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ED 211 550 SP 019 475 Comprehensive Health Education Curriculum Guide, TITLE . Grades K10. Bulletin 1596. INSTITUTION Louisiana State Dept. of Education, Eaton Rouge.Div. of Academic Programs. PUB )ATE 81 NOTE 515p.

EDER PRICE ME02/PC21 Plus postage. DESCRIPTOpS Communicable Diseases; Consumer Education; Course Contelt: Drug Use; Elementary Secondary Education; Family Health; Family Lite; First Aid: *Health Education; Health Materials; Hygiene; Mental Health; *Minimum Competencies: Nutrition Instruction; Public Health; Safety; State Curriculum Guides; *state Standards IDENTIFIERS *Louisiana

ABSTRACT This curriculum guide is based on theLouisiana State Minions Competencies for Health Education. Thisguide consists of ;extensive outlines of major content areas in healtheducation with ecomeended activities to facilitate learning atspecified levels. to content areas are: (1) communicable andnoncossupicable disease; I2) consumer health:(3) environmental and community health; (4) family living; (5) nutrition: (6) mental and emotional health; (7) personal health;(8) safety and first aid; and (9) sutatance useand aDuse. The guide has been developed fcr the kindergarten through tenth grades at four competency levels: Level I,kindergarten through third grades: Level II, fourth through sixth grades; Level III, seventh and eighth grades; and Level IV,ninth and tentk grades. with each content area, a course outline,topics, student objectives, and activities to achieve student objectives are provided.Following each section is a bibliography of readingmaterials for educators and .print and nonprint resources for further-information onthe topic. (JD)

41****************************************************************esseee * Reproductions supplied by EDRS are the best that canbe made * * * from the original document. ************************************************041***********04410**44441 STATE OF LOUISIANA

DEPARTMENT OF EDUCATION

COMPREHENSIVE HEALTH EDUCATION

CURRICULUM GUIDE

GRADES K - 10

BULLETIN NO. 1596

1981

U.D. DEPARTMENT Of EDUCATION NATIONAL INSTITUTE Of EDUCATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES NfORTAATION MATERIAL HAS BEEN GRANTED BY CENTER IERICI LI The document ha bum ',Produced to wow, from the person or orgsmunen ...002000,11 d llama enema hem boon made Ia omprom rePIeduchon quart

Pawns at V.* or ammo salad Si the docu- TO THE EDUCATIONAL RESOURCES nest do not rommunly rampont ofhpal NIE INFORMATION CENTER (ERIC)." --Ammon or pollee

Issued by

Office of Academic Programs

J. KELLY NIX

to SoperIntoodent FAEWORD

Act 750 of the 1979 Louisiana Legislature establishedthe'Louisians Competency-Based Education Program. e of the most important provisions of Act 750 is the mandated "developme and establishment.of scat ide curriculum standards for required subjects for theOiblic element ry and secondary schools of this state...."The "statewide curriculum s andards for required subjects" is defined as "the requiredsubjects to be taught, curriculum guides which contain minimum skills and competencies, s ested activities,'suggested materials of instruction, and minimumrequired time allotments for instruction in all subjects." Act 750 further provides that the "effective implementation date of the statewidecurriculum standards for required subjects shall be the 1981-82 school year. Development of such curriculum shall begin by the 1979-80 schoolyear."-

During the 1979-80 school year, a curriculum guide wasdeveloped by advisory and writing committees representing alllevels of professional education and all geographic areas across the state ofLouisiana for grades K-10 in Comprehensive Health Education.

The major thrust of the curriculum development processhas been the establishment of minimum standards for studentachievement. Learning expectancies for mastery have been determined for eachgrade level. In addition, content outlines, suggested activities,procedures, and bibliographies have been developed as aids in surnort of thelearning expectancies. The curriculum guides also contain activities designed tostimulate learning for those students capable of progressing beyond theminimums.

During the 1980-81 school year, the curriculumguide was piloted by teachers in school systems representing thedifferent geographic areas of the state as wen as urban, suburban, inter-city,and rural schools. The standard populations involved in the pilotingreflect also the ethnic com- position of Louisiana's student population. Participants involved in the piloting studies will utilize the curriculumguides to determine the effectiveness of the materials that were developed. Based upon the participants' recommendations at the close of the 1980-81 pilot study,the curriculum guide was revised to ensure that it is usable,appropriate, accurate, comprehensive, relevant, and clear.

Following the ;mandate of Act 750, the revised curriculumguide will be implemented statewide in the 1981-82 school year. The statewide implementation is not, however, the end of the curriculumdevelopment process. A continuing procedure for revising and improvingcurricular materials must be instituted to ensure that Louisiana students have anexemplary curriculum available to them--a curriculum that is current,relevant, and comprehensive. Such a curriculum is essential for the achievementof the goal of this administration to provide the bestpossible educational opportunities for each student in the public schools ofLouisiana.

3 ii I wish to express my personal gratitude and that of theDepartment of Education to each teacher and each administrator whoseefforts and assistance during the stages of curriculum development werevital to the attain- ment of our curricular goals.

lii ACKNOWLEDGMENTS

This publication represents the cooperative efforts of personnel in the

Bureau of Secondary Education and the Bureau of Curriculum, Inservice, and Staff Development in the Office of Academic Programs, Louisiana

State Department of Education. Serving as chairpersons in the development of the guide were Joyce Moore and Mike Glisson, Supervisofs of Health,

Physical Education and Recreation. Special recognition goes tO members of the steering, writing, piloting and revision committees who worked dili- gently to make this publication a reality.

Robert W. Gaston, Ed.D. Assistant Superintendent Office of Academic Programs

1/471.- editte-- erald Cobb, Ed.D. Director, Bureau of Secondary Education

44;,;16.4 Helen Brown, Ed.D. Director, Bureau of Curriculum, Inservice, and Staff Development

5 iv COMPREHENSIVE HEALTH EDUCATION CURRICULUM

DEVELOPMENT STEERING COMMITTEES

EDITORS AND PROJECT DIRECTORS

Dr. Jo Carter, Professor Department of Health and Physical Education University of New Orleans New Orleans, Louisiana 70122

Dr. Dan Denson, Professor Department of Health and Physical Education Louisiana State University Baton Rouge, Louisiana 70803

Ms. Joyce Moore, Supervisor Health and Physical Education Louisiana Department of Education O. Box 44064 Baton Rouge, Louisiana 70804

Mr. Mike Glisson, Supervisor Health and Physical Education Louisiana Department of Education P. 0. Box 44064 Baton Rouge, Louisiana 70804

CONSULTANT iDr. Betty Tevis, Chief Heart Health Education of the Young American Heart Association, National Center 7320 Greenville Avenue Dallas, Texas 75231

STEERING COMMITTEE

Mr. Rollie Arcement, Supervisor Lafourche Parish School Board P. O. Box 879 Thibodaux, Louisiana 70301 Dr. Betty Baker, Professor Department of Health and Physical Education Southeastern Louisiana University Hammond, Louisiana 70402

Mr. Roland Baptiste Acting Director of Health Education Department of Health'alid Human Resources Office of Health Services and Environmental Quality P. O. Box 60630 New Orleans, Louisiana 70160

Dr. Jim Brown, Professor Department of Health and Physical Education McNeese State University Lake Charles, Louisiana.70609

Mrs. Sylvia.Dunn Administr ive Officer Nutritioand Education Training Section Louisia State Department of Education P. O. x 44064 Batonouge, Louisiana 70804

Dr. Wallace H. Dunlap 888 Tara Boulevard Baton Rouge, Louisiana 70808

Mrs. Edia Harris, Section Chief School Nursing Program Louisiana State Department of Education P. O. Box 44064 Baton Rouge, Louisiana 70804

Ms. Yvonne Henry, Administrative Officer Substance AbuseProgram Louisiana State Department of Education P. 0. Box 44064 Baton Rouge, Louisiana 70804

Dr. *Larry Hebert, Chief of Pediatrics Earl K. Long Hospital 5825 Airline Highway Baton Rouge, Louisiana 70805

Mr. Henry Hutson Regional Public Health Educator Department of Health and Human Resources Office of Health Services and Environmental Quality 325 Loyola Avenue New Orleans, Louisiana 70160

7 vi Ms. Ellyce Goins Regional Public Health Educator Department of Health and Human Resources Office of Health Services and Environmental Quality 325 Loyola Avenue New Orleans, Louisiana 70160

Ms. Helen Maskas, Supervisor Elementary Education Louisiana State Department of Education P. O. Box 44064 Baton Rouge, Louisiana 70804

Ms. Pat Thorpe, Nurse Supervisor St. Charles Parish School Board P. O. Box 46 Luling, Louisiana 70070

Ms. Zee Williams, Teacher L. W. Higgins High School 7201 Lapalco Street Marrero, Louisiana 70072

EDITING COMMITTEE

Dr. Jo Carter, Professor Department of Health and Physical Education University of New Orleans New Orleans, Louisiana 70122

Dr. Jim Brown, Professor Department of Health and Physical Education McNeese State University Lake Charles, Louisiana 70609

vii CONTRIBUTING AUTHORS

WRITING COMMITTEE

Mr. Nollie Arcemont, Supervisor Lafourche Parish School Board P. O. Box 879 Thibodaux, Louisiana 70301

Dr. Betty Baker, Professor Department of Health and Physical Education Southeastern Louisiana State University Hammond, Louisiana 70402

Mr. Roland Baptiste Acting Dire4or of Health Education Depar,tmentiof Health and Human Resources Office ofealth Services and Environmental Quality P. O. Bo 60630 New Orl ans, Louisiana 70160

on Basco, Principal al ell Junior High School 172-A olumbia, Louisiana 71418

Mrs. Helen Basco, Teacher Caldwell Junior High School Box 172-A Columbia, Louisiana 71418

Dr. Joy Broom, Professor Department of Health and Physical Education Nicholls State University Box 2038. University Station Thibodaux, Louisiana 70301

Ms. Elaine Bird, Director First Aid and Safety American Red Cross 1165 South Foster Drive Baton Rouge, Louisiana 70806

Dr. Jim Bron, Professor Department of Health and Physical Education McNeese State University Lake Charles, Louisiana 70609

9 viii 0 Dr. Richard Buck, Professor Department of Health and Physical Education Northeast Louisiana University Monroe, Louisiana 71209

Dr. Bruce Butler Department of Health and Human Resources Office of Health Services and Environmental Quality P. O. Box 60630 New Orleans, Louisiana 70160

Ms. Nancy A. Camel Public Relations Director Safety Council of Greater Baton Rouge 1536 North Foster Drive Baton Rouge, Louisiana 70160

Dr. Jo Carter, Professor Department of Health and Physical Education University of New Orleans New Orleans, Louisiana 70122

Ms. Hedwig Ohlemeyer Carvelle, Teacher Crescent Bend School P. O. Box 454 Plaquemine, Louisiana 70764

-Ms. Victoria Cutrer, Teacher Cedarcrest-Southmoor Elementary 10187 Twin Cedars Baton Rouge, Louisiana 70816

Mr. Ernest Courville, Teacher Welsh Junior High School McNeese Street Lake Charles, Louisiana 70605

Dr. Dan Denson, Professor Department of Health and Physical Education .Louisiana State University Baton Rouge, Louisiana 70803

Mrs. Sylvia Dunn Administrative Officer Nutrition and Education Training Section Louisiana State Department of Education P. O. Box 44064 Baton Rouge, Louisiana 70804

10 ix A

Mrs. Brenda Edmond, Professor Department of Health and Physical Education Louisiana State University Baton Rouge, Louisiana 70803

Mr. Eric Frankel, Health Coordinator New Orleans Public School 4100 Touro Street New Orleans, Louisiana 70122

Ms. Betty A. Gaventa, Te -her 'Dolby Elementary School 5817 Jefferson Drive Lake Charles, Louisiana 70605

Dr. John Gay, Director Health Education Louisiana State University Baton Rouge, Louisiana 70803

Mr. Giles 0. Gilliam Adolescent, Inc. 200 West 11th Street Lake Charles, Louisiana 70601

Ms. Ellyce Goins Regional Public Health Educor Department of Health and Human Resources Office of Health Services and Environmental Quality 325 Loyola Venue New Orleans, Louisiana 70160

Ms. Susan Gully, Teacher Downsville High School Downsville, Louisiana 71234

Ms. Edia Harris, Section Chief School NUrsing Program Louisiana State Department of Education P. O. Box 44064 Baton Rouge, Louisiana 70804

Dr. Larry Hebert, Chief of Pediatrics Earl K. Long Hospital 5825 Airline Highway Baton Rouge, Louisiana 70805

x Ms. Yvonne Henry, Administrative Officer Substance Abuse Program Louisiana State Department of Education P. 0. Box 44064 Baton Rouge, Louisiana 70804

Mr. Dale Hoffpauir, Professor Department of Health and Physical Education University of New Orleans New Orleans, Louisiana 70122

Mr. John Huber;Teacher 115 Glass Street DeRiider, Louisiana 70634

Mr. Henry Hutson Regional Public Health Educator Department of Health and Human Resources Office of Health Services and Environmental Quality 1:25 Fairfield Avenue Shreveport, Louisiana 71130

Mr. Alfred J. Johnson Assistant Principal Grace King High School 400 Phlox Street Metairie, Louisiana 70001

Ms. Sybil Learhman, Professor Department of.Health and Physical EducatiOn Louisiana Tech University Rubton, Louisiana 71272

Ms. Helen Maskas, Supervisor Ileme4ary Education Louisiana State Department of Education P. O. Box 44064 Baton Rouge, Louisiana 70804

Ms. Joyce Mernin, R.N. Supervisor of,.School Nurses Orleans Parish Schools 703 Carondelet Street New Orleans, Louisiana 70130

Mr. Douglas McClure . Public Health Educator Department of Health and Human Resources Office of Health Services and Environmental Quality P. O. Box 4067 Alexandria, Louisiana 71301 Di. John Norton Department Of Health and sources ° Office of Health Service_ o.a Environmental Quality P. O. Box 60630 New Orleans, Louisiana 70160

Ms. Barbara Rarnell School Food Service Department Archdiocese of Ne-:, Orleans 3003 Carrollton Avenue New Orleans, Louisiana 70118

Ms. Ara Perri", Teacher Gateway Alternate School 7520 Hansbrough Avenue New Orleans, Louisiana 70127

Ms. Nancy Shepard, Teacher Washington High School 100 North Prother Street Lake Charles, Louisiana 70601

Ms. Janice Savage, Teacher Farmerville Elementary School P. O. Box 369 Farmerville, Louisiana 71241

Ms. Jeanine Savvas, Teacher L. W. Higgins High School 7201 Lapalco Street Marrero, Louisiana 70072

-Mr. George Smith, Graduate Assistant Department of Health and Physical Education McNeese State University Lr'e Charles, Louisiana 70609

Ms. Amanda G. Stewart, Teacher Central Elementary School Box 328 Columbia, Louisiana 71418

Mr. Stewart Stone, Teacher Richardson Junior High School Jewel Street West Monroe, Louisiana'71291

Dr. Genva Thompson, Professor Department of Health and Physical Education Southern University Baton Rouge, Louisiana 70813

xii Ms. Pat Thorpe, Nurse Supervisor St. Charles Parish School Board P. 0. Box 46 Luling, Louisiana 70070

Ms. Jo Anne Thurman Health Occupations Director East Baton Rouge Parish School Board P. O. Box 2950 Baton Rouge, Louisiana 70821

