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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
CHRISTIAN APPROACH TO WORK
|
The meaning of work and reasons for working
|
By the end of the
lesson, the learner
should be able to:
Define work in its widest sense. Distinguish between labour and creative work. Explain reasons why people work. |
In groups, learners are guided to:
Definition of work as human activity using intellectual or physical energy; Discussion of work dimensions: physical, spiritual, moral, economic, cultural; Analysis of reasons for working: self-satisfaction, personal development, basic needs, dignity; Examination of work as life itself and source of meaning |
The Bible
|
KLB Secondary CRE Form 4, Pages 95-98
|
|
| 1 | 2 |
CHRISTIAN APPROACH TO WORK
|
Types of work and vocation
|
By the end of the
lesson, the learner
should be able to:
Identify different types of work people engage in. Define vocation and its biblical foundation. Distinguish between professions, trades, crafts, careers, guilds and jobs. |
In groups, learners are guided to:
Discussion of salaried employment, self-employment, casual work; Analysis of professions requiring advanced education; Study of biblical calling: prophets, disciples, Paul's teaching on gifts (1 Corinthians 12:4-31) |
The Bible, 1 Corinthians passage, Work classification charts
|
KLB Secondary CRE Form 4, Pages 96-100
|
|
| 1 | 3 |
CHRISTIAN APPROACH TO WORK
|
Types of work and vocation
|
By the end of the
lesson, the learner
should be able to:
Identify different types of work people engage in. Define vocation and its biblical foundation. Distinguish between professions, trades, crafts, careers, guilds and jobs. |
In groups, learners are guided to:
Discussion of salaried employment, self-employment, casual work; Analysis of professions requiring advanced education; Study of biblical calling: prophets, disciples, Paul's teaching on gifts (1 Corinthians 12:4-31) |
The Bible, 1 Corinthians passage, Work classification charts
|
KLB Secondary CRE Form 4, Pages 96-100
|
|
| 1 | 4 |
CHRISTIAN APPROACH TO WORK
|
Traditional African attitude to work
|
By the end of the
lesson, the learner
should be able to:
Explain traditional African understanding of work. Discuss work organization by age, gender and social status. Analyze religious dimension of work in African communities. |
In groups, learners are guided to:
Analysis of work as fundamental dimension of human existence; Discussion of work division by age, gender, social status; Examination of training methods: children with mothers, girls learning domestic tasks, boys learning masculine duties; Study of work's religious dimension: prayers, sacrifices, thanksgiving ceremonies |
The Bible, Traditional work examples, Cultural practice materials
|
KLB Secondary CRE Form 4, Pages 100-102
|
|
| 2 | 1 |
CHRISTIAN APPROACH TO WORK
|
Secular attitude to work and Christian teaching on work
|
By the end of the
lesson, the learner
should be able to:
Compare secular attitudes to work with Christian perspectives. Explain biblical foundation of Christian work ethic. Analyze God as worker and humans as co-creators. |
In groups, learners are guided to:
Discussion of secular factors: education level, opportunities, competition; Analysis of negative secular attitudes: work as commodity, personal gain focus; Scripture study Genesis 1-2 on God as worker; Study of Jesus as carpenter and Paul as tent maker |
The Bible, Genesis creation passages
|
KLB Secondary CRE Form 4, Pages 102-105
|
|
| 2 | 2 |
CHRISTIAN APPROACH TO WORK
|
Virtues related to work
|
By the end of the
lesson, the learner
should be able to:
Identify and explain virtues applied to different types of work. Discuss diligence, honesty, faithfulness, responsibility and tolerance in work. |
In groups, learners are guided to:
Analysis of work as moral activity requiring virtues; Discussion of diligence as care and steady effort; Examination of honesty/integrity in dealing fairly and avoiding corruption; Study of faithfulness/loyalty to employers and commitments |
The Bible, Virtue definition materials
|
KLB Secondary CRE Form 4, Pages 105-106
|
|
| 2 | 3 |
CHRISTIAN APPROACH TO WORK
|
