Science Class-V - Week2-4keeping Healthy AUGUST 2017-18

Beaconhouse School System
Science Curriculum Weekly Planning Sheet
School: BMTL Class: V Topic: Human and other animals Term: 1st Week 2/ Dates: 29th Aug’17 till 6hSep,17
Days Objectives Main Activity Homework Resources

Day 1 Introduction: (Pre-technology) Qs & Ans in copy  Multimedia
L1&L2  I’ll share the objectives and prepare the board.  Map on flip chart
•identify human heart Main Lesson:(While technology)  Video of circulatory system http://www.y-
80 and the blood vessels as-  video of circulatory system on multimedia outube.com/watch?v=ABTvNR59K5Q
min sociated with it (Post-technology): I’ll take their feedback by asking a few questions
•label heart and blood such as:
vessels in human diagram  I’ll ask them to read text book pg. 1-3 individually
do activity 1.1 Q1 and 2 of workbook
 observed the slides Introduction: Instruction Sheet
Day 2 and identified the  Teacher will ask the learners if they ever bleed whenever they get Do copy work (see Manual microscope, Human blood slides
L3&L4 three components of hurt. Development: lesson notes) and papers
human blood. Group work:  Information sheets of components of
80  identify different  I’ll take students to the Science lab: read text book pg. 5, 6 and 7 blood and blood vessels
min blood vessels in hu- individually.  Flip charts with questions as per number
man circulatory sys- do activity 1.1 Q 3, 4 and 5 individually of groups
tem  Markers as per number of groups
Introduction: 15-17 worksheets per sec
Day 3  observe the  I’ll greet the class and prepare the board and will share the object-
slides and identi- ives of the lesson. H.W: Questions in
fied the three copy
 I’ll recap the lesson by asking the following Qs
L5 components of
40 human blood
min  identify different Main Lesson:
blood vessels in  open their workbooks and copies to complete their missing
human circula- work.
tory system  do the corrections in their copies and workbooks.
 do w.sheets individually while taking help from the T.bk.
HM: _____________ Coordinator: _______________ Teachers: Saima Usman
Branch: Class: V Subject: Science Topic: Human and other animals Term: 1st Day 1 Week: 2 Lesson # 1&2
Day: 1 Time
Plan (methodology) Resources Assessment
Lesson # 1 & 2 80mins
Attainment Introduction: (Pre-technology)  Multimedia Students will
Target (AT)  I’ll share the objectives and prepare the board. 5min  Map on flip be assessed on
 I’ll paste a flip chart on which ‘Transport system’ is written on it. I will ask students what they know chart their ability to:
Describe the about it. I will write their responses on the flip chart.  Video of
structure and  Depending on their responses I will ask them to give an example of transport system or I will explain circulatory  identify
function of the them myself giving them examples of road and train transport systems. I’ll show them a map on flip system human heart
chart to make them clearer. (LN) http://www. and the
human blood
 I will paste another flip chart on the white board with ‘Circulatory system’ written on it. One by one I youtube.com blood
circulatory sys- /watch? vessels
will ask students what they know about both of them. I’ll write their responses on the board. I will also
tem and its re- ask students to tell about its components if they know. v=ABTvNR59 associated
lated organs.  Depending on their responses I will explain them about human circulatory system and its components. K5Q with it
Main Lesson:(While technology)  label heart
 I will tell them that they are going to watch a video on human circulatory system. They will have to and blood
watch it very carefully and make notes of important points as at the end of the lesson questions will vessels in
be asked related to the video. human
Students’  I’ll show them the video of circulatory system on multimedia in the class. If required I will play it twice. 7min diagram
Learning Out- (Post-technology): I’ll take their feedback by asking a few questions such as:
comes o What is the function of pulmonary artery? 10min
o What are blood vessels?
 identify o Which artery is the biggest in human heart?
human heart o What are the meanings of diastole and systole?
and the o How do people get heart attack?
blood vessels  I’ll ask them to read text book pg. 1-3 individually with a pencil in their hands to underline the difficult
associated words and terms which will be discussed in whole class after the reading.
with it 10min
 After their reading I will explain the difficult terms and will ask them the given questions to ascertain
 label heart their understanding (LN)
and blood  I’ll ask them to open page 4 of the textbook and discuss the questions given in ‘Try it out’ and write
vessels in their answers on the textbooks.
human  I will take a random feedback.
diagram  They will do activity 1.1 Q1 and 2 of workbook. And questions in their copies. (see lesson notes)
5mins
H.W: I’ll ask students to do the following questions in their copies. see LN
3mins
Wrap up: At random I will ask students the answers of the questions they have done in their copies.
Extension task:
Early finishers will be asked to make some questions related to today’s topic. The questions should be
the one whose answer is not available in the textbook. They will write the question on a piece of paper
provided by me and then I will display it on the wondering wall.
Evaluation of Students’ Learning: Evaluation of Teacher’s Teaching:
Branch: Class: V Subject: Science Topic: Human and other animals Term: 1st Day2 Week: 2 Lesson # 3&4
Day: 2 Time
Lesson # 3&4 80min
Attainment Tar- Introduction: Instruction
get (AT)  Teacher will ask the learners if they ever bleed whenever they get hurt. What does the blood look like? What is 5mins Sheet Students will
blood made up of? Manual be assessed
 Identify 4  Teacher will tell learners that they will learn about human blood and its components. microscope on their
 Students will be divided in to three groups. Instructions for the task (verbal and written both) will be given. , Human ability to
components
 Written instruction will be given to every pair in a group. blood
of blood slides and  observe
Development:
(plasma, red Group work: 20mins papers the slides
blood cells,  I’ll take students to the Science lab: Students will observe human blood slides using 3 manual microscopes and and
white blood record their observation on the blank sheet provided. Three slides will be displayed, one on each microscope. identified
Then I’ll bring students back to the class.  Informatio the three
cells and 20mins
 I’ll give them information and pictures of blood components and blood vessels in groups of three. They will read n sheets of compone
platelets) componen nts of
the information and then make a poster about the blood component allocated to the under the headings:
and their  Structure ts of blood human
functions.  Function and blood blood.
 Count in case of blood components and Length in case of blood vessels. vessels
 Picture  Flip charts  identify
 Diseases related to its malfunction with different
Students’ Learn-
Feedback: Students will present their work in front of the whole class. I will correct them or add into the informa- questions blood
ing Outcomes 20mins as per vessels in
tion as it will be required. Rest of the students will be encouraged to ask questions.
 I’ll ask them to read text book pg. 5, 6 and 7 individually. I’ll ask them to have a pencil in their hands and under- number of human
 observe the groups circulator
line the difficult words and terms.
slides and  Markers y system
 We will have a whole class discussion. I will also explain the difficult terms. During discussion, I will focus on
identified 10min as per
questions 3-5 of activity 1.1 of workbook.
the three number of
 I’ll ask them to do activity 1.1 Q 3, 4 and 5 individually.
components groups
Wrap up: I’ll ask
of human 5min
 What is heart?
blood  What are the components of the blood?
 identify  What are the functions of the following:
different Heart, Arteries, Veins, Capillaries, White blood cells, Red blood cells, platelets, Blood plasma
blood Homework:
vessels in Do copy work (see lesson notes)
human Extension task:
circulatory Early finishers will be asked to make some questions related to today’s topic. The questions should be the one
system whose answer is not available in the textbook. They will write the question on a piece of paper provided by me and
then I will display it on the wondering wall.
Branch: Class: V Subject: Science Topic: Human and other animals Term: 1st Day3 Week: 2 Lesson # 5
Day: 3 Time
Lesson # 5 40min
Attainment Target Introduction: Revise the work Students will be
(AT)  I’ll greet the class and prepare the board and will share the objectives of the lesson. 5min done uptill now assessed on their
 I’ll recap the lesson by asking the following Qs ability to:
Describe the struc-
 What materials are transported through circulatory system to the human body?
ture and function of  label heart
 How are train transportation system and human circulatory system similar to each
the human blood cir- and blood
other?
culatory system and vessels in
 In the human circulatory system how are different materials carried to different
its related organs. human
parts of the body? diagram
Students’ Learning  How does blood move in the body?
Outcomes  What is the function of heart?
 label heart and Main Lesson:

blood vessels in  I’ll ask students to open their workbooks and copies to complete their missing work. 15mins
human diagram  I’ll ask students to do the corrections marked by the teacher in their copies and
workbooks.
 I’ll distribute w.sheets (attached with the LP) and ask students to complete it indi - 15mins
vidually while taking help from the T.bk. pgs# 1-7
Wrap up 5mins
I’ll ask volunteers to share their answers.

School: BMTL Class: V Unit: Topic: Human and other animals Term: 1st Week3/ Dates: 7h Sep’17 till 14hSep,17

Day 4 Introduction: Pre-Technology Task: Qs & Ans in copy  Multimedia
L1&L2 I’ll share the objectives and prepare the board.  Video of human heart
• identify human heart I’ll recap the lesson by asking students the following questions: o http://science.nationalgeographic.com/
80 and the blood vessels as- Main Lesson: While-Technology Task: science/health-and-human-body/human-
body/heart-article/
min sociated with it a video of human heart on multimedia in the class room.
o www.youtube.com/watch?v=H04d3rJCLCE
•label heart and blood (Post-technology): I’ll ask them to read textbook pg. 8-12 individually
 Diagrammatic presentation of blood flow
vessels in human diagram I’ll ask them to do activity 1.3 of their workbook page 6-8 through human heart
 Mini white boards
 identify human Introduction:  enlarged picture of human heart
Day 5 heart and the  To reinforce the previous lessons I will paste an enlarged picture of Do copy work (see  stethoscope one per pair
L3&L4 blood vessels as- human heart and ask randomly from students to label it. I will lesson notes)  stopwatch one per group
sociated with it write their responses on the board.
80  label heart and  I will share the objectives of today’s lesson with the students.
min blood vessels in Main activity
human diagram  I will distribute the stethoscopes one for each pair.
 and will check each other’s pulse with the stethoscope.
 I’ll ask students to read pg. 13 of textbook and pages 9-11 of work-
book in pairs.
Presentations:
 a few pairs will present their work.
 label human Introduction: (Pre-technology) Task sheet
Day 6 heart I will take students to the IT lab. And tell them the objectives of the Quiz
 solve a quiz re- lesson H.W: Questions in http://www.neok12.com/diagram/Circula-
lated to the Development: (While technology) copy tory-System-01.htm
L5 functions of dif-  I will ask the students to open Task sheet named 'Heart' and click labeling
40 ferent compo- to the given URL and label the given diagram of heart in pairs. http://www.neok12.com/quiz/CIRSYS01
min nents of heart (Teacher will monitor the students) Extension
http://www.neok12.com/quiz/CIRSYS02
Branch: Class: V Subject: Science Topic: Human and other animals Term: 1st Day4 Week: 3 Lesson # 1&2
Day: 4 Time
Lesson # 1 & 2 80min
Attainment Target Introduction: Pre-Technology Task:  Multimedia
(AT) I’ll share the objectives and prepare the board. 2min  Video of human Students will be
I’ll recap the lesson by asking students the following questions: 8min heart assessed on their
Describe the struc- o What is blood? o http:// ability to:
ture and function o What is blood circulatory system? science.natio
of the human o What are the components of blood? nalgeographi identify different
o What do you know about blood vessels? c.com/ parts of human
blood circulatory
o What are the functions of human heart? science/ heart
system and its re- health-and- identify the
Main Lesson: While-Technology Task:
lated organs. 5min human- functions of
I’ll ask pupils to place their hands slightly to the left of the middle of their chests and press
lightly to feel their heartbeats. body/human- different parts
 I’ll ask if there is any other place where they can feel heartbeat. I will refer to the information 5min body/heart- of human heart
sheet of arteries that they had read in the previous lesson and will explain them how we can article/
feel the heartbeat other than on the chest. (LN) o www.youtub
Students’ Learning 5min e.com/
I’ll refer to the poster that the students had made in the last lesson about heart. I will ask
Outcomes them a few questions related to heart that they had done in that lesson. (LN) watch?
I’ll show them a video of human heart on multimedia in the class room. They will note down 15min v=H04d3rJCL
 identify human CE
important points on the drafting pads to answer the questions afterwards.
heart and the  Diagrammatic
I will take feedback from the students by asking questions:
blood vessels presentation of
 What is the main function of heart?
associated with blood flow
 What is the function of pulmonary artery?
it through human
 What is aorta?
 label heart and heart
 Which is the largest artery in our body?
blood vessels in  Mini white
 What is the function of pulmonary veins?
human diagram 10min boards
(Post-technology): I’ll ask them to read textbook pg. 8-12 individually with pencils in their
hands to underline the difficult words and terms and discuss those terms in groups after 
reading.
There will be whole class discussion after their reading to explain them the difficult concepts/ 5min
points/terms. I will also show them the diagrammatic presentation of flow of blood through
the heart and its parts (LN). I will explain if required. 15min
I’ll ask them to do activity 1.3 of their workbook page 6-8 individually with their books in
front of them.
5min
Wrap up: I’ll ask them to draw the diagrammatic picture of heart that I showed them on the
mwb and label it.
Extension task: The early finishers will write their queries related to human heart on a piece
of paper to be displayed on the wondering wall. I will tell them the rules for writing the query.
Term: 1stDay5 Week: 2 Lesson # 3&4
Oxygenated blood
Vena cava Pulmonary vein

