A Third Grade Inquiry Unit: Nothing But Nets Written by

Becky Biesiada Dr. Emily Alford

Holy Family Catholic Academy 2515 Palatine Rd

Inverness, IL 60067 Archdiocese of Chicago, IL

Unit Overview: Description of Third Grade Challenge

Third grade students receive a special letter from NothingButNets and the United Nations Foundation asking them to help tell people about malaria and how to end this terrible disease. The focus for this mini unit is on ways in which governments or organizations can assist in resolving this problem. Attached is a curriculum plan for a mini-unit focusing on understanding the purpose and structure of the United Nations, comparing leadership in different forms of government, and understanding the concept of common good and how people work for the common good. The attached curriculum meets the content established by Illinois State Goal 14: understand political systems, with an emphasis on the United States; Standard B, understand the structures and functions of the political systems of Illinois, the United States, and other nations and Standard F, understand the development of United States political ideas and traditions (1, 2). The curriculum is color coded, linking standards and benchmarks to teaching activities. These materials include activities that engage the students as well as provide other resources (or links to specific websites) necessary to complete the unit. The inquiry mini-unit culminates with students working in teams to create a newsletter that can be given to parents and people in your community. We want people to make donations so the United Nations Foundation can purchase nets for children being infected with malaria. These materials are designed to help students understand the United Nations and how we all can work toward the common good of all people. We hope this newsletter will make people want to donate money to buy more and more nets, thus helping to eliminate malaria as we have done in the United States.

(1) All references are made to Illinois State Goals and Standards. Please refer to your specific state’s goals and standards for reference.

(2) The curriculum also meets the content established by the Office of Catholic Schools, Archdiocese of Chicago Curriculum Framework.

Government Inquiry Learning Mini-Unit

Third Grade Curriculum

Index

Unit Overview: Description of Third Grade Challenge Dividers to Separate Unit Components Letter to Students from NothingButNets and the UN Foundation Inquiry-Based Learning Unit Planner Lesson Plans (for

Graphic Organizers

1. Note-taking format 2. Cause-effect organizer

Informational Text Reading Resources - Articles on the Following Topics:

United Nations Overview African Government Fighting Malaria Malaria Malaria, The Disease Facts Nets Saves Lives

Student Product

1. Front page 2. Back page

Dear Students, The United Nations Foundation’s Nothing But Nets campaign needs your help. Each day a mosquito kills an African child every 30 seconds. Look at the second hand of the clock in your classroom. Watch and count, 1, 2, 3,…30. Another child has died. One million men, women, and children die each year. Do you know anything about Africa? There are many types of government organizations around the world. In a continent such as Africa, some citizens do not enjoy the privileges of a democratic government. What is the purpose of a government? The United Nations is a government for governments. Do you know why that is? What can you find out about the government in Africa? How are the citizens of the African countries affected by this mosquito? What can government do to save the lives of so many people? Your teacher is going to read a book that tells the story of nets that are saving the lives of children by keeping them from being bitten by mosquitoes. Listen carefully. After you have read the book, you will find out how you can help. The book that your teacher will read is the ONLY book that tells about this problem. The United Nations Foundation needs your help in developing more materials. We would like you to work in teams to create a newsletter. Your newsletter can be given to parents and people in our community. We want people to make donations so that the United Nations Foundation can purchase nets for children being infected with malaria. Your materials can tell about the United Nations and how we all can work toward the common good of all people. We hope your newsletter will make people want to donate money to buy more and more nets.

Teaching and Learning Events Opening Activities

Estimated time: 1 hour

Engaging the Learner Active, intellectual engagement of students results in successful instruction. The opening activities for this series of lessons are designed to introduce big ideas for the content and engage students in discovery and authentic tasks. A strategy employed to accomplish this task is to design activities that help learner’s make connections between the curriculum content and their experience. A learner’s experience includes interests, cultural experiences, values, and beliefs. With these above points in mind, begin the unit by completing the following opening activities. Teaching and Learning Event: Opening Activity The unit begins with planned chaos as the teacher asks the class to plan a party while s/he works on a computer problem (or some other fictitious problem). Children must determine a time, place, and theme for the party and do so without an adult’s assistance in planning. After a short time the plans are shared. When it is determined that the class was unable to create a plan they discuss the reasons for their failure. The activity introduces the need for a social organization and different forms of government Description and Detailed Sequence of Opening Activities:

1. The teacher tells the students they will be responsible for planning a class party while s/he works on a computer problem. The students are given the criteria of time, place, and theme that they have to decide.

