Junior Primary Cover 9/1/07 11:12 AM Page 1

MALAWI Equal Rights for All Trócaire Lenten Campaign 2007 Primary School Teachers’ Resource Junior Infants to Second Class/ Primary 1 to Primary 3

Inside: The story of Lucia from Malawi Classroom activities and worksheets

Poster and artwork Prayers for Lent Trócaire Better World Award R9263 Junior Primary 9/1/07 11:18 AM Page 2

Contents Page 3 Trócaire Better World Award Page 4 Teacher’s Notes Page 5 Lucia’s Story Page 6 Picture Worksheet Page 7 Introductory Activities Page 8 AFolktale from Malawi Pages 9 & 10 Activities for Junior and Senior Infants/P1 & P2 Pages 11 & 12 Activities for 1st & 2nd class /P3 Page 13 Worksheet for Junior Infants to 2nd class/P1 to P3 Page 14 Worksheet for 1st & 2nd class / P3 Page 15 Prayer Service

Trócaire’s Lenten Campaign 2007

The focus of this year’s Lenten theme is Equal Rights for All and the country profiled is Malawi. Gender equality is about men and women, together, realising their human rights. Our Lenten booklets for Pre-school, Junior Primary and Senior Primary all look at the lives of people in Malawi. In this booklet for Junior Infants to Second Class / Primary 1 to 3 we profile Lucia and her cousin Johan. Lucia lives with her aunt Rose who is 19. Both Lucia and her aunt Rose are orphans whose parents died from HIV/AIDS.They now live in an orphan support community.The materials contain background information for the teacher on Malawi and gender, and on Trócaire’s work. Also included are a Prayer Service, children’s worksheets and posters. This year we are again including the Trócaire Better World Award.This award is in recognition of the time and energy teachers and children put into exploring the Lenten theme. Every child who participates receives a certificate and there are awards for groups whose entries are of special merit. As the children carry out the activities, we invite teachers to encourage them in groups or as a whole class, to enter their work on this year’s theme.

TBWA Throughout the booklet this graphic will highlight for you ideas for entries. See page 3 for details.

Where a number of teachers are using this resource in school, additional copies are available from Trócaire free of charge as well as versions as Gaeilge.

Order Form I would like ______extra copies of the Primary Lenten Resource for infants to 2nd class (P1 to P3) Ba mhaith liom ______cóipeanna den leabhar Ranganna Naionan go Rang 2ú / P1 go P3 Name: ______School Address: ______Email address: ______Tel No. ______Please send to Trócaire, 9 Cook Street, Cork or to Trócaire, 50 King St. Belfast BT1 6AD

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TRÓCAIRE Better World Award

As you work through the activities with your class, don’t forget to enter their work for the Trócaire Better World Award. This is a non-competitive award which recognises the work that children and teachers put into exploring the themes each year. It is also a way to encourage children to work together collaboratively as submissions must be a group or whole class effort. What to do: As the children undertake the activities, keep their work or record their activities for submitting to the Trócaire Better World Award.To help keep track of progress, ask children to fill in the Trócaire Better World Award poster which accompanies this pack. Here are some ideas for your entry: Scrapbook:Ask the children to carry out written work on sheets of paper which can be displayed in the classroom and later compiled into a scrapbook e.g. letters to Lucia, competed worksheets.

The TBWA also highlights ideas for entries.

Video:record the children carrying out role-plays, doing art and craft work, talking about what they have learnt. Artwork:Send in artwork, construction or posters the children have designed.* Photos: take photos of the children’s work or the children working on activities or playing the games. Photograph displays.* * Please note:It is not necessary to send in displays or all of the artwork – some may be too large or too cumbersome to send by post. Simply photograph the work and send with your entry. Photographs and video recording of children requires parental permission What schools will receive: Members of each group who submit an entry will receive a Trócaire Better World Award Certificate and a Trócaire Better World Award sticker. In addition there will be awards for groups whose entries are of special merit.These include: •A batik, depicting women at work, for the school • Laminated Peter’s Projection wall map •Books or music CD for the classroom with a global theme

Trócaire Better World Award Entry Form School’s Name: ______Class: ______Names of children involved: ______Give a brief description of your entry: ______Teacher’s Name:______School Address: ______Email:______Telephone: ______Send your class or group entry to Trócaire, 9 Cook Street, Cork or Trócaire, 50 King Street, Belfast, BT1 6AD by Friday April 27th 2007 Mark your envelope Trócaire Better World Award