Professional ethics, ethos and codes
|
By the end of the
lesson, the learner
should be able to:
Define professional ethos, ethics and codes. Explain roles of professional codes in society. Discuss importance of professional standards and public trust. |
In groups, learners are guided to:
Definition of professional ethos as character of profession; Discussion of professional ethics as principles of conduct |
The Bible
|
KLB Secondary CRE Form 4, Pages 106-108
|
|
| 2 | 4 |
CHRISTIAN APPROACH TO WORK
|
Professional ethics, ethos and codes
|
By the end of the
lesson, the learner
should be able to:
Define professional ethos, ethics and codes. Explain roles of professional codes in society. Discuss importance of professional standards and public trust. |
In groups, learners are guided to:
Definition of professional ethos as character of profession; Discussion of professional ethics as principles of conduct |
The Bible
|
KLB Secondary CRE Form 4, Pages 106-108
|
|
| 3 | 1 |
CHRISTIAN APPROACH TO WORK
|
Rights and duties of employers and employees
|
By the end of the
lesson, the learner
should be able to:
Explain rights and duties of employers. Discuss rights and duties of employees. Analyze importance of cordial employer-employee relationships. |
In groups, learners are guided to:
Discussion of employer rights: business freedom, profits, loyalty expectation, Examination of employee rights |
The Bible, Rights and duties charts
|
KLB Secondary CRE Form 4, Pages 108-110
|
|
| 3 | 2 |
CHRISTIAN APPROACH TO WORK
|
Employment and wage/labour contracts
|
By the end of the
lesson, the learner
should be able to:
Discuss Christian approach to employment issues. Explain biblical principles on wages and labour contracts. Analyze just wage considerations. |
In groups, learners are guided to:
Study of biblical employment principles (Leviticus 19:13, Luke 10:7); Analysis of Paul's teaching on fair wages (1 Timothy 5:18) Examination of labour contract protection and legal binding |
The Bible, Leviticus and Luke passages
|
KLB Secondary CRE Form 4, Pages 110-112
|
|
| 3 | 3 |
CHRISTIAN APPROACH TO WORK
|
Industrial action/strikes
|
By the end of the
lesson, the learner
should be able to:
Explain causes and forms of industrial action. Discuss negative effects of strikes. Analyze Christian attitude to labour disputes. |
In groups, learners are guided to:
Definition of strikes as protest for better conditions; Discussion of strike forms, Examination of Christian peaceful approach to dispute resolution; Study of Matthew 5:21-26 on peaceful solutions |
The Bible
|
KLB Secondary CRE Form 4, Pages 112-113
|
|
| 3 | 4 |
CHRISTIAN APPROACH TO WORK
|
Industrial action/strikes
|
By the end of the
lesson, the learner
should be able to:
Explain causes and forms of industrial action. Discuss negative effects of strikes. Analyze Christian attitude to labour disputes. |
In groups, learners are guided to:
Definition of strikes as protest for better conditions; Discussion of strike forms, Examination of Christian peaceful approach to dispute resolution; Study of Matthew 5:21-26 on peaceful solutions |
The Bible
|
KLB Secondary CRE Form 4, Pages 112-113
|
|
| 4 | 1 |
CHRISTIAN APPROACH TO WORK
|
Child labour
|
By the end of the
lesson, the learner
should be able to:
Define child labour and explain its causes. Discuss exploitation of children in various forms of work. Analyze traditional African vs modern approaches to children's work. |
In groups, learners are guided to:
Definition of child labour as full-time employment of under-18s; Discussion of causes, Study of biblical view of children as God's blessings (Psalms 127:3-5) |
The Bible
|
KLB Secondary CRE Form 4, Pages 113-116
|
|
| 4 | 2 |
CHRISTIAN APPROACH TO WORK
|
Child labour (continued) and child protection
|
By the end of the
lesson, the learner
should be able to:
Discuss international and national child protection measures. Explain Christian response to child abuse and exploitation. Analyze children's rights and responsibilities. |
In groups, learners are guided to:
Analysis of international declarations: UN Rights of Child, African Charter; Discussion of Kenya's Children's Act and government measures; Examination of organizations: UNICEF, ANPPACAN, CRADLE; Study of children's rights: life, education, expression, protection |