2. After 5-10 minutes of this planned chaos, have the students come together on the rug area for a discussion.

3. Ask students to share what they achieved, what problems they ran into, and what would have worked better.

4. Help the students make a connection between having a teacher or a leader who helps make decisions to a government organization.

5. Introduce the question “How can a government help?” 6. What do the students know about what governments do in our country and around

the world? 7. Now, hand each student a copy of the letter from the NothingButNets and United

Nations Foundation and read it aloud. Do not mention the name of the animal until it is revealed in the letter. NOTE: Be sure to explain that the mosquito is a special kind and, because malaria has been eradicated from this country, it is no longer a threat.

8. Re-read the letter and discuss the major points with your students. Now complete Task Analysis as detailed below.

In order to set parameters for content and focus on the challenge, complete task analysis using the following strategies:

1. Pin or tape two pieces of chart paper on the wall. Label the first one, Task Analysis and the second sheet, Questions we have to answer.

2. Ask, “What are we being asked to do (see the model on the following page)?” The answer to each question is found in the body of the letter from the United Nations Foundation. Response; “We need to create a newsletter that tells people about the problem so that they will donate money.” Write the student’s response on the first sheet of chart paper. Then probe further by asking, “What will the money be used for?” Student response, “The United Nations will purchase mosquito nets to protect people.” Add this response to the first statement.

3. Ask, “What information do we need to include in our newsletter?” Student response, “We need to learn about mosquitoes and malaria.” Write this response under the task on the first chart. Ask, “Is there anything else we need to include?” Student response, “We need to tell people about African government and the United Nations.” Again, add this response to the chart. Finally, ask, “What questions do we have now?” List the questions on the second chart. See model charts below.

Chart paper on wall

Task Analysis • Create newsletter that tells

people about the problem so that they will donate money so that the United Nations will purchase mosquito nets to protect people

We need to learn about • Mosquitoes and malaria • African government • The United Nations Foundation

and NothingButNets

Questions we have now (samples): • What is malaria? • How is malaria spread? • What is the government like in

Africa? • What is the United Nations and

Nothing But Nets? • What can we do to stop the spread

of malaria?

Teaching and Learning Events Social Studies Goals, Standards, and Benchmarks

Estimated time: 1 hour State Goal 14: Understand political systems, with an emphasis on the United States.

Standard B. Understand the structures and functions of the political systems of Illinois, the United States, and other nations. Standard F. Understand the development of United States political ideas and traditions.

• Understand the purpose and structure of the United Nations • Understand the concept of common good and how people work for the common

good Teaching and Learning Event: Read “Nets Are Nice” The information in this book is intended to give students background information on mosquito nets, Africa, and the disease. The teacher reads the book aloud, asking students to make connections to the letter and task analysis. Inquiry begins with students seeking information from a variety of sources (interviews, articles, internet, books, etc.) while taking notes using an organizer (provided). Description and Detailed Sequence of Activities:

• Download and print the book, “Nets Are Nice” from the following website: http://www.malarianomore.org/kids/educational-materials.php This book was developed by Scholastic for the website Malaria No More.

• Use the first lesson plan detailed at the following Malaria No More website: http://www.malarianomore.org/kids/materials/g1-teachinguide.pdf

• Scroll to the bottom of the webpage to discover great websites on Africa. Some of these sites are appropriate for early readers.

• Use chart paper from the first lesson to record any more questions or information that children have learned from the book and the websites. If students ask questions beyond the parameters stated in the letter, have them help code the questions that are most closely related to the letter.

• Locate the following topics in the Resource section of this unit; African government, United Nations, Malaria, Malaria: The Facts, Fighting Malaria, Bed Nets. These materials have been written specifically for this unit.