'Dr. Milton Wilder, Professor Department of Health and Physical Education University of New Orleans New Orleans, Louisiana 70122

Ms. Mary Williams, Teae.er Byrd High School 3201 Line Avenue Shreveport, Louisiana 71104

Ms. Zee Williams, Teacher L. W. Higgins High School 7201 Lapalco Street Marrero, Louisiana 70072

Ms. Meretta Wilson, Supervisor Family Planning Section East Baton Rouge Parish Health Unit 5868 Ouida Mae Drive Baton Rouge, Louisiana 70812

I 4 REVISION COMMITTEE

Mr. Morgan Brasher Houma Junior High School P. O. Box 270 Houma, Louisiana 70361

Ms. Jo Charles Iota High School Iota, Louisiana 70543

Ms. Lenore Core Boyet Junior High School Routt_4, Box 125 BSI dell, Louisiana 70458

Mr. Ross Davis Vossman High School

1600 Arizona Street O Monroe, Louisiana .71!'12-

Ms. Donna Fields Parkway High School 1701 Curtis Loop Bossier City, Louisiana 71112

Ms. Patsy Frazier I. A. Lewis Elementary School Mitchell Street Ruston, Louisiana 71270

Ms. Connie Galdsby Grace King High School 4301 King Place Metairie, Louisiana 70002

Ms. Linda Joseph Acadian Elementary School 1020 Saadi Street Houma, Louisiana 70360

Ms. Dorothy LeBeouf Acadian Elementary School 1020 Saadi Street Houma, Louisiana 70360

Ms. Ginger Lenoir Ringgold Elementary School Ringgold, Louisiana 71068 1t

xiv Mr. Ulyse Louviere Acadian Elementary School 1020 Saadi Street Houma, Louisiana 70360

Ms. Frances Modisette R. L. Bourgeois High School Route 1, Box 242 Gray, Louisiana 70359

Ms. Diane Powell Hahnville High SChool Box 439 Boutte, Louisiana 70039

Ms. Linda Spinks Vidalia Lower Elementary School 300 North Hickory Street Vidalia, Louisiana 71373

Ms. Joyce Thibodeaux Abbeville High School 1305 Senior High Drive Abbeville, Louisiana 70510

xv CONTENTS

FOREWORD ii

ACKNOWLEDGMENTS iv

MEMBERS OF CURRICULUM COMMITTEES

INTRODUCTION xvii

CONTENT AND SEQUENCE CHART 1

CONTENT AREAS

I. COMMUNICABLE AND NONCOMMUNICABLE DISEASE 2

II. CONSUMER HEALTH 31

III. ENVIRONMENTAL AND COMMUNITY HEALTH 47

IV. FAMILY LIVING 62

V. NUTRITION 89

VI. MENTAL AND EMOTIONAL HEALTH 142

VII. PERSONAL HEALTH 162

VIII. SAFETY AND FIRST AID 188

IX. SUBSTANCE USE AND ABUSE 226

17 INTRODUCTION

The need for healtheduciabhinstruction is greater in today's contemporary society than indecade4pait because of the ever increasing range and variety of choices anddecisions'that must be made which directly or indirectly (negatively orpositively) affect the total quality of hum a existence. Health instruction to date has been sporadic,inci- , dental-and with no real purpose oraisection,'but today's findings and advances in the medical afid behavioral sciences can serve toimprove and maintain the quality of personal well-being for allindividuals if they become knowledgeable and choose to convert thisinformation into positive

health behavior.

The need for programs of comprehensive healtheducation in the public

schools of Louisiana has been apparent for several years. For effective

health instruction to be implemented, educators mustidentify significant

health content areas, determine the scope, sequenceand grade level place-

ment of all designated content materialsand define the essential compe-

tencies expected at various educational levels.

This document was designed to assist educatorswith the task of

ensuring that all students in Louisiana will attainat least minimal com-

petencies in health education -- fundamental competenciespertinent to the

acquisition of explicit knowledge and thedevelopment of process skint

(decision making, valuing, problem solving, etc.) asthey begrime necessary

in the maintenance of personal health andhuman betterment. This writing

includes the Louisiana State Minimum Competenciesfor Health Education and

suggests the levels at which specificcontent mastery is expected. Also

included are extensive outlines of each of theidentified major content

areas in health with activitiesrecommended for each outline that can serve

xvii l 3 to expedite and facilitate learning. The curriculum guide has been developed for grades K-10 with the following levels being identified: Level I K-3,

Level II 4-6, Level III 7-8, Level IV 9-10.

The development and adoption of performance objectives in health education was an attempt to provide guidance and direction for any school district in Louisiana seeking to develop meaningful content and effective approaches. The total curriculum guide was an attempt to provide a-unified approach to health teaching relative to progressive planning, scope and sequence throughout the school years. This document provides flexibility that

;A-II-allow individual schoolsor school districts to develop and/or expand their health programs as unique differences and needs arise. The guide provides complete and comprehensive outlines for each content area. However, only the content material relevant to the mastery of each identified minimal competencies must be taught. hegardless of locale or school system, each school health instructional program will be based upon the specific needs and interests of the particular population involved.

The Health Education Instructional Model iucluded in this guide suggests that the successful development of student competencies (as they

relate to the acquisition of knowledge, attitudes and positive behavior)

in health education, is dependent upon and interrelated to the quality and preparation of the health faculty; support, understanding, and involvement

of an enlightened community; the administrative recognition and support that emphasizes the need for sequential, progressive and relevant academic programs; and the utilization of reloted health services and resources which can expedite. learning and serve as educational extensions of the

regular classroom.

13 HEALTH EDUCATION INSTRUCTIONALMODEL

Health Education Faculty School Administration -health educator - school board - superintendent - physicaleducator -home economist - principal - food servicepersonnel -school nurse - custodialpersonnel - biology teacher

STUDENT COMPETENCIES

Knowledge

Attitudes

Health Services and Community Practices Resources -allied health pro- -family fessionals -religion -voluntary and govern- - government mental health agencies

Figure I COMPREHENSIVE HEALTH EDUCATION CURRICULUM

CONTENT AND SEQUENCE CHART

Content Competency Competency Competency Competency Areas Level I Level II Level III Level IV R-1 2 3 4 5 6 7 8 9 10 11 12

COMMUNICABLE AND . NONCOMMUNICABLE DISEASE X X X X

CONSUMER HEALTH X X X X

ENVIRONMEKTAL AND COMMUNITY HEALTH X X X X

FAMILY LIVING X X X X' X

NUTRITION X X X X X

X MENTAL AND-EMOTIONAL X X X -.

PERSONAL HEALTH X X X X

SAFETY AND FIRST AID X X X X

X X X X SUBSTANCE USE AND ABUSE

21 22

1 COMMUNICABLE AND NONCONMUNICABLE DISEASE

23 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL I - GRADE 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student: O I. Illness vs. Wellness I. Identifies characteristics I. A skit depicting an ill person A. Characteristics of illness of illness and wellness and a skit depicting a well 1. Fever associated with states of person. Students are to tell 2. Tiredness illness and wellness. how they knew which was which. 3. Loss of appetite Compare and contrast what the B. Characteristics of wellness ill person says as to the well 1. Good mental state person. 2. Energy 3. Good appearance Students who have magazines at home are asked to bring pictures depicting wellness and illness.

I Show students various pictures depicting both well and ill people. Have students identify characteristics of wellness vs. illness.

II. Difference between communicable II. Differentiates between II. Student A is given a partially and noncommunicable diseases communicable and noncom- eaten apple by Student B, who A. Communicable municable diseases. has a cold or other communicable 1. Disease transmittable (transmitted via food or utensil to numbers of people for eating food). Ask Student A B. Noncommunicable if he/she should eat the rest of 1. Disease not transmit- the apple. Have student explain table to other persons why he/she would not eat the apple. \------c I - GRADE 3 TOPIC COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

Identifies major methods III. Using poster depict various . Communicable Disease III. modes of transmission of dis- A. Transmission of disryase of disease transmission. ease and have students locate 1. By w4y of air and circle each mode depicted. ,a. Talking b. Sneezing Make a chart listing some good 2. By way of contact III. Identifies good personal III. Dis- a. People health habits. and bad health habits. cuss the reasons that each b. Coughing habit is good or bad. c. Insects d. Plants e. Objects Student A is given another 3. Diseases caused by III. Lists methods of trans- III student's comb, brush orthat. parasites mission, signs, symptoms Ask Student B if he/she Should a. Scabies and preventive measures 1) Method_ of for scabiee and head use the comb, brush or het.; Have student explain to the transmission lice. 2) Signs and symptom student why he/she should not use the comb, brush or hat. 3) Treatment 4) Prevention III. Filmstrip: "Ways to Av.-.A b. Head lice Illness," Walt Disney P oduc- c. Others tions, 500 South Buena Vista I) Hookworms Street, Burbank, CA 9152i: 2) Pinworms 3) Roundworms

. Prevention and control 1. Good health habits

011 o TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL I - GRADE 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTWF

The student:

1) Covering mouth when sneezing 2) Washing hands 3) Don't put objects in mouth

IV. Personal choice behaviors to IV. Identifies personal IV. Have the students" keep a 3-day maintain health and prevent choice behaviors that diet. Have the students evalu- diseases. reduce chances of dis- ate their diets to see that A. Proper diet eases. they meet daily requirements B. Regular exercise for essential nutrients. C. Rest and Sleep

IV. Regular exercise Activity: Have the student keep height and weight charts and take a pulse rate test, keeping result for one month.

IV. Role play on what individuals do co relax.

IV. Class will make collage depicting relaxation.

4)) 09 5 Ten AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL II - GRADE 5

ACTIVITIES TD ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OEJE&TIVES

The student:

Have students construct bulletin Communicable disease-causing I. I. board showing ceuses of communi- organisms cable disease by organisms. A. Bacteria B. Virus I. Integrate the following words C. Parasites into the students' vocabulary D. Fungi list: bacteria, virus, parasites and fungi.

The student will discuss the MOihods of transmission of II. Lists seven ways in which II. II. methods of transmission of com- communicable disease-causing diseases are transmitted. municable disease-causing organ- organisms. ises including airborne, water- Airborne A. borne, food-borne, direct con- 1. Colds and flu tact, insect-borne, parasites, B. Waterboyne an' rodents and animal trans- I. Dysentery mission. C. Food-borne 1. Botulism D. Direct contact I. Impetigo E. Insect-borne I. Malaria F. Parasites I. Pinworms O. Rodents/animals I. Rabies 31 3) TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL II - GRADE 5:

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

III. Prevention of Communicable III. The student will construct a Diseases booklet on personal health A. Personal health habits habits important in the pre- 1. Personal hygiene vention of communicable dis- 2. Exercise eases giving five examples for 3. Rest the following: personal hy- 4. Nutrition giene, exercise, rest, and nutrition. Find pictures to illustrate each.

III. Have one student play the role of a person sleeping, and another student role play as a person having a sleepless night. The class observes and discusses the skit listing possible health results for each situation.

B. Natural body defenses III. Differentiates between III. Students will play a game of 1. Skin natural and chemical scramble, finding the natural 2. Membranes defenses of the body. and chemical defenses. The 3. Tears words to be found are skin, 4. Blood membrane, tears, blood, natural immunity, acquired immunity and immunizations. An example of the game would be:

12 7 33 LEVEL II - GRADE 5 TOPIC AREA COMMUNICABLE AND NWCOMMUNICABLE DISEASE

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

Find the word skin ACDN IJIV WKRT SOPQ

III. Show the film or filmstrip about . Immunity how the body has natural de- I. Natural immunity fenses and natural immunity to Acquired immunity 2. protect the body against communi- (immunization) cable diseases.

IV. Students will participate in a IV.cNoncommunicable Diseases IV. Differentiates between knowledge and spelling game. The Basic information on communicable and noncom- A. class will be divided into two most common noncommuni- municable diseases. teams. The teacher will be the cable diseases A team will receive one Incidence of noncommuni- judge. B. point for correctly spelling one- cable diseases communicable or noncommunicable disease and one point fa:: correctly categorizing it.

Invite speaker from the Health Personal choice behaviors V. Lists four nutritional V. V. Clinic to speak to the students affecting noncommunicable practices and describes a health condition related on nutrition. Speaker should diseases center his speech on cholesterol, A. Nutrition to each.

34 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL II - 'GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE 4 STUDENT OBJECTIVES

The student:

1. Maintenanceof desir- salts, fatty foods, and mainte- able body weight-- nance of desirable body weight. obesity 2. Cholesterol - heart attack 3. Salt - hypertension 4. Fad foods - poor nutrition B. Exercise V. Discusses the three effects V. Class discusses exercise for 1. Effect on body of exercise on cardiovas- cardiovascular efficiency. functions cular function. a. Heart becomes_ V. Allow class to run in place and stronger thus in- check pulse rate, before and creasing blood after exercise. flow b. Oxygen exchange V. Show a film of the effects of and circulation exercise on the cardiovascular become more effi- system. cient c. Improved pulse rate 2. Effect on mental attitude a. Good muscle tone increases feeling of well-being

v-1 9 II 4 GRADE 5 C AREA COMMUNICABLE AND IONCOMMUNICABLE DISEASE LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE <, STUDENT OBJECTIVES STUDENT OBJECTIVES '4

The student:

V. Invite guest speaker_fromkiirt C. Smoking V. Describes three effects of Association. \\, 1. Effect on body smoking on body functions. functions Have the students make a bulletin Tar and nicotine V. a, board on the harmful effects of carry irritation to the throat, smoking. bronchial tubes and lungs. V. Construct a crossword puzzle using b. Carbon monoxide these words: Cancer, Nicotine, reduces oxygen Tar, Heart, Lungs, Disease, Stroke, carrying Cough, Blood, Heart Rate, Blood capacity of the Pressure, etc. blood. c. Nicotine in- Have the students do experiment , creases heart V. showing the effects of sicking on rate, blood their lungs. (Example: passing pressure, cardiac cigarette smoke through a white output and stroke hankerchief.) volume of the heart. V. Have the students do a survey on Smoking as a contri- 2. people who smoke. Ask questions buting factor in like: When started?Why?Do cancer and in heart you enjoy it?Wish you could disease. stop?

33 TOPIC AREA COMKUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL II - GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

_The student:

V. Compare heart rate of smokers to nonsmokers. Using family; friends, or other people around home, check the pulses.

Stress V. Small group discuSsicins; have each 1. Definition group make a list of some of the 2. Effect on emotional causes of stress and how to avoid and physiological stress. functioning V. After the class makes a list of causes. of stress, have each student check off any stressful situations they encountered for one week.

41 LEVEL III - GRADE 8 TOPIC AREA COMMUNICABLE AND NONCO1MUNICABLE DISEASE

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The st udent:

I. Classification of orgauisd which causes disease A. Diseases caused by bacteria I. Veneral diseases a. Signs and symptoms 1) Gonorrhea 2) Syphilis a) Primary stage b) Secondary stage c) Tertiary stage b. Prevention 1) Legal responsibilities c. Treatment I. Discuss pneumonia, including causes 2. Pneumonia and prevention. a. Signs and symptoms b. Prevention c. Treatment The students will design and create Disease caused by virus , I. Identifies the most com- I. B. a bulletin boarddepicting signs, I. Mononucleosis mon signs and symptoms of mononucleosis. symptoms and method of preventing mononucleosis .

