Lesson Notes By Weeks and Term v3 - Primary 5
Diseases
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Diseases
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Subject: Physical & Health Education
Class: Primary 5
Term: 3rd Term
Week: 10
Theme: Pathogens, Diseases And Prevention
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differentiate between sickness and illness differentiate between signs and symptoms distinguish between communicable and non-communicable diseases
This section provides a detailed explanation of the core concepts, ensuring the teacher has sufficient content knowledge to deliver the lesson effectively.
A. Sickness vs.
Illness Sickness: Refers to the physical, biological, or medical condition where the body's normal functions are impaired due to a disease, infection, or injury. It is the objective, measurable state of being unwell. Sickness can often be diagnosed by a medical professional through tests or observable signs.
Example: A child suffering from malaria has a parasitic infection affecting their red blood cells, causing a fever and chills. This internal physiological disruption is the "sickness." Illness: Refers to the subjective, personal experience of feeling unwell, distressed, or uncomfortable due to sickness. It encompasses how a person perceives and lives with their health condition, affecting their daily activities, emotions, and social interactions. Illness is about the individual's suffering and how they cope with it.
Example: The same child with malaria experiences weakness, cannot play with friends, struggles to eat, and feels sad about missing school. This overall feeling of being unwell, the discomfort, and the inability to carry out normal activities constitute the "illness." Differentiation: Sickness is the disease itself (e.g., malaria, typhoid). It is largely a medical concept. Illness is the human experience of having that disease (e.g., feeling weak, unable to work/play, emotional distress). It is a personal and social concept. A person can have a sickness without feeling ill (e.g., early stage of a disease with no obvious symptoms), or feel ill without a clear diagnosis of sickness (e.g., stress-related symptoms).
B. Signs vs.
Symptoms Symptoms: These are subjective indicators of a disease or health problem that are felt by the patient and reported to others. They cannot be directly observed or measured by a healthcare professional. Symptoms are the patient's personal experience of their illness.
Examples relevant to Nigeria: Headache: Common symptom of malaria, stress, or eye strain.
Body aches: Often reported with flu, malaria, or typhoid.
Nausea (feeling like vomiting): Can be a symptom of food poisoning, motion sickness, or early pregnancy.
Fatigue/Weakness: Reported in many conditions like anaemia, malaria, or prolonged illness.
Stomach pain: Symptom of various digestive issues, food poisoning.
Signs: These are objective indicators of a disease or health problem that can be observed or measured by someone else (e.g., a parent, teacher, doctor). Signs are detectable and verifiable.
Examples relevant to Nigeria: Fever (high body temperature): Can be measured with a thermometer, a common sign of infection like malaria or typhoid.
Rash: Observable on the skin (e.g., measles, chickenpox).
Swelling: Visible enlargement of a body part (e.g., sprained ankle, allergic reaction).
Vomiting: The act of expelling stomach contents, which can be observed.
Diarrhoea: Frequent loose stools, observable.
Yellow eyes (jaundice): A visible sign of liver problems, common in conditions like hepatitis.
Rapid breathing: Can be observed, a sign of respiratory distress.
Differentiation: Symptoms are what the patient feels and reports. Signs are what can be seen, heard, felt, or measured by an observer.
Think of it this way: You tell a doctor you have a headache (symptom); the doctor measures your temperature and finds you have a fever (sign).
C. Communicable vs. Non-Communicable Diseases Communicable Diseases (Infectious Diseases): These are diseases that can be transmitted from one person to another, from animals to humans, or from the environment (e.g., contaminated water, soil) to humans. They are caused by infectious agents (pathogens) like bacteria, viruses, fungi, or parasites. Modes of Transmission (Teacher should explain these with examples): Direct Contact: Skin-to-skin contact, touching infected sores, sexual contact. (e.g., Ringworm, Chickenpox, HIV/AIDS).
Indirect Contact: Touching contaminated objects (doorknobs, toys, utensils) that an infected person has touched. (e.g., Common Cold, Flu).
Droplet Transmission: When an infected person coughs, sneezes, or talks, releasing droplets containing pathogens that others inhale. (e.g., Tuberculosis, Measles, COVID-19).
