Grade 5 Life Skills: Understanding Tuberculosis – Week 1 Term 4

1. Tuberculosis (TB)

A contagious bacterial infection that primarily affects the lungs, caused by Mycobacterium tuberculosis bacteria

2. Contagious/Infectious

A disease that can be spread from one person to another through contact or airborne transmission

3. Bacteria

Tiny microorganisms that can cause diseases; TB is caused by bacteria, not a virus

4. Symptoms

Physical or mental signs that indicate a person may have a disease or condition

5. Antibiotics

Medicines used to treat bacterial infections; TB requires a specific combination of antibiotics taken over several months

Hook Activity:

“Have you ever heard someone cough for a very long time?” – Begin with a brief discussion about persistent coughing. Show learners a short, age-appropriate video clip or image of lungs (5 minutes). Ask: “What do you think might cause someone to cough for weeks or even months?”

Introduction Activities:

• KWL Chart Setup (5 minutes): Create three columns on the board: “What we KNOW about TB,” “What we WANT to know,” and “What we LEARNED.” Fill in the first two columns with learner contributions
• Vocabulary Introduction (5 minutes): Introduce the word “tuberculosis” (TB). Explain that it’s a big word for a disease that affects many people in South Africa. Write key vocabulary on the board with simple definitions

Direct Instruction (20 minutes):

Part 1: What is TB? (7 minutes)

• Explain that TB is caused by tiny bacteria (germs) called Mycobacterium tuberculosis
• Show a diagram of the lungs and explain how TB mainly affects the respiratory system
• Use a visual analogy: “Think of bacteria like tiny invaders that attack the lungs, making it hard to breathe properly”
• Discuss that TB is one of South Africa’s most common diseases, but it can be treated and cured

Part 2: Symptoms of TB (7 minutes)

Present the main symptoms using the “TB Symptoms Poster” approach:

• A cough that lasts more than 2-3 weeks (persistent cough)
• Coughing up blood or mucus
• Chest pain, especially when breathing or coughing
• Feeling very tired all the time (fatigue)
• Fever and night sweats
• Loss of appetite and weight loss

Emphasize: “If anyone has a cough that won’t go away, it’s important to visit a clinic!”

Part 3: How TB Spreads (6 minutes)

• Explain transmission: TB spreads through the air when an infected person coughs, sneezes, or talks
• Use a demonstration: Spray water mist from a spray bottle to show how droplets travel through the air
• Clarify misconceptions: You CANNOT get TB from touching objects, shaking hands, or sharing food
• Discuss why TB spreads more easily in crowded, poorly ventilated spaces

Guided Practice (20 minutes):

Activity 1: TB Transmission Simulation (10 minutes)

• Divide learners into small groups of 4-5
• Give each group a scenario card (e.g., “In a crowded taxi,” “In a well-ventilated classroom,” “Outdoors in a park”)
• Groups discuss: Would TB spread easily in this situation? Why or why not? What precautions could be taken?
• Each group presents their scenario and conclusions (2 minutes per group)

Activity 2: Prevention Strategy Posters (10 minutes)

• Each group creates a mini-poster showing ONE way to prevent TB spread
• Prevention methods to cover: covering mouth/nose when coughing, opening windows for ventilation, getting vaccinated (BCG vaccine), avoiding crowded spaces when sick, seeking early treatment
• Groups can use drawings and key phrases

Independent Practice (20 minutes):

Worksheet: “Understanding TB” (15 minutes)

Learners complete a structured worksheet with the following sections:

• Part A: Match symptoms to pictures (5 questions)
• Part B: True or False statements about TB transmission (5 statements)
• Part C: Short answer – “Where can someone go for TB treatment in our community?” (List 2 places)
• Part D: Write a short message (3-4 sentences) to someone with TB, showing compassion and encouraging them to complete treatment

Class Discussion: Treatment & Healthcare Access (5 minutes)

• Explain that TB can be cured with antibiotics, but treatment takes 6 months or longer
• Emphasize the importance of completing ALL medication, even when feeling better
• Discuss where to get help: local clinics, community health centers, hospitals
• Mention that TB treatment is FREE in South Africa
• Address stigma: TB is just a disease like any other; people with TB deserve our support, not judgment

Consolidation Activity (10 minutes):

“Three Things I Learned” Gallery Walk:

• Display all group posters around the classroom
• Learners walk around and view all posters (5 minutes)
• Return to KWL chart and complete the “What we LEARNED” column as a class (5 minutes)
• Summarize the three most important takeaways:
  1. TB is caused by bacteria and mainly affects the lungs
  2. TB symptoms include a persistent cough lasting more than 2-3 weeks
  3. TB can be cured with proper treatment, and we should support people with TB

Exit Ticket (5 minutes):

“TB Facts Check”: Each learner completes a quick 3-2-1 exit ticket:

• Write 3 symptoms of TB
• Write 2 ways to prevent TB
• Write 1 place to get help if you think you have TB

Collect exit tickets as learners leave to assess understanding.

📝 Formative Assessment

• Observation during group work: Monitor discussions about transmission scenarios and prevention strategies
• KWL Chart participation: Assess initial knowledge and engagement with new learning
• Question-and-answer: Throughout the lesson, ask probing questions to check comprehension
• Exit ticket: 3-2-1 summary provides immediate feedback on lesson understanding

📋 Summative Assessment

• Completed worksheet: “Understanding TB” with matching, true/false, and short answer sections (Mark out of 20)
• Group poster: Prevention strategy poster assessed on accuracy, creativity, and clarity (Mark out of 10)
• Written compassion message: Part D of worksheet demonstrates understanding of reducing stigma (Mark out of 5)

🤝 For learners who need support:

• Provide a word bank for worksheet completion
• Use picture-based resources with minimal text for symptoms and prevention
• Pair with a buddy who can assist with reading and writing tasks
• Simplify the compassion message task: provide sentence starters like “I want to tell you that…” or “You can get better by…”
• Offer one-on-one explanation during independent work time

🚀 For advanced learners:

• Research task: Find out about drug-resistant TB (MDR-TB) and why completing treatment is so important
• Create a public service announcement (PSA) script about TB awareness for the school radio/assembly
• Compare TB with another respiratory disease (like pneumonia) – similarities and differences
• Design a comprehensive community health campaign plan for TB awareness
• Investigate the history of TB treatment and the discovery of antibiotics

♿ For learners with barriers to learning:

• Allow oral responses instead of written answers for learners with writing difficulties
• Provide large-print materials or digital versions for learners with visual impairments
• Use tactile models (3D lung models) for learners who benefit from hands-on learning
• Break worksheet into smaller sections with breaks in between
• For learners with hearing impairments, ensure they can see visual aids and provide written instructions
• Allow extra time for task completion

✅ What worked well:

[To be completed after lesson – Consider: Did the hook activity engage learners? Were group activities effective? Did learners grasp the key concepts? What questions did learners ask?]

🔧 What could be improved:

[To be completed after lesson – Consider: Did timing work well? Were instructions clear? Did all learners participate? What misunderstandings arose? What would you change next time?]

📝 Notes for next lesson:

[To be completed after lesson – Consider: What concepts need reinforcement? Which learners need additional support? What connections can be made to the next topic (diarrhoea in Week 2)?]