Health, Physical Education & Creative Arts-6

Health, Physical
Education

&
Creative Arts

6Book

Author
Dheejan Babu Kafle

Health, Physical Education & Creative Arts - 6 1

Health, Physical
Education

&
Creative Arts

6Book

Publisher & Distributor

Coypwright : Publisher

First Edition : 2078 B.S.

Layout : Oasis Desktop Group

Ramesh Bhattarai

Printed in Nepal

2 Health, Physical Education & Creative Arts - 6

Preface

“You can do anything with children if you only play with them.”
-Bismark (1815-1898), German Statesman.

Children are like the unmoulded clay of a potter. Their young minds begin to
incubate mysteries as they interact with the world. Their nature and behaviour
have been noteworthy subjects of scholarly research. Even as we sit and wonder
about the world of children here, several ongoing studies bring us new facts and
theories about children's learning and development. One conclusion from all
this research, however, is that the key to the overall growth of children is in our
caring and friendly attitude towards them.
We should, therefore, work with children in a manner to help them resolve any
potential learning and discipline problem. Our broad aim should be to motivate
them to adopt a healthy lifestyle and behaviour instead of forcing them to mug
up the text. Scholars have shown us that loads of study, corporal punishment,
and supra-disciplinary confinements add problems to children, rather than
giving solutions, in their growth process.
In that scholarly context, this book strives to make the young learners active,
creative, and healthy with practical life tips. Teachers are expected to use the
book in the class with an awareness of the juvenile propensities as they creatively
engage the students in acquiring knowledge, attitude and skills. We will need to
make sure we are not harming their tender bodies and brains.
Specifically, this book includes contents as prescribed by the CDC, Ministry of
Education, Nepal, in the New Curriculum - 2078 BS. A genuine hope is that
the book will contribute to the nation's goal of creating competent citizens by
educating the children.
“Children aren’t happy with nothing to ignore,
And that’s what parents were created for.”

-Ogden Frederic Nash (1902-1971), U.S. Humorist.
With a deep sense of dedication for the betterment of children, I also hope the
teachers, readers and guardians will find value in the book and send me their
feedback to improve it in the next edition.

Dheejan Babu Kaphle

[email protected]

Health, Physical Education & Creative Arts - 6 3

Contents

Unit One
Human Body.................................................................. 5-20

Unit Two
Community Health and Mental Health..................... 21-31

Unit Three
Nutrition and Food Security....................................... 32-39

Unit Four
Disease, Safety and First Aid....................................... 40-56

Unit Five
Sexual and Reproductive Health................................ 57-69

Unit Six
Physical Training (PT) and Drill................................. 70-77

Unit Seven
Athletics and Adventure Activities............................ 78-89

Unit Eight
Games............................................................................. 90-110

Unit Nine
Yoga................................................................................. 111-117

Unit Ten
Introduction to Arts, Drawing and Colour............... 118-129

Unit Eleven
Printmaking, Claywork and Construction................ 130-138

Unit Twelve
Singing and Playing Musical Instruments................ 139-162

Unit Thirteen
Dancing and Acting...................................................... 163-172

4 Health, Physical Education & Creative Arts - 6

1 Human Body

The Starter Text

We are human beings. So, when we say human body, we mean our body.
It is one of the most wonderful things in the world. Isn't it?

Why is the human body wonderful?
• Very soft muscles, fats, cells, fluids, and fibres (which decay in a few

hours in an open environment) make our vital organs. But, in the
human body, they may last longer than iron, steel and stones do. Our
own Bir Narayan Majhi (Born: 1857 AD, Died: 1998 AD), an inhabitant
of Khanar VDC, Sunsari, lived up to 141 years. His heart was pumping,
lungs expanded and contracted, blood circulated, and vital organs
worked relentlessly over so many years. Many machines, motors and
buildings may not have lasted as long as he did.
• Some people live in hot climates and some live in very cold climates.
But, the normal temperature of human body is 98.6 degrees
Fahrenheit, irrespective of their location, food, race, nationality, and
work. Remember, no thermometer, heater, or other device is there in
the human body generates and regulates its own temperature.
• This world of human beings is very big. More than seven billion
people live in it at the moment. But, all of them have similar organs,
with structures and functions, to live for an average lifespan across the
earth.

Health, Physical Education & Creative Arts - 6 5

Introduction

The human body is complex in its structure and function. It is a
combination of different systems working together in tandem. There are
nine major systems in our body. They are: i. Circulatory, ii. Nervous,
iii. Skeletal, iv. Muscular, v. Respiratory, vi. Digestive, vii. Urinary, viii.
Reproductive, and ix. Glandular systems. The human body consists
of large numbers of tiny units called cells. Like small bricks of a huge
building, the tiny structures build the human body. Therefore, the cell
is the structural unit of the body. Cells carry out functions to keep our
body alive. That's why we also call the cell the functional units of life.

A human body is made up of systems. Systems are made up of organs.
Organs are made up of tissues. Tissues are made up of the microscopic
cells. Going the other way round, we can say the cells combine to form
tissues. Tissues combine to form organs. Organs work together to form
the body systems.

1.1 Sense Organs

There are five sense organs in our body. Each perceives a special type of
sensation. The sense organs, you must know, are:

(i) Eyes (sense light)

(ii) Nose (senses smell)

(iii) Tongue (senses taste)

(iv) Skin (senses temperature and pressure)

(v) Ears (sense sound)

I. The Eyes

(Structures and Functions of
Various Parts)

The eyes are the most important
and delicate1 organs of the
human body. Eyes help us see
and admire the beautiful world
around us. Eyes give us the

6 Health, Physical Education & Creative Arts - 6

information about light. With the help of light, we can see the things
around us. If we did not have the eye, we could see nothing around us
and our life would be engulfed in darkness. We have two eyes. They are
on two sides of our face. Internally, they are in the hollow cavity on the
front side of the skull2. Our eyes are almost spherical. The eyes consist of
the following parts.
Eyebrows

The arched lines of hair above the eyes are eyebrows. They prevent
the dust and other particles from making a direct harm to the eyes.
Furthermore, they add beauty to the face.
Eyelids and eyelashes

The thin layer of muscle that covers the eye is called the eyelid. It helps
us to blink. Blinking keeps the eyes moist and clean. It protects the eyes
from objects flying about right in front of them. The lines of hair on the
outer boundary of the eyelids are called eyelashes. They catch the dust
particles heading to the eyes.
Eyeballs

The spherical ball in the eye is called the eyeball. It consists of the
following three coats. They are sclera, choroid, and retina.

(a) Sclera - The outermost layer of the eyeball is the sclera. It is milky
white except in its front part, where it is colourless or transparent.
This transparent portion of the sclera is called cornea. It is made up
of strong fibrous tissues which provide protection to the eye.

(b) Choroid - The middle layer below the sclera is the choroid. It is dark
brown. It consists of the iris, the pupil and the lens. It is supplied
with fine blood capillaries and nerve fibres.

(c) Retina - It is the innermost layer of the eyeball. It is made up of
very special type of nerve tissues, which are very sensitive to light.
The retina is connected to the optic nerve.

