Creative Teaching & Learning

A River Child: The life of a young Muslim child in Africa

The River Child cross curriculum project consists of a set of activities that are related to learning outcomes in Geography, Science, Design and Technology, English, Drama, ICT and RE for children aged 9-12.

The River Child cross-curriculum project consists of a set of activities that are related to learning outcomes in Geography, Science, Design and Technology, English, Drama and ICT for children aged 9-12. It also provides the opportunity for teachers to introduce Religious Education through the study of Islam as practised by Mohamed, the boy whose story is the focus for the project.

Create an account to read this article

£5.83+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#41792"
  ["title"]=>
  string(53) "Activity 8 Resource Pack: Gashaka-Gumti National Park"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(56) "https://www.teachingtimes.com/africa-project-activity-8/"
  ["post_date_timestamp"]=>
  int(1416583171)
  ["objectID"]=>
  string(12) "post-41792-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(301) "Exploring Africa: Activity 8. Students carry out a role-play to gain a better understanding of conservation and the threats facing the animals, land and people involved. The activity culminates in the students creating a news item for the children’s show, Newsround. (Activity by Sue Lyle)."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(379) "... to be uploaded to the Newsround website. NB: This activity is written by Sue Lyle. It has been adapted from the Cross Curriculum Project, ‘A River Child: The Life of a Young Muslim Child in Africa’, available in full with subscription to Imaginative Minds’ Project-Based Learning Resources.What is ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(53) "Activity 8 Resource Pack: Gashaka-Gumti National Park"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(301) "Exploring Africa: Activity 8. Students carry out a role-play to gain a better understanding of conservation and the threats facing the animals, land and people involved. The activity culminates in the students creating a news item for the children’s show, Newsround. (Activity by Sue Lyle)."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "africa"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5676) "Activity 8 instructionsExploring AfricaActivity 8: Gashaka-Gumti National Park Key words: geography, Africa, national parks, game reserves, conservation, role play, drama, interviews, hot seating, citizenship, stewardship, United Kingdom, Gashaka-Gumti, Nigeria, media, film, scriptwriting, maps  Key stages 2-4Description Students carry out a role-play to gain a better understanding of conservation and the threats and difficulties facing the animals, land and people involved.The activity includes a brief card-sort starter activity and culminates in the students using the knowledge gained from their role play to create a news item for the children’s news show, Newsround. Curriculum FocusGeography, drama, literacy (speaking and listening, writing), thinking skills, citizenship, media Materials Included in this resource pack:Activity sheet 8a – What is a national park? (starter)Activity sheet 8b – Card sort cut outs (starter)Activity sheet 8c – Newsround reportActivity sheet 8d – Role-play cardsActivity sheet 8e – Interview sheetActivity sheet 8f – Gashaka-Gumti National Park maps Groupings Groups of seven or eight (there are eight roles, but the role of the journalist does not have to be a separate role) ProcedureStarter activity – Introducing national parks (optional)This is a card-sort activity to help students gain a greater understanding of national parks and their purpose. Cut out the cards before the lesson (these can be found in Activity sheet 8b) – make sure there are enough for pupils to work in groups of four.Hand out the cards to the groups. Students follow the instructions in Activity sheet 8a to match the question cards with their answers. The activity focuses on national parks in the UK, but makes mention of the Gashaka-Gumti Reserve