4') 43 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL III - GRADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

a. Signs and symptoms 1) Swollen glands 2) fever 3) Weakness 4) Fatigue 5) General dis- comfort b. Prevention 1) Avoid personal contact 2) Avoid commu- nal use of utensils, etc. 3) Blood trans- fusions 2. Mumps I. The student will survey their a. Signs and symptoms families to see who has had mumps b. Prevention and will report back to class. They will study the cumulative results of the class as a research project.

Students will research and report C. Disease caused by para- I. sites to class on medical progress in Areas of diseases caused by 1. Scabies a. Method of trans parasites. mission b. Signs and symptoms c. Treatment d. Prevention

44 13 TOPIC AREA COMMUNICABLE AND NONCOIIMUNICABLE DISEASE LEVEL III - GRADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

2. Head lice 3. Others a. Hookworms b. Pinworms c. Roundworms D. Disease caused by fungi 1. Athlete's Foot.. a. Signs and symptoms b. Treatment c. )revention

Students will write a report II. Prevention, Treatment and II. Control of Communicable Dis- contrasting sanitation/personal health practices of today with eases those of a century ago, as well A. Personal prevention as including increasing needs 1. Cleanliness a. Personal of the future. b. Environmental' 2. Contact a. Direct b. -Indirect 3. Regullemedical examinations B. Community prevention 1. Education 2. Isolation 3. Disinfection 4. Preventive inoculation 47 46 C AREA CONKUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL III - GRADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

C.. Treatment and control II. Identifies preventive com- II. Invite a guest speaker from a 1. C 'ty resources munity health resources. local public health department a.. Ph, sicians to come in and talk on communi- b. He lth Department cable disease and disease c. Ho pitals control. 2. Agenci that monitor disease II. Assign students ti.interview a. Off vial health representatives from community age cies responsible for the treatment 1) ity Health and control of disease. The partment or students will give an oral re- P rish Health portfrom the interview. De artment 2) St to Health Dept rtment 3) Cepr for Dise se Con- trol 3. Sources resp sible for reporting a. Schools b. Physician c. Hospitals and special clinics

15 III - GRADE 8 TOPIC AREA CONMUNICABLE AND NONCOIIMUNICABLE DISEASE LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

Review the function_of heart/ III. Noncommunicable Diseases III. Lists the four most common III. lungs. A. Cardiovascular cardiovascular diseases I. Stroke and gives the symptoms and By use of diagram", trace circu- a. Causes prevention. III. lation of blood through the b. Symptoms circulator* system. c. Preventions 2. Hypertension III. Invite an internist or cardio- a. Causes logist to discuss anatomy and b. Symptoms physiology of heart and lungs. c. Preventions 3. Coronary Heart Disease III. Conduct library research and a. Causes report the latest findings on b. Symptoms cholesterol and heart disease. c. Preventions 4. Arteriosclerosis !II. Plan a day's menu for a person a. Causes who has been diagnosed as having b. Symptoms arteriosclerosis. c. Preventions 5. Other heart conditions III. List jobs that may be hazardous a. Causes to people with emphysema or b. SymptoMs chronic bronchitis. Tell why. c. Preventions B. Respiratory I. Emphysema a. Causes b. Treatment

51 III - (TRADE 8 TOPIC AREA COMMUNICABLE AND NONCOMMLNICABLE DISEASE LEVEL

ACTIVITIES TO ACHIEVE M_ 'CONTENT OUTLINE STUDENT O. TECTIVES M_ STUDENT OBJECTIVES

The student:

III. Interview people who have 2. Chronic Bronchitis III. Identifies factors contri- emphysema or chronic bronchi- a. Causes buting to emphysema and tis and learn how their life b. Treatment chronic bronchitis. activities have been changed. Report to class and discuss results.

3. Lung cancer a. Causes b. Treatment 4. Asthma a. Causes C. b. Treatment 5. Allergies a. Causes b. Treatment C. Glandular 1. Diabetes a. Heredity b. Early onset c. Adult onset III. Students are divided into groups_ D. Nervous System III. Lists steps to follow in caring for a person dur- where epilepsy and the emotional 1. Epilepsy aspects of seizure disorders are a. Definition ing a seizure. discussed. Include discpssion b. Causes of treatment and care. c. Signs and symptoms d. Treatment

5'2 53 17 O

TOPICAREAcCOOMUNICABLEAND NONCOMMUNICABLE DISEASE LEVEL iII - RADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

-The student:

o. 2., Cerebral Palsy III. The class invites a local a. Defin*tion physical therapist, nurse, or b. Caused; social worker to discuss c. Signs .-.nd Symptoms Cerebral Palsy and its impact d. Treatmefic on the family. The students 3. Multiple Sclerosis and teacher braingtorm before a. Definition\ the visit, to find out what b. Causes they know about the subject c. Signs and symptoms and outline questions they d. Treatment \ have about the disease before E. Muscular Dystrophy arrival of speaker. 1. Muscular Dystrophy

,1*

(A. TOPIC AREA COMMUNIC44IITAIND NONCOMMUNICABLE DISEASE LEVEL IV - GRADE 10

CCP':TEN TTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES A

The student:

I. Overview of disease producing organisms and the importance in. the spread of communicable diseases. A. Organisms that produce disease 1. Viruses 2. liacteria 3. Fungi 4. Protozoa 5. Parasitic worms With the help of your parents, B. Course of communicable I. Lists the symptoms of at I. diseases least three major common write a paper_ describing a childhood disease which you have 1. Transmission communicable diseases Give the paper a personal 2. Incubation (measles, mumps, and had. 3. Typical illness st 0,.., chickenpox). title. a. Types of out- I. A selected student visits and breaks , interviews an epidemiologist at 1) Sporadic 2) Endemic the local Public Health Unit. The student reports on the re- 3) Epidemic 4) Pandemic sults of interview, including the four types of outbreaks of 4. Convalescence of communicable disease showing 5. Termination each type on a map of the a. Resusceptibility b. Cairier world. c. Immunity

57 3u 19 TOPIC AREA COMMUNICABLE AND N(NCOIQ1UNICABLE DISEASE LEVEL IV - GRADE 10

ACTIVITIES TO ACHIEVE CONTENT-OUTLINE STUDENT OBJECTIVES , STUDENT OBJECTIVES

The student: O

II. ,Individual responsibility with communicable diseases -A. Preventive measures- 1. Individual knows signs and symptoms of-eommon communicable diseases 2. Regular_ edical checkups B. Remedial measures 1. Recognize need for and seek professijonal help

III. Community Responsibility A. Reporting to official, a health agencies to tabu- late data and monitor trends B. Education

IV. Noncommunicable Diseases IV. Lists the most common IV. Hand out_outlines of male and A. Cancer sites of cancer. female figures and have stu- 1. Sites of cancer dents identify the percentages, a. Breast by sites, of various forms of b. '7olon and Rectum cancer from 1950 to the pre- C. Oral sent. Class discussion on pos- d. Lung sible reasons for changes. e. Skin f. Uterus 59 IV GRADE 10 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL

ACTIVITIES,TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

g. Kidney and Bladder h. Prostate i. Blood j. Lymph IV. Show a current film on the seven 2. Warning signs and IV. Identifies the seven major warning signs of cancer, to the symptoms of cancer warning signs of cancer. students. a. Anv change in normal bowel habits b. Any sore that does not heal 4 c. Unusual bleeding or discharge from any of the natural, body openings d. A lump or thickening in the breast or elsewhere e. Persistent indiges- tion or difficulty in swallowing Y' f. Obvious change in a wart or mole g. Nagging hoarseness or cough Give students handouts on Breast Self-breast examination IV. Describes the technique for IV. 3. Self-Examination and Prostatic Stand with arms performing self-examina- a. Show film on raised before mirror tion. Examination.

21 61 S

TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

observe any differ- Breast Self-Examination from ences in breast. American Cancer Society. b. Lie on bed with towe or pad under left IV. Use simulated model of breast shoulder to raise_ to demonstrate exam and loca- left breast tion of breast tumors. 'Allow c: With right hand, mas students to practice BSE'on sage left breast in breast model. (Available from concentric` circles t American Cancer Society or ward the nipple, not local Cancer Association.) any lumps. d. Squeeze nipple, note IV. Invite a doctor or nurse as any discharge. guest speaker to explain the e. Repeat procedure for importance of indiviclual re- right breast. sponsibility in self- 4. How cancer spreads examination. 5. Differentiation between tumor and malig- C. nacy 6. Treatment 7. Advances in cancer research 8. Attitudes about cancer B. Genetic disorders IV. Identifies causes of gentic V. Have the student prepare.an 1. Causes disorders. abstract of a article on the a. Interre4ated causes of Genetic disorders - marriag s a numbe of topics can be fof- b. Medication': fere(' possibilities for

63 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL IV - GRADE 10

,ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

therapy research _including Cerebral Palsy, Thalidimide Births, etc. c. Radiation exposures d. Others IV. Case History (An 18-year-old 2. Prevention IV. Explains the hereditary girl decides to visit a gentic a. Family History factors in prevention of counselor before marriage as she (hereditary genetic diseases. is concerned about having a factor) child with Sickle Cell Anemia b. Counseling as her sister did): The students C. Kidney disease have an open discussion, write _1. Functions of kidney reports on congenital and here- 2. Effects of disease ditary defects. 3. Relationship with tumors, cysts and The teacher shows a film=strip stones IV. "More Than Love" (National Foun- dation March of Dimes - Congenia tal and Hereditary Defects).

IV. Have each student make a list of D. Cardiovascular things he does each day to de- 1. Overview velop cardiovascular fitness. 2. Incidence Compare lists in small groups. Positive benefits 3. Discuss areas where improvement a. Increase stroke is necessary to give suggested volume remedies. b. Increase cardiac output

23 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student: --- c. Increases oxygen IV. Have students prepare a report carrying capacity on the physical fitness re- of the blood quirements to enter the mili- d. Decreases heart tary or the military academies, rate and include reasons for rejection. e. Decreases blood pressure IV. Demonstrate the correct way to 4. Advances in heart take pulse. Record the pulse research rate of an athlete vs. a non- athlete during rest, during activity and during the post dctivity recovery period.

E. Environmental Agents IV. Describes environmental IV. Independent research by the 1. Tobacco agents which affect the atudents to gather information 2. Alcohol development of the fetus. on the effects of smoking on 3. Viruses and bacteria pregnant women. Students are 4. Over the counter encouraged to cite statistics drugs and references. 5. Nutritiod 6. Stress IV. Have students interview a smoker of 10 years or more. The smoker must be 18 years of age or older. Ask such questions as: 1. Why did you start? 2. Do you know the dangers? 3. Could you quit if you wanted?

0 TOPIC AREA COMMUNICABLE AN' NIT;COHMUNICABLE DISEASE LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

4. If yes, why don't yOu? 5. Does smokitig ha7 you in any way? How? 6. What advice would you.give to nonsmokers?

IV. Have students,analyze the interviews in groups4Ind report findings to class.

V. Community Resources A. Official health agencies B. Voluntary and private health agencies C. Private physician P. Hospitals and special C 'tics E. Special programs

Mkt

61 9

.25 TOPIC AREA COMMUNICABLE AND-NONCOMMUNICABLE DISEASE BIBLIOGRAPEY

BOOKS:

Anderson, C. L., Richard F. Morton, and Lawrence W. Green. Community Health. St. Louis: C. V. Mosby Co., 1978.

American School Health Association. Health Instruction--Suggestions for Teachers. Kent, Ohio: American School Health Association, 1977.

American Public Health Association. Control of Communicable Diseases in Man. Washington, D. C.: American Public Health Association, 1975.

Arehart, Treichel, Joan. Immunity: How Our Bodies Resist Disease. Detroit, Michigan: Holland House Press, 4976.

Barrett, Morris. Health Education Teaching Guide: A Design for Teaching. Philadelphia: Lea a d Febiger, 1974.

Beyer, Mary X. Positive Health: Designs for Action. Philadelphia: Lea and Febiger, 1977.

Beveridge, W. I. Influenza: The Last Great Plague. New York: William S. Heinman, 1977.

Cornacchia, Harold J. Health in Elementary Schools. St. Louis: Mosby, 1979.

Curtis, John D. and Richard L. Papenfuss. Health Instruction: A Task Approach. Minneapolis: Burgess Publishing Co., 1980.

Eiisor, Phyllis G. and Richard K. Means. Instructor's Resource and Methods Handbook for Health Education. Boston: Allyn and Bacdn, 1977.

Emond, R. T. Color Atlas of Infectious Diseases. Chicago, Illinois: Year-Book Medical Publishers, Inc., 1974. A

Ford, Beryl. Health Education: A Source Book for Teaching. New York: Permmon Press, Inc., 1978.

71 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE BIBLIOGRAPHY

Current Health Problems. Gay John, Molly Wantz, Harold Slobof,Carol Hooper, and Warren Baskin. Philadelphia: W. B. Saunders Co., 1978. 4 New York: Random House, 1976. Grawunder, Ralph and Marion Steinmann. Life and Health. Third Edition. Burgess Gray, Bryan J. and Donald Merki. Classroom Strategies in Health Education.Minneapolis: Publishing Co., 1977.

Teaching-for Relevance. New York: Greene, Walter H. Health Education in the Elementary School: Macmillan, 1978. Stech-Vaughn Co., 1978. Haag, Jessie Helen. Focusing on Health. Austin, Texas: Philadelphia: Lea Hanlon, John M., and Elizabeth McHosc. Design for Health: School and Community. and Febiger, 1971. Nei York: Johnson, R. Winifred Heyward, and DouglassW. Johnson. Introduction to Nursing Care. McGraw-Hill, 1976.

New York: Harper and Row Publishers, Jones, Kenneth L. Communicable and Noncommunicable Diseases. Inc., 1975. Health. Jones, Kenneth F., Louis W. Shainberg, andCurtis 0. Byer. Dimensions:' A Changing Concept of Fourth Edition. New York: Harper and Row, 1979. Health Instruction: An Action Approach. Kime, Rotert E., Richard G. Schlaadt,and Leonard E. Tritsch. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 19.7.

Crown Publisher, Inc., 1974. °Locke, David. Viruses: The Smallest Enemy. New York: Mosby Co., 1975. McInnes, Mary E. Essentials of Communicable Diseases. St.' Louis, MO.: E.L.O.T. Publishing Co., 1977. Neal, Kenneth G. Knowledleef Health Series. Long Beach, California: 72 113 27 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE BIBLIOGRAPHY

Otto, James H., Cloyd J. Julian, J. Edward Tether, and dyra E. Madnick. Modern,Health. New York: Holt, Rinehart and Winston, 1976.

Read, Donald A. and Walter H. Green. Creative Teaching in Health. New York: Macmillan Publishing Co., 1980.

Read, Donald A., Sidney_13-.---Simon, and Joel B. Goodman. Health Education: The Search for Values. Englewood Cliffs," N.J.: Prentice-Hall, 1977.

Sorochan, Walter D. Teaching Secondary Health Science.New York: Wiley, 1978.

Wagner, Guy. Health and Safety Games: Activities forall Curriculum Areas. New York: Macmillan, 1974.

