Author and advisor team:

Fortuna Anthony • Jenelle Babb • Pauline Bain • Hermione Baptiste • Vindra Cassie

Gerard Drakes • Clare Eastland • Mavis Fuller • Janice Ho Lung • Sharlene Johnson

Elaine King • Louise Lawrence-Rose • Nordia McIntosh-Vassell • Heather Richards

Glenda Rolle • Gina Sanguinetti Phillips • Rebecca Tortello • Esther Utoh • Pat Warner

Student’s Book 4

for primary level

How to use this book

Our friendly crab and parrot icons help you find your way around each unit.

There are lots of activities for students to enjoy. Afterwards discuss, ask questions about, and praise their work.

The bottom of each double page spread shows the theme and key life skills covered.

This parrot tells you where to find fun facts and information in our Did You Know boxes.

Did you know?

▸▸ Key Life Skills: Communication, Problem-solving, Self-awareness

▸▸ Theme: Self and Interpersonal Relationships

Case-study crab tells you where to find stories, poems and case studies.

Life Skills key steps are sometimes provided in boxes like this.

Reflections give students something to think about by themselves.

Refer to the Teacher’s Guide for Level 4 for more information on how to teach HFLE: www.macmillan-caribbean.com

Read the text to, or with, the students.

Relate the pictures and text to the student’s own experiences. Encourage the students to reflect upon and talk about their own feelings and actions.

Look at and discuss the pictures. Ask questions to guide thinking.

A single crab means students can do this activity by themselves.

Two crabs represents pair-work.

Three crabs means students should get into groups.

Four crabs means you can do this activity with the whole class.

Macmillan’s HFLE course addresses the needs of primary level students, and those of their teachers and parents, to help them cope with the challenges they face growing up today. This upper primary Student’s Book will help students to understand and manage themselves and their surroundings in an age-appropriate way. It emphasises the learning of life skills and covers the relevant parts of the CARICOM Regional Curriculum Framework for ages 5 to 12 years.

You will find the four CARICOM themes: Self and Interpersonal Relationships, Sexuality and Sexual Health, Eating and Fitness and Managing the Environment, all colour-coded for easy reference.

Activity

The sky is blue. The hills are green. The river and sea are clear and clean.

3

Theme Unit Page

How to use this book

SELF AND INTERPERSONAL RELATIONSHIPS

1 Identifying My Talents 4

2 Setting My Goals 6

3 Friends Are Special 8

4 Valuing Family 10

5 Learning to Say I’m Sorry 12

6 Making Peace 14

7 Our Class Is a Melting Pot 16

SEXUALITY AND SEXUAL HEALTH

1 Coping with the Changes of Puberty 18

2 Personal Hygiene 20

3 Body Image 22

4 Setting Limits 24

5 Uncomfortable Feelings 26

6 Managing Feelings 28

7 Choices 30

8 HIV and Other STIs 32

9 HIV Myths and Showing Empathy 34

10 Health Resources 36

EATING AND FITNESS

1 You Are What You Eat! 38

2 Water Is Good For Health 40

3 Let’s Get Physically Fit 42

4 Exercising Safely 44

5 My Eating and Fitness Choices 46

MANAGING THE ENVIRONMENT

1 We Are Part of Our Environment 48

2 Special Plants and Animals 50

3 Caring For Our Plants and Animals 52

4 Pollution 54

5 Effects of Pollution 56

6 A Healthy and Safe Environment 58

7 Preparing For Natural Hazards 60

8 Effects of Disasters 62

ContentsHow to use this book

SELF AND INTERPERSONAL RELATIONSHIPS

6

2 Setting My Goals

Activity 1 In groups, using the scene and dialogue above, talk about:

1 What seems to be most important to Zac?2 How could Kim begin to work towards her

career in computer sciences now?3 How do you feel about what Zac’s

mother said to him?4 Is Suzie wrong for saying she will think about her career later?

Zac: Kim, what would you like to be when you grow up?

Kim: I’d like to be a computer engineer in a big company making games. I’ve been using computers since I was six and love gaming. What about you Suzie?

Suzie: I guess I’ll think about that later. Right now I’m learning to play the piano and I really like it. What do you want to do, Zac?

Zac: I’ve been playing football for my school. I hope to play at high school too, but my mom keeps telling me that I have to study for the big end of primary exam. She says that has to be my priority.