• Have students use the semantic features chart to compare United States, United Nations, and African forms of government. Use cause/effect organizer to show relationships between malaria, mosquitoes, humans, and nets. Organizers, created by the teacher, are provided in the Resource section

• Students read articles silently while highlighting or taking notes using the organizers. (see the next page for an example)

• Teams with similar articles share in a small group what information they found and all add any new ideas to their own organizers.

• Pictures are available at the U.N. Foundation website in the Teacher Resource folder. Following the next lesson, insert pictures into the product and have the class agree on the text.

• After the students have time to work with their teams, look back at the questions and post any answers gained from these activities.

Note: Additional information about Africa, mosquitoes, the Malaria Awareness Day, and mosquito nets are provided at this site. Ideally, students will be placed in small teams and given these additional materials to read. Each student can be given a different article OR each team can be given an article to read and share with the class (jigsaw activity). Semantic Features Chart example (download from website):

Important Dates

Organization or

Government

Role of the people Other Facts

United States

United Nations

African Governments

Cause and Effect Chart (download from website):

Cause: malaria Effect: mosquitoes

Cause: Nets Effect: humans

Teaching and Learning Events Social Studies Goals, Standards, and Benchmarks, continued

Estimated time: 30 minutes

State Goal 14: Understand political systems, with an emphasis on the United States. Standard B. Understand the structures and functions of the political systems of Illinois, the United States, and other nations. Standard F. Understand the development of United States political ideas and traditions.

• Understand the purpose and structure of the United Nations

Teaching and Learning Event: These tasks move the class to a fuller understanding of what is at stake. Pictures of African children at risk of Malaria are posted on a wall under a picture of a mosquito. On the same wall a map of Africa is posted and covered with a net. For every donation of $10 or more, a child’s picture is moved from the mosquito and placed under the net. Description and Detailed Sequence of Activities:

• Download the pictures of Africa with and without a net, pictures of African children, and the large picture of the Anopheles mosquito from: www.NothingButNets.Net/downloads.

• Place the children’s pictures under the map of Africa with the mosquito net on the board or the wall. Explain the Nets project. The task is to raise money to purchase bed nets. For every donation, a picture of a child is moved from under the mosquito to the map of Africa (see example).

• Ask the students to take out their semantic features charts and cause and effect organizers. Have them share in teams or pairs at least one facts they have learned about each of the sections.

Assessment: • Then, individually, using the semantic features chart and cause and effect

organizer, students are asked to write their own short article on the following questions: What is malaria? What is the African government like? What role can the United Nations and other governments play in helping people who suffer from malaria?

• These articles will be collected and used to assess the individual students’ comprehension of the unit. After a grade has been assigned, the assessed article is shared with other members of the team, who also share their work. The team combines the best ideas and writing from each to be included in the newsletter.

Teaching and Learning Events Science Goals, Standards, and Benchmarks

Estimated time: 30 minute State Goal 14: Understand political systems, with an emphasis on the United States.

Standard B. Understand the structures and functions of the political systems of Illinois, the United States, and other nations. Standard F. Understand the development of United States political ideas and traditions.

• Understand the purpose and structure of the United Nations

Teaching and Learning Event: Students work in teams and are assigned a topic on which to develop a short article for the newsletter. They return to task analysis to answer questions and ask more. Teams share their findings with the class about each of the areas and everyone records any new information on organizers.

Description and Detailed Sequence of Activities: • Re-visit task analysis. Answer questions and ask more based on the information

they learned from the articles they read and shared. • As a class decide on the different subjects that need to be addressed in the

newsletter based on the information they have found and what they want to tell the community. (Examples might be: Malaria in Africa, African vs. US Government, Nets are Nice, You Can Help, The United Nations, etc.)

• Use the following website to give access to information about the United Nations. http://www.un.org/Pubs/CyberSchoolBus/

• Assign students to teams. Each team will use their organizers and articles they wrote for the assessment to write an article on one of the topics. After a grade has been assigned, the assessed article is shared with other members of the team, who also share their work. This strategy holds individuals accountable and prepares them for work in teams. The team combines the best ideas and writing from each to be included in the newsletter. They can continue to do more research if they have questions that are not answered using the Internet or other articles.

