is a hunter?

______

______77

Chimpanzees should remain in the forest, together with other chimpanzees. They are much happier there. Just think, would you be happy living with a group of chimpanzees, with no other people to talk to and none of your favorite food to eat? Bushmeat hunting has been a way to get food in some African countries for a long time. In the last few decades it has become a very big problem. We call this the Bushmeat Crisis.

This hunting is now a problem because too many animals are being hunted. Animals are disappearing from African forests and many will become extinct. This is because:

 The number of people living in these countries has got much bigger. This means more and more animals are being taken from the forest to feed the growing population.  In some places, people hunt with new technology like guns, and kill many more animals than they used to  People are killing many animals to sell in big cities and towns

Forests all over are also being destroyed and logged. Destroying the habitat of many species (the forest) forces animals into areas where humans live and are more likely to be hunted or harmed. Logging of forests also makes new paths into the forest so hunters can get to many new places and kill more animals.

In many places animals are now over-hunted. This means more animals are killed than are born. For this reason, hunting needs to be controlled. There are many problems that over-hunting causes in a community. For example:

 Animals, especially primates, are important in the forest ecosystem. If primates are lost, many other benefits of the forest will also be lost because they help keep the entire ecosystem healthy.  People who need the forest for fruit, medicine, and other things will suffer.  Hunters will have to work harder and harder to find animals and will make less money.  The forests and country will become bare. It will not be a nice place to live, and there will be no tourists.

There are different ways to hunt animals. One way is a snare trap which traps animals moving on the ground. It is a bad idea to use a snare trap because this trap will catch any kind of animal that moves on the ground. It can catch chimpanzees and other endangered animals which live in forests. Even if the animals are set free from the trap, they will have a wound which may cause them to die later on.

Hunting can be controlled in many ways such as the following:  Don’t hunt animals that take a long time to have babies (for example chimpanzees may have one baby in 4 or 5 years). It is better to hunt animals that have lots of babies so that their population will not get small (for example cutting grass).  Improve the system of catching and punishing poachers.

79 Exercise 3: Answer the questions!

How can we help with the Bushmeat Crisis?

______

Since too many animals are being killed by hunters, causing the bushmeat crisis, we need to change to alternative types of jobs. There are other things people can do so that they do not need to hunt animals.

How could a hunter earn money in a different way?

______- ______

______

Exercise 4: Write a letter to you Headman or

Headwoman on how to protect your forest from logging and hunters, stating the penalties if caught.

Dear Headman/woman ______, ______

LESSON 81

13 The National Animal of Sierra Leone

In this lesson, we will learn about our national animal, and ways young people can protect the environment.

Dr. Jane Goodall is a world-famous primate scientist (primatologist). She is famous for studying the behavior of chimpanzees in the wild. She was the first to observe chimpanzees using tools and established the first and longest operational research site to study wild chimpanzee behavior. She determined that chimpanzees have the ability to make decisions similar to us, and also that they have emotions.

Jane Goodall has dedicated her life to advocating for chimpanzees and the environment. As part of this mission, she created a programme called Roots & Shoots.

Some examples of projects include: - Students in the United States of America planting flowers to create habitat for bees and butterflies - Students in Sierra Leone doing cleaning the beach - Students in the United Kingdom visiting elderly people on Christmas - Students in Nigeria getting electricity for a village without it Exercise 1: If you were to form a Roots & Shoots

group, what would you do, and how would this make the world a better place? Explain your idea here:

______

If you are interested in forming a Roots & Shoots group, here are a few steps:

1) Form a team 2) Pick an issue 3) Create a campaign to raise awareness about the issue 4) Take action!

More information can be found at https://www.rootsandshoots.org

Jane Goodall helped set up the Tacugama Chimpanzee Sanctuary, and in 2019 she visited Sierra Leone. The Sierra Leone Government gave Dr. Goodall an award for her commitment to the Tacugama Chimpanzee Sanctuary.

At the same time, the Minister of Environment declared the western chimpanzee the national animal of Sierra Leone. He said: “chimpanzees are part of Sierra‟s Leone‟s cultural heritage…as such, we have a moral duty to conserve their legacy so that we can share it with future generations.”

83 Exercise 2: Attributes & Adjectives:

Remember, an adjective is a describing word. What attributes or adjectives would you use to describe the chimpanzee? Which of these attributes would you use to describe Sierra Leoneans? Make two lists:

Adjectives to describe chimpanzee: Adjectives to describe Sierra Leoneans:

Exercise 3: Answer the questions!

