Health Curriculum English Compilation Reduced Size

Healthy Foundations
Health Lessons for Rural Primary Schools
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Table of Contents
Unit 1: What Makes Us Sick?
Unit Summary Lesson 1: What Is A Germ? Lesson 2: What Is A Germ Review Lesson 3: What Is A Parasite Lesson 4: What Is A Parasite Review
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5 10 13 16 20
Unit 2: Whats In My Water?

Unit Summary Lesson 1: What Makes Water Dirty Lesson 2: Do We Use Clean Water Lesson 3: What Illnesses Travel in Water Lower Grades What Illnesses Travel in Water Upper Grades Lesson 4: How Can We Get Clean Water?
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23 25 30 31 34 45
Unit 3: Hygiene and Me

Unit Summary Lesson 1: Washing My Hands Lesson 2: A Formula For Hygiene Lesson 3: Cleaning My Teeth Lesson 4: Eating Clean
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50 53 56 59 62
Unit 4: Sanitation
Unit Summary Lesson 1: Latrines Lesson 2: Control of Animals Lesson 3: Garbage Lesson 4: Sanitation Review
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67 70 73 75 78
Unit 5: The Body (Optional)

Unit Summary Lesson 1: The Nervous System Lower Grades The Nervous System Upper Grades Lesson 2: The Digestive System Lesson 3: The Musculoskeletal System
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81 82 84 87 89
Unit 6: Nutrition
Unit Summary Lesson 1: The Food Families Lesson 2: Food Families Review Lesson 3: Foods That Make Us Sick
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94 95 97 99
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Lesson 4: Malnutrition
101
Unit 7: Caring For The Sick

Unit Summary Lesson 1: Diarrhoea Lesson 2: Pneumonia Lesson 3: When To Go To The Hospital Lesson 4: Helping A Sick Person Heal
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107 108 113 116 121
Unit 8: Safety
Unit Summary Lesson 1: Road Safety Lesson 2: Fire Safety Lesson 3: Poison Lesson 4: Using Medicine Safely
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124 126 128 131 133
Unit 9: Working Together

Unit Summary Lesson 1: Responding To Conflict Lesson 2: Gender And Work Lesson 3: Rights And Responsibility Lesson 4: Being A Leader
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137 138 143 145 149
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Unit 1: What Makes Us Sick?
A Health Unit for the Mucombeze-Interior Primary School
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Unit One: What Makes Us Sick?

Unit Summary
In order to understand how to be healthy, you must understand how you get sick. In this unit the students will be learning about what causes illnesses. This unit will act as an introduction to the units on water, hygiene and sanitation. Remember that this unit focuses on how illness is spread. The units on water, hygiene and sanitation will focus on how to prevent the spread of illness. In the first week the students will learn about germs and how they are spread. During the second week this information will be reviewed in class and through a fun outdoor game. During the third week the students will learn specifically about parasites in a story called Pedro the Parasite. In the fourth week the students will review information on parasites and complete a simple art project illustrating the information which they have learned.
Learning Objectives:
1. Students will understand 2. Students will understand people. 3. Students will understand animals. 4. Students will understand 5. Students will understand 6. Students will understand 7. Students will understand water, feces and meat. that many illnesses are caused by small organisms called germs. that germs are spread through the bodily fluids and waste of that germs are spread through the bodily fluids and waste of that that that that germs are spread through dirty water many illnesses are caused by parasites. parasites are found in soil, water, feces and meat. parasites are spread through contact with contaminated soil,
Schedule
Lessons Activities Week One Lesson: What Is A Germ? Week Two Review: What Is A Germ Game: The Germ Chain Week Three Lesson: What Is A Parasite? Week Four Review: What Is A Parasite? Art Project: Posters
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What Is A Germ: Information for Teachers

In this unit the word germ is used to describe the many tiny organisms that cause illness. In actuality there are several different organisms that cause illness: bacteria, viruses, and fungi.
Bacteria
Bacteria are tiny organisms that cannot be seen with the eye. They get nutrients from their environments in order to survive, and that environment can be a human body. Bacteria are not all bad. In fact, the human body needs a certain amount of good bacteria in order to be healthy. Usually our bodies can fight off any bacteria that could cause illness, but there are times then bacteria can cause infections. Bacteria are usually the cause of many common illnesses like ear infections. They can also cause very serious illnesses like tuberculosis and leprosy, typhoid or cholera. Bacterial infections can be treated with many different types of antibiotics, but antibiotics should only be taken with the instruction of a health care worker.
Viruses
A virus is a very tiny organism that can cause disease. Viruses invade living cells in order to survive and multiply. The common flu is caused by a virus. Measles and chicken pox are also caused by a virus. One of the most serious diseases caused by a virus is HIV. Viruses can live on surfaces, like doorknobs or bicycle handles so they are easily passed along as people touch such surfaces.
Fungi
Fungi are almost like tiny plants. One common fungal infection in Mozambique is ringworm. Fungi like to live in warm, damp places like folds in the skin or between the toes. Most of the time fungal infections are not dangerous, but they can be lifethreatening. People with poor immune systems, like people with HIV, can be at risk for getting fungal infections.
How Germs Are Spread
Ringworm on the scalp
Different germs are spread in different ways, but speaking generally, germs can be spread through the exchange of bodily fluids like saliva, sweat, blood and ejaculatory fluid. Therefore, they can be spread through things like kissing, coughing, sneezing, sharing eating utensils and sex. Different germs can also survive on surfaces so they are easily transmitted when someone touches the dirty object and, without meaning to, takes the germ into their own body. Germs thrive in dirty conditions, such as piles of dirty dishes, unclean latrines, or piles of garbage.
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Germs spread easily in crowded or unclean living conditions.
Preventing the Spread of Harmful Germs

The transmission of harmful bacteria can be prevented by good hygiene practices such as regular hand washing and being careful to sneeze or cough into ones arm. It can also be prevented by good sanitation practices, such as keeping clean home and latrines. Being careful to avoid the bodily fluids of someone who is sick is a healthy choice as well. In particular, HIV is spread through blood and sexual fluids. Safe sexual practices should always be used. People should also use caution when there is any chance that they might come into contact with someones blood, such as when helping take care of a cut or wound.
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What Is A Parasite: Information for Teachers

There are very many different parasites around the world which cause many health problems. They cause many problems especially in countries like Mozambique, where hygiene and sanitation can be poor. Parasites are passed along through the urine and feces of infected people and animals. Parasites live in feces, dirty water, and poorly prepared food. When a person or an animal has parasites their feces will have parasite eggs in it. If they defecate in the soil then the parasite eggs get into the soil. If a person or an animal steps on the feces, they will carry small bits of the feces full of parasite eggs with them to a new place. People might get the feces on their hands without knowing it. If they are not careful to be clean and wash their hands, they might then get some of the feces on their hands. Then, if they eat or touch their face, they might get the parasite eggs in their mouth. The eggs will travel to the persons stomach and intestines. There the parasites will grow. They can cause stomach pain, vomiting, and diarrhoea. Sometimes, when a person or an animal with parasites defecates in the soil, the parasite will stay in the soil and then bite into the feet of the person or animal that happens to walk over them. These kinds of parasites travel to the intestines through the blood. This parasite is called hookworm. They attach to the wall of the intestine and suck the persons blood. This causes anaemia and the person will feel very weak. This is very dangerous for children as the anaemia will prevent proper physical and mental development. If a person with a certain kind of parasite called bilharzias urinates in water (like a stream or a pond), they will put those parasites in the water. People who drink or bathe or wash clothes in that water will get bilharzias. This kind of parasite causes stomach pain and trouble with passing urine. People may notice blood in their urine. It can damage very important parts of the body like the liver and kidneys. This parasite is very common in this area of Mozambique. If someone cannot avoid washing in water that is contaminated with bilharzias, they may be able to help prevent infection by drying themselves off very well as soon as they get out of the water. Bilharzias are one of the most economically and socially damaging parasites in the world. Parasites also travel into people through food. There are several ways that this happens. If the person preparing the food does not wash their hands, any germs or feces or parasite eggs that are on their hands will get into the food. They will also make the plates and cups dirty when they touch them. People who eat the food could get sick. There is also a certain kind of parasite called a tapeworm. It can live in meat. If meat is not cooked until it is well done, the parasite will live and be eaten by a person. The tapeworm will travel to the persons stomach and grow, grow, grow! Tapeworms can grow up to 30 feet long. This person will loose a lot of weight and be very weak. They will suffer from nausea, stomach pain, and diarrhoea. People with parasite infestations are at risk for developing other illnesses. This is because the parasites rob the body of the nutrients it needs to fight off disease and be healthy.
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Parasites can be easily prevented through good hygiene and sanitation habits like using the latrine when passing urine and stool, proper hand washing and the correct and clean preparation of food, but education is necessary for the public to embrace good health practices.
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Lesson: What Is A Germ?

School: Class: Preschool, Class 1 and 2 Subject: Health Unit: What Makes Us Sick? Week: One Lesson Topic: Germs Materials Needed: Cards 1.1.1, 1.1.2, small amount of flour or chalk dust
1. Students will understand 2. Students will understand 3. Students will understand animals. 4. Students will understand that disease is caused by small organisms called germs. that germs are spread through bodily fluids and waste of humans. that germs are spread through the bodily fluids and waste of that germs are spread through dirty water.
Creating Interest
The teacher may ask the following questions, or similar questions of their own creation, to spark the students interest in the lesson: Who here has ever been sick? What did it feel like when you were sick? Allow several students to share their own stories, and then ask: Why did you get sick? Allow students to share their ideas of what might cause illness.
Instructional Input
(Show students Card 1.1.1) Illnesses are caused by small organisms called germs. They are so small that they cannot be seen with the eye, they must be seen with a special machine. This is what germs look like.
When a germ gets inside a body, it begins to multiply. One germ can turn into hundreds, thousands, even millions of other germs in just one day! We always have some germs inside our bodies, but if too many germs grow inside your body, then you will get sick! Germs called bacteria and viruses can illnesses like the flu, ear infections, diarrhoea, or the measles. They also cause very serious illnesses for which there is no cure, like HIV/AIDS. Germs called fungi can cause things like ringworm.
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(Show students Card 1.1.2) Germs live in the fluids that come out of peoples bodies like saliva and blood, sweat- and vomit! They also live in the body fluids of animals.
There are also very many germs in human and animal feces. Feces are like little bombs. When you touch them they explode with germs and the germs get all over you! When a yard has animal or human feces lying in it, you can know for sure that very many germs are in that yard. That family is at risk for getting very sick. Animals are often carrying germs. When they are allowed to come inside houses they will leave germs behind. There can be very many germs in water that is not clean. When you drink dirty water you drink germs and you can become very sick. When you bathe in dirty water, you are bathing in germs. Germs can be spread from person to person. They can travel by getting on to our hands when we touch dirty things like feces and then go and open a door, prepare food, shake someones hand, or touch someones face. When our hands are full of germs we leave germs on everything that we touch. The germs sit and wait for the next person to come along and touch the item. Then the germs jump right onto the next person and keep travelling from person to person, making more and more people sick! Germs can live on any surface, like doorknobs, keys, plates or drinking glassesanything that has been touched by someone with germs on their hands. If someone touches that surface, the germs will get onto them. Because germs also live in body fluid, they can travel through sneezes and coughs! We can make people very sick without meaning to if we are not careful to cover our mouth and nose with our arm when we sneeze and cough. Germs can also get into food that is no prepared with clean tools, or food that is left uncovered and sat upon by flies. Flies are always carrying germs, putting them on everything they touch. Remember that germs are too small for us to see! Even if something looks clean, it might be covered in germs. The only way to be sure that germs are not present is to always keep yourself and your home clean. We will learn more about this in the next few months. Object Lessons: Put chalk dust from the chalk board onto your hand. Touch a desk, and childs face, a pencil. The white chalk dust will leave finger prints wherever you touch something. Explain that this is how germs spread. They get on our hands and then we leave them behind wherever we go. Put a small amount of white flour into the palm of your hand and then pretend to sneeze into your hand. The flour will fly out in a cloud. This will demonstrate how very many germs go out into the air, or onto our hands, and on to other people when we sneeze or cough.
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Checking for Understanding

Throughout the week use discussion and quizzing to see how much of the information the students has retained. A more formal review time will occur in Week 2. Also, by evaluating the posters the students draw in Week 4 you should be able to evaluate what they understood from the lesson. If you see that some points seem to have been missed by most of the children in the class, review those points using the Card aids at a convenient time.
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Review: What Is A Germ?

School: Class: All classes Subject: Health Unit: What Makes Us Sick? Week: Two Lesson Topic: Germs Materials Needed: Cards 1.1.1, 1.1.2 and 1.2.1
1. 2. 3. 4. Students Students Students Students will will will will understand understand understand understand that that that that disease is caused by small organisms called germs. germs are spread through human bodily fluids and waste. germs are spread through human bodily fluids and waste. germs are spread through dirty water.
Creating Interest
Ask, Who can tell me some facts about germs that we learned last week?
Instructional Input
As students give their responses, take the opportunity to reinforce right answers and to correct false information. Use Cards 1.1.1. and 1.1.2. from Week 1 to help with review. Show students Card 1.2.1. Say, This is a picture of a typical community scene. Lets look at this picture and find places where germs might be hiding. For example: A girl is getting water from the river where a man is urinating, people are bathing, and a cow is standing. Animals are in the house. The goat is in the yard and there are goat feces. There are flies. A woman is cooking. Is she using clean tools? Are her hands clean? A boy is coming out of the latrine. Did he wash his hands? There is a pig defecating close to the home. Discuss with the children where the germs could be. Use this opportunity to reinforce learning objectives. If time allows, ask the children to look at the poster and think of ways in which the areas full of germs could have been kept clean. Asking this question will help prepare the childrens minds for the information covered in the next three units. Take the students outside to play, The Germ Chain. Use this game as an opportunity to reinforce and review the information the students have learned about germs.

This review class will give you many opportunities to see what information the students have retained. As you progress through the lesson, be alert and listening to see if there is information
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that seems to have been missed by most of the children in the class. Review those points using the Card aids.
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Game: The Germ Chain

During physical education or during a free period in the day, take the students outside to play The Germ Chain. This is a fun opportunity to reinforce and review concepts learned earlier in the week while also giving the students a tool they can use to each other children about the spread of germs. A sick person who is not careful will pass on their germs or parasites to another person. Then the other person will pass on their illness to another person. Then that person will pass on their illness to another person, and so on, and so on. It is like they are forming a long chain of illness, as they are all connected to each other by the same germ. The game, The Germ Chain, is a fun, outside activity that can be used to reinforce the idea that germs and parasites are spread from person to person and cause illness. When organizing the students for the game, the teacher must be sure that they explain to the children the principle that the game is supposed to illustrate. Playing this game is a teaching opportunity and another chance to quiz and review information. This game is to be played on the football field. In this game one student will be chosen as The Germ. When the teacher says, One, two, three...go! The Germ will begin to chase the other students who will run away to try and avoid being caught. Everyone must stay inside the boundaries of the football field. If The Germ touches another student, that student must join hands with The Germ. They have begun the Germ Chain. They will then run together and try and catch other students. Each student that is caught must join the Germ Chain. Members of the Germ Chain must not let go of each others hands, but the teacher may divide the chain into two groups if they feel that it is too long and becoming dangerous. The Germ Chain will continue to grow as most students are caught. They will continue chasing other students until there is only one student who has not been caught. They are the winner of the game!
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Lesson: What Is A Parasite?

School: Class: Preschool, Class 1 and 2 Subject: Health Unit: What Makes Us Sick? Week: Three Lesson Topic: Parasites Materials Needed: Cards 1.3.1, 1.3.2, 1.3.3, 1.3.4, 1.3.5, 1.3.6, 1.3.7, 1.3.8
1. Students will understand that many illnesses are caused by parasites. 2. Students will understand that parasites are found in soil, water, feces and meat. 3. Students will understand that parasites are spread through contact with contaminated soil, water, feces and meat.
Creating Interest
Show students a picture of different parasites. Ask, Who knows what these creatures are? Allow students time to respond. Ask students, What would you think if I told you that these creatures live inside of people? Allow students time to respond.
Instructional Input
(Show students Card 1.3.1) These creatures do live inside of people. In fact, some of you might have one of these living in you right now! They are called parasites In our last lesson we learned about germs and how they are what make people sick. Parasites are another thing that can make people ill, sometimes very seriously.
Parasites are a little different than germs. They are much bigger and cannot be spread by coughing or sneezing. To learn about parasites, we are going to read a story. Read: Pepe the Parasite. Cards 1.3.2, 1.3.3, 1.3.4, 1.3.5, 1.3.6, 1.3.7, 1.3.8 Note: For older grades, consider having students act out the story as you read it. This may make the activity more enjoyable for older children.
Check for Understanding

After the story ask the following questions, and any others that seem appropriate:
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Where do parasites live? How do parasites travel from person to person? How could parasites be stopped?
Throughout the week use discussion and quizzing to see how much of the information the students has retained. A more formal review time will occur in Week 4. Also, by evaluating the pictures the students draw in Week 4 you should be able to evaluate what they understood from the lesson. If you see that some points seem to have been missed by most of the children in the class, review those points using the Card aids.
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Pepe The Parasite And His Horrible Family

(Card 1.3.2) Once there was a little worm named Pepe. Pepe was not an ordinary worm. No, Pepe was a parasite! His evil job in life was to make people sick. Pepe would make his homes inside peoples stomachs and intestines. The people would have swollen bellies which could be very painful. They would vomit and have diarrhoea. When the person ate food, Pepe would steal it from the stomach and the intestines and eat it himself. So, even if the person was getting enough to eat, his body would still be hungry. (Card 1.3.3) Pepe had a large family and they were all very terrible. They hurt many people. They were especially cruel to little children. They would make it difficult for the children to grow and develop by stealing their food and making them sick. Sometimes Pepe and his family even killed people. (Card 1.3.4) Pepe and his family had several places where they liked to live. They loved to make their homes in the urine and feces of people and animals. They also loved to live in dirty water and poorly prepared food. (Card 1.3.5) Pepe and his family also liked to travel from place to place so that they could make many people and animals sick. When Pepe and his family were living in a person or an animal, they would put eggs into their feces. When that person or animal passed feces in the soil, then the parasite eggs would get into the soil. Then, when another person or an animal stepped on the feces, they would carry small bits of the feces full of parasite eggs with them to a new place. People might get the feces on their hands without knowing it when cleaning their yard or by touching dirty objects. If they were not careful to be clean and wash their hands often, then some of the feces full of parasite eggs might stay on their hands. Then, if they ate or touched their face, they might get the parasite eggs in their mouth. The eggs will travel to the stomach and intestines of the person and grow into adult parasites. Then more people would be very sick. (Card 1.3.6) Pepe had a cousin called Bilharzias. This cousin travelled through urine. When a person with Bilharzias passed urine in water the many children of Bilharzias went into the water through the urine. When people drank or bathed or washed their clothes in that water with Bilharzias, then he would get inside them. Bilharzias liked to cause stomach pain and problems with passing urine. He could travel to many parts of the body. (Card 1.3.7) Pepe had one other relative called Tapeworm. It lived in meat. If the meat was not cooked until it was well done, the Tapeworm would live and be eaten by a person. The Tapeworm would travel to the persons stomach and grow, grow, grow! Tapeworms can grow up to 30 feet long. This person will loose a lot of weight and be very weak.
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(Card 1.3.8) Pepe and all of his relatives were having a wonderful life, travelling around the world through feces, urine, dirty water and poorly prepared food. The evil work of Pepe and his relatives could easily be stopped. If people were careful to always use the latrine, wash their hands often, used clean water and prepare food well Pepe and his relatives could no longer travel and hurt people.
But, no one was using the latrine! People were going to the bathroom in the bush and in the soil! No one was washing their hands and dirty water was used often! Pepe and his relatives travelled easily and made many, many people sick! If only someone would stop them!
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Review: What Is A Parasite?

