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PRIMARY FIVEPRIMARY FIVESELF STUDY MATERIALSSELF STUDY MATERIALSMinistryofofEducationMinistryEducation and Sportsand SportsENGLISH LANGUAGELesson 1: Parts of a VehicleLearning OutcomesIn this tense, the action occurs a fewseconds/minutes before the presenttime. By the end of this lesson, you should beable to use:a) words related to parts of a vehicleto construct oral and writtensentences.b) the present perfect tense to makesentences.You will need:i) A penii) Sheets of paper/an exercisebook/a notebookWhat to doYou need to remind yourself of howverbs change their forms in differenttenses.ExamplesInfinitiveContinuous rotewrittenpickpickingpickedpickedIntroductionStep 1: Think about any action that hashappened in just a few seconds ago; forexample, open a book. When you finish,mention what you have done. I am sureyou will say, “I have opened a book.”The tense you have used is known as thepresent perfect tense.Step 2: The present perfect tense isused to talk about actions which havejust happened. That is actions whichhappened in the recent past but whoseeffects are still witnessed in the present. It is formed by the use of helpingverbs has and have a main verbin past participle form.Singular subjects: he, she, it usehasPlural subjects: I, we, you, theyuse haveCommon Words, sometimes Used withthis Tense alreadyjustyetevernever etc.Examplesi) The mechanic has repaired theirfather’s bicycle.ii) The visitor has driven away.iii) The children have already goneout swimming.iv) My uncle has just returned fromthe US.v) The passenger has tightened herseat belt.ActivityRewrite the following sentences in thepresent perfect tense.1. The cyclist is buying new spokes.2. Our teacher starts the engine of hismotorcycle.3. He rides his bicycle.4. The birds fly high in the sky.5. I lie on my bed.6. Rodah teaches science.Lesson 2: Parts of a VehicleLearning OutcomeBy the end of this lesson, you should beable to use the given materials to make atoy vehicleYou will need: scrapfibreswiresstickspieces of woodclayboxescrashed papers mixed with flouror gluemanilaplastics etc.IntroductionYou may not be able to get all thematerials above. Try to get any materialswithin your reach and come up with atoy vehicle of your choice.In this project work, you will need theassistance a parent/guardian or an olderperson at home.The toy vehicles you can make include: a bicyclea motorcyclea carPlease note: You are expected to makeone of the above, but not all.You may follow these steps:Step 1: Identify the vehicle you want tomake.Step 2: Make a sketch or draw thevehicle you have identified on a sheet ofpaper.Step 3: Collect the materials and toolsyou need for that vehicle. National Curriculum Development Centre, 20201
Step 4: Start making the measurementswhich suit the size of the vehicle youwant.Step 5: Start making the bicycle/motorcycle/car.Lesson 3: Parts of a VehicleLearning OutcomesBy the end of this lesson, you should beable to:i) read a dialogue about parts of avehicle.ii) act the dialogue.iii) answer the questions about thedialogue.You will need: a bicycle/ a motorcycle if there isone at homea book and a pen/a pencilloose.Step 1: Study the pictureTonny: Thank you for reminding me. Ineed to ask him to check them too. Letme go now.Step 2: Answer the following questionsabout the picture.Fatuma: Ok, I wish you the best.Tonny: Thank you.Now answer these questions.a) Who was rolling the bicycle?b) Where was he going?c) Which part of the bicycle neededreplacing?d) Mention the part of the bicycle whichwas maroon in colour.e) Why did Fatuma advise Tonny tohave his brakes checkedLESSON 4: Equipment Used in VehicleRepair1. Which types of cars can you see inthe picture?2. Describe what is happening in thepicture.Step 3: Use these words to makesentences in the future tense.Remember to use ‘will’ or ‘shall’ inyour sentence.i)Step 4: Below are more examplesof how to use ‘will’ and ‘shall’ insentences.i)IntroductionLearning Outcomesii)Test yourself to see if you know theseparts of a bicycle: handlebars, carrier,pedals, chain, spokes, tyre.By the end of this lesson, you should beable to:iii)You can now read the dialogue carefullythen take turns with any other person athome.Fatuma: Good afternoon, Tonny.Tonny: Good afternoon, Fatuma.Fatuma: Why are you rolling thebicycle?Tonny: My bicycle has got a mechanicalproblem. I am taking it to the mechanic.Fatuma: Oh sorry about it! Which partsneed to be repaired?Tonny: The tyre is flat, as you can see.Some of the spokes are broken and thechain needs to be replaced.Fatuma: I can see. What happened tothe carrier?Tonny: It has no problem. My elderbrother painted it maroon.Fatuma: Remember to ask the mechanicto check your brakes. They might be2 National Curriculum Development Centre, 2020i) learn about If (1).ii) construct sentences using (If 1).Learning Materials: an exercise booka pen/a pencilAssistance you needYou will have instructions to follow tohelp you learn. You can ask your parentor guardian, friend, brother or sister tohelp you where you don’t understand.Introductionii)Compare your answers with thesentences in step 4If (1) spannermechaniciv)Mrs Buyinza will buy a toolboxnext week.Mrs Buyinza will get moneynext week.Mr Obita will get a car jacknext week.Mr Obita will fix the tyre nextweekNote: All these sentences are in thefuture tense.Step 5: The use of ‘If’ to joinsentences.Read the sentencesi) If Mrs Buyinza gets money, shewill buy a toolbox.ii) Mrs Buyinza will buy a toolbox ifshe gets money.iii) If Mr Obita gets a car jack, he willfix the tyre.iv) Mr Obita will fix the tyre if he getsa car jack.In this lesson you will learn how to use If(1) in sentences. The lessons you learntin Primary Four on the use of the futureAll the sentences above are in If (1).tense will be very useful in this lesson.If (1) is used to show that an actionwill take place only after a certaincondition happens. A comma is used ina sentence that begins with ‘If’.Note: The part of the sentence with If iscalled the ‘if-clause’.
The main clause is part of thesentence where the future tenseis used.The present simple tense is usedafter ‘if’.Step 6: Think about the conditionsthat happened in the followingi) Before Mrs Buyinza bought thetoolbox.ii) After Mr Obita got a car jack.ExerciseComplete these sentences correctlyYou will need: IntroductionIn this lesson you will study picturesbefore reading the story. The lessonsyou learnt in Primary Four on the useof the present continuous and presentperfect future tenses will be very usefulin this lesson.i) What should one do before ridinga bicycle?ii) Why do you think a driver maystop before reaching where he orshe is going?iii) How do you call a road foundbetween a narrow strip of trees?i) If you play with thereflector, .If you play with the reflector,you will break it.If Mr Kebba asks the mechanic,he will repair his car.Step 3: Answer the following questions4. You will throw the luggage, 5. If you buy a toolbox, .Exercise6. Mrs Karuhanga will buy newspanners, .You are going describe what ishappening in pictures A – F. Rememberto use the present continuous or presentperfect tenses when describing thepictures.2. The car engine will reduce friction, 3. If you grease your bicycle chain, .7. The mechanic will get a lot of money, c.Step 2: Study the pictures A – F1. How many people can you see in thepicture?2. What part of the car has the womanopened in picture A?3. Which tool is the woman holding inpicture E?4. From which part of the car has thewoman got the tools?5. Which activity is the woman carryingout in picture F?6. How are old tyres used in the areawhere you stay?1. If Mrs Izio gets the screwdriver, .b.Step 1: Before you study the pictures,answer the following questions.Examplesii) If Mr Kebba asks the mechanic, .an exercise booka pen/a pencild.e.f.You may use the following wordscondition, boot, woman, tyre, bonnet,check, drive, spare, fix, car jack, puncture, stop, open, avenue, flatLESSON 5: Equipment used in VehicleRepairPicture CompositionLesson 6: Use of ArticlesLearning Outcome:Learning OutcomesBy the end of this lesson, you should beable to describe the given pictures usingthe present continuous and presentperfect tenses.a.By the end of this lesson you should beable to:i) speak fluently. National Curriculum Development Centre, 20203