Health, Physical Education & Creative Arts - 6 7

Iris Sclera Choroid
Cornea Retina
Iris is the coloured and ring- Pupil
like part of the eye, which Fovea
surrounds the central dark
black pupil. It contracts Lens
and expands to regulate the
light entering into the eyes. Iris Optic nerve
It gives colours to the eyes Ciliary body
from dark black to light blue.
Parts of Typical Animal Cell
Pupil

Pupil is the central black part of the eye. It becomes smaller in bright
light and wider in dark light because of contraction and expansion of the
iris. It is transparent but looks dark black due to the inner darkness of the
eyeball. Light enters the eyeball through the pupil.

Lens

Lens sits behind the pupil. It allows light to enter the eyes. It makes the
images of objects in our front to fall on the retina inside the eye.

Retina

Retina is situated in the inner-back part of the eyeball. The images of the
objects are formed on it. It has numerous nerve cells, which receive the
signal of the image (light) and send it to the brain through optic nerve.

Optic nerve

The optic nerve is joined to the back of the eyeball. The optic nerve helps
transmit the message of the image formed on the retina to the brain.

Taking care of the eyes

(a) Never strain the eyes. Do not read in dim light and do not keep the
books very close to the eyes while reading.

(b) Do not rub the eyes when dust particles or insects fly into them.
Allow the tears to wash the tiny foreign bodies away. Use soft and
clean piece of cloth to clean the eyes.

(c) Always wash the eyes with clean water when you wash your face.

8 Health, Physical Education & Creative Arts - 6

(d) Do not allow smaller children to play with sharp instruments
because they might hurt their eyes with it.

(e) For any serious problem in the eyes, see a doctor immediately.
Wear glasses if needed.

(f) Wear appropriate glasses in sunny and dusty areas.

(g) Increase the intake of green vegetables and fruits to nourish your
eyes properly.

(h) Don’t miss supplements such as vitamin-A during nationwide
campaigns.

II. Nose
(Structures and Functions of Various Parts)

Nose is one of the important sense

organs of the human body. It is

located between two eyes and just

above the mouth. It makes the

human face attractive. The nose

gets the sensation of smell for us. It

also helps us to breathe. Nostril

A nose has two inverted holes Septum
known as nostrils. These holes are

separated by a thin layer called Nose
septum. The inner walls of the nose

are made up of mucus membrane which holds the nasal hair. Nasal

hair is a bunch of tiny hair which filters the dust particles from the air

we inhale for the lungs. On the upper part of the nasal cavity, there are

olfactory nerves. When the smell of any food item enters the nose, the

olfactory nerves perceive the smell and send it to the brain. When the

brain receives the impulse of smell, we are able to identify what it is. If

a person is suffering from the common cold, the olfactory nerves cannot

receive the sensation of smell and cannot tell us about the smell. There

are eight hollow sinuses3 inside the nose. Any infection in the sinuses

causes us to suffer from sinusitis.

Health, Physical Education & Creative Arts - 6 9

Taking care of the nose

(a) Never insert your finger inside the nose. Use a soft piece of cotton
instead to clean its inner part.

(b) Avoid strong and irritating smell or perfume.

(c) Always breathe through the nose.

(d) Use a soft and clean handkerchief to wipe your nose.

(e) Never sneeze forcefully. It can damage the internal parts of the
nose.

III. Tongue
(Structures and Functions of Various Parts)

The tongue is a muscular organ that lies in the

lower floor of the mouth cavity. It is flexible

and it can move freely. The tongue helps us

to taste, talk, and chew foods. The upper Bitter
layer of the tongue contains about 1000 taste Salt Salt
buds. They are scattered all over the tongue.

The taste buds are linked with taste-sensitive Salt Salt
nerve cells. The adjacent picture helps us

understand the location of the taste buds and Sweet

different types of tastes associated with them. Tongue and Its Taste Areas

When the food is chewed by the teeth, it gets

mixed with the saliva, which makes it soft. When this mixture comes into

contact with the taste buds, the impulses go to the brain. This way, we

can identify the tastes of different food items.

Dirty tongue is an ideal home for harmful bacteria producing bad breath.
The back upper surface is the most suitable place for them. The tongue
must be kept clean to prevent bad breath.

Taking care of the tongue

(a) Always keep the tongue clean. Salt-water gargle is a good way to
clean the tongue.

(b) Avoid too hot or too cold a food.

10 Health, Physical Education & Creative Arts - 6

(c) In case of any serious problem, consult the doctor immediately.

(d) White plaque accumulated on the tongue’s surface is liked by many
bacteria. Therefore, it must be cleaned properly and regularly.

(e) Clean the tongue with the help of a tongue cleaner.

IV. Skin
(Structures and Functions of Various Parts)

Skin is the largest organ of

the human body. It is the

outermost cover which Epidermis

provides protection to the Dermis Oil Gland
internal parts from infection Sweat Gland

and damage. It regulates Fatty Tissue

the body temperature by

trapping heat energy. It Nerve Follicle
also helps in the excretion
Human Skin
of some amount of water-

soluble waste materials

from our body in the form of sweat.

The skin consists of two layers:

1. Epidermis (outer layer) 2. Hypodermis (inner layer)

The upper layer of the skin bears a lot of tiny hair. The outermost cells
of the skin die. The dead cells are shed off continuously and a new layer
is developed from the inner surface. The epidermis folds itself forming
papillae. These papillae are connected to the blood vessels and the nerves.

The sweat glands and hair follicles are found on the lower part of the
skin. The sweat glands contain coiled tubular structures through which
the sweat duct runs towards the skin surface. The base of the hair is
enclosed inside the hair follicles. Hair grows continuously because each
hair is pushed outward with the addition of new cells at its base inside
the follicle.

Health, Physical Education & Creative Arts - 6 11

Taking care of the skin

Skin is a very important part of our body. Following measures should be
taken for the protection of skin.

(a) Skin should be always kept clean. Whenever it becomes dirty, it
should be washed properly with clean water and a suitable soap.

(b) Skin should not be exposed to sunlight for a long period of time. It
may lead to some harmful diseases.

(c) Use of sunscreen cream or lotion may provide protection against
the harmful rays of the sun. But cosmetics may contain harmful
chemicals. We must be careful in selection of such materials.

(d) If any form of skin disease appears, immediately consult a doctor.

V. Ear
(Structures and Functions of Various Parts)

We have two ears on two sides of our head. Ears are the sense organs for
sound. Each ear has three parts. They are:

(a) External Ear (b) Middle Ear (c) Internal Ear

Cochlear Nerve
Cochlea

Vestibule

Tympanic To Nose &
Membrane Throat

Pinna Icus Malleus
Stapes

Human Ear

(a) External Ear

The outer part of the ear which can be seen outside is the external ear. It
consists of the pinna, auditory canal, and eardrum.
Pinna

12 Health, Physical Education & Creative Arts - 6

Pinna is the funnel shaped outer part which is made up of thin cartilage
and muscle covered with skin. It is attached to the side of the head. Its
functions are to collect sound waves and direct them into the ear through
the auditory canal.

Auditory Canal

Auditory canal is a curved tube of about 3 cm length. It begins from the
base of pinna and ends at the eardrum. The inner lining of the canal has
wax glands and fine hair that provide protection to the eardrum from
dust particles and small insects. This canal collects the sound impulses
from the pinna and sends them to the eardrum.

Eardrum

It is a thin and membranous closure of external ear. As the sound waves
strike the eardrum, it vibrates and sends the sound signal to the middle
ear. Deafness results if there is any form of damage or destruction on the
eardrum.