De-oxygenated blood
Right atrium Left atrium

Body Lungs
Right ventricle Left ventricle
De-oxygenated blood
Oxygenated blood
Aorta Pulmonary artery

Day: 6 Activity Plan/ Methodology Time Resources Assessment
Lesson # 5 40min
Attainment Introduction: (Pre-technology) Students will
Target (AT) I will take students to the IT lab. And tell them the objectives of the lesson 5min be assessed on
Recap their ability to:
Describe the  I will ask following questions from the students: Task sheet  label human
structure and i. What is the function of heart? (Ans: It pumps blood to every part of the body) Quiz heart
ii. Why is it important for us? (Ans: Heart pumps blood to our body which carries food and oxygen need http://  solve a quiz
function of the
by our body.) www.- related to
human blood
iii. Can you name some parts of the heart? (Ans: Right Atrium, Left Atrium, Right Ventricle, left Ventricle, neok12.co the func-
circulatory sys- Aorta, Vena cava, etc) 15min m/dia- tions of dif-
tem and its re- Development: (While technology) I will divide the class into pairs and ask them to switch on their computers. gram/Cir- ferent com-
lated organs.  I will ask the students to open Task sheet named 'Heart' and click to the given URL and label the given dia- culatory- ponents of
gram of heart in pairs. (Teacher will monitor the students) System- heart
 Now, I will ask following questions to the students: 01.htm
i. Why are the arteries shown in red? (Ans: Because they carry oxygenated blood)
ii. Why are the veins displayed in blue? (Ans: Because they carry deoxygenated blood)
Students’ iii. What is the difference between oxygenated and deoxygenated blood? (Ans: Oxygen blood carries oxy- labeling
Learning Out- gen and food and deoxygenated blood carries waste and is without oxygen.) http://
comes  Now, I will ask following questions from the students: www.-
i. What is circulatory system? (Ans: It transports blood to every part of human body) neok12.co
 label ii. What are the main components of circulatory system? (It consists of heart, blood vessels, and blood) m/quiz/
human  I will ask students to open the same task sheet again and click the next URL to have quiz in pairs. CIRSYS01
heart Extension Work:
 solve a  Students who will finish their assigned task before time will do another quiz using given URL in the Task 15min
quiz sheet Extension
related to H.W: Revise the topic Human and other animals. T.bk pg# 1-12 http://
the Wrap up; www.-
functions  I will wrap up my lesson by asking the following questions from students. neok12.co
of i. If any one of the components is missing from the circulatory system will we be able to survive? Give a m/quiz/
different reason for your answer. (example if any one of the components of the circulatory system will not work 5mins CIRSYS02
compone we will not be able to survive e.g. circulatory system will not work if it will not have blood because
nts of blood contains important material for our survival such as oxygen, digested food nutrients, waste ma-
heart terial like carbon dioxide)
Backup plan:
 Incase internet does not work properly the students will complete the given worksheets.
(Teachers can take print outs of same worksheets before the lesson from already given URLs using PRINT
option)
Evaluation of Student Learning: Evaluation of Teaching:
Branch: Class: V Subject: Science Topic: Human and other animals Term: 1st Day 5 Week: 3 Lesson # 3&4
Day: 5 Time
Attainment Target Introduction: 10min  enlarged Students will be
(AT)  To reinforce the previous lessons I will paste an enlarged picture of human heart and ask randomly picture of assessed on their
from students to label it. I will write their responses on the board. human ability to
Investigate the re-  I will share the objectives of today’s lesson with the students. heart
recognize:
lationship be- Main activity  stethoscope
 what heart
tween heart beat  I’ll refer to the poster (already pasted in the class) they made about the arteries and will ask them the one per pair
10min rate and pulse
functions of arteries. I will ask them to tell their function other than transportation of blood. I will  stopwatch
and exercise rate are
point out to the heart beat and its feeling on the arteries. I will explain them by referring to the info one per
 how exercise
sheet about heart and arteries that pumping of heart is called heart beat and when we feel it on the group
affects them
arteries we call it pulse rate.
Students’ Learn-
 I will demonstrate how to feel pulse with our fingers (do not put thumb on the artery as thumb itself
ing Outcomes 10min
has a pulse point) and will ask students to feel it themselves as well. I will tell them that sometimes it
becomes difficult to feel the pulse with fingers in that case we can use the stethoscope. I will distrib-
 identify human
ute the stethoscopes one for each pair. They will follow my demonstration and will check each other’s
heart and the
pulse with the stethoscope.
blood vessels 10min
 I’ll ask students to read pg. 13 of textbook and pages 9-11 of workbook in pairs.
associated with 5min
 I’ll take the feedback and will ask them if there is anything that they have not understood in the in-
it
structions for the activity they have to do.
 label heart and 20min
 Students will do the activity and will record their findings side by side.
blood vessels in
Presentations:
human diagram 10min
 At random a few pairs will present their work. Rest of the students will be encouraged to ask ques-
tions.
 Any pair having any unusual result will also be asked to present 5mins
Wrap up: I’ll ask students to make Qs for the wondering wall.

School: BMTL Class: V Unit: Topic: Human and other animals Term: 1st Week4/ Dates: 15h Sep’17 till 22nd Sep,17

Day 4 Introduction: Qs & Ans in copy  goat’s heart
L1&L2  To introduce the lesson, I’ll ask Qs from the students:  one per group and one for
• identify various parts of Main Lesson: demonstration
80 goat’s heart  read pages 4 and 5 of the workbook.  dissection box and tray
 one per group
min •label heart and blood  distribute the resources and students will do the dissection in
 examination gloves
vessels in human diagram groups of four. They will keep their workbooks with them to record  one pair for each student
their findings.  magnifying glass
 one per group
 differentiate between . Introduction:  Flip charts with questions
Day 5 contagious and non- To introduce the lesson, I’ll ask the following questions from the stu- Do copy work (see  Markers
L3&L4 contagious diseases dents: lesson notes) Diseases information sheets
 state some common Main lesson Group work:
80 contagious and non- In pairs or in groups of three or a mixture of both (LN) I will distribute
min contagious diseases diseases information sheets Working in groups/pairs (LN) students
 recognize the will read the information sheet and will answer the questions writ-
symptoms, causes, ten on the accompanying flip chart.
treatments and
prevention of these
diseases
 differentiate between Introduction:  Flip charts with questions
Day 6 contagious and non- I will recap the previous lesson on diseases by asking questions  Markers
contagious diseases from workbook pages 12 and 13. H.W: Questions in Diseases information sheets
 state some common Main Lesson: copy
L5 contagious and non-  Individually students will read IPS pages 15-19
40 contagious diseases  to revisit the displayed flip charts from yesterday’s work.
min  recognize the  We will have a whole class discussion and concepts with a focus on
symptoms, causes, the questions give on pages 12 and 13 of workbook.
treatments and Written work:
prevention of these  Individually students will do questions on workbook pages 12 and
diseases 13
Branch: Class: V Subject: Science Topic: Human and other animals Term: 1st Day1 Week: 4 Lesson # 1 & 2
Day: 1 Time
Attainment Target Introduction:  goat’s heart Students will be
(AT)  To introduce the lesson, I’ll ask students: 10 min one per group and assessed on their
 Have you seen a goat’s heart before? one for ability to:
 Observe and  What is the shape of the heart? demonstration
identify the  What is the colour of the heart?  dissection box and  identify various
ventricles  Do you think it is similar to the human heart? tray parts of goat’s
and atria of  I will share the objective of today’s lesson with students. one per group heart
a goat’s Main Lesson:  examination
heart  I will tell the students to read pages 4 and 5 of the workbook. 5min gloves
through  Following the instructions given in the workbook I will demonstrate (keep one heart 15min one pair for each
dissection. for demonstration) how to do the dissection and use of different instruments during student
dissection. I will wear the gloves before holding the goat’s heart in hand and will  magnifying glass
make sure that the students also wear the gloves. one per group
 I will distribute the resources and students will do the dissection in groups of four. 40min
Students’ Learning They will keep their workbooks with them to record their findings.
Outcomes Feedback
 Feedback will be taken by asking students: 10min
 identify various  What did they observe in goat’s heart
parts of goat’s  What difference did they find between human and goat’s heart?
heart  Were they able to see the chambers of heart, the aorta, arteries, capillaries etc.
 label heart and
blood vessels in
human diagram
Branch: Class: V Subject: Science Topic: Human and other animals Term: 1st Day2 Week: 4 Lesson # 3 & 4
Day: 2 Time
Attainment Target (AT) Introduction: 5min  Flip charts Students will be
To introduce the lesson, I’ll ask the following questions from the students: with assessed on their
 raise awareness  Have you ever been ill? questions ability to:
regarding  What happens when you fall ill?  Markers  differentiate
common diseases  Do you know any disease that causes you ill?  Diseases between
in the local  How do you take care of yourself when you are ill? information contagious and
environment  Has your mother ever told you or any member of your family to stay away from an sheets non-contagious
(contagious and ill person as you might catch the disease? diseases
non-contagious  If yes, what disease did that person have? I will write their responses on board. 5min  state some
diseases);  I will write ‘contagious’ and ‘non-contagious’ on two flip charts and will ask students common
what do they understand by these terms. I will write their responses on respective flip 5min contagious and
charts. non- contagious
Students’ Learning  I will paste two flip charts with information about contagious and non-contagious dis- 5min diseases
Outcomes eases and will ask students to read them.  write the
 We will have whole class discussion about them and I will explain them where required. symptoms,
 differentiate I will keep the flip charts displayed. 20min causes,
between contagious Main lesson Group work: treatments and
and non-contagious In pairs or in groups of three or a mixture of both (LN) I will distribute diseases informa- prevention of
diseases tion sheets (Give two info sheets in the group so that it becomes easier for them to these diseases
 state some common read) and the flip charts with questions (LN). Working in groups/pairs (LN) students will 30min
contagious and non- read the information sheet and will answer the questions written on the accompanying
contagious diseases flip chart.
 recognise the After completing their work students will paste their work in the classroom and will do 10min
symptoms, causes, gallery walk with pencil and paper in their hands. They will read the information from
treatments and each flip chart and will note down important points which they wrote for their allocated
prevention of these disease.
diseases After gallery walk there will be a whole class discussion focusing on the questions about
the diseases on flip charts and the questions from workbook pages 12 and 13.
Wrap up: I’ll ask students to make Qs for wondering wall.
Day: 3 Time
Lesson # 5 40min
Attainment Target (AT) Introduction:  Flip charts Students will be
I will recap the previous lesson on diseases by asking them the questions about the dis- 5min with assessed on their
 raise awareness eases on flip charts and the questions from workbook pages 12 and 13. questions 6 ability to:
regarding common Main Lesson:  Markers 6  differentiate
diseases in the local  Individually students will read IPS pages 15-19 with a pencil in their hands to underline 15min  Diseases between
environment the difficult terms and words to be discussed later. information contagious and
(contagious and  Before whole class discussion I will ask them to revisit the displayed flip charts from sheets non-contagious
non-contagious yesterday’s work. diseases
diseases);  We will have a whole class discussion and will explain the difficult terms and concepts  state some
with a focus on the questions give on pages 12 and 13 of workbook. common
Written work: contagious and
Students’ Learning Out- Individually students will do questions on workbook pages 12 and 13. 15min non- contagious
comes Wrap up: diseases
Recap of the lesson will be done by asking the following questions and questions from  write the
 i differentiate between the written work from students: 5min symptoms,
contagious and non- What are contagious diseases? causes,
contagious diseases What are the cause contagious diseases? treatments and
 state some common Name any two contagious diseases? prevention of
contagious and non- How can we keep ourselves save from these diseases? these diseases
contagious diseases
 recognise the Extension task: The early finishers will write their queries related to diseases on a piece
symptoms, causes, of paper to be displayed on the wondering wall. I will tell them the rules for writing the
treatments and query.
prevention of these
diseases
Day 3 Week: 1 Lesson # 4&5