ii) make your own sentences usingarticles.ii) An umbrella is usefulLESSON 6: Complete the PassageIntroductionArticles are words that talk aboutparticular things or people mostly insingular form. However, article “the” isused for both plurals and singulars.The common articles used are: a, an,the.Article “a” is used for singular nounsand adjectives that begin with consonantsound while “an” is used for singularnouns and adjectives that begin withvowel sound, e.g. an ewe, a European,an hour, an air, an heiress, an M.P., anhonourable.ActivityLearning OutcomesBy the end of this lesson, you should beable to:i) read the passage and answer thequestions which follow.ii) make correct sentences using thelearnt new words.You will need: a booka pen or pencilActivityWrite down any eight correct sentencesusing articles an, a and the; for example: Choose from the words in the tablebelow and fill the blank spaces toi) Apio is an Indian girl.complete the itinghospitalAfricamosquito netsWhen you get malaria, you go to aimmediately. Theof malaria include:high temperature, , loss ofand sunken eyes.The doctor may give youor quinine and the disease will betreated in three days’ time. If it persists,go back to the doctor and this time hemay give you Fancidar or any otherstronger .We should malaria bysleeping under , clearing thebush around us and removing stagnantwater. Let us join hands andmalaria out of .INTEGRATED SCIENCEWhat is COVID-19LESSON 1: MeasurementCOVID-19 stands for Corona Virus IntroductionDisease. It is an infectious diseasecaused by a virus which started in China, Measurement is the action of findingout the exact size, degree, strength,in December 2019.etc. of something. We can measuretime, weight, height, temperature,length, speed, and many more. ThereBefore we start our lesson, do not forget are many instruments that can bethat COVID-19 is a disease affecting used for measuring. In case you do nothave the right instrument, you can useevery country in the world:estimations.To protect yourself from COVID-19; Stay at home. Keep a distance of at least 1 metrefrom other people. Wash your hands very well with soapand water regularly. Do not touch the soft parts (eyes,nose, mouth) because the virus canpass through these to enter the body.Do not to spit anywhere.Cover your mouth with a tissue whencoughing. Use a tissue for your nose whensneezing. 4 National Curriculum Development Centre, 2020Activity 1InstructionsName ofobjectNumber ofsidesMeasurements3. Use your measurements to findthe surface area of each of theseobjects.4. Use the measurements to calculatethe density of the regular objectsfrom the general formular: Volume Area x Height5. Objects like a box have more than1. Identify the regular objects/four sides. They have a length,shapes in your environment. Thesewidth and height. Measure theobjects/ shapes may be insidesides of at least one of the objectsthe house or even outside in yourand calculate its volume.compound. They may include thingslike a book, bed, table, chair, box,rooms, compound, flower gardens, Density of objectscrop gardens and many more.The volume and mass of an object2. With the help of a ruler, armare related by density. Density is thelength, foot, leg stride, hand spanmass per volume of an object.or any other measuring instrument,It is calculated using the formularmeasure the sides of this objectand record your measurements ina table as shown below.Given that the mass of the three
objects you measured were 1 kg,5kg and 0.5kg, calculate theirdensities.Comparing densities in liquidsWhen two objects of dirrent densitiesare put together, the one with lessdensity moves on top. This is calledfloating. The object with higherdensity moves below. This is calledsinking.Activity 2Get a bucket or basin and pourwater in it. Pick three small stones ofdifferent sizes, some sand, 3 leavesand a piece of paper. Put these itemsin the water carefully.1. Which materials remained ontop of water (float)?2. Name the materials that movedto the bottom of the bucket/basin.3. Suggest a reason why theobjects in (i) above float onwater.4. Think of a reason why thoseobjects listed in (ii) above sink inwater.5. From your activity, identifyobjects that are;i) Less dense that waterii) Denser that waterLESSON 2: ImmunisationRead the following story and answerthe question that followBody immunityWhen we are sick or not feeling well,we go to the hospital or clinic fortreatment. Some people fall sick manymore times