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Background notes for the teacher

Malawi is a landlocked country in Southern Africa. It is one of the poorest countries in Africa and has been devastated by poverty, famine and AIDS. 90% of the population are farmers who try to feed their families on tiny plots of land. In a normal year, millions struggle to get enough to eat. Climatic extremes of droughts and floods resulting in poor harvests have meant that many families are reduced to eating one meal a day, usually a plate of nsima -a starchy food made of maize flour and water.The country is in need of food aid every year. Most people are locked in a cycle of hunger that leads to other problems. After a poor harvest many men leave the family to go to find work elsewhere and women are often forced to turn to prostitution to survive.This movement of people increases the spread of AIDs.When harvest time comes around, people are so desperate they can’t afford to put any seeds aside to plant the following year and the cycle of hunger starts again. In 2005, Malawi experienced the worst harvest in a decade. 40% of the population were in need of emergency food aid. It will take years to recover. It is estimated that 14% of the population are infected with HIV/AIDS.Younger women are particularly affected. Four times as many women as men in the 15 to 19 years age group are affected by AIDS.This reflects cultural practices of older men marrying young girls and also the widespread abuse of young women in schools and elsewhere.The problems of AIDS, poverty and famine are interlinked. Many family providers are either too ill to work, or are taking care of family members. Half a million children have been orphaned.There is a shortage of medical staff due to migration, a lack of education and also because of AIDS. Malawi has just one doctor per 100,000 people. A national programme to tackle the problem was launched in 2004 and there is evidence that this is having some positive effects, with the prevalence dropping slightly in urban areas. Many children, particularly girls, are withdrawn from school to look after sick relatives, to carry out household chores or to earn an income.Three times as many girls as boys have no formal education and only 30% of girls and 40% of boys go to primary school.The Millennium Development Goals as agreed by the world’s leaders in 2000, recognise both education and gender disparities as being key to addressing poverty in Malawi and at global level. (Sources: UNICEF and UNDP) Brief history of Malawi Malawi gained independence from Britain in 1964. For 30 years the country was ruled by a totalitarian president, Kamuzu Banda.The people suffered human rights abuses and repression under his rule. International and domestic pressure led to the first multi-party elections in 1994. Bakili Muluzi was elected president, and there were accusations of widespread corruption during his time in office. President Bingu Wa Mutharika took office in 2004, vowing to take a zero-tolerance approach to corruption.These difficulties seem to have been reduced and international support for Malawi has increased. What Trócaire is doing The empowerment of women and the elimination of gender inequalities is a distinct focus for Trócaire’s work in the developing world. Gender-based violence has a major impact on huge numbers of women in the developing world, particularly in emergencies, and is a major source of suffering and injustice. Often, a lot of the consequences of chronic poverty fall squarely on the shoulders of women and girls. In Malawi, 90% of the population is rural and most of the farmers are women. Rural households headed by women are the poorest in the country.Women have limited access to training and credit.Trócaire supports local Non Governmental Organisations in Malawi. Many of them are community groups where women are given skills training and education.This enables women to support each other and gain confidence in knowing their rights and entitlements.Trócaire also supports innovative agriculture programmes which distribute seeds for more drought resistant crops. Farmers are trained in farming methods and can sell surplus crops for cash. Many families have benefited from global gifts of tools, seeds and goats. Malawi is a priority country for Irish Aid. Facts on Malawi Area: 118,484 sq km (20% of surface covered by lakes) Population: 12.6 million Capital: Lilongwe Currency:1 Malawi Kwacha = 100 Tambala Religion:Christianity: 75%, Islam:15%. Languages: English and Chichewa (both official languages) Life Expectancy at birth: 37.8 years (Ireland: 76.9 years) GDP per capita: US$580 (Ireland: US$36,360) Poverty Ranking: 165th of 177 countries School Enrolment:Primary: 79%; in the final year of primary school only 25% of students are female. Literacy: 62% of the population 15 years and older can read and write. 76% of men and 49% of women are literate. 4 Lenten Campaign 2007 R9263 Junior Primary 9/1/07 11:18 AM Page 5