Suzie: I guess Zac’s mother is right. They say to reach most goals you have to do really well in school first. So maybe right now it has to be all about the Grade 4 exam and then the primary exit exams.

Kim: What a stress! So you’re saying I can’t think about my future job, just focus on some school tests?

▸▸ Key Life Skills: Critical thinking, Communication, Self-awareness

What is a goal? Talk about it with your group.

7

Setting My Goals

Did you know? ● A goal is a target you want to reach or achieve. ● People who have goals to guide them are often happier and achieve more than they would without them.

● Goals provide focus. With no plans it’s easy to drift along. Goals make you more productive, boost self-esteem and increase your commitment.

● You can set goals in any area of your life, from your clothes, to church, or your schoolwork.

● A goal is something that you want enough to make an effort.

ReflectionWhat goal would I like to reach? Who will help me to reach it?

▸▸ Theme: Self and Interpersonal Relationships

Goal setting is important:* It improves self-concept.* It helps us to organise our time.* It help us to be more confident.* It helps us to focus.

Activity 2 Judy wants to read four books every month with her book club. This is her goal. As a class, talk about:

1 What attitude will Judy need to have to succeed? Think of lots of descriptive words.

2 What practical things would Judy need to do to read four books every month?

3 How do you think Judy will feel if she achieves her goal this month?

SEXUALITY AND SEXUAL HEALTH

34

Activity 1 In groups, discuss:

1 Can you tell by looking if Rita has HIV?2 If Rita has HIV or AIDS should her

classmates treat her differently from the other boys and girls?

3 What would you do different from Rita’s classmates to make Rita feel good about herself?

4 If Rita was in your class, what could you do to support her?

▸▸ Key Life Skills: Empathy, Critical thinking, Self-awareness

Rita has heard that the students in her class are whispering bad things about her. She is sad and doesn’t know what to do. At playtime no one chooses her to be on their team. Her best friend who always shared lunch with her does not want to do that anymore. In class, the children sneak around and push Rita’s desk away from them.

HIV Myths and Showing Empathy9

Did you know?People living with HIV can remain well for many years. They may not know they have HIV. The only way to tell if someone has HIV is for them to get tested.

Rita has AIDS!

I heard she kissed a boy and that’s how she got it.

I saw her taking some medicine. I heard her

mother’s got HIV. She must have

it too.

She’s always coughing!

35

Myths about HIV and AIDS Facts about HIV

● You can tell by looking that a person has HIV or AIDS.

● Someone can only tell they have HIV if they get tested.

● Most people living with HIV and AIDS (PLWHA) are homosexuals (‘gay’).

● HIV is most often transmitted by heterosexual activity. Anyone can get HIV.

● Persons living with HIV and AIDS die very quickly.

● Persons living with HIV and AIDS can live long and productive lives.

▸▸ Theme: Sexuality and Sexual Health

HIV Myths and Showing Empathy

ReflectionIf I had HIV, how would I like to be treated?

Activity 2 In class, discuss:

1 What we mean by the word ‘myth’.2 Some of the myths you have heard

about people living with HIV and AIDS.

3 The myths about HIV and AIDS above.

Activity 3 Role-play a situation where friends show empathy to a child who is ill or discriminated against.

When we care for each other, we show empathy. Like everyone else, people living with HIV or AIDS need to feel love and care.

EATING AND FITNESS

46

What factors affect the choices we make about physical activities?

● Economic – cost of equipment, club membership, training

● Age ● Health and physical abilities

● Media ● Family and friends ● Gender – some activities are seen as ‘male’ or ‘female’.

▸▸ Key Life Skills: Critical thinking, Decision-making, Self-awareness

5 My Eating and Fitness Choices

I have asthma but I belong to the gym so I can

exercise gently in a nice environment with

my friends.

I go swimming in the sea every day with a

friend as it’s a beautiful beach and it costs me nothing.

I enjoy skipping and ball games

with my friends in our street.

I like to play football and train

every day with the team.

47

Activity 1 In groups, use critical thinking steps to help you in the following:

1 For each person in the pictures opposite decide which factors you think have affected their choice of physical activity. Share your ideas with the class.

2 What physical activities do the people in your group do?

3 Which factors do you think have affected your choices?

4 Do any factors prevent you or others in your group from taking up an activity you’d like to do?

Share your ideas with the class.