in Nigeria, Africa. Discuss the answers to the questions as a class.Main activity – Newsround reportRead out or choose a student to read out the Newsround news report in Activity sheet 8c about Gashaka-Gumti Game Reserve in East Nigeria. The report highlights some of the threats to the success of the reserve.In this activity, students take on the role of a journalist sent by Newsround to Nigeria to find out what can be done to save this precious game reserve. Their job is to interview a number of key people involved in protecting the park and to create a report on their findings to be shown on Newsround.The children will be playing the roles of these interviewees. Distribute the role cards (cut these out beforehand from Activity sheet 8d) and ask all of the children in the class who are playing the same role to come together to discuss their roles (if you have a class of 28, there will be four people playing each of the roles, excluding the journalist). Ask them to read their role cards and together discuss how to fill in the section of Activity sheet 8e for the character they are playing.Once they have completed this section, ask them to form new groups so that each group has one of each of the roles in the group. Extra children can take on the role of the journalist – for example, if you have 30 children in the class, have two groups of seven and two groups of eight (the extra person is the journalist). In the other groups of seven, the children can share the role of journalist.Tell the children to follow the order of interviews on the sheets and ensure everyone is interviewed. All of the children should fill in the rest of their activity sheet using information from the remaining interviews with the other roles.Students will now use their findings to create a Newsround report. This should be filmed and put together using video editing software. The children can use photos, videos, audio, maps (Activity sheet 8f provides a few) and narration to tell their story. Alternatively, simply have them script the piece or write a news story to be uploaded to the Newsround website. NB: This activity is written by Sue Lyle. It has been adapted from the Cross Curriculum Project, ‘A River Child: The Life of a Young Muslim Child in Africa’, available in full with subscription to Imaginative Minds’ Project-Based Learning Resources.What is a National Park?There are hundreds of national parks all over the world, including here in the UK. But what are national parks, and why do we have them?Your taskWork in groups of four. You will be given a set of cards about national parks in the United Kingdom.1. One person in the group should shuffle the cards and deal them out.2. Half the cards are question cards and half the cards are the answers to the questions. Each person in the group should sort out their cards into two piles in front of them:3. Each person should take turns reading out their question cards to the group one at a time. Everyone look at their answer cards to see if they have the answer to the question.Whoever has the answer (it may be the person who read out the question card) gives it to the person with the question card.The question and answer cards should be laid out on the desk beside each other for everyone to see.Continue asking the questions and matching them to the answers until all of the questions have been matched to an answer.Why do we have national parks?To conserve and enhance the natural beauty, wildlife and cultural heritage of an areaWhat are the names of the national parks in England?Peak District, Lake District, Dartmoor, North York Moors, Yorkshire Dales, Exmoor, Northumberland, the Broads, New Forest, South DownsWhat is a national park?National parks are"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(5) "river"
        [1]=>
        string(5) "child"
        [2]=>
        string(4) "life"
        [3]=>
        string(5) "young"
        [4]=>
        string(6) "muslim"
        [5]=>
        string(5) "child"
        [6]=>
        string(6) "africa"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Activity 8 Resource Pack: Gashaka-Gumti National Park