Teaching and Learning Events Science Goals, Standards, and Benchmarks

Estimated time: 1 hour State Goal 14: Understand political systems, with an emphasis on the United States.

Standard B. Understand the structures and functions of the political systems of Illinois, the United States, and other nations. Standard F. Understand the development of United States political ideas and traditions.

• Understand the concept of common good and how people work for the common

good Teaching and Learning Event: This activity will help students understand the need to

have all people work together to make life good for all people. Through this activity the students will realize the importance of the work they are doing to inform others about what they can do to help make life better for others.

Description and Detailed Sequence of Activities:

• Instructions are given to the whole class that they are about to participate in a candy hunt. Explain that the candy has been hidden around the area, one piece for each student. Let them loose to collect the candy.

• After you notice all of the candy has been collected, have the students meet together to discuss the candy hunt. Ask the students that didn’t receive candy, “How did this activity make you feel?” Have them explain what wasn’t “fair” about the task. Ask everyone “How do you feel when other people receive something, but you don’t?”

• We all feel better when there are rules or guidelines that make activities “fair.” In order for everyone to be included people need to work together: in sports, in the classroom, and in the world.

• Explain to the students they will now complete a “Common Good Candy Hunt” but these rules must be followed:

o Each student may pick up only one piece of candy. o If they find more than one piece of candy, they may not pick it up, but

may help others who have not found a piece of candy find it by giving verbal clues only about its location. An example might be, “it is below something blue” or “look near something with dates.”

o Pointing or leading the others to the candy’s location is not allowed. o No one may eat his or her candy until everyone has a piece.

• Begin the “Common Good Candy Hunt.” Make sure that all participants are following the rules. If you notice students who are not following the rules, call our “Freeze!” When everyone has stopped, explain the rules again, emphasizing the rules that are being broken. Once everyone has found a piece of candy, ask the participants to form a circle on the floor and allow them to enjoy eating the candy.

• Write the words “Common Good” in the middle of a piece of chart paper. Explain that when they worked together in the Candy Hunt to make sure everyone had a piece of candy; they were giving everyone an equal chance to enjoy the candy.

Making sure everyone has an equal chance to enjoy life (things or opportunities) is serving the common good.

• Explain that philanthropists consider what is good for everyone, in addition to what is good for them. When they did the first candy hunt, they were only thinking about themselves, and then everyone does not get to enjoy life.

• Philanthropists serve the common good. When the students worked together in the candy hunt for the common good they were acting as philanthropists.

• Assist the students in making the connection between serving the common good in the candy hunt and what we can do to serve the common good around the world. Ask, “What common good can we do to help the people in Africa who suffer from malaria?” Lead the students to think about why it is important to spread the news about helping the people in Africa who suffer from malaria.

• Through the students’ donations to raise money and their newsletter to inform others about what they can do to help others, they are working toward the common good.

• For additional activities that explain the concept of common good go to the following website. The suggested article at that site can be used as a read aloud. http://www.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=199

Teaching and Learning Events Science Goals, Standards, and Benchmarks

Estimated time: 30 minute State Goal 14: Understand political systems, with an emphasis on the United States.

Standard B. Understand the structures and functions of the political systems of Illinois, the United States, and other nations. Standard F. Understand the development of United States political ideas and traditions.

• Understand the purpose and structure of the United Nations • Understand the concept of common good and how people work for the common

good Teaching and Learning Event: Students work in teams and are assigned a topic on which to develop a short article for the newsletter. Teams share their articles with the class to make sure more information is not necessary and to see how the articles will fit together to create one newsletter. Description and Detailed Sequence of Activities:

• Teams read their articles aloud for the class. They take questions and comments about their articles as they make notes for changes and improvements.

• Teams then work on putting the final touches onto their articles in the final format for the newsletter.

• Students work with their teams to find appropriate pictures to accompany their articles. A file of pictures is available at the website and you can use the following website to give students other picture choices or Google, “name of picture” + public domain.