Lesson Notes
school
market
hospital
House
park
Questions after reading:

 What is the name of human transport system?
 Why is it called transport system?
 Why is it called circulatory system?
 What is human circulatory system made up of?
 What materials are transported through circulatory system to the human body?
 How are train transportation system and human circulatory system similar to each other?
 In the human circulatory system how are materials carried to different parts of the body?
 How does blood move in the body?
 What is the function of heart?
H.W: I’ll tell them to do Any 3-4 Qs
Questions for copy work:
1. What is the name of human transport system?
2. Why is it called transport system?
3. Why is it called circulatory system?
4. What is human circulatory system made up of?
5. What materials are transported through circulatory system to the human body?
6. How are train transportation system and human circulatory system similar to each other?
7. In the human circulatory system how are different materials carried to different parts of the body?
8. How does blood move in the body?
9. What is the function of heart?
Lesson Notes
Homework Questions:
1. What is heart?
2. What are the components of the blood?
3. What are the functions of the following:
 Heart
 Arteries
 Veins
 Capillaries
 White blood cells
 Red blood cells
 Platelets
 Blood plasma
Heart

Human heart is a muscle. It sits between lungs, behind the ribcage for protection and slightly to
the left of the breastbone. Heart is about the same size and shape of one’s own fist. It pumps
blood to the lungs and the body through arteries and gets blood back from the body and the
lungs through veins.
What the heart does

Your heart is vital to your health and nearly everything that goes on in the body. Without the
heart's pumping action, blood can't move throughout the body. It works like a pump, pumping
blood around your body. Every time your heart pumps it’s called a heartbeat. The reason heart
pumps blood around the body is because blood carries oxygen and good things from food called
nutrients.
When heart beats it squeezes blood all around the body. It beats all of the time – even when a
person is asleep.
What a heart looks like

Heart is divided in 4 quarters. It has 4 spaces and they’re called chambers. There are 2 cham-
bers on the left and 2 on the right. The right and left are separated by a wall.
Atrium
Each of the top 2 chambers is called an atrium (plural: atria). Blood comes into the heart
through the veins and into an atrium.
Ventricle
Each of the bottom 2 chambers is called a ventricle. Ventricles pump blood out of the heart
through arteries.
Valves
The heart has 4 valves, 1 in each chamber, to make sure that blood flows in the right direction.
The right side of the heart receives blood from the rest of your body. The blood entering the
right side of your heart is low in oxygen. This is because oxygen is removed from the blood as it
circulates through the body's organs and tissues. Heart then pumps the blood to the lungs so it
can receive more oxygen. Once it has received oxygen, blood returns directly to the left side of
the heart, which then pumps it out again to all parts of the body.
The left ventricle of heart is larger and thicker than the right ventricle. This is because it has
to pump the blood further around the body, and against higher pressure, compared with the
right ventricle.
To make sure that blood flows in the correct direction, valves guard the entrance and exit of
hearts chambers.
What is heart disease?

Heart disease – also called cardiovascular disease and coronary heart disease – is a simple term
used to describe several problems related to plaque buildup in the walls of the arteries. As the
plaque builds up, the arteries narrow, making it more difficult for blood to flow and creating a
risk for heart attack or stroke.
Other types of heart disease include heart failure, an irregular heartbeat – or arrhythmia – and
heart valve problems.
Vascular System and Blood Vessels
Mammals have a closed blood vascular system. It has this name because blood is transported
from the heart to all different parts of the body and back, in a set of closed tubes. The
vascular system, also called the circulatory system, is made up of the vessels that carry blood
and lymph through the body.
In a general sense, a vessel is defined as a hollow utensil for carrying something: a cup, a
bucket, a tube. They are located throughout the body, in the form of intricate network of
hollow tubes that transport blood throughout the entire body. Blood delivers nutrients to and
removes wastes from all the cells.
If we take all of the blood vessels out of an average child, and laid them out in one line, the line
would be over 60,000 miles long! An adult's vessels would be closer to 100,000 miles long!
Besides circulating blood, the blood vessels provide two important means of measuring vital
health statistics: pulse and blood pressure. We measure heart rate, or pulse, by touching an
artery. The rhythmic contraction of the artery keeps pace with the beat of the heart. Since an
artery is near the surface of the skin, while the heart is deeply protected, we can easily touch
the artery and get an accurate measure of the heart's pulse.
Types of Blood Vessels

 Arteries
Arteries are elastic vessels that transport blood away from the heart. Smaller arteries
are called arteriole.
 Veins
Veins are elastic vessels that transport blood to the heart. Smaller veins are called
venules.
 Capillaries
Capillaries are extremely small vessels located within the tissues of the body that trans-
port blood from the arteries to the veins.
 Sinusoids
Sinusoids are extremely small vessels located within the liver,
spleen and bone marrow.
Arteries
An artery is an elastic blood vessel that transports blood away from
the heart. There are two main types of arteries:
 Pulmonary arteries: They carry blood from the heart to the lungs
where the blood picks up oxygen. The oxygen rich blood is then
returned to the heart via the pulmonary veins.
 Systemic arteries: They deliver blood to the rest of the body.

 Aorta: It is the main systemic artery and the largest artery of the body. It originates
from the heart and branches out into smaller arteries which supply blood to the head
region (brachiocephalic artery), the heart itself (coronary arteries), and the lower
regions of the body.
 Coronary Artery
The coronary artery is also a branch of the aorta. It supplies the heart tissue with
oxygen and nutrients.
 Pulmonary Artery
The pulmonary artery arises from the right-hand upper corner of the right ventricle.
It branches into the left and right pulmonary arteries which lead to the right and left
lung respectively, where the blood is oxygenated.
The smallest arteries are called arterioles and they play a vital role in microcirculation.
Microcirculation deals with the circulation of blood from arterioles to capillaries to venules (the
smallest veins). The liver, spleen and bone marrow contain vessel structures called sinusoids
instead of capillaries. In these structures, blood flows from arterioles to sinusoids and then to
venules.
Structure
Arteries receive blood under high pressure from the
ventricles of the heart. They must therefore be
able to stretch each time the heart beats, without
collapsing under the increased pressure. The walls
of arteries consist of three layers, namely an
outer layer, a thick middle layer and an inner
layer.

 Arteries
 Veins
venules.
 Capillaries
 Sinusoids
Sinusoids are extremely small vessels located within the liver, spleen and bone marrow.
Veins
Veins are vessels which transport blood to the heart. From the capillaries the blood drains into
very small veins called venules, which unite into larger veins along which the blood returns to the
heart.
Structure
The walls of veins have three layers, or coats. Each coat has a number of sub layers. Since veins
conduct blood back to the heart, the pressure exerted by the heartbeat on them is much less
than in the arteries. Middle muscular wall of a vein is therefore much thinner than that of an
artery. Veins differ from arteries also in that they have semi- lunar valves, particularly in the
arms and legs which prevent the blood from flowing backwards.
Functions
Veins carry deoxygenated blood from the organs and tissues back to the heart ; the pulmonary
veins carry oxygenated blood from the lungs to the left atrium ; veins also carry waste products
away from the organs and tissues, while the veins associated with the small intestine carry di-
gested food via the liver to the inferior vena cava.
The Main Blood veins
 Superior Vena Cava.

This vein returns deoxygenated blood from the head, arms and thorax to the right
atrium.
 Inferior Vena Cava.
This vein returns deoxygenated blood from the abdomen and legs to the right atrium.
 Coronary Vein.
Deoxygenated blood containing carbon dioxide and waste products is returned from
the heart muscle to the right atrium through this vessel.
 Pulmonary Veins.
The four pulmonary veins, two from each lung, carry oxygenated blood from the lungs to
the left atrium.
 Hepatic Portal Vein.
The hepatic portal vein leads from the internal organs, especially the small intestine, to
the liver. Its main purpose is to carry blood that contains digested food such as glucose,
from the liver small intestine to the liver, where some of the food is deposited and
stored such as glucose that is stored as glycogen in the liver

 Arteries
 Veins
venules.
 Capillaries
 Sinusoids
Sinusoids are extremely small vessels located within the liver, spleen and bone marrow.
Capillaries
Arteries and veins are connected by blood capillaries, microscopically small tubes which form a
network and spread throughout all the tissues of the body. The arteries divide into smaller ves-
sels called arterioles which connect to capillaries. The capillaries connect to small veins and the
veins return the blood to the heart. The blood capillaries are so small that red blood corpuscles
can only move in a single file through it. The exchange of all substances takes place in these
capillaries.
Structure
When arteries reach the organs they serve and divide into small vessels, called arterioles.
These in turn divide again into minute capillaries which average 0.01 mm in diameter. Their walls
are only one cell thick.
Functions
The capillaries allow for gaseous exchange to take place between the capillaries and the tissue
fluids; nutrients diffuse from the capillaries into the tissue fluids and waste products such as
carbon dioxide and nitrogen.
Blood
Normally, 7-8% of human body weight is from blood. In adults, this amounts to 4.5-6 quarts of
blood. This essential fluid carries out the critical functions of transporting oxygen and nutri-
ents to our cells and getting rid of carbon dioxide, ammonia, and other waste products. In addi-
tion, it plays a vital role in our immune system and in maintaining a relatively constant body tem-
perature. Blood is a highly specialized tissue composed of more than 4,000 different kinds of
components. Four of the most important ones are red cells, white cells, platelets, and plasma.
All humans produce these blood components, there are no populational or regional differences.
Plasma
Plasma is the often forgotten component of blood. White blood cells, red blood cells, and
platelets are essential to body function, but plasma also plays a crucial, and mostly unrecog-
nized, job, carrying these blood components throughout the body as the fluid in which they
travel.
Plasma is the relatively clear, yellow tinted water (92+%), sugar, fat, protein and salt solution
which carries the red cells, white cells, and platelets. Normally, 55% of our blood's volume is
made up of plasma. As the heart pumps blood to cells throughout the body, plasma brings nour-
ishment to them and removes the waste products
Facts about plasma

Plasma is the largest component of the blood, making up about 55 percent of its overall content.
When isolated on its own, blood plasma is a light yellow liquid. Along with water, plasma carries
salts and enzymes.
The primary purpose of plasma is to transport nutrients, hormones, and proteins to the parts of
the body that need it. Cells also deposit their waste products into the plasma, and the plasma in
turn helps remove this waste from the body. Blood plasma also ushers the movement of all the
elements of blood through the circulatory system.
Plasma's importance to your health

Plasma is a critical component in the treatment of many serious health problems. This is why
there are frequent blood drives encouraging people to donate blood plasma.
Along with water, salt, and enzymes, human plasma also contains some important components,
such as immunoglobulins (antibodies), clotting factors, and the proteins albumin and fibrinogen.
When we donate blood, health professionals can isolate these vital ingredients from plasma and
concentrate them into various products. These products are then used as treatments that can
potentially help save the lives of people suffering from burns, shock, trauma, and other medical
emergencies.
The proteins and antibodies in plasma are also used to create therapies for rare chronic condi-
tions, such as autoimmune disorders and hemophilia. In fact, some health organizations call
plasma "the gift of life."
Donating plasma
A person who wants to donate plasma to help others in need, will have to go through a screening
process beforehand to make sure that his blood is healthy and safe.
The blood is drawn through a needle placed in a vein in one arm. Then a special machine sepa-
rates the plasma (and often the platelets) from the blood. This process is called plasmaphere-
sis. The remaining red blood cells and other blood components are then returned to the donor’s
body, along with a little saline (salt) solution.
People with the blood type AB are in the greatest demand for plasma donation. Though they
make up just 4 percent of the population, their plasma is universal, which means it can be used
by anyone.
At noncommercial donation sites, people can donate plasma every 28 days, up to 13 times a year.
Blood
White Blood Cells

White blood cells are an important component of your blood system, which is also made up of
red blood cells, platelets, and plasma.
Although white blood cells account for only about 1 percent of blood, their impact is significant.
White blood cells, also called leukocytes, are essential for good health and protection against
illness and disease.
White blood cells are the immunity cells in a sense that they are continually at war. They flow
through the bloodstream to battle viruses, bacteria, and other foreign invaders that threaten
your health. When the body is in distress and a particular area is under attack, white blood cells
rush in to help destroy the harmful substance and prevent illness.
White blood cells are produced inside the bone marrow and are
stored in blood and lymphatic tissues. Because some white
blood cells have a short lifespan of one to three days, bone mar-
row is con- stantly producing them.
Types of white blood cells

 Monocytes. They have a longer lifespan than many white blood cells and help to break
down bacteria.
 Lymphocytes. They create antibodies to defend against bacteria, viruses, and other po-
tentially harmful invaders.
 Neutrophils. They kill and digest bacteria and fungi. They are the most numerous type of
white blood cell and the first line of defense when infection strikes.
 Basophils. These small cells appear to sound an alarm when infectious agents invade the
blood.
 Eosinophils. They attack and kill parasites, destroy cancer cells, and help with allergic re-
sponses.
Problems affecting white blood cells

White blood cell count can be low for a number of reasons—when something is destroying the
cells more quickly than the body can replenish them or when the bone marrow stops making
enough white blood cells to keep the body healthy. When their count is low, the body is ex-
tremely susceptible to any illness or infection, which can spiral into a serious health threat.
White blood cell count can be seen through a blood test known as the complete blood count. If
the count is too low or too high, there may be a white blood cell disorder.
A number of diseases and conditions may influence white blood cell levels:
 Weakened immune system. This is often caused by illnesses such as HIV/AIDS or by

treatments related to cancer.
 Infection. A higher-than-normal white blood cell count usually indicates some type of in-
fection—white blood cells are multiplying to destroy an enemy, such as bacteria or a
virus.
 Myelodysplastic syndrome. This condition causes abnormal bone marrow cell production.
 Cancer of the blood. Cancers including leukemia and lymphoma can cause uncontrolled
growth of an abnormal type of blood cell in the bone marrow, resulting in a greatly in-
creased risk for infection and or serious bleeding.
 Myeloproliferative disorder. This disorder refers to various conditions that trigger the
excessive production of immature blood cells. This can result in an unhealthy balance of
all types of blood cells in the bone marrow and too many or too few white blood cells in
the blood.
Other conditions, such as extreme physical stress caused by an injury or emotional stress, can
trigger high white blood cell levels, as can inflammation, smoking, or even extreme exercise.
Blood
Red Blood Cells

Red blood cells play an important role in the health by carrying fresh oxygen throughout the
body.
Red blood
cells are
round with
a flattish,
indented
center,
like doughnuts without a hole. Simple tests such as, complete blood count screening can be done
to check on the size, shape, and health of red blood cells.
Red blood cells at work

Hemoglobin is the protein inside red blood cells that carries oxygen. Red blood cells also remove
carbon dioxide from body, transporting it to the lungs for us to exhale.
Red blood cells are made inside the bones, in the bone marrow. They typically live for about 120
days, and then they die.
Nutrition and red blood cells

Foods rich in iron help maintain healthy red blood cells. Vitamins are also necessary to build
healthy red blood cells. These include vitamin E, found in foods such as dark green vegetables,
nuts and seeds, mango, and avocados; vitamins B2, B12, and B3, found in foods such as eggs,
whole grains, and bananas; and folate, available in fortified cereals, dried beans and lentils, or-
ange juice, and green leafy vegetables.
Illnesses of the red blood cells

Problems with red blood cells can be caused by illnesses or a lack of iron or vitamins in diet.
Some diseases of the red blood cells are inherited.
Diseases of the red blood cells include many types of anemia, a condition in which your body
can't produce enough normal red blood cells to carry sufficient oxygen throughout the body.
People with anemia may have red blood cells that have an unusual shape larger than nor-
mal, or smaller than normal.
Symptoms of anemia include tiredness, irregular heartbeats, pale skin, feeling cold, and, in se-
vere cases, heart failure. Children who don't have enough healthy red blood cells grow and de-
velop more slowly than other children. These symptoms demonstrate how important red blood
cells are to your daily life.
These are common types of anemia:
 Iron-deficiency anemia. If there is not enough iron in the body, the body won't be able
to make the hemoglobin that helps red blood cells carry oxygen. Among the causes of iron
deficiency are, a diet low in iron, a sudden loss of blood or the inability to absorb enough
iron from food.
 Sickle cell anemia. In this inherited disease, the red blood cells are shaped like half-
moons rather than the normal indented circles. This change in shape can make the cells
"sticky" and unable to flow smoothly through blood vessels, causing a blockage in blood
flow. Sickle cells die much more quickly than normal blood cells–in about 10 to 20 days in-
stead of 120 days.
 Normocytic anemia. This type of anemia occurs when red blood cells are normal in shape
and size, but they are not enough to meet body's needs.
 Hemolytic anemia. This type of anemia occurs when red blood cells are destroyed by an
abnormal process in the body before their lifespan is over.
 Fanconi anemia. This is a rare inherited disorder in which bone marrow isn't able to
make enough of any of the components of blood, including red blood cells.
Blood
tion, it plays a vital role in our immune system and in maintaining a relatively constant body tem -
Platelets
Platelets are tiny blood cells that help the body form clots to stop bleeding. If one of the blood
vessels gets damaged, it sends out signals that are picked up by platelets. The platelets then
rush to the site of damage and form a plug, or clot, to repair the damage.
The process of spreading across the surface of a damaged blood vessel to stop bleeding is
called adhesion—when platelets get to the site of the injury, they grow sticky tentacles that
help them adhere. They also send out chemical signals to attract more platelets to pile onto the
clot in a process called aggregation.
Facts about platelets
Platelets are made in the bone marrow along with the white and red blood cells. Your bone mar-
row is the spongy center inside the bones. Another name for platelets is thrombocytes, and a
clot is called a thrombus. Once platelets are made and circulated into the bloodstream, they live
for 8 to 10 days.
Under a microscope, a platelet looks like a tiny plate. A blood test called a complete blood count
is done to find out if bone marrow is making the right number of platelets:
 A normal platelet count is 150,000 to 450,000 platelets per microliter of blood.
 Risk for bleeding develops if a platelet count falls below 10,000 to 20,000.
 Some people make too many platelets and can have platelet counts from 500,000 to more
than 1 million.
What happens if your platelet count is high or low?

Three medical conditions occur with abnormal platelet counts:
 Thrombocytopenia. In this condition, bone marrow makes too few
platelets, or the platelets are destroyed. If platelet count gets too
low, bleeding can occur under the skin as bruising, inside the body as internal bleeding, or
outside the body through a cut that won't stop bleeding or from a nosebleed. Thrombocy-
topenia can be caused by many conditions, including several medications, cancer, kidney
disease, infections, and an abnormal immune system.
 Thrombocythemia. In this condition, bone marrow makes too many platelets. People with
thrombocythemia may have platelet counts that exceed 1 million. Symptoms can include
blood clots that form and block blood supply to the brain or the heart. The cause of
thrombocythemia is unknown.
 Thrombocytosis. This is another condition caused by too many platelets, but platelet
counts do not get as high as in thrombocythemia. Thrombocytosis is more common and is
not caused by abnormal bone marrow. Rather, the cause is another disease or condition in
the body that stimulates the bone marrow to make more platelets. About a third of peo-
ple with thrombocytosis have cancer; other causes include infection, inflammation, and
reactions to medications. Symptoms are usually not serious, and the platelet count goes
back to normal when the underlying condition gets better.
Platelets are tiny but important cells in blood that help the body control bleeding. If someone
has symptoms such as easy bruising, a cut that keeps bleeding, or frequent nosebleeds, he
should let the doctor know about it.
Term: 1stDay5 Week: 2 Lesson # 3&4
Lesson Notes
Besides circulating blood, the blood vessels provide two important means of measuring
vital health statistics: pulse and blood pressure. We measure heart rate, or pulse, by
touching an artery. The rhythmic contraction of the artery keeps pace with the beat of
the heart. Since an artery is near the surface of the skin, while the heart is deeply
protected, we can easily touch the artery and get an accurate measure of the heart's
pulse.
 What is heart made up of?

 What is the function of heart?
 How many times does heart beat in one minute?
 What are the names of the blood vessels associated with the heart?
Add more questions if you want!
Day6 Week: 2 Lesson # 5
Task Sheet
 Click or Copy paste the following URL and label the diagram of the Heart in pairs. Drag
and drop each Label to the Question mark.
https://scratch.mit.edu/projects/1850296/
 Click following URL and have quiz in pairs. Click and hold on the answer space to see
the possible answers. Then select the correct answer and release. Answer all questions
and then hit the "Finish" button at the bottom.
 http://www.klbict.co.uk/interactive/science/heart.htm
Extension Work:
 Click following URL and have quiz in pairs. Choose the answer and then click best one.
http://www.free-anatomy-quiz.com/heartQs1.html
Lesson Notes
Group work details

There are information sheets for 11 diseases; therefore if there are 25 students in a class we can make 8 pairs and
3 groups of threes. The roles will be allocated by the teacher after identifying the best person for that role.
 One of the members will read the text and rest (one or two) will listen. A good reader should be chosen
for this role.
 If it’s a pair then they will answer the questions together and if they are in groups of threes then they can
divide the questions i.e., two questions each.
 Everyone’s answer will be discussed in whole group and the final decided answer will be written on the flip
chart by the student with good handwriting with a marker.
Questions for flip chart
The questions are same for every disease just change the name of the disease.
a. What is asthma?
b. What are its symptoms?
c. What are its causes?
d. How could it be treated?
e. How could it be prevented?
f. Is it a contagious or a non-contagious disease?
Contagious and Non-Contagious Diseases

A contagious disease is one that is caused by an organism and that can be transferred from one person to an-
other. The transfer may be direct, where the disease-causing organisms, such as viruses or bacteria, pass directly
from person to person, or it may be carried out by an intermediary (called a vector), such as a blood-sucking in-
sect. Examples of contagious diseases are colds, influenza, chicken pox, herpes and measles. Contagious diseases
can be spread by body contact, blood, insets, or parasites.
Some diseases are caused by genetic disorders or poor nutrition and are not contagious. Non-contagious dis-
eases are diseases that are not due to disease-causing organisms. They include genetic diseases, such as Down
syndrome, hemophilia, and those that are related to lifestyle or environment, such as cardiovascular disease and
skin cancer.
Asthma
Asthma (az-ma) is a chronic (long-term) lung disease that inflames and narrows the airways. It
is one of the most common long-term diseases of children, but adults can have asthma, too. It
causes repeated episodes of wheezing, breathlessness, chest tightness, and nighttime or early
morning coughing. Asthma can be controlled by taking medicine and avoiding the triggers that
can cause an attack. If we have asthma, we have it all the time, but we will have asthma attacks
only when something bothers our lungs. We must therefore, also remove the triggers in our en-
vironment that can make asthma worse.
How Can You Tell if You Have Asthma?

It can be hard to tell if someone has asthma, especially in children under age 5. Having a doctor
check how well our lungs work and check for allergies can help us find out if we have asthma. If
someone in our family has asthma we are more likely to have it.
What is an Asthma or Asthma Attack?

To understand asthma, it helps to know how the airways work. The airways are tubes that carry
air into and out of our lungs. People who have asthma have inflamed airways. This makes them
swollen and very sensitive.
Figure A in this diagram

shows the location of the
lungs and airways in the
body. Figure B shows a
cross-section of a normal
airway. Figure C shows
a cross-section of an airway
during asthma symptoms.
When the airways are
sensitive, the muscles
around them tighten. This
narrows the airways, causing less air to flow into the lungs. The swelling can worsen, making the
airways even narrower.
Cells in the airways might make more mucus than usual. Mucus is a sticky, thick liquid that can
further narrow the airways. This chain reaction can result in asthma symptoms. Symptoms can
happen each time the airways are inflamed. An asthma attack may include coughing, chest tight-
ness, wheezing, and trouble breathing.
Sometimes asthma symptoms are mild and go away on their own or after minimal treatment with
asthma medicine. Other times, symptoms continue to get worse. When symptoms get more in-
tense and/or more symptoms occur, we are having an asthma attack.
What Causes an Asthma Attack?

An asthma attack can happen when we are exposed to “asthma triggers.” Our triggers can be
very different from those of someone else with asthma. We should know our triggers and learn
how to avoid them. Some of the most common triggers are:
Tobacco Smoke: Tobacco smoke is unhealthy for everyone, especially people with asthma. “Sec-
ondhand smoke” is smoke created by a smoker and breathed in by a second person. If you have
asthma, people should never smoke near you, in your home, in your car, or wherever you may
spend a lot of time.
Dust Mites: Dust mites are tiny bugs that are in almost every home.
Outdoor Air Pollution: This pollution can come from factories, automobiles, and other sources.
Cockroach Allergen: Cockroaches and their droppings can also trigger an asthma attack. Get
rid of cockroaches in your home.
Pets: Furry pets can trigger an asthma attack.
Mold: Breathing in mold can trigger an asthma attack. Humidity, the amount of moisture in the
air, can make mold grow.
Smoke from Burning Wood or Grass
Smoke from burning wood or other plants is made up of a mix of harmful gases and small parti-
cles. Breathing in too much of this smoke can cause an asthma attack.
Other Triggers
 Infections linked to influenza (flu), colds, and respiratory virus, sinus infections, allergies,
breathing in some chemicals,
 Physical exercise; some medicines; bad weather, such as thunderstorms or high humidity;
breathing in cold, dry air; and some foods, food additives, and fragrances can also trigger an
asthma attack.
 Strong emotions can lead to very fast breathing, called hyperventilation that can also cause
an asthma attack.
How is Asthma Treated?

We can control asthma and avoid an attack by taking medicine exactly as the doctor tells and by
staying away from things that can trigger an attack.
Everyone with asthma does not take the same medicine. Some medicines can be breathed in and
some can be taken as a pill. Asthma medicines come in two types—quick-relief and long-term
control. Quick-relief medicines control the symptoms of an asthma attack.
Asthma has no cure. Even when we feel fine, we still have the disease and it can flare up at any
time. Treating symptoms when we first notice them is important. This will help prevent the
symptoms from worsening and causing a severe asthma attack. Severe asthma attacks may re-
quire emergency care, and they can be fatal.
However, with today's knowledge and treatments, most people who have asthma are able to
manage the disease. They can live normal, active lives and sleep through the night without inter-
ruption from asthma.
Chickenpox
Chickenpox is a very contagious disease caused by the varicella-zoster virus (VZV). It causes a
blister-like rash, itching, tiredness, and fever. The rash appears first on the trunk and face and
can spread over the entire body causing between 250 and 500 itchy blisters…
Chickenpox can be serious, especially in babies, adults, and people with weakened immune sys-
tems.
Preferred Victims
Chickenpox focuses on kids, attacking mostly those younger than 15. Adults who do get in-
fected, though, are more likely than kids to have serious complications. Anyone who hasn’t had
chickenpox or received the chickenpox vaccine can get the disease. Chickenpox most commonly
causes an illness that lasts about 5-10 days.
Signs & Symptoms
Varicella-zoster is the virus that causes chickenpox. It usually attacks just once in a lifetime
and most often sets its sights on kids. The virus is best known for making its victims itch like
crazy from the rash of blisters that it causes. Once it gets going, chickenpox is very contagious
and can catch up with anyone in its path who’s not received chickenpox vaccine.
Sinister Tricks:
 Chickenpox can sneak in without any symptoms. You may be contagious even before you
know you have chickenpox. But, the time you are most contagious is probably the first
few days after the "pox" appear.
 People help chickenpox do its dirty work by scratching their itchy blisters, sneezing, or
coughing, which spreads infected fluid to others.
At first, chickenpox sneaks in, disguised as a cold. But soon it stamps its personal trademark on
its targets—a red, itchy, fluid-filled blisters that eventually turn into scabs. The rash may first
show up on the face, chest, and back then spread to the rest of the body, including inside the
mouth, eyelids, or genital area. It usually takes about one week for all the blisters to become
scabs.
Other typical symptoms that may begin to appear 1-2 days before rash include:
 high fever
 tiredness
 loss of appetite
 headache
Children usually miss 5 to 6 days of school due to their chickenpox.
Preferred Method of Attack

Chickenpox is a very contagious disease; it is an "air and surface" attacker. The cough or sneeze
of an infected person sends droplets into the air and onto surfaces. Others then take in the
virus through their mouth or nose—either from droplets in the air or when they touch a surface
that has droplets on it and then later touch their mouth or nose. Scratching the itchy lesions
may also send virus into the air and infect unsuspecting people.
Chickenpox virus is nearly powerless to penetrate the defenses of the vaccine

 Most vaccinated people (around 80 percent) will be completely protected.
 A small number (15 to 20 percent) of vaccinated people may still get chickenpox but will
have a milder case and a faster recovery.
Complications
Complications from chickenpox can occur, but they are not as common in otherwise healthy peo-
ple who get the disease.
Serious complications from chickenpox include:
 dehydration
 pneumonia
 bleeding problems
 infection or inflammation of the brain
 bacterial infections of the skin and soft tissues in children
 blood stream infections
 bone infections
 joint infections
Some people with serious complications from chickenpox can become so sick that they need to
be hospitalized. Chickenpox can also cause death. Some deaths from chickenpox continue to oc-
cur in healthy, unvaccinated children and adults.
When is a Person Contagious?

A person with chickenpox can spread the disease from 1 to 2 days before they get the rash un-
til all their chickenpox blisters have formed scabs. It takes from 10 to 21 days after exposure
to a person with chickenpox for someone to develop chickenpox.
If a person vaccinated for chickenpox gets the disease, they can still spread it to others.
For most people, getting chickenpox once provides immunity for life. However, for a few people,
they can get chickenpox more than once, although this is not common.
Prevention
The best way to prevent chickenpox is to get the chickenpox vaccine. Children, adolescents, and
adults should have two doses of chickenpox vaccine.
Chickenpox vaccine is very safe and effective at preventing the disease. Most people who get
the vaccine will not get chickenpox. If a vaccinated person does get chickenpox, it is usually
mild—with fewer blisters and mild or no fever. The chickenpox vaccine prevents almost all cases
of severe disease.
Treatments at Home for People with Chickenpox
Once someone is infected, chickenpox cannot be stopped, but its symptoms can be treated.
There are several things that can be done at home to help relieve the symptoms and prevent
skin infections. Calamine lotion (which has special mineral oils that treat rashes, bumps, and
bruises) and colloidal oatmeal baths or cool baths may help relieve some of the itching. Keeping
fingernails trimmed short may help prevent skin infections caused by scratching blisters.
Common Cold
Over view of Common Cold

A cold usually includes a runny nose, sore throat, sneezing, and coughing. These symptoms can
last for up to two weeks.
Causes
 Over 200 viruses can cause the common cold
 The rhinovirus is the most common type of virus that causes colds
Runny Nose during a Cold

When germs that cause colds first infect the nose and sinuses, the nose makes clear mucus.
This helps wash the germs from the nose and sinuses. After two or three days, the body's im-
mune cells fight back, changing the mucus to a white or yellow color. As the bacteria that live in
the nose grow back, they may also be found in the mucus, which changes the mucus to a greenish
color. This is normal and does not mean you or your child needs antibiotics.
Signs and Symptoms of the Common Cold

 sneezing
 stuffy or runny nose
 sore throat
 coughing
 watery eyes
 mild headache
 mild body aches
See a doctor if the:

 temperature is higher than 100.4° F
 symptoms last for more than 10 days
 symptoms that are not relieved by over-the-counter medicines
The doctor can determine if a person has a cold and can recommend symptomatic therapy. If a
child is younger than three months of age and has a fever, it’s important to always call the doc-
tor right away.
When are Antibiotics needed?

Antibiotics are needed only if the doctor tells you that we have a bacterial infection. He may
prescribe other medicine or give tips to help with a cold's symptoms, but antibiotics are not
needed to treat a cold or runny nose.
Why antibiotics will not help?

Colds, flu, most sore throats, and bronchitis are caused by viruses. Antibiotics do not help fight
viruses. It's true. Plus, taking antibiotics when you have a virus may do more harm than good.
Since the common cold is caused by a virus, antibiotics will not help it get better. A runny nose
or cold almost always gets better on its own, so it is better to wait and take antibiotics only
when they are needed. Taking antibiotics when they are not needed can be harmful, and may
lead to unwanted side effects like diarrhea, rashes, nausea, stomach pain and increases the risk
of getting an infection later that resists antibiotic treatment. More severe side effects may
rarely occur, including life-threatening allergic reactions, kidney toxicity, and severe skin reac-
tions.
Each time we take an antibiotic, the bacteria that normally live in your body (on the skin, in the
intestine, in the mouth and nose, etc.) are more likely to become resistant to antibiotics. Com-
mon antibiotics cannot kill infections caused by these resistant germs.
How to Feel Better

Rest, over-the-counter medicines and other self-care methods may help us feel better. Remem-
ber, always use over-the-counter medicines as directed, as many over-the-counter products are
not recommended for children younger than certain ages.
Preventing the Common Cold

 Practice good hand hygiene
 Avoid close contact with people who have colds or other upper respiratory infections
Contagious Diseases
Infectious diseases are caused by microscopic germs (such as bacteria or viruses) that get into
the body and cause problems. Some — but not all — infectious diseases spread directly from
one person to another. Infectious diseases that spread from person to person are said to be
contagious.
Some infections spread to people from an animal or insect and are not contagious from another
human. Malaria disease is an example: We can't catch it from someone we are hanging out with
or pass in the street. It comes from the bite of an infected mosquito.
Contagious diseases (such as the flu, colds, or strep throat) spread from person to person in
several ways. One way is through direct physical contact, like touching a person who has the in-
fection. Another way is when an infectious microbe travels through the air after someone
nearby sneezes or coughs.
Sometimes people get contagious diseases by touching or using something an infected person
has touched or used — like sharing a straw with someone or stepping into the shower after
someone who has athlete's foot.
Examples of contagious diseases are colds, influenza, chicken pox, herpes and measles.
We can help protect ourself against contagious diseases by washing your hands well and often,
staying away from those who are sick, making sure we are up to date on all vaccinations.
Non-Contagious Diseases
These are the diseases that are not able to be spread from person to person. Genetic diseases,
cancers, mental disorders, autoimmune diseases and heart disease are some of the many
diseases that aren't contagious.
Non-contagious diseases are diseases that are not due to disease-causing organisms. They
include genetic diseases, such as Down syndrome, hemophilia, and those that are related to
lifestyle or environment, such as cardiovascular disease and skin cancer.
Non-contagious diseases are caused by genetic disorders or poor nutrition and are not
contagious. Even poisonous plants and sick animals can be harmful to humans. Practicing proper
selection of animals, good nutrition, and following good health measures can greatly reduce the
risk of such diseases.
Diabetes
What is diabetes?
Diabetes is a disease in which blood glucose levels are above normal. Most of the food we eat is
turned into glucose, or sugar, for our bodies to use for energy. The pancreas, an organ that lies
near the stomach, makes a hormone called insulin to help glucose get into the cells of our bod-
ies. When we have diabetes, our body either doesn't make enough insulin or can't use its own in-
sulin as well as it should. This causes sugar to build up in our blood. Diabetes can cause serious
health complications including heart disease, blindness, kidney failure, and lower-extremity am-
putations.
Symptoms of diabetes
People who think they might have diabetes must visit a physician for diagnosis. They might have
SOME or NONE of the following symptoms:
 frequent urination
 excessive thirst
 unexplained weight loss
 extreme hunger
 sudden vision changes
 tingling or numbness in hands or feet
 feeling very tired much of the time
 very dry skin
 sores that are slow to heal
 more infections than usual.
Nausea, vomiting, or stomach pains may accompany some of these symptoms in the abrupt onset
of insulin-dependent diabetes, now called type-1 diabetes.
Types of diabetes
There are two basic types: Type-1 and Type-2 diabetes. Other specific types of diabetes
may result from specific genetic syndromes, surgery, drugs, malnutrition, infections, and other
illnesses.
Risk Factors and Causes of diabetes

Risk factors are less well defined for type-1 diabetes than for type-2 diabetes. Autoimmune,
genetic, and environmental factors are involved in developing type-1 diabetes.
Risk factors for type-2 diabetes include older age, obesity, family history of diabetes, impaired
glucose tolerance and physical inactivity.
Treatment for diabetes

Healthy eating, physical activity, and insulin injections are the basic therapies for type-1 dia-
betes. The amount of insulin taken must be balanced with food intake and daily activities. Blood
glucose levels must be closely monitored through frequent blood glucose testing.
Healthy eating, physical activity, and blood glucose testing are also the basic therapies for
type-2 diabetes. In addition, many people with type-2 diabetes require oral medication, insulin,
or both to control their blood glucose levels.
People with diabetes must take responsibility for their day-to-day care, and keep blood glucose
levels from going too low or too high.
People with diabetes should see endocrinologists, who may specialize in diabetes care; ophthal-
mologists for eye examinations; podiatrists for routine foot care; and dietitians and diabetes
educators who teach the skills needed for daily diabetes management.
Can diabetes be prevented?

Research studies have found that moderate weight loss and exercise can prevent or delay type-
2 diabetes among adults at high-risk of diabetes.
Researchers are making progress in identifying the exact genetics and "triggers" that predis-
pose some individuals to develop type-1 diabetes.
A number of studies have shown that regular physical activity can significantly reduce the risk
of developing type-2 diabetes. This type of diabetes is associated with obesity.
Is there a cure for diabetes?

The people at a higher risk for diabetes have three choices: prevent diabetes; cure diabetes;
and improve the quality of care of people with diabetes to prevent devastating complications.
The following several approaches to "cure" diabetes are currently under investigation:
 pancreas transplantation
 islet cell transplantation (islet cells produce insulin in pancreas)
 artificial pancreas development
 genetic manipulation
Each of these approaches still has a lot of challenges.

Flu (Seasonal Influenza)
What is influenza (also called flu)?

The flu is a contagious respiratory illness caused by influenza viruses that infect the nose,
throat, and lungs. It can cause mild to severe illness, and at times can lead to death. The best
way to prevent the flu is by getting a flu vaccine each year. Though flu activity is low in most
parts of the world, but influenza viruses are still causing illness. Therefore health departments
continue to recommend vaccination as long as flu viruses are still circulating. Flu antiviral drugs
are a second line of defense to treat flu illness.
Signs and symptoms of flu

People who have the flu often feel some or all of these signs and symptoms:
 fever or feeling feverish/chills
 cough
 sore throat
 runny or stuffy nose
 muscle or body aches
 headaches
 fatigue (very tired)
 some people may have vomiting and diarrhea, though this is more common in children than
adults.
*It’s important to note that not everyone with flu will have a fever.
How flu spreads

Most experts believe that flu viruses spread mainly by droplets made when people with flu
cough, sneeze or talk. These droplets can land in the mouths or noses of people who are nearby.
Less often, a person might also get flu by touching a surface or object that has flu virus on it
and then touching their own mouth, eyes or possibly their nose.
Period of contagiousness
We may be able to pass on the flu to someone else before we know we are sick, as well as while
we are sick. Most healthy adults may be able to infect others beginning 1 day before symptoms
develop and up to 5 to 7 days after becoming sick. Some people, especially young children and
people with weakened immune systems, might be able to infect others for an even longer time.
How serious is the flu?

Flu is unpredictable and how severe it is can vary widely from one season to the next. Certain
people are at greater risk for serious complications if they get the flu. This includes older peo-
ple, young children, pregnant women and people with certain health conditions such as asthma,
diabetes, or heart disease.
Complications of flu
Most people who get influenza will recover in a few days to less than two weeks, but some peo-
ple may develop complications such as pneumonia as a result of the flu, some of which can be
life-threatening and result in death.
Pneumonia, bronchitis, sinus and ear infections are examples of complications from flu. The flu
can make chronic health problems worse. For example, people with asthma may experience
asthma attacks while they have the flu, and people with chronic congestive heart failure may
experience worsening of this condition that is triggered by the flu. More complications of flu
can include sinus infections and dehydration.
Can the flu be treated?

Yes. There are prescription medications called “antiviral drugs” that can be used to treat in-
fluenza illness though, they are the second line of defense to treat flu. A flu vaccine is still the
first and best way to prevent influenza.
What are antiviral drugs?

Antiviral drugs are prescription medicines (pills, liquid or an inhaled powder) that fight against
the flu in our body. Antiviral drugs are different from antibiotics, which fight against bacterial
infections.
What are the benefits of antiviral drugs?

When used for treatment, antiviral drugs can lessen symptoms and shorten the time we are sick
by 1 or 2 days. They also can prevent serious flu complications, like pneumonia that may result in
very serious illness that could result in a hospital stay.
When should antiviral drugs be taken for treatment?

Studies show that flu antiviral drugs work best for treatment when they are started within 2
days of getting sick. However, starting them later can still be helpful, especially if the sick per-
son has a high risk health condition or is very sick from the flu.
How long antiviral drugs should be taken?

To treat the flu, antiviral drugs are usually prescribed for 5 days, although people hospitalized
with the flu may need the medicine for longer than 5 days.
Hypertension (High Blood Pressure)
High blood pressure or hypertension is a common and dangerous condition. Blood pressure is the
force of blood against our blood vessel walls as it circulates through our body. Blood pressure
normally rises and falls throughout the day, but it can cause health problems if it stays high for
a long time.
About High Blood Pressure

Having high blood pressure means the pressure of the blood in our arteries is higher than it
should be. About 1 in 3 adults have high blood pressure and only about half (47%) of people
with high blood pressure have their conditions under control. This common condition increases
the risk for heart diseases and stroke, two leading causes of death.
High blood pressure is called the “silent killer” because it often has no warning signs or symp-
toms and many people don’t know they have it. That’s why it’s important to check our blood pres-
sure regularly.
The good news is that we can take steps to prevent high blood pressure or to control it if our
blood pressure is already high.
The only way to detect whether or

not we have high blood pressure is
to have our blood pressure measured
by a doctor or health professional—
it is quick and painless.
Diastolic and Systolic

Blood pressure is measured using two numbers.
The first (systolic) number represents the pressure
in our blood vessels (arteries) when our heart beats.
The second (diastolic) number represents the pressure
in our vessels (veins) when our heart rests between beats.
If the measurement reads 120 systolic and 80 diastolic,
it is said "120 over 80" or write "120/80 mmHg."
Effects of High Blood Pressure

High blood pressure can damage our health in many ways. For instance, it can harden the arter-
ies, decreasing the flow of blood and oxygen to the heart. This reduced flow can cause—
 Chest pain, also called angina.
 Heart failure, which occurs when the heart can't pump enough blood and oxygen to other
organs.
 Heart attack, which occurs when the blood supply to the heart is blocked and heart mus-
cle cells die from a lack of oxygen. The longer the blood flow is blocked, the greater is
the damage to the heart.
 High blood pressure can burst or block arteries that supply blood and oxygen to the
brain, causing a stroke.
How to Prevent High Blood Pressure

Risk Factors
Some health conditions, as well as lifestyle and genetic factors, can put people at a higher risk
for developing high blood pressure. However, everyone can take steps to lower their blood pres-
sure.
Lifestyle
 Eat a healthy diet. Eating healthfully can help keep blood pressure down. Eat lots of
fresh fruits and vegetables, which provide nutrients such as potassium and fiber. Also,
eat foods that are low in saturated fat and cholesterol.
Avoid sodium by limiting the amount of salt added to food. Be aware that many pro-
cessed foods and restaurant meals are high in sodium.
 Maintain a healthy weight. Being overweight can raise your blood pressure. Losing
weight can help you lower your blood pressure.
 Be physically active. Physical activity can help lower blood pressure. Doctors recommend
adults engage in moderate-intensity exercise for 2 hours and 30 minutes every week.
Malnutrition
Malnutrition is caused by a lack of nutrients in our diet. It is a broad term which refers to
both under-nutrition (sub-nutrition) and over-nutrition.
Malnutrition means lack of proper nutrition, caused by not having enough to eat, not eating
enough of the right things, or being unable to use the food that one does eat.
According to the World Health Organization (WHO), malnutrition is the gravest single threat
to global public health: "over 40,000 children die every day from malnutrition and disease".
Individuals are malnourished, or suffer from under-nutrition if their diet does not provide them
with adequate calories and protein for maintenance and growth, or they cannot fully utilize the
food they eat due to illness.
People are also malnourished, or suffer from over-nutrition if they consume too many calories
Malnutrition can also be defined as the insufficient, excessive or imbalanced consumption of
nutrients.
Several different nutrition disorders may develop, depending on which nutrients are lacking or
consumed in excess.
Overview of malnutrition
Sub-nutrition occurs when an individual does not consume enough food. It may exist if the
person has a poor diet that gives them the wrong balance of basic food groups.
Obese people, who consume more calories than they need, may suffer from the sub-nutrition
aspect of malnutrition if their diet lacks the nutrients their body needs for good health.
Medical conditions
Medical conditions that can contribute to malnutrition include:
 a condition that causes a lack of appetite, such as cancer, liver disease, persistent pain or
nausea.
 a mental health condition, such as depression or schizophrenia, which may affect our abil-
ity to look after ourselves
 a health condition that requires frequent hospital admissions
 a health condition that disrupts body’s ability to digest food or absorb nutrients
 Dementia - people with dementia may be unable to communicate their needs when it
comes to eating
 a health condition that makes swallowing painful or difficult
 persistent diarrhoea
 persistent vomiting
 an eating disorder
Physical factors
Physical factors can contribute to malnutrition. For example:
 If teeth are in a poor condition, or if dentures don't fit properly, eating can be difficult
or painful.
 Appetite as is lost as a result of losing sense of smell and taste.
Social factors
Social factors that can contribute to malnutrition include:
 living alone and being socially isolated
 limited knowledge about nutrition or cooking
 reduced mobility
 alcohol or drug dependency
 low income or poverty
Children
The most common causes of malnutrition in children are long-term health conditions that either:
 cause lack of appetite
 disrupt the normal process of digestion
 cause the body to have an increased demand for energy
 some children become malnourished because they avoid eating due to issues with their
body image
Measles
Measles is a highly contagious respiratory disease caused by a virus. It is a childhood infection,

once quite common; measles can now almost always be prevented with a vaccine.
Overview of Measles Disease

Cause
Measles is a respiratory disease caused by a virus. The disease of measles and the virus that
causes it share the same name i.e., rubeola. The disease is also called rubeola. Measles virus nor-
mally grows in the cells that line the back of the throat and lungs. The cause of measles is a
virus that replicates in the nose, back of the throat of an infected child or adult.
When someone with measles coughs, sneezes or talks, infected droplets spray into the air,
where other people can inhale them. The infected droplets may also land on a surface, where
they remain active and contagious for several hours. We can contract the virus by putting fin-
gers in mouth or nose or rubbing eyes after touching the infected surface.
Symptoms
Measles signs and symptoms appear 10 to 14 days after exposure to the virus. Signs and
symptoms of measles typically include:
 fever
 dry cough
 runny nose
 sore throat
 inflamed eyes (conjunctivitis)
 tiny white spots with bluish-white centers on a red background found inside the mouth on
the inner lining of the cheek — also called koplik's spots
 a skin rash made up of large, flat blotches that often flow into one another
Mode of Action
The infection occurs in sequential stages over a period of two to three weeks.
 Infection and incubation. For the first 10 to 14 days after a child is infected, the
measles virus incubates. The child has no signs or symptoms of measles during this time.
 Nonspecific signs and symptoms. Measles typically begins with a mild to moderate fever,
often accompanied by a persistent cough, runny nose, inflamed eyes (conjunctivitis) and
sore throat. This relatively mild illness may last two or three days.
 Acute illness and rash. The rash consists of small red spots, some of which are slightly
raised. Spots and bumps in tight clusters give the skin a splotchy red appearance. The
face breaks out first, particularly behind the ears and along the hairline.
Over the next few days, the rash spreads down the arms and trunk, then over the thighs,
lower legs and feet. At the same time, fever rises sharply, often as high as 104 o to 105.8o
F (40o to 41o C). The measles rash gradually recedes, fading first from the face and last
from the thighs and feet.
 Communicable period. A person with measles can spread the virus to others for about
eight days, starting four days before the rash appears and ending when the rash has
been present for four days.
When to see a doctor

Call the doctor if a child may have been exposed to measles or if the child has a rash resembling
measles. Review family's immunization records with the doctor.
Complications
About one out of 10 children with measles also gets an ear infection, and up to one out of 20
gets pneumonia. About one out of 1,000 gets encephalitis, and one or two out of 1,000 die.
Other rash-causing diseases often confused with measles include roseola (roseola infantum) and
rubella (German measles).
Measles History
One of the earliest written descriptions of measles as a disease was provided by an Arab physi-
cian in the 9th century who described differences between measles and smallpox in his medical
notes.
Treatments and drugs
No treatment can get rid of an established measles infection. However, some measures can be
taken to protect vulnerable individuals who have been exposed to the virus.
 Post-exposure vaccination. Nonimmunized people, including infants, may be given the
measles vaccination within 72 hours of exposure to the measles virus to provide protec-
tion against the disease. If measles still develops, the illness usually has milder symptoms
and lasts for a shorter time.
 Immune serum globulin. Infants and people with weakened immune systems who are ex-
posed to the virus may receive an injection of proteins (antibodies) called immune serum
globulin. When given within six days of exposure to the virus, these antibodies can pre-
vent measles or make symptoms less severe.
Medications
 Fever reducers
Some anti-pyretic can be taken to help relieve the fever that accompanies measles.
 Antibiotics
If a bacterial infection, such as pneumonia or an ear infection, develops while having
measles, the doctor may prescribe an antibiotic.
 Vitamin A
People with low levels of vitamin A are more likely to have a more severe case of measles.
Giving vitamin A may lessen the severity of the measles.
Lifestyle and home remedies

If a child has measles, keep in touch with the doctor as the disease progresses and
complications occur. Also try these comfort measures:
 Take it easy: Get rest and avoid busy activities.
 Sip something: Drink plenty of water, fruit juice and herbal tea to replace fluids lost by
fever and sweating.
 Seek respiratory relief: Use a humidifier to relieve cough and sore throat.
 Rest your eyes: If the patient finds bright light bothersome, as do many people with
measles, keep the lights low or wear sunglasses. Also avoid reading or watching television
if light from a reading lamp or from the television is bothersome.
Prevention
If someone at home has measles, take these precautions to protect vulnerable family and
friends:
 Isolation
Because measles is highly contagious from about four days before to four days after the
rash breaks out, people with measles shouldn't return to activities in which they interact
with other people during this period.
It may also be necessary to keep non-immunized people — siblings, for example — away
from the infected person.
 Vaccinate
Be sure that anyone who's at risk of getting the measles and hasn't been fully vaccinated
receives the measles vaccine as soon as possible.
Preventing new infections

If you've already had measles, your body has built up its immune system to fight the infection,
and you can't get measles again.
Mental Disorder
Mental illness refers to a wide range of mental health conditions — disorders that affect our
mood, thinking and behavior. Examples of mental illness include depression, anxiety disorders,
schizophrenia, eating disorders and addictive behaviors.
Many people have mental health concerns from time to time. But a mental health concern
becomes a mental illness when ongoing signs and symptoms cause frequent stress and affect our
ability to function.
A mental illness can make us miserable and can cause problems in our daily life, such as at work
or in relationships. In most cases, symptoms can be managed with a combination of medications
and counseling (psychotherapy).
Symptoms
Signs and symptoms of mental illness can vary, depending on the particular disorder, circum-
stances and other factors. Mental illness symptoms can affect emotions, thoughts and behav-
iors.
Examples of signs and symptoms include:
 feeling sad or down
 confused thinking or reduced ability to concentrate
 excessive fears or worries or extreme feelings of guilt
 extreme mood changes of highs and lows
 withdrawal from friends and activities
 significant tiredness, low energy or problem with sleeping
 detachment from reality (delusions), paranoia or hallucinations
 inability to cope with daily problems or stress
 trouble understanding and relating to situations and to people
 major changes in eating habits
 excessive anger, hostility or violence
 suicidal thinking
Sometimes symptoms of a mental health disorder appear as physical problems, such as stomach
pain, back pain, headache, or other unexplained aches and pains.
Causes and Risk Factors

Mental illnesses, in general, are thought to be caused by a variety of genetic and environmental
factors. Certain factors may increase the risk of developing mental health problems, including:
 inherited traits: having a biological (blood) relative, such as a parent or sibling, with a
mental illness
 brain chemistry
 stressful life situations, such as financial problems, a loved one's death or a divorce
 a chronic medical condition, such as cancer
 brain damage as a result of a serious injury
 being abused or neglected as a child
 having few friends or few healthy relationships
 previous mental illness
Mental illness is common. Mental illness can begin at any age, from childhood through later adult
years.
Complications
Mental illness is a leading cause of disability. Untreated mental illness can cause severe emo-
tional, behavioral and physical health problems. Mental illness can also cause legal and financial
problems. Complications sometimes linked to mental illness include:
 weakened immune system, so our body has a hard time resisting infections
 family conflicts
 social isolation
 problems with tobacco, alcohol and other drugs
 poverty and homelessness
 self-harm and harm to others, including suicide or homicide
 increased risk of motor vehicle accidents
 heart disease and other medical conditions
Tests and diagnosis

Sometimes it's difficult to find out which mental illness may be causing the symptoms. But tak-
ing the time and effort to get an accurate diagnosis will help determine the appropriate treat-
ment. To determine a diagnosis and check for any related complications, we may have:
 A physical exam
 Lab tests
 A psychological evaluation
Treatments and drugs

The treatment depends on the type of mental illness we have, its severity and what works best
for us. In many cases, a combination of treatments works best.
Medications
Although psychiatric medications don't cure mental illness, they can often significantly improve
symptoms. Psychiatric medications can also help make other treatments, such as psychotherapy,
more effective.
Psychotherapy
Psychotherapy, also called talk therapy, involves talking about our condition and related issues
with a mental health provider. During psychotherapy, we learn about our condition and our
moods, feelings, thoughts and behavior. With the insights and knowledge we gain, we can learn
coping and stress management skills.
Lifestyle and home remedies

In most cases, a mental illness won't get better if we try to treat it on our own without profes-
sional care. But we can do some things for ourselves that will build on our treatment plan:
 Learn about mental illness
 Stick to the treatment plan
 Stay active
Exercise can help manage symptoms such as depression, stress and anxiety. Physical
activity can also counteract the effects of some psychiatric medications that may cause
weight gain. Consider walking, swimming, gardening or any form of physical activity that
we enjoy. Even light physical activity can make a difference.
 Don't make important decisions when the symptoms are severe
 Determine priorities
We can reduce the impact of our mental illness by managing our time and energy.
 Learn to adopt a positive attitude
 Join a support group
Connecting with others facing similar challenges may help us cope better.
 Stay connected with friends and family
Obesity
Defining Overweight and Obesity

Overweight and obesity both point to the ranges of weight that are greater than what is gener-
ally considered healthy for a given height. The terms also identify ranges of weight that have
been shown to increase the likelihood of certain diseases and other health problems in a person.
How to measure obesity

For adults and children, overweight and obesity ranges are determined by using weight and
height to calculate a number called the "body mass index" (BMI). BMI is used because it corre-
lates with the amount of body fat.
A person who has a BMI between 25 and 29.9 is considered overweight. A person who has a BMI
of 30 or higher is considered obese.
See the following table for an example.
Height Weight Range BMI Considered

124 lbs or less Below 18.5 Underweight
125 lbs to 168 lbs 18.5 to 24.9 Healthy weight
5' 9"
169 lbs to 202 lbs 25.0 to 29.9 Overweight
203 lbs or more 30 or higher Obese
It is important to remember that although BMI correlates with the amount of body fat, BMI
does not directly measure body fat. As a result, some people, such as athletes, may have a BMI
that identifies them as overweight even though they do not have excess body fat.
What causes overweight and obesity?

There are a variety of factors that play a role in obesity. This makes it a complex health issue
to address. Behavior, environment, and genetic factors may have an effect in causing people to
be overweight and obese. It may result from an energy imbalance as well. This involves eating
too many calories and not getting enough physical activity.
Environment
People may make decisions based on their environment or community. For example, a person may
choose not to walk to the store or to work because of a lack of sidewalks. Community, home,
child care, school, health care, and workplace settings can all influence people's health deci-
sions. Therefore, it is important to create environments in these locations that make it easier
to engage in physical activity and eat a healthy diet.
Genetics
Science shows that genetics plays a role in obesity. Genes and behavior both play a role for a
person to be overweight.
Other Factors
Diseases and Drugs
Some illnesses may lead to obesity or weight gain. Drugs such as steroids and some antidepres-
sants may also cause weight gain.
A doctor is the best source to tell you whether illnesses, medications, or psychological factors
are contributing to weight gain or making weight loss hard.
Health Consequences of overweight and obesity

Research has shown that as weight increases to reach the levels referred to as "overweight"
and "obesity," the risks for the following conditions also increases:
 coronary heart disease
 type 2 diabetes
 cancers
 hypertension (high blood pressure)
 stroke
 liver and gallbladder disease
 sleep apnea and respiratory problems
 osteoarthritis (a degeneration of cartilage and its underlying bone within a joint)
What are the consequences of childhood obesity?

Health risks now
Childhood obesity is the result of eating too many calories and not getting enough physical ac-
tivity. It can have harmful effect on the body in a variety of ways. Obese children are more
likely to have–
 high blood pressure and high cholesterol, which are risk factors for cardiovascular dis-
ease (cvd)
 increased risk of impaired glucose tolerance, insulin resistance and type 2 diabetes
 breathing problems, such as sleep apnea, and asthma
 joint problems and musculoskeletal discomfort
 fatty liver disease, gallstones, and gastro-esophageal reflux (i.e., heartburn)
Health risks later

 Obese children are more likely to become obese adults. Adult obesity is associated with a
number of serious health conditions including heart disease, diabetes, and some cancers.
 If children are overweight, obesity in adulthood is likely to be more severe.
Strategies and Solutions

There is no single or simple solution to the childhood obesity epidemic, but it is the responsibil-
ity of every one of us i.e., the state, community and parents to make the children aware of the
importance of being physically fit. We should provide them the opportunities to play outside
games and sit less in front of television and computers. The parents especially should know
about the healthy food for their children and encourage them to eat homemade food most of
the times which includes fruits, vegetables and healthy fats.
Tuberculosis (TB)
Tuberculosis (TB)
TB is a disease caused by a bacterium called Mycobacterium tuberculosis. The bacteria usually
attack the lungs, but TB bacteria can attack any part of the body such as the kidney, spine, and
brain. If not treated properly, TB disease can be fatal. TB disease was once the leading cause
of death in the world.
How TB Spreads
TB is spread through the air from one person to another. The TB bacteria are put into the air
when a person with TB disease of the lungs or throat coughs, sneezes, speaks, or sings. People
nearby may breathe in these bacteria and become infected.
TB is NOT spread by
 shaking someone’s hand
 sharing food or drink
 touching bed linens or toilet seats
 sharing toothbrushes
Latent TB Infection and TB Disease

Not everyone infected with TB bacteria becomes sick. As a result, two TB-related conditions
exist: latent TB infection and TB disease.
Latent TB Infection
TB bacteria can live in the body without making us sick. This is called latent TB infection. In
most people who breathe in TB bacteria and become infected, the body is able to fight the bac-
teria to stop them from growing. People with latent TB infection do not feel sick and do not
have any symptoms. These people are not infectious and cannot spread TB bacteria to others.
However, if TB bacteria become active in the body and multiply, the person will go from having
latent TB infection to being sick with TB disease.
TB Disease
TB bacteria become active if the immune system can't stop them from growing. When TB bac-
teria are active (multiplying in the body), this is called TB disease. People with TB disease are
sick. They may also be able to spread the bacteria to people they spend time with.
Many people who have latent TB infection never develop TB disease.Some people develop TB dis-
ease soon after becoming infected (within weeks) before their immune system can fight the TB
bacteria. Other people may get sick years later when their immune system becomes weak for
another reason.
Signs and Symptoms of TB Disease

Symptoms of TB disease depend on where in the body the TB bacteria are growing. TB bacteria
usually grow in the lungs (pulmonary TB). TB disease in the lungs may cause symptoms such as
 a bad cough that lasts 3 weeks or longer
 pain in the chest
 coughing up blood or sputum (phlegm from deep inside the lungs)
Other symptoms of TB disease are

 weakness or fatigue
 weight loss
 no appetite
 chills
 fever
 sweating at night
Risk Factors
Generally, persons at high risk for developing TB disease fall into two categories:
 Persons who have been recently infected with TB bacteria
 Persons with medical conditions that weaken the immune system
Persons who have been Recently Infected with TB Bacteria

This includes:
 Close contacts of a person with infectious TB disease. Persons who work or reside with
such people in facilities or institutions such as hospitals, homeless shelters, correctional
facilities, nursing homes, and residential homes for those with HIV
 Persons who have immigrated from areas of the world with high rates of TB
 Children less than 5 years of age who have a positive TB test
 Groups with high rates of TB transmission, such as injection drug users
Persons with Medical Conditions that Weaken the Immune System

Babies and young children often have weak immune systems. Other people can have weak immune
systems, too, especially people with any of these conditions:
 HIV infection (the virus that causes aids)

 diabetes mellitus
 severe kidney disease
 low body weight
 head and neck cancer
 medical treatments such as corticosteroids or organ transplant
 specialized treatment for rheumatoid arthritis

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Beaconhouse School System

Science Curriculum Weekly Planning Sheet

Days Objectives Main Activity Homework Resources

HM: _____________ Coordinator: _______________ Teachers: Saima Usman

 label heart and Main Lesson:

Evaluation of Students’ Learning: Evaluation of Teacher’s Teaching:

Days Objectives Main Activity Homework Resources

HM: _____________ Coordinator: _______________ Teachers: Saima Usman

Term: 1stDay5 Week: 2 Lesson # 3&4

Vena cava Pulmonary vein

Right atrium Left atrium

Right ventricle Left ventricle

Aorta Pulmonary artery

Science Curriculum Weekly Planning Sheet

Days Objectives Main Activity Homework Resources

HM: _____________ Coordinator: _______________ Teachers: Saima Usman

Evaluation of Students’ Learning: Evaluation of Teacher’s Teaching:

Day 3 Week: 1 Lesson # 4&5

Questions after reading:

What the heart does

What a heart looks like

What is heart disease?

Vascular System and Blood Vessels

Types of Blood Vessels

 Systemic arteries: They deliver blood to the rest of the body.

Vascular System and Blood Vessels

Types of Blood Vessels

The Main Blood veins

 Superior Vena Cava.

Vascular System and Blood Vessels

Types of Blood Vessels

Facts about plasma

Plasma's importance to your health

White Blood Cells

Types of white blood cells

Problems affecting white blood cells

 Weakened immune system. This is often caused by illnesses such as HIV/AIDS or by

Red Blood Cells

Red blood cells at work

Nutrition and red blood cells

Illnesses of the red blood cells

Facts about platelets

What happens if your platelet count is high or low?

Term: 1stDay5 Week: 2 Lesson # 3&4

 What is heart made up of?

Add more questions if you want!

Day6 Week: 2 Lesson # 5

Group work details

Questions for flip chart

Contagious and Non-Contagious Diseases

How Can You Tell if You Have Asthma?

What is an Asthma or Asthma Attack?

Figure A in this diagram

What Causes an Asthma Attack?

How is Asthma Treated?

Preferred Method of Attack

Chickenpox virus is nearly powerless to penetrate the defenses of the vaccine

When is a Person Contagious?

HM: _ Coordinator: ___ Teachers: Saima Usman

HM: _ Coordinator: ___ Teachers: Saima Usman

HM: _ Coordinator: ___ Teachers: Saima Usman