School: Class: All classes Subject: Health Unit: What Makes Us Sick? Week: Four Lesson Topic: Parasites Materials Needed: Card 1.3.1
1. 2. 3. 4. Students Students Students Students will will will will understand understand understand understand that that that that disease is caused by small organisms called germs. germs are spread through human bodily fluids and waste. germs are spread through human bodily fluids and waste. germs are spread through dirty water.
Creating Interest
Ask, Who can tell me some facts about parasites that we learned last week?
Instructional Input
As students give their responses, take the opportunity to reinforce right answers and to correct false information. Use the Cards from Pepe The Parasite to help with review.
(Show students Card 1.3.1) Say, A few weeks ago we looked at this picture and thought of places where germs could be. This week we are going to look at this picture again, but we are going to identify the places where parasites might be found. (Some examples would be a human and an animal defecating, man sneezing without covering his mouth and nose, a child coming out of a latrine.)
Discuss with the children where parasites could be. Use this opportunity to reinforce learning objectives. If time allows, ask the children to look at the poster and think of ways in which they could be kept free of parasites. Asking this question will help prepare the childrens minds for the information covered in the next three units.

This review class will give you many opportunities to see what information the students have retained. As you progress through the lesson, be alert and listening to see if there is information that seems to have been missed by most of the children in the class. Review those points using the Card aids.
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Art Project
School: Class: Preschool, Class 1 and 2 Subject: Health Unit: What Makes Us Sick? Students in the lower grades will be asked to draw a picture highlighting several places where germs/parasites are found or how they are spread. This will help the children to process what they have learned as well as give the teacher a chance to see how much information the students have retained. In introducing and guiding the students through the art project the teacher will be able to review and reinforce the information taught during this unit.
School: Class: Classes 3, 4, and 5 Subject: Health Unit: What Makes Us Sick? Students in the upper grades will be asked to work in groups to create a poster highlighting how germs/parasites are spread. The purpose of this poster should be to educate the public about germs/parasites. The best posters should be displayed in the classroom or at the local health post.
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Unit 2: Whats In My Water?

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Unit Two: Whats In My Water?

Unit Summary
This unit will focus on the danger of dirty water. It will answer the questions of how water becomes dirty, which diseases are carried in dirty water and their effect on people. It will also focus on the importance of clean water as well as teach the students several simple ways of purifying water in their homes. This unit includes a cooperative activity when, in Week Four, the older students perform a drama for the younger students. This will involve advance planning.
Learning Objectives
1. Students will understand that dirty water carries disease. 2. Students will understand that even water that looks clean can carry disease. 3. Students will be able to list and describe the following water-borne diseases: diarrhoea/dysentery, typhoid, bilharzias and cholera. 4. Students will understand the importance of only drinking clean water. 5. Students will understand the importance of only bathing in clean water. 6. Students will understand the importance of cooking with clean water. 7. Students will understand the importance of washing dishes and clothes with clean water. 8. Students will understand that pumped water is clean water. 9. Students will understand how to purify water by boiling. 10. Students will understand how to purify water by using chemical treatment. 11. Students will understand how to purify water by using the sun and a clear plastic bottle.
Schedule
Lesson Week 1 What Makes Water Dirty Story: Manual Learns His Lesson Week 2 Do We Use Clean Water? Week 3 What Illnesses Travel in Water Game: Senor Bil Harzias (lower grades) Drama: Criminal Illnesses (upper grades) Week 4 How Can We Get Clean Water?
Activity
Drama: Keep Clean Water Clean (older students perform for younger students)
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What Is In My Water: Teacher Information
Dirty water is a major problem around the world. Billions of people in many different countries do not have clean water. Using dirty water for drinking, washing, bashing and cooking causes many health serious health problems. There are many things that cause water to be dirty. Some examples could be pollution from factories and cities, or people and animals using water sources as latrines. Dirty water is full of germs and parasites which easily travel from person to person. Much of the sickness in the world today is related to dirty water. Without clean water, health is impossible. The illnesses found in dirty water cause many illnesses such as typhoid fever, cholera, bilharzias and diarrhoea diseases. The illnesses caused by dirty water are especially serious in regards to children. Bilharzias is a parasite spread through water. It is one of the worst parasites in the world, second only to the malaria parasite. It can cause permanent damage to important organs in the body. It is estimated that 100 million people in Africa have bilharzias, and it is very common in our area of Mozambique. If children are educated about the danger of contracting bilharzias and are treated several times for the disease during their childhood years, then bilharzias should not affect their adult lives. Diarrhoea is one of the leading causes of death among children in countries like Mozambique. By encouraging the use of clean water (along with hygiene and sanitation) we can decrease the amount of diarrhoea diseases and save many lives. Getting clean water takes extra effort, but it is worth it. As was already said, without clean water health is impossible. Water is life.
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Lesson: What Makes Water Dirty?

School: Class: All classes Subject: Health Unit: Water Week: First Lesson Topic: What Makes Water Dirty? Materials Needed: Cards 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.1.8
1. 2. 3. 4. 5. 6. The The The The The The children children children children children children will will will will will will understand understand understand understand understand understand that dirty water carries disease. that even water that looks clean can carry disease. the importance of only drinking clean water. the importance of only bathing in clean water. the importance of cooking with clean water. the importance of washing dishes and clothes with clean water.
Creating Interest
Say to students, Last month we learned about germs and parasite and how they make us sick. Lets make a list on the board of all the ways germs and parasites are spread.
Instructional Input
Write list on board as students supply answers. Focus on water. Tell students, This month we are going to learn more about clean water and dirty water. Say to students, Lets make a list of all the different places we get our drinking water. Write list on board as students supply answers. Focus on river or pond. As the students what other things happen down at the river (i.e. washing clothes, bathing, cattle going to drink). Make a list of these things on the board. Ask the students what they think it means for the cleanliness of the water, if all these other things happen down at the river? Listen to their responses. Tell students, We are going to read a story about a boy named Manual who learns an important lesson about river water. Read Manual Learns His Lesson
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Ask the students: What did Manual learn during his trip down the river? What do you think about river water? Is it safe to drink? Why or why not? Do you think it is true that is can be dirty and dangerous even when it looks clean?
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Adapted by Keren Massey from Dirty Water by Ken Cripwell, 1985
Manuel Learns His Lesson
(Card 2.1.1) Joao and Manuel were two good friends. They were both ten years old. They lived near each other and walked to school together every day.
Joao was a good boy who worked hard at home and at school. Every day after school he would walk to the village water pump to collect good, clean water for his mother. His family used clean water for drinking, bathing, and washing. Manuel was different. He did not like to work. He hated walking all the way to the water pump. The river was closer and so he would get water from there, even though his wise mother told him to only get clean water from the pump.
(Card 2.1.2) One day Joao saw Manuel. They were both carrying empty, yellow water jugs.
Are you going to the water pump? asked Joao. No, said Manuel. I am just going to sneak down to the river. It is closer. My mother says that the water from the river is dirty, but it looks clean to me. She will never know! But, Manuel, said Joao, We learned in school that the river water is dirty, even though it looks clean. Werent you listening? The water at the pump is safe to use for drinking, bathing and washing. Manuel just shook his head. You can walk all the way to the water pump if you want, he said, but I am going to the river. It will be much easier for me! The two boys went their separate ways. Manuel walked to the river and sat down beside it. He lay down on the grass. I hate carrying water, he thought. Manuel closed his eyes and listened to the sound of the water. Soon he was fast asleep. When Manuel was asleep, he dreamed. This is what he dreamed.
(Card 2.1.3) Manuel opened his eyes and looked around. He could still hear the sound of the river, but everything looked different. His water jug was huge. When he stood up he could not even touch the top of it. The blades of grass looked like trees.
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As Manuel was standing there, wondering what had happened, an ant came walking through the grass. Because Manuel was now so small, the ant looked huge and dangerous. Manuel was afraid. Ill run into the river! he though. Ants cannot swim and I will be safe! Manuel ran and jumped into the river. He tried to swim, but it was difficult because he was now so small. A large leaf floated past. Manuel climbed on top of it and sailed down the river as if he was in a boat.
(Card 2.1.4) Soon Manuel noticed that the water smelled very bad. He looked up and saw that cows were drinking from the river. They were passing urine and feces into the water. All the dirt on the cows was washing off in the river. The cows are making the water very dirty, though Manuel, and this is the same place I usually collect water! The water looked clean, but now that I am small I can see all the filth the cows are putting into the water. (Card 2.1.5) Manuel lay on his back and looked at the sky as he continued to float down the river. Suddenly he sat up, Whats this? He asked. Its hot water. Its coming out of the sky. Its a yellow stream of water!
The yellow stream was now a few meters in front of his boat. Its going to hit me! he cried. He smelt the yellow stream. It smells like.it smells like urine! Manuel looked up. A man was urinating into the river. Manuel was afraid. He saw a stick floating past him and grabbed it to use as a paddle. He paddled very hard to get away from the stream of urine. His boat floated around and around in the dirty, smelly yellow water. Manuels boat came closer and closer, but just in time, the stream of urine stopped. The smell was awful. Manuel remembered how his teacher had told him that urinating in water could put dangerous parasites into the water. Urinating in the river is like urinating in someones drinking water, he thought with disgust. I will never do it again.
(Card 2.1.6) Manuel kept floating down the river. He was glad to be getting farther and farther away from the urine and the cows. Manuel floated around a curve in the river and saw women washing their dishes and their clothes in the river. Their children were laughing and playing, bathing in the water while their mothers worked.
When Manuel floated past the group he could see all the old food and grime that was washing off the dishes into the river. He could see all the dirt, sweat and blood that was being washed off of the clothes into the water. The children were also putting dirt and germs into the river as they bathed. Manuel could see it all as he floated past on his boat. It was a mess, even though the women and the children did not realize it.
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(Card 2.1.7) A few minutes later Manuel floated around another bend in the river. He could see women collecting water from the river. Manuel felt sick in his stomach. He knew that the women would take the water home for cooking and washing and drinking. The river water looked clean, and they did not realize that just upstream there were cows, a man urinating, and women and children washing. All the filth and germs were now flowing downstream, right into the womens water jugs. Manuel knew they would get sick if they drank that water, or used it for bathing and washing.
Stop! he shouted. Dont drink the river water! Dont drink it! It is not safe! Let me tell you what I have seen! Manuel shouted and shouted, but no one could here him as he was so small. As Manuel jumped up and down and shouted, he felt someone shaking his shoulder. He could hear someone calling his name.
(Card 2.1.8) Manuel woke up from his dream. It was Joao shaking him and calling his name.
Manuel, said Joao, what are you dreaming about? You were shouting and sounded very upset! Manuel jumped to his feet. Oh, Joao, he said. I had a terrible dream. You are right! The river water is not safe. It is very dirty, even though we cannot tell by looking! I am going straight to the water pump to get water for my family. I dont want them to get sick from the river water. Joao looked at Manuel strangely, but didnt say anything because he was glad that Manuel had learned his lesson. Manuel ran to the water pump, filled his water jug, and then went home to his mother. He could not wait to tell her all about his dream and what he had learned about clean water. Will you learn a lesson today to? River water can make us very sick. We must be sure that we are using clean water for drinking, cooking and washing.
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Lesson: Do We Use Clean Water?

School: Class: All classes Subject: Health Unit: Water Week: Second Lesson Topic: Do We Use Clean Water? Materials Needed: Chalk, chalkboard, paper, pencil
Creating Interest
Ask the students where they collect their water. Draw each water source on the chalkboard.
Instructional Input
When all the water sources are drawn on the chalkboard, have each student come up and make a small mark with chalk under the drawing of were they get their water. A student should make a mark under each water source that their family uses. After each student has made their marks, count and see which water sources are most commonly used. With the students, discuss the water sources which are most commonly used. The following questions may help guide the discussion: Is the water from those sources clean? Why or why not? Are there water sources on the board which are safer than others? If there are safer water sources (for example, if there is a choice between a bore hole and the river), what stops people from using them? Distance? Time? What are the consequences of using dirty water? Which water source would be the safest for your family to use? How could you help your family have clean water?

Have students draw a picture of the water sources they think are safest. Once students have finished their drawings, ask several students to stand and show the class which water source they drew. Ask the student to explain why they chose to draw that water source. Encourage the students to take their drawings home to discuss with their caregivers.
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Lesson: Which Illnesses Travel in Water?

School: Class: Preschool, First Class, Second Class, Third Class Subject: Health Unit: Water Week: Third Lesson Topic: Which Illnesses Travel in Water? Materials Needed: Open space to play game, Card 1.1.2 from Unit One
Creating Interest
Show students Card 1.1.2 from Unit One. Review the ways that germs spread. Tell students, Today we are going to learn about germs that travel in dirty water.
Instructional Input
Tell the students: Many illnesses travel in dirty water. They cause diarrhoea, vomiting, stomach pains and fever. These illnesses can be very dangerous. Using dirty water makes us sick. That is why it is important to use only clean water for drinking, washing, bathing and cooking. One of the illnesses that travels in water is called bilharzias. We are going to call him Senor Bil Harzia. He is a very dangerous parasite who lives in rivers and streams. Senor Bil Harzias gets into our bodies when we are in dirty water. He causes stomach pain and trouble urinating. He can damage our bodies and make us very sick. Many people in this area have been attacked by Senor Bil Harzias. You can avoid Senor Bil Harzias by only bathing and washing with clean water. Or, if you must bath in dirty water, dry yourself off very well as soon as you get out of the water. Now, we are going to play a game to help us remember to avoid Senor Bil Harzias, and other illnesses that travel in dirty water! Take students outside. Play the game Senor Bil Harizas.
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After you have played the game several times, take students back into the classroom. Ask the following questions for review: Can using dirty water make us sick? (Answer: Yes!) Name one illness that travels in dirty water: (Answer: Bilharzias!) How do you feel if you are attacked by Senor Bil Harzias: (Answer: stomach pain, trouble passing urine, blood in the urine.) How can you avoid getting sick from dirty water? (Answer: Use only clean water!) When should you use clean water? (Answer: For drinking, washing, bathing and cooking!)
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Game: Senor Bil Harzias

Bilharzias is a dangerous parasite that travels in water. It gets into a persons body when that person bathes or washes with contaminated water. This is very common illness that can cause very serious problems in the body. It can even cause death if it is not treated. This is a simple game to help the students remember that dirty water carries disease, specifically bilharzias. Instructions: Draw a large circle in the dirt. Have the students stand around the circle, on the outside of the circle. One student will be chosen as the parasite Senor Bil Harzias. That student will stand at the center of the circle. When the teacher says, In! the other students must jump into the circle and run around. Senor Bil Harzias will try and catch as many students as they can inside of the circle before the teacher says, Out! Then the students can jump out of the circle and be safe from the parasite. The students that are caught by Senor Bil Harzias also become parasites. They will stay inside the circle and try and catch more students. The teacher can continue to say In! and Out! until all the students are caught. Different students can have a chance to be Senor Bil Harzias. This game is to remind the students that when they are IN dirty water they can get illnesses like bilharzias. If they stay OUT of dirty water they are safe.
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Lesson: What Illnesses Are In Dirty Water?

School: Class: Fourth Class, Fifth Class Subject: Health Unit: Water Week: Third Lesson Topic: What Illnesses Are In Dirty Water? Materials Needed: Cards 2.3.1, 2.3.2, 2.3.3, 2.3.4, six students to participate in the drama
A Special Note: If there are not enough students in Fourth Class and Fifth Class, you could combine the classes and do this lesson as a larger group.
1. The students will understand that dirty water carries disease. 2. The students will be able to list and describe the following water-borne diseases: diarrhoea/dysentery, typhoid, bilharzias and cholera. 3. The students will understand the importance of only drinking clean water. 4. The students will understand the importance of only bathing in clean water. 5. The students will understand the importance of cooking with clean water. 6. The students will understand the importance of washing dishes and clothes with clean water.
Creating Interest
Tell the students, This week we are not in a classroom. We are in a police station! We have four people here today who are accused of a crime. They are accused of causing sickness! Today we are going to listen to what they have to say, and then we will decide if they should go to jail.
Instructional Input
Complete the Criminal Illnesses drama. You will have to select several students before hand to act at the illnesses and as the witnesses. You may go through all the illnesses at once, or you may do one illness each day. The students playing the illness should hang the picture of their illness around their necks. The teacher will be the police officer who is asking the questions.
Checking For Understanding

After the criminals have been questions and sent to jail, have them come back into class and line up facing the class. Ask the following review questions to the class: What was their crime? (Answer: Causing illness!) How do these criminals travel? (Answer: In dirty water!) What kinds of symptoms does a person have if they are attacked by these criminals? (Answer: Vomiting, diarrhoea, fever, bloody urine, trouble urinating, stomach pain)
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How can these illnesses be stopped? (Answer: By using clean water!) When should you use clean water? (Answer: Clean water should be used for drinking, washing, bathing and cooking!)
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Cholera
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Cholera
Teacher: How have you been travelling around Mozambique? Cholera: I travel through Mozambique through the feces of an infected person that gets into food or water. This happens when people do not use latrines, or when they do not wash their hands. Teacher: How are you able to travel and attack people without getting caught? Cholera: I am too small to be seen with the eye so you cannot know if I am waiting to attack you. Teacher: How many people can you attack at once? Cholera: I can attack many people at once, making many people sick in the same area. Teacher: Now we will call a witness against you. Witness: I am here today to witness against cholera. Teacher: Were you attacked by cholera? Witness: Yes, I was. Teacher: How did you know that you were attacked? Witness: I had large amounts of very diarrhoea that looks like water with rice in it. I also had vomiting. Teacher: That sounds very serious. Witness: It was! I lost a lot of liquid from my body. I almost died! Teacher: How did you survive your attack? Witness: I went for help right away. I drank a lot of fluids to replace all the fluid I lost by diarrhoea and vomiting. That was the most important thing. Also, a health care worker gave me some medicine to help fight off the cholera. It is very possible to survive an attack of cholera with correct treatment. However, if you do not get treatment for cholera, he could kill you.
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Teacher: Well students, you have heard what cholera has to say and you have heard this witness against him. What do you think? Should Cholera be sent to jail for his crimes? (The students should say that Cholera should be sent to jail, seeing as he makes people ill all over Mozambique!) Teacher: I agree! This criminal will be send to jail, but only you can keep him there! Help keep Cholera in jail by using the latrine, washing your hands, and always using clean water for washing, cooking and drinking! If you do not do these things, Cholera will escape from jail and continue making people ill!
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Typhoid
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Typhoid
Teacher: Students, another criminal has been captured and is here today for us to judge him. His name is Typhoid. He has been travelling with Cholera, moving when the feces of an infected person gets into food or water. This happens when people do not use latrines, or when they do not wash their hands. Typhoid: I dont care what you say! I havent done anything wrong! Teacher: Nothing wrong? Well, we have a witness here today who says that you make her very sick. Witness: Its true! I was attacked by this criminal. Teacher: Tell us what happened? Witness: At first I felt like I was getting the flu. Then your temperature began to rise. I had vomiting and diarrhoea. Teacher: How did you escape his attack? Witness: I had to get special medicine. I drank a lot of fluids. I kept cool, damp clothes on my body to try and keep my fever away. Typhoid: Alright! It is true. I did attack this person. I am a very powerful criminal! If you do not attack me with medicine, you will get sicker and sicker. Your temperature will stay high. You will feel confused and weak. I can cause serious damage in your body and can cause death. Just like Cholera, I can attack many people at once. Teacher: Well, students, Typhoid has confessed to his terrible crimes. Should we send him to jail? (The students will likely agree that Typhoid should go to jail.) Teacher: Remember, if order to keep Typhoid in jail you must stop him from being able to travel through infected feces! Help stop Typhoid from his crimes by using the latrine, washing your hands, and always using clean water for washing, cooking and drinking!
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Bilharzias
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Bilharzias
Teacher: Students, again, another criminal has been caught and we must decide if he deserves to be in prison. This criminal was caught in the river. His name is Bilharzias Teacher: Why dont you tell us about what you do, Bilharzias. Bilharzias: I live in water that is all. Teacher: And how to you get into water? Bilharzias: I get into water when someone urinates into the water. Then, when someone swims or bathes in the water, I get into their body. Then, when they urinate into the water, I travel back into the water and wait for the next person to come along. Teacher: That doesnt sound like a crime. But, what do you do when you are in the persons body? Bilharzias: Well... Teacher: You must tell us! Bilharzias: Alright, alright! When I first enter your body, you might have a rash or itchy skin. Then I make my home in different places in the belly and cause much damage. People may have diarrhoea, fever and vomiting. After some time, people may have trouble passing urine and they may notice blood in their urine. If you do not get rid of me, I will seriously damage your body. Teacher: Now that does sound like a serious crime. Students, should we send Bilharzias to jail along with Cholera and Typhoid? Students: Yes! Teacher: You must help keep Bilharzias in jail! Do not urinate in ponds or streams. If you bathe in ponds of streams, be careful that one of Bilharzias relatives is not entering your body. Go to the health post if you think you have been attacked by Bilharzias!
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Diarrhoea
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Diarrhoea
Teacher: We have one last criminal to judge today. Here he is- diarrhoea! This criminal is part of a gang. There are many different germs in the gang and each of them causes diarrhoea. We have only caught this one. Let us here what he has to say. Diarrhoea: I will make this easy for you. I am guilty! I am one of many germs that cause illness! There are so many of us you will never stop us! We live in many places like dirty water! Teacher: You sound like you think I am very powerful. Diarrhoea: I am very powerful! We are very powerful! We will keep making many people sick all over the world! We can even kill people by making them ill! No one can stop us! Teacher: I think you are wrong! We can stop you! Diarrhoea: How do you think you can stop us? Teacher: Students, how can we stop diarrhoea from travelling in dirty water and making people ill? (Allow students to answer: by only using clean water for drinking, bathing, washing and cooking) Teacher: Well done, students! Lets send this criminal to jail and keep him there by only using clean water!
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Lesson: How Do We Get Clean Water?