21 Nov 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#39143"
  ["title"]=>
  string(44) "Best practice – the use of online learning"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(65) "https://www.teachingtimes.com/bestpracticetheuseofonlinelearning/"
  ["post_date_timestamp"]=>
  int(1314876190)
  ["objectID"]=>
  string(12) "post-39143-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(304) "... secondary schools, and much discussion has been centred on best practice at secondary school level. However, children as young as three years-old are the digital natives of tomorrow, so it is vital that we embed best practice for the use of ICT to support learning from a young age."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(360) "... promoting literacyacross the curriculum.The cross-curricular learning activities in this pack engagechildren with a true story guaranteed to fire their imaginations.This journey into the life of A River Child is perfect forcreating a class of Global Citizens. It utilises a ‘common needs’approach – by asking children to compare ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(44) "Best practice – the use of online learning"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(379) "Online learning technologies are now a prominent feature in the majority of UK secondary schools, and much discussion has been centred on best practice at secondary school level. However, children as young as three years-old are the digital natives of tomorrow, so it is vital that we embed best practice for the use of ICT to support learning from a young age."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(5) "young"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3652) "caninteract with their child and thereforetheir child’s learning has beenextremely positive.”Grays Infant & Nursery Schooland Southdown Junior School arepart of  the authority-wide schemeof  schools moving to UniServity’sLife Learning Cloud later this year.Christine forecasts the future:“The online learning solutionis a vital tool for any classroomand strongly supports assessmentand parental engagement. We arelooking forward to moving to theLife Learning Cloud to developnew online skills with our children,increase our learning resourcesand maintain the high standard ofachievement.” Order Hotline: 0121 224 7599 or Fax 0121 224 7598 www.thinkingonlinecatalogue.co.ukA River ChildBy Dr. Sue LyleTeaching about adistance placeA River Child offers an exciting way forward for schools byusing a Geography-led, thematic approach to promoting literacyacross the curriculum.The cross-curricular learning activities in this pack engagechildren with a true story guaranteed to fire their imaginations.This journey into the life of A River Child is perfect forcreating a class of Global Citizens. It utilises a ‘common needs’approach – by asking children to compare and contrast theirown lives with the lives of the children in the village of Gashaka.A River Child is full of exciting and original learning activitiesfor children, including: filming their own ‘NEWSROUND’report, writing their own storybook, designing their own game,map work, studying rivers and water cycles, studying Africananimals, and designing their own brochure.Tried and tested!Research shows that the pack demonstrates its power to motivateand inspire pupils as well as having a very positive impact onliteracy, geographical understanding and student motivation.Children find out about the life of Mohamed and his family.They discover how his family’s lives depend on the natural world.Pupils discover the threats made to Gashaka in 1993and how people from all over Nigeria worked togetherto prevent disaster. From this children can learn ecologicallessons about threats to the natural systems of Africa, whichcan be applied globally to other at-risk areas.Pupils find out about ‘Gashaka-Gumti National Park’as an example of turning a potential environmental disasterinto a success story.•••“At a time when stories of environmental degradationand destruction are the stuff of everyday news forchildren, it is important they hear ‘good news’ stories andrealise that things can get better if we all work together.”Dr. Sue LyleCross-Curricular links: Geography, Science, Designand Technology, English, Drama, ICT and Religion.What’s included in the packThe pack includes:Teacher’s Handbook with detailedguidance notes.Set of photocopiable masters to supportthe activities.Six copies of a full colour culturegramdepicting life in Gashaka Village.Five copies of the storybook Mohamed of Gashaka.CD with Powerpoint  presentations, templates  and resources.Four copies of brochures  from National Parks.••••••PhotocopymastersOFC A River Child-Activity sheet1   1MohamedofGashakaMohamed of Gashaka A5 book 4.ind1  11/3/11   16:06:29ARiverChildBy Dr SueLyleTeachers’ HandbookA thematic approachtopromoting literacyacross the curriculum forchildren age 9-12OFC A RiverChild-Handbook .indd1   14/2/11   12:10:46Price:£60.00http://www.teachingtimes.comButton 10: Page 1: OffPage 2: Page 3: Page 4: Page 5: Button 11: Page 1: OffPage 2: Page 3: Page 4: Page 5: Button 13: Page 1: OffPage 2: Page 3: Page 4: Page 5:"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(5) "river"
        [1]=>
        string(5) "child"
        [2]=>
        string(4) "life"
        [3]=>
        string(5) "child"
        [4]=>
        string(6) "africa"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Best practice – the use of online learning