Lucia’s Story

ucia lives in Malawi. She is six years old. Lucia lives with her Auntie Rose and Rose’s little Lson, Johan* who is two. Lucia’s mother and father both got very sick and died when she was four. Rose is nineteen. Her parents both died when she was very young and she doesn’t remember them. Rose and Lucia live in a village.Their house is made from bricks and the roof is made of galvanised iron. Lucia gets up at 7 every morning and has her breakfast of nsima. Nsima is a porridge made from maize. She goes to school with her best friend Maria. Her favourite part of school is playtime when she can play in the school yard with all her friends.When she gets home from school she washes the dishes and sweeps the house.Then she minds baby Johan while her Auntie Rose works in the field planting, weeding and collecting wood. She brings Johan out to play with her friends Maria, Junior and Gintea. One of their favourite games is called ‘Pitini’. They make a pretend fire and mix nsima in a bowl, then cook it on the fire.They always remember to pour water on their ‘fire’ when the nsima is cooked.They have great fun pretending to have a big feast when they finish cooking! Lucia and her friend also have adventures beside the river near their village. Lucia carries Johan there on her back. She wraps a blanket around him and ties it in front so that he won’t fall off.They walk to the river which is called ‘Yamitutu’.Most of the year when the weather is really hot and dry, the water in the river dries up. Johan and the smaller children play in the soft sand. Lucia and her friends play ‘piggy in the middle’ and chasing games. By evening time they are very tired and go home for dinner. Some days Lucia does not have much energy because there is not much food in her house.When the weather is very dry, the corn in the field dies and Rose has no food to bring home. Lucia gathers flowers called water lilies and Rose cooks them, but they’re not very tasty.There is a group in the village who help out and give food to poor families like Lucia and Rose.When there is food, they have maize porridge with some wild fruits for dinner. Lucia goes to bed at 8 oclock. Before she falls asleep she thinks about her mum and dad in heaven and tells them all about her day. She is glad that she has Rose to take care of her and good friends. She hopes to grow up healthy and strong.

*pronounced ‘Yohan’

Questions: 1. How is Lucia’s life like yours? How is it different? 2. What is Lucia’s favourite part of the school day? What is yours? 3. Lucia and her friends have a favourite pretend game.What is it? How do they play it? What do they always remember to do after the food is cooked? Why do you think this might be important? (Talk about the fact that Malawi is a very dry country and fire could spread very easily) 4. How does Rose really cook the food? How does your mum or dad cook food? (Electric/gas cooker; oven; microwave etc.)

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Worksheet

To do: Talk about what is happening in the picture Lucia’s dinner is ready.Write in what Rose is saying in the speech bubble. The woman carrying wood has travelled a long way.Write in what she might be thinking. Find two things that begin with ‘m’ – maize and man.Write the words beside the correct picture. Colour the picture.

What caption/name would you write over the picture?

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Introductory Activities

1. Poster

You will need: Poster accompanying this pack. 4. Chichewa Language To do:Show the poster to the class.Talk about what is People in Malawi speak Chichewa happening. Compare and contrast things you see in the and English.Teach the children the poster with things you would also see in Ireland/your phrases in Chichewa below. locality/your school/your home. Demonstrate to children the Malawi way to shake hands; people always 2. Strand: Geography shake hands with their right hands placing the left hand under the right Mapwork forearm. Explain that it is respectful Black to give and receive items with both To do: hands. (i) Locate Malawi on a globe or a Red Divide the class into five groups.Teach world map. Locate Ireland.Talk Green about ways of getting there each group one question and answer (boat/plane).Which would be the each.Then allow children to walk around the classroom quickest? Explain that it would take 7 hours to fly there. asking and answering questions and explaining the phrases (ii) Show the Irish flag. Ask children to describe what it looks they have learned.Then ask the class if they can translate the like and ask if they know what the three colours represent. phrases into Irish. Then invite the children to draw the flag of Malawi. Ask for When visitors come to a house, they call ‘Odi! Odi!’ and the their ideas as to what it might represent. (The rising sun response is ‘Odini!’ represents a new dawn, or beginning, black is symbolic of the Chichewa Phrases country’s African heritage, red the blood shed in the long Hello - moni struggle for freedom, and green represents the land.) Goodbye – Ndapita How are you? – Muli bwanji? I am fine - Ndili bwino 3. Strand: English Please – Chonde Thank you (very much) – Zikomo (Kwambiri) To do: Read Lucia’s story. Remind the children where Malawi is What is your name? – Dzina lanu ndani? located (see p.5). Explain that from listening to the story we My name is______- Dzina langa ndi ______now have some facts on Lucia. Fill in the fact sheets below How old are you? – Muli ndi zaka zingati? with information you have learned about Lucia.Then fill in a Sorry – Pepani matching fact sheet for themselves. We can – Tingate Friend- Abwenzi