School: Class: All classes. Subject: Health Unit: Water Week: Fourth Lesson Topic: How Do We Get Clean Water? Materials Needed: Two clear cups, Card 2.4.1, 2.4.2., 2.4.3, 2.4.4
1. 2. 3. 4. Students Students Students Students will will will will understand understand understand understand that pumped water is clean water. how to purify water by boiling. how to purify water by using chemical treatment. how to purify water by using the sun and a clear plastic bottle.
Creating Interest
Bring two clear glasses of water into the classroom. Fill each with water. In one cup, put a small amount of dirt so that the water looks dirty. Ask the students: Which of these cups of water would you rather drink? Why? The students are sure to choose the water that looks clean. Take this opportunity to briefly review why it is important to use clean water, and when you should use clean water (for drinking, bathing, washing and cooking).
Instructional Input
Ask the students, How can you get clean water? Listen to responses. Put Card 2.4.1 on the board. It is a picture of a pump. Ask: How can this help us get clean water? Answer: Pumped water is usually clean and safe to use! It is worth a long walk if it means having clean, safe water that will not make us sick. Put Card 2.4.2 on the board. It is a picture of a small bottle. Ask: How can this help us get clean water? Answer: Free bottles of chemicals may be available at health centers like Vanduzi Hospital. These chemicals can make water safe to use. It is worth a long walk if it means having clean, safe water that will not make us sick. Put Card 2.4.3 on the board. It is a picture of a clear plastic bottle. Ask: How can this help us get clean water?
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Answer: If you put water into a clean, clear plastic bottle and leave it in the hot sun for six hours, the sun will kill many of the germs. If it is a cloudy day, you must leave the bottle outside for two days. Put Card 2.4.4 on the board. It is a picture of a fire. Ask: How can this help us get clean water? Answer: Water that is boiled is clean water. Water must be brought to a boil and then it is safe to use. Boiling water can take a lot of work, but it is worth it if it means having clean, safe water that will not make us sick.
Checking For Understanding

Turn the cards over so that the pictures cannot be seen.
Questions for Deeper Thinking

What are four ways that we can get clean water? What might happen to us if we dont use clean water? Which ways of getting clean water would work for your family? How can you help your family get clean water?
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Drama: Keeping Clean Water Clean
Who is needed: Five students to play the parts of Mai Rosa, Mai Rosas husband, Mai Rosas child, Senor Raimundo, and the traveller. What is needed: A water container. A branch with leaves to serve as the bush. Three cups. Welcome to the town of Crazy Water. Please meet Mai Rosa. It is early in the morning. Mai Rosa is on her way to fetch water from the pump. Mai Rosa is a wise woman. She only gets water from the pump because she knows that the water there is clean. Mai Rosa wants to keep her family healthy and knows that you cannot have health without clean water.
(Student playing Mai Rosa pretends to pump water)

But, Mai Rosa has made one mistake. She washed her water container with dirty water from the river. Putting clean water into a dirty container makes the clean water dirty.
(Mai Rosa holds up her water container for the students to see).
The container looks clean, but washing it with river water has made it dirty and full of germs. Who is this coming down the path? It is Senor Raimundo! Senor Raimundo has the flu and has been coughing and sneezing. He sneezes again into his hand.
(Student playing Senor Raimundo walks onto the stage, coughing and sneezing into his hands)
Now his hand is all wet and covered in germs! Where to wipe them? Senor Raimundo wipes his hands on some leaves from a nearby bush. What a mess! Now his germs are on the leaves.
(Senor Raimundo wipes his hands on the leaves, keeps walking down the path, and waves in greeting to Mai Rosa)
Now Mai Rosa is done filling her water container. She feels good knowing that she has a bucket full of clean, safe water for her family.
(Mai Rosa puts water container on her head and smiles.)

She starts walking back home, but some of the water is spilling out of the bucket. She looks around for a bush. She wants to pick some leaves to plug the top of her container.
(Mai Rosa looks around, and then sees the bush where Senor Raimundo wiped his hands)
No, Mai Rosa! Not that bush! Those leaves are covered in germs!
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(Mai Rosa picks the leaves and uses them to plug to top of her water container)
Oh, no! Now the germs found on the leaves are in the water. Now the water is really dirty and full of germs! Mai Rosa keeps walking home. She meets a traveller on the road. He is very hot and tired and asks Mai Rosa for a drink of water. She is glad to give him a drink. She is always ready to help someone.
(The traveller walks onto the stage and Mai Rosa gives traveller a drink from her container)
But...a few hours later, the traveller is lying on the side of the road, very ill! He has diarrhoea and vomiting. Mai Rosas water has made him very well.
(The traveller lies on the ground, moaning and groaning and holding his stomach)
Back at home, Mai Rosa gave her water to her husband and her child. She drank some as well. She used cups washed with dirty water from the river. Soon, they were all sick just like the traveller
(Mai Rosa, her husband and child also lay on the ground, moaning and groaning and holding their stomachs)
Clean water must be collected and kept in a clean container or it will become dirty water! Use clean containers washed with clean water to carry your water! Use clean lids! Use clean cups to drink it with!
Keep clean water clean!
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Unit 3: Hygiene and Me
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Unit Three: Hygiene and Me

Unit Summary
Hygiene is defined as conditions and practices that serve to promote or preserve health. Hygiene is basic cleanliness. Many illnesses can be prevented by good hygiene. In this unit students will learn about the importance of bathing, hand washing, dental hygiene, and the proper washing of bedding and clothes. They will also learn proper techniques to achieve good hygiene.
Learning Objectives
1. 2. 3. 4. The students will be able to define the term hygiene. The students will understand that good hygiene can prevent many illnesses. The students will understand the importance of hand washing. The students will understand that they must wash their hands before eating, before preparing food, after touching raw meat, after using the latrine, after handling animals, and after coming into contact with any bodily fluids. The students will understand the importance of bathing regularly. The students will understand that importance of good dental health. The students will understand how to maintain good dental health using a branch to clean their teeth. The students will understand how often to brush their teeth. The students will understand the importance of properly washing bedding and clothes. The students will understand how to properly wash bedding and clothes. The students will understand why it is important to cook with clean utensils. The students will understand that cooking utensil should be washed and put in the sun to dry. The students will understand why it is important to keep food and drink covered. The students will understand that it is important to wash fruits and vegetables before eating.
5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Schedule
Lesson Week 1 Washing My Hands Week 2 A Formula For Hygiene Week 3 Cleaning My Teeth Week 4 Eating Clean
Activity
Game: Hand washing Memory Game
Story: I Eat Clean
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Hygiene and Me: Information for Teachers

When we say that someone has good hygiene, we are basically saying that they are promoting health and preventing disease through cleanliness. This unit will teach the students about how to practice section will talk about how to practice personal hygiene. There are many healthy behaviours involved in good hygiene and this until will focus on five of them: handwashing, bathing, taking care of the teeth, keeping bedding and clothes clean, and hygiene with food and water.
Handwashing
Careful handwashing with soap and water will remove microbes that cause illness. This can be done with very little water. If there is no soap available, you can use alternatives such as ash or even just rubbing your hands with water. It is very important to always wash your hands thoroughly after touching feces (using the bathroom), before preparing or eating food and after handling raw meat. This simple action can reduce the risk of diarrhoea and other diseases. Wash your hands after handling animals. Animals and their feces carry many microbes. Wash your hands after handling any body fluids. It is better not use a shared bowl of water to for handwashing. Take handfuls of water from the bowl as you wash or ask someone to pour clean water over your hands. Keep fingernails short and clean will also keep your hands cleaner and keep microbes from hiding under your nails.
Bathing
It is not only our hands the need to stay clean! The rest of our body also needs to stay clean. Every day, if possible, we should wash our bodies with soap and water. This is especially important for babies and small children. The daily bath helps to prevent blisters, itching and removes sweat and dirt. Dirty parts of the body, such as mouths, noses and eyes that are draining liquid, attract flies that can cause infections and diarrhoea.
Clean Teeth
Our teeth should be cleaned at least twice a day, especially after eating sweets. We can use a brush or a toothpick to chew. Brush gently in all directions. Children should begin cleaning their teeth as soon as possible. Even a baby can have their gums and small teeth wiped with a damp cloth. Clean teeth during the childhood year will help prevent toothaches or teeth rotting and falling out during the important years of growth.
Clothes And Bedding

Our clothes and bedding must be washed regularly as well. They should be washed in boiling water or put in the sun to dry. This helps prevent the spread of pests such as lice and other insects that cause skin diseases.
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Hygiene With Food And Drink

Food can collect germs in various ways. A person who has not washed their hands before touching food will contaminate it. Always wash your hands before you prepare or eat food. Fruits and vegetables should be washed well before they are eaten. You can also spread microbes when you touch raw meat and do not wash your hands. Flies often eat feces. They carry the microbes from the feces on their feet and deposit them in the next place that they land. Even if a fly just walks on a plate of food he leaves behind enough microbes to spread diarrhoea among people who eat that food. Flies must be kept off of food. Be careful to keep all pests away from food. Do not forget to keep domestic animals such as birds (chickens, pigeons), dogs and cats away from food as well. All these can spread put microbe into the food. Cover food once it is cooked and be sure to consume it soon after as food can spoil easily in hot weather. Covering the food will also keep flies from walking on it. Food that is freshly prepared and kept covered will be free microbes and can be consumed safely. The things which have been used for cooking and eating should be washed well and dried well. They should be stored where pests and flies can not spread germs on them. When cooking tools are allowed to dry in the direct sun many microbes are killed. As was discussed in the last unit, clean water is very important. Water from the pump (bore hole) is usually the cleanest water. Once clean water is collected it must be kept clean.
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Lesson: Washing My Hands

School: Class: All classes Subject: Health Unit: Hygiene and Me Week: One Lesson Topic: Handwashing Materials Needed: Football, Cards 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.1.6
1. 2. 3. 4. The students will be able to define the term hygiene. The students will understand that good hygiene can prevent many illnesses. The students will understand the importance of hand washing. The students will understand that they must wash their hands before eating, before preparing food, after touching raw meat, after using the latrine, after handling animals, and after coming into contact with any bodily fluids.
Creating Interest
Who can tell me what hygiene is? (Allow students to respond) What does it mean to have good hygiene? (Allow students to respond)
Instructional Input
Hygiene is preventing sickness through cleanliness. To have good hygiene we must follow the right recipe. The first ingredient in the recipe for good hygiene is washing our hands! Today we are going to talk about washing our hands! Is everything we touch clean? No! Not everything that we touch is clean. What happens when we touch something dirty and then touch something else? (We spread dirt, germs, and disease) How can we prevent spreading microbes with our hands? We can wash them! That is the only way we can know that germs from one object we touched wont travel onto anything else that we touch. Washing your hands is one of the best ways to keep from getting sick! When should we wash our hands? (Allow students time to respond, and the review when we should wash our hands by using cards with drawing on them of when we should wash our hands).
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We should wash our hands before eating, before preparing food, after touching raw meat, after using the latrine, after handling animals, and after coming into contact with any bodily fluids.
If someone wants to make something to eat, but goes to the latrine first, they must wash their hands. No one wants to eat dinner in the latrine. But, by not washing your hands, you are bringing the latrine to your dinner. Even if we cant see the microbes on our hands that does not mean that they are not entering our body and will make us very sick in the future!
Take the students outside to play the Handwashing Memory Game. Once you have finished the game, bring the students back into the class. Using the picture cards, briefly review when we should wash our hands.

If we know that it is important to wash our hands, why dont we wash our hands? How can we help each other to remember to wash our hands?
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Handwashing Memory Game

Take the students outside and have them stand in a circle. If you have many students you can have more then one circle. Give one student a ball. That student will throw the ball to another student. The student who catches the ball must give an example of a time when they must wash their hands. Once the student gives their answer they must throw the ball to another student. The student who catches the ball must give another example of a time when they must wash their hands. They will then throw the ball to another student who must give another example. The challenge to the game is that the same example cannot be used two times in a row. For example, if one student catches the ball and says Before eating the next student cannot also say Before eating. If a student gives the same answer as the last student, they are out of the game. Also, the students can only have 3 seconds to give their answer (the time could be slightly longer for the younger students). If they have to think for longer than three seconds then they are out of the game. You and your students can play this game for as long as you like, or until most of the students have been disqualified.
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Lesson: A Formula For Hygiene!

School: Class: All classes Subject: Health Unit: Hygiene and Me Week: Two Lesson Topic: A Formula for Hygiene Materials Needed: 3.2.1, 3.2.2., 3.2.3., 3.2.4, 3.2.5, 3.2.6, 3.2.7, plus signs and equals sign.
1. 2. 3. 4. 5. The The The The The students students students students students will will will will will understand understand understand understand understand that good hygiene can prevent many illnesses. the importance of bathing regularly. proper bathing technique. the importance of properly washing bedding and clothes. how to properly wash bedding and clothes.
Note:
The Cards for this lesson are pictures of clean hands, and clean and dirty clothes, bedding, and body. Use the clean and dirty pictures, along with the plus and equals signs, to make up the formulas for hygiene.
Creating Interest
Tell the students, We are going to be doing some math in this health class. Write some addition problems on the board which the students will be able to understand.
Instructional Input
Last week we learned about the importance of clean hands. But there are many other parts of hygiene that we must remember. HYGIENE means being CLEAN! If we are clean then we have good hygiene! Good hygiene is like math. Just like 2 + 2 = 4, this plus this plus this will equal good hygiene. The first thing is clean hands. That is very important. What if we have CLEAN HANDS + DIRTY BODY? Will that equal good hygiene? No! When there are dirty things we do not have good hygiene. We must keep out bodies clean too. How often do you think we should bathe? Once a week? Once a month? Once a year? What about once a day? Discuss with the students how often they think you should bathe.
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It is good to bathe every day with clean water if you can. If you cannot, try and bathe as often as you can. If you have soap, use it! So, CLEAN HANDS + CLEAN BODY = GOOD HYGIENE. But that is not all! What if we have CLEAN HAND + CLEAN BODY + DIRTY CLOTHES? Will that equal good hygiene? No! We must have clean clothes as well. The clothes we wear get dirty everyday from the things that they touch and just from being on our body! We should always try and wear clean clothes. Sometimes it is not possible to wash them every day, but we should try and wear clean clothes as often as we can. We should wash our clothes in hot water and put them in the sun to dry in order to kill all the microbes. So, CLEAN HANDS + CLEAN BODY + CLEAN CLOTHES = GOOD HYGIENE! But that is not all! What if we have CLEAN HANDS + CLEAN BODY + CLEAN CLOTHES, but when night comes we go to sleep with DIRTY BLANKETS? Will this equal good hygiene? Not quite. We still have dirt in our lives. We need to have clean bedding as well. When we go to sleep at night all the dirt and microbes that are on our skin and clothes get onto our bedding. Also, tiny insects that cause disease can also live in dirty bedding. Bedding should be washed in hot water and put in the sun to dry in order to kill all the microbes that So, CLEAN HANDS + CLEAN BODY + CLEAN CLOTHES + CLEAN BEDDING = GOOD HYGIENE!

Put some hygiene equations on the board which do not equal good hygiene. For example, DIRTY HANDS + CLEAN BODY + CLEAN CLOTHES or CLEAN CLOTHES + DIRTY BEDDING + CLEAN HANDS. Get the students to identify which part of the equation needs to change. This could be done several times as a fun activity for the younger students. With the younger students give each student paper and have them draw out the Formula For Hygiene! Encourage the students to take this pictures home to discuss with their caregivers.
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Do you have good hygiene? What things might you have to do differently in order to have good hygiene? Does your family have good hygiene? What stops us from having good hygiene? How could you help your family have good hygiene?
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Lesson: Cleaning My Teeth

School: Class: All classes Subject: Health Unit: Hygiene and Me Week: Three Lesson Topic: Cleaning My Teeth Materials Needed: Teeth (3.3), a branch suitable for use as a toothbrush, Cards 3.3.1 and 3.3.2.
1. The students will 2. The students will 3. The students will their teeth. 4. The students will understand that good hygiene can prevent many illnesses. understand that importance of good dental health. understand how to maintain good dental health using the branch to clean understand how often to brush their teeth.
Creating Interest
Ask the students, How many teeth do you have? Have the students count their teeth. This should be a funny activity. After the students have counted their teeth have several students tell the class how many teeth they have. Do some students have less? Do some have more?
Instructional Input
Our teeth are very important. We cannot eat well without our teeth! When our teeth get sore or have holes in them we have pain and fever and can get very bad infections. It is very important to keep our teeth clean! Shows students Cards 3.3.1 and 3.3.2. Ask the students, These two set of teeth belong to two different people. Which set of teeth looks clean? Which person had better hygiene? Which set of teeth would you like to have in your mouth? Ask the students, How do you clean your teeth? Have several students tell the class what method they use to clean their teeth. Tell the students, We must clean our teeth at least two times every day. Once in the morning, and once at night. Some people think that you must have a toothbrush and toothpaste in order to have clean teeth. This is not true! Today we are going to talk about how to clean our teeth with a stick, something that we always have around us. Show students the large plastic teeth. Demonstrate the proper way to brush your teeth with a stick. After you have explained the technique, have several students come to the front of the room and demonstrate. (See Using Twigs As Toothbrushes: Information for Teachers for more details).
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Send the students outside to find a suitable stick for teeth brushing. Once they have returned to the classroom have the students brush their teeth with the stick they have selected. Before the students begin brushing their teeth have them feel their teeth with their tongue. When teeth are not clean they feel rough. After the students brush their teeth have them feel their teeth again. Do they feel a difference? Clean teeth should feel smooth.