(b) Middle Ear

It is the middle part of the ear. It HAMMER ANVIL
is a cavity filled with air and three

small bones known as ear ossicles. STIRRUP

They are malleus, incus, and stapes. FOOTPLATE

The set of three ossicles provides a TYMPANIC
channel to transmit vibrations to MEMBRANE

the internal ear. Ear Ossicles

Three Ossicles in the Middle Ear

(c) Internal Ear

The inner ear is not only for sound sensation. It serves for the sensation
of the body posture too. Our body remains erect and well-balanced with
the help of legs. Sometimes, we bend our body, jump, run, and regain
our position easily. This is due to the right posture sensation acquired
by the inner ear. Semicircular canals present in the inner ear help in the
balancing function of the body.

Health, Physical Education & Creative Arts - 6 13

Semicircular
Canals

Vestibule (Cochlea)

The inner ear lies in the innermost part of the ear. It is connected to the
middle ear through two membranous structures called oval window and
round window. The inner ear receives the sound signals from the middle
ear and transmits them to the brain in the form of nerve impulses. When
the brain analyses the signal, we feel the sensation of sound.

The inner ear consists of the following three parts:
(a) Cochlea
(b) Vestibule

(c) Semi-circular canal

Taking care of the ears

Ears are very vulnerable parts of the body. Proper methods are very
important for their care.

(a) Ear is an external part of the body. If any foreign element or earwax
gets collected in the ear, it should be cleaned using a soft cotton
cleaner.

(b) No sharp instrument should be used for cleaning the ear.

(c) Infection in the ear is common. If proper care is not taken, it may
lead to deafness. Doctors should be consulted immediately.

(d) We should avoid loud noises as far as possible. Loud noises make
our ears weak and may cause deafness.

14 Health, Physical Education & Creative Arts - 6

1.2 Human Skeletal System and Its Functions

Skeletal system is the system of our bones. There are altogether 206 bones
in an adult human body. This system has the following functions:
• to provide the shape or framework of the body

• to support the muscles and tendons attached to it

• to limit and regulate the required mobility of joints and body
organs

• to protect the vital organs like the brain, heart, and lungs

The bones constituting the skeletal system are given below:

Human skeletal system (206 bones) can be divided into two parts. They
are Axial skeleton and Appendicular skeleton.

A. Axial skeleton (80) (29)
a. Skull or head bones (26)
b. Vertebral column or backbones (25)
c. Thorax or chest bones (24)
i. Sternum (1) ii. Ribs

B. Appendicular skeleton (126)
a. Pectoral girdle or shoulder bones (4)
b. Upper limbs or hand bones (60)
c. Pelvic girdle or waist bones (2)
d. Lower limbs or leg bones (60)

Types of Bones

i Long bones

They are present in the legs and hands. Humerus, radius, ulna,
femur, tibia, and fibula are long bones. There is bone marrow inside
the long bones. Blood cells are produced by the bone marrow.

ii. Short bones
Phalanges, carpals, metacarpals, tarsals etc. are some examples of

short bones.

Health, Physical Education & Creative Arts - 6 15

Human Skeleton

Nasal bone Cranium
Mandible Zygomatic bone
Clavicle Cervical vertebra
Scapula
Sternum Thoracic vertebra
Lumber vertebra
Ribs Radius
Humerus Ulna

Pelvis Sacrum
Carpals Petalla
Metacarpals
Phalanges

Femur

Tibia
Fibula
Tansals
Metatarsals
Phalanges

16 Health, Physical Education & Creative Arts - 6

iii. Irregular bones

The facial bones and vertebra are the examples of irregular bones.
They do not have a well-defined shape.

iv. Flat bones

They are flat in shape. Cranial bones and ribs are the examples of
flat bones.

Joints

Joints are the places where two bones are linked with one another. There
are three types of joints.

i. Movable joints: They help us to move different body parts in
the desired direction. Mobility of the movable joints also differs
in different joints. Shoulder joint and the joint between the thigh
bone and hip girdle allow rotation around them. They are called
‘ball and socket’ joints. Some joints like knees and elbows allow
bending in only one direction. Therefore, they are termed ‘hinge
joints’.

ii. Immovable joints: Some joints do not allow any movement of the
bones. They are immovable joints. Joints between the cranial bones
are the examples of immovable joints.

iii. Semi-movable joints: These types of joints can be moved to
remarkably less extent. The joints between vertebra are the
examples of semi-movable joints.

1.3 Muscular System and It's Functions

Muscular system is the system of muscles in our body. Some of the
muscles are attached to the bones and cartilages while some are not. The
functions of muscles are as follows:

Muscles help in the movement of legs and hands.

Muscles cover the bones and provide attractiveness to our physique.

The eyeball rotates in the desired direction with the help of muscles
attached to it.

Health, Physical Education & Creative Arts - 6 17

Automatic processes like digestion and movement of food along the
intestine is performed by the intestinal muscles.

The muscles of our heart regulate heartbeat in an appropriate rate,
uninterrupted, and ensure our survival.

There are three types of muscles in our body. They are voluntary,
involuntary, and cardiac muscles.

i. Voluntary muscles

These types of muscles can be moved according to our will. The voluntary
muscles are striated. The muscles of arms and legs are the examples of
voluntary muscles. The voluntary muscles help us in the movement of
joints. For example, if the front muscles of arms contract and the back
muscles are relaxed, the elbow is flexed. When we extend the elbow
joint, the front muscles relax and the back muscles of the arm contract.

(a) Muscle Bundles of fibres

(b) Bundle of fibres Fibres
(c) Fibre 50 m m Myofibrils

Voluntary muscle

ii. Involuntary muscles

These types of muscles cannot be moved according to our will. They
are non-striated1. They move on auto pilot according to the regulation
of the nervous system. The muscles of stomach and intestine are the
examples of involuntary muscles. There is a regular and rhythmic
movement of the intestinal muscle that helps the body move the food
during the process of digestion. This movement of intestinal muscles is
known as peristalsis movement.

1 Non-striated = not having the multi-nucleated muscle fibres

18 Health, Physical Education & Creative Arts - 6

iii. Cardiac muscles
The muscle of the heart is known as the cardiac muscle. This muscle

is involuntary and we cannot move it according to our will. The heart
muscles contract and expand for the purpose of pumping blood in our
body. The cardiac muscles are involuntary but striated.

1.4 The Relationship between the Skeletal and Muscular
Systems

The bones of the skeletal system serve to protect the body's organs,
support the weight of the body, and give the body shape. The muscles
of the muscular system attach to these bones, pulling on them to allow
for movement of the body. Both systems are collectively studied as
musculoskeletal system.

Health, Physical Education & Creative Arts - 6 19

Exercise

Answer the following questions.

