Objectives
:
- Know which serious diseases have been eradicated and which have not yet disappeared.
Compare the situation in developed and developing countries.
- Review the main modern killer diseases.
Material : Pupil's sheet no. 1 and 2.
Time : 45 minutes
Method :
- Get the class to talk about and define the word "plague".
- Question the pupils about which grave illnesses of the past they know.
- Explain the impact of infectious diseases on the population's health, such
as:
- Draw a parallel between
old diseases and pathological cycles.
- All together, note that the old infectious diseases, mostly eradicated from
developed countries, are still present in poorer countries where modern hygiene
is not always applied (lack of hygiene and absence of systematic vaccination).
- Underline that Aids is a worldwide disease (unlike diseases which affect some
countries more than others).
- Point out that tuberculosis has not disappeared and is still the most deadly
of the infectious diseases. Today it is responsible for 3 million deaths each
year; 30 million people have the disease, and 8 million new cases are reported
each year.
- Conclude by emphasizing:
Correction :
|
Old
diseases
|
New
diseases, or those more common today
|
|
Tetanus |
Aids Cancer* |
* NB: Cancer is not an infectious disease, and therefore not in the same category.
- In red: Cancer / Aids
/ Viral hepatitis
- In blue: Malaria / Leprosy / Aids / Trachoma / Dengue fever
1) L. Pasteur: rabies
2) G. Ramon: diphtheria
3) A. Calmette: tuberculosis
4) Girard & Robic: plague
5) R. Koch: cholera
6) Salk, Lépine & Sabin: poliomyelitis
Objective :
- See how modern technology is working to help hygiene.
Material : Pupil's sheet no. 3.
Time : 45 minutes
Method :
- Hand out the sheet and do the exercise.
- Point out that methods used in research today are ever more precise and effective.
Use the example of the electron microscope, with which viruses can be observed.
Since their size is in the order of 1 millimicron (one millionth of a millimetre),
they are too small to be observed with an ordinary microscope.
- Highlight the fact that a particular aspect of the work of research organizations
(such as the Institut Pasteur) is to study infectious diseases.
- Explain in a way the class can understand how vital modern microbiology is
for public health, i.e. identifying carriers of infection in order to understand
better the diseases they cause and find suitable cures. Discuss:
- All together identify the main branches of modern research (e.g. microbiology / immunology / molecular biology).
Correction :
- The difference between a standard and an electron microscope is power. In
an electron microscope, the light beam of a standard microscope is replaced
by a stream of electrons, achieving magnification of around x100,000. Unlike
ordinary microscopes, electron microscopes can be used to observe viruses.
- 1 - c / 2 - e / 3 - a / 4 - d / 5 - b.
- Words to be correctly placed in text: institutes - data - cures - discoveries
- diseases.
- Great scientific research institutes: Institut Pasteur, NIH (National Institutes
of Health), NCBI (National Center for Biotechnology Information, IOM (Institute
of Medicine).
- Great discoveries made by Louis Pasteur:
Objectives :
- Understand why we have health records, and how they work.
- Learn about immunology.
Material :
- Pupil's sheet no. 4.
- Science exercise book.
Time : 1 hour.
Method :
- Beforehand, ask the children to bring their health records.
- On the day, go through the records all together. Ask:
- Make sure the children
understand that this is a valuable record of their health history.
- Spend time on the pages recording vaccinations. Establish with the class:
- Write the answers on the
board or in the exercise books.
- Emphasise the principle of vaccination:
- Expand the concept of immunology:
- Lymph glands, the spleen,
bone marrow
- Words on the flags, in order of appearance in the text: vaccinates / small
/ antigens / antibodies / immune / recognizes.
Correction :
- Ganglions, rate, moelle osseuse !
- Mots des drapeaux dans l'ordre d'apparition du texte : vaccine / petite /
antigènes / anticorps / immunitaires / reconnaître.
Objectives :
- Discuss some great discoveries in science and hygiene, as well as people behind
scientific progress.
- Realize what bactericides are for.
Material : Pupil's sheet no. 5.
Time : 30 minutes
Method :
The exercises can be done individually or collectively.
- Hand out the sheet and do the exercises.
- Acknowledge the importance of these discoveries in progressing science and
hygiene.
- For each discovery, the teacher can extend the exercise by asking the pupils,
in small groups or individually, to find out more details of how the discovery
was made / by whom / his lifestyle, etc.
- Help the pupils make a short presentation on which discovery, in their view,
was the most important for hygiene (can be done in groups).
- Conclude collectively on discussing the different types of bactericides and
their effectiveness.
- Point out:
Correction :
- 1 - c / 2 - e / 3 - d / 4 - a / 5 - b.
- Bactericide: a chemical or natural substance which kills bacteria, e.g. antibiotics
like penicillin or streptomycin.
- Disinfectant / alcohol / penicillin / lemon juice.
Objective :
- Know how hygiene has evolved through the ages.
Material :
- Chequered game board made in advance by the teacher from children's drawings
(10 x 10 cm).
- 33 question cards.
- Dice.
- 1 counter for each team, maximum 6.
- Dictionaries, encyclopedias, literature on hygiene.
Preparation time :
Variable
Game time : 30 minutes
Method :
- A few days beforehand, give each child the task of drawing one of the objects
/ people / scenes for the game (see below).
- Remember to write the square number on each drawing, and its title.
- As the game has 40 squares, there could be more than one drawing from each
child, depending on the size of the class.
- Make up the board from the pupils' drawings.
- Start playing!
Description :
The game has 40 squares:
- 33 are objects or scenes from hygiene history, with corresponding question
cards.
- 6 are Buurkis (3) and Netoons (3).
- 1 is cholera.
Rules :
- The teacher starts the game. It is played in teams of around 4 children, if
possible in the library to allow access to reference material for the answers.
- Each team in turn throws the dice, taking turns within teams.
- The counters are moved forward the same number of squares as the number thrown
on the dice.
- Then the players go to an adjoining table where the questions are kept, and
look up the answers in the reference material / dictionaries provided.
- To continue playing at the next turn, the answer to the question corresponding
to the square number must be found.
- The counter is not permitted to land on a Netoon or Buurki:
- If the counter lands on
square 16 - cholera - it is put in quarantine and cannot leave until the other
teams have had 3 turns, or another counter lands on square 16 and replaces it
in quarantine.
- The team to reach square 40 first, wins.
Subjects and questions
for the 40 squares :
1. Shower. Where were the first showers used?
Modern showers evolved from those used, medicinally or as a disciplinary measure,
in hospitals and asylums in the middle of the 19th century.
2. Bidet. What did nobility in France in the 18th century call it?
"Thigh wash".
3. Rabies. When did Louis Pasteur test the first rabies vaccine on a man?
1885 (6 July) on a young boy, Joseph Meister, bitten by a rabid dog.
4. Toothbrush. When did the first toothbrush appear?
At the beginning of the 19th century.
5. Netoon.
6. Mosquito. What tropical disease comes from a mosquito bite?
Malaria.
7. Microscope. What is the difference between an electron microscope and an
ordinary microscope?
Power. Magnification of an electron microscope is in the order of x100,000.
Unlike standard microscopes, electron microscopes can be used to see viruses.
8. Comb. Give 8 materials from which combs have been made.
Thorns, wood, horn, reed, tortoiseshell, jade, ivory, bronze, silver, gold.
9. Chamber pot. What other name does a chamber pot have?
"Po", "jerry".
10. Buurki.
11. Antibiotic. Who discovered the power of penicillin in 1928?
Alexander Fleming.
12. Toilet. In which country were toilets invented?
Britain. (WC = Water Closet.)
13. Washing powder. What did housewives and laundries use to wash dirty clothes
before modern washing powders?
Ash - sometimes with the addition of, for example, soapwort root - wrapped in
coarse cloth covering the dirty linen in a boiler.
14. Roman baths. Could men and women bath together in Roman times?
No. Women could use the baths between the 6th and 9th hour (11 am to 3 pm) and
men from the 9th hour until closing time.
15. Vaccine. Who discovered the principle of vaccination?
The English doctor Edward Jenner in 1796, whose observations laid the foundations
for Louis Pasteur's work later.
16. Cholera.
17. Influenza. Which micro-organism causes 'flu: bacteria, virus, parasite or
mold?
Virus.
18. Flea. Which serious disease can be transmitted by fleas?
Bubonic plague.
19. Handkerchief. What was the original purpose of a handkerchief?
Its original purpose was to whisk away flies. Its use for blowing the nose,
in Italy in the middle of the 16th century, took a while to catch on.
20. Buurki.
21. Fungi. What do we call the science which studies fungi in the interests
of medicine?
Mycology.
22. Koch bacillus. What infectious disease is caused by the bacillus discovered
by Koch?
Tuberculosis.
23. Water heater. When did the first gas bath heaters appear?
In 1875 in well-to-do homes.
24. Bath. What were the first baths made of (more than 2000 BC) in Mesopotamia?
Pottery.
25. Netoon.
26. Dry washing. Why, during the Renaissance, did people not use water for washing?
In the 16th and 17th centuries, people thought that water could transmit disease.
So they just rubbed their skin with perfumed cloth and powders.
27. Main drains. When were the first main drainage systems built?
Around 1810.
28. Pair of glasses. Who made the first corrective lenses in 1600?
Galileo.
29. Sceptic tank. Who invented the sceptic tank in 1882?
A French abbot called Moignon.
30. Louis Pasteur. In 1864, Louis Pasteur disproved a theory which had been
argued since antiquity. Which theory was it?
The theory of spontaneous generation, which stated that living organisms could
be born without parents.
31. Buurki.
32. Toilet paper. Toilet paper was invented in 1857. In which country?
America. Viewed in Europe as a luxury, it took a while to replace newspaper,
commonly used.
33. Vaccine. Is vaccine a medicine?
It is not a medicine. It contains a very weak dose of the disease against which
we want protection. By making a defence against the vaccine, the body learns
to protect itself against a serious attack of the disease.
34. Microbe. Where does the word "microbe" come from?
Two Greek words meaning "small" and "life".
35. Shampoo. Where does the word "shampoo" come from?
From India.
36. Netoon.
37. WHO. What does WHO stand for?
World Health Organization.
38. Medieval baths. Were these public baths?
Yes. In 1292 in France, there were 26 bath houses in Paris. People went there
to meet friends, chat, relax, have a massage or a shave.
39. Institut Pasteur. Since when has the Institut Pasteur been in existence?
1888.
40.Plague. 250 years ago, there was a terrible plague epidemic in France, in
Marseilles. How many people died in just a few weeks?
50,000 people.
Objective :
- Consolidate knowledge of hygiene history.
- Make other pupils and parents aware of the importance of hygiene.
Material :
- Poster paper in different colours, large sheets of drawing paper.
- Felt tips, paint.
- Magazines to cut out.
Time : Variable
Method :
- Suggest that the children put on an exhibition about hygiene objects.
- List the various exhibits (posters, captions, drawings, photos, etc.).
- From the information they have gathered, each child should make a drawing,
collage or montage of an everyday / scientific / medical / public health item
of hygiene which they particularly like or consider important.
- Then the children should write a short history of their object (date of appearance,
features, etc.).
- Put up the drawings and texts in the school, so other pupils and parents are
made aware that hygiene is important for health.
- The exhibition should demonstrate the need for good hygiene, both in and outside
the home.
Objectif :
- Promote awareness of hygiene history.
Material : Pupil's sheet no. 6.
Time : 15 minutes
Method : The exercise can be done individually or collectively.
Correction :
1.True. Many civilizations in Ancient times were aware of hygiene. It was part
of their religious purification rites. The word "hygiene" is derived
from Hygeia, the ancient Greek goddess of health.
2. True. Such establishments were also called bath houses.
3. False. They thought that water penetrated the body through the pores on the
skin and carried severe diseases. Water was reputed to impair sexual performance.
It was thought that a layer of dirt protected against disease.
4. True. During the Renaissance, people cleaned themselves without water. Powder
and perfume became obligatory in high society to mask body odours. Any covered
part of the body was never washed or perfumed!
5. False. It was not until 1852.
6. True.
7. True.
8. False. It was the French physiologist Claude Bernard. Edward Jenner had already
discovered the principle of vaccination in 1796.
9. False. A flannel is not very hygienic, because it usually remains damp for
long periods.
10. True. They simply put an apron over their smart clothes and did not bother
if their hands, operating theatre or instruments were clean. During the Crimean
war, more men died from the side-effects of surgical operations (around 50,000)
than on the battlefield (10,240).
Objective :
- General knowledge of important bodies in the world of hygiene today.
Time : Variable
Method :
- Divide the class into small research groups.
- Each group choose a research or health organization to investigate. e.g. WHO,
Institut Pasteur, NIH, NCBI, IOM
- On completion, each group tells the rest of the class about their findings.
9 - WHAT WILL HYGIENE BE LIKE TOMORROW?
Objective :
- Imagine how everyday hygiene might evolve.
Material :
- Excise book or sheet of paper.
Time : 30 minutes
Method :
- Suggest a topic such as:
"Netoon returns from time travel to 2384.
- Scientists ask him about the secrets of good hygiene.
And Netoon describes how people in the future keep themselves clean."
- The teacher can extend the exercise by asking the children to illustrate their
story.