You, the teacher, can move around the room and observe the students as they brush their teeth. Use this opportunity to affirm correct technique and gently correct poor technique. Do not embarrass the students! This lesson is intended to encourage the students to regularly brush their teeth.
Questions For Deeper Thinking

What will happen if you lose your teeth one day because you didnt take care of them? What things will be hard to do? How can you prevent losing your teeth when you get older?
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Using Twigs As Toothbrushes: Information For Teachers

Twigs have been used for thousands of years as a tool to clean teeth. They can be just as effective as the modern toothbrush and toothpaste. Twigs are always available, and so teaching our students to use them for dental hygiene means that we are teaching our students a sustainable habit. When selecting a twig to use as a toothbrush, you must select one from a young branch. If you choose a twig that is old and hard it will not work as a toothbrush. Choose a twig that is soft and bendable. The twig should be about six inches long. Chew on one end of the stick until it looks like bristles.
With the end of the stick that has been chewed, gently scrub the teeth in a circular motion. Be careful not to scrub too hard! You do not want to damage the teeth and gums. Any young branch can be turned into a toothbrush, but several trees are known to be especially useful for cleaning the teeth. Some examples are neem and eucalyptus trees. The twig should only be used once and then thrown away.
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Lesson: Eating Clean

School: Class: All classes Subject: Health Unit: Hygiene and Me Week: Four Lesson Topic: Eating Clean Materials Needed: Cards 3.4.1, 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8
1. 2. 3. 4. The students will understand that good hygiene can prevent many illnesses. The students will understand why it is important to cook with clean utensils. The students will understand that utensil should be washed and put in the sun to dry. The students will understand that animals and insects should be kept away from eating utensils. 5. The students will understand why it is important to keep food covered. 6. The students will understand that it is important to wash fruits and vegetables before eating. 7. The students will understand that they must wash their hands before preparing food, before eating, and after touching raw meat.
Creating Interest
Ask the students, Who here likes to eat? What are some of your favourite things to eat? What is your favourite thing to drink? Allow several students to give their answers.
Instructional Input
Tell the students, Eating the right food is an important part of health. But eating can also make us sick! How could eating make us sick? (Allow several students to give their answers.) We can be made sick by eating when we do not have good hygiene. Just like we must be clean with our bodies and our clothes, we must be clean with our food and our drink. Read the story I Eat Clean! to the students. Read it through once using the picture cards. Have the students yell out the words EAT CLEAN whenever you come to them in the story. Read the story again and have the students act out the story at their desks or in small groups around the classroom.

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Review with the children what it means to eat clean. Hold up the pictures cards from the story and ask, What is the person in this picture doing right?

Does your family eat clean? Why or why not? What habits might you have to change at your house in order to eat clean? Do you think that your families are able to eat clean? What might stop them? How can you help your families to eat clean?
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I Eat Clean!
by Keren Massey
(Card 3.4.1,) Im going to make a meal and it will be delicious! Everyone who eats my food will feel strong and healthy. My food wont make anyone sick. Do you know why? Because I EAT CLEAN.
Before I begin to prepare my food I am careful to wash my hands well. I dont want to get any microbes from my hands onto the food. No, because I EAT CLEAN!
(Card 3.4.2,) I am going to cut up some vegetables to have with our sudza. I am careful to wash them too. They could be covered in microbes from the soil or from animals! If we eat dirty food we will get sick. I dont what that. I want to EAT CLEAN! (Card 3.4.3,) Today is a special day. We are having meat! What a treat. My favourite! I cut it up and put it in the pot. After I am done I am careful to wash my hands again. Raw meat is full of microbes. Once the meat is well cooked the microbes cannot hurt me! But now, when the meat is raw, the microbes can get on my hands. They will make me sick later, and I dont want to get sick from what I eat. No, I want to EAT CLEAN! (Card 3.4.4,) Now my meal is ready and looks wonderful. My whole family is waiting close by, smelling all the good smells in the air. I love my family so I remind them of something important. They must wash their hands before they come to eat! In our family we are learning to EAT CLEAN with clean hands. I am helping to teach my family about good hygiene. (Card 3.4.5) While I wait for my family I am careful to cover the food. I know that flies will want to land on it and walk around. I know that flies like to walk around in dirty things like feces. They are covered in microbes. If they land on my food they will get microbes all over it and we will get sick when we eat it! I cant let that happen. No, we EAT CLEAN in my family.
I also make sure that our clean water is covered. Clean water is so important and I must help my family to keep it safe. We must drink clean water if we want to EAT CLEAN.
(Card 3.4.6) My family are not the only ones smelling dinner. Our chickens and our dog have also come into the yard! They want to smell the food and maybe have a little bit of it to eat. Sorry animals! Maybe when we are done you can have some. But I know that you are covered in microbes and I dont want that in my familys food. I want us to EAT CLEAN. I want us to be healthy.
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(Card 3.4.7) Yum, yum. Now our meal is done and it is time to clean up. My sister and I help our mother to wash all the tools we used for cooking and eating. We wash them right away so that microbes do not have time to grow. We wash them well. (Card 3.4.8) We put them on a table in the hot sun to dry. The hot sun will kill any microbes that are on them. We make sure that they are dry before we put them away. This will also help microbes not to grow. I make sure that our cooking tools are very clean because I want to EAT CLEAN.
I feel so happy. I know that this meal will help my family to be healthy and strong. It will not make them sick. We EAT CLEAN! Do you EAT CLEAN?
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Unit 4: Sanitation

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Unit Four: Sanitation

Unit Summary
Sanitation is the prevention of disease through properly disposing of things that are dirty. Practically speaking, sanitation means the proper disposal of human and animal feces as well as garbage and other waste. Along with clean water and good hygiene, sanitation in one of the most important parts of preventative health. In this unit the students will learn about the importance of properly using latrines, how to properly manage the feces of animals, and how to properly dispose of other household waste. They will also be reminded of the role flies play in the spread of disease.
Learning Objectives
1. Students will be reminded that human waste carries disease. 2. Students will understand the importance of using a latrine. 3. Students will learn about where to build a latrine. 4. Students will learn about how to build a latrine. 5. Students will learn about maintaining a good latrine. 6. Students will be reminded that animal waste carries disease. 7. Students will learn the importance of keeping living areas clear of animal waste. 8. Students will learn the importance of keeping animals away from water sources. 9. Students will learn about properly disposing of animal waste. 10. Students will understand how garbage attracts rodents and insects. 11. Students will understand how uncollected garbage can cause injuries. 12. Students will understand how garbage spreads disease. 13. Students will know how to properly store and dispose of garbage. 14. Students will understand that flies are attracted to dirty places. 15. Students will understand that flies carry disease from place to place.
Schedule
Lesson Activity Week 1 Latrines Inspection of school latrine Week 2 Control of Animals Inspection of school bore hole Week 3 Garbage Game: The Garbage Game Week 4 Sanitation Review Puzzles
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Teacher Information: Sanitation

The idea of sanitation is very similar to the idea of hygiene. Sanitation means protecting health and preventing disease by properly managing things that are dirty and carry disease. Practicing good sanitation in your home is very important, but when a community works together to practice good sanitation their health can really improve!
Latrines
Because many diseases are spread through feces, the proper use of a latrine will help protect and promote good health. They are an important part of any healthy household. Latrines need to be built near the house, but must be built downhill from and least 20 meters away from any water source. Latrines usually have a single hole that is less than a meter across and several meters deep. at
The top of the pit of the latrine should be reinforced to prevent a collapse, especially if the soil is loose and sandy. This can be done using bricks, blocks, reinforcement rings, braided materials, or a large brass oil drum (200 litres). After the hole is about a meter deep the hole should be lined with an oil drum, bricks or woven basket. The hole can then be dug deeper, but the deeper part of the hole should be narrower than the top half. See the drawing below:
The most important part of any latrine is the slab. This part needs to be well made, strong and easy to clean. The hole must not be so large that a child could fall through. Wood can be used, but generally slabs made of concrete are better. Important points about latrines: Place a barrier to prevent entry of animals into the latrine. A deeper hole has less smell. From time to time, pour ashes into the pit to fight odour and flies. Cover the mouth of the latrine to control flies. Flies carry disease.
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Control Of Animals
Animals And Water Sources The source of water is a common place to find animals, but they transmit diseases and must be kept away from good water sources like water pumps and wells. The area around wells and pumps should be kept clean and animals like pigs, cattle and goats should not be let near it. If necessary, a fence should be put around the well or pump to keep the area free of animals.
Animal Feces Feces carry many microbes and cause many diseases. Yards should be swept clear of animal feces. Animals should not be let into the house. When animals pass feces into the soil they can leave behind microbes and parasites. Yards should be carefully swept clean of feces and, if possible, shoes worn to protect the feet. If possible a corral should be built for animals in a shady spot so that they are not walking around near yards and homes.
Disposing Of Household Waste

All trash must be burned and buried. Piles of trash attract pests like rats and flies which carry disease. Homes and communities should be kept free of trash!
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Lesson: Latrines
School: Class: All classes Subject: Health Unit: Sanitation Week: One Lesson Topic: Latrines Materials Needed: None
1. 2. 3. 4. 5. 6. 7. Students Students Students Students Students Students Students will will will will will will will be reminded that human waste carries disease. understand the importance of using a latrine. learn about where to build a latrine. learn about how to build a latrine. learn about maintaining a good latrine. understand that flies are attracted to dirty places. understand that flies carry disease from place to place.
Creating Interest
Tell the students: This month we will be learning about sanitation. Sanitation means preventing disease by properly disposing of things that are dirty. Ask the students to think back to what they have learned in health class this year. Ask them, What are the ways in which microbes are spread? Make a list on the board as the students give their answers. You may use cards from the first unit in order to help the students recall the information. Focus in on feces.
Instructional Input
Why use latrines? Tell the students: Today we are going to be learning about feces and latrines.
Where are some of the places where people pass feces in your community? Latrines? In the bush? Close to homes? If feces carry many, many microbes what do you think might happen if people pass feces in the bush or near homes where people live? Answer: the microbes may cause sickness in people. Do not tell the students this answer. Guide them to this answer by helping them think through the question. If feces carry many, many microbes, why do you think it is important to build and use latrines?
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Answer: when we use latrines feces are all kept in one place and will not get into yards and homes. Also, when we use latrines then animals cannot walk through our feces and spread them around. Do not tell the students the answer. Guide them to this answer by helping them think through the question. It is also important to use a latrine so that flies cannot walk over human feces and then spread the microbes. Flies love dirty things like feces and will always find them.
How To You Build A Latrine? Ask the students: How do you build a latrine?
(Allow for responses from students) Latrines must be built at least 20 meters away from homes and water sources. The hole should be a little less than 1 meter across and at least 2 meters deep. A slab can be made out of wood or cement to cover the hole. The hole should be kept covered in order to keep flies away. When flies have the chance to come into contact with feces they pick up and spread diseases. Take the students outside. Put the students into groups of two. One person will be the home/water source and the other student will be the latrine. The two students will begin by standing together. The latrine will then walk 20 meters away from the home/water source. One big step should be about a meter. This is to give the students an idea of how far away latrines must be from homes and water sources. The students could also measure how wide and deep the hole should be.
How Do You Maintain A Latrine? Ask the students: How do you take care of a latrine?
(Allow students to share their ideas) There are three things you much do to take care of a latrine: 1: You must wash it with water 2: Put ash down the hole. This will help keep away odour and flies. 3: Keep the hole covered. This will also help keep away flies.

Take the students outside to look at the school latrines. Are they clean? Are there any problems? What could be done to keep the school latrines clean and in order? Where could you get ask to put down the hole? Are the holes covered? Who is in charge of maintaining the latrines? Who could help keep them clean?
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While
at the latrines, ask several review questions such as: How to latrines prevent the spread of illness? Where should they be built? What three things do you need to do to maintain a latrine?

What stops people from using latrines? Why is it hard for people to build latrines? What could communities do to make sure that everyone has a safe, clean latrine to use?
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Lesson: The Control of Animals

School: Class: All classes Subject: Health Unit: Sanitation Week: Two Lesson Topic: Control of Animals Materials Needed: Card 4.2.1
1. 2. 3. 4. 5. Students Students Students Students Students will will will will will be reminded that animal waste carries disease. learn the importance of keeping living areas clear of animal waste. learn the importance of keeping animals away from water sources. understand that flies are attracted to dirty places. understand that flies carry disease from place to place.
Creating Interest
Ask the students: Who here has animals at home? What kind of animals? How many? Instructional Input Ask the students: What are things that animals do? (There could be many answers to this question: Animals play, eat, run jump. Allow the students to give many responses. However, the answer you are looking for is, Animals pass feces!). Animals do pass many feces. What do feces carry? (Answer: feces carry microbes.) When you own animals, where to they stay? In the yard? In the house? Do animals pass feces in your yards and in your house? If animals pass feces in your yards and in your houses, then what is being put in your yards and homes? (Answer: microbes.) If your yards and homes are full of microbes, what bad thing might happen to you and your family? (Answer: you might get sick.) What insects are attracted to feces? (Answer: flies) What bad thing do flies do?
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(Answer: they spread disease!) Yards and homes must be kept clear of animal feces. How can you keep your yard clear of animal feces? (Allow the students to share their ideas of how to keep their yards clear of animal feces). The best thing to do is to build pens for animals, but this is not always possible. If a pen cannot be built, then it is important that animals at least be kept out of the house. Also, yards should regularly be swept clean of animal feces. If you see that that an animal has passed feces, clean it up immediately! And remember, after you clean up animals feces you must WASH YOUR HANDS! Animals should also be kept away from water sources. Why do you think that is? (Answer: the feces of an animal could make the water source dirty.) How can we keep animals away from water sources? (Allow students to share their ideas.)
(Show Card 4.2.1) Building animals pens is the best way to make sure that animal feces are not getting into our homes and water sources. However, if animals cannot be penned then a fence can be built around the water source.

Take the students to look at the bore hole near the school. Ask them: Is this bore hole protected from animals? What could we do to protect it from animals and their feces? While at the bore hole ask other review questions: Why is it important to keep our homes and water sources free from animal feces? What is the best way to keep our homes and water sources free from animal feces? If you cannot keep animals in a pen, how can you keep your homes and water sources free from animal feces?

Would it be hard to build a pen for animals? Why? What would be difficult about keeping animals in a pen instead of letting them walk around all day? Animal feces make us sick. Is it then worth the effort to try and keep our homes and water sources free from animal feces? Do you think that children could organize their community to build fences around water sources? Why? Why not?
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Lesson: Garbage
School: Class: All classes Subject: Health Unit: Sanitation Week: Three Lesson Topic: Garbage Materials Needed: Cards 4.3.1, 4.3.2, 4.3.3., 4.3.4, painted rocks
1. 2. 3. 4. 5. 6. Students Students Students Students Students Students will will will will will will understand how garbage attracts rodents and insects. understand how uncollected garbage can cause injuries. understand how garbage spreads disease. know how to properly store and dispose of garbage. understand that flies are attracted to dirty places. understand that flies carry disease from place to place.
Creating Interest
Send the students outside. Give them five minutes to find a piece of garbage and then come back to the classroom. Have a plastic bag or garbage can in the classroom. Each student can put their piece of garbage into the bag or can as they enter the classroom.
Instructional Input
Ask the students what kinds of garbage they found on school grounds. Allow several students to give their answers. Remind the students that this month they are learning about sanitation. Sanitation means preventing diseases by properly getting rid of dirty things that can make us sick. Ask, Is garbage dirty? Could garbage make us sick? How? Allow several students to respond.
(Show card 4.3.1) Garbage can make us sick! Firstly, stepping on garbage can cause cuts and wounds on the feet that become infected.
Also, some garbage (like leftover food) can rot and begin to grow many microbes. When such garbage is left lying around homes and communities it could spread disease.
(Show card 4.3.2) Garbage also attracts pests like rats. Rats carry many microbes and are a risk to have around homes. Flies are also attracted to garbage. Flies also carry many microbes. Lastly, if the garbage sitting outside can hold water than it is a perfect place for mosquitoes to lay their eggs! Mosquitoes spread malaria, which kills many people in Mozambique next year.
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Garbage cannot be left lying around homes and communities! Ask the students, What should you do with your garbage? Allow several students to share their ideas.
(Show card 4.3.3) All garbage should be kept in a pit away from the house. When the pit begins to fill, cover it up with dirt. Digging a deep pit will mean that you can use it for longer. The garbage pit must have a fence built around it so that children and animals cannot fall inside. Burning garbage is bad for your health! Bury the garbage instead of burning it.
Ask the students, How can we keep our school free of garbage? Allow several students to share their ideas.
(Show card 4.3.4) An important safety note: It is important to pick up garbage and put it into garbage pits but if you ever find an old needle or blade on the ground do NOT pick it up! Things like used needles and blades can carry very dangerous microbes. Ask an adult to clean it up for you or use a stick to pick it up and carry it.
Remember to always wash your hands after picking up garbage! Take the students outside to play the Garbage Game.

After playing the game, have the students sit down in the football field and ask them review questions such as: What are some ways garbage can make us sick? What kinds of pests and insects are attracted to garbage? How should we dispose of garbage?

How can you help keep your homes free of garbage? How can you encourage your community to keep free of garbage? Why do you think people just throw garbage on the ground instead of keeping it all in one place?
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The Garbage Game

This game is to remind students that rats, flies and disease can catch them if they do not properly dispose of their garbage! Take the students to the football field. In the center of the field mark off a square. The square should be about five feet long on each side. This square represents the garbage pit! Divide the students into two equal groups. One group will represent community members and the other group will represent rats, flies and disease. Give each member of the community group a rock. These rocks will need to be painted ahead of time so that they are easily to identify. The students can pretend that their rock is actually a piece of garbage. The goal of the game is to get their piece of garbage into the garbage pit without being caught by rats, flies and disease. The rats, flies and disease want to stop the community members from doing this because they feed off of the garbage that is left lying on the ground! To begin the game, have the community students stand at either end of the football field behind a line. The students representing rats, flies and disease can stand inside the football field. When the game begins the community students will try and run to the garbage pit and throw away their garbage. The rats, flies and disease students will try to catch them! If a community student is caught then they must go sit on the side of the field. The community students are safe when they are behind the line at the other end of the football field. Give the students 5 minutes. After 5 minutes stop the game and count how many rocks have been thrown into the garbage pit. Then count how many community members have been caught. Whichever team has the highest number wins that round. You can play this game several times over. Have the groups switch roles each game.
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Lesson: The Sanitation Review

School: Class: All classes Subject: Health Unit: Sanitation Week: Four Lesson Topic: Sanitation Review Materials Needed: Puzzles 4.4.1, 4.4.2, 4.4.3, 4.4.4, 4.4.5, 4.4.6
1. Students 2. Students 3. Students 4. Students 5. Students 6. Students 7. Students 8. Students 9. Students 10. Students 11. Students 12. Students 13. Students 14. Students 15. Students will will will will will will will will will will will will will will will be reminded that human waste carries disease. understand the importance of using a latrine. learn about where to build a latrine. learn about how to build a latrine. learn about maintaining a good latrine. be reminded that animal waste carries disease. learn the importance of keeping living areas clear of animal waste. learn the importance of keeping animals away from water sources. learn about properly disposing of animal waste. understand how garbage attracts rodents and insects. understand how uncollected garbage can cause injuries. understand how garbage spreads disease. know how to properly store and dispose of garbage. understand that flies are attracted to dirty places. understand that flies carry disease from place to place.
Creating Interest
Tell the students that today you will be reviewing what you have learned about sanitation. Explain to the students that you are going to be making puzzles. As some of the students may not know what a puzzle is, you will have to explain. A puzzle is a picture that has been cut up into pieces. They just have to put the picture back together again.
Instructional Input
Divide the students into groups. Give each group one puzzle. Give enough time for each group to complete their puzzle. When each group has completed their puzzle ask them to take turns describing what is happening in the picture. Ask each group if their picture is of good sanitation or of bad sanitation. When they answer ask them why.
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If the picture is of bad sanitation (for example, passing feces into the soil) ask the students what the consequences might be of that bad behaviour. If the picture is of good sanitation (for example, using the latrine) ask the students what the consequences might be of that behaviour. If each group has talked about their picture and there is still a lot of time, the groups can exchange their puzzles. If there is still extra time the students could make their own puzzles. Give each student a piece of paper and let them draw a good or bad health behaviour (it doesnt have to be about sanitation. It could be about hygiene or water or anything else health related!). One the students have drawn their picture the teacher can cut it up to make the puzzle. Encourage the students to take their puzzles home to do with their families.