Airborne Transmission: Pathogens can remain suspended in the air for longer periods and travel further than droplets. (e.g., Tuberculosis, Measles). * Vector-borne Transmission: Transmitted through an intermediary organism, usually an (Teacher should explain these with examples): Direct Contact: Skin-to-skin contact, touching infected sores, sexual contact. (e.g., Ringworm, Chickenpox, HIV/AIDS).
Indirect Contact: Touching contaminated objects (doorknobs, toys, utensils) that an infected person has touched. (e.g., Common Cold, Flu).
Droplet Transmission: When an infected person coughs, sneezes, or talks, releasing droplets containing pathogens that others inhale. (e.g., Tuberculosis, Measles, COVID-19).
Airborne Transmission: Pathogens can remain suspended in the air for longer periods and travel further than droplets. (e.g., Tuberculosis, Measles).
Vector-borne Transmission: Transmitted through an intermediary organism, usually an insect or animal (vector). (e.g., Malaria via Anopheles mosquito, Typhoid via contaminated food/water often with flies as vectors).
Water/Food-borne Transmission: Ingesting contaminated water or food. (e.g., Cholera, Typhoid, Diarrhoea).
Examples relevant to Nigeria: Malaria, Typhoid, Cholera, Measles, Tuberculosis, Hepatitis B, HIV/AIDS, Lassa Fever, Chickenpox. Non-Communicable Diseases (NCDs / Chronic Diseases): These are diseases that cannot be transmitted from person to person. They are often long-lasting and result from a combination of genetic, physiological, environmental, and lifestyle factors. NCDs are a growing health concern in Nigeria.
Causes: Often linked to unhealthy lifestyles (poor diet, lack of exercise, smoking, excessive alcohol), genetic predisposition, environmental pollution, and aging.
Examples relevant to Nigeria: Diabetes: Affects how the body uses blood sugar.
Hypertension (High Blood Pressure): A common risk factor for heart disease and stroke.
Asthma: A chronic respiratory condition affecting the airways.
Sickle Cell Anaemia: A genetic blood disorder common in Nigeria.
Cancer: Abnormal cell growth.
Heart Diseases: Conditions affecting the heart and blood vessels.
Differentiation: Communicable diseases spread from one host to another, often caused by pathogens. Non-communicable diseases* do not spread and are often caused by lifestyle, genetics, or environmental factors.
Materials: Chart showing common diseases with their signs and symptoms. Pictures of different diseases or situations of sickness/illness (e.g., child with rash, person coughing, person exercising). Markers, flip chart/chalkboard. Small cards for group activities.
A. Introduction (10 minutes)
Teacher Activity: Begin by asking students general questions about feeling unwell. "Who has ever felt unwell? What did it feel like? What did your parents do?" Guide students to think about different ways people feel sick.
Student Activity: Students share brief personal experiences or observations about feeling unwell, activating prior knowledge.
B. Presentation of Content (30 minutes) Teacher Activity - Sickness vs.
Illness: Explain the difference between "sickness" (the actual disease/condition) and "illness" (the personal experience of being unwell).
Use a relevant Nigerian example: "Imagine a child has malaria. The malaria itself is the sickness. But the way the child feels – weak, unable to play, sad about missing school – that is the illness." Write keywords on the board. Student Activity - Sickness vs.
Illness: Students discuss in pairs or small groups: "Think of a time you had a cough. What was the sickness? What was the illness?" Selected students share their answers. Teacher Activity - Signs vs.
Symptoms: Explain that when someone is sick, there are things they feel (symptoms) and things others can see or measure (signs). Provide clear examples for each, using common ailments like malaria or a cold (e.g., "A headache is a symptom because only you can feel it. A fever is a sign because I can touch your forehead and feel it's hot, or use a thermometer."). Display a chart illustrating signs and symptoms of common diseases. Student Activity - Signs vs.
Symptoms: Activity: "Doctor-Patient Role Play." Divide students into small groups. One student acts as a "patient" describing how they feel (symptoms) to a "doctor." The "doctor" then states what they can observe (signs). Rotate roles. Teacher Activity - Communicable vs.