How should we treat our national animal?

______Why is protecting the western chimpanzee important for the ______future of Sierra Leone? ______

Exercise 4: Design a Billboard: Design a billboard to be posted in

Freetown, letting Sierra Leoneans know that the chimpanzee is the national animal. Include a message.

My Billboard:

My favourite lesson in term one was______. It was my favourite lesson because______85

Term Three Test Questions Tick the correct answer. 1. Animal welfare means: a. The state of health, happiness and contentment of an animal b. Keeping animals in cages

2. Conservation means preserving and managing our resources and environment: a. True b. False

3. An Alpha Male is: a. The baby chimpanzee born in a group of chimpanzees b. the male in charge of a group of social animals like chimpanzees

4. Apes are: a. the group of primates which do not have tails b. animals with long tails

5. Which two animals are primates? a. snakes b. humans c. goats d. monkeys

6. Which is the national animal of Sierra Leone? a. lion b. snake c. chimpanzee d. goat 86

APPENDIX

About Tacugama Chimpanzee Sanctuary:

Tacugama Chimpanzee Sanctuary (TCS) was founded in 1995 by Bala Amarasekaran together with the Government of Sierra Leone, who allotted 40 hectares of land to be used inside the Western Area Peninsula National Park. As of 2019, the sanctuary cares for approximately 95 chimpanzees that have all been orphaned due to the above mentioned threats.

The sanctuary has evolved from the rehabilitation of confiscated chimpanzees to include other important dimensions of chimpanzee conservation including environment education, surveys and assessments of wild chimpanzees nationwide, habitat conservation, community outreach and wildlife law enforcement.

Sierra Leone is our home too!

Photo: Cate Twining-Ward

87 Tacugama’s role in conservation:

It is important to 1) Rescuing captured chimpanzees from homes remember that who are kept as pets or for chimpanzees belong in the the bushmeat trade. forest. There are many different ways that Tacugama works to help protect the wild chimpanzees, so that they do not end up in a sanctuary.

2) Rehabilitating captured chimpanzees: improving their skills to live in the wild (like climbing and finding food).

3) Protecting the limited 4) Sensitizing the public on

chimpanzee population the importance of from declining. conservation through environmental education.

5) Habitat protection: tree Example: Reforestation in planting or providing York as part of Tacugama‟s livelihood support to Family-4-Nature Project. communities.

GLOSSARY

Term One: The Rainforest Ecosystem LESSON 1: Types of Vegetation in Sierra Leone

Term Definition The process that plants use to Photosynthesis make food using sunlight (releasing carbon dioxide)

Sunlight Energy Light from the sun

Seedling A young plant

A gas that is produced by Carbon Dioxide respiration (breathing in and out) A gas that is the life supporting Oxygen component of air

Vegetation Plants found in one area Very low rainfall, bare rocks, Desert sand Low rainfall, short grasses and Dry Savannah or Grasslands bushes, few trees

Temperate Moderate rainfall, short grass, tall evergreen trees High rainfall, many tree Equatorial Rainforest / Tropical species, dense vegetation Rainforest

Very wet, many trees, grasses Wetland and shrubs

LESSON 2: Plant Observation Term Definition The natural coloring of animal Pigments or plant tissue

A small opening on the surface Pores of an organism

A plant that grows on another Epiphyte plant

Seeds that produce only one Monocotyledonous seeds leaf

Dicotyledonous seeds Seeds that produce two leaves

Buttress Roots Plants found in one area

Very low rainfall, bare rocks, Aerial Roots sand

Low rainfall, short grasses and Storage Roots bushes, few trees

Grow from places other than Prop Roots the primary root

Clasping Roots Found on climbing plants

Breathing Roots Found in swampy areas

The main body or stalk of a Stem plant

LESSON 3: Trees & Shrubs Term Definition The practice of planting, Forestry managing, and caring for forests Something able to be Sustainable maintained at a certain rate or level

A community of interacting Ecosystem organisms and their physical environment The action of clearing many Deforestation trees

LESSON 4: Tree Planting

Term Definition A place where young plants Nursery and trees are grown

Term Two: Health & Sanitation LESSON 5: Living in a Clean Community

Term Definition Feces that leave the body Diarrhea often and in liquid form

A body of water that is not Stagnant moving or flowing

Contagious and fatal viral Rabies disease of animals, transferred through saliva, and causes madness A fever caused by a parasite in Malaria the blood, transmitted by mosquitoes

To cause something to pass on Transmit from one person or place to another The action of making Contamination something impure

