| Lesson Plan |
| Grade: Year 12 |
Date: 25/02/2026 |
| Subject: Geography |
| Lesson Topic: Transmission, threat to populations and distribution: how malaria is transmitted and factors influencing its spread |
Learning Objective/s:
- Describe the main modes of disease transmission, with emphasis on vector‑borne malaria.
- Explain the life cycle of Plasmodium spp. and how the female Anopheles mosquito transmits the parasite.
- Analyse the climatic, environmental and socio‑economic factors that influence malaria spread.
- Evaluate the geographic distribution of malaria and its demographic and economic impacts.
- Apply the basic reproductive number (R₀) concept to assess transmission potential in different regions.
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Materials Needed:
- Projector and laptop
- PowerPoint slides summarising transmission modes
- Handout of the Plasmodium life‑cycle diagram
- World map / regional malaria distribution maps
- Worksheet with case‑study questions and R₀ calculations
- Markers and flip‑chart paper
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Introduction:
Begin with a striking statistic about malaria deaths to capture interest, then ask students to recall other ways diseases spread that they have studied. Briefly outline today’s success criteria: students will be able to trace malaria transmission, identify key spread factors, and use R₀ to judge outbreak risk.
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Lesson Structure:
- Do‑Now (5'): Quick quiz on disease transmission pathways from previous lessons.
- Mini‑lecture (10'): Overview of transmission modes, focusing on vector‑borne pathways.
- Interactive activity (12'): Students label a blank Plasmodium life‑cycle diagram in pairs.
- Case‑study discussion (10'): Analyse factors influencing malaria spread using the provided map.
- R₀ calculation workshop (10'): Small groups compute R₀ for two contrasting regions and interpret results.
- Formative check (5'): Exit ticket – one sentence summarising the most important factor driving malaria transmission.
- Wrap‑up (3'): Teacher highlights key take‑aways and links to upcoming control‑strategy lesson.
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Conclusion:
Recap the malaria transmission cycle and the environmental and socio‑economic drivers discussed. Students hand in their exit tickets, and the teacher reviews common misconceptions. Assign a short homework: research one current malaria‑control initiative and prepare a one‑minute summary for the next class.
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