Lucia 5. Strands: SPHE/Arts Education

Name: You will need: Magazines and Age: photo packs showing pictures of Nationality: people doing various jobs, scissors, People in my family: paste, large sheets of paper. Class: Name of friends: To do: Divide the class into Favourite activity: groups. Give each group a set of photos and magazines. Ask them to cut out pictures of people doing different kinds of work. Include a variety of images ensuring that Me stereotypical roles are avoided. Ask them to sort them into two bundles: men and women. Name: Encourage them to talk about what the people are Age: doing. Bring children to realise that men and women can do Nationality: the same work.Talk about paid and unpaid work - Daddy People in my family: cooking dinner at home/ in a restaurant, mammy minding the Class: baby at home/ in a crèche with other children. Name of Friends: Invite children to make a collage using the pictures. Favourite activity: They could draw themselves and Lucia at work in the collage also. Agree a caption for each collage. Lenten Campaign 2007 7 R9263 Junior Primary 9/1/07 11:18 AM Page 8

A Folktale from Malawi

1. Once upon a time in Malawi 2. When he was out minding the cattle he would cry and there lived a boy called remember the time when he was with his mum and dad. Temba. His parents had died They had plenty of food and a lovely home. One day when when he was very young he was crying near the cattle he heard a voice. He got and he now lived with his such a fright he stopped crying and looked around.There aunt and uncle.They were was no one else around, just the cows.Then he heard the very mean to him. He had to voice again and realised one of the cows was talking to him! do all the work while his aunt “Mmooo…why are you crying my son?” the cow said. and uncle and their children watched him The cow looked so kind with her big brown eyes, that Temba told her his whole sad story. and did nothing. He was often hungry as The cow promised to try to help. they didn’t give him enough food to eat. He was very “Yeah right,” thought Temba to himself,“how can a cow help?” and he went home feeling sad, but didn’t want them to see him crying. very sorry for himself.

3. The next morning when Temba went 4. This continued for a few weeks until the family began to notice that out again to the fields, he saw a brightly Temba was no longer skinny and miserable looking. But they knew that he coloured package in the tree near where was not eating anything in their house and also that he was busy working he had spoken to the cow the day every hour of the day so they could not understand what was happening. before. He opened it up and couldn’t They began to spy on him.The cow noticed them spying.The very next believe his eyes…there was fanta, day there was no bundle left for Temba and the very next and bread, rice and meat.Temba ate the next. Soon the cousins stopped spying as they could it up and went home full and see that Temba was getting thin again. All they had happy.That night he slept better noticed was that he was happiest talking to one of the than he had in a long time. cows.They thought it was because he was going mad.

5. Time passed and the family got busy preparing for a big 6. After the cow had been killed,Temba was forced to clean up the mess that was celebration.They needed to kill a cow and straight away decided left over. Before he threw everything away, a voice in his head told him to bury the to kill Temba’s favourite cow.Temba was very upset. leftovers and to watch the ground where they were buried.

7. Soon after a tree grew in the place Temba had buried the leftovers. Everyone in the village was amazed by this tree. It soon became Tembas favourite place to shade from the sun. One day he reached up to pick a leaf off the 9. Years later Temba was known as the most wealthy tree and it changed person in his village. However he was also known into money. He picked as the kindest person as he helped all the orphans off as much as he could and ran home.Then he hid 8. No one else but Temba was ever and poor people in his village so that they could go the money in a secret place. able to pick money from the tree.. to school and have enough food to eat every day.

Questions: What kind of person was Temba? Why did the family spy on Temba? How do you think Temba felt when he heard the cow was going to be killed? What do you think is the moral or message behind this story? (This story is told in Malawi to explain that God will help those who need his help and who help others) What other folktales do you know? 8 Lenten Campaign 2007 R9263 Junior Primary 9/1/07 11:18 AM Page 9