7j TOPIC ArEA COMMUNICABLE AND NONCOMMUNICABLE DISEASE

Sources of free and inexpensive health education materials:

Abbott Laboratories Cancer Association of Greater N.O., Inc. Department 383 211 Camp Street - Room 600 Abbott Park New Orleans, LA 70130 - 502-522-4456 North Chicago, IL 60064 (Laurie Ferguson - available for workshops)

Allergy Foundation of America Center for Disease Control 801 Second Avenue 1600 Clifton Rd., N.E. New York, NY 10017 Atlanta, GA 30353

American Cancer Society Connecticut General Life Insurance Co. (contact local office) Advertising and Public Relations Hartford, CO 06115 American Diabetes Association 600 Fifth Avenue Eli Lilly and Company New York, NY 10020 P. 0. Box 100B Indianapolis, IN 46206 American Heart Association (contact local office) Epilepsy Foundation of America 1828 L. Street, N.W., Suite 406 American Lung Association Washington, DC 20036 (contact local office) Juvenile Diabetes Foundation American Medical Association 3701 Conshohocken Avenue 535 North Dearborn Street Philadelphia, PA 19131 Chicago, IL 60610 Muscular Dystrophy Association, Inc. Arthritis Foundation 810 Sevpnth Avenue 3400 Peachtree Road, N.E. New York, NY 10019 Atlanta, GA 30326 National Cystic Fibrosis Foundation Ayerst Laboratories 60 East 44th Street 685 Third Avenue New York, NY 10017 New York, NY 10017 78 29 TOPIC AREA COMMUNICABLE AND NONCOMMUNICABLE DISEASE

ational Foundation 275 Mamaroneck Avenue ite Plains, NY 10605

Nbtional Institute Of Health National Institute of Neurological and ',Communicative Disorders and Stroke Public Inquiries Bethesda, MD 20014

NatIonal Institute of Health Nat oval Institute of Arthritis, _Metabolism anDigestive Diseases Bldg. 31, Room 9A04 Bethea, MD 20014

Nation 1 Multiple Sclerosis Society 205 East 42nd Street New York, NY 10017

Pfizer, Inc. 235 East 42nd Street New York, NY 10017

Prudential Insurance Co. of America Public Relations Department Prudential Plaza Newark, NJ 07101 CONSUMER HEALTH

31 TOPIC AREA CONSUMER HEALTH LEVEL I - GRADE 2

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. A consumer is one who uses I. Given the definition of con- I. Ask students to tell about the goods and services. sumer, matches the wcrd with first time someone gave them A. Goods used by consumers word with the meaning. money to buy candy or a t_y. 1. Foods Ask if they can remember buy- 2, Clothing ing something that gave them pleasure, something that did 3. Drugs 4. Toys not work, or candy that they Have them relate 5. Chemicals did not like. the feelings experienced at this time.

I. Discuss the statement, "Everyone is a health consumer."

Ask the students to visit a super- II. Advertising ihfluences con- II. Given a set of advertise- II. sumer choices. ments, points out the market and make a list of things they would like to buy. In class, A. Appeals to S senses factors which make the draw pictures of their choices. Dis- 1. Color product appealing. cuss what made the products attractive 2. Sound 3. Taste II. Act out TV commercials pertaining 4. Touch to health information. Have the 5. Smell class discuss the effects on the listener, reader, or viewer.

Bring to class toys, food con- III. One way consumers are pro- III. tected is through the label- tainers, drug containers, and Identify and discuss ing of products clothing. r, 8 32. 81 TOPIC AREA CONSUME/. HEALTH LEVEL I - GRADE 2 -

4 CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

A. Some products which pr.- the protective labels. labeled 1.- Food ITT r.a-; or reproduce protective 2. Toys symbols from consumer health 3. Clothing products. Have the students 4. Drugs match the protective symbol toe. B. Types of symbols its meaning. 1. Poison (Mr. Yuk) III Display in the classroom a group of toys, some of which are safe for children, others which have obvious safety defects (but- ton eyes, small wheels, sharp edges, etc.,). Have the students choose the safe tlys. Examine the remaining toys and have the students point Out the unsafe featurkof each. / iy. People are trained to keep us IV. Given a series of pictures IV Hay. the class report on health healthy of health specialists at personnel and tell how the -are important to our goodhealth. c,,A. Health Specialists work, identifies each one

.... ''. 1. Doctor by name. 2. Nurse IV. Invite a Dental Hygienist to class to discuss kinds of tooth- 3. Dentist Prove 4. PhNmacist brushes and toothpaste. that good toothpaste does not 5. reacher )e the most expensive. 5. Others have to

S2 83 TOPIC AREA CONSUMER HEALTH LEVEL I - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Lists factors which in- I. Make a display (books, bulletin I. A consumer is influenced by . many factors in choosing fluence health product board, posters.) of the common health products purchases. sour .s44 of health information (family, friends, written word, A. Factors influencing consumers salesmen, agencies, schools, radio, T.V., and doctors). 1. Emotions Discuss how these influence 2. Family patterns 3. Values what one believes. 4. Advertising Halie students bring to class examples of advertising that appeals to values and e.tions such as courage, security, personal appearance, personality, luxury, tradition and others. Have students analyze these ads and single out emotion and value words such as "pore," "belongs,' "fresh," and "pleasure," as well as technical words whichhave no meaning.

1. Have students compile a list of home remedies, health customs and ,practices. Eliminate those which' are obviously of superstitious nature. Make a booklet of those which have some health value.

4 U TOPIC AREA CONSUMER HEALTH LEVEL I - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES!,,TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Discuss how the above beliefs developed and, ifthey are un- founded beliefs, why this is the case. From this diLcussion, have students establish criteria useful in evaluating other beliefs, information, services, and products.

I. Survey family on which headache and stomach remedy is use4. Assemble information and make class graph or chart.

I. Survey 5 friends about which shampoo is used and why it is used. Assemble information and make class chart or graph. Compare reasons for purchase with those above.

p'1 t.J

35 II - GRADE 8 TOPIC AREA CONSUMER HEALTH LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

I. Through class discussion, develop I. A good consumer must be able I. States sound criteria for criteria for the purchase of health to evaluate the accuracy and selecting health products. reliability of the health aids and services. information and products I. Study the Consumer Report Book, A. Comparing health products "The Medicine Show."Compare the I. Effectiveness information in the book to the 2. Cost information gained from the ad- Availability 3. vertising of the products through, 4. Safety the media. A. Evaluating health advertising I. Use clippings, tapes, pictures, 1. Identifying mislead- and other samplings of health ing information advertising and discuss the tech- 2. Identifying useful niques used, i.e., appeals to information fear, pride, imitation, social approval, authority of endorser (doctor says, research says), promises of miracles, partial truth, etc.

I. Find some examples of advertised products in newspapers, and periodicals in which the manufacturers attempted to satisfy a current fad.

so TOPIC AREA CONSUMER HEALTH LEVEL II GRADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Compare articles on a health topic, one from an authoritative periodical, such as a professional journal, and another from a slanted or biased source, both of which are the same aspect of a health topic.

II. Targets for quackery II. Differentiates between II. Invite a representative from the A. Elderly quack claims and valid district FDA to discuss and demon- B. Ignorant claims, especially those strate fraudulent cure-all devices. C. Chronic and Termi- aimed at adolescents. nally ill II. In class, analyze an ad for one of D. Adolescents the three types of fraud indicated in II. Place on the board words II. Some types of quackery and and phrases wbich,are misleading. fraud areas aimed at adoles- Check the fine print and determine cents chances of receiving your money A. Acne preparations hack if the product does not per- B. Bust developers form as indicated. C. Fad diets

III. Health Specialists contribute III. Examines the role of III. Have class report on health person- to good health various medical and health nel including qualifications, A. Physicians specialists in maintaining training, license and needs they 1. Pediatricians and promoting health. satisfy. 2. Dermatolobists Plan a field trip to a hospital. , 3. General Practitioners III.

37 91 LEVEL II - GRADE 8 TOPIC AREA CONSUMER HEALTH

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

B. Allied health specialists 1. Health educators 2. Public health workers 3. Private and voluntary health agency personnel Complete a word list of all the IV. Compares tradi...tonal health IV. IV Some people seek alternate alternative types of health care types of health care. care with carious alterna- which will be discussed under IV. A. Alternative types of tive arms of health care health care and services. Have the class analyze and compare Faith healers IV. 1. some of the most popular alterna- 2. Chiropractors tive types of health care. De- 1. nf. ,ndertal medita- 3. termine how 'and why these methods may or may not help a person. 4. 'icuuacture 5. P;..Lcz!back IV. Do role-playing in which the 6. Hypnosis resul,s of seeking alternative types of health care areportrayed.

94) 93

381 TOPIC AREA CONSUMER HEALTH LEVEL IV GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I Fraudulent claims are common I. Cites examples of fraudu- 1. Present a 5 minute "pitch" in in certain areas of consumer lent and questionable class which demonstrates the vulnerability. health practices. techniques used by quacks. A. Common areas of false Let the class identify the claims fraudulent claims. 1. Cancer 2. Arthritis T. The class devises a questionnaire 3. Food selection to apply to products or services 4. Over-the-counter (OTC) which will enable them to detect drugs possible fraudulent health products or services.

I. Discuss common areas of false claims.

II. Selc-' -,osis and treatment II. Predicts possible outcomes II. Ask class what is implied by i, 4r-omd, practice. of self-diagnosis and the statement, "He who hath A. k, treatment. himself for a doctor hath a 1. inaccessibility of fool for a patient." phys Ian 2. Attempt to avoid cost II. Describe a situation for each of 3. Influence of adver- the reasons for self-diagnosis tising in which the reason is inferred, 4. Fear of disease, pain, rather than actually stated. and surgery Have the students then verbal- 5. Inconvenience ize the inferred reason. 6. Gullibility 7. Ignorance

39 TOPIC AREA CONSUMER HEALTH LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

Students, in a buzz session, B. Dangers II. determine reasons why people 1. Misdiagnosis of major disorders choose to diagnose and treat ° 2. Delay in receiving themselves. proper care Have class forum on the hazards 3. Unsafe home remedy II 4. Unsafe OTC drug use of self-diagnosis and self- medication. Ask for situations where self-diagnosis may be used without danger.

Today's advertising is 1II. Analyzes ads by identifying III Ask students to develop their sophisticated and highly source of ad and the adver- own advertisements for imaginary influential. tising techniques used. health products and services. This can be done in groups and A. How advertising influences the consumer can involve a series of improvised commercials. 1. Wording of advertising a. Innuendoes Evaluate drug advertising in medi- b. Implications III. cal journals. How are physicians c. Generalities influenced? On what basis should 2. Source of advertising a physician prescribe drugs? a. Television How does the average doctor learn b. Radio about new drugs? c. Newspaper d. Magazines e. Peers

9U 97 400 TOPIC AREA CONSUMER HEALTH LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

III Use clippings, tapes, pictures, and other' samples of health advertising and discuss the techniques used, i.e, appeals to fear, pride, imitation, social approval, authority of endorser (doctor says, research says), promises of miracles, partial truth, etc.

IV. There are many types of health IV. Identifies forms of health IV Survey areas of a nearby parish care and ways of financing care and services. or city to determine availabil- such care. ity of comprehensive health care A. Types of health care facilities. Plot on map. Are 1. Hospitals these facilities adequate for 2. Nursing homes the needs of those residing in 3. "linics the area? 4. Health units B. Means of Financing IV. Visit a free clinic. Compare 1. Private types of treatment and effective- 2. Public ness in meeting the real needs of the community.

IV. Look in newspapers and magazines for health insurance ads. Clip ads and bring them to class for 93 classmates to .read. Be ready to discuss "catches" in the fine print.

41 9(l TOP C AREA CONSUMER HEALTH - BIBLIOGRAPHY

Sources of Instructional Materials: General

Books: Allyn and Ensor, Phyllis, and Means, Richard K. Methods Handbook for Health Education. Atlantic City: and Bacon, Inc., 1971.

*Editors of Consumer Reports. The Medicine Show. Mt. Vernon, New York: 1980.

Health Education International. Health Education Curriculum Guide. Medford: 1971. Mayfield Insel, Paul M., and Roth, Walton T. Core Concepts: Health in a Changing Society. Palo Alto: Publishing Company, 1977. New York: Johns, Edward B.,Barbara A. Cooley, and Wilfred C. Sutton.Health for Effective Living. McGraw-Hill,Inc., 1975. Canfield *Jones, Kenneth L., LouisW. Shainberg, and Curtis O. Byer. Consumer Health. San Francisco: Press, 1971.

McTaggart, Aubrey C., and McTaggart, Lorna M. The Health Care Dilemma. Boston: Holbrook Press, Inc., 1976

Means, Richard K. Teaching Health Today. Portland: J. Weston Walch, 1973. Documents, U. S. *Office of Consumer Affairs. Guide to Federal Consumer Services. Superintendent of Government Printing Office, Washington, D.C., 1971.

GlobeBook Co., Inc" *Rash, Keogh J. Pathways to Health. Inquiry: Consumer Education, New York: 1975. The McMillan Company, Read, Donald A., and Greene, Walter H. Creative Teaching in Health. New York: 1971.

101 100 49410 TOPIC AREA CONSUMER HEALTH - BIBLIOGRAPHY

*Schaller, Warren E., and Carroll, Charles R. Health, Quackery and the Consumer- Philadelphia: W. B. Saunders Company, 1976

Stone, Donald B., Lawrence B. O'Reilly, and James'. Brown.Elementary School Education. Dubuque:' William C. Brown Co., 1076.

*Specific Consumer Books.

1'33

43 -MC AIM

AGEMC ES:

Pharmaceu ica Manufacturers Association Consumers Union of the United States, Inc, 1155 Fifteen Street, N.W. 256 Washington Street Washington,- D.C. 20515 Mount Vernon, NY 10550

American Dental Association American Osteopathic Association Bureau of Dent 1 Health Education 212 East Ohio Street 211 East Chica Avenue Chicago, IL 60611 Chicago, IL 606 1 Federal Trade Commission Public Affairs Ommittee, Inc. Bureau of Deceptive Practices 381 Park Washington, D.C. 20580 New York, NY 1001 Post Office Department American MedicalAM\sociation Bureau of Chief Inspector Bureau of Health Education Washington, D.C. 20260 535 North Dearborn Street Chicago, IL 60610 \ American Cancer Society 219 East 42nd Street National Health Council New York, NY 10017 1740 Broadway New York, NY 10019 Consumer Information Public Documents Distribution Center U. S. Department of Health, Educa.ion, Pueblo, CO 81009 and Welfare Public Health Service Food and Drug Administration Office of Professional and Consumer Programs 5600 Fishers Lane Rockville, MA 20852 104

, \ TOPIC AREA CONSUMER HEALTH - BIBLIOGRAPHY

Films, Filmstrips and Slides

Louisiana State Board of Health McGraw-Hill Book Co., Inc. Film Library Test-Film Department Post Office Box 630 330 West 42nd St :Tet New Orleans, LA New York, NY 10u36

Public Health Service Film Catalog Food and Drug Administration Superintendent,of Documents Office of Professional and Consumer Programs HFG-1 United States Government Printing Office 5600 Fishers Lane Washington, D.C. 20402 Rockville, MA 20852 (New - "X-rays: Get the Picture on Protection ") Aetna Life Insurance Companies Information and Education Department Video Cassette of Color (free to lend) 19:20 min. 151 Farmington Avenue "Safe and Effective" (Consumer version) Hartford, CO 06115 U. S. Food and Drug Administration of DHEW 4298 Elysian Fields Avenue AMerican Film Center New drleans, LA 70122 Jost Office Box 363 San Jose, CA Medical Motion Pictures and T.V. 535 North Dearborn Street Bell Film Library Chicago, IL-60610 Public Relations Department Bell Telephone Company of Pennsylvania DHEW/U. S. Food and Drug Admin3tration 27 South 17th Street 4298 Elysian Fields Avenue Philadelphia, PA New Orleans, LA 70122 (Free to lend - "What About Food Additives?") Lederle Laboratories Videotape of 4:45 min./color Film Library Division of American Cyanamid Co. (Free to lend - "Life American Style") Pear River, New York 10965 Videotape of 9:22 min./color

(Free to lend - "The Consumer Sting") Videotape of 9:00 min./color 105

45 ?OPIC A CONSUMER)BALTH- BIBLIOGRAPHY

Matazines and Other Publications:

Current Health Family Health Magazine Journal of School Health Health News (New York State Department 'f Health) American Journal of Public Health Joarnal-of-Bii/th, Physical Education, and Recreation Consumer Reports FDA Fact Sheet FDA Mini-Lessons

4 ENVIRONMENTAL AND COMMUNITY HEALTH

108

47 TOPIC AREA ENVIRONMENTAL AND COMMUNITY HEALTH LEVEL I - GRADE 2

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

Ecology I. Identifies three major com- I. Tour school grounds and immediate 'A. Major components of the ponents of his/her environ- neighborhood and name parts of environment ment. the environment. 1. Land 2. Water I. List recreational activities 3. Air carried out in each component- of the environment.