1. Describe the structure of the human eye and label its parts clearly.

2. Describe the structure of the nose with a labelled diagram.

3. How should we take care of our eyes?

4. Write any three important points about the skin of a human body.

5. Draw a diagram of the human tongue showing the different taste buds.
Describe the importance of the taste buds.

6. How should we take care of our skin?

7. What do sense organs mean? Describe them.

8. Write the functions of the following parts.

a. Retina b. Eardrum

c. Semicircular canal d. Choroid

e. Olfactory nerve

9. Establish the interrelationship between muscular and skeletal systems.

10. Write short notes on the following:

a. Protection of the eye c. The internal ear
b. Structure of the skin d. Care of the skin

11. Fill in the blanks with correct words.

a. Cells are the structural and ……………………… unit of life
(systematic, scientific, functional, smaller)

b. The milky white outer layer of the eyeball is called …………………
(sclera, cornea, retina)

c. The message of smell sensation is analysed in …………………..
lobe of the brain (optic, olfactory, auditory)

d. Auditory canal is a curved tube of about ……………. length. (3 cm,
6 cm, 12 cm)

e. Taste-sensitive nerve cells are present on …………………………
(skin, tongue, brain, nose)

20 Health, Physical Education & Creative Arts - 6

2 Community Health
and Mental Health

The Starter Text

A Short Story

Not long ago, a happy family lived at Aiselukharka VDC of Khotang district in Nepal.
The family of four had the parents, a son, and a daughter. They were all educated
and civilised. They had good habits of maintaining sanitation, personal hygiene, and
balanced diet in their home. They had a small and beautiful kitchen garden. Each of the
family members used to work there every morning and evening. The garden had a few
fruit plants besides the usual vegetables. They used to have a mix of green vegetables,
pulses, and cereals for every meal. Their milk products came from their cow named Mali.
Mali had a lovely cute calf named Sinduri. In fact, the family was enjoying a life with no
history of any sort of illness.

Over time, the children got married. The daughter had to go far away to her husband's
home. The son brought home a girl from Mayalpur.

The daughter-in-law was not conscious about the personal and environmental cleanliness.
Neither did she know much about the balanced diet. The kitchen garden then gradually
turned barren. Mali and Sinduri were left unattended. Now, make a guess, what was in
store for the family members. They started getting ill.

Discuss in the class what message the story gives and the reasons for the poor health of
families.

**********

Count the following, if available, in your community. Write about their present status and
mention how they are helping people.

• Health service centres (health post, sub-health post, primary health centre,
hospital, private nursing homes, or clinics)

• Drainage systems

• Medicine shops

• Aaurvedic and homoeopathic centres

• Ambulances

• Drinking water supply system

• Natural sources of drinking water

Health, Physical Education & Creative Arts - 6 21

2.1 Introduction to Community Health

Human beings are a social creature. They form communities and live
in the society. They are linked in various ways. They share common
environments, norms and values. Common health services and facilities
are available in the community. Diseases affect a group of individuals
in different ways. Some diseases can be controlled by personal efforts
but others, mainly those that are communicable and that grow into
epidemics, demand a collective effort for their control. Public participation
or involvement of the whole society will be necessary in that situation.
Therefore, community health is also called public health. We talk of
community medicine, or social medicine. In the past, community health
programmes used to be about the sanitation of public places and curing
of diseases in the community. However, these days they carry a broader
sense and include curative, promotive, preventive, and rehabilitative
health services. Community health focuses on securing the participation
of community people for preventing diseases among them.

Community health can be defined as a science and art of postulating
a balanced integration of curative, promotive, preventive, and
rehabilitative health services to make a community healthy by promoting
environmental and personal health of the community people through
an organised community effort. The concept of community health has
been adopted by many countries in their health policies in the world.
The World Health Organization (WHO) promotes a primary health care
system, which has been adopted by Nepal in its health policies. Primary
health care seeks to provide basic and necessary health services to all the
people living in all corners of the world. That’s why, primary health care
is also considered part of the community health.

2.2 Status of Health Services in Nepal

Nepal is a party to various international health conventions. It has signed
many international documents addressing the health of people. Some of
them are the International Conference on Population and Development,
Cairo Conference (Egypt, 1994), Beijing Conference 1995, Tehran
Conference, etc. Even as Nepal is trying to become a developing nation,
by getting the people out of poverty, it lacks the ability and resource to

22 Health, Physical Education & Creative Arts - 6

deal with the many problems of the people. Superstitious beliefs, rooted
and practiced in several communities, have complicated the problems.
Many areas of Nepal are rural and underdeveloped. High disparities exist
among the people due to their geographical characteristics, population
density, development features, and access to government services. In
spite of all this, the following health service centres have reached across
Nepal.

(a) Sub-health Posts

They are the lowest tier of health service centres run by the
government of Nepal. There is one sub-health post in each of the
village development committees (VDCs), which are about 4000 in
number. Nepal government has a policy to provide a free health
check-up for all the people living in the villages. Each sub-health
post is headed by a CMA (Community Medical Assistant). An
MCHW (Maternal Child Health Worker) and a VHW (Village
Health Worker) are deputed in each sub-health post. At the sub-
health post, people can get health services such as immunisation,
family planning, and treatment of minor diseases. The government
policy aims at upgrading the sub-health posts into health posts.

(b) Health Posts

Health posts are at a higher tier
of health service than the sub-
health posts. Health posts have
been established in highly dense
villages and more than 50 town
areas in Nepal.

There is one Health Assistant (HA)
in each health post. Besides, other staff include the CMA, MCHW,
Auxiliary Health Worker (AHW), and Auxiliary Nurse Midwife
(ANM). There are more health services and facilities in the health
posts than in the sub-health posts. People should know about the
services provided by health posts in order to benefit from them.
Nepal government has adopted policies to upgrade the health
posts into primary health centres.

Health, Physical Education & Creative Arts - 6 23

(c) Primary Health Centres

Primary health centres are higher level health service providers.
The national health policy plans to establish these centres in
the existing health posts by increasing the health manpower,
with at east one MBBS physician, beds, and other services there.
Primary health centres are in operation in each of the 205 election
constituencies in Nepal. Each primary health centre is administered
by a medical officer (an MBBS doctor), and other staff, including
Health Assistants, ANM, MCHW. Primary health centres provide
services for the treatment of disease, immunisations, first aid,
health education, etc.

(d) Hospitals

Hospitals are the highest level
of health service centres with
provisions of outdoor patient
department (OPD), indoor
patient department (IPD),
beds, specialist doctors, and
modern medical equipment
such as X-ray, CT scan,
advanced laboratories, and operation theatres (OT).

People can get various health services including the facilities
obtained from the above-mentioned provisions in the hospitals.
Besides, there are a number of doctors and specialists, ANM,
staff nurses, senior nurses, surgeons, and other staffs. There is a
zonal hospital in each zone and a district hospital in each district
of Nepal. District hospitals have 25 to 50 beds whereas the zonal
hospitals have more than 50 beds for indoor patients. The indoor
patients are admitted to beds and get proper care and treatment
from specialist doctors inside the hospitals. Except the zonal and
district hospitals, there are some hospitals at the national level.
They provide quality health services and facilities at the highest
level. Some of them are specialised for the curative service for
particular diseases. Following are some examples of the national

24 Health, Physical Education & Creative Arts - 6

hospitals:

(a) Bir Hospital, Kathmandu

(b) B.P. Koirala Institute of Health and Sciences (BPKIHS),
Dharan, Sunsari

(c) Maternity Hospital, Kathmandu

(d) Mental Hospital, Patan

(e) Shukra Raj Tropical and Infectious Disease Hospital,
Kathmandu

(f) B.P. Koirala Cancer Hospital, Bharatpur, Chitwan

(e) Private Hospitals, Clinics, and Nursing Homes

Hospitals in this category are established as medical businesses in
the form of health service centres with financial investment from
the private sector, organisations, and businessmen. Some of the
private hospitals and nursing homes are providing quality health
services to people but some have been found to be exploiting the
patients. Most of them are expensive and inaccessible to poor
people. They are town-centred and profit-oriented. In the context
of sky-rocketing population growth, the number of government
hospitals has become inadequate to meet the demands of health
services of the people. Private hospitals and nursing homes are
playing important roles to fulfil the growing demand for health
services.