The Bible
|
KLB Secondary CRE Form 4, Pages 114-116
|
|
| 4 | 3 |
CHRISTIAN APPROACH TO WORK
|
Unemployment
|
By the end of the
lesson, the learner
should be able to:
Explain causes and effects of unemployment. Discuss social problems resulting from joblessness. Analyze Christian response to unemployment challenges. |
In groups, learners are guided to:
Discussion of unemployment as lack of jobs in formal and informal sectors; Analysis of causes: limited opportunities, attitude to manual work, corruption, poor policies; Examination of effects: social evils, insecurity, lack of basic needs; Study of Christian view as economic and moral problem; Analysis of church role in creating employment opportunities |
The Bible, 1 Corinthians 12 on talents, Unemployment statistics
|
KLB Secondary CRE Form 4, Pages 116-117
|
|
| 4 | 4 |
CHRISTIAN APPROACH TO WORK
|
Unemployment
|
By the end of the
lesson, the learner
should be able to:
Explain causes and effects of unemployment. Discuss social problems resulting from joblessness. Analyze Christian response to unemployment challenges. |
In groups, learners are guided to:
Discussion of unemployment as lack of jobs in formal and informal sectors; Analysis of causes: limited opportunities, attitude to manual work, corruption, poor policies; Examination of effects: social evils, insecurity, lack of basic needs; Study of Christian view as economic and moral problem; Analysis of church role in creating employment opportunities |
The Bible, 1 Corinthians 12 on talents, Unemployment statistics
|
KLB Secondary CRE Form 4, Pages 116-117
|
|
| 5 | 1 |
CHRISTIAN APPROACH TO WORK
|
Self-employment
|
By the end of the
lesson, the learner
should be able to:
Define self-employment and explain its importance. Discuss factors to consider before starting businesses. Analyze Jua Kali sector and entrepreneurship opportunities. |
In groups, learners are guided to:
Definition of self-employment as personal enterprise initiation; Discussion of importance: income generation, job creation, economic welfare; Study of Christian encouragement for work and job creation |
The Bible
|
KLB Secondary CRE Form 4, Pages 117-118
|
|
| 5 | 2 |
CHRISTIAN APPROACH TO WORK
|
Biblical foundation of work and modern applications
|
By the end of the
lesson, the learner
should be able to:
Synthesize biblical teachings on work from Old and New Testament. Apply Christian work principles to contemporary employment challenges. Develop Christian work ethic for modern contexts. |
In groups, learners are guided to:
Comprehensive review of Genesis creation and work; Analysis of Jesus as worker and Paul's teachings; Integration of traditional African, secular, and Christian work attitudes; Application of biblical principles to modern employment issues; Development of Christian approach to contemporary work challenges |
The Bible, Genesis and New Testament work passages, Application scenarios
|
KLB Secondary CRE Form 4, Pages 95-118
|
|
| 5 | 3 |
CHRISTIAN APPROACH TO LEISURE
|
The meaning and forms of leisure
|
By the end of the
lesson, the learner
should be able to:
Define leisure as time free from work or duties. Distinguish between passive and active leisure. Analyze advantages and disadvantages of different leisure forms. |
In groups, learners are guided to:
Definition of leisure as relaxation time; Discussion of passive vs active leisure forms; Analysis of advantages: rest, talent development; Study of disadvantages: addiction, health risks |
The Bible, Leisure activity examples, Visual aids
|
KLB Secondary CRE Form 4, Pages 119-122
|
|
| 5 | 4 |
CHRISTIAN APPROACH TO LEISURE
|
Importance of leisure and traditional African understanding
|
By the end of the
lesson, the learner
should be able to:
Explain importance of leisure for human wellbeing. Discuss traditional African organization of leisure activities. Analyze leisure in African ceremonies and age groups. |
In groups, learners are guided to:
Analysis of leisure importance for rest and recreation; Discussion of traditional African leisure organization by age and gender; Examination of ceremonial leisure: initiation, marriage, naming; Study of storytelling and age-specific activities |