• This is another way to find clipart: http://www.wpclipart.com/

Note-taking format Cause-effect organizer

Important Dates

Organization or

Government

Role of the people Other Facts

United States

United Nations

African Governments

United Nations

African Government Fighting Malaria

Malaria Malaria, The Disease Facts

Nets Saves Lives

The United Nations A summary of information published by the United Nations1

Overview:

The United Nations Charter was officially signed on October 24, 1945. That day is now celebrated around the world as United Nations Day. The mission of the United Nations is to bring all nations together to work toward peace and ensurbasic human rights to all people of our world. ThUnited Nations bases its work on the principles ofjustice, human dignity, and the well being of all people.

There are 192 members of the United Nations. Together all of the member nations make up the General Assembly. Each country in the General Assembly has one vote regardless of the size of thcountry. The United States, one of the largest countries has the same vote as Tuvalu, the smallemember of the United Nations, by population. Thmission of the United Nations is to work together the common good. There are no actual laws creatby the United Nations, but the United Nations’ resolutions, or agreements, represent the opinion

the world’s governments.

The headquartersthe United Nationlocated in New YoNew York. Flags 192-member counare flown in

1 See www.un.org/Pubs/CyberSchoolBus and www.un.

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alphabetical order around the outside of the United Nations’ headquarters. Even though the United Nations’ building is located within a U.S. city, the United Nations property is considered to be in international territory. The United Nations has its own flag and post office. There are 6 official languages used to conduct business in the United Nations: Arabic, Chinese, English, French, Russian, and Spanish.

The United Nations Millennium Project: In September 2000, the United Nations undertook a significant project to mark the beginning of the new millennium. The Millennium Project is an effort by world leaders to commit the resources of their countries and work together to reduce extreme poverty in the world. Goals have been made to help make sure that this project is successfully completed in 2015. There are actually 8 separate Millennium Development Goals. These goals seek to provide basic human rights to all of the world’s people. These rights include education, shelter, security and health care. You are already part of achieving the Millennium Development Goals. By learning about malaria and ways to help eliminate malaria in our world you are helping to make the Millennium Project a success. If you would like to find out how you could do more to help achieve the Millennium Development Goals visit the United Nations Foundation –Nothing but Nets Campaign at www.nothingbutnets.net to learn more.

African Governments

Africa is the second largest continent

in the world. The African continent

contains 53 independent countries

and is home to over 900 million

people. Each African country has its

own form of government. In America

the 50 states are united by a

constitution that divides power

between the national government and

the state governments.

Colonial Governments: All of the African countries, except Liberia and Ethiopia, were

once colonies of other countries. A colony is a territory that is

under the rule of another country. Many African colonies were not

able to be involved in their own government. The people that lived

in the African colony did not have a say in their government. Often

times the ruling country was only interested in maintaining law and

order. There was not much investment in the health and education

of the African people.

African Governments Independence:

Just as the American

colonies gained

independence from England, the African colonies also gained

independence from foreign rule. Many African people were happy

that their new country would be able to provide education and

health care to the citizens. But building a new government takes

much time and money. The United States is a wealthy country

with many resources. As a prosperous country it can take care of

its citizens. Many African countries have limited resources and

cannot meet the needs of its citizens.

The United Nations in Africa: For many years the United Nations has been involved in the countries of Africa. The

United Nations has helped African countries with

economic, social and educational projects. The United

Nations works together with the African countries to

help the African people live better lives, stop disease

and poverty and encourage respect for all people’s

rights and freedoms. With the help of the United Nations Foundation Nothing but Nets

Campaign, we hope to soon see the end of malaria in Africa.

Malaria by Becky Biesiada

Malaria is serious and can be deadly. It is caused by a parasite that infects a certain mosquito that feeds on humans. People who get the disease are very sick with high fevers, chills, and other flu-like symptoms. Although malaria can be deadly, it is usually preventable.

The World Health Organization (WHO) reports between 300-500 million cases of malaria each year. More than one million people die from malaria each year, especially in developing countries. Most of the deaths occur in children. One African child dies from malaria every 30 seconds. The disease causes so much death and illness that the national economy is affected. Many counties with malaria are very poor and the cycle of disease and poverty continues when there is no help for those with malaria.