(f) Aaurvedic Hospitals

Aayurveda is one of the holy books among the four major Vedas of
the Hindus. It has a collection of ample information about different
herbs and their utility in human health. The hospitals that follow
the system of treatment or health care of people on the basis of
Aayurveda are called Aaurvedic hospitals.

There is an Aaurvedic Department under the Ministry of Health
and Population. It carries out the functions like formulation of
plans and policies, monitoring, and coordinating the Aaurvedic
hospitals and dispensaries. It governs Aaurvedic hospitals and
dispensaries at zonal, district and area levels.

Health, Physical Education & Creative Arts - 6 25

(g) Homoeopathic Hospitals

Homoeopathy is a system of alternative medicine developed by
Mr. Samuel Hahnemann on the basis of his doctrine, “like cures
like”. He believed that a substance that causes the symptoms of
a disease in healthy people will cure similar symptoms in sick
people. Though the system has not proved very effective against
many diseases, it has been quite popular because it has less or no
side effects.

In Nepal, the first homoeopathic hospital was established in
Kathmandu in 2010 BS by Nepal government. Its name is Pashupati
Homoeopathic Hospital. People can get free-of-cost treatment at
this hospital. Patients also get bed and food during their treatment
there.

(h) Other Alternative Therapies

Alternative therapies include the systems of treatment in different
ways. Some of the systems found in Nepal are natural therapy,
acupuncture, acupressure, yoga, etc. They are also practised in
different places of Nepal for the treatment of diseases.

2.3 The Impacts of Health Information and Advertisements
on Health Behaviour of People

Health information is disseminated via
various means and media nowadays. The use
of information and technology has created a
noticeable scenario in the field of public health.
Obviously, news media are one of the powerful
tools for health literacy among people. The
concerned authorities and organisations as
well as health personnel, clinicians, and other
professionals can communicate the message
and awareness by using the means of mass
media in ways that patients and the public can
be influenced. Social media are other powerful
platforms for health professionals or patients to directly communicate
with one another. Besides, various hospitals, clinics and medicine
producers make advertisements for their business promotion. They

26 Health, Physical Education & Creative Arts - 6

are very important sources of
health information. On the other
hand, false information broadcast
can lead to wrong information
and subsequent health hazards.
Therefore, we must be careful
with such messages from the mass
or social media. A culture-shifting
example of the close relations between the mass media and general
public was seen in the Covid-19 lockdown of the world. For instance,
preventive health behaviours such as washing hands, wearing masks,
and keeping a social distance etc. developed by the people during the
lock-down of Covid-19 pandemic spread all over the world thanks to the
media. Much of the information obtained from the media, but not all,
helped us during the pandemic. People relied on the media for health
related news, recent events, health awareness, and health information.

Activity:

List out any three ways to remain safe from Covid-19 pandemic. In
which media did you come across these precautions? Present your
experience in the class about how the media disseminate messages for
health awareness and information.

2.4 Adverse Impact of Environmental Pollution on
Human Health

Weobtainair,water,foodandeverything
we require from the environment.
The environment is affected by our
activities such as developmental work,
construction, industrialisation, market,
household work, etc. We should act in
a nature-friendly manner to protect the
environment from being polluted.

We must carry out tree-plantation or afforestation programmes. Besides,
activities such as environmental education, formal and non-formal

Health, Physical Education & Creative Arts - 6 27

educational programmes, awareness on environmental protection can
contribute in developing positive attitudes and behaviour towards the
environment.
As we our living environment consists of air, water, land and other
components, our health is determined by their quality. If the environment
is polluted, our body is badly affected by the harmful components of
the environment. Polluted air can cause asthma, respiratory disorders,
bronchitis, COPD and other diseases of vital organs, say, the heart and
liver. Polluted water causes diseases like cholera, diarrhoea, roundworm
and other various water-borne infections. Sound pollution may cause
deafness, hypertension and mental disorders. Therefore, we must live in
a clean and safe environment with minimum possible pollutants in it.

2.5 Mental Health: Introduction and Importance
Introduction to Mental Health

Mental health is a state of well-being in which a person understands his or her
own abilities, can cope with the normal stresses of life, can work productively
and fruitfully, and is able to make a contribution to his or her community.

2.6 Characteristics of Mentally Healthy Persons

Good mental health is not simply the absence of diagnosable mental
health problems, although good mental health is likely to help protect
against development of many such problems.

Good mental health is characterised by a person’s ability to fulfil a
number of key functions and activities. A mentally healthy person has
the following characteristics

28 Health, Physical Education & Creative Arts - 6

i. ability to learn and memorise
ii. ability to form and maintain good relationships with others
iii. ability to make good and precise decisions
iv. ability to cope with and manage change and uncertain circumstances
v. ability to feel and express emotions
v. ability to manage emotional components
vi. ability to handle positive and negative emotions
vii. ability to adapt to new circumstances
viii. ability to abide by the existing norms, rules, and regulations

Activity:
Tick (√) or cross (×) the boxes for true or false statements in the
context of a mentally healthy person.
i. Cooperates with friends and maintains a good

relationship with people.
ii. Becomes able to remember and think logically.
iii. Expresses unexpected behaviours in group-works.
iv. Can perform works assigned according to the age and

maturity.
v. Becomes angry very quickly/ is short tempered.
vi. Complies with the rules according to mood instead of

the generally accepted norms.

Relationship between good behaviour and mental health

Since our childhood, we were always been taught the good manners.
Our parents always insisted on us to develop good manners. Moreover,
they always tried their best to teach us everything to become a good
human being. Good manners are important for a person to live in a
society. Furthermore, if a person wants to be liked by everyone then he
or she must know how to behave. The difference between an educated
person and an illiterate person is not just about knowledge. But the way

Health, Physical Education & Creative Arts - 6 29

they speak and act. So the presence of good manners can make a person
gentle. If people are lacking in their manners, their education may mean
little.

Good behaviours leave to good physiological states in the human body.
Our mental health can remain fresh and calm with good behaviours. The
state of calm does good for the mental health of people. Therefore, we
must always exhibit good behaviours.

2.7 Interrelationship between Physical Health and Mental
Health

Mental health and
physical health are
deeply connected
with each other.
There are multiple
associations
between mental
health and chronic
physical illnesses.
Conversely, the
physical illness can
lead to mental illness
in many conditions.
It is a fact that the
mental health solely
depends on the
physical conditions
of the brain. If there
is an infection or injury or damage to any part of the brain that may be
related to mental health, to the extent that a person gets deranged. The
relationship between mental and physical health is more evident when
there are issues of chronic health conditions in the determinant part of
the physical brain (for instance: the cerebrum). Poor mental health is a
risk for chronic physical conditions. People with serious mental health
conditions are at high risk of experiencing chronic physical conditions.
People with chronic physical conditions are at risk of developing poor

30 Health, Physical Education & Creative Arts - 6

mental health. These evidences also support the connection between
mental and physical health.