II Polution affects all parts of II. Lists parts of our environ- II. Students are asked to draw the environment ment that are frequently pictures of pollution they see A. Air pollution polluted. in their neighborhood. 1. Sources 2. Effects II. Sponsor a poster contest to B. Water Pollution promote an anti-litter campaign. 1. Sources 2. Effects C. Land pollution 1. Sources 2. %fleas D. Noise pollution 1. Sources 2. Effects

III. Community helpers III. Identifies community help- III. Invite the school janitor to A. Residents ers who help keep the en- talk with students about keep- B. Sanitation workers vironment clean and neat. ing their school clean. C. Policeman D. Dogcatcher E. Environmental "mascots" Environmental "mascots" 110 TOPIC AREA ENVIRONMENTAL AND COMMUNITY HEALTH LEVEL I - GRADE 2

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

III. Pick up examples of refuse on the way to school.

III. Have class discuss figures associated with keeping the environment clean (Johnny Horizon, Hootsy Owl, Ranger Rick, etc.).

Observe local landfill operator. IV. Landfill operators, mainte- IV. Lists methods of dispos- IV. nance and purpose ing of community trash, Trace a paper cup from first A. Acceptable refuse rubbish, and garbage. IV. use to final disposal. B. Proper disposal techt4que A. Hand B. Trash can C. Dumpster D. Refuse truck E. Landfill

IV. Build a Litter tree in the classroom. Identify recyclable materials.

V. Visit a recy'cling center or V. Recycling V. Identifies the value and collection depot. A. Purposes purposes of recyclable B. Values materials C. Materials 1. Aluminum 2. Paper 3. Glass 112 49 1 1 1 TOPIC AREA ENVIRONMENTAL AND COMMUNITY HEALTH LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Ecological relationships I. Diagrams a simple aquatic I. Set up xr. aquarium or terrarium A. Life cycles food chain. in the classroom andhave stu- B. Food chain - aquatic dents contribute living things 1. Energy from the sun to the ecosystem.

2. Small plant-like organisms (algae, diatoms)

3. Small crustacea (brihk, shrimp, daphnia)

4. Larger crustacea and vertebrates (crawfish, fish, mammals)

S. Man

II. Pollution II. Identifies sources of air II. Watch TV newscasts for local A. Air pollution pollution, water pollu- reports on air pollution levels in the area and report findings 1. Sources tion, land pollution, and a. Motor vehicles noise pollution. to class. b. Industry Visit local industrial plant or c. Refuse disposal II. landfill operation and observe 2. Effects signs of pollution control. B. Water pollution/land pollution' Invite a representative from the 1. Sources II. a. Industry local water treatment industrial facility and/or sewage plant to b. Municipalities 113 114 -II - GRADE 6 TOPIC AREA ENVIRONMENTAL AND COMMUNITY HEALTH LEVEL

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

discuss control of water pollu- c. Agriculture tion in the community. d. Navigational wastes (oil Invite a hearing specialist to spills) II. discuss noise pollution and 2. Effects demonstrate acceptable and un- a. Wildlife acceptable decibel levels. b. Recreation c. Human health 3. Individual water -contaminants a. Herbicides b. Pesticides c. Oil spill C. Noise pollution 1. Sources a. Radio/TV/stereo b. Transportation 1) Motor vehicles 2) Airplanes 2. Effects on human health Invite a representative from a Agencies III. Lists private and public III. III. public health agency to discuss A. Public agencies agencies responsible for monitoring process. 1. State Health Depart- monitoring the quality ment of the environment. 2. Natural Resources Department 116

115 51 TOPIC AREA ENVIRONMENTAL AND COMMUNITY HEALTH LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student: F 3. EPA - Environmental III Collect magazine illustrations Protection Agency of various forms of pollution B. Private agencies and discuss each. 1. American lung Aisociation III. Gather information on local 2. American Medical - purification procedures and Association discuss. C. Individual responsibility

117 113

52 III - GRADE 8 TOPIC AREA ENVIRONMENTAL AND COMMUNITY HEALTH LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

I. Contact city officials to I. Air pollution I. States ways pollution determine what city or parish A. Sourkes affects his or her envi- ordiances exist which help 1. Motor vehicle ronment. maintain the quality of the 2. Industrial environment. 3. Refuse disposal B. Effects I. Assign panel discussion on 1. Property the effects of air, water, 2. ,Crops and livestock and land pollution. 3. Human health and diseases I. Individual research topics 4. Sunlight assigned covering radiation S. Weather and noise pollution.

II. Water pollution/land pollution A. Sources 1. Industry 2. Community B. Effects 1. Human health 2. Recreation 3. Economy C. Individual water contaminants 1. Nitrogen and phosphorus compounds 2. Mine acids 3. Sediment and silt 121) 4. Heated water 119 53 TOPIC AREA, ETVIRONMENTAL AND COMMUNITY HEALTH LEVEL III - GRADE 8

CONTENY OUTLINE STUDENT OBJECTIVES ACTIVITIES TO- ACHIEVE STUDENT OBJECTIVES

The student:

III. Noise pollution A. Sources B. Effects of noise 1. Hearing impairments 2. Stress

IV. Radiation A. Background radiation B. X-rays C. Nuclear energy

V. Community action V. Identifies individual and V. 6mpetitions within class to A. Community responsibility community responsibility l'st methods of reducing pol- 1. Proper refuse for maintaining a healthy 1 tion (air, water, noise, disposal environment. so'l) in your community. 2. Monitoring and en- forcing agency V. Taka field trip to a sewage regulations tre*tment facility, industrial 3. Support for environ- facility or water purification mental legislation Went,. 4. Other B. Individual responsibility 1. Recycling 2. Car pooling 3. Use of degradeable pesticides 4. Thermostat controls 5. Others 121 122\ TOPIC AREA ENVIRONMENTAL AND COMMUNITY HEALTH LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I'. Compare local parish population/ . Human population effects I. Describes relationship -,pollution with another parish. A. Resource consumption between population density B. _Population density and pollution.

Observe the effect of individual II. Air pollution II. contaminants on air, water, and A. Sources B. Effects of individual land. contaminants on human populations and property II. Locate and list two sources of air pollution, water pollution, and 1. Carbon monoxide land pollution in the community. 2. Ozone 3. Fluorocarbons II. Plan a field trip to a local industrial plant.

III Water pollution A. Sources (individual contaminants) 1. Nitrogen compounds 2. Phosphorus compounds 3. Organic sewage 4. Heavy metals Locate and identify sources of IV Hazardous waste and land IV. Identifies sources of IV. hazardous waste in your pollution hazardous waste. community. A. Sources 1. Plastics 2. Pesticides/herbicides 123 124 55

_ _ TOPIC AREA ENVIRONMENTAL AND COMMUNITY HEALTH LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE SADENT OBJECTIVES

The student:

3. Medicine IV. Have studenti Monitor local, 4. Paints state, national and inter- 5. Oil, gasoline, petro- national news broadcasts for leum products a week and list and discuss 6. Metals types of pollution that occurs. 7. Leather B. Textiles B. Control and disposal of hazardous waste ,l. Legislative action 2. Responsible public agencies 3. Hazardous waste management a. Control at the source b. Incinerate the waste' c. Dispose of waste in a secure landfill

V. Adverse health effects of V. Identifies adverse pollution health effects of A. Chronic respAratory pollution. disease B. Liver and nervous system trauma ENVIRONMENTAL AND-COMMUNITY HEALTH LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

C. Possible congenital defects D. Increased incidence of stress-related diseases Inner ear damage F. Increased infectious diseases G. Others

128 127

57 r't ENVIRONMENTAL AND COMMUNITY HEALTH 1

Teachers and school administrators should be aware of the many sources available to them op the local, regional, and state level. Publication and resource persons pertinent to the teaching content areas Ely be obtained by contacting and/or obtaining the appropriate resource.

Agency resources include but are not necessarily limited to:

I. Local Agencies

A. School Library B. Parish and/or local libraries C. Parish Health Unit

II. State Agencies

A. Louisiana State Department of Natural Resources B. Louisiana Department of Agriculture, C. Louisiana Department of Wild2ife and Fisheries

III. Federal Agencies

A. Environmental Protection Agency B. U. S. .Department of the Interior C. U. S. Department of Agriculture D. U. S. Department of Health and Welfare

Resource List:

Film: Ecology, 22 min., 16 mm. B and W Relationships of people, plants, and animals to their environments. Order from: Academy Films, 478 North Seward St., Hollywood, California 91605.

123 130 TOPIC APIA ENVIRONMENTAL AND COMMIJNITI HEALTH

interaction of living Sound Filmstrip Set: Ecology: Interaction Environments, Set of seven to study the things with one another and with their environments. Order from: Scott Education Division, Holyoke, Mass. 01040.

Filmstrips and Record/Cassettes: Series of filmstrips identifying and describing currentecological- pollution problem from a biological viewpoint. Order from: Holt, Rinehart, and Winston, Inc., 383 Madison Avenue, New York, New York 10017.

Filmstrips:Man in the Biosphere. Introduction to human ecology plus teacher's guide(70W-4100). Order from: Ward's Natural Science Establishment, Post Office Box1749, Monterey California 93940.

_ _ C AREA ENVIRONMENTAL AND COMMUNITY HEALTH

Elementary Books:.

Engs, Ruth, and Wentz, Molly. Teaching Health Education in the Elementary School. Boston: Houghton Mifflin Company, 1978..

_Masini, Giancarlo, S.O.S. Save Our Earth - An Ecological Message for Everyone. New York, New York: Grosset and Dunlap, Inc., 1972.

Agencies:

American Lung Association, 44 East Twenty-third Street, New York, New York 10019.

Conservation and Environmental Studies Center, Whitesboro, NJ 08252.

Environmental Education, Office of Priority Management, Office of Education, 400 Maryland Ave., S.W., Washington, D.C. 20202.

Education Department, American Association for the Advancement of Science, 1515 Massachusetts Ave., N.W., Washington, D.C. 20015.

Group for Environmental Education, Inc., 1214 Arch St., Philadelphia, PA 19107.

Resource Agencies and Associations:

1. Sierra Club

2. Boy Scout Handbook

3. American Lung Asiociation

131

133 TOPIC AREA ENVIRONMENTAL 1.ND COMMUNITYHEALTH

4. Corps.of Engineers

5. Levee Board

6. U. S.Forest Service (LOcal forest ranger)

7. StateParks and Recreation Commission

8. Coast Guard

9. Environmental Protection Agency (EPA)

10. County Agricultural Extension Ager.

11. Public Health Education Office

12. Soil and Water Conservation Service

13. Local Public Health Parish Office

14. Audubon Society

vertical file on environmental health. HINT: Ask your school or parish librarian to begin "r expand a Newspapers and magazines are excellent resources for currentarticles about the environment.

136

61 r.

FAMILY LIVING

11'%..04 TOPIC AREA- FAMILY LIVING LEVEL I - GRADES (K-1) and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. The Family: Roles and I. Describes a variety of I. Use pictures (newspapers or Responsibilities family structures and current magazines) of Eskimos, A. Nature of the, family types. (Grade K-1), African tribal families, American 1. Size Indians,'etc. Ask: Are there 2. Structure and com- families who Aon't live in a position house?Are there those who 3. Type - two parents, don't have stoves, windows', bath- one parent, step rooms, etc.? Can people be parents, mixeA happy without 30Me of these ethnic, etc. things?Stress that even in the 4. Type of homes - poverty-stricken countries of apartment, trailer, of the world, there are families house, etc. who show love toward one another.

B. Function of the family 1. Satisfaction of physical and psychological needs 2. Security and stability important for good mental health 3. Guidance of individuals to adulthood

13$ 63 C AREA ILY LIVING c6- LEVEL I - GRADES (K-1) and 3

SUGGESTED CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

v. C. Roles and respoisibilities I: Identifies contributions I. Suggest things you can do alone of family members and responsibilities of and things with which you may 1. Factors influencing each family member. need help. Mention also things family roles (Grade K-1) parents 'can do alone or even a. Types of families with help. What rules have been b. Geographic made at home to make life easier, location safer, more pleasant?

4 c. .Ethnic background d. Religious baCk-- I. Collect -a series of large ground pictures or drawings. del ting e. Economic back- family scenes. Ask students to f discuss what is occurring-and ground . 2. Roles of individual what the members of the family family member, in the pictures are thinking. a. Assume responsibilities I. Make a paper chain of different b. Cooperation in colored links. On each link name the various responsibilities function of home . c. Respect of others' that are needed to make a home rights run smoothly. What would happen d. Acceptance of if one of the links were to differences- break? e. Working together f. Using constructive ways to-solve' differences

141). 141 64, = ARIA FAMILY LIVING LEVEL I - GRADES (K -i) and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

3. Specific roles of I. Make a tree from pipe cleaners a. Parents and secure it to a st ad (clay, b. Children etc.). Bring in pi urea of c. Others each family member ncludiat pets, 'if they wis On the back of the pictures r on a piece of paper hanging f om each picture, complete the flowing phrase for each person t ey selected for their tree: "I feel good when my

I. Collect pictures and stories depicting things that families do together and problems a modern family might have. Make group displays.

D. Changing (female/male) I. Identify emerging male/ I. Find magazine pictures that de- roles in the fam07 and female roles in family/ pict a family 'member performing society society. (Grade 3) a specific chore.Distribute a picture to each child and ask each one to search to find another family member doing the same work.

143

65 C AREA FAMILt LIVING LEVEL I - GRADESV-1) and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

E. Family problems and'con- I. Atk the chadren to think about' flect "how my family makes me feel." 1. Personal re1at1ons Prepare a work sheet as shown a. Discourtesy - and give the following directions: b. Sibling relation "In ,each of the ovals, draw Your c. Choice of friends face when a member of your family d. --Failure to assume tells you the following situa- responsibilitiet tion will occur." 2. Family conflict a. Separation b. Divorce c. Death 3. Moving to new location Your room needs 4. Hines* YourgilHrents to visitcleanin 5. Alcoholism/drug are com addiction 6. Family violence

Your pet needs Your parents tedding are going away for the week-. end and you can't go Jith them 114 TOPIC AREA FAMILY LIVING LEVEL I - GRADES (K-1) and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Have students develop a list of suggestions (1) for making new friends after a move, (2) for helping at home if one parent is missing, and (3) for making special adjustments if mother is working.