Activities for Jnr & Snr Infants/P1 & P2

1. Visual Arts/ SPHE Strand: Myself and my family 3. SESE: Science Aim: That the children will appreciate that there are many different types of family. Strand: Animals and their habitats You will need: Large sheets of newsprint or roll of You will need: Pictures of animals from Malawi; African wallpaper elephant, antelope, crocodiles, hippopotamus (mvuu in To do: (i) Ask the children to name the people in Chichewa) lions and zebras – or ask the children to Lucia’s family (Lucia, Rose and baby Johan). Invite one bring them in to class. Large sheet of paper for each child to lie down on the paper and other children to group with rough outline of Malawi and including carefully trace around the child. Other children should Lake Malawi. trace around a doll to represent Johan, and find a To do:Ask children to name all the animals they have willing adult to represent aunt Rose! found. Find out what they already know about the (ii) Ask children, in groups of three, to colour in or animals. make a collage of the outlines. African elephant: the largest living (iii) Invite children to draw and label pictures of their land animal.The elephant’s trunk is a own families. long nose that it uses as a hand.With (iv) Invite some children to talk about their pictures its trunk the elephant can pick up a and talk about different types of families. peanut or a huge log.They live in herds of 10 or more and the TBWA Make a display of all the families and leader is usually female. write a caption. Photograph the display Elephants eat grass, leaves, small branches. Elephants are very intelligent and can use and make tools. 2. SESE: Science Hippopotamus: the third largest living land animal (after the elephant and the rhinoceros).There are many Strand: Living things – plants hippos living close to Lake Malawi and spend much and animals time in the water.The hippos’ eyes, nose and ears are at Planting seeds the top of the head so that they can hear see and Aim:To show that plants need breathe with most of the head underwater.They spend light to grow. the day in the water, then go onto land at night to You will need: watercress or mustard feed.They eat fruit, grass, leaves and vegetables. seed; cotton wool; paper plate Farmers living near the lake have had their land destroyed and vegetables eaten by hippos. To do: Place some cotton wool and some seed on three plates. Label them A, B and C. Keep the cotton Antelope: This is the name of a large group of animals wool on Plates A and B moistened leaving plate C dry. that have hoofs and hollow horns – Cover plate B with dark cardboard. Observe what they look like deer. Some examples of happens over the next few days. antelope found in Malawi are: nyalas, Discuss:When the plants begin to grow talk abut the bushbucks, impalas, duikers and importance of water for plants, humans and animals. kudus. Talk about where our water comes from. Hand out the country outlines to each Explain that it is one of Lucia’s jobs to get water from the group and ask them to place the well. Sometimes if the rain doesn’t fall she might have to animals in the correct places. travel further. Recall that the stream sometimes dries up Linkage: Visual Arts so she can put Johan playing in the sand. Ask what Create a collage using the map, animal might happen to the plants in Lucia’s aunts field if the TBWA pictures and food that they eat. Use other rain stopped.Talk about how life would be difficult if materials e.g. bark, felt, blue material to they had no running water for a day. create trees, water etc. Put on a display of food eaten in Malawi, e.g. maize (cobs Go to www.nationalgeographic.com for and maize flour) bananas, mangoes, potatoes, kidney more information. beans, butter beans.

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Activities for Jnr & Snr Infants/P1 & P2

4. Religious Education:

Links with Alive-O 2 Term 1, Lesson 10 ‘They care for me’. Lucia is cared for by her Aunt Rose – she in turn helps to mind her cousin Johan.Talk about the people who care for you in your family. Draw a picture of the people who 7. English care for you, or make a list. Strand: Oral Alive-O 2 Term 1, Lesson 7 ‘We remember them’. Discuss the various jobs the children have in class. Rose’s parents died when she was very small. She can Then list jobs they might do at home. Compare and hardly remember them. Her brother cared for her after contrast jobs they do at home with Lucia’s list of jobs. they died. Her brother got married and had a baby, Lucia. Lucia’s parents died and Rose then took care of Lucia. Make crosses with names of people we would like to remember who have died (Grandparents, friends, etc.) Include Rose’s parents, Lucia’s mother and father. Display 8. P.E. in the classroom around a short prayer or ‘We Remember Strand: Games Them’ sign. You will need: Bean bags, TBWA Photograph the display hopscotch layout. To do:Discuss with the children their favourite playground games.Then 5. Drama/Music explain that Lucia and her friends also like to like to play some of these Lucia has lots of jobs, she washes plates, sweeps the floor, games. Set up a circuit of two minds Johan and collects water. Get a child to mime each playground games familiar to the children and activity while the rest of the class guesses which activity introduce Lucia’s version of ‘piggy in the middle’.In this they are doing. Use the tune of ‘Here we go round the game, the aim is to hit the person in the middle with a Mulberry bush’ to sing along with each child’s mime e.g. beanbag and then they are out. If the person in the ‘This is the way I wash the plates, wash the plates, wash middle catches the beanbag instead of being hit, they the plates, this is the way I wash the plates so early in the remain there. As a person is knocked out, another joins morning.’ in. Explain that for safety reasons they are only allowed to hit below the waist. Rotate the groups of children around so they all get to 6. Drama experience the four games. At the end, do a hand poll to see which game is the favourite. Aim:That children might begin to empathise with Lucia in Take photos of children playing terms of the responsibilities she has. TBWA You will need: Ask children in advance to bring in a doll games, and display with photo of or teddy from home and a large towel. Lucia playing games.Write a caption linking Ireland and Malawi. To do: Discuss with the children the important job Lucia has to do to mind her cousin. Draw their attention to the photo of Lucia carrying Johan on her back. Explain that you want them to imagine what it might be like to be Lucia 9. Gaeilge minding Johan. Encourage all the children to carry a teddy or doll on their backs for one break time.This might also Cuir ceisteanna ar na páisti ionas go ndéanfaidh said lead to an interesting discussion on gender – are the boys cur síos ar an bpóstaer m.sh. Cé ata sa phostaer? Cé hí reluctant to do this task? seo? Cad atá á dhéanamh aici? Cad atá uirthi? Cén After breaktime discuss how they felt - did they feel dath atá ar seo? important doing such a job or did it affect their playtime and enjoyment of playtime?