Non-Communicable Diseases: Introduce the two main categories of diseases. Explain "communicable" diseases (can spread) and how they spread (e.g., coughing, touching, mosquito bites, contaminated food/water). Give examples relevant to Nigeria (Malaria, Typhoid, Cholera, Measles). Explain "non-communicable" diseases (cannot spread) and their causes (lifestyle, genetics). Give examples (Diabetes, Hypertension, Asthma, Sickle Cell Anaemia). Emphasize prevention for both types (e.g., hygiene for communicable, healthy eating/exercise for non-communicable). Student Activity - Communicable vs.
Non-Communicable Diseases: Activity: "Disease Sort." Provide groups with cards (or write names on the board) with different diseases (e.g., Malaria, Diabetes, Measles, Asthma, Cholera, Hypertension). Students categorize them into "Communicable" and "Non-Communicable." Groups present their sorted lists and briefly explain their reasoning.
C. Conclusion (5 minutes)
Teacher Activity: Recap the main points, emphasizing the importance of understanding these distinctions for personal and community health. Answer any remaining questions.
Student Activity: Students ask clarifying questions. The teacher should facilitate these questions, providing guidance and feedback.
Question 1: Your friend, Emeka, tells you he has a headache and feels very weak. When you touch his forehead, it feels hot. a) Is "headache" a sign or a symptom? b) Is "hot forehead" a sign or a symptom? c) What is the difference between signs and symptoms?
Solution 1: a) "Headache" is a symptom because Emeka feels it, and only he can report it. It cannot be directly observed by others. b) "Hot forehead" is a sign because you can feel it (observe it by touch). It is an objective, measurable indicator (can be confirmed with a thermometer). c)
Commentary: This question reinforces the subjective (symptom) vs. objective (sign) distinction. Symptoms are felt and reported by the patient, while signs are observed or measured by others.
Question 2: Chidinma has developed measles. She is coughing and has a noticeable rash all over her body. Her mother is worried because she doesn't want Chidinma's younger brother to also get sick. a) Is measles a communicable or non-communicable disease? b) Explain your answer in relation to Chidinma's situation.
Solution 2: a) Measles is a communicable disease. b)
Explanation: Measles is communicable because it can easily spread from one person to another. Chidinma's coughing can release germs into the air, and her brother could inhale them, or get them if he touches contaminated surfaces. This shows it can be transmitted. c)
Commentary: This question tests the understanding of communicable diseases and their transmission. The mention of "spreading" and "younger brother getting sick" hints at contagiousness.
Question 3: Mr. Okoro has been diagnosed with diabetes, a condition where his body cannot properly use sugar. His family is worried, but the doctor assured them that they cannot "catch" diabetes from him. a) Is diabetes an example of a sickness or an illness? b)
What kind of disease is diabetes: communicable or non-communicable? c) Briefly explain why diabetes cannot spread from Mr. Okoro to his family members.
Solution 3: a) Diabetes is an example of a sickness. It is the specific medical condition affecting Mr. Okoro's body. b) Diabetes is a non-communicable disease. c)
Explanation: Diabetes cannot spread because it is not caused by germs (like bacteria or viruses) that can pass from person to person. It is often caused by a combination of genetics, lifestyle choices (like diet and exercise), and other factors specific to an individual's body, not through contact or vectors. d)
Commentary: This question assesses the understanding of sickness vs. illness and then focuses on the definition and non-transmissibility of non-communicable diseases using a common Nigerian example.
Community Health Campaigns: The knowledge gained in this lesson can be integrated into understanding public health campaigns in Nigeria, such as those for polio eradication, malaria prevention (use of mosquito nets), or cholera prevention (handwashing, clean water). Students can explain why these diseases are communicable and how the campaigns aim to break the chain of transmission.
Personal Hygiene and Sanitation: Understanding communicable diseases directly relates to the importance of personal hygiene practices like regular handwashing, proper waste disposal, and covering the mouth when coughing or sneezing. This can be linked to preventing the spread of common diseases in schools and homes, particularly in crowded urban or rural settings where sanitation might be a challenge.
Healthy Lifestyle Choices: For non-communicable diseases, students can learn about the impact of diet and exercise. They can relate this to traditional Nigerian foods and how a balanced diet (reducing sugary snacks, increasing fruits and vegetables) can help prevent diseases like diabetes and hypertension, which are becoming more prevalent due to changing lifestyles in Nigeria. They can discuss how to make healthier food choices when buying snacks or preparing meals at home.