When harmful substances are Pollution added to the environment

Easily transmitted from one Contagious person to another

LESSON 6: Health & Sanitation (Part One) Term Definition Maintaining clean and hygienic Sanitation conditions that help prevent disease and other illness Conditions that maintain health Hygiene and prevent disease

An organism that transmits Vector diseases

A chemical used to purify water Chlorine by killing bacteria

Waste matter released from Excreta the body, like faeces and urine

LESSON 7: Health & Sanitation (Part Two) Term Definition A fever caused by a parasite in Malaria the blood, transmitted by mosquitoes Viral disease affecting the liver Yellow fever and kidneys, causing fever and often fatal Bacterial disease contracted by Cholera dirty water, causes vomiting and diarrhea An infection that causes bad Dysentery diarrhea with blood and mucus in the feces

Infectious bacterial fever with Typhoid red spots on the chest and intestinal irritation LESSON 8: Waste Management

Term Definition Made of organic materials, Biodegradable capable of decomposing rapidly under natural conditions Made of inorganic materials, Non-biodegradable unable to decompose rapidly under natural conditions The collection, transport, Waste Management processing, recycling or disposal of waste materials produced from human activity

To use something many times Reuse instead of only once

To take a used product or item Recycle and turn it into a new product

Term Three: Wildlife Conservation LESSON 9: Mammals, Primates, and Adaptations Term Definition Special features that help living Adaptations things to survive Species A group of similar living organisms that can breed together to have offspring

Carnivore An animal that only eats meat

Vertebrate An animal with a backbone

Invertebrate An animal without a backbone A species seriously at risk of Endangered extinction Rodents Animals that use their sharp front teeth to chew Primates Animals with flexible hands, good eyesight, and developed brains Hooved mammals Animals with hooves

Mammals Animals with hooves

Mammals that live in the sea Marine mammals

Prosimian A type of primate (examples: Lemurs, Bush babies, Tarsiers) Monkey A type of primate that has a tail

Ape A type of primate that does not have a tail (including humans) Ebola A highly contagious virus

Alpha male The dominant male in a group

LESSON 10: Animal Populations and Welfare

Term Definition Special features that help living Population things to survive

Increase An animal that only eats meat

Decrease An animal with a backbone

Predator An animal without a backbone

A species seriously at risk of Welfare extinction

LESSON 11: Conservation Term Definition The preservation, protection, Conservation and restoration of the natural environment Something that belongs Intrinsic Value naturally, something essential

A species seriously at risk of Endangered extinction

Extinct A species that is gone forever

A species found in one place, Endemic and nowhere else

LESSON 12: Threats to Chimpanzees Term Definition A person or animal that hunts Hunter wild animals for food or sport

A person who captures or kills Poacher animals illegally

The rapid loss of wildlife due to Bushmeat Crisis humans

The activity of cutting trees and Logging preparing the timber

Hunting animals excessively, Over-hunting causing damage to the population The power to influence Control people‟s behavior

A trap for catching birds or Snare mammals that has a loop made out of wire or cord

LESSON 13: The National Animal of Sierra Leone Term Definition A world-famous primate Jane Goodall scientist and chimpanzee behavior expert A programme that helps young Roots & Shoots people make a difference in their communities International Union for IUCN Conservation of Nature

Wildlife of Africa

Shark Hyena Hornbill

Snake Mountain gorilla Porcupine

Zebra Crocodile Hippopotamus

Photos: Joel Sartore

100

Wildlife of Sierra Leone

Tree frog Chimpanzee Duiker

Pygmy hippo Chameleon Porcupine

Fruit bat Swallowtail butterfly Colobus monkey

Photos: Joel Sartore 101

Works Cited Bucknell, Dan and Atel Wilson. Conservation for Kids: Discover How and Why to Save Primates and other Wildlife in Cameroon, An Education Guide. Limbe Wildlife Centre.

 Rose, Rebecca. Share the Planet: Chimpanzees. Chimp Haven, Inc.

 Roots & Shoots, Jane Goodall Institute: rootsandshoots.org  Jane Goodall Institue, Home: janegoodall.org  Wild Chimpanzee Foundation: wildchimps.org  Chimp Haven: chimphaven.org  Tacugama Chimpanzee Sanctuary: tacugama.com  World Wildlife Fund – Teaching Resources: https://www.worldwildlife.org/teaching-resources/  United States Center for Disease Control: cdc.gov  World Health Organization: who.int  Unicef – WASH in Schools: https://www.unicef.org/wash/schools/washinschools_53115. html