in a year than others.Every person’s body has soldiers toprotect it from getting diseases. Theability of the body to protect itselfagainst diseases is called immunity.Body immunity can be natural orartificial.People who do not fall sick easily,have strong immunity. People whofall sick many times have bodieswith weak immunity. There are twotypes of immunity. These are naturalimmunity and artificial immunity.A person can improve on their naturalimmunity by eating healthy foods suchas fruits, vegetables, proteins andcarbohydrates. Drinking enough wateris also good for your health.Questions about the story1. What is body immunity?2. Which are the two types ofbody immunity?3. Give two examples of eachcategory of food listed belowwhich are eaten at home toimprove body immunity.i)Fruitsii)Vegetablesiii) Proteins andiv) CarbohydratesThe digestive systemDigestion is the process bywhich food is broken down intosoluble particles that can beabsorbed into the blood stream.What cannot be absorbed ispassed out as human waste.There are two types ofdigestion:i) Mechanical digestionii) Chemical digestionMechanical digestion is thebreakdown of food by the teethin the mouth.Chemical digestion is thebreakdown of food by enzymes.Enzymes are chemicalsubstances that speed up therate of digestion.Parts of the digestive systemChildhood immunisable diseasesImmunisation is an artificial wayof increasing body immunity. Whenchildren are taken for immunization,they are given a vaccine to protectthem from diseases. Examples ofimmunisable diseases include polio,tuberculosis,tetanus,whoopingcough, measles and diphtheria. Beforeimmunization was discovered, thesediseases killed many children and leftothers permanently disabled.The diagram below shows theparts of the human digestivesystem. Trace the path whichfood takes from the mouth tothe anus.Activity 2Write a short story about theimportance of immunization andencouraging parents to always taketheir children for immunization.LESSON 3: The Digestive SystemIntroductionEvery time you eat food, you gethungry after some time. Whathappens to the food? Where does itgo? In this topic, we are going to learnabout how this food we eat is brokendown until it is used by the body.Activity 3List down in your notebook the orderof parts where food passes startingwith the mouth. National Curriculum Development Centre, 20205
SOCIAL STUDIESLesson 1: Location of UgandaBy the end of this lesson you should beable to:1. locate the district where you live.2. identify the districts in thedifferent directions thatneighbour the one district whereyou live.Lemukol is a resident of Moroto in northeastern Uganda.-Study the map of Uganda above and dothe following:Materials you need:- a notebook- a pen- an atlas- a textbook: Pupil’s Book 5 (if youhave one at home)IntroductionIn Primary Four you learnt about yourdistrict. In this lesson you are going tolearn about other districts of Uganda.Step 1Find out in which district and region ofUganda your school is located.Uganda has four regions namely: NorthernEasternWesternCentralIt is important to note that Uganda hasmany districts, totalling 135 in number(by 2019).Each region has a specific number ofdistricts.Step II A map of Uganda showing thedifferent districts1. Find out the district where yourhome is located.2. Find the region where your homedistrict is found.3. Identify the districts neighbouringyour home district in the north,west, east and north-east.Activity 1: Locating Uganda on themap of East AfricaBy the end of this activity you should beable to:i)ii)IntroductionIn this lesson you are going to look atthe location of Uganda on the map ofEast Africa.ii) National Curriculum Development Centre, 2020give the meaning of the followingterms: latitudes and longitudes.Locate Uganda on the map of EastAfrica.Materials you need:i)a notebookii)an atlas, if you have oneiii)a peniv)coloured pencils, if possiblei)6Locate Moroto on the map givenabove and the region where it isfound.Draw a circle on a sheet of paper.In the circle you have drawn addlines that cross one another.Try describing those lines usinga compass direction which youlearntabout in Primary Four. Forexample, the lines run from eastto west.Draw another circle in yourexercise book. This time drawlines moving