While the class is discussing their puzzles use the opportunity to ask other review questions. For example: How far away from homes and water sources does a latrine have to be built? What can you pour down a latrine to help reduce the bad smell? Why is it important to keep a latrine covered? Why is it bad to have animal feces in your yard? Why is it important to keep animals away from water sources? How can we keep animals away from water sources?

What stops us from having good sanitation? Is it possible to have good sanitation in our community? What can you do to help promote good sanitation in your home and in your community?
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Unit 5: My Body

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Unit 5: The Body

A basic understanding of the human body is important in order for someone to understand health and disease. Because the current science curriculum in Mozambique does include lessons on several body systems, these lessons are offered as optional additions to the present curriculum. The materials needed for this unit are not labelled in the same way the other Cards in this curriculum. Rather, a selection of Cards and other visual aids are available to be used as the teacher wishes. Because the materials needed for this unit and unique and therefore difficult to reproduce, they may not be available for every school using this curriculum.
Schedule
Lesson Activity Week 1 The Nervous System Story: The Nerve Circle Week 2 Digestive System Week 3 The Musculoskeletal System Simple Stretches Story: Jeff and the Lazy Day
Four weeks are set aside for this unit, which means that time was give for four lessons. If teachers choose not to use the lessons found in this unit, it is suggested that those four class times be spread throughout the years and used as testing periods. It is suggested that testing be done at the following times: 1. After the completion of Units 1, 2, 3, 4 2. After the completion of Units 6 and 7 3. After the completion of Units 8 and 9 4. Final test at the end of the year
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Lesson: The Nervous System

School: Class: Preschool, Class 1 and 2 Subject: Health Unit: My Body Week: One Lesson Topic: The Nervous System Materials Needed: Story Samuels Senses, Five Senses Puppets A Note: For the lower grades this lesson includes a brief explanation of the different parts of the nervous system, but will focus on the five senses.
1. Students will have an elementary understanding of the main structures in the nervous system. 2. Students will have an elementary understanding of the main function of the nervous system.
Creating Interest
Ask the students, What part of your body is the boss? Which part tells the other parts what to do?
Instructional Input
Tell the students: The boss of your body is your brain! It tells every part of your body what to do. It is part of the nervous system. The nervous system is the part of your body that takes in information from outside and then sends out information to your body. It is made up of many parts. The Brain As was already said, the brain is the boss of the body. It controls everything that your body does. The brain has many different parts, and each part is in charge of a different job. One part helps you see and hear, another part helps you make decisions. Another part helps you remember things. The Spinal Cord The spinal cord is a long nerve that runs from your brain all the way down your back. Your spinal cord carries messages from your brain to your body and from your body back to your brain! Without the spinal cord, the brain cannot communicate with the rest of the body. This is why people who injure their spinal cord sometimes lose the ability to walk or use their arms. Nerves Your body is full of nerves which are all connected to the spinal cord. They carry information from the body to the spinal cord and from the spinal cord to the body.
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There are two kinds of nerves: Motor Nerves: These are the nerves that carry out instructions from the brain. When you want to move your arm, a motor nerve tells your arm to move. When you want to run after a football, it is a motor nerve that tells your legs to go! Sensory Nerves: These nerves carry information into the body. They tell the brain information that your body collects through its five senses- sight, smell, touch, hearing and feeling. Read the story, Samuels Senses.

Ask for five students to volunteer and have them come to the front of the class. Give each of the students one of the Five Senses puppets. Ask each student to tell the class which sense their puppet represents. Ask the student what kinds of things they experience through that sense. For example, if the student has the Taste puppet, the experience the flavour of food or medicine. If the student had the Touch puppet, they experience the feeling of cold water or soft cloth. Other students in the class can also give examples of things they experience through the senses.

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What would it be like to lose one of your senses? What would be difficult if you could not see? Hear? Touch? Taste? Smell?
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Lesson: The Nervous System

School: Class: Class 3, 4 and 5 Subject: Health Unit: My Body Week: One Lesson Topic: The Nervous System Materials Needed: Pictures of the nervous system
1. Students will have an elementary understanding of the main structures in the nervous system. 2. Students will have an elementary understanding of the main function of the nervous system.
Creating Interest
Ask the students, What part of your body is the boss? Which part tells the other parts what to do?
Instructional Input
Tell the students: The boss of your body is your brain! It tells every part of your body what to do. It is part of the nervous system. The nervous system is the part of your body that takes in information from outside and then sends out information to your body. It is made up of many parts.
The Brain
As was already said, the brain is the boss of the body. It controls everything that your body does. The brain has many different parts, and each part is in charge of a different job. One part helps you see and hear, another part helps you make decisions. Another part helps you remember things.
The Spinal Cord

The spinal cord is a long nerve that runs from your brain all the way down your back. Your spinal cord carries messages from your brain to your body, and from your body back to your brain! Without the spinal cord, the brain cannot communicate with the rest of the body. This is why people who injure their spinal cord sometimes lose the ability to walk or use their arms.
Nerves
Your body is full of nerves which are all connected to the spinal cord. They carry information from the body to the spinal cord, and from the spinal cord to the body. There are two kinds of nerves:
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Sensory Nerves: These nerves carry information into the body. They tell the brain information that your body collects through its five senses- sight, smell, touch, hearing and feeling. Motor Nerves: These are the nerves that carry out instructions from the brain. When you want to move your arm, a motor nerve tells your arm to move. When you want to run after a football, it is a motor nerve that tells your legs to go! Take the students outside to play The Nerve Circle. This game can be played over many times with different students getting the chance to be the Brain. Remember that this game is a fun opportunity to review and reinforce the information you have already taught the students in the lesson.

After playing The Nerve Circle several times bring the students back inside the classroom. Using the Cards, review the information which was taught. Quiz the students on the parts of the nervous system and the different jobs that they do. See if the students can explain the difference between motor and sensory nerves. Ask the students to list the five senses.
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The Nerve Circle

This game is a fun way to teach the students that information travels from the brain through the nerves to the different parts of the body. Divide the class up into several large groups. Each group can sit in a line or in a circle. The person at one end of the circle is the Brain. The Brain will whisper a message to the person sitting next to them in the line or the circle. That person must then whisper whatever message they heard to the person sitting next to them. This will continue until the message gets to the person at the other end of the line. The last person must say the message that they heard out loud. This game is usually pretty funny because as the message gets sent down the line it changes a little. People must pass on the message they hear- they cannot ask the person to repeat what they said. Thankfully the brain sends messages a little faster than the messages travelling in this game! And it is usually a little more accurate, too! Use this game as an opportunity to review information taught in the lesson about the different parts of the nervous system and the different jobs that they do!
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Lesson: The Digestive System

School: Class: All classes Subject: Health Unit: My Body Week: Two Lesson Topic: The Digestive System Materials Needed: Cards showing the digestive system, sheet with picture of digestive system, cards for labelling the digestive system, 3 Digestive System Puzzles.
1. Students will have an elementary understanding of the main structures in the digestive system. 2. Students will have an elementary understanding of the main function of the digestive system.
Creating Interest
Ask the students, Does anyone know what happens to food once we eat it? Allow students to respond.
Instructional Input
Tell the students: Today we are going to be learning about the digestive system. The digestive system is the part of our body which food travels through. As food travels through the digestive system is it broken into smaller and smaller pieces. This is so that the body can take what it needs from the food that you eat. The digestive system also gets rid of waste.
(Show the students cards showing the digestive system. For younger students there is also a cloth book showing the parts of the digestive system.)
The digestive system is made up of several parts. Mouth and Teeth Your digestive system begins with your mouth and teeth! Your teeth chew the food and cut the food into tiny pieces. The water in your mouth (called saliva) also starts working, breaking apart the food so that the nutrition in it can get out!. Esophagus The next part is something called the esophagus. It is a long tube made of muscle. This tube moves the food from your mouth into your stomach. Stomach
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Your stomach is a bag made out of muscles. It mixes up the food you eat and breaks it into smaller pieces. Your stomach has special juices that also help to break down food. Liver, Gallbladder and Pancreas (for older students) These three organs are located around your stomach. The liver helps break food down by producing a liquid called bile. Bile helps break down food. The gallbladder stores the liquid made by the liver. The pancreas also makes a liquid that help to break food into very small pieces. Small Intestine The small intestine has a very important job. It sucks up all the good things you need from the food that you have eaten and sends the good things to many different parts of the body. Large Intestine The main job of the large intestine is to suck up water and salt. Rectum The rectum in the end of the digestive system. It is where waste comes out of the body when we pass feces!

Have two students come to the front of the class and hold up the sheet with the picture of the digestive system on it. Older Students Give several students one of the cards which has the name of one part of the digestive system written on it. One at a time, the students can come up and place their card on the picture of the digestive system (in the right place, of course!). When the student correctly labels a part of the digestive system take an opportunity to quiz the class on what that part does. Younger Students Break the students into three groups and give each group a Digestive System Puzzle. Give each group time to put the puzzle together. While they are working on the puzzle, walk around the room. Help the students complete the puzzle if they are having trouble. While you are doing this, quiz them on the parts of the digestive system. When the students are done the puzzles, have them return to their seats. Show them Card ____ again and review the parts of the digestive system.
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Lesson: The Musculoskeletal System

School: Class: All classes Subject: Health Unit: My Body Week: Three Lesson Topic: The Musculoskeletal System Materials Needed: Simple Stretches instruction sheet, pictures showing the parts of the musculoskeletal system
1. Students will have an elementary understanding of the main structures in the musculoskeletal system. 2. Students will have an elementary understanding of the main function of the musculoskeletal system.
Creating Interest
Ask the students, Does anyone know how many bones we have in our bodies?
(Allow students to share their answers)
Instructional Input
The body has 206 bones! The smallest bone in your body is inside your ear. The biggest bone in your body is in your leg. Bones are the foundation of our body. They make up something called the skeleton. The skeleton gives us shape and makes it possible for us to stand up straight and tall! Without our skeleton we would be a lump on the floor! Bones also protect our organs like our heart, lungs and brain. There is a stack of bones that go down the middle of your back. Can you feel them? These bones make up your spine. These are special bones which are sitting on top of one another. They let you bend and twist, but they protect your spinal cord which is the most important nerve in your body! Some people think that bones are stiff, dry and hard. This is not true! Bones are a living part of our body. They are always growing and working. Bones have several layers. The outside layer is like a thin layer of skin. It contains nerves and also blood vessels that carry blood to feed your growing bone.
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Bones also store important nutrients that we get from a healthy diet. When our body needs these nutrients the bone can provide what it has stored. The next layer of the bone is also thin, but it is very hard and strong! The next layer of bone is thicker but it is not as hard- it is like a sponge. The inside of your bones is filled with a red and yellow jelly called bone marrow. Marrow has a very important job to do in the body- it makes your blood cells! Your bones also have joints which let you bend your bones in many directions and move around. Your bones are covered by muscles. Muscles are basically pieces of meat. When they squeeze together or when they relax then your body moves. Most muscles in your body are responsible for moving your bones, but there are other kinds of muscles as well. For example, your heart is a muscle! We keep our bones and muscles healthy by eating a good diet with foods from all the families. We also keep our bones and muscles healthy by using them! We need to use our bones and muscles every day. When a person is sick and in bed for a long time their bones and muscles will get stiff and be hard to use. We can also hurt our bones and muscles by working them too hard. We must be careful not to lift things that are too heavy. We must also be careful not to stretch our bones and muscles too far or to twist them too far. When you are going to be doing physical work (like working in your corn field or pounding corn) it is always a good idea to stretch your muscles first. Activity 1: Stretching Lead students through the stretching exercise. Instructions for this can be found on the Simple Stretches sheet. Activity 2: Stiff As A Board This activity is just a fun way to get the students thinking about how their bones, joints and muscles help them to move. Divide the students into several groups and give each group an activity like going to the pump and getting a drink, washing their hands, or collecting a piece of firewood. The students are not allowed to bend their arms or legs while trying to complete these tasks.
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Once the students have completed their tasks have then return to the classroom. Talk about what it was like trying to do their tasks without being able to bend their arms and legs. Talk about how our arms and legs are perfectly designed to help us move and live our daily life.

Use the Cards to review the information taught in the lesson. Quiz the students on information you presented.

There are many different illnesses that effect bones and muscles. Injuries can also effect our bones and muscles in ways that cannot be repaired or in ways that take a long time to heal. How could we help people who cannot use their bones and muscles properly? What daily tasks would be difficult for them? How could we help them to get around?
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Simple Stretches
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Unit 6: Nutrition

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Unit Six: Nutrition

Unit Summary
Good, balanced nutrition is an important part of health. Food can be classified into several different groups. Each group of food has a different job to do in building up the body. It is important to include food from each group into your regular diet. In this unit the students will learn about each group of food and its job in the body. They will also think of creative ways to include foods from each group in their diets. Students will also learn to identify foods that are unhealthy and learn what bad effects such food can have on their bodies. Students will also understand what causes malnutrition and learn to recognize the signs of malnutrition.
Learning Objectives
1. 2. 3. 4. 5. 6. Students will be able to name each of the four food groups. Students will be able to identify which foods belong in each group. Students will be able to explain what each kind of food does for the body. Students will understand the importance of eating a balanced diet. Students will be able to, in theory, create balanced meals from foods found locally. Students will understand the unhealthy effects that eating too much sugar can have on the body. 7. Students will understand the unhealthy effects that eating too much fats and oils can have on the body. 8. Students will understand that unhealthy effects that drinking too much alcohol can have on the body. 9. Students will understand the cause of marasmus malnutrition. 10. Students will recognize the signs of marasmus malnutrition. 11. Students will understand the cause of kwashiorkor malnutrition. 12. Students will recognize the signs of kwashiorkor malnutrition. 13. Students will understand the importance of babies and young children being regularly weighed 14. Students will create their own tool to measure mid-upper arm circumference. 15. Students will understand how to use their tool to check for malnutrition.
Schedule
Week 1 Lesson The Food Families Activity Art: Students draw the Food Families to take home Week 2 Food Families Review Week 3 Foods That Make Us Sick Math/Craft: Mid-Upper Arm Circumference Rulers Week 4 Malnutrition
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Lesson: The Food Families

School: Class: All classes Subject: Health Unit: Nutrition Week: One Lesson Topic: The Food Families Materials Needed: Cards 6.1.1, 6.1.2, 6.1.3, 6.1.4
1. 2. 3. 4. Students Students Students Students will will will will be able to name each of the four food groups. be able to identify which foods belong in each group. be able to explain what each kind of food does for the body. understand the importance of eating a balanced diet.
Creating Interest
Ask the students, What is your favourite food to eat? Allow several students to answer the question. Tell the students, This month we will be learning all about food and how it can help us or hurt us.
Instructional Input
There are many different kinds of food. All foods belong to a family. There are four food families. The food from each family does something different to help our body be healthy. Because of this we need to eat food from every family every day.
Carbohydrates (Show the students Card 6.1.1) The first food family is called carbohydrates. It includes foods like sudza and bread, and any foods that are made from grains. It also includes foods like potatoes and cassava. These foods give us energy! We need to eat a lot of foods from this family. Fruits and Vegetables (Show the students Card 6.1.2.) The next food family is fruits and vegetables. They are very important for good health. They help keep our body running like a good car. They help your body defend itself against diseases. Fruits and vegetables give us good eyesight. They can even help babies grow properly while they are in their mothers stomach! We need to try and eat fruit and vegetable every day. Meat and Other Proteins (Show the students Card 6.1.3) The next food family is meat and other proteins. It includes all kind of meat including fish! It also includes eggs. If you cannot get meat, you can eat beans and nuts which are also in this food family.
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These foods help our body grow. They make us strong and help us build muscles. This family also includes foods like milk, cheese and yogurt. These foods help build our bones and teeth!
Fats, Oils and Sugar (Show the students Card 6.1.4) The last food family is fats, oils and sugar. This is the smallest of the families. We need a little bit of food from this family, but not very much! These foods do many jobs in the body. Here are some examples: they help us have health skin and hair. They help keep our body warm and they store energy for our body to use when it needs it.
Remember though: too much food from this family can give you many health problems! We only need a little bit of food from this family every day.

Have a student come to the front of the room. Give them one of the cards and have them explain what is in the food family and what it does in the body. Have a different student teach about each food family. Allow the class to add any information that the student presenting may have missed, or allow them to correct any incorrect information that is given.

Which food families are the hardest to find where you live? How could you get food from each family?
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Lesson: Food Family Review

School: Class: All classes Subject: Health Unit: Nutrition Week: Two Lesson Topic: The Food Families Materials Needed: Cards 6.1.1, 6.1.2, 6.1.3, 6.1.4, paper plate, pictures of different foods.
1. 2. 3. 4. 5. Students Students Students Students Students will will will will will be able to name each of the four food groups. be able to identify which foods belong in each group. be able to explain what each kind of food does for the body. understand the importance of eating a balanced diet. be able to, in theory, create balanced meals from foods found locally.
Creating Interest
Ask the students if they can remember the five food families. See if any student can list them all: carbohydrates; fruits and vegetables, dairy; meat and other proteins; and fats, oil and sweets.
Instructional Input
Bring out the cards. Review with the class how each food family helps the body. When you are done your review set the cards up on the blackboard.

Bring out the paper plate. Remind the class that it is important to eat foods from each food family every day. Eating foods from each family is called a balanced diet. Explain to the class that you are now going to practice choosing foods from each family. Place the pictures of food on a desk at the front of the classroom. To begin place four pictures of food from four different families on the plate and ask students to identify which food family is missing. Have a student come up and choose a food from the missing family to put on the plate. Do this several times with different examples of food, leaving out different food families each time. Next, only put three pictures of food from three different food families and ask the students to identify which food families are missing. Again, let a student come up and select foods from the families that are missing. You could do this several times. Have students take turns coming up and selecting foods from each family to create a balanced diet. Once this activity is complete and you feel that the students can identify foods from each family, have the students draw a picture of all the food families to take home and show their caregivers.
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Encourage them to talk to their caregivers about the food families and the importance of having different foods in our diets.

Which food families are the hardest to find where you live? How could you get food from each family?
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Lesson: Foods That Make Us Sick

School: Class: All classes Subject: Health Unit: Nutrition Week: Three Lesson Topic: Foods That Make Us Sick Materials Needed: Cards 6.1,1, 6.1.2, 6.1.3, 6.1.4, 6.3.1, 6.3.2, 6.3.3, paper, crayons.
1. Students will understand the unhealthy effects that eating too much sugar can have on the body. 2. Students will understand the unhealthy effects that eating too much fats and oils can have on the body. 3. Students will understand that unhealthy effects that drinking too much alcohol can have on the body.
Creating Interest
This is a short lesson, so begin with a good review of the different food families and what they do in the body. (Use Cards 6.1.1, 6.1.2, 6.1.3, and 6.1.4 to review the food families). After your review ask the students: We have been learning about what kinds off foods we need to be healthy, but do you think that food can also make us sick? How could food make us sick? (Allow for several students to share their ideas and answers).
Instructional Input
There are some foods that can make us sick if we eat too much of them. Most of them come from one food family: Fats, Oils, and Sugars. Remember, we do need a little bit of food from this family, but not very much! These foods do many jobs in the body. Here are some examples: they help us have health skin and hair. They help keep our body warm and they store energy for our body to use when it needs it. Sugar (Show the students Card 6.3.1) Too much sugar and sugary food like sweets or soda take away a persons appetite and they can also make your teeth rot! Make sure that you brush your teeth every day so that your teeth do not rot! If you do not have a toothbrush, what can you use to brush your teeth! (Answer: a stick! Review this information from the hygiene unit if the students seem to have forgotten).
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Soda and sweets taste good, but they do not help your body be healthy. Fruit is also sweet and much healthier than a sweet. Soda tastes good, but water is much healthier. Fats and Oil (Show the students Card 6.3.2) We need a little bit of fat and oil in our diet to be healthy, but lots of oily or greasy food can give people serious problems in their stomach. It can also give you bad skin. If a person eats a lot of oily and greasy food for many years it can also damage their heart. This is a really serious problem and one that is hard to fix. Only eat a little bit of fat and oil each day. Alcohol (Show the students Card 6.3.3) Drinking a lot of alcohol can also give a person many health problems. When a person has too much to drink they are not in control of themselves and they are likely to have an accident or hurt themselves. Drinking too much alcohol can damage almost every part of the body. If a person drinks too much alcohol at one time, it can hurt them- even kill them! If a person keeps drinking too much alcohol for a long time almost any part of their body can be damaged. Alcohol especially damages an important organ called the liver. A persons liver, once it is damaged, cannot be healed and that person will die.