1 1'17

67 4

II - GRADE 6 TOPIC AREA FAMILYLIV4G `1-LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

the student:

A.1 Develop a family photograph Physical Oaract- Astics I. Distinguishes between in- I. album using photographs of determined by heredity herited and acquired class members as toddlers, Determinants of charac- characteristics. A. first graders, and the teristics 1. Chromosomes I. De1op a chart Showing typical 2. Genes h patterns. Another idea Growth patterns and rates gro B. for a display,is to focus on of development inh rited=characteristics. 1. Normal patterns of growth and develop- I. MakendiViduel family trees ent and re ord information for 3 a. .Early groWers or 4 g nerations ifpossible. 'b. Late growers Pic e characteristic,,such 2. Problems in growth as eight, to T-cord'in addi- and development- ti to usua rata - birth date, bir la and death date (if necessary). 1

I. Show class several pictures de- rf picting physical and behavioral traits. Ask class to identify inherited and non-inherited traits.

I. Prepare a list of health problems (diseases, etc.) and ask class to distinguish betweenthe in- ---herited and -non- inherited.

U 119 TOPIC AREA FAMILY LIVING LEVEL lI - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

II..Puberty II. Describes physical growth II. Collect pictures from magazines A. Physicial characteristics changes experienced by that depict"gkowth pattern 1. Increased hormonal both females and males change of developing boys and activity during puberty. girls and compare to students 2. Height, weight and in your school. body build 3. Voice- II Invite a physician or school nurse 4. Body hair (beards, to talk to students and answer under arms) any pie-submitted questions con- B. Emotional characteristics cerning changes that occur dur= ing puberty.

III. Child care and-family planning III. Cites reasons for planning III. Brainstorm: A. Purposes of family planning a family. I. To further certain The kind of parent I'd-like to be. physical and socio- -quomic objectives How big is the ideal family? a. Mother's health (large vs. small) b. Baby's health c. Economics How you felt when you first got 1. Career goals a new brother/sister. 2. To curb inherited

. diseases , III. Make a chart showidg how mad* members in each student's family -Find the average number. Ask s-udents to find out how many members in their parents' families. Make a chart and compare.

151 69 II - GRADE 6 TOPIC AREA FAMILY LIVING LEVEL

ACTIVITIES TO ACHIEVE' CONTENT OUTLINE- STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

III. Demonstration: B. Care of the baby III. Identifies specific physi- 1. Physical needs cal and emotional needs of Ask parents with small children i. Feeding a baby. to demonstrate to class basic b. Bathing child care: feeding, bathing, c. Changing clothes changing clothes, etc. d. Safe environment e. Exercise III. Field trip: f. Rest (sleep) Emotional needs 2. Arrange a trip for the class to a. Love a nearby nurseryschool! 'Allow b. Security children (5th and 6th graders) to help with - feeding and other activitles.

III. Check with local Red Cross about baby-sitting packet.

153

700 TOPIC AREA FAMILY LIVING LEVEL III - GRADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

,I. Developing gender,identity and I. Lists factors influencing I Tape newsprint around the roam.- gender roles gender identity and roles. one sheet fd'r each of the.fac- A. Factors influencing gender tors influencing gender identity Identity/roles or role: important adults, 1. Parental or substitute media, school, booksiretc. role models (scripting) Students are asked to list things 2. Important -kilts they are aware of; that they have 3. Religion noted as influences from each 4. Media source. Discuss their lists. 5. School programs b.- Peers The teacher will present a long 7. Other social fak, list of characteristics that are (books, etc.) associated with men and women B. Female roles (boys and girls): strong, cook,

1 Traditional roles leader, shy, outgoing, artistic,

reotypes / and many others. The character- ging roles istics may include some for s adults and for teenagers. The

1. tI .ional r les individual student will be able 2. btel., .types to categorize which of the 3. Emerging rol characteristics are biologically determined and those which are culturally learned.

155

71 LEVEL III - GRADE 8 TomARIA FAMILY-LIVING

AFIVITIES To ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

I. Brainstorm: Advantages of being- male/female

Disadvantages of being male/female

Concerning the women's rights movement, ask each student to collect a series of examples from the newspapers and-magazines which demonstrate the effect of this movement on American Gcciety today.

I.Voting Opinions: Call out the D. Changing roles of family following and other similar ac- and family members tivities and ask each student to 1. Factors affecting raised hand;lagainst family roles/patterns vote (for thumbs down) on each. Discuss (lifestyles) reasons for their opinions. a. IndustrializOion 1. Only males should mow lawn. b. Urban development 2 Mother works only if family c. Mobility '\ needs money. d. Other economic,\ House work should be done by - cultural, and 3. social influence women. 4. It's as important for boys to learn to cook as girls. 5. Women are better managers of family finances.

720 157, TOPIC AREA FAMILY LIVING LEVEL III - GRADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

6. Both parents should discipline children. 7. Man is head of household. 8. Only women should cook.

E. Role of family in trans- I. Professional Roles: Below are mission of cultural/ethnic listed various career opportuni- heritage ties. Your task is to rate each 1. Customs career as to how favorable you 2. Language feel about it as a career for 3. Beliefs you. (This does not apply to 4.- Values your ability to function in this career, but is only to get in touch as to how it appeals to you.) Use-the following eating:

1 = would consider 2 = uncertain 3 = would not consider

Nurse Hairdresser Plumber Jockey Secretary Elementary schoolteacher Cashier College professor Telephone operator Electrician Bartender 153

73 159 .

ft'

TOPIC AREA FAMILY LIVING LEVEL III - GRADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT .OBJECTIVES

The student:

Bank teller Truck driver Department store salesclerk Disc jocks Doctor Professional tennis player Dentist Nursery school teacher Dental hygienist Writer Airplane pilot Dancer Veterinarian Lawyer Taxi driver

Divide class into six groups; Influence of endocrine glands II. Describes the influence of II. II. assign each group a gland to re- and hormones on development endocrine glands on body search. The group will describe: and functions function anJ development. (1) the work of that gland in- A. The glands cluding hormones produced; I.. Pituitary (2) the effect it has on develop- 2. Thyroid and para- mental changes and continued. thyroids maintenance. 3. Pancreas 4. Adrenal 5. Gonads (ovar "es and testes) 161

74 TOPIC AREA FAMILY LIVING LEVEL III - GRADE 8

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES To ACHIEVE.' STUDENT OBJECTIVES

The student:

By usetof charts, modelse and/or pictures, the teacher can provide a presentation on 0 areas not covered by iianel above.

B. The hormones affect II. On a card each student is to physicail growth and list three physical and three development emotional chang2s that happen 1. The growth spurt during puberty - drawing from (pubescence) their personal experiences. 2. Visible body changes (secondary sex Collect cards and list responses characteristics) on chalkboard or newsprint. C. Effect of hormones on Then the group identifies re- emot::ons, behavior sponses that pertain only to male and those that pertain only to female and those that pertain to both.

II. Discuss puberty:

Age of beginning. Now do you know when it'soover?

Everyone goes through it - at q different ages and rates. Sen- sitivity people feel about their bodied yet all have similarities and differences. TOPIC AREA FAMILY LIVING LEVEL IV - GRADE 10 .

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVIiIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Ask the class to separate into I. Family health and inter- I. Interprets the concept of small groups (not less than . personal relationships in, sexual identity and its three and no more than fi-e to male/female roles significance in hetero- Give each group a A. How roles develop sexual relationships. a group). large piece of newsprint, and 1. Childhood ask each group to make a chart 2. Adoleimence with three columns headed 3. Adulthood Feminine, Masculine, and Human, 4. Emerging trends in male/female roles respectively.

. - B. Effects of changes in Read aloud items from the activity traditional roles and adjectives on the list on the 1. Ambiguity of expression next page. Ask each, group to de- 2. Identity concerns cide by vote wtlich column to write 3. Conflicts in relation- the item in. While the group will ships decide most items quickly, you 4. Power shifts may wish tolake noteof the items 5. Adjustments in atti- which create intense discussion. tudes and behavior (Teacher may select a, number of items according to the time available.)

I. Introduce the lyrics of "A Boy Named Sue." This ballad presents dilemmas imposed by masculine stereotypes. (The rendition by Johnny Cash is recommended.) TOPIC AREA FAMILY LIVING LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVI7IES TO ACHIEVE STUDEA1 OBJECTIVES

After the group has listened to C. Forces behind changes in male/female roles the record, use questions such as the ones liLced below to stim- 1. Subcultures a. Women's liberation ulate discussion: Movement Are boys "tracked" into b. Human rights groups 1. violence and aggressic,:, or is it really more "natural" for them to be that way?

2. Is it harder on a boy to be a "sissy" than it is on a girl to be a "tomboy"?

3. Is it easier for a girl to have a so-called boy's name thanit is for a boy to have a so- called girl's name? Why?

I. Introduce the lyrics of "I Am Woman" by Helen Reddy. What statements are made regarding sex roles? Discuss these statements.

NOTE: There are many past and current songs available that illustrate sex role stereotypes in our 4 society. --;-` 167

77 TOPIC AREA FAMILY LIVING LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I Divide into three groups, one representing friend, one parent, and one society. Ask the question, "How are you taught your sex roles by society, friends, and parents from infancy to the age you are now?"Each group brain- stormi and spokesperson tells the results of the group discussion to the entire class.

I Have students collect a series of examp.es from tne newspaper and magazines which demonstrate the effect of the women's rights movement on At.erican society today.

II. Break into small single sex groups II Dating and Courtship II. Identifies the significance (four to five girls or four to A. Modern concept of dating of boy/girl relationships five boys). Have the females list 1. Definition/purpose and the qualities boys and qualities that they would look for 2. Responsibilities in- girls seek in each other. volved in a datint, partner and qualities that they think boys would look 3. Appropriate behavior for in a female dating partner. a. Group dating Have tile boys compile comparable b. Double dating lists. Have a spokesperson from- c. Couple dating each group present the lists for d. Effects of various behavior on both comparisort. 16'9 TOPIC AREA FAMILY LIVING LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

4. How to 'choose and II. Present a student/parent panel arrange a date. discussion of practices on dating 5. Dating cou tAies and non-dating behavior. 6..-.\-:.Pratle related to dating II. Debate/discussion: One panel B. Going Steady contains females and the other Boys I. Purpose panel contains males. 2. Advantages and dis- present what girls' responsibil- advantages ities should be on a date and girls will have opportunity to 3. Parental attitudes and reactions react and discuss boys' recommen- 4. Setting limits in dations. boy/girl relationships (developing Girls present what boys' respon- and adhering to valid sibilities should be on a date standards of conduct) and boys will have the opportunity to react and discuss girls' a. Shared responsibility recommendations. b. Mutual respect Ask the boys to develop a code C. Courtship: purposes of II. and opportunities and of dating behavior appropriate responsibilities in for their age level and have the courtship girls do the same.

II. Role play a parent trying to convince a son or daughter that he/she is too young to date. n

79 TOPIC AREA FAMILY LIVING LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

II. Brainstorm the pressures that are present in experiencesthat boys and girls choose to accept in order. to gain social accept- ability (steady dating; dating behavior).

II. Have.the students and parents share a panel and discuss the topic "dating behavior."

Each group III. Preparation for Marriage III. Divide into groups. should list the reasons why A. Role of the family in there exists a lack of continuity society between generations caused by: 1. Typical families in our society (a) family members living apart, (b) fathers working away from 2. Alternative family life styles home, (c) families which move frequently, (d) nursemaids in 3. Function of family home, (e) baby-sitters and 4. Roles of adult (f) single family members nursery schools, and parent family. a. Wife/mother b. Husband/father III. Contrast the American family B. Engagement structure (nuclear or extended) 1. Definition/purposes with the structure in a Kibbutz 2. Opportunities and responsibilities in a group discussion. 3. Desirable length of engagement period

173 172 TOPIC AREA FAMILY LIVING LEVEL IV - GRADE 10

4. CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

4. Areas to consider -Ask the students to research -nificance a. Finances and report on the s b. Careers and proof the Oriental point of view fessional goals on ancestors, death ofthe aged, c. Mutual responsi- etc bilities in marriage III. Ask each student to interview d. Pre-marital re- four married couples (two married lations less than five years, two married Ask if e. Children more than twenty years). f. In-laws their engagement was-long or C. Selecting a marriage short (short engagement is less partner than six months, long engagement 1. Major factors is more than six months). a. Hereditary characteristics Ask the following questions: What did you expect before you b. Strength of 1. commitment entered into the marriage? Were your expectations con- c. Identifying real- 2. istic expectations firmed or refuted? What were the reasons for your 2. Desirable qualities 3. long or short engagement? 3. Age and maturity D. Marriage Laws Ask the girls to write definitions E. Premarital medical III. examinations of love and infatuation (anonymous- Ask boys to write definitions 1. Personal_health ly). (anonymous- history of love and infatuation Compare the lists to deter- 2. Family health ly). history mine any appreciable similarities 3. General physical exam or differences. 175 81 TCPIC AREA FAMILT LIVING LEVEL IV - GRADE 10'

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

6 The studn:-

4. Pap smear and breast III. Analyze marriage laws in our examination for women state and give the justification How do they af- F. Premarital counseling for these laws. fect each member of the family? 1. Marital adjustments 2. Family planning (nay get assistance from locil G. Adjusting in marriage judge or lawyer.) 1. Individual and mutual needs of III. Identifies common problems III. Debate the topic, "People fail, husband/wife shared by married couples. not marriages." Marriage contrr.cts List and discuss in small groups 3. Major adjustments III. a. Personality problems to be considered prior b. Economics to marriage. Each group will represent a different topic con- c. Sexual d. Religion sidering such things as religion, budgeting, politics, social affi- e. Social/cultural liations, marriage contracts, 4. Potential' sources of children, education of children, conflict Develop a rationale a. M ney and others. b. Changing roles, as to why these topics could present problems. Offer'ARisible c. Acceptinng responsibilities compromises. d. Two-career families e. Children f. An-laws 5. Fam'ly crisis a. tpe/causes 177 TOPIC AREA FAMILY LIVING LEVEL I" GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO AMIEVE . STUDENT OBJECTIVES

The student:

1) Serious illness III. Identifies sources of help III. Ask students to compile% list and accidents in solving the problems and develop a brochure on family 2) Financial met by mar-ied couples. crisis centert and their services 3) Marital conflict within- the community. 4) Death of child 5) Others III. Invite the following speakers to 6. Socia, problems relat- talk to the class: ing to marriage 1. A marriage counselor to dis- a. Counon types cuss with the class some case 1) Unhappy homes studies ormarriage. 2) 'One-parent 2. A nu se from family planning. family (death, desertion, divorce, etc.) b. Effects of such problems r. Parenting and solving problems

IV. Alternative Life Styles A. The single life B. Other alternatives 1. Cohabitation 2. Common law marriage 3. Trial marriage

\ 83 TOPIC AREA FAMILY LIVING LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJLCTIVES ACTIVITIES 1O ACHIEVE STUDENT OBJECTIVES

V. Family Planning A. Factors involved in decision about when to have a child 1. Maturity of parents 2. Economic status 3. Conflict with other goals 4. Health/heredity (genetic-linked diseases) 5. Age B. Major categories of birth control methods 1. Abstinence 2. Sterilization/methods a. Women b. Men 3. Contraceptions a. By prescription b. Without prescription

VI. Pregnancy and Childbirth A. Prenatal development B. Modern medical cal procedures 1. Fetal monitoring 7. Genetic screening 3. Others 151 134,-) 8. TOPIC AREA FAMILY LIVING LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

C. Stages of delivery D. Types of delivery 1. Natural 2. Caesarean section 3. Midwifery E. Spontaneous and Thera- peutic Termination of Pregnancies

VII. Have students carry an egg VII. Parenting (symbolizing an infant) around A. What is parenting? school, home and town. They 1. Safety, nutrition and must dress, feed and care for health the "infant" for at least one 2. Sensorimotor develop- If the egg should break, ment day. look into funeral arrangements, 3. Language development etc. Have students explain to 4. Intellectual growth parents what their project 5. Social and emotional responsibilities are. development 6. Discipline B. Contemporary issues and problems

113

85 TOPIC AREA FAMILY LIVING - BIBLIOGRAPHY

Burt, J. J., L.B. Meeks, and S. M. Pottebaum. Toward.A Healthy Lifestyle Through Elementary_Health Education. California: Wadsworth Publishing Co., 1980.