Exercise

A. Answer the following questions:

1. Define community health. How does it help in the betterment of
human health?

2. What are the functions of community health in our life? Discuss.
3. Define mental health.
4. Explain the basic characteristics of a mentally healthy person.

5. Suggest measures to keep our home and community clean and
healthy.

6. What is a hospital? Why is it important for community people?

7 What roles does safe drinking water play in keeping us healthy?

8. Write down any two differences between Aayurvedic and
Homoeopathic hospitals.

9. Establish the interrelationship between environment and community
health. How can we maintain environmental cleanliness and
sanitation?

10. Explain the impacts of pollution on human health with suitable
examples.

11. Establish the interrelationships between good behaviour and mental
health.

B. Match the following:

Emotion • Anxiety

Mental stress • Addiction

Drug • Capable to adjust in society

A healthy person • Jealousy

Health, Physical Education & Creative Arts - 6 31

Nutrition

3 and

Food Security

The Starter Text
Collect the names of food your family members, community people, and
friends like and eat. Ask your classmates about their likes, too, and fill in
the blanks below with the information you have:
• Foods used in everyday life:

..............................................................................................................
..............................................................................................................
..............................................................................................................
• Foods used very frequently:
..............................................................................................................
..............................................................................................................
..............................................................................................................
• Foods used very rarely:
..............................................................................................................
..............................................................................................................
..............................................................................................................

32 Health, Physical Education & Creative Arts - 6

3.1 Food, Nutrition, and Balanced Diet

Food is essential to keep us alive. We eat food for survival as well as to satisfy
our hunger. Foods are our sources of nutrition. A number and variety of
foods have been used in different times and situations by different people.
We have had foods of different colour, composition, and taste.

Examples of food
Foods commonly taken in the morning:
Milk, Tea, Bread, Rice, Pickle, Curry, …..............................................................................
(add more in the blanks)
Foods commonly taken during the day:
Fruits, Noodles, Biscuits, …........................................................................................................
(add more in the blanks)
Foods commonly taken in the evening:
Rice, Maize, Pulses, Meat, Fish, …............................................................................................
(add more in the blanks)

Nutrition
Nutrition is the process of taking the right food in the right amount to

make our body strong and healthy. When we eat foods, our body does not
absorb all the materials. It absorbs the necessary substances and flushes
out the rest. Unnecessary things mostly go out of the body by way of
defecation. Substances necessary for our body to get the energy, grow,
develop, and remain safe are known as nutrients. The purpose of taking
food is to obtain the nutrients for the body. Carbohydrates, fats, proteins,
vitamins, minerals and water are the nutrients required for our body.

Balanced Diet

A balanced diet is a set of foods that constitutes an appropriate proportion
of all nutrients required for our body. In other words, it is a set of food
or diet that contains differing kinds of foods in certain quantities and
proportions so that the requirement for calories, proteins, minerals,
vitamins and alternative nutrients is adequate and a small provision
is reserved for additional nutrients required for normal and healthier
living. As the requirements of nutrients differ according to their necessity
and functions in our body, a balanced diet does not have equal amount

Health, Physical Education & Creative Arts - 6 33

of all nutrients in a single dish of food. It has a higher amount of energy
yielding foods (containing carbohydrates and fats), moderate amount of
body building foods or proteins and comparatively smaller amount of
protecting foods that contain minerals and vitamins.

3.2 Classification of Foods and Their Functions

(a) Major meals

We take foods in different forms. Among
them, we take two major meals commonly:
one in the morning before going to school
and the other in the evening. The morning
meal is termed lunch and the evening meal
is termed supper or dinner. Rice is a major
constituent for both the major meals in our
country. It is accompanied by pulses, green vegetables, pickles, and milk
products. Sometimes, in some families, maize, millet, potato, and other
foods constitute the major meals. In the mountain region, where there
is no production of rice, the other foods like potato and maize make the
major share of the meals.

(b) Pulses

Beans, lentils, peas, gram, and similar foods are
categorised under pulses. The pulses are rich
sources of protein. They are the main source of
protein for vegetarians. Protein-rich foods help
us in our proper growth, development and
repair of the body and its parts.

(c) Green vegetables

Green vegetables are the important constituents
of our major meals. They are the different parts
of fresh vegetable plants. Leaves, stems, roots,
flowers, and fruits of vegetable plants are used
as green vegetables. Leaves of certain vegetables
like spinach, cress, mustard, and onion are
commonly used green vegetables.

Radish, carrot, and potato are the roots used in
vegetables. Pumpkin, brinjal, and chilly are the
fruit part of plants. Bamboo stems and stems of

34 Health, Physical Education & Creative Arts - 6

some other plants are also used as vegetables. Besides, plant stems and
young bamboo shoots are vegetable delicacies. Green vegetables give us
vitamins and minerals. They are important for us to protect ourselves
from different diseases.

(d) Fruits

Fruits are delicious and tasty. Many
people like them. Various types of fruits
such mango, papaya, orange, apple,
guava, banana, etc. provide various types
of nutrients and keep our body strong,
energetic and healthy.

(e) Meat, fish, and milk products

Our food contains meat, fish, and different
milk products. They are very nutritious.
They are rich in proteins and other
nutrients. They are expensive to buy. It is
better to include meat and fish items in
small amounts in our food. If these cannot
be managed, the pulses can be used as the sources of protein.

3.3 Identification of Locally Produced Foods, their
Importance, and Utilisation

Locally available foods are produced in the local farm or kitchen-garden.
They are not stored for long. The nutrients are not lost from such kinds of
food. They are fresh and beneficial for our health. Foods with inadequate
nutrients are malnourished foods. When we have the habit of taking
such foodstuff, we cannot get adequate nutrients in a balanced way. This
may cause various forms of malnutritions and related diseases such as
rickets, night-blindness, Marasmus, etc.

Activity:

Collect the names of junk food that your friends and you may be using
quite often. They may have adverse effects on your health.
Discuss the effects of junk food in the classroom with the help of your teacher.

Health, Physical Education & Creative Arts - 6 35

3.4 Use of Locally Produced Foods for the Preparation of
Balanced Diet

We include various types of foods in our
daily life. Foods are prepared with a variety
of ingredients. Among them, some items
can be obtained from the local resources
whereas some items are imported from
other places.

Inclusion of foods from the local resources
saves our time, money and health. They are
fresh and therefore contain major nutrients in adequate amounts.

In the table below, there is an example of food dishes and their ingredients
on the first row. Fill in the table with similar information for the rest of
the rows.
For mountain region

Food Name of the dishes Ingredients Ingredients
used from local
resources
Lunch maize, rice, Dhindo, corn, lentil, potato,
vegetable curry, garlic, Chayote, corn,
Tiffin milk, lentil soup, cardamom, yak-milk
Dinner pickle coriander,
Chayote, garlic,
potato

For Hilly region

Food Name of the dishes Ingredients used Ingredients
from local
resources

Lunch rice, maize rice, corn, rice, gram, rice, corn,
Dhindo, vegetable lentil, garlic, cow-milk,
curry, milk, lentil cardamom, coriander
soup, pickle coriander

36 Health, Physical Education & Creative Arts - 6

Tiffin
Dinner

For Tarai region

Food Name of the dishes Ingredients used Ingredients
Lunch from local
resources
Tiffin
Dinner rice, Chapati, rice, lentil, onion, rice, gram,
vegetable curry, garlic, ginger, pea, onion,
milk, lentil soup, coriander cow-milk
pickle

Note:

Locally available foods are different from place to place. Due to the
different climatic conditions and nature of the soil, the crops growing
in mountain, hilly and Tarai regions differ.