Give each student a piece of paper and have them draw a person. Then, on the same piece of paper, they can draw pictures of the foods that can make a person sick and draw arrows to the part of the body that they hurt. For example, they could draw a bottle of soda and then draw an arrow pointing to the teeth. As the students draw walk around the room and look at their pictures. This will help you to see what they have understood about your lesson. Leave the picture cards up on the blackboard to help the students remember which foods can cause poor health.
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Lesson: Malnutrition
School: Class: All classes Subject: Health Unit: Nutrition Week: Four Lesson Topic: Malnutrition Materials Needed: Cards 6.1.4, 6.4.1, 6.4.2, paper, rulers, pencils and scissors.
1. Students 2. Students 3. Students 4. Students 5. Students 6. Students 7. Students will will will will will will will understand the cause of marasmus malnutrition. recognize the signs of marasmus malnutrition. understand the cause of kwashiorkor malnutrition. recognize the signs of kwashiorkor malnutrition. understand the importance of babies and young children being regularly weighed create their own tool to measure mid-upper arm circumference. understand how to use their tool to check for malnutrition.
Creating Interest
Ask the students if they can name some illnesses that people get from eating too much of the wrong kinds of food? Allow several students to share their answer.
Instructional Input
Just like eating too much of some foods can make us sick, not eating enough food can also make us sick. Our body needs the right amount of the right foods in order to work properly and stay healthy. Sometimes, however, there is not enough food for everyone to get enough to eat. When someone does not get enough food to eat for a long period of time it is very dangerous for their health. That person is MALOURISHED. A person who is malnourished is not able to fight off diseases and can often get sick. It is especially dangerous for children to be malnourished because your bodies and your brains are still growing. If a child is malnourished for a long time their mind and their body will not grow as they should have. If a person is very malnourished they can die. Being malnourished is a very serious problem and it is important to learn the signs of malnourishment so that we can watch for them. There are two kinds of malnourishment that we will learn about today. The first kind is when a person does not get enough to eat of any kind of food. (Show Card 6.4.1)
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When someone has this kind of malnutrition they look very, very thin. You can see their bones and their skin looks loose. Their face looks old, like it is the face of an elderly person. They will be weak and not have any energy. The second kind of malnourishment is when a person does not get enough protein to eat (Show Card 6.1.4 to review which foods give protein.).
(Show Card 6.4.2 with the picture of kwashiorkor malnutrition)

When someone has this kind of malnutrition they do not look thin, at first. In fact their belly may be very big. Their arms and legs may look big as well, This is not fat. Their bodies are swollen because they are not eating enough protein. Their hair may be thin and look red or brown instead of black. Their skin may peel. If a child has very bad kwashiorkor their hands or feet may be so swollen, that if you press them with your finger, a little dent will be made and stay there for several minutes. To prevent this kind of malnutrition a person must get enough protein to eat. It is often young children who get this kind of malnutrition. When a baby is breastfeeding it gets protein from the breast milk. When a child becomes six months old, it begins to needs other foods along with breast milk. It is very important that growing babies and children get food from all the food families. Today you are going to learn about two ways to tell if a baby or child is getting enough to eat. First, simply weighing babies and children can tell us if they are getting enough to eat. It is very important for babies and young children to be weighed as they are growing. Then it is easy to tell if they are getting enough to eat and growing properly. Secondly, measuring the middle of the upper arm can tell us if a child is malnourished. If a child is between the ages of 1 year and 5 years old you can measure around their upper arm to see if they are getting enough to eat. We are going to make a tool to measure the arms of children between the ages of 1 year and 5 years old.
See the instructions on how to make a tool to measure the mid upper arm. If you feel your students are too young to complete this activity, make a measuring tool yourself and measure the arms of the students in your class.

Review with your students the signs of malnutrition. Use the picture cards to review. Review with your students how to measure the mid upper arm to check for malnutrition. Make sure that they know how to properly use their measuring tool. Encourage them to measure their younger brothers and sisters!
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Do you think that malnutrition is common in your community? If it is common, why? How can we help prevent malnutrition?
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Measuring the Mid-Upper Arm

Measuring the circumference of the upper middle arm is a very accurate way to tell if a child is malnourished. It is VERY important, however, that this measurement is taken correctly. Remember that this tool can only be used with children who are between the ages of 1 and 5 years old. To make their own tool to measure the arm the students must cut out a strip of paper that is 35 centimetres long and 5 centimetres high. This piece of paper must be measured exactly! Use rulers to make the lines straight. Start at one end of the paper and measure 12.5 centimetres. Draw a line here. This measurement must be exactly right! Now, measure another centimetre up to 13.5 centimetres. Draw another line. This measurement must be exactly right! See the drawing below.
Look at the drawing below to see where on the arm to put the measuring tool. It must be right in the middle of the upper arm!
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Use the tool you have made to measure around the arm. The arm must be relaxed and straight in order to be measured properly. If the circumference of the arm is greater than 13.5 centimetres, the child is NOT malnourished. If the circumference is between 12.5 and 13.5 centimetres, the child is malnourished and needs an improved diet with foods from all the different food families. If the circumference is less than 12.5 centimetres, the child is severely malnourished and should be taken to a health center as soon as possible.
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Unit 7: Caring For The Sick

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Unit Seven: Caring For The Sick

Unit Summary
In other units we have talked about how to avoid sickness through clean water, good hygiene and sanitation, and proper nutrition. However, even when everything is done right, people can still get sick. Unfortunately, sickness is a part of life. In this unit student will learn about what to do when someone does get sick. They will learn about the proper treatment for some common illnesses. They will also learn to recognize some of the signs of a serious illness or injury.
Learning Objectives
8. 9. 10. 11. 12. 13. 14. 15. 16. Students will understand that diarrhoea can be treated with oral rehydration solution. Students will understand how to correctly make oral redyration solution Students will understand how to administer oral rehydration solution. Students will understand the difference between the flu and pneumonia. Students will understand that pneumonia is a dangerous illness. Students will understand that pneumonia must be treated at a health center. Students will be able to list the three main symptoms of pneumonia: flu symptoms, fever and fast breathing. Students will know how to identify fast breathing. Students will understand the following signs of serious illness: heavy bleeding, large or deep wounds, burns that are larger than the surface of a hand, coughing up blood, difficulty breathing, a person cannot be woken up, lots of vomiting for more than one day, lost of diarrhoea for more than one day, bad stomach pains in a person who cannot pass any stool, more than one seizure, high fever for more than 4 days, losing weight for a long time, wounds on the skin that will not heal. Students will understand that a sick person is helped by having a clean, comfortable place to rest. Students will understand that a sick person is helped by getting fresh air. Students will understand that a sick person is helped by being kept clean. Students will understand that a sick person is helped by drinking plenty of clean liquids. Students will understand that a sick person is helped by eating nutritious food.
17. 18. 19. 20. 21.
Schedule
Lesson Activity Week 1 Diarrhoea Story: A Simple Cure Week 2 Pneumonia Game: Counting Breaths Week 3 Signs of Serious Illness Game: Memory Week 4 Helping A Sick Person Heal Older students: Story Writing Younger Students: Pretending
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Lesson: Diarrhoea
School: Class: All classes Subject: Health Unit: Caring For The Sick Week: One Lesson Topic: Diarrhoea Materials Needed: Cards 7.1.1, 7.1.2, 7.1.3, 7.1.4, 7.1.5, 7.1.6, 7.1.7, 7.1.8, 7.1.9, 7.1.10
1. Students will understand that diarrhoea can be treated with oral rehydration solution. 2. Students will understand how to correctly make and administer oral rehydration solution.
Creating Interest
Ask the students, What causes diarrhoea? Diarrhoea is caused by microbes that get into our bodies when we dont wash our hands, or when we bath in or drink dirty water. It can also be caused by poorly prepared food and by many different illnesses. Diarrhoea can kill a child very quickly so it is very important to know how to take care of a person with diarrhoea. Listen carefully today! What you learn could save someones life.
Instructional Input
Read the story A Simple Cure. When you have finished reading, ask the students what they learned about how to take care of someone with diarrhoea. There are many things that Maria did right- she kept Jorge clean and watched over him. She went for help when she saw that things were serious. However, one of the most important things she did was to make Jorge the drink out of clean water, sugar and salt! Anyone can make this special drink! If a person has diarrhoea, this special drink can save their life! Diarrhoea makes all the water leave our body. This special drink helps keep the water inside. This drink is simple and easy to make, but IT MUST BE MADE CORRECTLY! If you make this drink the wrong way you can make a sick person even sicker.
(Show the students Card 7.1.10 with the recipe for the rehydration drink)
One litre of CLEAN water + Four level teaspoons of sugar + ! a level teaspoon of salt
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Mix these ingredients together well. Give one cup of the mixture every time the sick person has diarrhoea or give small sips every few minutes. A child needs one litre of this drink each day when they have diarrhoea. An adult can drink up to three litres of this drink each day when they have diarrhoea. *IMPORTANT NOTE* If there is blood or mucous with the diarrhoea the sick person should be taken to a health center.

Each student must draw the recipe for the rehydration drink and take it home with them in order to teach their families about this treatment for diarrhoea. Check the students work very carefully as the recipe must be made correctly!

Can a child help a person who is sick? Do you think you could make this drink if someone in your family had diarrhoea?
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Adapted by Keren Massey from A Simple Cure, a Child-to-Child story.
A Simple Cure
Maria no longer goes to school, but she is a clever girl of eleven years old. She helps to look after her family. She helps her mother by looking after the youngest baby, Peter. Maria has a good friend named Jorge. He is her neighbour. Jorge is nine years old and goes to school. Every day he tells Maria what he learned at school. Early one morning Marias mother and father left to go to the hospital. They were going to see the nurse because Marias mother was going to have a baby. Maria was left to care for her younger brothers and sisters. Marias mother told her: I will be back tonight. If you need help, go to Jorges mother. Your baby brother, Peter, is crying a little. He will feel better soon. Dont worry. Maria said goodbye to her parents and then got to work. She washed the dishes, swept the yard, and brought clean water from the pump. While baby Jorge was asleep Maria played games with her other brothers and sisters. After a little while Maria went into the house to see if Jorge had woken up. She could smell a bad smell. There were many flies around baby Jorge. Maria ran to chase the flies away from Jorge, because she knew that flies bring disease. When Maria came close to Jorge she saw that his blanket and clothes were very wet. Maria bathed Jorge and then washed her hands. She noticed that it was Jorges stool that smelled very bad. Jorge was very weak. He did not want to eat or drink. His eyes did not look bright. He cried and cried. His mouth was dry. He kept passing a lot of very wet, watery stool. Maria had to work hardcleaning Jorge every time he passed stool and washing his clothes and blankets. As the day went on, Jorge did not get any better. It seemed like he was getting weaker and weaker. He began to vomit. Maria was very worried. She told her younger brother to go to Peters house for help. Peters mother was not there, but Peter came to see what was the matter. Maria began to tell him all about baby Jorge- how he was weak and crying, and how he was vomiting and passing a lot of stool that looked like water. Peter knew what to do. Jorge has diarrhoea, he said. We learned about it at school. Diarrhoea is very serious. It can kill a child very quickly because it takes all the water out of the body. Just like a plant will die if it does not have enough water, a person will also die if they dont have enough water!
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Maria was scared. What can we do? she cried. Peter was not afraid. There is treatment at the clinic, but it is too late to walk there. We will have to make a treatment at home. Do you have SALT, SUGAR and CLEAN WATER? Yes, we have those three things, said Maria. She ran to get them. Peter showed Maria how to make a treatment for diarrhoea. He took: One litre of CLEAN water and Four level teaspoons of sugar and ! a level teaspoon of salt and mixed them all together. Peter told Maria to taste the mixture. It must not taste saltier than tears, he warned her. Peter told Maria to give a cup of the mixture to Jorge every time he had diarrhoea. This was hard to do. Jorge did not want to drink and was very weak. At first she had to give the mixture one spoonful at a time. Maria also had to keep cleaning Jorge when he had diarrhoea and putting clean clothes on him. It was a lot of work, but Maria didnt mind. She wanted Jorge to be well! Peter staid and helped Maria take care of Jorge. They kept him clean and gave him one cup of the mixture every time he had diarrhoea. Many hours passed. Peters mother came to see them. You are doing well! she told them. Keep going! Just before the sun went down Jorge stopped crying and began to sleep. It seemed like he was getting better! Maria was so happy. Peter went home to sleep and Maria lay down to sleep next to Jorge. He only passed stool twice during the night and the stool did not look like water. Jorge was getting better! The next morning Peter came back. He brought a health worker with him. The health worker listened to everything Maria and Peter had done to help Jorge. She told them that they had done everything right! They had saved Jorge! The health worker told them that they would both be good doctors one day. Maria and Peter smiled.
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At around lunch time Marias parents came home from the hospital. Marias mother was worried when she heard how sick Jorge had been, but she was so proud of Maria for how she had taken such good care of her brother. Maria was proud of herself too. She had saved her brother and learned how to take care of someone with diarrhoea: One litre of CLEAN water and Four level teaspoons of sugar and ! a level teaspoon of salt She would never forget how to make that mixture and to give one cup every time a person had diarrhoea. She knew that she would be able to save more lives in the future!
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Lesson: Pneumonia
School: Class: All classes Subject: Health Unit: Caring For The Sick Week: Two Lesson Topic: Pneumonia Materials Needed: Cards 7.2.1, 7.2.2, 7.2.3, 7.2.4, 7.2.5, a wristwatch
1. 2. 3. 4. The students will The students will The students will The students will fast breathing. 5. The students will understand the difference between the flu and pneumonia. understand that pneumonia is a dangerous illness. understand that pneumonia must be treated at a health center. be able to list the three main symptoms of pneumonia: flu symptoms, fever and know how to identify fast breathing.
Creating Interest
Ask the students, Who here has had the flu in the last month? In each of your families, has one of the children had the flu in the last month? Count how many students raise their hands after each question.
Instructional Input
Say to the students: It is very common for children, especially for babies, to get the flu. Usually the flu goes away on its own without treatment and it not harmful. However, sometimes the flu can turn into a serious illness called pneumonia. Who knows what pneumonia is? Does anyone know the symptoms of pneumonia? (Allow students to respond). If a child has a runny nose but not fever or cough, do not worry. If a child has a runny nose and a cough with a little bit of fever, it might be just a cold. Watch them very carefully. If a child, with or without the flu, has fever and is breathing very quickly, even when they are resting, then they might have pneumonia! They must go for treatment at a health centre right away! For pneumonia, the signs to watch for are:
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(Show
the students Card 7.2.1) Fever Cough Fast breathing even when resting. (Their nostrils may flare and you may see their ribs when they breathe in Card 7.2.5)
Pneumonia kills many children every year! (Show the students Card 7.2.2) What does it mean to breathe very quickly? How many breaths do you think a healthy baby or child takes a minute?
(Allow the students to give answers)

Complete the Counting Breaths activity with the students.

After the Counting Breaths activity is completed have the students return to their seats. Review Cards 7.2.1, 7.2.2, 7.2.3, 7.2.4, and 7.2.5 with the students. Quiz the students on the symptoms of pneumonia. (fever, cough, fast breathing (their ribs may stick out when they breathe in, and nostrils may flare) Ask the students: What does it mean to breathe quickly? How many breaths a minute mean danger? 40 breaths a minute while resting) Quiz the students on what they should do if someone in their family has the symptoms of pneumonia. (Go to a health centre right away)

Do you think it would be important to teach other people in your family, like your parents, how to recognize the symptoms of pneumonia? How could you teach other people how to recognize the signs of pneumonia?
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Counting Breaths
Put the students into pairs. The pairs must sit together. One student must be the Counter. Their job will be to count how many breaths their partner takes in 30 seconds. The other student is the Breather. Their job is to breath! Have the students sit quietly in their desks for one minute. When the teachers says, Begin! the Counter must count the number of breaths the Breather takes in 30 seconds. The teacher will time the 30 seconds on his or her watch. Once 30 seconds have passed, have the Counter multiply the number of breaths by two. This is how many breaths the Breather takes in a minute. Ask the Counters to share how many breaths the Breathers take per minute. What seems to be the average number of breaths taken per minute? The average should be between 20 and 30 breaths per minute. Next, have the Breathers stand up and jump up in the air 10 times. This must be done quickly. Once the Breathers have taken 20 jumps they can sit down. Immediately, the teacher can help the Counters to once again count how many breaths the Breather takes in 30 seconds, then multiply by two. Ask the Counters to share how many breaths the Breathers take per minute. Is it more than when the Breather was just sitting quietly? Next, get the Breathers to run to the water pump and back as quickly as they can. Once all the Breathers are seated, the teacher can help the Counters to once again count the number of breaths in 30 seconds and then multiply by two. Ask the Counters how many breaths the Breathers are now taking in one minute and share that number with the class. What does the breathing sound like after running to the water pump? Is it noisy or quiet? If a child is breathing more than 40 times a minute, they are breathing very quickly. A healthy child can breathe this fast after exercise but they will begin breathing normally after rest. When a child has pneumonia they breathe very quickly- just like the Breathers after they ran to the water pump. The only difference is that a child with pneumonia will breathe this fast even when they are resting!
(Card 7.2.3) If a child at rest has a fever, a cough, and is breathing quickly like a child who just ran to the water pump and back, they might have pneumonia! (Card 7.2.3) Watch out for fast breathing! (Card 7.2.4) More than 40 breaths a minute is too fast!
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Lesson: When To Go To The Hospital

School: Class: All classes Subject: Health Unit: Caring For The Sick Week: Three Lesson Topic: When To Go To The Hospital Materials Needed: Cards for the Memory game (7.3.1)
1. Students will understand the following signs of serious illness: heavy bleeding, large or deep wounds, burns that are larger than the surface of a hand, coughing up blood, difficulty breathing, a person cannot be woken up, lots of vomiting for more than one day, lost of diarrhoea for more than one day, bad stomach pains in a person who cannot pass any stool, more than one seizure, high fever for more than 4 days, losing weight for a long time, wounds on the skin that will not go away.
Creating Interest
Ask the students to list some reasons why someone should go to the hospital for treatment. Allow several students to give answers. Write these down on the board or just discuss them.
Instructional Input
Tell the students that today you are going to be learning about signs that a person is seriously ill and must go to the hospital. When we know the signs of serious illness we will know when to take someone to the hospital. This knowledge can help save lives! Tell the students that they are going to play a game in order to learn some of the signs of serious illness. See instructions for the game Memory. Have the students break into groups in order to play. Depending on how much time there is in the class, the students could play several times. Once the students have finished playing have them return to their desks. Ask the students to list the signs of serious illness which they learned from playing the game. Write the students answers on the board. Make sure that none are missing from the list. Use the information found in Signs of Serious Illness to explain each item on the list.

