Islam and the Environment - A teaching resource for children aged 7–12 years

Islam and the Environment A teaching resource for children aged 7–12 years

Islam and the Environment A teaching resource for children aged 7-12 years Copyright Š Muslims for Eco-Justice First Edition 2017 ISBN: 978-0-620-73292-5 Published by Muslims for Eco-Justice Claremont Main Road Mosque 40-42 Main Road Claremont 7700 Cape Town South Africa www.cmrm.co.za Written by: Mariam Baderoon Watercolour Illustrations: Zee Gamiet-Parker Printing: Imvakalelo Digital

Contents Foreword vi Acknowledgements viii Objectives of this guide ix Learning outcomes of environmental learning resource materials for 7–12 year olds x

Lessons Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Lesson 7: Lesson 8:

How much water do you use?

Water is food The water cycle Eco-ethical solutions Thinking about environmental issues in our community Writing a cinquain Everything was created with a purpose Animals have rights

1 5 10 15 21 24 27 31

Special Days Activities It's National Water Week Let's clean up the environment (National Clean-Up Week) Let's talk rubbish (World Environment Day) How to grow a plant (National Arbor Week)

37 40 43 46

Worksheets and Resources All things need water The water cycle Mosques Caring for Creation Poster Stories about animals Recycling Story Recycling challenge How to grow a plant observation sheet

50 51 52 53 56 57 58

Tips for a good story

59

Picture cards

60

Foreword In the Name Allah, The Compassionate, The Bountiful.

The Paris Agreement adopted at the twenty first Conference of Parties (COP21) on 12 December 2015 has been (to date) ratified by over 80 counties, thereby rendering the United Nations Framework Convention on Climate Change enforceable as of 4 November 2016. As the global framework for action on climate-change gains momentum following this historic agreement, increased scrutiny is now being turned towards governments and international corporations to honour their environmental commitments. Responding to this process, the International Islamic Climate Change Symposium was held in Istanbul during August 2015, where scholars, activists, educators and religious leaders from the international Muslim community deliberated the full impact of climate change from an Islamic perspective. The Islamic Declaration on Global Climate Change, the resultant outcome of this important gathering, was one way that the global Muslim community, as a faith collective, aligned with and committed to the United Nations framework for action on climate change and other similar global eco-strategies.

Declarations and agreements such as these are not only critical but also laudable - they demonstrate the possibilties of global solidarity and collective will as well as hold to account humanity’s shared responsibilties as earth’s citizens. However, these high-level discourses, can also be seen as alienating to a vast majority, who may fail to recognize their role in these agreements and declarations about climate change and other environmental imperatives. Hence the urgency of developing effective groundlevel or grassroots eco-educational programs.

Whilst penalizing international aviation and other industries including governments and corporations for high carbon emissions, and rewarding more sustainable business practices and policies may provide the main cog in the United Nations environmental strategies – widescale environmental education and awareness programmes remain the axis for realising its goals.

Environmental education and ethics are behaviours that are taught and learnt at a practical and not abstract level, optimally from childhood. Nurturing environmental conciousness in young children is considered to be one of the primary tasks for present day childhood educators and parents – not only as a viable complement vi

Islam and the Environment: A teaching resource for children aged 7–12 years

to the broader globally led initiatives on climate change, but for Muslim educators and parents, in particular, as an important faith imperative. This resource guide for Muslim educators of children aged 7-12 years offers an excellent response to both.

It provides a practical set of teaching aids with simple tasks and creative activities, and offers useful guidelines for Islamic educators – yet at the same time, this resource renders an important contribution to the global strategy for enviromental literacy programmes and offers a nuanced expression of, and commitment to the Islamic Declaration on Global Climate Change.

Nafisa Patel Nafisa is a PhD candidate at the University of Cape Town’s Department of Religious Studies. Her research examines curricula and learning texts in South African madaris. Nafisa is a lecturer and Acting Co-ordinator of the Institute for the Study of Current Islam (ISCI), research Department at the International Peace College South Africa.

Foreword

vii

Acknowledgements This book is a publication of the Claremont Main Road Masjid’s Muslims for EcoJustice project – an environmental project in the faith community.

We thank the masjid leadership and board of governors for their commitment to this project and for continuing to champion environmental justice issues.

Heartfelt gratitude to the many people who saw us through this book; to all those who provided support, talked things over, offered comments, assisted with the editing, proofreading and design.

Our grateful thanks for the support from both SAFCEI (Southern African Faith Communities Environment Institute) and the WWF Nedbank Green Trust, without whom this publication would not be possible.

Mariam Baderoon Project Co-ordinator

viii

Islam and the Environment: A teaching resource for children aged 7–12 years

Objective of this guide The activities contained in this book are intended to help nurture and shape the relationship of children with the natural world, and to familiarise them with their roles and responsibilities in looking after creation. Children who are encouraged to grow awareness of the intricate workings of the environment and who understand the considerable impact of human beings on nature, are provided with important tools to enable them to live more harmoniously with nature.

How to use this guide VVCentre activities on the children; relate the material to their experience and

understanding.

VVAsk open-ended questions that stimulate critical thinking and imagination.

VVRefer to the primary textual sources (Quran and Hadith) as much as possible.

VVIn addition to memorizing Quranic ayat the teacher should also spend some

time on its meaning, context and interpretation.

VVThe picture cards at the back of the book should be copied and enlarged for

use in the classroom.