Burt, J'hn, and Meeks, ..inda B. Education for Sexuality: Concepts and Programs for Teaching. Second edition. Philadel2hia: W. B. Saunders Co., 1975.

Carlson, Dale. Loving Sex for Both Sexes. New York: Franklin Watts, 1979. (Very good straight talk for teens.)

Cornacchia, Harold J., and Staton, Wesley M. Health in Elementary Schools. Fifth edition. St. Louis: C. V. Mosby Co., 1979.

Engs, Ruth, and Wantz, Molly. Teaching Health Education in the Elementary School. Boston: Houghton Mifflin Co., 1978.

Engs,oB. C., S. E. Barnes, and M. Wantz. Health Games Students Play. Iowa: Kendall/Hunt, 1974:

Gardner, Richard. The Boys' and Girls' Book About Divorce. New York: Science House, Inc., 1972.

Gordon, Sol, and Wallin, M. Parenting: A Guide for Young People. Oxford Book Company:

Gray, Bryon J.,, -and Merki, Donald J. Classroom Strategies in Health Education. Minneapolis: Burgess Publishing Company, 1977.

Greens, Walter H., Frank H. Senne, and Patricia M. Legos. Health Education in the Elementary School. New York: Macmillan Publishing Co., IhC., 1978.

Johnson, C., and Johnson, E. Love and Sex and Growing Up. Lippincott Publishing Company.

Johnson, Eric. Love and Sex in Plain Language. Third edition. Lippincott Publishing Company.

Kelly, Gary. Learning About Sex: The Contemporary Guide for Young Adults. New York: Barron's Educational Series, Inc., 1977. (Excellent for junior high school.) TOPIC AREA FAMILY LIVING - BIBLIOGRAPHY

Kime, Robert E., and Schlaadt, Richard G. Health Instruction: An Action Approach. New Jersey: Prentice-Hall, Inc., 1979.

McCary, James. Human Sexuality. Third edition. New York: Van Nostrand Company, 1978.

Meeks, Linda, Robert Kaplan, and Gay Scott Segal. Group Strategies in Understanding Human Sexuality: Getting in Touch. Iowa: William C. Brown Company, 1878.

Morrison, Eleanor S., and Price, Mila Underhill. Valuesin Sexuality: A New Approach to Sex Education. New York: Hart Publishing Co., 1974.

Morrison, Eleanor, and Price, M. Values in Sexuality. New York: Hart, 1977.

Read, Donald A., and Green, Walter Creative Teaching in Health. Second edition. New York: Macmillan Publishing Co., 1975. Prentice-Hall, 1977. Read, Donald. tookinExoloring One's Personal Health Values. New Jersey: Association Schiller, Patricia Creative Approach to Sex Education and Counseling. Second, edition. Press, 1978.

Scott, Gwendolyn, and Carlo, Mona W. Learning, Feeling, and Doing: Designing Creative Learning Experiences for Elementary Health Education. New Jersey: Prentice-Hall, 1978.

Simon, Sidney B. Meeting Yourself Halfway. Illinois: Argus Communication, 1974.

Simon, Sidney, et al. Values Classification. New York: Hart.

Sorochan, Walter D. Teaching Elementary Health Science. Second edition. London:- Addison-Wesley Publishing Co., 1979.

Stone, Donald B.., Lawrence B. O'Reilly, and James D.Brown. Elementary School Health Education: Ecological, Perspective. Iowa: William C. Brown Co., 1976.

87 TOPIC AREA FAMILY LIVING - BIBLIOGRAPHY

Vincent, Murray L., And Clasen, Jack. The Valuing Process in Making Hea':-. Decisions. Iowa: Kendall/ Hunt, 1974.

Willgoose, Carl E. Health Education in the Elementary School.Fifth edition. Philadelphia: W. B. Saunders Company, 1979.

Witters, Weldon, and Jones-Witters, P. Human Sexuality: A Biological Perspective. New York: Van Nostrand Co., 1980. NUTRITION

I 0 89 TOPIC AREA NUTRITION LEVEL I - GRADES 1 and 3 I

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Foods I. Identifies by sight various I. Provide a table array of several A. Food identification by foods as fruits and vege- fruits (bananas, apples, oranges) sight tables. (Grade 1) and vegetableS (potatoes, beans Food 1. Fruits -- may use Food Models, a. Bananas Pictures); the students will in- b. Oranges dicate their skill in food dis- c. Apples crimination by grouping the 2. Vegetables fruits'(all oranges together, etc.). a. Potatoes Students will name the fruits and b. Beans vegetables and identify the color of each.

I Make a fruit salad and eat it. Identify fruits by name and color. Stress washing hands before eating.

I Cut pictures of food from magaiines (or use Dairy Council Food Models). Attach paper clip on each Food Model and spread models on floor or table. Attach a string to a pole and 'tie a magnet to the end of the string. Have each student "fish" for a food model. If the student gives the correct name for the "catch," the student keeps it. Repeat until all "fish" are 191 caught and identified.

900 192 LEVEL I - GRADES 1 and 3

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

I. Have students identify from a set of foods the food thatdoes not have the same attributes as the other foods in the set. (Fruit group: orange, banana, potato, pear)

I. Have students taste and identify B. Food identification by unfamiliar foods. sight and/or smell and taste I. Blindfold a student and allow 1. Onions him/her to smell a "strong" Selected fruits 2. (onion) and "mild" (apple) a. Salty odored food. Students should Sour b. identify food by smell. c. Bitter d. Sweet I. Discuss with students what they use to smell. Ask students if a whole onion orapple smells different from a cut onion or apple.

I Read Green Eggs and Ham by Dr. Seuss. Discuss the importance of tasting foods, especially unfamiliar foods. Cook and serve the children eggs coloredwith green food coloring. Stress 193 safety in cooking and washing hands before eating. 191 91 TOPIC AREA NUTRITION LEVEL I - GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES.,T6 ACHIEVE STUDENT OBJECTIVES

The student: . I. For a "2-Bite-Club." To earn a badge or star on class chart, student must eat 2 bites of every food on his plate at lunch. After lunch, list foods on board and discuss with students how the food tasted.

I. Have a "tasting party."Check with Food Service Manager about availability of foods for Nutri- tion Activity. Invite manager to discuss foods provided (commodity produits when available, i.e., cannot] fruitsN As students taste fruits, ash, Is it sweet? Sour? Salty? Bitter? Does it taste good?

C. Food identification by I. Use a "Feel Box " to allow sight, touch, and/or students to identify foods by sound touch (apple, orange, potato) 1. Touch "Feel Box" can be constructed a. Smooth from coffee can with sack to',_ b. Fuzzy cover top, or shoe box: c. Rough cut toe cover can with from sock "toe" end of sock 19)5 920 196 TOPIC AREA NUTRITION LEVEL I - GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

I. Group -foods according to the way they feel (i.e.,smooth, fuzzy, rough).

I. Have students describe a variety of foods by using color, size, shape, texture, sound, smell and taste words. (Grade 1)

Show pictures of food and have 2. Sound I. students give a "thumbs up" a. Popping sign if it's "noisy" when eaten, b. Cracking or a "thumbs-down"sign if it's quiet when eaten. Foods could be eaten if available.

Use a tape recording of sounds which include certain foods being eaten or cooked. Students will identify the founds by sound- -i.e., bacon frying; popcorn popping; cerealwhen milk is added; other sounds such as car starting; dogbarking; child crying.

I. Pop popcorn in class. Serve to children. Discuss the sounds heard during popping and eating.

93 1 9 s TOPIC AREA NUTRITION LEVEL I - GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

D. Identification of types 1. Show pictures and discuss ftiods (forms)-of food that can be bought in different 1. Fresh forms. (Magazine or Dairy Coun- 2. Frozen cil food models) 3. Canned 4: Dried I. Prepare and taste fruit or vegetable that is fresh, frozen, canned, or dried (i.e., apple/ applesauce; grape /raisin;- tomato /catsup).

E. Origin of food I. Display poster with vegetables 1. Plant sources of food that are roots, stems, leaves, a. Roots flowers, seeds and fruits. Have b. Lea/es students point to the vegetables c. Stems that are roots, stems, leaves, d. Fruits flowers, etc. (Dairy Council e. Seeds Poster ...Versatile Vegetables. See how they grow.)

I. Show pictures of lettuce, celery, apples, carrots, and peas. Have students put pictures under correct column for roots, leaves, stems, etc.

I. Tasting party of foods from different parts of the plant.

I. Give each student a picture of a fruit or vegetable. Have those 19J 940 200 0 - GRADES I and 3 TOPIC AREA NUTRITION LEVEL I

ACTIVITIES TO ACHIEVE CONTENT OUTLINE .STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

students with "roots" to group together, "stems" together, etc. Have students make picture col- loges and label them "ROOTS," "STEMS," etc. Hang collages.

I. Worksheet. Match food products 2. Animal sources of food to the animal source. a. Meat b. Milk I. Make a chart with a "food corral" c. Produce for a cow, pig, and chicken. e. Eggs Distribute food pictures of animal products. Each student will "corral" his food product with the correct animal.

I. List school menu on board. Ask students which foods from lunch are from animals andwhich are from plants.

Classifies items as foods I. Worksheet. Circle foods and put F. Nonfoods vs. Foods I. (Grade 1) an "X" through nonfoods(rock, C. Food Groups or nonfoods. toy, etc.). i, Bread/cereal 2. Fruits/Vegetables I. Identifies four food groups. Show charts representing each or Meat (Grade 1) I 3. the Basic Food Groups and have 4. Milk students name each food group. I. Classifies foods according to four food groups. 201 (Grade 3) 95 202 TOPIC AREA NUTRITION LEVEL I - GRADES 1 and 3 .

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Filmstrip: NUTRITION FOR CHILDREN: THE NUTRTENT EXPRESS. Available from FNS Library; Food and Nutrition Services, State Department of Education, P. O. Box 44064, Baton Rouge, Louisiana 708.4.

I. Make "Basic Four Wheel."

I. Have students paste foods in each section according, tr., the food group. Label each food group.

I. Use four 1/2 gallon milk cartons to make a "Basic Four Food Train." Have -students place pictures of food into the correct train car.

I. Filmstrips: NUTRITION FOR CHILDREN: THE NUTRIENT EXPRESS, and WINNIE THE POOH, NUTRITION AND YOU: BALANCED DIET. Avail- able from FNS Library. See address listed above.

H. "Other" food group -- I. Give students pictures o all foods not included in types of foods. Group pi tures the Four Food Groups of foods (i.e., candy, bu ter,

Ai\ -96e 204 w TOPIC AREA NUTRITION LEVEL I - GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECT17ES

The student:

1. Candy condiments, jams, and jelly, 2. Chips chips, cakes, cookies, pies, 3. Jellies popsicles, carbonated beverages) 4. Jam not belonging to any of the Four ,Food Groups into the "Other" Food Group category.

Free I. Balanced meal -- a meal I. Identifies foods that com- I. Film: WHAT'S GOOD TO EAT? with one food from each prise a balanced meal as a loan from FNS Library. (See of the Four Food Groups a w one food from address listed on page 101.) each of the Food Groups. (Grade 3 I. Worksheet. Circle plates with balanced meals. Cut and paste pictures on paper plate depicting a balanced meal.

I. Put lunch menu on board. Deter- mine if meal is balanced.

I. Plan a balanced meal. Talk with food service manager about serving meal planned by class.

Show the class charts, pictures, J. Balanced diet - includes I. the following servings or food models of two diets. per day from each of the Students will select the diet Four Food Groups: that is balanced.

206 205 97 TOPIC AREA -NUTRITION LEVEL I - GRADES 1 and 3

'CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

-1. Bread/Cereal - four" I. Keep a record of foods eaten at servings breakfast, lunch, dinner, and 2. Fruits/Vegetables - snacks for one day. Divide the four servings class in groups and analyze 3. Milk - three servings food records to determine if 4. 'Meal - two servings the diet is balanced.

I. Filmstrip: NUTRITION FOR CHILDREN: GEORGE GORGE AND NICKY PERSNICK -- free loan - FNS Library. (See address at page 101.)

K. .Factors influencing food I. Discuss with class "WHY DO YOU choices EAT THE FOODS THAT YOU EAT?" 1. Attitudes List factors on board (looks 2. Appearahce/taste of good, smells good, tastes good, food etc.). 3. Age of individual 4. Advertising I. Discuss information given on 5. Labeling various food labels.

I. Bring labels from home from jars, cans, packages, or containers of two different food products. List the following information from the labels: brand name; food name; net weight; ingredients in order given on label.

208 TOPIC AREA NUTRITION LEVEL I - GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

I. List "favorite" foods and discuss individual preferences. Ask students: What do you like about your favorite food? How does it taste? With what meal or snack do you have your favorite food?

I. How the foods eaten by an infant first grader, parent, grand- parent differ.

I. How Saturday morning commercials influence diet selection.

I. Film: SOOPERGOOP (reveals how children are influenced by advertising). Free loan - FNS Library. (See address on page 101.)

I. Discuss with students that the ingredient listed first on the 4, label is the ingredient present in the greatest amount.

I. last all food labels with sugar as the first ingredient.

O 2 1 )

99 1:

I - GRADES I and 3 TOPIC AREA NUTRITION LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

I. Fimstrip: NUTRITION FOR L. Breakfast I. Explains why eating breakfast improves school CHILDREN: BREAK THE FAST -- performance. (Grades K-1) free loan - FNS Library. (See. address on page 101.)

I. Ask students how many have ever skipped breakfast. Discuss. How did you feel in school? (Tired, grumpy, sleepy)Dis- cuss how students feel when they eat breakfast. Contrast.

I. Shown pictures of nutritious snacks H. Nutritious snacks I. Selects and distinguishes between nutritious and non- and non-nutritious snacks, the nutritious snacks. student selects pictures of nu- (Grades X-1) tritious snacks. Tasting party of nutritious snacks (i.e., raw fruits or vegetables, peanut and raisin mix).