Read the list over several times along with the students. Have a contest. See which students can list the most reasons to go to a health center.
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What stops people from going to the hospital when they are sick? What could be done to help people in your community to get to the hospital or health center?
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Signs Of Serious Illness

1. Heavy bleeding
When a person bleeds a lot it is a sign that they have a serious wound inside or outside their body, or that they are very sick. Losing too much blood can cause weakness and then death.
2. Large or deep wounds

Large or deep wounds need to be seen at a health center. They made need to be stitched up or have a special bandage put on them. Large or deep wounds are likely to get seriously infected and need special care.
3. Burns that are larger than the surface of a hand

Large burns need special bandages and special care. They are also likely to get seriously infected and make the person very sick. A person with a burn LARGER THAN THEIR HAND should go to a health center. If hands, feet or joints are burned that person should also go to a health center. If those burns do not heal well that person could lose their ability to move properly.
4. Coughing up blood
Coughing up blood can be a sign of serious illnesses like tuberculosis. A person who is coughing up blood must go to a health centre.
5. Difficulty breathing
Difficulty breathing is always a sign that something is seriously wrong. If a person has difficulty breathing they must be taken to a health centre immediately.
6. A person cannot be woken up

If a person cannot be woken up they are very sick. Try and get them to a health centre immediately.
7. Lots of vomiting for more than one day

When a person vomits they lose a lot of fluid from their bodies. This can become a serious problem and even kill a person. They must be treated at a health centre.
8. Lots of diarrhoea for more than one day

When a person has diarrhoea they lose a lot of fluid from their bodies. This can become a serious problem and even kill a person. THIS IS ESPECIALLY DANGEROUS FOR CHILDREN. You can try and treat diarrhoea with the special drink you have learned about. However, if the diarrhoea does not go away they must be treated at a health centre.
9. Bad stomach pains in a person who cannot pass any stool

If a person cannot pass stool and have a bad stomach ache ache it is an emergency! Take them to a health centre right away.
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10. More than one seizure

A seizure can be a sign that someone has a very high fever or it can be caused by many other serious problems. If a person has more than one seizure they must be taken to a health centre right away. Their life could be in danger!
11. High fever (when a persons body is very hot and he or she doesnt eat, sleeps a lot and does not have energy to walk), or fever for more than 4 days
A fever is a sign that your body has an infection. A small fever helps us get better, but a fever that lasts for a long time or is very high is dangerous. Go to a health centre.
12. Losing weight for a long time

When a person loses weight it is a sign that something is wrong. It may be that they are not getting enough to eat. It may also be a sign that they have a serious illness.
13. Wounds on the skin that do not heal

If a wound does not heal that is a sign that there is a problem. That person needs to be helped at a health centre.
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Memory
In the game Memory the players are trying to find the two cards that match in a set of many cards. To begin, lay down the cards in rows with the pictures facing down. You cannot look at the cards when you are putting them down.
One team or one person goes first and is allowed to choose any two cards.
If the cards match, the team or player keeps them and then is allowed to choose two more. If the cards to not match, the team or player must put them back in the same spots with the picture facing down. Then it will be the other team or players turn to choose two cards. If the cards they choose match, they get to choose two more. If they do not match, it is the other team or players turn again. This will continue until all the matches have been found and there are no more cards. The team or player with the most sets of matching cards is the winner!
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Lesson: Helping A Sick Person Heal

School: Class: All Classes Subject: Health Unit: Caring For The Sick Week: Four Lesson Topic: Helping A Sick Person Heal Materials Needed: Cards 7.3.1, 7.3.2, 7.3.3, 7.3.4, 7.3.5, paper, pencils
1. Students rest. 2. Students 3. Students 4. Students 5. Students will understand that a sick person is helped by having a clean, comfortable place to will will will will understand understand understand understand that that that that a a a a sick sick sick sick person person person person is is is is helped helped helped helped by by by by getting fresh air. being kept clean. drinking plenty of clean liquids. eating nutritious food.
Creating Interest
Ask the students, How often is someone in your family sick? What do you do to help a sick person feel better? Allow several students to give their response. Tell them that today you are going to learn about some ways to help make a sick person feel better.
Instructional Input
(Show students Card 7.3.1) The first thing a sick person needs it a clean, comfortable place to rest. Make the sick person a soft place to sit and sleep. Make sure all the bedding is clean. Make sure that the sick person is not too hot or too cold. (Show students Card 7.3.2) The second thing to remember is that a sick person needs fresh air! They should not stay inside all day. Make them a clean and comfortable place to rest somewhere outside. Make sure that they are in the shade and not in the sun. If they are feeling too weak to move around someone should stay with them to make sure that they are not bothered by animals. (Show students Card 7.3.3) The third thing a sick person needs is to be kept clean. A sick person should bath at least once every day, and more often if they vomit on themselves or become dirty. If they are too weak to bathe themselves then someone else needs to bathe them. Use warm water and dry them off well.
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(Show students Card 7.3.4) The fourth thing a sick person needs is lots of clean liquids. Many illnesses take liquid from our bodies through fever, vomiting and diarrhoea. Not having enough liquids in our bodies makes us very week. A sick person must drink a lot of clean water, juice, soup broth or tea. If the sick person will not eat, make sure that they are drinking juice and broth, not just clean water! (Show students Card 7.3.5) The fifth thing a sick person needs is a nutritious diet. A sick person should be encouraged to eat, but not forced. Give them foods from all the food families. Mash up the food so it is soft if the sick person is having trouble eating. Carbohydrates are especially important to eat. Feed the sick person a little food many times a day instead of several larger meals.

Ask the students if any of them can list the five things they should do to help a sick person feel better. Give several students the chance to respond. Give older students the task of writing a short story about taking care of a person who is sick. This story can include information learned in this lesson but could also include any information they have learned in this unit. Send the younger children outside to play. They can pretend that they are taking care of a sick person. Walk around and observe the stories that the younger children are making up. Ask questions to see if they understand how to care for a sick person.

What helps you feel better when you are sick? What are other things you could do to help a sick person feel better?
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Unit 8: Safety

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Unit Eight: Safety

Unit Summary
This unit teaches important points about safety. By practicing good safety we can prevent many illnesses and injuries! The students will be learning about road safety, fire safety, safety when taking medicines, and how to prevent poisoning. Throughout this unit the students will be creating their own Safety Manual. At the end of each lesson the students will make a page for their manual with the information they learned in class. Older students should write down information as well as draw pictures. Younger students can just draw pictures to show what they learned in the lesson. Making the Safety Manuals will not only allow the teacher to see what the children have learned, but at the end of the unit the children will have a booklet about safety to take home and share with their families.
Learning Objectives
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Students will understand how to safely walk down the road. Students will understand how to safely cross the road. Students will understand the dangers of playing near the road. Students will understand the dangers of playing near vehicles. Students will identify that cooking fires cause many injuries. Students will identify that hot water and hot oil cause many injuries. Students will develop strategies to prevent injuries caused by cooking fires and hot liquids. Students will understand the stop, drop, and roll method of putting out fires. Students will understand how to treat a burn at home. Students will understand when a burn must be treated at a health center. Students will understand that it is safe to purchase medicine from trained health professionals. Students will be able to list several kinds of substances often found in the home which are poisonous to humans. Students will understand the importance of keeping harmful substances stored safely. Students will understand the importance of teaching children the importance of not eating or drinking anything unfamiliar. Students will understand what to do if someone is poisoned. Students will understand that it is important to take the right medicine. Students will understand that it is important to take the right amount of medicine. Students will understand that it is important to take medicines at the right time. Students will understand that pregnant women must be extremely careful when taking medicine. Students will understand that children and teenagers should not take aspirin. Students will understand the importance of carefully watching young children.
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Schedule
Week 1 Lesson Activity
Road Safety Safety Manual
Week 2
Fire Safety Safety Manual
Week 3
Poison Safety Manual
Week 4
Using Medicine Safely Safety Manual
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Lesson: Road Safety

School: Class: All classes Subject: Health Unit: Safety Week: One Lesson Topic: Road Safety Materials Needed: Cards 8.1.1, 8.1.2, 8.1.3, 8.1.4, supplies for making the Safety Manual (paper and pens)
1. 2. 3. 4. 5. Students Students Students Students Students will will will will will understand understand understand understand understand how to safely walk down the road. how to safely cross the road. the dangers of playing near the road. the dangers of playing near vehicles. the importance of carefully watching young children.
Creating Interest
Show the students Card 8.1.1, which is a picture of a road. Ask the students, Why is a road a dangerous place? Ask the students if they have ever been injured in a road accident or if they know anyone who has been injured in a road accident. What happened?
Instructional Input
Ask the students, Why do road accidents happen? Allow the students to share their ideas. Write them on the board. Road accidents happen for many reasons: 1. Walking and Playing By The Road (Show students Card 8.1.2) When you must walk on the road, walk on the left side. Then you will be able to see vehicles coming. NEVER walk down the middle of the road or the middle of the lane. Walk on the side of the road or off the road if you can. Children often walk together down the road and will be laughing and playing. When you are walking in a group NEVER push or shove any of the other children, even if you are just playing.
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You must help each other by watching for vehicles so that you can stay safe. Remind each other to walk off of the road. 2. Not Looking and Listening (Show students Card 8.1.3) People step out onto the road or chase a ball or animal out onto the road without looking to see if vehicles are coming. NEVER step onto the road without looking in BOTH DIRECTIONS and listening carefully to see if a vehicle is coming. 3. Playing Around Vehicles (Show students Card 8.1.4) Vehicles are dangerous. NEVER play on them or around them. Do not run behind or around moving vehicles. NEVER try and jump onto a moving vehicle.

Use the Cards to review the information taught in the lesson. Invite different students up to the front to explain the pictures on the cards. Give the students the remainder of the class time to work on their safety manuals. Walk around the room and observe what information the children are writing or drawing. Quiz the students as they work.

How can we help keep each other safe on the road? When should we begin teaching children about road safety? What is one thing you can do to help prevent accidents on the road or around vehicles?
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Lesson: Fire Safety

School: Class: All classes Subject: Health Unit: Safety Week: Two Lesson Topic: Fire Safety Materials Needed: Cards 8.2.1, 8.2.2, 8.2.3, 8.2.3a, 8.2.3b, 8.2.4, 8.2.5, 8.2.6, 8.2.7, 8.2.8, supplies for making the Safety Manual (paper and pens)
1. 2. 3. 4. 5. 6. 7. Students Students Students Students Students Students Students will will will will will will will identify that cooking fires cause many injuries. identify that hot water and hot oil cause many injuries. develop strategies to prevent injuries caused by cooking fires and hot liquids. understand the stop, drop, and roll method of putting out fires. understand how to treat a burn at home. understand when a burn must be treated at a health center. understand the importance of carefully watching young children.
Creating Interest
Ask the children if anyone in their family has ever been burned. Allow several children to tell the story of who in their family was burned and how they were burned.
Instructional Input
Preventing Burns Tell the students that today they are going to be thinking about how to prevent burns. They are also going to learn about what to do if someone is burned. Many children are burned by cooking fires. Children either step or roll into the fire or they pull a pot off the fire that is full of hot water or oil.
(Show students Card 8.2.1)

Ask the children why the think so many children get burned by cooking fires? Why is it so easy for children to be burned by cooking fires or by hot pots on the fire? Encourage discussion. There is no right answer. Ask the children to think of ways that they could prevent burns caused by cooking fires. Allow students to share their ideas. Encourage many children to share their ideas. Some suggestions for preventing cooking fire burns: Watch babies and small children so that they do not walk or crawl close to the fire. (Card 8.2.2)
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Make a platform out of mud or clay so that the fire is not right on the ground (Card 8.2.3, 8.2.3a, 8.2.3b) Use a thick cloth when handling hot pots (Card 8.2.4)
There are some other things we can do to prevent burns. Never leave a baby or small child alone with a burning candle or lamp. Keep small children away from kitchen fires. Treating Burns A burn is a serious injury. It is important to know what to do is someone is burned.
(Show students Card 8.2.5) If a person is on fire, they can drop down into the dirt and roll around. This will put out the fire. You can also throw a blanket over them and roll them around on the dirt. This will also put out the fire. (Show students Card 8.2.6) Put the burned part in clean, cold water right away. Keep it there for at least 10 minutes.
Some burns are more serious than others. If the burn only causes the skin to turn red and sore, that is not a serious burn. You do not need to do anything. If it is very painful the person can take Paracetamol for the pain. If the burn causes blisters, do not burst the blisters! The skin is healing underneath. If the blister is burst an infection is likely to happen.
(Show students Card 8.2.7) DO NOT PUT GREASE, OIL, HERBS ON THE BURN!
You can put honey or aloe vera juice on burns.
(Show students Card 8.2.8) If the burn has burned away skin and is deep, cover the burn with a clean, very wet cloth, and go to a health center right away.
If the burn is larger than the size of the persons hand, go to the health center. If the burn covers finger and toes, go to the health center.

Use the Cards to review the information taught in the lesson. Invite different students up to the front to explain the pictures on the cards.
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Give the students the remainder of the class time to work on their safety manuals. Walk around the room and observe what information the children are writing or drawing. Quiz the students as they work.

Why do you think that children are burned so often? What is one thing you can do today to help prevent burns at your home?
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Lesson: Poison
School: Class: All classes Subject: Health Unit: Safety Week: Three Lesson Topic: Poison Materials Needed: Cards 8.3.1, 8.3.2, 8.3.3, supplies for making the Safety Manual
1. Students will be able to list several kinds of substances often found in the home which are poisonous to humans. 2. Students will understand the importance of keeping harmful substances stored safely. 3. Students will understand the importance of teaching children the importance of not eating or drinking anything unfamiliar. 4. Students will understand what to do if someone is poisoned. 5. Students will understand the importance of carefully watching young children.
Creating Interest
Ask the students, What is poison?
(Allow students to respond.)

Poisons are things that are harmful to our bodies if we drink them, breathe them in or get them on our skin. Ask the students, What are some things in our homes and communities which are poisonous?
Instructional Input
Small children are in danger of being poisoned for many reasons. Sometimes they do not understand that the things they find in bottles and cans can be dangerous. Also, because they often cannot read well, they cannot read labels to find out exactly what is inside containers.
(Show students Card 8.3.1) There are many different things commonly found in the home that can be poisonous. Some examples are fuel, paraffin or glue. Pesticides for crops or things like rat poison are also very dangerous for humans.
Children can also be poisoned by taking medicine that is not meant for them.
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Children can also be poisoned by eating certain kinds of berries, mushroom and other plants that grow in the bush. There are several things you can do to help keep your family safe from being poisoned: First: (Show students Card 8.3.2) Keep everything that could poison someone in a safe place. Put it high on a shelf or lock it away so that a child can not get it. Remember, this includes all medicine! Medicine should be kept in a safe place where children cannot get it. Second: (Show students Card 8.3.3) Teach the children in your home NEVER to put anything in their mouth unless they know that it is safe. They should always ask an adult if they are not sure. Watch small children carefully to make sure that they are not getting into anything that could harm them. If you think that someone in your home has eaten or touched something poisonous this is what you must do: Do NOT try and get the person to vomit up what they have eaten. If the person has breathed in something poisonous (like a dangerous gas) get them outside into the fresh air right away Go to a health center immediately Take the container which held the poison with you in a bag so that the staff at the health center will know exactly which kind of poison they must treat for. Be very careful that you yourself are not harmed by the poison!

Use the Cards to review the information taught in the lesson. Invite different students up to the front to explain the pictures on the cards. Give the students the remainder of the class time to work on their safety manuals. Walk around the room and observe what information the children are writing or drawing. Quiz the students as they work.

What things in your home could be poisonous? What can you do today to help make your home safer?
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Lesson: Using Medicine Safely

School: Class: All classes Subject: Health Unit: Safety Week: Four Lesson Topic: Using Medicine Safely Materials Needed: Cards 8.4.1,8.4.2, 8.4.3, 8.4.4, 8.4.5, 8.4.6, supplies for Safety Manual (paper and pens)
1. 2. 3. 4. 5. 6. 7. Students Students Students Students Students Students Students will will will will will will will understand understand understand understand understand understand understand that it is safe to purchase medicine from trained health professionals. that it is important to take the right medicine. that it is important to take the right amount of medicine. that it is important to take medicines at the right time. that pregnant women must be extremely careful when taking medicine. that children and teenagers should not take aspirin. the importance of carefully watching young children.
Creating Interest
Ask the students, Who here has ever had to take medicine when they are sick? (Allow for responses) Say to the students, This month we are learning about safety. Today we are going to talk about taking medication safely. What do you think it means to take medicine safely? (Allow for responses)
Instructional Input
Medicine is a wonderful tool that can help heal many diseases and save lives. However, medicine can also be very dangerous if it is not taken properly. Taking the wrong medicine, or taking the right medicine by in the wrong way can cause many problems, and can even cause death.
(Show students Card 8.4.1) Medicine can be like bullets in a gun! If they are not used safely, they can kill!.
Today we are going to learn about taking medicine safely. Get medicine from a SAFE PLACE. (Put Card 8.4.2 on the board. After you talk about each card put it on the blackboard as well.)
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The safest place to get medicine is from a health professional at a health centre or a health post. Buying medicine from someone who is not a trained health worker can be dangerous. Buying medicine in a market can also be very dangerous. Make sure that it is the RIGHT MEDICINE. (Card 8.4.3) If your parents or someone else is buying medicine for someone in your family, make sure that it is the right medicine for the illness. Taking the wrong medication will not help the person and might hurt them! If the medication comes in a box or package there should be information about what the medication is for. Find someone who is able to read the information. Take the RIGHT AMOUNT. (Card 8.4.4) Read the box or the paper that comes with the medicine for instructions on how to take the medication. You need to know HOW MUCH to take and HOW OFTEN you need to take it. If you cannot read, find someone that you trust who can read it for you. If there is no information with the medicine, do not buy it! Children are, of course, smaller than adults and so their bodies do not need as much medicine! Be very sure that someone has found out how much medicine a child needs before it is given. Look for instruction on the medicine or talk to a health professional. KEEP ALL MEDICINES IN A PLACE WHERE SMALL CHILDREN CANNOT GET THEM. TOO MUCH MEDICINE IS LIKE POISON! Pregnant Women (Card 8.4.5) If your mother is pregnant remind her that many medicines are not safe for her to take. They will hurt the baby! If you mother is pregnant and gets sick, encourage her to go to a health centre for treatment. Aspirin (Card 8.4.6) Aspirin is a very common drug that has many good uses. However, it is not safe for children and teenagers! Aspirin can make them very sick! If someone gives you aspirin when you are sick do not take it! Tell them that it is dangerous for children and teenagers. If you have pain or fever you can be given Paracetamol instead.

Have the children close their eyes and then remove one or two of the Cards from the blackboard. Then, ask the children to open with eyes and see if they can identify which Cards are missing. Repeat this activity several times, removing different Cards each time. To conclude, remove all the cards from the board and ask if any of the students can list the six things they must remember about taking medicine safely.
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Give the students the remainder of the class time to work on their safety manuals. Walk around the room and observe what information the children are writing or drawing. Quiz the students as they work.