from the top to thebottom. Try describing those linesyou have drawn using a compassdirection.iii)Now we can name those lines asa) lines of latitudeb) lines of longitudeSummaryLines of latitude run from east or westwhile lines of longitude run from north orsouth of the Equator.Activity 2: Uganda’s neighboursAt the end of this activity you will beable to:i) locate countries that shareboundaries with Uganda.ii) identify compass directions ofUganda’s neighbours.Materials you need:- pencils- a notebook- a penIntroductionIn this lesson you will be learning aboutthe countries that are neighbours ofUganda and the compass directions inwhich they are found.i) Uganda shares boundaries withthe following countries:a)South Sudanb)Democratic Republic of theCongoc)Tanzaniad)Rwandaii) You will find out that thesecountries are found in differentdirections from Uganda.Materials you will need:- Water- Sheets of paper- A cutting blade- HardboardActivity 31. Identify the countries neighbouringUganda in the following directions:a) North –b) East –c) South –d) West –2. With the help of an adult, prepare
some clay/mud and model the map of Uganda using clay/mud and show its neighbours using seeds.Lesson 2: Elements of a MapA key interprets the symbols used on a map.To prevent congestion on a map, symbols are used which needinterpretation. For example:By the end of this activity, you should be able to:i) write down elements of a map.ii) identify some of the functions of each element.Materials you need:- pencils- a ruler- a notebook IntroductionIn Primary Three and Four you learnt about the meaning of amap. Today you are going to describe the elements of a map.Step Ii) There are five elements of a good map. Can you listthem?ii) Give the functions of each element.A title is used to show what the map is about.A compass direction is used to show the direction ofplaces on a map.A frame is used to show the limits of a map.Activityi) Give the meaning of the term map.ii) Write down the importance of the following elements ona map.a) Frameb) Keyc) TitleUse the map below to answer the questions that follow.Step IIA scale is used to find the distance between places on a map.You need the following materials to measure the distancesbetween places on a map.-a pencila rulera compassthreadThe distance from A to B is 4 cm. What is the distance if thescale is 1cm representing 20 km?a)What is the distance between towns A and B.Lesson 3: Different Types of Physical Features in UgandaBy the end of this activity, you should be able to:i)Types of scalei)Statement scale – written in a sentence.ii)Linear scale –iii)Fractional representative scale – 1/4ii)iii)iv)v)write down the importance of mountains andhighlands.write down the activities that are carried out on aplateau.write down the names of the different types of physicalfeatures found in Uganda.locate the rift valley on the map of Uganda.draw the map of Uganda showing major physicalfeatures. National Curriculum Development Centre, 20207
Materials you need:i)notebooksii)pencilsiii)a penMaterials you will need:i)a pencilii)a notebookiii)a rubberiv)an atlas (if you have one)v)coloured pencils (if possible)What to doi)Read the instructions carefullybefore completing each activity.What to do:Ask an adult to help you wherei) Read the instructions carefully ii)you find difficulties when doingbefore completing each activity.the activity.ii) Ask an adult to help where you findiii)Mind your spelling, handwriting,difficulties when doing the activity.drawing skills and observation.IntroductionIntroductionIn Primary Four, you learnt about physicalIn Primary Four you learnt about thefeatures. In this activity, you are goingdangers of different physical features.to learn about the importance of differentIn this lesson you are going to identifytypes of physical features.problems associated with different typesStep Iof physical features.i)List down examples of variousphysical features of Uganda:Step IMountains and highland, Lakesand rivers, Plateau Rift valleyii)Give the importance of each of thephysical features mentioned above.iii)Using an atlas and guidance froman adult, locate and draw the WesternRift Valley.ii)Examples of waterborne diseases:-Activity1.Outline the different activitiesdone in the following