Lesson Plan Title
Grade 7 Life Orientation – Understanding the Causes of Diseases
Materials Needed
- Chalkboard/whiteboard and markers
- Projector and laptop
- Printed handouts with key concepts and diseases
- Chart paper and markers for group activities
- “Understanding Diseases” worksheet
- Internet access for a short educational video
- Examples of commonly used hygiene products
- A variety of educational posters on diseases
Learning Objectives
By the end of the lesson, students should be able to:
1. Understand and explain the different causes of diseases.
2. Identify and distinguish between communicable and non-communicable diseases.
3. Recognize the factors that contribute to the spread of diseases.
4. Suggest ways to prevent the occurrence and spread of diseases.
Vocabulary
- Disease
- Virus
- Bacteria
- Communicable diseases
- Non-communicable diseases
- Hygiene
- Epidemic
- Immune system
Previous Learning
Students have previously learned about personal hygiene and basic body systems. They should have an understanding of how hygiene affects health and the importance of maintaining cleanliness to avoid illness.
Anticipated Challenges and Solutions
- Challenge: Students may have difficulty differentiating between viruses and bacteria.
Solution: Use clear definitions, visuals, and provide examples of each during instruction. - Challenge: Students might not fully understand the concept of non-communicable diseases.
Solution: Provide relatable examples and scenarios. - Challenge: Classroom participation may be low.
Solution: Use engaging activities and group work to encourage participation.
Beginning Activities (10% of time)
- Warm-up Discussion (5 minutes):
- Engage students in a brief discussion about what they know about diseases. Ask them to share any experiences they have had with illness, personally or in their family.
- Introduction to Lesson (5 minutes):
- Present the lesson objectives to the students and briefly outline what will be covered in the lesson.
Middle Activities (80% of time)
- Direct Instruction (15 minutes):
- Use the projector to display a short, educational video that explains the causes of diseases, including viruses and bacteria.
- Follow up with an explanation of communicable versus non-communicable diseases, using the handouts and posters. Provide clear examples of each (e.g., flu for communicable and diabetes for non-communicable).
- Group Activity – Disease Cause Maps (20 minutes):
- Divide students into small groups and give each group chart paper and markers.
- Assign each group a disease to research (e.g., types of flu, tuberculosis, diabetes, cancer).
- Ask them to create a cause map that shows the causes and factors contributing to the disease (e.g., viruses, lifestyle choices).
- Class Presentations (20 minutes):
- Each group presents their disease cause map to the class.
- Encourage questions and interactions, letting groups explain and clarify their points.
- Prevention Strategies Discussion (15 minutes):
- Guide a discussion on how to prevent the spread of diseases, focusing on hygiene practices, vaccinations, and healthy habits.
- Show examples of hygiene products and discuss their uses.
- Worksheet Completion (10 minutes):
- Hand out the “Understanding Diseases” worksheet and have students complete it individually.
- This should include questions on causes, examples, and prevention strategies.
End Activities (10% of time)
- Recap and Summary (5 minutes):
- Summarize the key points of the lesson. Reiterate the different causes of diseases and prevention methods.
- Exit Ticket (5 minutes):
- Ask students to write down one new thing they learned and one question they still have about diseases. Collect these as they leave to assess understanding and plan future lessons.
Assessment and Checks for Understanding
- Formative Assessment: Participation in discussions, accuracy, and thoroughness of the cause maps, worksheet completion.
- Summative Assessment: Performance on the “Understanding Diseases” worksheet.
- Ongoing Assessment: Review of exit tickets to identify areas where further instruction is needed.
Differentiation Strategies
- For Students with Learning Difficulties: Provide additional visual aids and one-on-one support where needed.
- For Advanced Students: Offer more challenging research tasks or additional reading materials on diseases.
- For ELL Students: Use simplified language, visuals, and bilingual handouts if necessary.
Teaching Notes
- Ensure the content is culturally sensitive and considers local health concerns.
- Consider inviting a healthcare professional for a brief talk if feasible, to give real-world relevance.
- Keep an eye on student engagement; adjust group sizes or reassign tasks if necessary to maintain involvement.
- Encourage students to share what they learned with their families, to extend learning beyond the classroom.
- Highlight cross-curricular connections with Natural Sciences (understanding of microorganisms) and Social Sciences (impact of diseases on communities).
Additional Teaching Tips
- Use storytelling to explain concepts, especially for non-communicable diseases, to make them more relatable.
- Integrate indigenous knowledge systems by discussing traditional practices related to hygiene and health.
- Provide low-tech alternatives for the video, such as illustrated storyboards or printed transcripts, in case of limited internet access.
- Create a supportive environment by encouraging all students to participate and share their ideas during discussions.