1 Sep 2011

array(8) {
  ["distinct_key"]=>
  string(10) "post#39773"
  ["title"]=>
  string(23) "Part 1: Life in Gashaka"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/partonelifeingashaka/"
  ["post_date_timestamp"]=>
  int(1338558295)
  ["objectID"]=>
  string(12) "post-39773-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(220) "Part one of the project provides a background to the village of Gashaka and its people. It includes activities aimed at enhancing the understanding of the culture of Gashaka's inhabitants and its geographical location.  "
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(307) "... foods, try and fill in the other columns on the sheet.These cards tell you about the foodpeople grow and eat in GashakaActivity Sheet 2A  Life in Gashaka (1)A River Child�TASK 3You will need another DIET sheet. This time, in your group, take it in turns tobrainstorm all ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(32) "Part 1: Life in Gashaka"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(4) "life"
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(220) "Part one of the project provides a background to the village of Gashaka and its people. It includes activities aimed at enhancing the understanding of the culture of Gashaka's inhabitants and its geographical location.  "
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5725) "activity is card-sorting.  Card-sorting activities are tightly structured and require children to readaloud, talk and sometimes record their findings.  They therefore incorporate thefour language skills of listening, speaking, reading and writing.  I recommendthe children are put in mixed ability groups so they get the maximum supportand stimulation.  More able readers can support the less able.Card Sorting ActivitiesCard-sorting activities are designed to help children sort or classify informationto some given criteria.  Such activities can improve children’s social andcommunication skills as well as provide focused tasks for literacy development.The activities are designed to promote independentlearning.  All the information the children need tocomplete the tasks is contained in the instructionsheets.  The content information is written on smallcards which are shared out between the children.The instructions make it very clear what the childrenare expected to do.  The procedure resembles acard game: children are asked to shuffle the cards,deal them out, and take it in turns to read them.The purpose of reading the cards is to sort theminto two piles according to given criteria.  Some ofthe information on the cards is problematic in someway, i.e. it is not immediately obvious on which pilea card should be placed.  The activity requires thechildren to discuss the cards and, through discussion,solve the ‘problem’.Information on the cards will be read and re-read for a number of differentpurposes.  A problematic card may be read a number of times to help thechildren solve the problem of where to place the card.  Subsequently the samecards may be read for a different purpose; for example, to sort according tonew criteria, to extract information of a particular kind, or to form an opinionabout an issue raised. The fact that the cards are shuffled and dealt outand children take it in turns to read them ensures that the discussion that isgenerated involves all the children in the group.  It is important that the childrencan give reasons why they have placed the cards on one pile or another.  Werecommend that as the children are working the teacher or learning assistantmoves around the groups and asks them to justify some of their choices.   A River Child 2�ProcedureChildren follow the instructions on the sheet.Teacher notesIt is important that children do learn how to follow instructions rather thanalways rely on the teacher to explain tasks to them.  These kinds of activitiescan promote independent and autonomous learners and help children learnhow to learn. But they do need training and practice!Extension work ISLAMThe card-sorting activity provides more information about the religion of thepeople.  Mohamed is a Muslim.  Children are often unaware that many of thepeople in Africa are Muslims. Unfortunately we know that children’s perceptionsof Islam can be very negative. Cultural racism in the form of Islamaphobia hasincreased since 9/11 and it is important that teachers are able to challengethese negative stereotypes.  By learning about the lives of Muslim families inAfrica the children can form different views to those presented by the mediaabout Islamic ideas and practices.If there are Muslim children in the class,they can provide an important source ofinformation about Islam if they feel confidentthat their beliefs are being respected andtaken seriously.  Bear in mind that someMuslim children may not want to talk abouttheir own backgrounds; so don’t press themfor information or personal viewpoints if theyare evidently shy to give them.  However, byfocusing on a child in Gashaka they can talk about their shared religion in away which doesn’t focus on them personally.  If they feel happy to talk abouthow their celebrations of Eid are similar to or different from Mohamed’s thatwill add to the richness of the experience for all the children.Drama workThe next set of activities provides an opportunity for children to consolidate theirunderstanding of life in Gashaka through drama.  Drama plays an importantrole in building the children’s speaking and listening skills and helps to getlearning ‘in the muscle’, ensuring kinaesthetic learning styles are supported.Children work collaboratively in groups, where they are encouraged to takeresponsibility for their own learning and that of others.A River Child �Gashaka Gumti ParkThese cards tell you about all theother things people in Gashaka doin the year.PILE	1 PILE	2INTRODUCTIONThere are about 60 families living in Gashaka.  In this activity you will learnmore about the people and how they live.TASK 1Work in groups of four.You will be given a set of cards.One person shuffle the cards and deal them (everyone will get a turn).Take it in turns to read the cards to each other and sort them into two pileslike this:TASK 2Take the cards from Pile 1, shuffle them and deal them out between you.Ask for Activity Sheet 2C: DIET.Take it in turns to read the cards and make a list of all the food that is eatenin Gashaka on the activity sheet. Take it in turns to write the list.After you have listed the foods, try and fill in the other columns on the sheet.These cards tell you about the foodpeople grow and eat in GashakaActivity Sheet 2A  Life in Gashaka (1)A River Child�TASK 3You will need another DIET sheet. This time, in your group, take it in turns tobrainstorm all the food you have eaten in the last 24 hours and write it on theDIET sheet. Now fill in the other columns.TASK 4Work individually or in pairs and write a paragraph which begins:When"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(5) "river"
        [1]=>
        string(5) "child"
        [2]=>
        string(4) "life"
        [3]=>
        string(6) "muslim"
        [4]=>
        string(5) "child"
        [5]=>
        string(6) "africa"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Part 1: Life in Gashaka