Objectives of this guide

ix

Learning outcomes of environmental learning resource materials for 7–12 year olds Principles

Values

Learning outcomes

Tawhid – Allah is the Creator, Owner and Sustainer of all

Compassion, consciousness

VVUnderstand the interdependent relationship between humans and nature

Khalifa – Allah gave us the special status as protectors of His Creation

Respect, caring

VVUnderstand that all of Creation is sacred VVUnderstand that it is our responsibility to maintain and protect Allah’s Creation

Amanah – Allah made us trustees of His Creation

Accountability, responsibility

VVUnderstand that Allah made nature subservient to us

Adl – equity and justice for all of Allah’s Creation

Fairness, ethics

VVUnderstand that a healthy life needs a healthy environment VVUnderstand the influence of environmental issues on local communities

Mizan – Allah created humanity and nature in perfect balance

Contentment, moderation

VVUnderstand that everything in nature was created with its own special purpose VVUnderstand that excessive human action on the environment creates an imbalance

The activities in this book create opportunities to develop skills, knowledge and understanding through: Listening  Comprehension  Recording  Reporting  Planning  Presenting  Memorising  Following instructions  Problem-solving  Team work  Critical thinking  Reflecting  Research

x

Islam and the Environment: A teaching resource for children aged 7–12 years

Lesson 1

How much water do you use?

Lesson 1: How much water do you use?

1

Overview Activity

Resources

1. Discussion – engage with the children about the uses of water

VVpicture cards

2. Children demonstrate Wudu as an action song

VVEnthusiasm

3.1 Practical demonstration in the ablution facility: select two children to perform their Wudu into a bucket 3.2 Talk about all the ways we waste water 3.3 Hadith

VVa bucket

4. Design water saving awareness signs for the ablution and toilet facilities

VVpaper

Details 1. DISCUSSION Question 1: What do we use water for?

The answers the children may give are: VVBathing  Playing VVWashing  Brushing teeth VVDrinking  Gardening VVCooking Place the corresponding pictures on the board.

Question 2: What do we use water for before making Salah?

The answer the children may give: VVWudu

2

Islam and the Environment: A teaching resource for children aged 7–12 years

VVa 1-litre bottle VVa timekeeper

VVwriting materials

Question 3: Which parts of our body do we wash when we perform Wudu?

The children may give the following answers: VVHands  Arms VVMouth  Forehead VVNose  Ears VVFace  Feet Put up the different pictures of how one makes Wudu in sequence on the board.

Choose one or two children to do a practical demonstration.

2. THE WUDU SONG

Sing the Wudu song This is the way we wash our hands, wash our hands, wash our hands, this is the way we wash our hands when we perform Wudu.

This is the way we rinse our mouth, rinse our mouth, rinse our mouth, this is the way we rinse our mouth when we perform Wudu.

This is the way we wash our nose, wash our nose, wash our nose, this is the way we wash our nose when we perform Wudu.

This is the way we wash our face, wash our face, wash our face, this is the way we wash our face when we perform Wudu.

This is the way we wash our arms, wash our arms, wash our arms, this is the way we wash our arms, first the right arm then the left.

This is the way we wipe our forehead, wipe our forehead, wipe our forehead, this is the way we wipe our forehead when we perform Wudu.

This is the way we wash our ears, wash our ears, wash our ears, this is the way we wash our ears when we perform Wudu.

This is the way we wash our feet, wash our feet, wash our feet, this is the way we wash our feet first the right and then the left.

3.1 PRACTICAL DEMONSTRATION Select two children to perform Wudu in the ablution facility. Catch the water in a bucket and measure how much water each child used by pouring the water into a measuring jug or a 1-litre bottle.

Show the children how much water the Prophet (pbuh) used to make Wudu.

Lesson 1: How much water do you use?

3

3.2 DISCUSSION How do we waste water? Leaving the tap open when we brush our teeth?

Drinking half a glass of water and throwing the rest away? Discuss solutions.

3.3 HADITH End with a Prophetic tradition: “Do not waste water even when you are at a flowing river.” (Ibn Majah)

4. CREATIVE WORK In groups of 4, children can design water saving signs for the ablution and toilet facilities.

Resources 1. Picture cards: VVDrinking

 Cooking

VVPlaying in water

 Bathing

VVBrushing teeth

 Gardening

2. Picture cards: VVHands

 Arms

VVMouth

 Forehead

VVNose

 Ears

VVFace

 Feet

3. Creative work: VVWriting materials VVA4 paper

4

Islam and the Environment: A teaching resource for children aged 7–12 years

Lesson 2

Water is food

Lesson 2: Water is food

5

Overview Activity

Resources

1. Discussion – engage with the children about the uses of water, both direct water and virtual water

VVpicture cards

2. Individual activity – children do a virtual water audit by sharing what they had for breakfast

VVAll things use

3.1 Discussion – what is our water footprint?

3.2 Quranic Ayat – memorise Quranic ayat and translation

VVQuranic text

water activity VVPicture cards and translation

Details 1. DISCUSSION – Getting across the idea of virtual water Introduction follows from what was done in lesson one.

Question 1: What do we use water for in our daily lives?

The answers the children may give are: VVDrinking  Washing VVCooking Question 2: What else needs water to grow and survive?

The answers the children may give are: VVAnimals  Plants Question 3: Why do plants and animals need water? Or, what do plants and animals use water for?

The answers the children may give are: VVOur fruit and vegetables need water so that they can grow.

VVChickens, sheep and cows need food and water to survive.

6

Islam and the Environment: A teaching resource for children aged 7–12 years

VVThe plants that these animals eat also need water.

VVAll things that come from the earth need water so they can grow and

survive. Can you name a few?

Question 4: All our food needs water. Can you name a few?

How many litres of water DO YOU THINK it takes to make a beef burger?

Children first guess and then the teacher shows the actual amount using the picture cards: VVPaste the picture of the burger on the board.

VVPaste pictures of all the ingredients used to make a burger. This will include the bun, lettuce, tomatoes, cheese and patty.

Question 5: How many litres of water DO YOU THINK it takes to make a t-shirt?

Children guess and then the teacher shows the actual amount using the picture card.

Question 6: How many litres of water DO YOU THINK it takes to make a bowl of cereal?

Children guess. Then the teacher shows the actual amount using the picture cards: VVPaste the picture of the bowl of cereal on the board.

VVPaste pictures of all the ingredients needed to make the bowl of cereal.

This will include the wheat, milk and sugar.

Ask the class how many litres of water they think it takes to make an apple, chocolate bar and a bag of crisps? Then paste the pictures with the actual amount on the board.

