Diseases and Disorders · SHS1 Biomedical Science

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.3 - Explore the symptoms and factors contributing to sickle cell disease and its impact on humans.

By the end of the lesson, learners can:

Define sickle cell disease (SCD) as a genetic disorder of the blood and distinguish it from the normal sickle cell trait (HbAS) versus the disease state (HbSS).
List at least five common symptoms of sickle cell disease, including pain crises, fatigue, jaundice, frequent infections, and swelling of the hands and feet.
Explain the inheritance pattern of sickle cell disease by constructing and interpreting Punnett-square crosses for carrier parents (HbAS × HbAS).
Describe the impact of sickle cell disease on the individual, the family, and the community, including economic, social, and psychological effects.
Propose at least two practical measures for reducing the incidence of sickle cell disease in Ghana, based on genetic knowledge.

Strand and sub-strand: Strand 2, Human Body Systems; Sub-strand 2.2, Diseases and Disorders. This lesson builds directly on Week 17 (what a disease is) and Week 18 (how symptoms lead to diagnosis). Learners should connect the idea that a diagnosis begins with recognising symptoms to the specific case of sickle cell disease, which is a genetic, lifelong condition rather than an infectious one.

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Curriculum details

Strand: Human Body Systems (Strand 2)
Sub-strand: Diseases and Disorders (2.2)
Content standard: 1.2.2.CS.1 - Show an understanding of common diseases and conditions that can disrupt the functioning of cells, tissues and organs within the body. 1.2.2.LO.1 Explain what a disease is with examples, identify the symptoms of common diseases and illustrate how the symptoms of diseases lead to diagnosis.
Indicator: 1.2.2.LI.3 - Explore the symptoms and factors contributing to sickle cell disease and its impact on humans.
Suggested placement: Semester 1, Week 19 (Week 19 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 37

Exemplars (from the NaCCA curriculum)

Inquiry-Based Learning: In groups, research from various sources about how sickle cell disease occurs in humans and the symptoms of the disease.
Activity-Based Learning: Learners undertake the cross-mapping for the sickle genes to show how it is transferred from parents to offspring. Based on the crossings, deduce how the disease can be curtailed in humans.
Teaching and Learning Resources:
- Computer
- Projector
- Video
- Flash cards with names of a common diseases
- Tablets or mobile phones
- Online resources
- Textbooks
Assessment (1.2.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.