TBWA Photograph the children and write down or record their reactions. 10 Lenten Campaign 2007 R9263 Junior Primary 9/1/07 11:18 AM Page 11

Activities for 1st & 2nd Class/P3

1. English 5. Geography

Strand: Writing Strand: Water and its uses Read the story of an orphan called Temba. Help the Discuss and then write a list of ways we children to summarise the story into sections.Then use water every day – for drinking, allocating a section or sentence from the story, get cooking, washing, cleaning etc. Now each child to illustrate their section or sentence writing compare how we get our water and the sentence or section under their picture. where our water comes from with Lucia going to the well for water.Talk about how Assemble all pictures together to TBWA the stream would dry up in the hot weather and ways make a book to display on we might conserve water in school and at home. classroom wall or in the library. In groups design and draw a poster TBWA Follow on activity: encouraging people to conserve water – eg Discuss with the children traditional stories or legends turn off the tap while you brush your teeth. from Ireland.Taking one of these (e.g. Children of Lir) repeat the activity of illustrating sections of the story. The children could read Lucia’s story and show the pictures to a younger or older class who may also be involved in other activities from the Trócaire pack. 6. Visual Arts

Strand: Construction You will need: twigs, crepe paper in fire colours 2. English TBWA red/orange/yellow, newspaper crumpled up for stones, and yoghurt tubs. Strand: Writing To do: Construct a 3d picture of Lucia’s favourite Ask the children to make an acrostic poem based on cooking game using the above objects. Glue onto a the letters of their name and describing their painted cardboard box and display beside a poster likes/personality. Now try to do one for Lucia using the showing how to play the game. information they have learned about her. TBWA Take photos of the pictures 3. Mathematics

Strand: Number Strand Unit: Data 1. Make a list of the children’s playground games. Now 7. Visual Arts do a class poll voting for their favourite games. Make a pictogram based on their findings. Strand: Construction 2. Make a timetable (using o’clock) for Lucia’s day. Now You will need: Pipe cleaners get the children to do a similar timetable for To do: Explain that many children make their own toys themselves using the same times. Compare what they in Malawi.The ‘galimoto’ (motorcar) made from wire is are doing at the same time as Lucia. very popular. Show children the drawing below and ask children in groups to design and make their own toy using pipe cleaners. 4. English TBWA TBWA Take photos of the pictures Strand: Writing Talk about penpals. Encourage the children to write a letter to Lucia introducing themselves and telling her about their lives in Ireland, their likes/dislikes, hobbies etc. Decorate the letter with drawings of self, family, school etc.

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Activities for 1st & 2nd Class/P3

8. Drama 10. Physical Education

Strand: Strand: Dance Ideas for using the story of Temba for drama activities: You will need: Space to move around, African music A. Key moments: To do: Explain that in Malawi there are dances for girls only Temba doing all the work while the family look on. and boys only and also for both.This dance is called Temba finding the food and drink beside the tree. ‘Makhanya’ and is a dance for boys and girls. Makhanya is The family bringing the cow in to be killed,Temba very unhappy performed to celebrate weddings, or upon the completion of Temba getting the money from the tree. religious rituals, and many times in the evenings just for fun. B. Small group improvisation: To perform this dance, a group of girls stand in a line facing a In groups of three the children act out some of the scenes from line of boys. All sing and clap their hands.While singing and the story – about one minute long.They can start as mimes, clapping hands, a boy goes across dancing to a girl of his and if they wish children may add some basic dialogue. choice.The boy tags the girl, who then dances back across to C. Still Images the line of boys. She chooses a boy who dances back across Following on from the improvisation, the children can freeze a to the line of girls, and so it continues. scene as if creating a photograph.While they are in the pose, teacher touches individual children on the shoulder and they can explain in role how they are feeling or describe what has happened. 11. Recipe: Nsima