The teacher emphasizes the fact that food wasted is water wasted. When we throw away food, we throw away lots of litres of water too.

The picture cards will show how much water it takes to grow each ingredient needed to make the above-mentioned foods.

Lesson 2: Water is food

7

2. ACTIVITY: What did you have for breakfast?

2.1. The teacher asks a few children to share what they had for breakfast.

2.2. Explain that they are going to calculate how many litres of water was needed to make their breakfast.

Demonstrate the amount of water needed to make something (Use a one litre bottle to quantify one litre of water). Children complete the “all things need water” worksheet on page 50 and share their results with the class.

3.1 DISCUSSION Explain to the children what our water footprint is. It comprises both physical water and virtual water.

Some questions to ask the children: VVHow can we reduce our water footprint?

VVHow can we use less virtual water?

3.2 QURANIC AYAT Water is our most precious resource and it is important that we use it sparingly so that future generations can also enjoy clean water. Discuss why we should not waste water.

Learn the following Quranic ayat:

‫َو َج َعل َنا ِم َن املَآ ِء ك َُّل َش ٍء َح ٍّى‬

“And We made every living thing from water.” Chapter 21 verse 30

Resources 1. Lesson one’s pictures – direct water uses

8

VVWashing

 Cooking

VVBathing

 Drinking

VVGardening

 Brushing teeth

Islam and the Environment: A teaching resource for children aged 7–12 years

2. Picture cards include a picture of the item and the number of litres of water needed to make it VVThe burger with number of litres of water used VVThe t-shirt with number of litres of water used VVThe bowl of cereal with number of litres of water used

3. Beef burger and the ingredients VVBeef

 Bun

VVTomato

 Cheese

VVLettuce

4. Bowl of cereal and the ingredients VVWheat

 Sugar

VVMilk

5. Picture cards of the following with the amount of water needed to make it VVApple

 Bag of crisps

VVChocolate bar

6. "All things need water worksheet" on page 50 7. Quranic ayat with translation

Lesson 2: Water is food

9

Lesson 3

The Water Cycle

10

Islam and the Environment: A teaching resource for children aged 7–12 years

Overview Activity

Resources

1. Sing the “Turn the tap” song

VVSong text

2. Discussion – where does water come from?

3. Story time – present the water cycle story to the class

VVPicture cards

4. Quranic ayat – memorise a Quranic ayat and translation

VVQuranic text

5. Worksheet – rearrange the water cycle story in the correct order

VVWater cycle

and translation worksheet

Details 1. SING THE TURN THE TAP SONG (Tune: The Farmer in the Dell) We pour it in our glass We pour it in bath We only have to turn the tap and there it is We use it in our drinks We use it in our sinks We only have to turn the tap and there it is Where does all the water come from?

Clean and ready to use And what about the people without a water tap?

Tell me what are they supposed to do?

Oh what are they supposed to do?

The song encourages children to think about where water really comes from.

Lesson 3: Water cycle

11

2. DISCUSSION Question: “Where do you think water comes from?”

The answers the children may give are: VVThe tap VVThe rain VVStream VVRiver VVDams VVAllah

3. THE WATER CYCLE STORY Teachers may use any picture book that explains The Water Cycle.

We recommend: A Drop of Mercy: The Water Cycle by Shahbatun Abu Bakr Publisher: Islamic Foundation Publication Date: 15 September 2007 ISBN: 0860373835 1. Teacher tells the story. (See tips for a good story on page 59) 2. Use picture cards to encourage discussion.

Optional Learn the following Arabic words: Water River Rain Clouds

12

‫ماء‬ ‫نهر‬ ‫مطر‬ ‫غيوم‬

Ocean Sun Animals Plants

Islam and the Environment: A teaching resource for children aged 7–12 years

‫رحب‬ ‫شمس‬ ‫حيوان‬ ‫مواد‬

4. QURANIC AYAT

‫َرض بَع َد َموتِ َها‬ َ ‫الس َمٓ ِء َمآ ًء فَاَح َيا ِب ِه اال‬ َّ ‫َواللّٰ ُه ا َن َز َل ِم َن‬

“And Allah has sent down rain from the sky and with it gives life to the earth when it is dead.” Surah 16 Verse 65

5. ACTIVITY: A Drop of Mercy – the water cycle story worksheet Children complete the water cycle worksheet on page 51. Children cut out the pictures and the captions and arrange them in the correct order.

Resources 1. Turn the Tap song text 2. Picture cards explaining the water cycle 3. Arabic names and pictures of the following words (optional): VVTap VVWater VVRiver VVRain VVClouds VVOcean VVSun VVAnimals VVPlants

4. Quranic ayat and translation 5. Water cycle worksheet

Lesson 3: Water cycle

13

The Water Cycle (For the teacher) This is the correct order of the water cycle. The activity can be found on page 51.

In the middle of the sea there are many tiny water droplets floating up and down.

The sun heats up the water droplets and turns them into water vapour, which rises into the sky.

The water vapour meets with other water vapour and is turned into a cloud.

When a cloud has too much water that the air cannot hold it anymore, the cloud becomes heavy.

Water vapour in the cloud cools down and becomes water again.

Water falls from the sky in the form of rain, snow and hail.

Rivers, lakes, dams, springs and wells collect some of the water that falls from the clouds.

Some of the water soaks into the soil for plants and animals to use. The rest of the water evaporates and the water cycle starts again.

14

Islam and the Environment: A teaching resource for children aged 7–12 years

Lesson 4

Eco-ethical solutions

Lesson 4: Eco-ethical solutions

15

Overview Activity

Resources

1. Discussion – talk about the green practices on the poster

VVMosques Caring

2. Class activity – the children match good and bad practices to pictures

VVPicture cards

3. Class activity – children participate in a walkthrough of the mosque or madrasa

VVWriting materials

for Creation poster (page 52)

VVSheets of paper

Details 1. DISCUSSION Question 1: What do you notice about the picture?