Balanced Diet and Its Constituents

Our body needs all types of nutrients. But the amount of food needed is
not equal for all types of nutrients. We need more carbohydrate. Proteins
are needed in adequate amount. But minerals and vitamins are not
needed by our body in large quantities.

(a) Energy giving foods



Health, Physical Education & Creative Arts - 6 37

These foods are rich in carbohydrates and fats. Rice, maize, millet,
wheat, potato, sweet potato, milk, sugarcane, honey, sugar, ghee, oil, etc.
are the major energy-giving foods to be consumed. They help us in the
production of energy in our body and make us energetic.

(b) Food for growth and development
Foods in this category are rich in protein. Meat, fish, milk, lentils, cereals,

etc. are the major foods for growth and development. They help our in
its growth, development, and repair of broken tissues.

(c) Food for protection
These foods include the foodstuffs1 rich in vitamins and minerals.

Examples of foods needed for protection of our body are green vegetables
and fruits like papaya, lemon, orange, spinach, cress, etc.

1 Foodstuffs = food materials

38 Health, Physical Education & Creative Arts - 6

3.5 Malnourished Foods and Their Adverse Effects on
Health

Malnourished foods are foods with inadequate nutrients. When we have
the habit of taking such foodstuffs, we cannot get adequate nutrients in a
balanced way. This may cause various forms of malnutrition and related
diseases such as rickets, night-blindness, Marasmus etc.

Activity:

Collect the names of junk food you and your friends may eat often.
They may cause adverse effects on the health? Discuss the effects of
junk food on health, in the classroom, with the help of your teacher.

Exercise

1. What is food? Why is it necessary that food must contain enough
nutrients?

2. What is nutrition? Give some examples of nutrients.
3. List the important constituents of major meals with their examples.

4. A balanced diet is necessary for the maintenance of a sound health. Do
you agree with this statement? Why?

5. Write short notes on:

(a) Energy giving foods

(b) Foods for growth and development

(c) Foods for protection.

6. Match the following:

Pulses • • Protection of body

Green vegetables • • Set of all necessary nutrients

Ghee and oil • • Repair broken tissues

Balanced Diet • • Energy giving

7. What are the negative impacts of foods that contain inadequate nutrition?
Explain.

Health, Physical Education & Creative Arts - 6 39

4 Diseases, Safety

and First Aid

The Starter Text
Ask your friends, family members and community people the names
of various diseases they know. Inquire about the frequency of these
diseases occurring among them. Find the most common disease. Share
your result with your friends and teacher.

40 Health, Physical Education & Creative Arts - 6

4.1 Introduction to Infectious Diseases

Disease is the condition when our body doesn’t have comfort or some
of our body organs or systems cannot perform their functions properly.
There are various minor and major diseases occurring in our body. We
can see a number of patients and injured people at hospitals and health
centres every day. Some of the diseases are caused due to malfunction of
body organs and some diseases are caused by the destructive1 activities
of germs in our body.

Infection is the invasion and multiplication of harmful living agents or
organisms such as viruses, fungi, bacteria, and parasites within the body
causing harmful effects. There are four types of agents that can cause
illness in people. They are bacteria, fungi, viruses, and parasites.

Infectious diseases are conditions in our body when the causative agents
invade it and cause infection and inflammation in the affected part or
parts.

4.1.1 Process, Cycle and Stages of Infectious Diseases

Process of infectious disease

Infectious diseases are communicable. They go from a reservoir host to
another susceptible host in stages shown in the process below:

Exposure to Infection of Illness Recovery Chronic
the causa- the germ developed infection or
tive agent in the body
death

Infectious disease cycle and its stages

All causative agents or pathogens go through a life-cycle. The organism
follows a phase of its life to come back to the same stage and repeat the
process. This disease-germs go through phases of growth, consolidation,
change of structure, multiplication/reproduction, spread, infection of a
new host, and growth in the new host again. The stages are repeated and,
that's why, they are said be in a cycle. The cycle of infectious/communicable
disease is represented with a diagram. It represents the following stages
of the infectious disease.

Health, Physical Education & Creative Arts - 6 41

Infectious
agent

Susceptible Reservoir
Host

Route of Route
Entry of Exit

Mode of
Transmis-

sion

Infectious Disease Cycle

The stages of infectious diseases are :
a. Route of Entry
b. Susceptible Host
c. Infectious Agent
d. Reservoir
e. Route of Exit
f. Mode of Transmission

Mode of transmission of communicable diseases

Mode of transmission Diseases

Direct touch or contact with the Leprosy, trachoma, scabies,
infected person, and sharing of roundworms and other contagious
personal materials like towel, clothes, diseases
etc.

Through germ-contaminated food Typhoid, cholera, diarrhoea,
and water dysentery, hepatitis E, roundworms,
hookworms, etc.

42 Health, Physical Education & Creative Arts - 6

Through the inhalation of germ- TB (Tuberculosis), flu (bird-flu,

contaminated air or droplets from an swine-flu, etc.) common cold,

infected person measles, pneumonia, etc.

Through flies Kalazaar , dysentery, etc.

Through mosquito bite Malaria, Japanese encephalitis etc.

Through mad dog bite Rabies
Through mice Plague

Through lice Typhus fever

Through sexual intercourse HIV/AIDS, gonorrhoea, syphilis,
hepatitis B, hepatitis C, etc.

Through accidental piercing, sharing
or injecting germ-contaminated HIV/AIDS, Hepatitis B, etc.
syringe

4.2 Food and Water Borne Diseases

Vector-borne diseases are infections transmitted by the bite of infected
arthropod species, such as mosquitoes, ticks, triatomine bugs, sandflies,
and blackflies. Vector-borne transmission of disease is an indirect
transmission process during which the causative agent or pathogen is
indirectly transferred from a reservoir, source or host to another host by
some intermediary vehicle or carrier objects.

(a) Diarrhoea

Diarrhoea is a common communicable disease
in Nepal. Thousands of children die due to
diarrhoea every year in Nepal. It is found in those
areas where there is low sanitation and lack of
education.

Symptoms of diarrhoea

(i) Frequent discharge of watery stool. It may be three to dozens of
times in a day.

(ii) Pain in the abdomen.

Health, Physical Education & Creative Arts - 6 43

(iii) Tiredness.
(iv) Dryness of mouth and excessive thirst.
(v) Dehydration

Mode of transmission

Diarrhoea is transmitted from one person to another by contamination of
water or food with the stool of diarrhoea patient. The contamination is
possible if the patient passes stool in open environment. This may spread
diarrhoea germs in the environment. Some flies carry disease germs on
their legs and transfer them to food and water. If a healthy person takes
such food or water, s/he also suffers from diarrhoea.
Measures for prevention and control
(i) Maintain good level of sanitation at home and surroundings.
(ii) Give high emphasis on personal hygiene and cleanliness.
(iii) Keep food items safe from flies and other insects.
(iv) Encourage all people to use latrine and wash hands properly after
using it.