Nsima is a staple food in Malawi. It is made from corn flour TBWA Take photos of the still images/ video and is very starchy food. It is eaten as porridge for breakfast the improvisations. and with vegetables and meat for evening meal. 3 cups water 1 cup cold water 2-1/2 cups cornmeal 9. Mathematics/ Bawo Boil water in a saucepan. In a bowl, make a paste using part of the cornmeal and all of the cold water. Add the paste to Strand: Number the hot water. Stir with a spoon until mixture has a thick, Note: Bawo is the Malawi version of a game that is popular in porridge-like texture. Cover the saucepan and simmer for 15 many African countries. minutes.Turn heat to lowest setting, remove the lid, and Aim:That the children will practice their mathematical skills in gradually add rest of cornmeal, stirring constantly. Continue an enjoyable way and learn an aspect of Malawi culture. until mixture thickens to desired consistency. Cover and You will need: Empty egg cartons, 60 dried beans or counters, cook on lowest heat for about 5 minutes. Stir before 2 small cups serving.Transfer nsima into a lightly greased bowl.With Object of game: To have more beans than your opponent in damp hands, shape it into a smooth ball, turning in the bowl your goal. to help smooth it. Serve immediately. How to play: To eat in the traditional manner, tear off a piece of nsima 1.Two players are needed to play.To begin, place five beans in and make an indentation in it with your thumb. Use this each section of the egg carton. Place one cup on each side of hollow to scoop up stew or sauce from a communal bowl. the egg carton. Player A sits across from Player B.The cup on According to tradition, one should only use the right hand the each player’s right is their goal or homebase. to eat food.

Player A goes first. Player A picks a bottom right hand section) Player A then P P section of the egg carton that he would drops one bean in his goal. Player A then like to start with. Player A then picks up begins again at the top left hand section l l the beans in that square and starts and repeats the process until he drops a a dropping one bean in each section his last bean in an empty section.When y y moving from left to right in each row. If this has happened Player A’s turn is over, e e the last bean he drops falls into a section and Player B starts his turn. Player A and r r with other beans in it , Player A may then Player B continue this process until there “A” “B” pick up all those beans and start from are no more beans in the egg carton. that section the process of dropping After the egg carton is empty, Player A beans again. After Player A makes a full and Player B count up the beans in their One dot equals one bean rotation (when he has reached the goal and whoever has more beans wins.

12 Lenten Campaign 2007 R9263 Junior Primary 9/1/07 11:18 AM Page 13

Worksheet for Junior Infants to 2nd class/P1 to P3 Worksheet Photocopy onto transparency film and display on overhead projector. Encourage the children to compose captions for each drawing. Hand out copies of worksheet and invite them to order the pictures from 1 – 7. 1st and 2nd class/ P3: Write the captions, then cut out and glue the pictures in order from 1 to 7. These photos and more are available on the CD which accompanies this pack.

Lenten Campaign 2007 13 R9263 Junior Primary 9/1/07 11:19 AM Page 14

Worksheet: 1st and 2nd Class/ Primary 3

Lucia and her friend like to play a pretend cooking game called ‘Pitini’.Match the photo to the sentence and colour the picture. Cut out the sentence and picture. Glue onto a page in the correct order.

They blow on the fire to make it light

They mix water and clay, which is the nsima, in the tin pot

They make a pretend fire with stones and sticks

When the nsima is cooked, they lift the pot and pour water on the sticks to put out the fire

They collect sticks, stones, clay, tin lids and some water.