How do people get malaria?

People get malaria by being bitten by the female Anopheles mosquito. The mosquito must have been infected through a previous blood meal from another human that was infected with malaria. When a mosquito bites an infected person they take a little bit of the blood that has the malaria parasite in it. When the mosquito has its next blood meal, the

parasites mix with the mosquito’s saliva and are put into the person being bitten. Because the malaria parasite is found in the blood, it is common for a mother to transfer the disease to her unborn child. You cannot get malaria by touching or sitting next to a person who has the disease.

Where is malaria found?

Malaria is found in warmer sections of the world in tropical and subtropical countries. Higher temperatures are perfect for the mosquito to survive. The malaria parasites grow and develop inside the mosquitoes’ bodies. The parasites need to be kept warm until they are mature enough to infect humans. Malaria does not affect all warm climate areas. In warm countries that do not have the Anopheles mosquito, malaria is no longer is a problem. Also, in countries like the United States, malaria has been eliminated and is no longer a problem. In Africa, south of the Sahara Desert, the malaria carrying mosquito, Anopheles is very common.

Who is most at risk of getting malaria?

Anyone exposed to the Anopheles mosquito can get malaria. Young children, pregnant women, and travelers from areas without malaria are more likely to become sick and die because they do not have an immunity to the parasite. People who live in rural areas who do not have access to health care are at a greater risk for the disease.

What are the symptoms of malaria?

People who suffer from malaria have a fever and flu-like chills, headaches, muscle aches, and feel tired. Nausea and vomiting may also happen. Infection of malaria, if not treated right away, can cause seizures, mental confusion, coma and death. The symptoms begin 10 days to 4 weeks after the person becomes infected. They may feel ill in 7 days or as late as 1 year later. Two kinds of malaria can occur again and again. The parasite can be dormant, or remain in the body without being active, for up to 4 years after an infected mosquito has bitten the person. When the parasite starts being active again, the person becomes sick.

How can malaria be prevented?

Malaria can be prevented by:

• taking anti-malarial medicines to kill the parasites, • spraying insecticides on house walls to kill adult

mosquitoes, • using insect repellent and wearing long-sleeved

clothing at night, and • sleeping under insecticide treated bed nets.

Malaria and the Mosquito by Becky Biesiada

Facts About the Disease

• Malaria is a disease that can cause death. • Today, it is mainly found in Africa. • A specific type of mosquito carries this disease. • Malaria can be stopped and treated by :

o using long-lasting insecticide-treated bed nets, o stopping mosquitoes from breeding in the area, o spraying the inside of buildings with insecticides, o providing medicine for people, and o educating everyone.

These treatments have worked in the past to stop the spread of malaria in the United States and places such as Panama.

• Malaria was a problem in the, southeastern United States,

until the 1950’s. Since then the people living in the United States have not suffered from this disease.

• Millions of Africans become infected with malaria every

year. • More than one million people die from malaria every

year.

Malaria and the MosquitoThe Disease Facts (continued)

• 90% of the deaths in Africa caused by malaria are among

children under the age of 5. Every 30 seconds a child in Africa dies because of malaria.

• Bed nets can create a barrier against the

mosquitoes. They stop the mosquitoes from biting people at night while they sleep.

• Scientists have been working on making a better medicine

for people who have malaria and a vaccine to stop people from even getting the disease in the first place.

• Until better medicine is available, the mosquito bed net is

the best protection an African family can use against malaria.

Fighting Malaria

Effects on Humans

People become sick and weak and are unable to work or go to school when they become infected by the malarial parasite. Anyone can get malaria, but pregnant women and children in Africa are especially at risk and can suffer from 3 or 4 attacks of malaria in

a single year. Other family members must miss work to take care of the sick person. Malaria is a health issue and can lead to more poverty because of missed work. But malaria is preventable. Bed nets can help prevent malaria.

