Course Outline for Health, Hygiene, and Sanitation with Scope & Sequence

Transcription

1 Course Outline for Health, Hygiene, and Sanitation with Scope & Sequence I. Introduction to Health, Hygiene, and Sanitation (2 hour) A. Socialization Activity 1. Self Introductions 2. Community Stories B. Water Missions International 1. What is Water Missions - Kenya and What Do They Do? 2. The Need for Health, Hygiene, and Sanitation Education in Water Missions International projects? 3. The Living Water Message to the Community C. Overview of the Health, Hygiene, and Sanitation Program 1. Identification of Subsequent Health Problems within the Community (see II, III, IV, V, etc.) 2. As a Team, Draw a Bird s Eye View (a map) of Your Community II. Qualities of Healthy Living (3 hours) A. Health (1 hour) 1. Individual member s Understanding of Health: 2. Desired Definition of Health: ( The physical state of the body. ) 3. The broad definition of health as it pertains to an individual: ( The state of one s own body, its appearance, and general state of cleanliness including the skin and internal organs. General health can be affected by one s posture while sitting and walking. ) 4. The Health Risks, especially to Water Borne Diseases, of the different categories of family members (small children, larger children, parents, and older or extended family members). 5. Communal activities that directly affect the health of individuals and groups. a. Farming i. Soil Erosion ii. Fertilizers iii. Herbicides iv. Insecticides b. Waste Disposal i. Human Waste ii. Animal Waste iii. Household Waste iv. Commercial and Industrial Waste (1)

2 (page 2: Course Outline for Health, Hygiene, and Sanitation) B. Hygiene (1 hour) 1. Individual Participant s Understanding of Hygiene: 2. Desired Definition of Hygiene. (Hygiene refers to practices conducive to maintaining health and preventing diseases, especially through cleanliness.) 3. The broad definition of hygiene as it applies to an individual. (Hygiene is the sum total of all the actions or inactions that effect the health of an individual.) 4. The Hygiene Practices of the different categories of family members (small children, larger children, parents, and older or extended family members) that negatively affects individual health. C. Sanitation (1 hour) 1. Individual participant understands of sanitation: 2. Desired Definition of Sanitation: (Sanitation is the set of plans and strategies designed to protect and promote health, especially as it relates to the disposal of household and human waste.) 3. The Importance of Proper Sanitation Practices III. Water (3 hours) A. Water Sources 1. Rain Water 2. Surface Water 3. Ground Water B. The Water Cycle C. Uses of Water D. Water Storage Methods E. Water Contamination (with Water Contamination Routes exercise) F. Prevention of Water Contamination (Blocking the Routes of Water Contamination exercise) G. Purification of Water. H. The Importance of Safe Water Usage (2)

3 (page 3: Course Outline for Health, Hygiene, and Sanitation) IV. Waterborne Diseases: Causes, Transmission, Symptoms, Treatment & Prevention: (2 hours) A. Diseases Caused by Contaminated Water: 1. Typhoid 2. Polio 3. Diarrhea 4. Dysentery 5. Cholera 6. Guinea Worm Disease B. Diseases Contracted by Parasites in Water: 1. Malaria 2. Bilharzias / Schistosomiasis 3. Skin and Eye Infection 4. River Blindness 5. Intestinal Worms V. Sanitation/Hygiene Behaviors that Affect Your Daily Life (4 hours) A. Translating Awareness and Knowledge into Behaviors (1 hour) 1. A Story With A Gap (Tell a story that relates to the student s daily practices, but which omits an important step that they should know.) 2. Discuss the story with a gap. (For the lesson plan and how knowing something does not always result in exercising appropriate behaviors.) B. Appropriate and Inappropriate Sanitation & Hygiene Behaviors (3 hour) 1. Personal Hygiene a. Hand Washing b. Bathing c. Washing (tooth brushing to) 2. Disposal of Waste a. Disposal of Human Feces b. Disposal and Appropriate Uses of Animal Feces c. Disposal of Household Trash and Garbage 3. Water and Food Handling (The Good, The Bad, and The Ugly) a. Water Sources and Protection of water sources b. Water Collecting and food handling (Lesson Plan.The teacher will ask the students to explain how they selected and how they maintain the containers they currently use to collect drinking water for their families... The teacher will say that one should select an appropriate container which can be closed and sealed tight. The container must be easily cleanable. One should be wary of containers that at one time held harmful chemicals) (3)

4 (page 4: Course Outline for Health, Hygiene, and Sanitation) c Water and food Storage (Lesson Plan The teacher will say that upon returning home with your water you should never open it and leave it open to possible contaminants. The teacher will say that larger storage containers within the home should be thoroughly cleaned and sanitized. VI. Action Plans for Healthy Living (see page 5 below) (4)

5 (page 5: Course Outline for Health, Hygiene, and Sanitation) Action Plan Questionnaire Direction: Please read each of the following questions and respond by placing a X for the appropriate response as it applies to you. Please be as accurate as possible when you select you response. No names will be placed on this form so no one will know who completed this questionnaire. This questionnaire will be administered four times over the next twelve months. The purpose of administering this questionnaire is to measure change in community behaviors relative to health, hygiene, and sanitation practices. Thank you for agreeing to participate in this exercise. Beverlyn Water Missions-International Kitale, Kenya Hand Washing 1. Do you wash your hands prior to eating? 2. Do you wash your hands after using the restroom? 3. Do you use soap and water when you wash your hands? 4. Do you use ash or other natural materials when you wash your hands? 5. Do you wash your hands for at least one minute (60 seconds)? 6. Do you wash your hand after cleaning your child s feces? 7. Do you wash your hands before feeding your children? (5)

6 (page 6: Course Outline for Health, Hygiene, and Sanitation) Action Plan: Drinking Water: 1. Do you always drink clean water? 2. Do you use clean containers to store your water at home? 3. Do you use clean cups out of which to drink clean water? 4. Do you always cover your clean water containers to prevent secondary water contamination? 5. Do you wash and clean your water storage containers? 6. Do you boil or purify your drinking water? 7. Do you cover your food during and after cooking it? (6)

7 (page 7: Course Outline for Health, Hygiene, and Sanitation) Action Plan: Sanitation: 1. Do you have access to a toilet? If your answer to question number 1. (above) was Yes X, please respond to the following questions: Yes No 2. Does that toilet have a hand washing facility? 3. Is that toilet and its surroundings clean? 4. Do you dispose your household wastes and animal waste to a compost pit. 5. Do you always use a toilet when one is available? 6. If you find it necessary to have a bowel movement in the open, do you always do so down slope and at least 33 meters from a water source? 7. If you find it necessary to have a bowel movement in the open, do you always excavate a hole and cover your deposit when completed? (7)

8 (page 8: page 1 of the blank health, hygiene, and sanitation lesson plan format) Water Missions-International Lesson Plan for Health, Hygiene, & Sanitation TEACHER: WATER MISSIONS OFFICE: LESSON NAME: STUDENT COMPETENCY: WHAT WILL THE STUDENT BE ABLE TO DO BECAUSE HE OR SHE HAS MASTERED THE STUDENT COMPETENCY LISTED ABOVE? EVALUATION (HOW CAN THE ACHIEVEMENT OF THIS COMPETENCY BE MEASURED? Instructional Equipment, Supplies, and Materials Required to teach this lesson: (8)

9 (page 9: page 2 of the bland health, hygiene, and sanitation format): Lesson Name: Student Competency: Instructional / Learning Activities: 1. (9)