physicalfeatures in Uganda.a) Mountainsc)Plateaub) Lakes and riversRift isStep IId)Draw the map of Ugandaand show the major physicalfeatures.Lesson 4: Identifying ProblemsAssociated with Different Types ofPhysical FeaturesBy the end of the lesson, you should beable to:i)identify the problems that somephysical features cause.ii)Write down the problemscaused by the presence ofphysical features in the area.Identify the types ofwaterborne diseases.i)identify waterborne diseases.iii)mention problems brought aboutby lakes and rivers.Problems brought about by lakes andrivers:i)ii)iii)iv)FloodsDisease vectors likemosquitoesAttacks from dangerous wateranimalsDifficulty in road constructionActivity1.Write down any four problemscaused by different physical features.2.Give any two examples ofwaterborne diseases.3.Mention any one problem causedby the presence of rivers and lakes in thearea.4.Using any of the physical featuresin your area:- write the problems that physicalfeature cause to the people of the area.8 National Curriculum Development Centre, 2020- record four findings in thenotebook under the guidance of an adult.5.Give the possible solutions to theproblems caused by physical features.Lesson 5: Different Activities CarriedOut on the Physical Features in YourAreaBy the end of the lesson, you should beable to:identify activities done byfemales on different physicalfeatures.give the activities done bymales on different physicalfeatures.i)ii)Materials you need:i)a notebookii)pensiii)a penciliv)a rulerWhat to do:i)Read the instructions carefullybefore completing eachactivity.ii)Ask an adult to help you whereyou find hardships while doingthis work.iii)Mind your handwriting,spelling, drawing skills andobservation.IntroductionIn Primary Four you learnt about waysof caring for physical features. In thislesson you are going to learn how to carefor physical features in your area.Step IActivities done by females aroundphysical features like mountains, lakesand rivers.-Crop cultivationFish smokingTradeMaking craftsActivities done by men around physicalfeatures.-PotteryFishingCraft makingQuarryingTourismMiningStep IICaring for physical features.-Avoiding pouring dirty things
-into lakes and rivers.Using physical featurescarefully.Covering pits with soil aftersand mining.Plant crops that keep waterwithin the features.Step INote that the climate of Uganda changesfrom one place to another.Things that cause these changes includephysical features like:-ActivityYou are going to carry out a projecton how people care for the physicalfeatures in your area.-Activities that males andfemales do to conserve theenvironment.The role of the government inthe conservation of physicalfeatures.Lesson 6: Describing How PhysicalFeatures Influence the ClimateConditionsBy the end of the lesson you should beable to:i)ii)iii)locate the physical features ofUganda.explain how different physicalfeatures influence climaticconditions.show the different physicalfeatures with their climaticconditions.Materials you will need:- notebooks- pens- pencils- textbooks (where possible)- An atlas (if you have one athome)What to do:i)Read the instructions carefullybefore attempting eachactivity.ii)Ask an adult to help where youfind difficulties when doing thisactivity.iii)Mind your handwriting,spelling, drawing skills andobservation.IntroductionIn the previous lesson you learnt themeaning of climate and its aspects. Inthis lesson you are going to look at howphysical features influence the climaticconditions.highlandswater bodiesplainsStep II-With the guidance of an adult person,find out and record the following:-handwriting and drawing skills.