Malaria Curriculum Guide - Soa and the Moka

Educator’s GuideElementary School

Prevention, Recognition & Testing for Malaria

National Malaria Control Programme

Support Materials: Soa and the Moka

United States Peace Corps Madagascar

Educator’s GuideElementary School

Raegan Alright Spencer, M.S.Patrick T. Spencer

Table of Contents

soa and the moka malaria curriculum guide

Welcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Overview: Using this Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Unit 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Unit 1: Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Handout 1: Facts about Malaria - Part 1 . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . 9 Unit 1: Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Handout 2: Vocabulary Builder - Word Find . . . . . . . . . . . . .. . . . . . . . . . . . . . . 16Unit 2: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Unit 2: Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Handout 3: Causes of Malaria. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . 22 Unit 2: Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Handout 4: Vocabulary Building - Word Find 2. . . . . . . . . . . . . . . . . . . . 26Unit 3: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Unit 3: Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Handout 5: Franky Finds His Mosquito Net . .. . .. . . . . . . . . . . . . . . . . . 31 Unit 3: Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Handout 6: Mosquito Net Activity Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Handout 7: Facts about Malaria - Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Unit 3: Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Handout 8: Appropriate Use of a Mosquito Net . . . . . . . . . . . . . . . . . . . 40 Handout 9: Preventative Measures IRS + SP. . . . . . . . . . . . . . . . . . . 41 Unit 3: Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Handout 10: Testing, Treatment & Prevention . . . . . .. . . . . . . . . . . . . . . . . . . . . . 45 Handout 11: Preventive Measures. . . . . . . . . . . . . . . . . . . 46Unit 4: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Unit 4: Spree: Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Teacher Addendum & Answer Guides. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Welcome!

www.itsahardrain.com 2 soa and the moka malaria curriculum guide

Using This Guide


soa and the moka malaria curriculum guide www.itsahardrain.com 4

Glossary



unit 1: transmission and regonition of malaria


Unit OverviewIn this unit students will:

• Become sensitized to the potential sources of malaraia

• Discover and understand how and when they themselves, their family and friends are susceptible to malaria

• Share with each other their newly-learned knowledge about the signs and symptoms of the infectious disease.

• Begin to address measures that malarial prone populations can begin to protect themselves from the dangers of mosquitoes at nighttime.

Tip: While this unit was designed to be taught over two consecutive days, feel free to customize it to fit your specific curriculum schedule.

Lesson 1: Students will learn about the primary causal route of malaria in Sub-Saharan Africa, the female anopheles mosquito. By borrowing the character from the accompanying children’s book Soa and the Moka, students should have a familiarity with the menacing insect and some aspects of her daily life. Students have an opportunity to learn relevant vocabulary associated with the mosquito, and will come to realize that the female anopheles mosquito is indistinguishable from other types of mos-quitoes. The importance of covering wells and removing standing water to prevent mosquitoes from laying eggs is also emphasized as one of the first preventive measures that students can take.

Lesson 2: Students will come to understand the signs, symptoms and timing of malaria. Here teaching points are of primary concern, as a number of the ideas and topics may not be previously understood, or even misunderstood, by students. While working to debunk myths about malarial signs and symptoms, the information builds towards the importance for possible infected persons to receive testing at their local health center immediately.


unit 1:

Lesson 1 : A Day in the Life of MokaSuggested Class Time: 60 minutes

Objectives:• Inform students about the source of malaria

• Help student understand the transport mechanism of malaria

• Connect students with other children by having them share their interpretation of Moka through

illustrations and naming of their particular nemesis.

Session Plan:• Icebreaker: Take a Step Forward: 10 minutes

• Discuss: My Story of Moka: 15 minutes

• Teaching Point: Who is Moka? A Silent Killer : 30 minutes

• Wrapping Up: 15 minutes

Materials Needed:• Handout 1: Facts About Malaria

• Handout 2: All About Moka

• Book: Soa and the Moka

• Chalkboard

• Chalk

Background:Malaria is an infectious disease that is impossible to recognize prior to infection, thus requiring that susceptible persons instead understand the primary causal route of malaria if they are to actively engage in the most correct preventive measures.

The journey of Moka is intended to be an engaging adventure that highlights how and when persons are susceptible to the two primary vectors of Plasmodium falciparum and P. vivax species parasites, the Anopheles gambiae and A. funestus mosquitoes. By recognizing the patterns of the mosquitoes, students will make clear linkages to the testing and treatment measures coverd in Unit II and the preventive measures explored in Unit III. Recognizing the symptoms of malaria is a vital first step to ensuring fast and effective treatment is sought. Given the similarity of symptoms to the common flu, it is critically important that persons living malarial zones take the most offensive testing methods available in their particular region. This lesson demonstrates how important it is to be aware of the female anopheles mosquito and take steps to protect yourself, family and friends.


Teaching Point: Who is Moka? A Silent KillerDirections1. Review the characteristics of the female anopheles mosquito that is included in the Teacher

Addendum: All About Moka in the back of this guide.2. Discuss the daily lifecycle of the female anopheles mosquito, highlighing that she is active at night.3. Emphasize that the anopheles mosquito, like all mosquitoes, feeds on human blood. This is

referred to in subsequent lessons as a “Blood Meal”.4. Highlight the differences between the female anopheles mosquitoes and other mosquitoes found

in the Teacher Addendum. Specifically address the point that it is impossible to distintush5. Review the lifecycle of the mosquito, demonstrating that it lays its eggs in standing water like

open wells, puddles and small ponds - anywhere where there is stagnant water.

Discuss: My Story of MokaDirections1. Assess student’s awareness and knowledge about mosquitoes by asking a series of questions

aimed to direct their attention to where and when they have seen the buzzing insect.2. Inquire if any students have ever been bitten by a mosquito. Encourage respondents to elaborate

with details such as where did they get big, when were they bit, how do they know they were bit (recognized a bump), what happened after they were bit (the bite was itchy), and what hap-pened afterwards (they scratched at it).

Tip: Use the chalkboard to track the students’ answers. Work towards identifying general areas, such as “outside”, “inside”, “near open water”, etc.


Icebreaker: Take a Step ForwardDirections1. Have students lines up single-file and side-by-side facing you.2. You will read statements, and any student that hte comment applies to must take one step

forward toward the leader.3. As people step forward during statements about general knowledge, point out that most people

know something about malaria.4. Once statements become more personal students will step forward to show that they or their

family and friends have been affected directly by malaria.

Examples of Statements:

• I know what malaria is.• I know how to prevent malaria.• I have a mosquito net covering the place where I sleep.• I know someone that has suffered from malaria.• Someone in my family has suffered from malaria.• I have suffered from malaria.• I know someone who has died from malaria.• I sleep under a mosquito net every night.

Tip: You are encouraged to modify the statements to be appropriate for your students. The purpose of the exercise is to begin with general knowledge questions so that most, if not all, the students can actively participate.


Role Play: Spreading of MalariaDirections1. Select four students to act out the role play of spreading malaria. Two students will be

mosquitoes while two will be possible human receptors.2. Have the first human receptor demonstrate themselves asleep, perhaps at your desk. This

student is wearing a bright sticker with “M” largely displayed in the center. Explain to the class that this sleeping student has malaria.

3. Instruct the first “mosquito” to approach the sleeping student for a blood meal. Explain to students that the mosquito does not currently have malaria.

4. Select a student from the audience to place a sticker with “M” on the now-full mosquito. Ask students if they understand the mechanism for transmitting malaria. !blood!

5. Instruct the second mosquito to approach the second sleeping human subject and decide to eat for his own “blood meal”. NOTE: Neither the mosquito nor the second human have malaria, and neither should be wearing an “M” sticker.

6. Once the second mosquito has finished his blood meal ask the students what is the difference between the the first and second blood meals. !Not all mosquitoes are carrying malaria, and not every bit results in malaria!

7. Now have the first mosquito “land” on the second human and eat his second blood meal. 8. Once he is finished, have a student from the audience present the second human with an “M”

sticker.

Tip: If you do not have large white stickers. have the students hold a piece of paper with a large red “M” drawn in the middle.

1.

2. 3.

1.

2. 3.4. g.

5.

Examples1. This example shows the non-infected human receptor and the non-infected mosquito. NOTE:

Neither the mosquito nor the second human have malaria, and neither should be wearing an “M” sticker.


Wrapping UpDirections1. Distribute Handout I: Facts about Malaria - Part 1 to each student.2. Take turns reading aloud the first three facts, which were covered during this lesson.3. Inquire as to whether anyone disagrees with the facts, or doesn’t understand.4. Have each child date and sign that they understand the fact.5. Take the time to sign each student’s handout.

Tip: Handout I is intended to demonstrate a child’s commitment to the curriculum and will serve as evidence towards their completion certificate at the end of the course. Keep the signed handouts in a safe place.

1.

2. 3.

1.

2. 3.4. g.

5.

Examples1. This example with Franky shows the infected human receptor and the infected mosquito. NOTE:

BOTH the mosquito and the human receptor have malaria, and BOTH should be wearing “M” stickers.

2. This example with Soa shows a previously non-infected human receptor being bitten by an in-fected mosquito. NOTE: Soa should be given a sticker in this example, as now BOTH the mos-quito and the human receptor have malaria, and BOTH should be wearing “M” stickers.

Tip: If it is impossible or impractical to print enough handouts for each student, write the facts on the chalkboard and have students dedicate a page in their notebook for all of the ten facts.

handout 1: Facts About Malaria - Part 1


Fact 1:Malaria is a preventable life-threatening disease that can kill you and your dreams.

Fact 2:Malaria is transmitted only by a special kind of mosquito - called the Anopheles mosquito

Fact 3:The Anopheles mosquito is active at night, and can bite you even when you are asleep.

Fact 4:Symptoms of malaria are similar to the flu and include chills, nausea, vomiting, headahce and a fever.

Fact 5:If you or a member of your family has symptoms of malaria, take a test at the nearest health clinic immediately.

Date Studied: ___________________Student Signature: _______________Teacher Signature: _______________





Student Name: ____________________________________

unit 1:

Lesson 2 : Signs and Symptoms of MalariaSuggested Class Time: 70 minutes

Objectives:• Educate children to the difference between signs and symptoms of malaria.

• Demonstrate that the signs and symptoms do not presuppose contraction of malaria.

• Understand the cycle of malaria signs.

• Encourage the realization of the importance of testing for malaria.

Session Plan:• Vocabular Builder : Word Find: 15 minutes

• Role play: Signs and Symptoms of Malaria: 20 minutes

• Teaching Point: The Cycle of Malaria Symptoms: 20 minutes


Materials Needed:• Handout 1: Facts About Malaria

• Handout 2: Vocabulary Builder - Word Find

• Chalkboard

• Chalk

Vocabulary:malaria, mosquito, bite, sick, chills, sweating, fatigue, vomiting, dizzy, diarrhea

Vocabulary Builder: Find the WordsDirections:

1. Distribute Handout 2: Vocabulary Builder - Word Find to each student.

2. Review the directions on the top of handout and instruct the children to find the words in the word maze.

3. After fifteen minutes, ask students who have finished to assist the other students in finding the remainder of the words., encouraging the former to coach the latter to the relative position in the the grid, rather than pointing to the word precisely.



Role Play: Signs and Symptoms of MalariaDirections:1. Write “Sign” and “Symptom” on the board and ask the students if they understand the

difference.! A sign is something a doctor, nurse community health worker can measure - like your temperature. A symptom is how you feel when you are sick!

2. Ask students to volunteer to demonstrate each of the symptoms to the rest of the class. Use the list included in the vocabulary for this lesson. Have the student stand in front of the class and act out the symptom.

3. Have the student sit down. Explain to the student: and the class “A doctor will be able to see the sweating and shaking and diagnose that you have a high temperature above 33 Celsius. They could also see dark urine, jaundice, or even a coma. When you have malaria the symptoms come in cycles. This means that you can feel sick at night and okay the next morning. Even if you are feeling okay you could have malaria.”

4. Review and reinforce the symptoms of malaria. Emphasize the difference between a sign and a symptom and highlight that both come in cycles.

Teaching Point: The Cycle of Malaria SymptomsDirections:1. Draw all the symptoms identified during the last activity on the board. An example is listed

below.2. Ask students what day of the week it is. Ask them what day of the week it will be in two days.

Make a heading for each day for a week.3. Tell students that malaria comes in a cycle. Explain that a cycle is something that repeats.4. Give examples of cycles, such as ocean waves, the sunrise or sunset, rainy seasons, etc.5. Demonstrate that a person exhibiting the signs of malaria also exhibit a cycle.

Tip: Make sure that students are noting each of the signs and symptoms. If time permits, have children illustrate each of the symptoms and signs in their notebooks.

Tip: Alternatively, you could draw the word scramble on either the board or on flipchart paper prior to class and make this a group activity. Just be sure to cover the scramble beforehand!

Wrapping UpDirections1. Redistribute Handout I: Facts about Malaria - Part 1 to each student.2. Select one student to read aloud the fourth fact that was covered during this lesson while you

write the message on the board.3. Inquire as to whether anyone disagrees with the facts, or doesn’t understand the fact.4. Have each child date and sign that they understand the fact.5. Take the time to recollect and sign each student’s handout.


Tip: If you have elected to have students copy the facts into their notebook, still do take the time to collect and sign the facts, thereby demonstrating the importance of the take-home message.

handout 2: Vocabulary Builder - Word Find


Directions: Look at the list of words below to familiarize yourself with them. Then try to find them in the word scramble.

t a z o m o k a m o k a k a i k i t r am a r a r y m a n g o v i t r a t s e m b o k ar e r a k a m a n d o a f a n i n a M i v a l a n a

FTTI

MAMA

IZNR

F0FK

RMIT

OOIE

FKFV

DAKF

FAKA

AVRN

LFEI

SFRN

NFAA

ALIM

LDJ

NGO

YFF

MIA

ALI

SIF

YVK

AFA

BLE

YMA

MIS

OAF

KRE

ECO

NAT

VIT

IFS

NOI

AVM

AFB

GFO

IVK

STR

RAR

NLN

NA0

RAK

FAN

ALOL

RAKA

MAFY

FLRM

MAZO

ORAM

KFFA

AALN

LNOD

YAFO

AEYA

FOFR

AANO

AYFM

unit 2: testing and Treatment of malaria



• Inform students about the value of their community health centers and community health workers.

• Connect the testing of malaria with other medical testing that students may be famliar

• Connect students with other children by having them share their interpretation of Moka through illustrations and naming of their particular nemesis.

Tip: While this unit was designed to be taught over two consecutive days, feel free to customize it to fit your specific curriculum schedule.

Lesson 1: Students connect with the lessons from Unit 1 and make the connection to the importance of testing for malaria at their local health center. Students become aware of the rapid diagnostic test (RDT) and why it is important for the test to be completed by a trained health professional.

Lesson 2: Students realize that there is sound treatment available to any person who tests positively for malaria and that the treatment is suitable for everyone, child and adult alike. Students make the connection again to the importance of their local health center in distributing the medicine. Further activities demonstrate the need to take the medicine in its entirety, rather than stopping treatment at the immediate relief of the malarial symptoms.

unit 2:

Lesson 1 : Testing for MalariaSuggested Class Time: 70 minutes

Session Plan:• Reinforcement: What Causes Malaria? 10 minutes

• Teaching Point: Community Health Center : 15 minutes

• Interactive: Treaure Hunt: 20 minutes

• Teaching Point: Testing for Malaria: 15 minutes

• Wrapiing Up: 10 minutes


Reinforcement: What Causes Malaria?Directions1. Distribute Handout 3: Causes of Malaria to each student.2. Have one student read aloud each of the items they see atop the page.3. Instruct students to carefully read and complete the activity.4. Distribute crayons, markers or pens to have children illustrate the picture.

Materials Needed:• Handout 3: What Causes Malaria

• Sample of RDT with packaging (if available)

• Chalkboard

• Chalk

Vocabulary:community health center (C.S.B), community health worker, doctor, hospital, midwife, nurse, rapid diagnostic test

Objectives:• Familiarize students with the valuable human and testing resources available at their local

community health center.

• Connect students with the Rapid Diagnostic Test (RDT) and educate about who and when should be tested for malaria.

• Desensitize students about the common misconceptions about being tested for malaria.

Teaching Point: Introduction to Community Health

Directions1. Direct students to list some of the important or noteworthy buildings in their community, such

as the local governmental office, market, police station, etc. Have children identify what the function of each place mentioned.

2. Ask students by a show of hands who knows of their local health center. Of those students who are aware of the health center, ask which have ever visited the center.

3. Using student instructors as co-facilitators, ask students what they believe to be the function of the local health center. Write down these functions on the chalkboard.

4. If a local community health worker is present, have them verify and expand on the functions that the children have imagined. -or-

5. Teach students about the testing measures that health workers can take to diagnose signs.


Tip: If possible, invite your local community health worker, doctor or nurse to co-facilitate this activity.

Interactive: Treasure HuntGeneral Information:This interactive game is meant to inform students that they should go in search of the rapid diagnostic test, realizing at the end of the activity that it is located at their local community health center. An example of a treasure map and the clues is offered below, but use your own creativity in making your own treasure map of your classroom.

Directions1. Before class, hide a sample of the rapid diagnostic test somewhere in your classroom. Place a

napkin or box over the final hiding spot that is clearly labeled community health center. This will serve to act as your “treasure chest” which is hiding your secret treasure, the RDT.

2. Draw a map of your classroom on the board. 3. Write down a list of clues, in order, that will help students find their way from place to place

You can use words or pictures.4. At each of the spots on the map, tie a small ribbon so that students will know they’ve made it

to the correct spot. 5. Ask students where they believe the next spot is given the next clue. 6. Select one well-behaved student to investigate the location. Once selected correctly, connect

the points on the map.7. Once the students have found their way to the treasure, reveal the “hidden treasure” and

what it was wrapped in. !The CSB!

Tip: If you cannot find a sample RDT, get creative and make one yourself from a box or paper. Be sure to clearly label the package RDT.


Example: Find the Hidden Treasure


Wrapping UpDirections1. Redistribute Handout I: Facts about Malaria - Part 1 to each student.2. Take turns reading aloud the fourth fact that was covered during this lesson while you write the

message on the board.3. Inquire as to whether anyone disagrees with the facts, or doesn’t understand.4. Have each child date and sign that they understand the fact.5. Take the time to recollect and sign each student’s handout.

Teaching Point: Testing for MalariaDirections1. Review the signs of malaria from the last session. Ask students to recall the difference between a

sign and a symptom.2. Draw basic instruments used to test for sickness on the board. Examples include: thermometer,

stethoscope, tongue depressor, reflex tester. Take turns having students explain what each is used for. Example: A thermometer is used to take your temperature.

3. Recalling that the signs and symptoms of malaria can be similar, ask students how they could know whether or not they were sick with the flu or with malaria. Specifically, ask students where does malaria hide in their body? !In their blood!

4. Explain that they need to test their blood for malaria. This is why it is important to have the assistance of a community health worker so that they can test your blood and look at it very closely under a microscope.

5. Explain to the students that the test is harmless and doesn’t hurt. Counter this statement with how much it must hurt to have malaria.

handout 3: Causes of Malaria

Moka Sahona Lolo

DIRECTIONS: Which one of these can infect you with tazomoka when it bites you?


unit 2:

Lesson 2 : Treatment of MalariaSuggested Class Time: 70 minutes


Session Plan:• Reinforcement: True and False Facts on Malaria: 10 minutes

• Teaching Point: Treating Malaria: 15 minutes

• Vocabulary Builder : Word Find: 15 minutes

• Group Presentations: 30 minutes

Reinforcement: True and False Facts on MalariaDirections:1. Begin by writing MALARIA on the board in the front of the room and ask the students what

malaria is. 2. Agree on an ecompassing definition of malaria that all can agree upon. Example: Malaria is an

infectious disease carried by the female Anopheles mosquito and transmitted to the bloodstream of humans when these silent mosquitoes bite an unsuspecting human, most often during the nightime.

3. Make a chart with two columns, one labeled “True” and another labeled “False”.4. Have students give examples of both true and false facts about malaria. An example is

offered below.5. Inquire to students about what these false statements or myths are wrong. Try to determine

if the students created these myths themselves or if they have heard others speak of them.

Materials Needed:• Handout 4: Vocabulary Building - Word Find 2

• Sample of ACT with packaging (if available)

• Chalkboard

• Chalk

• Costume props. Example: paper, cardboard, markers, old spare clothes, blankets, etc.

Objectives:• Reconnect students with the importance of attending their local health clinic

• Educate students about the most important aspects of common treatements for malaria.

• Encourage students to think holistically about malaria, starting with the transmission route straight through to successfully treating the infectious disease.


Teaching Point: Treatment of MalariaGeneral Information:

In Madagascar, and throughout much of Africa, the medicine Coartem (Actipal) is used as an Artemensinin Based Combination Therapy (ACT) to treat someone who has been diagnosed with malaria. Unfortunately, Actipal is a non-resistant tolerant to the body, meaning that its absorption and effectual results diminish with regular use. Therefore, it is important to emphasize that the medicine should be prescribed and taken following a positive test for malaria, rather than self-administered every time persons recognize the initial onset of signs.

Directions:

1. Before class, place a sample of ACT in or under the box representing the C.S.B, the treasure chest from yesterday’s lesson.

2. Ask students to recall what was in the treasure chest (C.S.B) from yesterday’s lesson. !RDT!3. Show the class the treaure chest (community health center) again and this time remove the

sample of ACT.4. Pass the sample of the ACT around the class while you explain to the students that this

medicine can also be found at their local C.S.B. or hospital. 5. Write the name of the medicine on the board and explain that it is used to treat malaria.6. Explain to students that they must take all the medicine prescribed, and not simply stop

taking the medicine because they feel better. Reinforce the cycle of malaria reviewed in Unit 1, Lesson 2.


Vocabulary Builder: Find the WordsDirections:

1. Distribute Handout 4: Vocabulary Building - Word Find 2 to each student.

2. Review the directions on the top of handout and instruct the children to find the words in the word maze.

3. After fifteen minutes, ask students who have finished to assist the other students in finding the remainder of the words., encouraging the former to coach the latter to the relative position in the the grid, rather than pointing to the word precisely.

Tip: Alternatively, you could draw the word scramble on either the board or on flipchart paper prior to class and make this a group activity. Just be sure to cover the scramble beforehand!

Group PresentationsDirections:Now that students have been given the last four lessons, form groups of four or five students to each complete a presentation that is constituted of four scenes: the source and contraction of malaria, signs and symptoms, testing, and treatement. Encourage students to use creative presentation methods, including a skit or a panel discussion.

Tip: If possible, extend the preparation time so students can develop presentation formats, such as a song, a series of drawings, or a large mural.

6.a. You may be able to use the following analogy to help students understand the need to fight malaria until it is gone. Imagine there is a cow in your garden. If you accidentally leave the gate open (don’t sleep under a mosquito net) the cow can get into your garden (you can contract malaria). It’s never enough to shoo him once. You have to hit him with a stick once (take your medicine) - he moves 10 feet. Hit him with a stick again - he moves another 10 feet. Hit him a third time and get him all the way out of your garden, then close the gate (use your mosquito net). If you stop shooing him and go home before he’s all the way out of your garden , he’s just going to eat your rice.

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handout 4: Vocabulary Builder - Word Find 2



m i a r o l a y m i s y o d y m o k a A C Tl a v a d r a n o r a n o a l i n ad o k o t e r a f i t i l i a n a t a z o f a n a f o d y

FITI

MAFF

IRNR

F0FA

RFIT

OFRE

FAFD

DOKF

FKFO

AVRE

LFEY

IFRF

NFAF

ALIM

LDJ

ANA

YFF

MIA

ILI

SMF

YVR

OFA

DKN

YFO

MIS

OAF

KKA

ACO

NAT

FOD

IFF

NOL

ANA

OFV

GFA

NVD

AAR

MFA

TLN

NE0

AFR

FAN

ALOL

YFKA

FAFY

FLRM

TAZO

CRAD

CFFY

TALF

ANOM

CAFI

TEFA

FOFR

FANO

AYFM

Unit 3: prevention of malaria



• Learn how to take active steps towards preventing malaria.

• Become informed about steps their families can take to prevent malaria.

• Encouraged to share their new knowledge with their friends and families.

Tip: While this unit was designed to be taught over four consecutive days, feel free to customize it to fit your specific curriculum schedule.

Lesson 1: Students gain an awareness of the importance of insecticide-treated mosquito nets (ITNs) in preventing malarias as well as gain important hands-on skills related to its hanging and proper use.

Lesson 2: Students continue to learn about the importance of using insecticide-treated mosquito nets (ITNs) every night in their fight against malaria and gain important hands-on skills related to proper care, cleaning and repair of ITNs.

Lesson 3: Student gain the confidence to spread the message about the importance of Indoor Residual Spraying (IRS) with their family.

Lesson 4: Students gain educational awareness of the importance of medicinal measures used to prevent malaria. Emphasis is placed on the importance of Intermittent Preventive Treatement (IPTp), and SP in particular, for pregnant mothers.

Unit 3:

Lesson 1 : Insecticide Treated Nets (ITNs) - part 1Suggested Class Time: 65 minutes


Objectives:• Understand the role that insecticide-treated bed nets have in preventing malaria.

• Develop strategies for teaching the proper use of bed nets.

• Understand ways that communities make decisions about the distribution of malaria-preventing

bed nets.

Session Plan:• Reinforcement: Drawing Community Maps: 15 minutes

• Assess Knowledge: Mosquito Net Usage: 20 minutes

• Cognitive Development: Help Franky Find the Bug Net: 10 minutes

• Demonstration: Hanging a Bug Net: 20 minutes

Materials Needed:• Handout 5: Franky Finds His Mosquito Net

• Insecticide-treated bed net (ITN)

• Paper

• Pens or pencils

• Handout 6: Malaria Facts - Part 2

Vocabularycommunity partnership, insecticide-treated bed net (ITN), malaria, pajamas, prevention, repair, sew,

soap


Assess Knowledge: Mosquito Net UsageDirections:1. Begin by distributing a small piece of paper to each students and ask them to record their responses to the two following questions: • Do you have a mosquito net to sleep under?• If yes, did you sleep under a mosquito net last night?2. Collect the students’ responses, being sure to respect the privacy of each student.

Tip: Retain the responses to the questions asked in this activity. You should ask the questions to the students later and the year to the same respondents to assess the level of sustaining behavior change.

Reinforcement: Community MapDirections:Drawing from the previous lesson, this exercise reinforces the need for testing for malaria to be completed at the community health clinic (CSB).1. Draw a map (an example is shown below) from your residence to the local community health clinic. Be creative and show large landmarks such as road crossings, markets, important or noticeable buildings. 2. Distribute sheets of paper and encourage each student to draw their own map from their residence to the community health center. Again, encourage children to be creative and expressive, labeling landmarks and major roads, turns, hills, etc.



Cognitive Development: Help Franky Find the Mosquito NetDirections:1. Distribute Handout 5 to the students and read the directions. 2. Allow the students 10 minutes to complete the activity.

Net Hanging DemonstrationDirections:1. Choose two or three reliable students to assist you in hanging a bug net in your classroom.2. Following the instructions on the packaging, hang your mosquito net, ideally covering your own desk, if you have one. Otherwise, any spot in the classroom will work.


Handout 5: Franky Finds His Mosquito Net


Directions: Help Franky find his way to his mosquito net.


Unit 3:

Lesson 2 : Insecticide Treated Nets (ITNs) - part 2Suggested Class Time: 75 minutes


Objectives:• Understand the significance of using insecticide-treated bed nets every night.

• Teach proper care, cleaning and repair of an insecticide-treated bed net.

Session Plan:• Reinforcement: Connect the Dots to Soa’s Net: 10 minutes

• Demonstration: Inspecting an ITN: 10 minutes

• Demonstration: Cleaning an ITN: 20 minutes

• Demonstration: Repairing an ITN: 20 minutes


Materials Needed:• Handout VII: Connect the Dots to Soa’s Mosquito Net

• Handout 7: Facts about Malaria - Part 2

• Insecticide-treated bed nets (ITN) (used nets are fine)

• Sewing thread

• Needle

• Hand soap

• Bucket filled with clean water

• Area in the shade to hang the washed bed net

• Clothes pins and clothesline

Tip: If you feel unsafe of unsure about your students handling a needle and thread, then demonstrate the technique yourself while encouraging them to take notes on the method.

Reinforcement: Connect the Dots to Soa’s NetDirections:1. Distribute Handout 6: Connect the Dots to Soa’s Net2. Select a students to read aloud the directions.3. Have students connect the dots to illustrate Soa’s mosquito net.4. Instruct students to illustrate the handout to their liking.



Demonstration: Inspecting an ITNGeneral Information:It is better to stop malaria before it even gets to you. One way to do this is with mosquito nets. Long Lasting Insecticide Treated Nets (LLINs) are easy to use and very very effective. Remember that it is important to sleep under a net every night. A LLIN lasts up to 3 years if it is cared for correctly, this includes washing gently with non-detergent soap no more than four times a year.

Directions:1. Distribute a used mosquito net around the classroom.2. Allow the students a few minutes to inspect the net. Have them look for holes or tears. 3. Discuss with the students the proper daily care of a mosquito net.

Q: Where should a mosquito net be hung?

A: Anywhere a person sleeps, any sleeping space Inside and outside. Over a standing bed,

over a floor sleeping space, over an outside stoop/bench

Q: What should you do with the mosquito net after you get up in the morning?

A: Roll it up over itself over the bed, if the net is over a floor sleeping space, take it down for

the day and re-tie it in the evening.

Q: Who needs to sleep under a net?

A: EVERYONE!

Q: When during the year should a net be hung?

A: It should be hung year-round, due to the fact that you can get malaria at any time of year!

Q: How many students sleep under nets?

A: .....................................................................................

Demonstration: Cleaning an ITNDirections: 1. Find a location near a water source and an area with lots of shade. Clean and sweep the area

prior to the demonstration. Fill the wash basins with water and set them up in a circle near the water source. Place a bar of soap between the basins. Remember to use soap and not a

detergent such as KLIN.

2. Hang the drying lines.

3. Run the rope between branches of a tree to be used as lines for the nets to dry. Make sure you have enough lines, otherwise people resort to hanging their nets on fences and in the sun. Point out to the students that doing this can cause additional holes in their nets, so it should be avoided.

Tip: Remind students that it is NOT ok to wash a mosquito net with bleach or with detergents such as ‘KLIN.’ Also remind them that a net cannot be washed for then four times a year.


Wrapping UpDirections:1. Distribute Handout 7: Facts About Malaria - Part 22. Select students to read aloud the final two facts about malaria3. Have students date and sign that they understand and agree with the facts about malaria.4. Collect and sign the students’ handouts.


4. Demonstrate how to gently wash the net with the non-detergent soap.

5. Rinse the net with water to remove all of the suds.

6. Hang the net on a line, in the shade. NOT over a fence or any other place where it could acquire

new holes.

Demonstration: Repairing an ITNDirections:

After the net has finished drying, its time to repair any holes or tears that the students found during

the inspecting of the ITN session.

1. How is a net repaired?

Demonstrate to the students how to thread the needle. Locate a hole in the net to show the students. If the hole is larger than a sheet of paper, the net is no longer an effective method of malaria prevention. If the hole in the net is the size of your fist, it needs to be patched. Any solid cloth will work, just make sure it covers the entire hole and there are no gaps between the patch

and the net. Any hole or tear smaller than your fist can be repaired using a needle and thread.

2. Demonstrate these techniques in front of the students and if appropriate have students make repairs themselves.

3. Discuss the importance of closing holes in the bug nets. Make sure the children understand that the net must be maintained in order to function properly. If we sew all the holes, then the mosquitoes cannot enter while we sleep.

Tip: Keep in mind the comprehension and maturity level of your students, particularly as it pertains to the demonstration on repairing a net. If you feel unsafe of unsure about your students handling a needle and thread, then demonstrate the technique yourself while encouraging them to take notes on the method.


1

2

3

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5 67

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1011

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28

29

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1819

Hand

out 6

: Mosq

uito n

et Act

ivity

Sheet

DIRECT

IONS:

Help S

oa ha

ng he

r mosq

uito n

et by

conne

cting

the d

ots!

1. Wh

en yo

u wash

your

mosqu

ito ne

t, alw

ays us

e gen

tle so

ap an

d neve

r use

deterg

ents.

2.

Always

hang

your

mosqu

ito ne

t in t

he sha

de to

dry, a

nd re

pair a

ny ho

les ri

ght a

way!

handout 7: Facts about Malaria - Part 2


Fact 6:Mosquito nets at night really do work and can prevent malaria

Fact 7:All people - not just kids and pregnant women - need to sleep under a mosquito net every night of the year.

Fact 8:Mosquito nets can save your life. Your goals and dreams begin under a mosquito net.

Fact 9:Malaria has been eliminated in much of the world through the use of insecticides, medicine and sleeping under a net.

Fact 10:Malaria is preventable and curable. You have the power to end malaria deaths in your community and your country.






Student Name: ____________________________________

Unit 3:

Lesson 3 : Indoor Residual SprayingSuggested Class Time: 70 minutes


Objectives:• Introduce students to the rationale behind spraying their house to prevent mosquitoes.

• Develop inquiry amongst students as to whether or not their family should spray their house.

• Teach safe practices and caution that should be undertaken before, during and after spraying.

• Encourage students to spread the message of indoor residual spraying with their families.

Session Plan:• Reinforcement: The Rule of Three: 15 minutes

• Teaching Point: Indoor Residual Spraying to Ward Off Moka: 20 minutes

• Cognitive Development: Indoor Residual Spraying Safety Precautions: 15 minutes

• Teaching Point: Best Practices and Safety Precautions for Indoor Residual Spraying: 20 minutes

Materials Needed:• Handout 8: Appropriate Use of a Mosquito Net

• Handout 9: Indoor Residual Spraying Safety Precautions

• Chalkboard

• Chalk

Vocabulary:indoor residual spraying, insecticide, personal protection, safety

Tip: Although a sprayer is left off the of the material list, if you feel it appropriate to demonstrate it’s usage and can easily attain one for instructional purposes, you are encouraged to do so!

Reinforcement: The Rule of ThreeDirections:1. Reinforce that a properly hung mosquito net is designed to protect three people. 2. Using Handout 1, have students draw three of their family members safely protected from Moka

sleeping under their mosquito net.3. Have students present their families and ensure their correct understanding of the “Rule of 3”.


Cognitive Development: IRS Safety Precautions General Information:Following the discussion and education of what is indoor residual spraying, turn children’s attention to focus on the fact that alphacyphermethrin is a dangerous chemical when it is airborne. Children and adults alike can get very sick if they inhale the chemical.

Directions:1. Distribute the handout demonstrating the appropriate use of protective measures to be worn by

adults who are spraying their residence. 2. Have children illustrate the picture with their crayons, pens, or markers. 3. As children complete the exercise, walk around the room to answer any questions about the

protective measures that the children may be have never seen before.

Tip: The protective clothing may appear intimidating or scary to children who have never seen much measures. By having props, such as a dust mask, you may be able to better help students break negative images or stereotypes.

Teaching Point: Why Spray a House?General InformationIn Madagascar, households are sprayed with a form of the active chemical alphacypermethrin, a form of the insecticide family of pyrethroids, which are approved by the World Health Organization (WHO) as an effective preventative measure against mosquitoes. Pyrethrum is an insecticide that kills mosquitoes who land on a surface that is coated with the chemical. Essentially, the chemical is a poison that is harmful to both mosquitoes and humans alike. The dangers, precautions and safe usage of IRS is covered in a later teaching point. Here, the primary message is to have children understand the rationale behind spraying, and simply makes children aware of the fact that pyrethroids are an effective preventative measure.

Directions:1. Direct the students’ attention to what they consumed for breakfast. Encourage them to elaborate

fully, explaining if they have peanut butter on their bread, or perhaps juice or water to wash down their meal.

2. Make a list of the foods consumed for good nutrition on the blackboard. Remark how all these things keep us healthy and energized.

3. Ask students what is it that keeps Moka healthy and happy? !Human blood!4. Inquire to students what they do not eat? Elicit four or five answers before asking students if they

would ever eat something that would make them sick? 5. Take some chalk dust and sprinkle it over a desk to demonstrate what happens when an adult

sprays a house to prevent malaria. 6. Use students’ imagination to transform the chalk into a poison, one that is very bad for mosquitoes.7. Explain to children that mosquitoes who bite a person for food subsequently land on the walls and

floor of the house to rest. They eat the poison, which will soon kill them. 8. Using your dampened thumb, pick up some of the chalk off the table, and note to the students that

there is less chalk (or poison) left for the next mosquito to eat.9. Explain to the students that the chemical that is sprayed on the floor and walls of the house doesn’t

last forever because mosquitoes and other insects pick up the chemical, while some of it falls off or is swept outside by brooms and feet. Emphasize that the repellent ONLY lasts between 4 and 10 months.

Teaching Point: Indoor Residual Spraying to Ward Off MokaGeneral InformationIn order to ensure coverage of all wall and floor surfaces, it is imperative that the family remove all the furniture from the house prior to spraying. This also serves to protect the furniture, and thereby users, from inadvertently ingesting any of the chemical that would be left on the furniture if it was not removed from the house.To ensure that the airborne chemical has dissipated from the interior of the house, it is recommended that nobody enter the residence until two hours after the home has been sprayed. This is an important step to ensure that nobody is sickened from the insecticide.

Directions:1. Select one or two students to present their illustrations of Handout 9, and ask them to remark

about what they thought of the gentleman’s safety suit, gloves, and mask. 2. Write the word “poison” on the chalkboard and ask children to define it. !A substance, that

when introduce to or absorbed by the body, causes sickness or death! Give examples of poisonous substances: !chlorine, ammonia, rat poison!

3. Demonstrate that the alphacyphermethrin chemical is airborne by collecting the remaining chalk dust and blowing it in front of the chalkboard. Have students notice how the dust remains in the air while reassuring them that chalk dust is not a poison.

4. Instruct students that they must remove all their furniture from their house before spraying the interior of the residence.

5. Explain that nobody should enter the residence for at least two hours after the house has been sprayed, to allow for the airborne chemical to disperse. Demonstrate this by pointing out that there is no more chalk dust in front of the chalkboard.

6. Ask the students how long they believe the chemical will last on the walls and floor. After soliciting a few answers, inform them that the insecticide lasts between four and ten months.

7. Encourage students to consider what they can do once the chemical is no longer effective. The point to drive towards is that an adult should spray the interior of the house again in one year.


Handout 8: Appropriate Use of A Mosquito Net


Directions: Now that you know that a mosquito net can only safely protect three people, draw three of your family members sleeping under their mosquito net. You may choose your father, mother, or even your brothers or sisters.

hand

out 9

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entat

ive m

easure

s IRS +

SPD

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.

Unit 3:

Lesson 4 : Intermittent Preventative TreatmentSuggested Class Time: 65 minutes


Objectives:• Introduce students to medicinal measures used to prevent malaria.

• Encourage family and community inquiry as to local access and availability of IPTp.

• Draw on current health practices routinely practiced to reinforce the routine of IPTp.

• Emphasize the importance of IPTp, and SP in particular, for pregnant mothers.

Session Plan:• Reinforcement: ACTs as a method to treat malaria: 15 minutes

• Teaching Point: Testing, Treatment and Prevention: 15 minutes

• Teaching Point: ACT versus IPTp: 10 minutes

• Take Home: Preventative Measures: 5 minutes

• Cognitive Development: Testing, Treatment and Prevention: 15 minutes


Materials Needed:• Handout 10: Testing, Treatment and Prevention

• Handout 11: Preventative Measures

• IPTp (SP) sample with packaging (if available)

• RDT (SP) sample with packaging (if available)

• ACT (SP) sample with packaging(if available)

• Chalkboard

• Chalk

Vocabulary:ACTipal (ACT), chemoprophylaxis, community health center (CSB), intermittent preventive

treatment (IPTp), pregnancy, prenatal, prevention, suladoxine-pyrimethamine (SP)

Tip: This lesson incorporates samples of the two most prominent medicines associated with malaria and the approved test kit. You are encouraged to visit your local CSB in order to ascertain their availability and ask for a sample for educational purposes. Alternatively, you can use the drawings on Handout 11 and replicate them on the chalkboard.

Teaching Point: Testing, Treatment and PreventionDirections:1. Write the words ‘prevention’, ‘testing’ and ‘treatment’ on the chalkboard in three separate

columns.2. Ask students to explain what each word means to them. Write words used to explain each in

the appropriate column. An example is offered below.


Reinforcement: ACTS as Treatment MethodGeneral InformationStudents should have already received the messaging about using ACT as a treatment method after they have been diagnosed with malaria. In this lesson students will learn about how medicine can be used as an intermittent preventative treatment (IPTp) to prevent malaria. It is important, therefore, to understand the difference between treatment and prevention.

Directions:1. Show and have the students pass around the sample of ACT.2. Inquire as to who and when should take ACT.3. Show and have the students pass round the sample of SP.4. Ask students if they have ever seen this medicine before.


Cognitive Development: Testing, Treatment and PreventionDirections:1. Distribute Handout 11: Testing, Treatment and Prevention.2. Place the samples of the IPTp, ACT, and RDT in the front of the room for all students to see.3. Instruct the students to consider the different items associated with each category from the

chalkboard. Ask them to connect each item with a particular category. 4. Have the students illustrate each of the items as they would like.5. Ask the students who should take each of the items on their handout and in the front of the

room. Correct answers are supplied in the Teacher Addendum.6. Ask the students when each of the items should be used. Again, answers are in the Teacher

Addendum.

Wrapping UpDirections:1 Hand students their completed Handout 1: Facts about Malaria - Part 1 and Handout 7: Facts about Malaria - Part 22. Demonstrate that the students should be very proud for having completed the course and encourage them to share their facts about malaria with family and friends.3. Invite students who have completed the course to spree day tomorrow, filled with fun activities and games! Explain that students who participate will receive their certificate of completion at the end of the festivities.

Teaching Point: ACT versus IPTpDirections:1. Again hand out the sample of SP for students to examine.2. Ask students how SP and ACT are similar. !They are both medicine!3. Ask students how SP and ACT are different. !ACT is used for treatment but SP is used for

prevention!4. Ask students who should take the ACT. !Everyone diagnosed with malaria!5. Ask students who should take SP. !Pregnant mothers!

Take Home: Preventative MeasuresDirections:1. Distribute Handout 10: Preventative Measures2. Have children take the Handout home to illustrate.

Tip: These last two preventative measures are only indirectly related to steps and measures that students can take to prevent malaria. By sending students home with a message such as Handout 11 you are encouraging them to spread the messages of SP and IRS with their parents or caregivers, who are of primary target for the messaging from this lesson and the last.

Handout 10: Testing, Treatment and Prevention


Directions: Now that you know the difference between testing, treatment and prevention, decide which of the items on the right side of the page goes with the word on the left side of the page. Draw a line between the word and the item. Once you’ve correctly paired each word with an item, see if you can recall when and who should use each item listed.

Testing

Treatment

Prevention

Artesumate Combined Treatment

A B

MA

LARI

AP.I

.

SWAB

ACT

malaria

DEVICE

RDTExpiration Date:10/10/2015

Expiration Date:10/10/2015

Sulfadoxine-Pyrimethamine

SP



A B

MA

LARI

AP.I

.

SWAB

ACT

malaria

DEVICE




SP



A B

MA

LARI

AP.I

.

SWAB

ACT

malaria

DEVICE




SP


When: ________________

Who: _________________

When: ________________

Who: _________________

When: ________________

Who: _________________


Handout 11: Preventive Measures

DIRECTIONS: Help find what Soa is NOT doing to prevent malaria at night!1. ....................................................................................2. ....................................................................................3. ....................................................................................4. ....................................................................................


unit 4: Games and Activities


Unit 4:

Spree : GamesSuggested Class Time: 60 minutes

Objectives:• Reinforce best practices learned through out the ‘Soa and the Moka’ curriculum

• Invite curious on-lookers to participate in malaria-preventing activities.

Session Plan:• Reinforcement: Bed Nets and Mosquitoes: 20 minutes

• Reinforcement: Mosquito Net Relay Race: 15 minutes

• Reinforcement: Mosquito Piñatas: 10 minutes

• Certificates of Completion: 15 minutes

Materials Needed:• Rope/string/fabric scraps

• 2 or more Insecticide-treated bed net (ITN)

• Hammers

• Nails

• Pictures or drawings of correctly installed nets

• Mats or mattresses

• Trees or beds to hang nets on

• One part flour

• Two parts water

• 3 tablespoons salt

• Balloons

• Newspaper

• Tape

• Candy or your choice of piñata fillers

• Certificates of Completion


Bed Nets and MosquitoesSource:

The Gambia

Background:This game can be used as an icebreaker to have a discussion about malaria knowledge and prevention.

Directions:1. An area will be needed where players can run around.2. Each end of the playing area will serve as a base or “bed net.”3. Two players (or more depending on the amount of players) will be the mosquitoes and will stand in the middle of the playing area.4. Remaining players will line up on one side of the playing area under one of the bed nets.5. When told to do so, all players will run to the other end of the playing area (the other bed net).6. The mosquitoes will chase players, and any player that they tag will become infected with malariaand will join the mosquitoes in the middle to infect/tag other players as they run back-and-forth toeach side.7. Once all players have become infected, the game is finished.

Discussion:A short discussion can be had talking about the fact that when people are not under a bed net at night that they will get malaria. Once someone has malaria, they run the risk of sharing it with their friends and family.

Mosquito Net Relay RaceSource:

Mali

Process:Explain to participants how to install a mosquito net and show them the pictures of correctly installed nets. Divide the group into teams. Each team should have the same materials. Instruct the teams to set up their net as quickly, efficiently, and correctly. To signal that they are done, one team member has to go inside the net and lie down. Criteria for a correctly installed and utilized mosquito net: all edges of the mosquito net are tucked under the mattress, the mosquito net is attached on top somewhere and there is enough space between the net and the person sleeping, the mosquito net is free of gaping holes or gaps where mosquitoes could enter.

Discussion:What is the most effective way to install and use questions a mosquito net and why? How can you make sure that your mosquito net is as effective as possible even when used outside?

Tip: Want more ideas? There are several other games and activities for varying age groups listed in the World Malaria Day 2013 Workbook and the Peace Corps Malaria Handbook; or come up with your own game about Malaria prevention and share it with your class!


Mosquito PiñatasSource: World Malaria Day 2013 Workbook

Ingredients:- One part flour- Two parts water- 3 tablespoons salt - Balloons - Newspaper- Tape

Directions:Combine flour and water until smooth, mix until the lumps are gone. Add salt to prevent the growth of mold.

Step 1: Inflate your balloon. This will form the body of your piñata, so inflate accordingly. A round balloon is best. You can add additional shapes to make the legs, arms, head of the mosquito using cardboard, newspaper or construction paper. Tape these shapes on with masking tape or clear tape.

Step 2: Choose an area to work on, and lay down newspaper to protect your the area. Of course you will also cover your balloon with newspapers as well.

Step 3: Make your paste. In a pot/pan mix 1 part flour with 2 parts water. The paste should just begin to thicken. Boil the mixture (keep stirring so it does not stick to walls) then add a pinch of salt. Once it gets to a putty form it’s done.

Step 4: Tear some newspaper into strips, 1 inch or 1 1/2 inches wide. Smear these strips with the flour glue to make papier-mâché. Lay the strips down all over the balloon until it is completely covered in a thick layer of papier-mâché. You will need to complete this step 3 or 4 times until the piñata is hard and durable. Let one layer dry until most of it is consistently hard before adding the next layer. The lady on the website uses newspaper for the first layer and then for the second layer colored flyers. The third layer is newspaper again. By differentiating the layers you can tell where you have applied three solid layers. Wrap and tie a string around the balloon form in between layers 2 and 3 so that you will have something to hang the piñata up with. Use little bits of masking tape to keep the string in place while you lay the next layer of mache. Let the piñata dry until it is stiff and no longer wet or sticky when you touch. If the balloon has not popped, pop it and make a small hole on top to add candy.

Discussion:Now you are ready to ‘Beat’ malaria with some sticks and celebrate the end of the ‘Soa and the Moka’ lesson guide!

Tip: Instead of cutting a flap open, you can leave a hole at the top of the balloon (i.e., don’t cover it with papier-mâché) and fill the piñata through this hole.


Mural : Malaria Prevention

Objectives:• Spread the message of malaria prevention.

Materials Needed:• Oil based paints

• Metal tool to open paint cans

• Dilutant (Paint thinner)

• Small containers to mix paint and clean brushes with dilutant

• Straight edge

• Cleaning clothes

• Hand soap

• Bucket filled with clean water

• Brushes- big and small; the more people participating, the more brushes you’ll need!

Tip: Check out the January 2013 Malaria Handbook for more tips about creating a mural, including painting tips and best practices.

Source: World Malaria Day 2013 Workbook

Directions:

1. Choose a surface.

For the location of the mural choose someplace that will catch your intended audience’s eye

Malaria murals are great at health posts, but they can have an even greater impact if appearing in

unexpected/less expected locations – on your village chiefs hut, near a market, etc. If your target

audience is children, consider the school, or a wall near the soccer pitch. First wipe down the space

on the wall you’ll be painting with a wet cloth, to remove dirt, dust and dead bugs and such.

2. Print Out and Grid Image (On the following pages)

The following image already has a .5”x .5” grid overlaid, this will allow you to transfer the image to

the wall without requiring a lot of artistic skills. Replicate the grid- lines on the wall, just how they are

on the drawing. Make sure the lines are drawn to form evenly spaced squares. Then, simply draw

in the squares on the wall as they are in the gridded picture. Take your time moving square by square.


Directions:

When you’re satisfied, erase all the grid- lines, leaving only the outline of the picture you’re painting

After the paint dries, the pencil lines will show through, so erase pretty thoroughly.

3. Paint.

Most paint you’ll find in hardware stores is oil paint and is likely heat damaged, so expect varying

consistencies between runny and thick. If the paint is too runny, leave it open in the sun for a while to

thicken up. If it’s too thick, add a dollop of paint thinner. Mix all paint before any painting activity.

Since some colors can be mixed to make others, the only colors you need to buy are red, blue,

yellow, black, white and, if you like, brown, because it’s a bit finicky to get the right hue for painting

human skin tone.

Original Image from the ‘Soa and the Moka’ book:

A B

MA

LARI

AP.I

.

SWAB

malaria

DEVICE



ACT


mananitra olona voan’ny tazo ny moka

tokony entina any amin’ny CSB ny zaza voan’ny tazo

Mamindra tazo ny karazana moka ‘anophele’ amin’ny alina.

Manaikitra zaza salama ny moka mitondra ny tsimonkaretina. Ho voan’ny tazo ny zaza.

e y mokahand ha ha itra olona n naik

1 2

34

misy ody moka ny olona rehetra isaky ny alina

mba hiso

rohana amin’ny tazo dia tokony matory ao anaty lay


4. Informal Education:

While you paint, people will gather, interested in what you’re doing. This is a nice opportunity to talk

about your work and what your painting represents. People get a kick out of this.

5. Appearance is Everything.

Take the time to make your painting look good. Appearance and professionalism are invaluable here.

Even if you’re painting in a scrubby building, remember this building is an important establishment to

the people you’re working with, so give them something to be proud of.

6. Final Touches.

ALL Murals funded by PMI/USAID must have both Peace Corps and USAID logos!

Grided Image from the ‘Soa and the Moka’ book:

A B

MA

LARI

AP.I

.

SWAB

malaria

DEVICE



ACT


mananitra olona voan’ny tazo ny moka

tokony entina any amin’ny CSB ny zaza voan’ny tazo

Mamindra tazo ny karazana moka ‘anophele’ amin’ny alina.

Manaikitra zaza salama ny moka mitondra ny tsimonkaretina. Ho voan’ny tazo ny zaza.

e y mokahand ha ha itra olona n naik

1 2

34

misy ody moka ny olona rehetra isaky ny alina

mba hiso

rohana amin’ny tazo dia tokony matory ao anaty lay


Teacher Addendum & Answer Guides


Teacher Addendum: All About Moka


Directions: Look at the two mosquitoes and decide which mosquito can infect you with Malaria?

Fact 1:Only The Female Anopheles mosquito can transmit Malaria by her bite.

Fact 2:It is not possible to tell a malaria carrying anopheles mosquito, from an un-infected anopheles mosquito.

TRICK QUESTION AND HERE IS WHY:

Fact 3:The Female Anopheles mosquito is the silent killer because she does not making the buzzing noise other mosquitoes make.

1. 2.

handout 2 (Answer Guide)



t a z o m o k a m o k a k a i k i t r am a r a r y m a n g o v i t r a t s e m b o k ar e r a k a m a n d o a f a n i n a M i v a l a n a

FTTI

MAMA

IZNR

F0FK

RMIT

OOIE

FKFV

DAKF

FAKA

AVRN

LFEI

SFRN

NFAA

ALIM

LDJ

NGO

YFF

MIA

ALI

SIF

YVK

AFA

BLE

YMA

MIS

OAF

KRE

ECO

NAT

VIT

IFS

NOI

AVM

AFB

GFO

IVK

STR

RAR

NLN

NA0

RAK

FAN

ALOL

RAKA

MAFY

FLRM

MAZO

ORAM

KFFA

AALN

LNOD

YAFO

AEYA

FOFR

AANO

AYFM

handout 3 (Answer Guide): Franky Finds His Mosquito Net


Directions: Help Franky find his way to his mosquito net.


handout 4 (Answer Guide)



m i a r o l a y m i s y o d y m o k a A C Tl a v a d r a n o r a n o a l i n ad o k o t e r a f i t i l i a n a t a z o f a n a f o d y

FITI

MAFF

IRNR

F0FA

RFIT

OFRE

FAFD

DOKF

FKFO

AVRE

LFEY

IFRF

NFAF

ALIM

LDJ

ANA

YFF

MIA

ILI

SMF

YVR

OFA

DKN

YFO

MIS

OAF

KKA

ACO

NAT

FOD

IFF

NOL

ANA

OFV

GFA

NVD

AAR

MFA

TLN

NE0

AFR

FAN

ALOL

YFKA

FAFY

FLRM

TAZO

CRAD

CFFY

TALF

ANOM

CAFI

TEFA

FOFR

FANO

AYFM

handout 11


Directions: Now that you know the difference between testings, treatment and prevention, decide which of the items on the right side of the page goes with the word on the left side of the page. Draw a line between the word and the item. Once you’ve correctly paired each word with an item, see if you can recall when and who should use each item listed. Artesumate

Combined Treatment

A B

MA

LARI

AP.I

.

SWAB

ACT

malaria

DEVICE




SP



A B

MA

LARI

AP.I

.

SWAB

ACT

malaria

DEVICE




SP



A B

MA

LARI

AP.I

.

SWAB

ACT

malaria

DEVICE




SP


When: ________________

Who: _________________

When: ________________

Who: _________________

When: ________________

Who: _________________

Testing

Treatment

Prevention

Pregnant women

At onset of symptoms

Everyone

Everyone

After Positive RDT tesT

Two months in a row

Certif

icate

of Co

mplet

ion

------

------

------

------

------

------

------

--

This c

ertifi

cate i

s to s

erve a

s evide

nce t

hat:

Has su

ccessf

ully c

omple

ted all

the r

equire

d clas

ses an

d trai

ning

of th

ean

ti-ma

larial

curri

culum

and i

s a ce

rtifie

d

malar

ia fig

hter

Teache

r Sign

ature

Date

Comp

leted

------

------

------

------

------

------

------

-----

------

------

------

------

------

------

-----

Cert

ifica

te of

Comp

letio

n

------

------

------

------

------

------

------

--

This c

ertifi

cate

is to

serv

e as e

viden

ce tha

t:

Has s

ucces

sfully

comp

leted

all t

he req

uired

clas

ses an

d tra

inin

g of t

hean

ti-ma

laria

l cur

ricul

um an

d is a

certi

fied

mala

ria fi

ghter

Teache

r Sig

natu

re

Date

Comp

leted

------

------

------

------

------

------

------

-----

------

------

------

------

------

------

-----

Documents

Malaria Curriculum Guide - Soa and the Moka