The Bible, Traditional ceremony examples, African leisure materials
|
KLB Secondary CRE Form 4, Pages 122-125
|
|
| 6 | 1 |
CHRISTIAN APPROACH TO LEISURE
|
Christian teaching on leisure
|
By the end of the
lesson, the learner
should be able to:
Explain biblical foundation of leisure from creation story. Discuss Jesus' example of rest and recreation. Analyze Christian use of leisure time. |
In groups, learners are guided to:
Scripture study Genesis 2:2, Exodus 20:8-11 on Sabbath rest; Analysis of Jesus' leisure examples; Discussion of Christian activities: worship, visiting sick, retreat; Study of Ecclesiastes 3:1-8 on appropriate timing |
The Bible, Genesis and Exodus passages
|
KLB Secondary CRE Form 4, Pages 125-128
|
|
| 6 | 2 |
CHRISTIAN APPROACH TO LEISURE
|
Christian teaching on leisure
|
By the end of the
lesson, the learner
should be able to:
Explain biblical foundation of leisure from creation story. Discuss Jesus' example of rest and recreation. Analyze Christian use of leisure time. |
In groups, learners are guided to:
Scripture study Genesis 2:2, Exodus 20:8-11 on Sabbath rest; Analysis of Jesus' leisure examples; Discussion of Christian activities: worship, visiting sick, retreat; Study of Ecclesiastes 3:1-8 on appropriate timing |
The Bible, Genesis and Exodus passages
|
KLB Secondary CRE Form 4, Pages 125-128
|
|
| 6 | 3 |
CHRISTIAN APPROACH TO LEISURE
|
Misuse of leisure today
|
By the end of the
lesson, the learner
should be able to:
Identify ways leisure is misused in modern society. Discuss negative effects of excessive passive activities. Analyze problems of idle talk, gambling, and discos. |
In groups, learners are guided to:
Discussion of excessive passive activities and technology addiction; Analysis of gambling, idle talk, and disco problems; Examination of changing leisure patterns from traditional to modern |
The Bible
|
KLB Secondary CRE Form 4, Pages 128-130
|
|
| 6 | 4 |
CHRISTIAN APPROACH TO LEISURE
|
Use and abuse of alcohol
|
By the end of the
lesson, the learner
should be able to:
Explain traditional and modern uses of alcohol. Discuss effects of alcohol abuse on individuals and families. Analyze Christian views on alcohol consumption. |
In groups, learners are guided to:
Discussion of traditional vs modern alcohol use; Analysis of abuse effects: health, family, work problems |
The Bible
|
KLB Secondary CRE Form 4, Pages 130-133
|
|
| 7 | 1 |
CHRISTIAN APPROACH TO LEISURE
|
Use and abuse of drugs
|
By the end of the
lesson, the learner
should be able to:
Define drugs and classify different types. Explain effects of medical, soft, and hard drugs. Discuss reasons for drug abuse among youth. |
In groups, learners are guided to:
Definition and classification of drugs; Analysis of medical, soft, and hard drug effects; Discussion of abuse reasons |
The Bible, Drug classification charts
|
KLB Secondary CRE Form 4, Pages 133-138
|
|
| 7 | 2 |
CHRISTIAN APPROACH TO LEISURE
|
Use and abuse of drugs
|
By the end of the
lesson, the learner
should be able to:
Define drugs and classify different types. Explain effects of medical, soft, and hard drugs. Discuss reasons for drug abuse among youth. |
In groups, learners are guided to:
Definition and classification of drugs; Analysis of medical, soft, and hard drug effects; Discussion of abuse reasons |
The Bible, Drug classification charts
|
KLB Secondary CRE Form 4, Pages 133-138
|
|
| 7 | 3 |
CHRISTIAN APPROACH TO LEISURE
|
Causes and prevention of drug abuse
|
By the end of the
lesson, the learner
should be able to:
Analyze factors leading to alcohol and drug abuse. Discuss prevention strategies and rehabilitation measures. Explain role of family, church, and society in prevention. |
In groups, learners are guided to:
Analysis of abuse causes: parental neglect, financial stress, media influence; Discussion of prevention strategies and rehabilitation organizations |
The Bible, charts
|
KLB Secondary CRE Form 4, Pages 133-138
|
|
| 7 | 4 |
CHRISTIAN APPROACH TO LEISURE
|
Christian criteria for evaluating leisure use
|
By the end of the
lesson, the learner