-Highlands lead to theformation of relief rainfallWater bodies lead to theformation of convectionalrainfallPlains lead to the formation offrontal rainfallAnother name for relief rain isorographic rain while frontal rain iscyclonic rain. Show areas that receivethe above-mentioned types of rainfall.Activity1.Write down any one exampleof a physical feature whichinfluences the climate of anarea.2.Draw a diagram showing theformation of convectionalrainfall.3.Using an atlas or guidancefrom an adult, draw a mapof Uganda showing differentphysical features and theirclimatic condition.Lesson 7: Explain How ClimateInfluences Human ActivityBy the end of the lesson you should beable to:i)ii)iii)locate the wet and dry areas ofUganda.name the different cropsgrown in dry and wet climaticconditions.draw a map of Uganda showingmajor agricultural and cattlekeeping areas.Materials you will need:- notebooks- a pencil- pens- a rulerWhat to do:i)Read the instructions carefullybefore completing eachactivity.ii)Mind your spelling,IntroductionIn the previous lesson you learnt howphysical features influence the climaticconditions. In this lesson, you are goingto look at how climate influences humanactivities.Step INote that the wet areas of Ugandaare those that receive heavy rainfallthroughout the year, for example:-shores of lakes-river banks-swampy areas-slopes of mountains-areas near forestsWhat human activities are carried out inthe above areas?Dry areas of Uganda are those thatexperience high temperatures all yearround like-the Karamoja sub-regionthe Ankole-Masaka cattlecorridorGomba in Mpigi and GombadistrictSingo in Kiboga and KyakwanziWhich human activities are carried outin the areas above?Step IIWrite down the crops grown in the dryareas. Examples of what is grown in thewet areas have been given to you.Wet areas Dry areas-bananassugarcanecoffeeoil utline any two majoractivities carried out in:a) Wet areasb) Dry areasii)Draw a map of Uganda showingagricultural and cattle keepingareas. National Curriculum Development Centre, 20209
Lesson 8: Identifying ProblemsAssociated with Wet and Warm Areasto Living Things and Possible Solutionsof crop pests and animalparasites.Give any two possible solutionsto the problems faced bypeople living in warm and wetareas.With the help of a textbook,draw examples of vectors.ii)By the end of this lesson you should beable to:identify the different posts,viruses and vectors that causediseases to plants and animals.state the methods which areused to destroy animals andplant pests.i)ii)Materials you will need:pencilsa notebooka rulera peni)ii)iii)iv)iii)Lesson 9: Identify Factors thatInfluence VegetationBy the end of the lesson, you should beable to:list down the factorsthat influence vegetationdistribution.explain how each factorinfluences vegetationdistribution.draw a map of Uganda showingareas with different rainfallpatterns and vegetation.i)ii)iii)What to do:Read the instructions carefullybefore completing the activity.Mind your handwriting,spelling and drawing skills.i)ii)IntroductionIn the previous lesson you learnt howclimate influences human activities.In this lesson you are going to identifythe problems associated with wet andwarm areas and the possible solutions.Step IProblems associated with wet areas toliving things:-Disease vectorsFloodsA poor transport networkCrop pestsProblems associated with warm areas toliving things:-Disease vectorsDroughtLack of pasture and waterWild bushfiresPoor veterinary servicesStep IIMethods used to destroy animal andplant pests:i)ii)iii)iv)SprayingDippingCrop rotationUsing trapsActivityi)Write down any two examples10 National Curriculum Development Centre, 2020Materials you will need:- pens- pencils- a notebook- an atlas (if you have one athome)- a rulerWhat to do:Read the instructions carefully beforecompleting each activity.IntroductionIn the previous lesson you learnt aboutvegetation and different examples ofvegetation.Uganda’s vegetation is not the sameeverywhere. In today’s lesson you aregoing to look at the factors that causethe differences.Step IFactors that influence vegetationdistribution.-RainfallSoil fertilityAltitudeDistance from large waterbodiesReliefs (land forms)Human activitiesNote: The influence can be negative andpositive, such as rainfall.i)ii)Areas that receive reliablerainfall have thick vegetation.Areas that receive little rainfallhave scanty vegetation.Activityi)How do the followingfactors influence vegetationdistribution?- Soil fertility- Human activities- Altitude- Landformii)With the help of an adult, drawthe map of Uganda showingareas with different rainfallpatterns
motorcycle/car. Lesson 3: Parts of a Vehicle Learning Outcomes By the end of this lesson, you should be able to: i) read a dialogue about parts of a vehicle. ii) act the dialogue. iii) answer the questions about the dialogue. You will need: a bicycle/ a motorcycle if ther