14 Lenten Campaign 2007 R9263 Junior Primary 9/1/07 11:19 AM Page 15

Prayer Service

You will need: Infants: Drawings of Lucia’s family and the childrens’ families, and the ‘We remember them’ display 1st & 2nd/ P3: Completed worksheet of Lucia’s day, names of family/friends who have died written on a piece of paper. All: bowl containing maize and green vegetable (cabbage or spinach), candle, Trocaire box, poster of children from Malawi, large colourful cloth. Preparation:Place the cloth in the centre of the room on the floor. Place the candle and bowl on it. Gather the children in a circle around the cloth. Remember Them in Alive-O 2, p.66 & Alive-O 3, p.64 All: In the name of the Father and of the Son and of the Holy Spirit, Amen. Light the candle. Teacher:I want you to look at the candle and take a few moments to relax and listen to your breathing. Remember all you have learned about Lucia and her friends in Malawi. PAUSE Teacher:Today we remember Lucia and her family and friends in Malawi. Lucia is happy to have good friends to play with.Think about your friends now.We will say a prayer to thank God for the gift of friendship. All:Thank you God for our friends Teacher:Lucia has had sadness in her life. Her mother and father died.We will now remember people we know who have died. (Ask individual children to mention their loved ones who have died and ask the class to say “We remember X”) Teacher:Food helps us to stay healthy. Lucia and her friends eat corn/maize. Let us thank God for the food we eat. All:Thank you God for the food we eat. Teacher:Lucia’s family now is her aunt Rose who takes care of her, and her nephew, Johan who she helps to mind. Let us now remember people who take care of us and pray for them. Invite children to pray for people in their families All:Thank you God for our family. Teacher:Let us thank God for the gift of learning.We have learned all about Lucia and Malawi.We pray that Lucia will keep going to school and that her dreams for the future come true. Invite individual children to pray for Lucia All:Lord, hear our prayer. Final Song: My Shepherd is the Lord in Alive-O 2, p.107 & Alive-O 4, p.236

Lenten Campaign 2007 15 Junior Primary Cover 9/1/07 11:12 AM Page 2

The following resources are available from Trócaire Resource Centres:

Watoto – Children from Around the World Around the World Series: Clothes, Festivals, Trócaire 2001 €25.00/£20.00 Food, Games, Homes, Schools, Sports,Transport A resource for Early School Educators.The pack features Heinemann Library 2002. €15.00/£12.00 each Luis from Bolivia, Amy from the Philippines, Ever and Each book in the series explores an aspect of life that Melissa from Honduras and Cecelia from Kenya. It young readers will recognise. It explains how people contains activities, 32 x A3 photographs, and a music around the world have needs and activities in common tape. and how these can be similar in different parts of the world. Ilenia from Colombia Trócaire 2004 €6.00/ £4.00 Start with a Story A resource for Early School Educators.These Tide DEC, 2002 €14.65 supplementary materials to Watoto can also be used as This guide provides starting points to encourage stand alone activities. It tells the story of Ilenia from discussion and suggests story-related activities. It also Colombia and contains 8 A3 colour photos with includes an extensive list of recommended books. activities. The World in the Classroom – Development Watoto - Children from Around the World and Education in the Primary Curriculum Ilenia from Colombia combined. Primary School Development Education Project, CDU, Mary Trócaire 2001/4 €30.00/£20.00 Immaculate College, €12.70/ £10.00 Discovery Flaps A resource for teachers exploring development education methodologies and identifying opportunities Age 3-6 Oxfam, UK, 1995 Price €6.00 / £4.50 each, set for a development perspective in each of the subject of 4: €21.63/ £15.00 areas in the new Primary Curriculum Series of 4 titles: Come Home with Us! / Come and Ride with Us, Come and Eat with Us! / Come and Play with MAPS Us! Traidcraft, €12/Stg £9.50 This lift the flap series is designed to help children to Peter’s Projection Map see the connections between their own lives and those (laminated) of children in other countries 85cmx60cm W is for World USEFUL WEBSITE Frances Lincoln Publishers, 1998 €10.00/£8.00 A Round-the-World ABC - this beautifully illustrated www.trocaire.org book takes children on a round- the world alphabet - Trócaire Kids Website contains experience through over twenty countries from Greenland to Vietnam. fact sheets, stories from around the world, activities and ideas for taking action on the environment.

Resource Centres

MAYNOOTH DUBLIN CORK BELFAST Maynooth, Co. Kildare. 12 Cathedral St., Dublin 1. 9 Cook St., Cork. 50 King St., Belfast, BT1 6AD. Tel: (01) 629 3333 Tel/Fax: (01) 874 3876 Tel: (021) 427 5622 Tel: (028) 9080 8030 Fax: (01) 629 0661 e-mail: [email protected] Fax: (021) 4271874 Fax: (028) 9080 8031 e-mail: [email protected] e-mail: [email protected] e-mail: [email protected]

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