The Nets

The World Health Organization (WHO) has experimented with ways to prevent malaria in Africa. In one rural community the WHO gave everyone a new mosquito net to try and limit the number of cases of malaria. The community grew rice. In order for rice to grow, the rice plant needs to be constantly under a pool of water called a paddy. These rice paddy fields are a perfect place for the mosquitoes to breed. The mosquitoes lay their eggs in the shallow water. This environment meant that people in this village were at great risk of getting malaria.

After receiving the insecticide treated nets from the WHO the number of cases of malaria has greatly reduced. One person in this community usually had malaria five times a year. Since the nets were handed out he did not get sick with malaria once. The United Nations Foundation—Nothing but Nets Campaign is committed to help prevent and eventually eliminate malaria by distributing insecticide treated bed nets to people in Africa. The bed nets only cost $10, but the average African worker makes less than $1 per day and cannot afford to buy a net. The UN Foundation is working to educate people around the world about malaria and is hoping to raise money to supply African people with bed nets. You can visit their web site at www.nothingbutnets.net

Making the Nets

Some of the factories that make bed nets are in Africa. One factory can make 3 million nets a year. The workers at the factory are African. This means there are African workers saving the lives of other Africans. Viet Nam also has factories that produce bed nets. Chinese engineers developed the design of the net and Japanese companies came up with the technology that is being used in the manufacturing of the nets. The insecticide ingredients inside the nets also come from a Japanese company. The insecticide is released from the yarn and lasts 4 to 5 years. The amount of insecticide on the surface of the net is very small. It is enough to control the mosquitoes but it will not harm the people making the nets or sleeping under the nets.

The money to purchase the nets comes from countries around the globe, including the United States. People around the world are opening their eyes and giving with their hearts to save lives. This is an example of people from many nations working for the common good.

Distribution

The United Nations’ Foundation –Nothing but Nets Campaign and other organizations are distributing bed nets by the millions. In the spring of 2008, President and Mrs. George W. Bush visited Africa to personally help distribute bed nets. From 2002 to 2006, the UN Foundation and its partners

have distributed over 23 million bed nets in 18 countries across Africa including Ethiopia, Kenya and Nigeria.

The children and families receiving the bed nets are taught how to properly use the nets. The nets need to be securely tucked under the mattresses and free from holes. Volunteer organizations also visit villages where the nets have been distributed to make sure the nets are being used properly especially in preparation for the African rainy season when mosquitoes are most widespread.

Nets Save Lives by Becky Biesiada

In order to fight malaria, new goals need to be set by organizations around the world. Malaria is easily transferred from mosquitoes to humans. For years people

around the world have agreed that the mosquito nets are a good way to stop the spread of malaria. The hard thing for everyone to agree on is how to make sure the nets are given to the people who need them. Some people thought the nets should be sold to the people. They believe the African people could buy them cheaply, because if people spend their own money, they are more likely to use the nets properly and value them. Other people say that because poverty is such a big problem in some areas, even by asking the people to pay $1 a net, it would prevent people from being able to

afford them. The World Health Organization (WHO) with the United Nations has asked governments to agree that insecticide-treated mosquito nets should be available for every person in order to reduce malaria. WHO and the United Nations cannot force governments to use this method, but they are encouraging all countries to work together for the common good of all people and help save lives. Malaria is caused by a parasite that is transferred from person to person by infected mosquitoes. If the person is left untreated, the disease can kill them. African children under the age of 5 are some of those that are most likely to have the disease. If the nets are given out freely to the areas that need them, the lives of children can be saved. The nets that are treated with insecticide that kills mosquitoes on contact, If the nets are given out and used properly the mosquitoes that carry the malaria parasite will be killed. People around the world need to be educated about the deadly malaria disease and how they can help to prevent the disease from infecting more people. With the donation of $10, a net can be purchased for a family in Africa. Governments around the world also need to be aware of the disease so they can work with the UN to fight for human rights so each person can live a full life without having to worry about a disease that can be prevented.

Nets- Third Grade Website Sources

Nothingbutnets.net - clip art and facts - http://www.nothingbutnets.net/nets-save-lives/

wpclipart.com

- clip art for articles - http://www.wpclipart.com/

geoclan.com

- facts about African government- included in article - http://www.geoclan.com/politics/articles/04/april/afgov1.htm.