1 Jun 2012

array(8) {
  ["distinct_key"]=>
  string(10) "post#41785"
  ["title"]=>
  string(47) "Activity 2 Resource Pack: Africa as a continent"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(56) "https://www.teachingtimes.com/africa-project-activity-2/"
  ["post_date_timestamp"]=>
  int(1408116142)
  ["objectID"]=>
  string(12) "post-41785-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(203) "Exploring Africa: Activity 2. Students investigate Africa’s position on the globe and produce a large-scale map of the continent showing its countries and major geographical features."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(380) "... bird species.· Africa’s population is very young – half of Africans are 19 years old or younger.· The earliest forms of human life originated in Africa.· Deforestation has had a huge impact, affecting Africa at twice the world rate.· Africa has over 3000 protected areas.· All of Africa was colonised ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(56) "Activity 2 Resource Pack: Africa as a continent"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "africa"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(203) "Exploring Africa: Activity 2. Students investigate Africa’s position on the globe and produce a large-scale map of the continent showing its countries and major geographical features."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "africa"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5152) "12 million square miles, making it the second largest continent in the world. It encompasses numerous climate zones, being the only continent to stretch from the northern temperate zone to the southern temperate zone.· Africa is the hottest continent on earth.· Africa is the third driest continent after Antarctica and Australia.· Africa’s climate ranges from tropical to subarctic.· The African continent is so large, it is often grouped into regions – Central Africa, North Africa, South Africa, East Africa and West Africa.· The Northern half of Africa is primarily arid.· Central and southern areas contain both savannah plains and rainforest regions.· Between the northern and southern regions, Sahel and steppe vegetation are dominant.· 60% of Africa’s land surface consists of drylands and deserts.· Africa is the second most populous continent.· Africa covers about 20% (one fifth) of the Earth’s surface area.· It has 54 countries plus Western Sahara, a member state of the African Union.· Africa has just over 15% of the world’s population with an estimated 1.111 billion people.· Africa contains the River Nile, the world’s longest river.· Africa contains the Sahara Desert, the world’s largest desert.· Africa is surrounded by the Mediterranean Sea to the north, the Suez Canal and the Red Sea along the Sinai Peninsula to the northeast, the Indian Ocean to the east and southeast and the Atlantic Ocean to the west.· More than 1,000 languages are spoken in Africa.· Lake Malawi has over 500 types of fish, more than any other lake in the world.· Africa is one of the most diverse places on the planet with a wide variety of terrain, wildlife and climates.· Africa’s major biomes are desert, savannah and rainforest.· Africa’s major rivers are the River Nile, River Niger, River Congo and the River Zambesi.· Africa’s major lakes are Lake Victoria, Lake Tanganyika, Lake Assal and Lake Nyasa.· Lake Victoria is the largest lake in Africa and the second-largest freshwater lake in the world.· Africa’s major geographical features are the Sahara Desert, Kalahari desert, Ethiopian Highlands, Serengeti Grasslands, Atlas Mountains, Mount Kilimanjaro, Madagascar Island, Great Rift Valley, the Sahel and the Horn of Africa.· The highest point in Africa is Mount Kilimanjaro at 5895 metres high.· The lowest point is Lake Assal at 153 metres below sea level.· The largest country in Africa is Algiers.· The smallest country in Africa is the Seychelles.· Nigeria has the largest population of any country in Africa.· Africa has a rich variety of wildlife with populations of large carnivores, herbivores, reptiles, primates, aquatic life and megafauna.· Megafauna like giraffe, zebra, gorilla, hippopotamus, chimpanzee and wildebeest are unique to Africa.· Africa has over 85% of the world’s elephants and over 99% of the remaining lions are on the African continent.· Africa is home to the world’s largest living land animal, the African elephant, which can weigh up to 7 tons.· Africa has over a quarter of the world’s bird species.· Africa’s population is very young – half of Africans are 19 years old or younger.· The earliest forms of human life originated in Africa.· Deforestation has had a huge impact, affecting Africa at twice the world rate.· Africa has over 3000 protected areas.· All of Africa was colonised by foreign powers during the ‘scramble for Africa’ except Ethiopia and Liberia.· Water scarcity affects the lives of over 300 million Africans.· Approximately 90% of all cases of Malaria in the world occur in Africa.· Malaria accounts for 24% of all child deaths in sub-Saharan Africa.· Africa has approximately 30% of the earth’s remaining mineral resources.· Africa has the largest reserves of precious metals with over 40% of the world’s gold reserves, over 60% of the cobalt, and 90% of the platinum.· Many precious and semi-precious gems are mined in Africa.What do you know about Africa?Africa is a continent made up of many different countries, though the exact number is oddly contentious. The African Union recognises 54 states, which includes the islands off the coast. However, this does not include Morocco, who withdrew from the AU in 1984, bringing the total up to 55. It also does not include Somaliland – not officially a country, but a self-declared independent state once part of north-west Somalia.Research LogUse this grid to record where you found useful information – for example, the website address or name of the book and page number. Make a note of the information you used.© Imaginative Minds Ltd"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(5) "river"
        [1]=>
        string(5) "child"
        [2]=>
        string(4) "life"
        [3]=>
        string(5) "young"
        [4]=>
        string(5) "child"
        [5]=>
        string(6) "africa"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Activity 2 Resource Pack: Africa as a continent

15 Aug 2014

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£5.83+ VAT

Register for free

Cookies