Suggested questions: VVWhat do you think the wonder bags are for?

VVWhat are the panels on the roof for?

VVWhat is written on the bins? Why do you think the names are on the bins?

VVWhat is a compost heap? What is compost used for?

VVWhy are those mats outside?

VVWhat is the big tank next to the mosque used for?

VVCan you implement some of these green practices at your mosque or at home?

VVWhat do you think the relationship of this community is with nature?

2. CLASS ACTIVITY The children compare environmental practices on the picture cards. They describe what they see and can also decide for themselves what is good and bad so they can create practical solutions.

One picture would show waste and negligence taking place, while the other shows a more eco-ethical approach.

16

Islam and the Environment: A teaching resource for children aged 7–12 years

VVA house where all the lights are on during the day while the sun is shining

outside. The good picture would be a house where there is enough sunlight entering through the windows.

VVA house with a dripping tap and no effort is made to fix the tap. The good

picture would be a house with a dripping tap but there is a container catching the water which is used to water the plants.

VVA house where all the leftover food is simply thrown away. The good

picture is a family who makes their own compost heap as food for their garden.

VVA family who buys packaged fruits and vegetables and spends lots of

money on unnecessary packaging. The good picture would be a family that grows their own food in their garden.

3. CLASS ACTIVITY The teacher takes the children on a walk-through of the mosque or madrasa.

Using the table below, the children identify and write down the things they are currently doing with regards to how they use energy. They list different things they can do to be Green Muslims.

What energy What we is used for are doing

What we can do to be Green Muslims

Lighting

VVMake better use of windows for natural

Heating

E.g. Use incandescent 60 watt light bulbs

lighting VVInstall energy efficient light bulbs VVInstall a solar panel or wind turbine for electricity VVInstall energy-efficient water-heating

devices like a solar water heater, pipe insulation or a geyser blanket VVFill the ceiling with insulation material that will keep you cool in summer and warm in winter VVOpen windows and doors to get fresh air VVMake better use of the trees to stay cool

Lesson 4: Eco-ethical solutions

17

Cleaning

VVInsert a one litre bottle of water into

the toilet cistern to reduce the amount of water that is flushed away VVInstall water-saving nozzles VVUse signs to remind people not to waste water VVUse a broom instead of a vacuum cleaner VVUse a bucket instead of a hose VVHave an afternoon clean-up Gardening

VVStart an organic vegetable garden VVPlant indigenous plants that do not

need to be watered a lot VVRe-use grey water to water the garden VVBuy or make a bird house for birds so they can get rid of disease-ridden pests like rats and mice VVCreate an environment that will encourage biodiversity by adding a fountain for birds Transport

VVRide a bicycle or take a walk

Waste

VVSeparate and recycle waste VVRe-use non-recyclables as containers,

stationery or for creative assignments VVUse kitchen scraps to make a compost heap Cooking

VVUse paper cutlery instead of Styrofoam VVBuy or make a hot box VVUse a gas stove instead of an electric

stove Spiritual recreation

VVMake salah outside VVAsk your teacher if she can teach a

class outside

18

Islam and the Environment: A teaching resource for children aged 7–12 years

Resources 1. Picture cards: VVLights on while the sun is shining VVNatural light VVA dripping tap VVA dripping tap over a bucket VVFood waste VVCompost heap VVPackaged food VVOrganic vegetable patch

Glossary of solutions to environmental problems Bicycle

Unlike cars and other modes of transport that run on petrol, bicycles do not release harmful gases like carbon monoxide into the atmosphere.

Compost heap

You can create your own nutrients for plants by mixing fruit and vegetable peelings, coffee grounds, used teabags, egg shells, grass cuttings, hay, sawdust, dead leaves and flowers, cardboard and newspaper, and soil.

It is important to remember that good compost needs a lot of oxygen, so mix (or aerate) your heap every day.

Grey water use

Water from washing dishes and cleaning can be reused to water your plants.

Hot box

A bag that retains heat and can be used for cooking.

Natural sunlight

Reduce the number of lights by replacing it with skylights and windows to let in maximum sunlight.

Organic gardening

A lot of the fruits and vegetables that we buy are sprayed with dangerous chemicals called pesticides. By planting your own seeds and growing your own food you eat healthier food.

Continued âžž

Lesson 4: Eco-ethical solutions

19

20

Owl box

An owl can be used to get rid of disease-ridden pests like rats, mice and other small rodents.

Rainwater tank

Collecting rainwater for future use such as watering your garden or other non-drinking purposes.

Recycling

Making new things out of old things so that it can be used again. Recycling is important because things that are not recycled end up in landfills and some can create dangerous gases like methane.

Wind energy

Wind is a source of energy. We can use the wind’s power for our electricity and energy needs.

Solar energy

The Sun is the biggest source of energy for us. We can use the sun’s energy and light for our electricity and energy needs.

Islam and the Environment: A teaching resource for children aged 7–12 years

Lesson 5

Thinking about environmental issues in our community

Lesson 4: Eco-ethical solutions

21

Overview Activity

Resources

1. Discussion – talk about different environmental problems

VVpicture cards

2. Quranic Ayat – memorise Quranic ayat and translation

VVQuranic text

and translation 3. Group activity – each group selects an environmental problem, discusses it, and proposes one creative solution

VVEnthusiasm VVpicture cards

4. Presentation – each group presents their problem and solution

Details 1. DISCUSSION Question 1: What kinds of environmental problems do you see in the pictures?

The answers the children may give are: VVLittering VVIllegal dumping VVWater pollution VVAir pollution VVOcean dumping Question 2: Do you see any of these problems in the area where you live or visit?

Describe what you see.

Question 3: How do these environmental problems make you feel? Why? Question 4: How do you contribute to these problems?

22

Islam and the Environment: A teaching resource for children aged 7–12 years

2. QURANIC AYAT

“It is He who has made you Khalifa of the earth and raised some of you in ranks over others, so that He may test you in what He has given you. Surely, your Lord is swift in punishing and surely He is Most Forgiving, Very Merciful.� Surah 6 Verse 165

3. GROUP ACTIVITY What to do: 2.1 Divide the children into groups of 4.

2.2 Give each group a picture card of an environmental problem.

2.3 Each group discusses the nature, causes and impact of the specific environmental problem.

VVWhat is wrong with the picture?

VVWhat are the causes?

VVHow does this affect you?

VVWhat can you do to change this?

4. PRESENTATION Each group comes up with at least one creative solution and presents it to the class.

Resources 1. Picture cards: VVLittering

VVAir pollution

VVIllegal dumping

VVOcean dumping

VVWater pollution

Lesson 5: Thinking about environmental issues in our community

23

Lesson 6

Writing a cinquain Flowers Colourful, fragrant swaying, growing, blooming Makes me feel happy Blossoms

24

Islam and the Environment: A teaching resource for children aged 7–12 years

Overview Activity

Resources

1. Outdoor activity – children talk about what they see, hear and feel in nature

VVWriting materials VVSheets of paper

2. Class activity – show the children how to write a cinquain 3. Individual activity – the children write and present their cinquains to the class

VVWriting materials VVSheets of paper VVImagination

Details 1. DISCUSSION What to do: 1.1 Take the children outside the class (for a walk or to sit under a tree) 1.2 Divide them into four groups 1.3 Each group gets a sheet of paper VVGroup 1: write down all the things they hear VVGroup 2: write down all the things they see VVGroup 3: write down all the things they smell VVGroup 4: write down all the things they feel

1.4 Each group shares their experiences

2. CLASS ACTIVITY What is a cinquain? A cinquain is a simple and short poem with a distinct fiveline pattern. The poem describes a specific element in nature. It does not need to rhyme.

Line 1: one word Line 2: two words Line 3: three words Line 4: four words Line 5: one word

Lesson 6: Writing a cinquain

25

An interesting cinquain looks like this: Noun/ issue (one word) Two adjectives/ descriptive words (two words) Three continuous tense verbs / - ing words (three words) A phrase that describes the issue (four words) Synonym/ one word that is similar to the issue (one word) Example: Water Unique precious Raining flowing purifying Every living thing created

Ocean

3. INDIVIDUAL ACTIVITY Each child writes their own cinquain and presents it to the class.

Suggestions for topics VV Tree VV Water VV Soil VV Rain VV Sun VV Wind VV Mountain VV Forest VV Garden

26

Islam and the Environment: A teaching resource for children aged 7–12 years

Lesson 7

Everything was created with a purpose

Lesson 6: Writing a cinquain

27

Overview Activity

Resources

1.1 Discussion – discuss the benefits of bees and honey 1.2 Quranic ayat – memorise Quranic ayat and translation

VVQuranic text

2. Class activity – pairing cards by association activity

VVPairing cards

and translation

Details 1.1 DISCUSSION Introduce the lesson with a discussion about bees, their benefits and why we need to protect them. The discussion can extend to other things in nature and how we use it in our daily lives. The idea is to show the children that we have a reciprocal relationship with nature and that nature is very beneficial to us.

1.2 QURANIC AYAT

“Then eat from all fruits and follow the ways of your Lord made easy (for you). There comes from their bellies a drink varying in colour in which there is healing for people.Indeed this is a sign for people who think.”

Surah 16 Verse 69

2. CLASS ACTIVITY – Snap or Pairing by Association (Card Game) The Pack 28

Islam and the Environment: A teaching resource for children aged 7–12 years

A pack consists of 48 cards i.e. 12 sets of 4 cards. An example of a set of 4 cards would be: VVA picture of a bee VVThe Arabic word for bee VVA picture of honey VVA picture of a bee on a flower

Number of players A maximum of six players – including the teacher.

Object of the Game The goal is to win all of the cards.

Skills Association and quick reaction/speed.

The Deal The children sit in a circle and the teacher deals all the cards face down, one at a time. It does not matter if some players have more cards than others. Each player puts their cards in a pile, face down in front of them.

The Play The teacher turns over the top card of her pile and puts it face up in the centre.

The first player to make an association to the card and places their card down next to it, wins both cards. Players shout out SNAP when they do so as this makes it easier to know who was first.

The game continues in this way until the teacher has no cards left.

The player with the most cards wins.

Resources 1. Quranic ayat and translation 2. Pack of 48 cards to be made by the teacher.

Lesson 7: Everything was created with a purpose

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We recommend that the teacher involve the children in making the cards. They could cut the cards to size, find or draw pictures and colour it in.

A bee VVArabic word for bee VVHoney VVA bee on a flower – pollination Water VVArabic word for water VVDrinking water VVMaking wudu

Forest VVArabic word for forest VVNuts or Seeds VVWood for furniture Ocean VVArabic word for ocean VVBreathing (the ocean produces half the oxygen we need) VVBoats for fishing or Ships for transport

A plant VVArabic word for plant VVFruit and Vegetables VVMedicine Animals VVArabic word for animals VVMeat or Chicken VVTransport animals – donkey or camel Trees VVArabic word for tree VVShelter/Shade VVPaper Sun VVArabic word for sun VVWarmth VVEnergy 30

Islam and the Environment: A teaching resource for children aged 7–12 years

Lesson 8

Animals have rights

Lesson 6: Writing a cinquain

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Overview Activity

Resources

1. Story time – tell the story to the class

VVA selection of stories

on animal rights and the fair treatment of animals (page 53) 2.1 Discussion – talk about the key points of the story 2.2 Quranic ayat – memorise Quranic ayat and translation

VVQuranic text and

3. Class activity – the children tell the story and write sentences in their own words

VVWriting materials

4. Group activity – the class makes a big book and draw pictures that match their sentences

VVWriting materials

translation

VVNewsprint

VVSheets of paper

Details 1. STORY TIME The teacher chooses one story and tells it to the class. (See tips for a good story on page 59)

2. DISCUSSION Question 1: What did you notice about how the animals in the story were treated?

Question 2: What are rights? Do you think that animals have rights? Explain.

The rights of animals include: VVFreedom from hunger and thirst.

VVFreedom from fear and distress.

VVFreedom from physical discomfort.

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VVFreedom from pain, injury and disease.

VVFreedom to express normal patterns.

Question 3: How can we protect and take care of animals around us?

Some of the answers the children may give: VVDon’t destroy animal homes.

VVProvide food for hungry animals.

VVProvide shelter for animals.

VVProvide love and care to animals.

VVDonate animal food or money to the SPCA and animal shelters.

Question 4 What did we learn from the story?

Some answers the children may give: VVAll animals belong to Allah.

VVAll animals must be cared for and treated fairly.

VVWe must live in harmony with animals.

2.1 QURANIC AYAT Allah says in the Quran that animals have their own social groups and uses the word ‘community’ to describe both people and animals. Allah says in the Quran:

“And there is no animal on the earth or bird that flies with its wings except that they are communities like you.” Surah 6 verse 38

Lesson 8: Animal have rights

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3. CLASS ACTIVITY The children tell the story in their own words.

3.1 The children select the key points of the story.

3.2 One child is selected to be a scribe and write down the key points as the class discussion continues.

3.3 Class use the key points to write the story in their own words. (The class writes a story together.)

4. GROUP ACTIVITY – Let’s make a big book – Divide class into groups – Give each group newsprint The children draw pictures to match the sentences in their story.

SUGGESTED QUESTIONS The little ants VVWhy did the man make a fire?

VVWho instructed the man to put out the fire?

VVWhy did the Prophet (pbuh) instruct the man to put out the fire?

VVAfter he was instructed to put out the fire, what did the man always look out for before making a fire?

The thirsty dog VVWhy did the man need to find water?

VVWhat did the man say when he finally found water?

VVWhy did he climb into the well?

VVWhat did he find when he got out of the well?

VVWhat did he do when he found the thirsty dog?

VVWhere did the man store the water?

VVWhat did the dog do when he drank from the water?

VVWas Allah pleased with the man’s actions? How did Allah reward him for his kind act?

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Islam and the Environment: A teaching resource for children aged 7–12 years

The crying camel VVIn which city does the story take place?

VVWhat did the Prophet find in the garden?

VVWhat did he do when he found the camel?

VVWas the camel happy or sad?

VVWhat did the Prophet tell the owner of the camel?

VVHow did the owner feel?

VVHow do you think he treated the camel after this?

The sparrow and her young ones VVWhat did the companions notice in the sky?

VVWhat type of bird was it?

VVWhat did the birds do?

VVWhat did the companions decide to do?

VVDid the companions want to harm the birds?

VVWhat did the mother bird think was going to happen to her babies (fledglings)?

VVWhat did the mother bird do?

VVWhat did the Prophet (pbuh) order his companions to do?

Lesson 8: Animal have rights

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Special Days Activities

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1.

National Water Week March

2.

National Clean-Up Week September

3.

World Environment Day June

4.

National Arbor Week September

Islam and the Environment: A teaching resource for children aged 7–12 years

Special Days Activities

1. It’s National Water Week

Lesson 8: Animal have rights

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This activity runs for the duration of the National Water Week.

Activity 1. Pre-Water Week assignment – inform the children about Water Week and ask them to find information about it.

2. Discussion – Tell the class about plastic bottles and Styrofoam, and its significance in water use.

3. Class activity – Children reuse plastic bottles as containers and stationery holders

Details: 1. PRE-WATER WEEK ASSIGNMENT Inform the class about National Water Week. Ask the children to bring waste items (plastic bottles or styrofoam containers) for the following week.

2. DISCUSSION Question 1: VVOnly one-fifth of all plastic bottles are recycled.

VVWhy do you think so few plastic bottles are recycled?

VVWhere do you think the other plastic bottles go?

Question 2: It takes thrice the amount of water to make a plastic bottle than it does to fill it. Talk about how this is possible.

Question 3: About 97% of all the water on the earth is salty and undrinkable. Only one-third of the remaining fresh water is directly available to us. The rest is stored in ice caps and deep in the ground. Why should we not waste water?

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Question 4: It takes between 400 and 1000 years for a plastic bottle to break down in the environment. Do you think this is a problem? Explain.

3. CLASS ACTIVITY What to do: VVChildren are divided into groups of three or four.

VVEach group will be tasked to create their own containers, stationery holders or other innovative and useful objects from their plastic bottles and Styrofoam containers.

Special Days Activities

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Special Days Activities

2. Let’s clean up our environment

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Islam and the Environment: A teaching resource for children aged 7–12 years

This activity runs for the duration of National Clean-Up Week.

Activity

Resources

1.1 Pre-Clean-Up Week assignment – inform the children about National Clean-Up Week.

1.2 Quranic ayat – revise Quranic ayat and translation

VVQuranic text and

2. Class activity – the children design their own recycle bin from recyclable materials

VVBin (cardboard,

translation

plastic) VVWriting materials

Details: 1.1 PRE-CLEAN UP WEEK ASSIGNMENT Inform the children about Water Week. Tell them to bring litter for the following week eg. plastic, glass, paper, tin or styrofoam.

1.2 QURANIC AYAT “It is He who has made you Khalifa of the earth and raised some of you in

ranks over others, so that He may test you in what He has given you. Surely, your Lord is swift in punishing and surely He is Most Forgiving, Very Merciful.” Surah 6 Verse 165

2. CLASS ACTIVITY

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What to do: VVDivide children into groups of three or four.

VVAssign one form of litter i.e. plastic, paper, glass, and Styrofoam to each group.

VVEach group will create their own recycle bin out of recyclable materials as well as add their own artistic illustrations that indicate what it is for.

VVEach group will be responsible for making sure that the litter goes into the correct bins. When the bins are full it can be sent to a recycling depot. The teacher can get parents involved in this exercise.

3. OUTDOOR ACTIVITY All children participate in daily cleanups around the masjid or madrasa.

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Islam and the Environment: A teaching resource for children aged 7–12 years

Special Days Activities

3. Let’s talk Rubbish!

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This activity commemorates World Environment Day. Activity

Resources

1. Story time – tell the story to the class.

VVZaynab and

Zakariya Learn to Recycle (page 56) 2. Discussion – discuss the key parts and messages of the story.

3. Take-home activity – The children complete the Recycling Challenge.

VVworksheet (page

57)

Details: 1.1 STORY TIME Tell the story. (See tips for a good story on page 59)

2. DISCUSSION Some questions to ask the children: VVWhat was Zakariya doing with all the papers? Why did Zaynab stop him?

VVWhat does recycling mean?

VVHow does recycling happen?

VVWhy should we recycle?

VVWhat happens if paper is thrown in the bin?

VVWhat is a landfill?

VVAre landfill sites harmful to people and animals? Explain.

VVWhat else, besides paper, can be recycled?

UUDid you know that water can be recyled?

VVHow did Zaynab and Zakariya recycle the potato and carrot peels?

VVWhat is a compost bin?

VVWhat else did Zaynab and Zakariya throw in the compost bin?

VVWhat did Zaynab and Zakariya find out about water at the library?

VVWhy are plastic bags harmful to animals and the environment?

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Islam and the Environment: A teaching resource for children aged 7–12 years

VVWhat did Zaynab and Zakariya’s mom decide to do?

VVHow did Zaynab and Zakariya’s parents reward them for their efforts to

recycle?

3. TAKE-HOME ACTIVITY The children complete the Recycling Challenge on page 57 and collect evidence of their targets. Evidence could be photos, items or a diary entry.

Special Days Activities

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Special Days Activities

4. How to grow a plant

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Islam and the Environment: A teaching resource for children aged 7–12 years

This activity runs for the duration of National Arbor Week.

Activity

Resources

1. Discussion – the importance of plants 2. Practical demonstration – explain the germination process

VVA bean seed VVA saucer VVA glass jar VVA serviette or

paper towel VVA little bit of water 3. Individual activity – children observe the germination process and record their observations on the observation sheet

VVObservation table

(page 58)

Details 1. DISCUSSION Question 1: Why do you think plants are so important?

We get oxygen from plants.

Question 2: Do you consider plants to be alive? Explain.

Plants need food and water to live and grow just as we do.

Question 3: What did the Prophet Muhammad say about plants and trees?

“There is none amongst those who plants a tree or sows a seed, then a bird, or a person or an animal eats from it, but is regarded as a charitable gift for him.”

(Narrated by Anas bin Malik)

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2. PRACTICAL DEMONSTRATION The children germinate a seed and watch as it grows into a full-size plant.

What is germination?

Germination is the process by which a seed grows into a plant. They make their own food by using air, water and energy from the sun. Seeds will not grow if they do not get the correct moisture, temperature, soil nutrients and sunlight.

What to do: 1. Soak your bean seed in some water on a saucer for one hour.

2. Add a little water to a glass jar and make sure that it is completely wet.

3. Roll up a serviette and put it in the jar pressing the serviette against the glass. Place your bean seed in the jar so that it fits between the serviette and the glass jar.

4. Place your jar on a windowsill where there is a lot of sunlight.

5. Sprinkle a little bit of water on your bean seed every day.

6. After 4 or 5 days, your bean seed should start to sprout.

7. After 10 days, your bean seed should have grown roots, a stem and leaves.

8. Gently remove your seedling and plant it into a pot of soil. Nurture your new plant and see what happens.

3. INDIVIDUAL ACTIVITY The children observe the germination process and record their observations using the “How to grow a plant” Observation sheet on page 58.

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Worksheets and Other Resources

Lesson 6: Writing a cinquain

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Lesson 2: All things need water In the table below: 1. List the items that you had for breakfast.

2. Write the correct amount of water that is used to make each item. Use the graph below to help you.

3. Calculate the total amount of water that you had for breakfast.

1. Breakfast item

2. Number of litres of water = litres of water = litres of water = litres of water = litres of water = litres of water = litres of water

How many litres of water did you “eat” for breakfast?

3. ____________________________ litres of water Litres of water

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Islam and the Environment: A teaching resource for children aged 7–12 years

Lesson 3 The Water Cycle Cut out the pictures and the captions and arrange it in the correct order of the water cycle.

When a cloud has too much water and the air cannot hold it anymore, the cloud becomes heavy. Water vapour in the cloud cools down and becomes water again.

Water falls from the sky in the form of rain, snow and hail.

The water vapour meets with other water vapour and is turned into a cloud.

Some of the water soaks into the soil for plants and animals to use. The rest of the water evaporates and the water cycle starts again.

The sun heats up the water droplets and turns them into a water vapour, which rises into the sky.

In the middle of the sea there are many tiny water droplets floating up and down.

Rivers, lakes, dams, springs and wells collect some of the water that falls from the clouds.

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Islam and the Environment: A teaching resource for children aged 7–12 years

MOSQUES CARING FOR CREATION

www.safcei.org

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Stories about animals The Little Ants The Prophet (pbuh) and his Companions once paused during a journey, and made a camp where they could rest. The Prophet went around the camp, talking to the men, and making sure that everything was all right.

Then, not far away, he saw a fire. Someone had lit the fire to keep warm.

The Prophet (pbuh) walked towards the man who had lit the fire, to talk to him.

Suddenly, he saw that not far away, there was an ant hill. The ants could be seen running about near the hill, working very hard, as ants do. Some of the ants were further away from the ant hill than others, and the Prophet saw that they were getting very close to the fire. He realised that if they came any closer, they might be burned or harmed in some way.

The Prophet was very disturbed to see this. The ants were in danger. That meant that Allah's living creatures were in danger.

“Who has made fire here,” he asked.

The man who had made the fire looked up.

“I made the fire, O Messenger of Allah!” he replied.

“It is cold and I needed to make myself warm.”

“Quick!” the Prophet told him. “Put out the fire! Put out the fire!”

The man obeyed at once. He took a blanket and beat the fire until its flames died away.

Then the man looked around and saw that there were ants near to where the fire had been. He realised that the Prophet had been worried about the ants. He did not want the fire to hurt them and in his great mercy had ordered the fire to be put out.

After this the man always remembered to look round carefully before he made a fire.

The Thirsty Dog A man was once passing through a jungle. He began to feel very thirsty. He went down a well to quench his thirst by drinking some water. When he came out, he saw a very thirsty dog panting and licking the mud. The man felt very sorry for the

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dog, but had nothing with which to draw water from the well. He decided that the only way to help the dog, would be to use his leather socks and go down the well to fetch water. This is exactly what he did.

When he came up, he gave the water to the dog to drink.

What a happy ending to this story of a brave and caring man.

The crying camel It was very hot day. The people who lived in the city of Madina were trying to find somewhere to keep cool. There were many beautiful gardens in the city with tall trees where people came to sit and find shade. They talked. They sipped refreshing drinks. They told stories and they laughed.

The Prophet Muhammad (pbuh) was walking in one of the gardens. He loved to walk under the trees where it was green and cool. He smiled at the people he knew as he walked along.

While he was walking, Prophet Muhammad heard a strange noise. It sounded like someone crying and howling. It sounded like someone was very upset. As he came closer to the crying and howling, the Prophet could see it was not a sad person at all. It was a sad camel.

Prophet Muhammad felt very sorry for the camel. It was tied to a post, out in the sunshine, and looked very thirsty. Tears were running down the camel’s cheeks and its fur was very wet. No one seemed to notice the camel’s howls. Muhammad stroked the camel, and it became calmer. After a while the howls became grunts and the grunts became snorts of pleasure. The tears stopped running down the camel’s cheeks. He knew that the Prophet was his friend.

The Prophet became angry. He strode along the pathways calling, “Who owns this camel?” At last a voice said, “I do,” and a man stepped out from under the shade of the biggest tree in the garden.

Prophet Muhammad looked at the man. He was not hot. He was not thirsty. He was not thinking about his camel. The Prophet spoke quietly. As he spoke, the camel owner’s head began to droop. He realised what he had done. The Prophet reminded him that the camel was one of Allah’s creatures. The animal worked hard for the man, carrying heavy loads and travelling to places far away. He reminded the man that he should take great care of the camel in return for its hard work.

The camel owner felt very bad. He had been cool, comfortable and happy while the camel was hot, bothered and upset. His behaviour had even upset the Prophet 54

Islam and the Environment: A teaching resource for children aged 7–12 years

Muhammad. He was so ashamed. From that day on he looked after his animals with great care, and always made sure they had enough to eat and drink.

The sparrow and her young ones A man once came to Prophet Muhammad (pbuh) carrying with him his belongings and a box. He said, “O Prophet! While I was passing through a jungle, I heard the voice of some bird's babies. I took them and put them in this box. The moment I did that, their mother came fluttering round my head.”

The Prophet said, “Put them down”. When the man put the box on the ground, the mother of the young birds joined them. Seeing this, the Prophet asked the man, who now had a look of surprise on his face, “Are you surprised by the affection of the mother towards her young? Return these baby birds to the place from where you took them, and let their mother be with them.”

“Fear God with regard to animals”, said the Prophet, “ride them when they are fit to be ridden, and get off their backs when they are tired; surely, there are rewards for being kind and gentle to animals, and for giving them water to drink.”

Islam teaches that animals have rights in the same way human beings have. They should not be treated badly, tortured or left to starve without food or water.

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Information on the book Zainab and Zakariya Learn to Recycle Zakariya is a young boy cleaning up his room. He is about to throw away a pile of paper and other things when his sister tells him that he can recycle them instead.

Zakariya, like all little children, is curious and ask questions. He wants to find out what recycling means. His sister Zaynab proceeds to explain this to him...

As the story progresses we witness the ease by which we can all attempt to live a life that incorporates the three R’s (reduce, reuse, recycle). Not only do Zaynab and Zakariya want to recycle, they make a compost heap and while shopping they learn how to identify eco-friendly products.

This book is not only a wonderful way of introducing children to the concept of recycling but also teaches them to appreciate all the resources Allah has given us and that we must try our best to use them responsibly.

Zaynab and Zakariya Learn to Recycle is a great resource for the madrasa classroom.

Title: Zaynab and Zakariya Learn to Recycle | Author: Fehmida Ibrahim Shah | Publisher: Smart Ark | ISBN: 978095629979 We encourage teachers to purchase the picture book. * Part of this review was taken from www.muslimkidsbooks.wordpress.com

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Islam and the Environment: A teaching resource for children aged 7–12 years

Recycling challenge Can you complete all the challenges? Colour each square as you complete it.

I refilled a plastic bottle with a new drink.

I took an unwanted item to the charity shop.

I helped take out the recycling bin on collection day.

I used some recyclable materials for a class activity.

We took our own bags with us when we went shopping.

I have set up a recycling bin in my home.

I helped rinse out containers ready for recycling.

I recycled at least one item made from the following materials: paper, card, plastic, metal, textiles.

I told someone else what can be recycled.

Remember to collect evidence of meeting these targets. It could be photos, items or a diary entry.

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Observation sheet: How to grow a plant Observation table

Date planted

58

What happened on day 5?

Draw a picture

Islam and the Environment: A teaching resource for children aged 7–12 years

What happened on day 10?

Draw a picture

Tips for a good story VVSit with the children in a quiet and comfortable place.

VVTell the story in simple language.

VVRepeat points for emphasis.

VVUse visual aids that will help the learner understand concepts.

VVUse intonation that will portray the mood of the story.

VVDevelop the story to a climax.

VVUse questions from the story that bring out the values of mercy and

compassion for all animals and the natural environment.

VVEncourage the children to talk about their experiences.

VVAsk open-ended questions.

VVDevelop a summary.

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