should be able to:
Explain Christian principles for leisure evaluation. Discuss biblical guidelines for appropriate leisure activities. Apply Christian criteria to modern leisure choices. |
In groups, learners are guided to:
Study of Christian evaluation criteria: dignity, harm avoidance, God's glory; Scripture study Psalms 1:1-2, 1 Corinthians 10:31; Application of biblical principles to leisure choices; Discussion of avoiding addiction and harmful activities |
The Bible, Psalms and 1 Corinthians passages
|
KLB Secondary CRE Form 4, Pages 138-140
|
|
| 8 |
Midterm break |
|||||||
| 9 | 1 |
CHRISTIAN APPROACH TO WEALTH, MONEY AND POVERTY
|
Definition of wealth, money and poverty
|
By the end of the
lesson, the learner
should be able to:
Define wealth, money and poverty. Explain ways through which wealth is acquired. Describe properties of good money. Identify causes of poverty. |
In groups, learners are guided to:
Q/A on previous knowledge of wealth and poverty; Brainstorming on ways wealth is acquired; Discussion on properties of money; Group work identifying causes of poverty; Practical exercise listing different world currencies. |
The Bible, charts showing world currencies
|
KLB Secondary CRE Form 4, Pages 141-143
|
|
| 9 | 2 |
CHRISTIAN APPROACH TO WEALTH, MONEY AND POVERTY
|
Traditional African understanding of wealth
Traditional African understanding of poverty and attitudes to wealth |
By the end of the
lesson, the learner
should be able to:
Discuss traditional African understanding of wealth. Explain ways wealth was acquired in traditional African communities. Compare individual and communal ownership of wealth. |
In groups, learners are guided to:
Q/A reviewing previous lesson; Narrations on traditional wealth measures; Group discussions on livestock as wealth |
The Bible, charts on traditional wealth indicators, pictures of livestock
The Bible |
KLB Secondary CRE Form 4, Pages 143-145
|
|
| 9 | 3 |
CHRISTIAN APPROACH TO WEALTH, MONEY AND POVERTY
|
Impact of money economy on traditional African society
|
By the end of the
lesson, the learner
should be able to:
Discuss the introduction of money economy in Africa. Analyze positive and negative impacts of money economy. Evaluate changes in social structures due to money economy. |
In groups, learners are guided to:
Probing questions on money vs barter trade; Detailed discussions on rural-urban migration; Group analysis of individualism vs communalism |
The Bible
|
KLB Secondary CRE Form 4, Pages 148-150
|
|
| 9 | 4 |
CHRISTIAN APPROACH TO WEALTH, MONEY AND POVERTY
|
Christian teaching on wealth - Old Testament
Christian teaching on wealth and poverty - New Testament |
By the end of the
lesson, the learner
should be able to:
Highlight Old Testament teachings on wealth. Discuss wealth as God's blessing linked to obedience. Analyze biblical examples of righteous wealthy people. Explain social obligations of the wealthy. |
In groups, learners are guided to:
Bible reading from Genesis, Deuteronomy, and Psalms; Narratives on Abraham, David, and Solomon; Discussions on Naboth's vineyard story |
The Bible
The Bible, pictures illustrating biblical parables. |
KLB Secondary CRE Form 4, Pages 151-153
|
|
| 10 | 1 |
CHRISTIAN APPROACH TO WEALTH, MONEY AND POVERTY
|
Fair distribution of wealth
|
By the end of the
lesson, the learner
should be able to:
Discuss Christian principles of fair wealth distribution. Explain the role of taxation in wealth redistribution. Analyze government and church responsibilities. Evaluate collaborative approaches to poverty eradication. |
In groups, learners are guided to:
Probing questions on wealth inequality in Kenya; Bible reading on early church sharing; Group discussions on taxation principles |
The Bible
|
KLB Secondary CRE Form 4, Pages 157-159
|
|
| 10 | 2 |
CHRISTIAN APPROACH TO WEALTH, MONEY AND POVERTY
CHRISTIAN APPROACH TO LAW, ORDER AND JUSTICE |
Bribery and corruption
Definition of law, order and justice |
By the end of the
lesson, the learner
should be able to:
Define bribery and corruption. Identify factors that lead to corrupt practices. Analyze biblical teachings against corruption. Suggest Christian responses to corruption. |
In groups, learners are guided to:
Brain storming on corruption examples; Bible reading from Exodus, Psalms, Isaiah; Group discussions on effects of corruption; Role-play on resisting bribery |
The Bible, relevant print media material
The Bible |
KLB Secondary CRE Form 4, Pages 159-162
|
|
| 10 | 3 |
CHRISTIAN APPROACH TO LAW, ORDER AND JUSTICE
|
The need for law, order and justice in society
|
By the end of the
lesson, the learner
should be able to:
Explain the need for law, order and justice. Discuss how law promotes economic growth. Analyze the role of law in protecting rights. Evaluate law's role in maintaining security. |
In groups, learners are guided to:
Probing questions on lawless societies; Detailed discussions on economic stability; Group work on human rights protection; Exposition on taxation and law enforcement; Case studies on countries with good governance; Q/A on investor confidence. |
The Bible, chalkboard, exercise books, old newspapers, local examples from community.
|
KLB Secondary CRE Form 4, Pages 165-167
|
|
| 10 | 4 |
CHRISTIAN APPROACH TO LAW, ORDER AND JUSTICE
|
Rights and duties of citizens
Traditional African understanding of law, order and justice |
By the end of the
lesson, the learner
should be able to:
Define citizenship and citizen rights. Identify civil, political and socio-economic rights. Explain duties and obligations of citizens. Analyze international human rights instruments. |
In groups, learners are guided to:
Bible reading on human dignity; Group discussions on constitutional rights, Role-play on citizen responsibilities; Q/A on balancing rights and duties. |
The Bible
The Bible,simple drawings on chalkboard. |
KLB Secondary CRE Form 4, Pages 167-169
|
|
| 11 | 1 |
CHRISTIAN APPROACH TO LAW, ORDER AND JUSTICE
|
Biblical teachings on law - Old Testament and Jesus' fulfillment
|
By the end of the
lesson, the learner
should be able to:
Highlight Old Testament laws (Torah). Discuss Jesus' interpretation of Mosaic Law. Compare Mosaic Law with Jesus' teachings. Analyze the Sermon on the Mount teachings. |
In groups, learners are guided to:
Bible reading from Exodus, Deuteronomy and Matthew; Detailed analysis of Ten Commandments; Group discussions on Jesus' new interpretations; Q/A on law's fulfillment in Christ. |
The Bible
|
KLB Secondary CRE Form 4, Pages 171-175
|
|
| 11 | 2 |
CHRISTIAN APPROACH TO LAW, ORDER AND JUSTICE
|
Biblical teachings on order and justice
Social disorders - discrimination (racism and tribalism) |
By the end of the
lesson, the learner
should be able to:
Discuss God as a God of order in creation and Exodus. Explain orderliness in Jesus' ministry. Analyze Old Testament teachings on justice. Evaluate New Testament justice principles. |
In groups, learners are guided to:
Bible reading from Genesis and 1 Corinthians; Narratives on God's orderly creation; Discussion on John Baptist's justice teachings. |
The Bible
The Bible simple maps drawn on board. |
KLB Secondary CRE Form 4, Pages 175-177
|
|
| 11 | 3 |
CHRISTIAN APPROACH TO LAW, ORDER AND JUSTICE
|
Social disorders - gender discrimination and inequitable distribution of wealth
Social disorders - crime, its causes and remedies |
By the end of the
lesson, the learner
should be able to:
Discuss sexism and gender-based discrimination. Analyze causes and effects of gender inequality. Explain inequitable distribution of wealth and resources. Suggest Christian remedies for these social disorders. |
In groups, learners are guided to:
Probing questions on gender roles; Group discussions on women's rights; Bible reading on Jesus' treatment of women |
The Bible
|
KLB Secondary CRE Form 4, Pages 184-187
|
|
| 11 | 4 |
CHRISTIAN APPROACH TO LAW, ORDER AND JUSTICE
|
Church-state relationship and Christian role in society transformation
|
By the end of the
lesson, the learner
should be able to:
Explain church-state relationship in Kenya. Discuss areas of cooperation and conflict. Analyze Christian participation in social, economic and political life. Evaluate Christian role in transforming society. |
In groups, learners are guided to:
Bible reading on Christian civic duties; Group discussions on church-state cooperation |
The Bible simple diagrams on board.