▸▸ Theme: Eating and Fitness

Critical thinking key steps1 Ask questions about

the information, such as:

● What evidence is there for that opinion?

● Is there evidence for the other side of the argument?

● What assumptions are being made?

2 Evaluate the information.

Activity 2 Carry out a class survey to find the answers to the following questions.

1 What types of physical activity do your classmates do, and how many people do each type?

2 Which factors most affect the choices your friends make?

3 Ask each person to choose three factors that they think affect their choices and to put them in order of importance.

4 Show your results using charts or graphs.

ReflectionIs there a new activity I haven’t yet tried but would like to have a go at?

My Eating and Fitness Choices

MANAGING THE ENVIRONMENT

50

Did you know?Scientists call plants flora and animals fauna.

▸▸ Key Life Skills: Communication, Critical thinking, Creative thinking

Special Plants and Animals2There are many animals and plants in Caribbean countries that are found nowhere else in the world. Plants and animals that are found only in one country or area are called endemic species.

The Jamaican Giant Swallowtail Butterfly is found only in forests in the Blue and John Crow Mountains and the Cockpit Country. It is the western hemisphere’s largest butterfly. It is protected by Jamaica’s Wild Life Protection Act.

The Mountain Spring Sardine is a small fish found in the rivers of Trinidad and Tobago. Very few are still alive, so it is said to be endangered.

The Bahama Parrot is found only in the Bahamas islands of Abaco and Great Inagua. It is protected by the Bahamian Wild Bird Protection Act.

The Guyanese Tree Frog is a large tree frog recently discovered on Mount Ayanganna in Guyana.

51

Activity 1 As a class, discuss:

1 Have you seen any of the plants and animals in the pictures?

2 Where can you see these plants and animals?

3 What are some endemic species in your country?

4 How can you find out about them?

▸▸ Theme: Managing the Environment

Special Plants and Animals

ReflectionWhy do we want to conserve our endemic and endangered species?

All animals and plants have special areas where they live, called their habitats. Each habitat is suitable for that particular plant or animal. When people destroy their habitats, plants and animals cannot survive. This has already happened to some of our endemic species. They are endangered which means that there are only a few of them left and they might soon die out. Plants or animals which die out are extinct.

Activity 2 In groups, pick one plant or animal endemic to your country.

1 In which parts of the country is this plant or animal found?2 Do people use those areas for their own activities?3 How might those human activities affect this plant or animal?4 Is this plant or animal useful for us? Why or why not?5 What are three things you could do to care for this plant or animal?

Activity 3 Prepare a poster with a picture and a message that explains how to protect an endangered animal or plant and its habitat. Use your classmates’ posters to make an exhibition for others at school to see.

Macmillan Education4 Crinan Street, London, N1 9XWA division of Macmillan Publishers Limited

Companies and representatives throughout the world.

www.macmillan-caribbean.com

ISBN 978-0-230-48329-3 AERText © Mavis Fuller, Janice Ho Lung, Sharlene Johnson, Nordia McIntosh-Vassell and Gina Sanguinetti Phillips 2015Design and illustration © Macmillan Publishers Limited 2015

The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Design and Patents Act 1988.

First published 2015

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Designed by Macmillan EducationIllustrated by Pablo Gallego, Matt Ward and Gary WingCover design by Andrew Magee Design LtdCover photograph courtesy of Corbis/Bernd Vogel (front)Cover illustration by Mark DraiseyPicture Research by Susannah JayesLayout and typesetting by Jim Weaver

The publishers and author team would like to thank Fortuna Anthony, Jenelle Babb, Hermione Baptiste, Vindra Cassie, Gerard Drakes, Elaine King, Glenda Rolle, Rebecca Tortello, Esther Utoh and Pat Warner for their invaluable help and advice at every stage of this series.

The authors and publishers would like to thank the following for permission to reproduce their photographs:Alamy/Mike Hill p60, Alamy/Borges Samuel p18(tl); Wayne Fenton p7; John T. Fowler p50(tl); Getty Images/Kidstock p18(tr); Amy Lathrop/ROM p50(br); Craig Nash p50(tr); The Natural History Museum, London p50(bl); Photodisc/Getty Images/Don Farrall p40; Press Association Images/Franklin Reyes/AP p62.

These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them.

Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity.