Participatory Lesson Plan on Control of Diarrhea for Community Members
Level of workshop leader: Promoter
Level of Workshop Participant: End-user; Community Member
Duration of Workshop: 5 hours
This is a partial Lesson Plan. To View the complete Lesson Plan.
Workshop Leader: Workshop Assistant:
Date: Lesson number:
Workshop Level: Number of Participants:
BACKGROUND FOR LESSON PLAN
Workshop Position in Progression of Workshops:
· Previous workshop: General Participatory Community-wide Needs Assessment.
· This workshop: Control of Diarrhea in Children.
· Next workshop options:
- Family Hygiene
- Hygiene in the Kitchen
- SODIS Water System
- Protecting the community’s water system
- Construction of Latrines
Assumed Knowledge
The community has prioritized diarrhea in children as part of their Community-wide needs assessment.
Anticipated Difficulties/Problems
· Information may not be well received due to cultural differences between workshop leaders and participants.
· Community members may be resistant to behavioral changes.
· Strong personalities may dominate workshops.
Solutions
· It is important that the promoter is from the same culture and speaks the same language as the participants.
· Drawings and illustrations should be appropriate for and familiar to the community members.
· Strong personalities may be able to be reasoned with in order to understand the importance of the participatory process – or given projects that will occupy them.
Useful Internet Links:
This lesson plan has been adapted from the Training Manual for SODIS Promotion , and from the PHAST Step-by-Step Guide: A participatory approach for the control of diarrhea disease.
The SODIS website .
SODIS Flipchart Posters, workshop materials and additional manuals for download.
SODIS Handout for Promoters. A useful, detailed summary of the SODIS system.
PURPOSE
Goal of Workshop/Purpose: What workshop participants will be able to do as a result of the lesson.
The purpose of the workshop is for community members to discover how diarrheal disease is transmitted through their village, to identify solutions and to prioritize solutions appropriate for their community.
Objective 1 Participants will analyze and learn how diarrheal disease can be spread through the environment.
Objective 2 Participants will learn actions that can be taken to block the disease transmission routes.
Objective 3 Participants will prioritize which solutions are most appropriate for the community.
MATERIALS
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About 10 drawings of transmission routes.
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About 15 drawings of different ways to stop or block the transmission routes of disease.
- SODIS Flipchart Posters for reference
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Large sheets of paper.
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Letter sized sheets of paper.
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Colored pens or marker pens.
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Sticky tape.
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Large sheets of newsprint and tape.
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Colored markers.
BRIEF SUMMARY OF LESSON:
Introduction:
Activity 1. Transmission Routes Tool
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Introductions. Ice Breaker: Sing a song or play a game.
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Statement of Purpose: Tell the participants what they’ll be able to do as a result of the lesson.
Guided Practice:
Activity 1. Transmission Routes Tool
Activity 2. Blocking the routes tool
Activity 3. Prioritizing Solutions
Workshop Conclusion
Activity 4. Conclusion
BEGINNING OF LESSON:
INTRODUCTION
Activity 1. Problem Identification: Transmission Routes Tool
Purpose
· Participants will analyze and learn how diarrheal disease can be spread through the environment.
· To help build a feeling of team spirit and mutual understanding.
· To generate group self-esteem and creativity.
Time
2 hours
Materials
· About 10 drawings of transmission routes. Draw situations where people could unintentionally come into contact with human feces and the germs they carry. Think carefully about the conditions in the community and adjust your drawings to the local situation. Also include situations where people to not come into contact with human feces. Including such drawings helps people to think deeply about transmission routes.
· large sheets of paper
· colored pens or marker pens
· sticky tape
What to do
Introduction:
Workshop Leader
1. Introduction: Tell the participants what they’ll be able to do as a result of the lesson.
Workshop Leader & Workshop Participants
2. Introductions. Ice Breaker: Sing a song or play a game.
GUIDED PRACTICE:
Activity 1. Problem Identification: Transmission Routes Tool
3. Ask the participants to form groups of 5 to 8 people
4. Give each group a set of materials and ask them to do the following task:
“One drawing shows a person defecating openly (use local term) another, an inadequate latrine. Another shows a persons mouth. (Show the drawings).”
“Please use the rest of the drawings to try and create a diagram showing the different ways in which fecal matter (use appropriate local description) might come in contact with an individual. You can draw arrows between the different drawings to show the ways that this might happen.
5. When the groups have made their diagrams, ask each group to show and explain its diagram to the other groups. Let them respond to any questions raised by the other groups.
6. Discuss similarities and differences between the various diagrams.
7. Now facilitate a discussion to help the groups use this new knowledge to examine their own situation. Discuss and identify:
· the transmission routes in the community
· the problem areas and hygiene behaviors that are putting people at risk of infection
If possible ask a participant to record the problem areas in the community as they are discussed.
Workshop Participants:
Take 5 mins to discuss the problems. Talk about what you do and don’t understand, what you do and don’t like.
Notes
Some participants may at first be shocked at the content of this activity. There may be disbelief that feces can be transmitted to the mouth. The best way to deal with this situation is to get the group working together as quickly as possible. Those participants who are more receptive than others will help the disbelievers to become more involved.
Do not be concerned if each group does not identify all the fecal oral routes or if it’s diagrams do not look like the “F-diagram”. It is enough if it has identified some of the routes. The routes must nevertheless be clearly defined in order to be useful in future activities. Other group members may identify additional, different routes. These can be discussed and a more complete drawing be formed.
Do not prompt or direct the groups when they are trying to create their diagrams.
If the group as whole does not manage to clearly identify the transmission routes, try to find out why. It may be useful to hold a group discussion to evaluate the activity, which can be tried a second time.
Possible Drawings:
• a persons mouth or face
• a hand
• food crops or a vegetable garden
• flies, cockroaches or other insects
• open defecation (if relevant)
• animals in water sources
• people washing in water sources
• plates of uncovered food
• someone collecting water
• uncovered water collection containers
• household dishes, cups, eating utensils
• a dirty latrine/ toilet
• a person using their hand to drink water from a container
• someone preparing food
• dogs or pigs eating feces
• a women cleaning a baby’s bottom