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What can you do to help your family take medicine safely?
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Unit 9: Working Together

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Unit Nine: Working Together

Unit Summary
Good health does not only mean that our physical bodies are working well. Health means that we are well socially, emotionally, spiritually and physically. This unit will talk about social and emotional health. The lessons in this unit are a little different because they include a lot of questions and discussion and not as many facts. The students will be learning about how to deal with conflict in a health way, appreciating men and women as equal, human rights and leadership. All of these topics are quite serious and complicated, but the purpose of this unit is to give the students a basic understanding of these topics.
Learning Objectives
1. The students will be able to define conflict. 2. The students will be able to list and describe bad ways of dealing with conflict: mean words, gossip, fighting, denying, blaming and running away. 3. The students will be able to list and describe good ways of dealing with conflict: talking about it, forgiving, and getting help. 4. The students will begin to analyze how they respond to conflict. 5. Students will recognize that both men and women do important work. 6. Students will begin to appreciate the role of men and women in the community. 7. Students will begin to realize that men and women are both worthy of respect. 8. The students will be able define the word leader 9. The students will be able to describe qualities of a good leader 10. The students will realize that they can be a good leader. 11. The students will be able to name one way in which they can be a good leader. 12. Students will understand and be able to explain the concept of human rights. 13. Students will be understand that children have human rights. 14. Students will be able to list examples of human rights. 15. Students will understand that rights come with responsibilities. 16. Students will be able to see how human rights exist or do not exist in their own lives
Schedule
Week 1 Lesson Activity
Responding to Conflict
Week 2
Gender and Work
Week 3
Rights and Responsibility
Week 4
Being A Leader
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Lesson: Responding to Conflict

School: Class: All classes Subject: Health Unit: Working Together Week: One Lesson Topic: Responding to Conflict Materials Needed: Card 9.1.1, Dealing With Conflict Worksheet.
17. The students will be able to define conflict. 18. The students will be able to list and describe bad ways of dealing with conflict: mean words, gossip, fighting, denying, blaming and running away. 19. The students will be able to list and describe good ways of dealing with conflict: talking about it, forgiving, and getting help. 20. The students will begin to analyze how they respond to conflict.
Creating Interest
Ask the students, What are some things that make you mad? Allow students to respond. Ask the students, When you get mad, what do you do? Allow students to respond.
Instructional Input
Tell the students: Today we are going to learn about conflict. A conflict is a disagreement between people. A conflict happens when people are angry at each other. Conflicts can be dangerous because they can harm relationships and keep us from working together. It is not wrong to feel angry- we all feel angry sometimes! It is not wrong to be in a conflict! However, there is a good way and a bad way to handle conflict When we have a conflict, we have a choice to make. We can make a bad choice or a good choice. Put Card 9.1.1 up on the board. Refer to Card 9.1.1 throughout the rest of the lesson.
Part 1: Bad Ways to Handle Conflict !$)" "
When we feel angry we can choose to walk down one of two different roads. One road is called Escape and the other road is called Attack. If we walk down either of those roads we are making a bad choice.
The Attack Road

Some people, when they have a conflict, choose to walk down the Attack road. This is a bad choice. Mean Words When you walk down the attack road you might choose to say mean things to the person who hurt you. This is a bad choice. Gossip Some people choose to walk a little farther down the Attack road and start gossiping about the people who hurt them. This is not right. Fighting People who walk all the way down the Attack road will actually attack the other person- hurting them with their words and with their fists! This is a bad choice as well.
The Escape Road

When we choose to handle conflict by going down the Escape road we also make a bad choice. Denial When you walk down the Escape road you come to Denial. This is when people pretend that there is no problem at all because they do not want to fix the problem. This is a bad choice. Blame Some people walk down the Escape road and get to Blame. This is when people do not take responsibility for their choices, or for how they hurt some one. Instead of saying, Im sorry, to the person they hurt, they blame the person that the hurt. For example, Tome could accidentally step on Fernandos toe. When Fernando gets angry, Tome does not say, Im sorry- it was an accident! When Tome chooses Blame he says, Its your fault, Fernando! You were standing too close to me! Run Away If there is conflict and you are in danger, you should run away! But, if you choose to run away from conflict just because you do not want to take the time to resolve it, then it is a bad choice.
Part 2: Good Ways to Handle Conflict

Instead of walking down the roads of Escape or Attack you can choose to stay right where you are and Work It Out!
When you are having a conflict there are three different good choices you can make.
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Talk About It
When conflict begins, talk calmly and kindly to the person you are upset with. Ask them why they are upset. Think about what you have been behaving- was it right? Did you make mistakes? Do you need to apologize? You are making a good choice if you choose to talk about the conflict.
Forgive
If the conflict is about something small, you can just choose to forgive that person and move on. This is not the same is Denial. With Denial, you are acting like there was no problem. With Forgive you know that there is a problem, but you decide to overlook it- it is not worth talking about. Forgiveness is always a good choice.
Get Help
Maybe the conflict you are in is very serious and you dont think that you can solve it on your own. If this is your situation, it is a good choice to go and ask someone for help.

Read the scenarios on the Dealing With Conflict Worksheet. Ask the students, Which road did this person walk down> Did they make a good or a bad choice? Why?

Ask the students to think of one thing that has made them mad in the last week. Ask them to think about how they responded. Which road did they walk down? Escape or Attack? Did they make a good choice or a bad choice? The students could write down the situation they are thinking of or they could tell the class about it."
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Dealing With Conflict Worksheet

1. Flora pushes Marta at lunch time and Marta drops her plate of food. Marta responds by pushing Flora and knocking her plate of food out of her hands. (Fighting) 2. Jose tells Marco that he thinks Marco is a bad football player and that he is the reason their team lost the match. The whole team is listening and Marco is very embarrassed. He tells Jose that is was not kind of him to say something like that, especially in front of the team. Marco tells Jose that if Jose wants to kindly give him advice to improve his football skills, he can do so later. (Talk About It)
3. Maria is upset with Isabel because Maria heard Isabel saying mean things about her behind her back. Maria goes to her friends and says mean things about Isabel. (Gossip) 4. Benjamin is in Class 1. Some of the older boys have been bothering him at school, hitting him and calling him names. Benjamin goes to his teacher and asks the teacher for help to solve the problem. (Get Help)
5. Eva was very hurt when Grace told her that her dress was ugly. But, when Evas friends asked her if she was alright, she said, Im fine. I dont care. (Denial) 6. Liria and Rosa are carrying a basin of water back to the school. Rosa trips and lets go of the basin. Liria cant hold the basin by herself and so she drops it. All the water spills out. Liria yells at Rosa for letting go of the basin. Rosa yells at Liria and tells her that it is her fault for walking too fast. (Blame) 7. Tito and Meque are good friends. One day Meque has malaria is feels very sick. When Tito asks him to come play football, Meque yells at Tito. Tito remembers that Meque is not feeling well and decides not to get upset. Tito tells Meque that he hopes Meque feels better soon and goes home. (Forgive) 8. Anna sees Eunice coming into the school yard. Eunice is always bothering Anna, telling her that her dress if dirty or that her hair isnt nicely braided. Anna runs away and hides behind the kitchen so that Eunice doesnt see her. (Run away)
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9. Francisco is riding his bike around a corner in the road. He does not see Domingo, who is also riding his bike. There is an accident and they crash into each other. Both of the boys start insulting each other, saying that the other person is stupid for not watching where they were going. (Mean words)
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Lesson: Gender and Work

School: Class: All classes Subject: Health Unit: Working Together Week: Two Lesson Topic: Gender and Work Materials Needed: None
1. Students will recognize that both men and women do important work. 2. Students will begin to appreciate the role of men and women in the community. 3. Students will begin to realize that men and women are both worthy of respect.
Creating Interest
Write the words Men and Women up on the board. Ask the students to list the different jobs that men and women do every day (or, boys and girls). As the students give their answers list the womens jobs under the word Woman. List the mans jobs under the word Man.
Instructional Input
Once you have finished listing all the daily work of men and women have a discussion with the class. The purpose of this discussion is to help the children realize that men AND women are both important contributors to families and communities. Often women are viewed as having lesser value, but when we look at the work they do every day we must realize that they play an important role. Here are some questions that might help guide your discussion: Who has the most jobs every day? Which jobs take a lot of time to do? Which jobs are difficult? Which jobs take the most strength? How do women contribute to their families and communities? How do men contribute to their families and communities? Do you think that men feel appreciated for the work that they do? Do you think that women feel appreciated for the work that they do? What if women stopped doing their work, would that make things difficult? How? If men stopped doing their work, would that make things difficult? How?
The point is that we all need each other. Men and women, or boys and girls, all contribute to life. Sometimes women are treated like they are less important, but really they are very important! Men and women are equally important and they both play an equally important role in families and communities. It is important that we all appreciate each other.
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As an activity each student will write a note of appreciation to a man or woman in their family thanking them for the ways that they contribute to their family and community. The boys should write a note of appreciation to their mother, grandmother, or another female caretaker. The girls should write a note of appreciation to their father or grandfather if they feel comfortable doing so or they could write a note of appreciation to their mother or female caretaker. The students could also use crayons to decorate their notes. Once the students have completed their notes of appreciation, encourage them to share with the class the kinds of things that they are thanking their caregiver for.

Why do some people think that men and women have different value? Do you agree that men and women have different value? Why?
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Lesson: Rights and Responsibility

School: Class: All classes Subject: Health Unit: Working Together Week: Three Lesson Topic: Materials Needed: Cards 9.3.1, 9.3.2, 9.3.3, 9.3.4, 9.3.5, 9.3.6, 9.3.7, 9.3.8, 9.3.9, 9.3.10
1. 2. 3. 4. 5. Students Students Students Students Students will will will will will understand and be able to explain the concept of human rights. be understand that children have human rights. be able to list examples of human rights. understand that rights come with responsibilities. be able to see how human rights exist or do not exist in their own lives.
Creating Interest
Ask the students, What are some things that you want? Write down the students responses on the board. Ask the students, What are some things that everybody needs? Write down the students responses on the board. Human rights are those rights which are held by all human beings.
Instructional Input Rights

There is an important different between what we want and what we need. We might want things, like a new football, but we dont actually need them. Needs are things that we need to survive and succeed like food, water, safety, education and health care. In this lesson we are going to be learning about something called HUMAN RIGHTS. Every person in the world needs the same things, and so everyone should be able to get them. We say that we have a right to have the things that we need. Those things that everyone in the world needs are called human rights. For example, we all have a human right to have clean drinking water because we all need clean drinking water.
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Everyone in the world has the same human rights. It does not matter where you are from, or if you are a man or a women, or if you are an adult or a child. We all have the same human rights. It is very important to know what your human rights are so that you can be sure they are being respected. When you know your human rights, you will know when those rights are being taken away from you. When you know that your human rights are being taken away, you can take action to defend yourself. In the year 1989 people from many different countries came together to talk about the human rights of children. They came up with a list of human rights especially for children. Here are some of the things that were on that list: (Call 10 students to the front of the classroom and give them each a card. Have each student read their card.)
Card 9.3.1: Children have the right to live and survive and be healthy. Card 9.3.2: Children have the right to a legally registered name Card 9.3.3: Children have the right to be protected from being hurt or mistreated. Card 9.3.4: Children have the right to talk about their opinions and ideas. Card 9.3.5: Children have the right to relax and play. Card 9.3.6: Children with disabilities have the right to receive the special care and help that they need. Card 9.3.7: Children have the right to good health care. Card 9.3.8: Children have the right to clean drinking water. Card 9.3.9: Children have the right to nutritious food. Card 9.3.10: Children have the right to education at a school where they are not abused or frightened.
Have the students put their cards on the board and have them sit down. Ask the students: Do you think that children always receive their human rights?
(Allow students to respond)

What stops children from receiving their human rights? !%'" "

What are things that you could to do defend your human rights? For example, you have the right to an education at a school where you are not abused of frightened. If you were going to a school and someone was abusing the students, what could you do?
(Allow students to respond)

Responsibility There is something we must always remember. With our human rights comes responsibility. We have a responsibility to make sure that our human rights and the human rights of others are being respected.
(Show the students Card 9.3.1)
For example, you have the right to live and survive and be healthy. You have a responsibility to do things that will help you live and survive and be healthy like washing your hands and drinking clean water.
(Show the students Card 9.3.2) You have the right to a legally registered name. You have the responsibility to remind you parents that you need to be legally registered with the government if you are not already.
Go through Card 9.3.3, 9.3.4, 9.3.5, 9.3.6, 9.3.7, 9.3.8, 9.3.9 and 9.3.10 with the students. Talk about each right, and what responsibility they have along with that right.
Card 9.3.3: Children have the right to be protected from being hurt or mistreated. You have the responsibility not to hurt or mistreat others and to remind
others that you need to be treated respectfully.
Card 9.3.4: Children have the right to talk about their opinions and ideas. You have the responsibility to do this respectfully. You also have the responsibility to let others talk about their opinions and ideas. Card 9.3.5: Children have the right to relax and play. You have the responsibility to make sure that others have the chance to relax and play by helping each other in getting your work done. Card 9.3.6: Children with disabilities have the right to receive the special care and help they need. You have the responsibility to help people with disabilities.
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Card 9.3.7: Children have the right to good health care. You have the responsibility to encourage others to do things like go to the hospital when they are sick, get their vaccinations and have their babies weighed. Card 9.3.8: Children have the right to clean drinking water. You have the responsibility to help your family get clean drinking water. Card 9.3.9: Children have the right to nutritious food. You have the responsibility to help your family get nutritious food by telling your family what you have learned about nutrition in school, and also to help get nutritious food by doing things like helping in your family garden Card 9.3.10: Children have the right to education at a school where they are not abused or frightened. You have the responsibility to report any abuse that takes place. If
you think that children at your school are not being treated well. For example, students should get their grades based on the schoolwork that they do. Student do not have to do favours for teachers
Checking for Understanding Ask the students to explain what a human right is. Turn the Cards over and see how many of the different rights they can remember. Ask the students to think of other Human Rights. What are other things that we need to survive and succeed? Make a list on the board of other Human Rights that the students suggest. Questions for Deeper Thinking We need to speak up and work together to make sure that our human rights are respected. For who is this hardest to do- girls or boys? Why? How can you respectfully teach your community about human rights and about the human right of children?
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Lesson: Being A Leader

School: Class: All classes Subject: Health Unit: Working Together Week: Four Lesson Topic: Being A Leader Materials Needed: Cards 9.4.1, 9.4.2, 9.4.3, 9.4.4, 9.4.5, 9.4.6, 9.4.7, 9.4.8, 9.4.9, instructions for Follow The Leader, and Children Who Lead sheet. Learning Objectives: 1. The students will be able define the word leader 2. The students will be able to describe qualities of a good leader 3. The students will realize that they can be a good leader. 4. The students will be able to name one way in which they can be a good leader. Creating Interest Take the students outside to play Follow The Leader. Instructional Input Once you have finished playing Follow The Leader bring the students back inside and have them sit in their desks. Ask the students, What is a leader?
(Allow students to respond.) (Show students Card 9.1.1.) A leader is someone who guides a group of people to achieve a goal.
Ask the students, What is the difference between a bad leader and a good leader?

Call four students up to the front of the room and give them each a card: 9.1.2, 9.1.3, 9.1.4, 9.1.5. Have each student read their card. 9.1.2: A good leader is a person who organizes people to do something good. 9.1.3: A good leader is someone who inspires people to make the right choice. 9.1.4: A good leader is someone who is brave enough to be the first one to make a good decision even when it is hard.
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9.1.5: A good leader is someone who is trustworthy and honest 9.1.6: A good leader is someone who sets a good example and inspires others to follow them. Ask the students if they can think of other qualities of a leader that are not on the card. Ask the students, Do you think that children can be leaders? Why or why not?

Tell the students that you are going to read them three short stories about children in Africa who were leaders in their communities. Read about children who have become leaders using Cards 9.1.7, 9.1.8 and 9.1.9. The stories can also be found on the Children Who Lead sheet. Checking for Understanding/Questions For Deeper Thinking Ask the students again, Do you think that children can be leaders? Why can children be leaders? Children can be good leaders because a good leader is someone who sets a good example and inspires others to follow them. Children can be good leaders. Children can inspire people! Ask the students, How can you be a good leader? Encourage the students to share ways in which they can be good leaders by setting good examples that inspire people to follow.
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Children Who Lead

(Card 9.1.7)
Thandiwe Chama
Thandiwe Chama is a young girl from Zambia. She became a leader when she was only eight years old. Thandiwe had been going to school, but one day her school was closed because there was no teachers. Thandiwe knew that she had a right to have an education, so she decided to do something about it. She organized 60 other students, and they started walking. They walked and walked until they found another school. All the children were accepted into the new school and continued with their education. After this, Thandiwe began to educate adults and children about AIDS. She speaks in churches and schools about the disease. She and her friends even made a booklet about HIV/AIDS to help educate people about the disease. Thandiwe said: Its so important to know that also a child has rights. At school I learned about rights. And I knew then that this was something I wanted to fight for. Because if children are given an opportunity, they for sure can contribute in making this world a better place. Thandiwe Chama
(Card 9.1.8)
Nkosi Johnson
Nkosi was born with HIV. He got the disease from his mother, who also had HIV. Nkosi should have died, but he survived for several years. His mother became to sick to care for him and he was adopted by another family. Eventually the time came for Nkosi to begin school. When his adoptive mother took him to register for school she told them that Nkosi had HIV. When the school heard this, they refused to let him enrol in school. Nkosi and his family knew that this was not right. Nkosi had a right to have an education. Nkosi and his mother told the newspapers and many other leaders that the school refused to let Nkosi enrol. The school was forced to let Nkosi come as a student. At that time in South Africa many people did not want to talk about HIV. People with HIV were often treated badly. Nkosi and his family bravely told the people in their community !&!" "
that Nkosi was HIV positive. Many people heard Nkosis story and he was invited to talk to many people about HIV. When Nkosi was 11 years old he went to a meeting of 10,000 people. He stood in front of them and told them that he was HIV positive. He taught the people there that people living with HIV should be treated with kindness and respect. He told them that living with HIV was very hard, and that people like him needed help. Nkosi was a leader because he was brave enough to talk about HIV when many people did not want to. He was a leader because he taught many people that they should treat HIV positive people with compassion and respect.
(Card 9.1.9)
Other Examples
These first two stories were about a boy and a girl who were leaders. These children have become very famous and people know about them all over the world. These are wonderful stories, but it is important to remember that we can all be leaders in small ways as well. In Uganda a group of school children were leaders when they organized their school to take care of their latrines. Other children have organized themselves to teach their community about things like hygiene, sanitation and safety. Remember, a leader is someone who guides a group of people to achieve a goal. Everyone can be a
leader!
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Follow The Leader

To play this game the students must all stand in a line. The first person in the line is the Leader. When the Leader begins to walk the rest of the line must follow the Leader everywhere that they go. Everyone in the line must do whatever the Leader does. For example, if the Leader begins to hop on one foot, the rest of the students must follow. If the Leader waves their hands in the air as they walk the rest of the students must follow. Allow different students to have a chance to be the Leader.
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Healthy Foundations

Health Lessons for Rural Primary Schools

Unit 2: Whats In My Water?

Unit 3: Hygiene and Me

Unit 5: The Body (Optional)

Unit 7: Caring For The Sick

Unit 9: Working Together

Unit 1: What Makes Us Sick?

A Health Unit for the Mucombeze-Interior Primary School

Unit One: What Makes Us Sick?

What Is A Germ: Information for Teachers

How Germs Are Spread

Ringworm on the scalp

Germs spread easily in crowded or unclean living conditions.

Preventing the Spread of Harmful Germs

What Is A Parasite: Information for Teachers

Lesson: What Is A Germ?

Checking for Understanding

Review: What Is A Germ?

Checking for Understanding

Game: The Germ Chain

Lesson: What Is A Parasite?

Check for Understanding

Pepe The Parasite And His Horrible Family

Review: What Is A Parasite?

Checking for Understanding

Unit 2: Whats In My Water?

A Health Unit for the Mucombeze-Interior Primary School

Unit Two: Whats In My Water?

What Is In My Water: Teacher Information

Lesson: What Makes Water Dirty?

Checking for Understanding

Adapted by Keren Massey from Dirty Water by Ken Cripwell, 1985

Manuel Learns His Lesson

Lesson: Do We Use Clean Water?

Checking for Understanding

Lesson: Which Illnesses Travel in Water?

Checking for Understanding

Game: Senor Bil Harzias

Lesson: What Illnesses Are In Dirty Water?

Checking For Understanding

Lesson: How Do We Get Clean Water?

Checking For Understanding

Questions for Deeper Thinking

Drama: Keeping Clean Water Clean

(Student playing Mai Rosa pretends to pump water)

(Mai Rosa puts water container on her head and smiles.)

Keep clean water clean!

Unit 3: Hygiene and Me

A Health Unit for the Mucombeze-Interior Primary School

Unit Three: Hygiene and Me

5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Game: Hand washing Memory Game

Story: I Eat Clean

Hygiene and Me: Information for Teachers

Clothes And Bedding

Hygiene With Food And Drink

Lesson: Washing My Hands

Checking for Understanding

Questions for Deeper Thinking

Handwashing Memory Game

Lesson: A Formula For Hygiene!

Checking for Understanding