|
KLB Secondary CRE Form 4, Pages 191-195
|
|
| 12 | 1 |
CHRISTIAN APPROACH TO SCIENCE, TECHNOLOGY AND ENVIRONMENT
|
Definition of science, technology and environment. Benefits of science and technology
|
By the end of the
lesson, the learner
should be able to:
Define science, technology and environment. Explain benefits of science and technology to human beings. Analyze how Christians should use modern science and technology. Discuss God's mandate to human beings in creation. |
In groups, learners are guided to:
Q/A on scientific knowledge from other subjects; Brain storming on technological devices in daily life; Group discussions on benefits of technology |
The Bible
|
KLB Secondary CRE Form 4, Pages 196-198
|
|
| 12 | 2 |
CHRISTIAN APPROACH TO SCIENCE, TECHNOLOGY AND ENVIRONMENT
|
Christian views on euthanasia and blood transfusion
|
By the end of the
lesson, the learner
should be able to:
Define euthanasia and blood transfusion. Discuss arguments for and against euthanasia. Analyze Christian views on euthanasia and blood transfusion. Explain biblical teachings on sanctity of life. |
In groups, learners are guided to:
Bible reading on sanctity of life; Detailed discussions on mercy killing vs murder; Group analysis of medical ethics; Case studies on terminal illness decisions |
The Bible
|
KLB Secondary CRE Form 4, Pages 198-201
|
|
| 12 | 3 |
CHRISTIAN APPROACH TO SCIENCE, TECHNOLOGY AND ENVIRONMENT
|
Christian views on organ transplant and genetic engineering
Christian views on plastic surgery and environmental impact of science and technology |
By the end of the
lesson, the learner
should be able to:
Explain organ transplant procedures and benefits. Define genetic engineering and its applications. Discuss Christian support and opposition to these practices. Analyze biblical examples of God's creative work. |
In groups, learners are guided to:
Probing questions on organ donation; Group discussions on heart and kidney transplants; Bible reading on Adam's rib and Eve's creation |
The Bible, simple drawings of human organs
The Bible, simple environmental observations. |
KLB Secondary CRE Form 4, Pages 201-203
|
|
| 12 | 4 |
CHRISTIAN APPROACH TO SCIENCE, TECHNOLOGY AND ENVIRONMENT
|
Christian response to desertification and deforestation
|
By the end of the
lesson, the learner
should be able to:
Define desertification and deforestation. Identify causes and effects of environmental degradation. Explain Christian responsibility for environmental conservation. Suggest practical ways Christians can protect the environment. |
In groups, learners are guided to:
Bible reading on stewardship of creation; Group analysis of causes of desertification; Detailed discussions on deforestation effects; Exposition on tree planting and conservation; Case studies on environmental success stories |
The Bible, simple tree planting demonstrations, seedlings if available.
|
KLB Secondary CRE Form 4, Pages 209-212
|
|
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