(v) Never take any food with dirty hands. Wash them compulsorily
before taking food.

(vi) Trim the nails properly.
(vii) Wash green vegetables properly before you eat them.
(viii) Discourage any sort of open defecation.
(ix) Always use safe and clean drinking water.

(b) Dysentery

Amoebic dysentery

Dysentery is an infectious disease of intestine. The
inner lining becomes infected with microscopic
protozoan ‘Entamoeba hystolytica’ causing
secretion of whitish mucus from the intestinal
linings. It is caused by contamination of food or
water with its causative agents. Lack of sanitation
and improper food handling causes amoebic dysentery.

44 Health, Physical Education & Creative Arts - 6

Bacillary dysentery

The dysentery caused due to infection of bacteria ‘Bacillus Shigella’ is
termed bacillary dysentery. There is also infection on the inner wall of
small intestine in case of bacillary dysentery. Because of this, there are
several common symptoms of bacillary and amoebic dysentery.

Common symptoms of amoebic and bacillary dysentery.
(i) Severe pain in the abdomen
(ii) Frequent passage of stool in small amounts
(iii) Presence of whitish mucus in stool
(iv) Dehydration, lack of water in the body
(v) Remarkable tiredness and loss of weight

(vii) Loss of appetite

(viii) If not treated in time, the presence of blood in the stool causes
anaemia and other serious problems

Because of nature of the mode of actions and activities of causative agents
into the intestine of the victim, there are some differences found in these
two types of dysentery. Some of the major differences are:

Amoebic Dysentery Bacillary Dysentery

i. It is caused by the i. It is caused by the bacterial micro-

amoebic parasite called organism of genus Shigella. Species

Entamoeba hystolytica may be dysenteriae, sonnei,

flexineri, shiga, boydii, etc.

ii. Blood is discharged in ii. Blood is seen discrete. Colour of

clumps. Colour of blood blood is bright red.

is dark red.

iii. It appears in sporadic‌iii. It appears widely as a sudden

forms in a community. outbreak.

iv. Amount of faeces iv. Amount of faeces is scanty.
discharged is more
comparatively.

v. Odour of the faeces is v. The faeces produce no or less

more offensive. offensive odour.

Health, Physical Education & Creative Arts - 6 45

vi. It is associated only at vi. It is mostly associated with fever.

complications.

vii. Pain and tenderness is vii. Pain and tenderness are felt in the

localised specially in the whole abdomen.

lower abdomen.

viii. Amoebic dysentery viii. It spreads more quickly than

spreads slower than amoebic.

bacillary.

Mode of transmission of dysentery

This disease is transmitted from an infected person to other healthy
people due to:

(i) Contamination of food and water with the causative germs.

(ii) By eating raw vegetables and salad if they are contaminated.

(iii) Open defecation and spreading of germs in the environment.

(iv) Taking food stuffs contaminated by flies and insects.

Measures for prevention and control dysentery

(i) Develop habits of taking safe and clean foods.

(ii) Maintain personal hygiene and sanitation.

(iii) Discourage open defecation and encourage use of latrine properly.

(iv) Use safe drinking water.

(v) Seek medical help as soon as the symptoms are noticed.

(c) Typhoid

This is a highly communicable
disease caused by the infection
of germs ‘Salmonella typhii’
on the digestive canal. There
is frequent on and off of fever
which occurs at a particular
time every day. The fever rises
severely and declines again.
This repeats during the infection
period. Human excreta or urine contains the germs. If the foodstuff or

46 Health, Physical Education & Creative Arts - 6

water is contaminated with germs by any means, that can result in the
diseased condition.
Symptoms
(i) Fever with chills
(ii) Abdominal discomfort
(iii) Constipation and pain in the abdomen
(iv) Sudden rise and drop in temperature
(v) Severe weakness and tiredness

Mode of transmission
The microscopic causative agents are present in urine and stool of the

infected person. The micro-organisms can contaminate drinking water
and foods by various means and vectors like flies and insects. If a healthy
person takes such contaminated food or water, there is transmission of
typhoid.
Measures for prevention and control
(i) Maintain personal hygiene and cleanliness.

(ii) Take safe drinking water.

(iii) Avoid and discourage open defecation.

(iv) Cover food while storing.

(v) Never take stale and rotten foods.

(vi) Encourage all the family and community members to use the
latrine properly.

(vii) In case of any infection, visit a doctor and take medicines.

4.3 Safety Education and First Aid

Introduction to safety and safety education

We meet with various types of accidents at different circumstances. Some
of them may be unavoidable but most of them can be prevented by
taking proper precautions. Safety is the process of taking appropriate
precautions for the prevention of accidents and injuries. Safety education
is the process of changing our behaviours to be safe from potential

Health, Physical Education & Creative Arts - 6 47

dangers and probable accidents or injuries. Safety education helps us to
be careful about the risks in different situations. Though all the accidents
may not be preventable, we can reduce chances of accident if we are
careful and conscious about safety measures.

(a) Safety measures at home
Home is the place where we

live with family members.
We spend most of our time
at home. We take food, sleep,
study, work in kitchen and
garden, and do various works
at home. We use different types
of instruments for various
purposes. Many people meet with accidents and injuries at home. We
can minimise them by following the safety measures given below.
(i) Keep the kitchen appliances away from the reach of children.
(ii) Manage to be in wide rooms, passages, and stairs with facilities
(iii) Keep medicines, poisons, and chemicals in a safe place.

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(iv) Inflammable objects should be kept away from the kitchen room
and children.

(v) Toilets, bathrooms, and latrines should have non-slippery floors.
(vi) Have proper light and ventilation where you live and walk.
(vii) Electric wiring should be safe and switch boards should be placed

safely.
(viii) Knives, swords, scissors, sharp cutters and similar instruments

should be kept and used carefully.
(ix) Use heaters, ovens, candles and other sources of extreme heat with

care and direct supervision of seniors.
(b) Safety measures on roads
Roads are common for all people. In some places, roads are overcrowded

whereas they are empty in some places. Roads are busy mostly in town
areas and empty in rural areas. There are some important rules to follow
for safety on the roads.

(i) Follow the traffic rules strictly.
(ii) Drive vehicles according to the set rules and follow the indication
of traffic signals and traffic lights (red light-stop, yellow light-wait,
and green light-go ahead).
(iii) Use footpath while walking.
Health, Physical Education & Creative Arts - 6 49

(iv) Use zebra crossing and see the traffic signals and traffic lights while
crossing busy roads.

(v) As far as possible, do not go along and across the busy roads.
(vi) Use overhead bridge or subway (if available) to cross the road.
(vii) Do not let the children play on the road.
(c) Safety measures at school
School is the place where there are students of various ages. By nature,
children are restless and fidgeting. Therefore, they are highly vulnerable
to accidents. They fall in accidents very frequently. So, school should
apply safety measures to keep the students safe from injuries and
accidents by following the methods given below:
(i) Remove broken desks, benches, wooden pieces, metals and slippery

substances from the classroom.

The Starter Text

(ii) Floors of classroom, corridors, and stairs should be non-slippery.
(iii) Railings should be made along the stairs and verandah.
(iv) Running, pushing, and playing in classrooms and other narrow

places should be avoided.
(v) Class monitors should be there in each class to oversee activities of

students for their safety in the absence of teachers.
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