I. Filmstrip: THE SNACKING MOUSE - FNS Library. (See address on page 101.)

211 212 TOPIC AREA NUTRITION LEVEL I- GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

II. Nutrients II. Introduce the definition for A. Six classes of nutrients nutrient. 1. Carbohydrate 2. Fat II. List the six classes of nutrients 3. Protein on the board. Make a mobile 4. Minerals identifying the six classes of 5. Vitamins nutrients. 6. Water

II. Film: FOOD AND GROWTH - FNS Library - free loan. (See address on page 101.)

21.1 213

101 SIC AREA NUTRITION LEVEL I - GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

Sources of nutrients II. Discuss the sources of nutrients. Make student booklet and class- =. 1. Carbohydrates "Sources a. Sugars room bulletin board on I. 'Starches of Nutrients." c. Bread d. Potatoes e. Rice f. Cereal 2. Fats a. Visible fat 1) Butter 2) Meat b. Invisible fat 1) Milk 2) Meat 3. Proteins a. Complete protein (meats) Nb,cs, Incomplete protein 'legumes) 4. Miners` a. Calc um (milk) b. Iron 1) Meat 2) Dark green leafy vegetables 5. Vitamins a. Fruits b. Vegetables TOPIC AREA NUTRITION LEVEL I - GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student: 6. Water a. Fruit-juices b. Milk c. Fruits d. Vegetables e. Meat C. Functions of nutrients II. States the four general II. Discuss the differences between 1. Nutrients are needed functions of nutrients. living things (grow and move) and to live (Grade 3) non-living things (do not grow 2. Nutrients are needed and do not move). to grow.

II. Discuss with class that people need food (the nutrients in food) to live.

II. Discuss with class that the nutrient protein is needed for muscle growth.

II. Discuss with class that the mineral calcium is a nutrient needed for growth of bones and teeth.

II. Cover a clean chicken bone with vinegar and leave it for several days. Observe that the bone will then bend easily. Discuss what would happen to your bones if you did not eat foods containing cal- 2 cium. List good food sources of calcium. 103 218 TOPIC ARIA NUTRITION um. I - GRADES 1. and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES__

II. Film: FOOD AND GROWTH !NS Library - free loan. (See address on page 101.)

Discuss the definition for 3. Nutrients are needed to II. (See glossary of terms.) go energy.

II. Use the analogy of fuel to make a car run and food(nutrients: carbohydrate, protein, fat) to make people go. Discuss with class.

Try variour ways of moving - skipping, hopping, wiggling, jumping. Ask students if they need energy to do these things. List nutrients which give us energy. Discuss with class the nutrients (vitamins, minerals and water) which do not give us energy.

II. List food sources of nutrients which give us energy.

Discus* the "outward" signs of 4. Nutrients are needed 'II. eating properly (healthy-looking to "glow" skin, hair, teeth, eyes, etc.).

219 220 TOPIC _AREA NUTRITION LEVEL I GRADES 1 and 3

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

II. Culmination activity: Write a skit anji /or song with "grow-go- glow" theme. -Present-to class, school or PTA.

D. Individual nutrient needs- - II. Identifies situations in II. Discuss with class that theamoun need for carbohydrates, which more energy is needed. of energy your body needs depends fats, and proteins (energy (Grade 3) on how active you are. sources) vary 1. Active vs. less active II. Contrast the energy needs of a person large person (football player) 2. Young vs. older person vs. small person (infant). 3. Large vs. small person

III. Food Choices and Health III. Identifies snacks thUt4n- III. Film: THE MUNCHERS, A FABLE - A. Dental health crease the risk of dental ENS Library. {See address on

caries. (Grade 3) page 101.) '

III. Worksheet. List snacks high and. low in sugar content.

III. Invite deitist to visit class and discuss Opportance of eating the right foods in maintaining food teeth.

221 222 105 LEVEL t GRADES 1 and 3 ' T I C AREA NUTRITION ;I

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

B. Child Nutrition Programs III. List school lunch menu for the_day. Identify food group each food item goes in.

III. Have students select foods from the school lunch menu that contain items from each -of the food groups.

III. Invite cafeteria manager to discuss how meals are planned to include foods from each of the Four Food Groups.

III. Discuss how snacks high in sugar content in rease the risk of dental caries. TOPIC AREA NUTRITION LEVEL II - GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

Foods I. Categorizes foods from each I. Make posters, collages, and A. Food Groups of the Four Food Groups pictures categorizing foods 1. Bread/Cereal - in- and the "Other" Food from each of the Four Food cludes bread, cereal, Group. Groups and the "Other" Food pasta products Group. 2. Fruit/Vegetables includes apples, I. "Basic Four Food Game."Teams oranges, peaches, draw food cards and identify bananas, squash, food gtoup to which each food beans, peas, broccoli, belongs. Points are awarded cabbage, carrots for correct placement, of food. 3. Meat - includes beef, pork, fish, eggs, I. Shown a variety of unbalanced poultry, legumes, nuts menus (school lunch, "fast food," 4. Milk - includes milk etc.), student will name the food and milk products group which is missing. The student will name specific foods to add to the menus so that all Four Food Groups are represented.

1. Film: WHAT'S GOOD TO EAT (available from Food and Nutrition Services Library,.; Food and Nutri- tion Services, Slate Department of Education, P. O. Box 44064, Baton Rouge, Louisiana 70804).

2°13

107 II - GRADE 5 TOPICARRANUTRITI N LEVEL

CONTENT LINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

Have students identify a var 5. ther Foods" - ty calorie foods of "empty" calorie foods (food which provide calories but lit tle or no nutritive value).

I. Discuss bar graphs comparing nutrient content of "empty". calorie foods and foods from the. Basic Four Food Groups. Use Cow- parison Cards available from Food and Nutrition Dairy Coun- cil, Inc;, 1121 N. Causeway Boulevard, Metairie, Louisiana 70001.

Discuss definition for balanced B. Balanced meal I. 1. Breakfast breakfast. 2. Lung Show two plates, one with a 3. Dinner I balanced breakfast and one with an unbalanced breakfast. Have students circle the balanced breakfast and draw the missing food component to mole the unbalanced breakfast a oalanced breakfast.

227 228 AC ARRA ,NUTRITION LEVEL II - GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES 11

The student:

I. Plan a balanced breakfast. Plc. a balanced meal and talk wfth Food Service Manager about having your class's menu served forlunch.

I. List and discuss dinner menus from previous night. Evaluate to de-- termine if menus were balanced.

Discuss definition for balanced C. Balanced diet I. Show two daily menus, One 1. Bread/Cereal - four diet. Have servings balanced and one unbalanced. students identify the balanced 2. Fruit/Vegetables - Make corrections in the un- four servings diet. balanced diet to make it balanced. fro 3. Meat - two servings 4. Milk - three servings I. Maintain individual dietary record for one day. Evaluate dietary record to determine if balanced diet was eaten. Make suggestions for di:tary adjustment (if needed) ) to balance diet. Discuss with class.

Discuss definitions fornutritiaus D. Snacks I. Categorile.; a variety of I. and nonnutritious snacks 1. Nutritious snacks from nutritious and non- the four food groups nutritious snacks.

229 230 109 TOPIC AREA NUTRITION LEVEL II - GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

2. Nonnutritious snacks I.` List student favorite snacks. from the "Other" food Categorizenacho as nutritious group or nonnu itious.

I. Bullftin board--students write and'illustrate riddles on favorite nutritioussnacks.

Visit the vending machines and chart nutritious and nonnutritious snacks. Make suggestiohs for eliminating nonnutrtious snacks and replacing these with nutritious snacks.

Coordinate with cafeteria manager s nutritious snack-tasting party.

A)iscuss the six classes of nutrients II. Nutrients II. Identifies byname the II. A. Six classes of nutrients six essential nutrients. 1. Carbohydrates 2. Fats 3. Protein 4. Mineral 5. Vitamin 6. Water

231 2' TALC AREA NUTRITION LEVEL II - GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

Sources of nutrients II. Discuss that nutrients are 1. Carbohydrates furnished by foods. a. Sugars and starches II. Make posters that show the main 1). Bread sources of each nutrient. 2) Potatoes 3) Rice II. Read labels of food products and 4) Cereal discuss or chart the foods con- 2. Fats taining major portions of each a. Visible fat nutrient. 1) Butter II. Conduct analysis of food products . 2) Meat b. Invisible fat to identify the presence of nu- I) Milk trients. 2) Meat 3. Proteins II. Carbohydrate - Starch (complex a. Complete proteins carbohydrate). Put a dreg of (meats) iodine solution on food to be h. Incomplete proteins tested. If drop turns reddish- (legumes) brown to blue-black, starch is 4. Minerals present. (Test potato, cracker.) a. Calcium (milk) b. Iroa (meat, dark II. Fat - Rub a food on a piece of Let the green leafy brown or white-paper. vegetables) paper dry, then hold the paper If a greasy; 5. Vitamins up to the light. a. Fruits spot remains on the paper, fat (Test peanut.) b. Vegetables is present.

233 234 111 TOPIC-_NUTRITION LEVEL II - GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

II. Protein - Burn a food on aluminum foil. Notice the smell the burning food produces.If protein is present, the burping food will smell like burning hair, wool,,or chicken feathers. (All contain p tein. Test meat.)

Minerals -.Burn the food well on aluminum foil over a flame. Jinerals do not burn. If a grey ash remains, minerals are present. (Test milk.)

II. Vitamin C - Mix two cups of water with two tablespoons cornstarch. Boil the mixture three minutes_ and cool. Take slices from a variety of fruits. Place each fruit slice in a waterproof cup. Add one drop Of iodine to one tea-- spoon of the water-cornstarch mixture. Place this mixture on the fruit. If the iodine-

' cornstarch-water mixture turns clear, Vitamin C is present. 4 (Test orange.) 235 C AREA NUTRITION LEVEL II - GRADE ,5

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

Discuss general function of each C. Functions of nutrients, II. Differentiates between II. nutrient. 1. Carbohydrates, fats, nutrients that supply prciteini - energy energy and those that do not. II. Discuss the nutrients (vitamins, minerals, water) that;do NOT 2. Protein - growth and repair of body tissues furnish energy. 3. Vitamins - help other nutrients work 4. Minerals - body builders 5. Water - transports other nutrients in the body

II. Compare the energy needs of the D. Individual nutrient needs II. Identifies ways in which following: long-distance runner;, 1. Need for carbohydrates age and activity can in- chess player; senior citizen; fats, and proteins fluence a person's energy Discuss how (energy sources) vary needs. teenage boy; infant. individual nutrient needs vary. a. Active vs. less Discuss how energy needs are in- active person fluenced by activity and age. b. Young vs. older person II. Film: FOOD AND GROWTH - free loan - c. Large vs. small person FNS Library.

A II. Discuss process of digestion. The E. How the body proceSses diagram (transparency, chart) to food (nutrients) point out organs of digestive sys- 1. Digestion -- organs of ten and the function of each. digestion and their function 237 113 23S C AREA NUTRITION LEVEL II - GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

II. Make model of digestive system. . Label each organ and describe its role in digestive process. _

III. Diet and Health III. Discuss the effects of consuming A. Long-term health a balanced diet on health (short- term and long-term).

Mental/Intellectual III. Discuss the effects of consuming a balanced diet on school performance (mental).

IV. Diet and the'Consumer IV. Discuss definition of-advertising. A. Advertising--commercial ads influence food choices IV. Discuss with students how advertisi4 stimulates their desire for a product.

IV. Bring food ads from a magazine or newspaper to class. Post ads on bulletin board. Ask students how each ad-entices or appeals to buyers. Ask students to identify misleading Information.

239 240 LEVEL II - GRADE 5 TOPIC AREA NUTRITION

=1em..x.-1.1

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

IV. Report to class on Saturday morning TV cartoons and identify appeals used tnfluence people to buy_a uct.

IV. Film: SOOPERGOOP - Free loan - FNS Library.

IV. Write and produce a skit for younger students on the powerof advertising.

IV. Bring food labels of "favorite" B. Labels IV. Reads a label and selects snack foods from home (label 1. Ingredients foods which help to prevent only) List ingredients in 2. Amount/weight dental caries. order of appearance on label. 3. Manufacturer, etc. Identify those snack-foods which 4. USRDA's have sugar, listed as the first or second ingredient. Identify those snack foods which DO NOT have sugar listed as the first or second ingredient. Discuss with students those products which would'promote dental caries. Discuss with student those products which would help prevent dental caries.

241. 242 .115 TOPICAREA NUTRITION LEVEL III - GRAiE 7

CONTENT.OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Foods T. Plans a balanced diet. that I. Discuss the definition for a A. Food groups meets the nutritional and balanced diet. Discus the ' 1. Bread/Cereal calorie needs of most fa-A that a balanced diet 2. Fruit/Vegetables adolescents. (3-2-4-4 meets the nutritional and 3. Meat Diet Plan) calorie need of most people _4. Milk 5. "Other" I. View film c' Four Food Groups 6. Combination Foods and the imiartance of eating a Balanced Diet Adolescents balanced diet for good health. J72-4-4) 1. Milk group - 3 servings I. Film: WHAT'S GOOD TO EAT - FNS Food and Nutritinn- , 2. Meat group - 2 servings Library. 3. Vegetables and Fruit - Services, State Department of 4 servings Education, P. O. Box 44064, 4. Bread and Cereal Baton Rouge, Louisiana 70804. 4 servings I. Instructional TeleviSion (ITV): "Soup-to-Nuts" - ITV;Seiies - Lesson 3. Broadcast!over edu-, cational TV or 3/4H 'videotapes available from FNS Library. (See address'listed'above.)

I. Keep daily dietary record. Clas- sify foods eaten into Four Food Grciups to determine if daily diet is balanced.'-Identify food 243 244- LEVEL III - GRADE 7

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES A

The student:

groups where consumptio a below the recommended number of servings'. Make adjustments necessary to balancediet.

I Make collage titled, "You Are What You Eat." Select pictures for collage based upon weekly dietary record. Con- trast collages.,, ClassdiscussioS.

Identifies factors respon- I Discuss, factors such as eating B. Diet selection I. sible for vitamin and vegetables and fruits infre- 1. Teenager's diet mineral deficiencies in a quently; skipping meals; snacking a. Foods frequently teenager's diet. in place of eating meals; and eaten eating excesses of "fastfoods" -,,ods less fre- b. high in carbohydrates' andfats quently eaten as reasons for ateenager's diet Variations in ca- c. being deficient in vitaminsand loric intake minerals. d. Excesses/deficiencies in nutrient I. Weight Management Unit - available content through'Food and Nutrition Ser- e. Skipping meals vices, State Department ofEduca- f. Breakfast tion, P. O. Box 44064, Baton g. Snacks Rouge, Louisiana 70804. h. Vegetarian diet i. Vending machines j. Fast foods 216 245 TOPIC AREA NUTRiTION LEVEL III - GRADE 7

CONTENT OUTLINE - STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

k. Other factory: I. ITV: "Soup-to-Nuts," Lessons 1, 1) Family 2, 7, 8, and 9, broadcast over patterns Educational TV or 3/4" tapes 2) Preparation through the FNS Library. time 3) Cost

4), Peer pressure I. Write a paragraph on the topic,' . 5) Mass media "You Are What You .Eat." 6) Economics 7) Time schedule I. Survey class to find out hou6many

ate in a restaurant at any time , during they week.. List the foods eaten and classify into Four Food

Ii Groups. Evaluate in terms of a balanced diet.

I. Develop,a list of nutritious snacks that make a positive con-

tribution to the diet. ,

I. Discuss the nutritional and caloric contributions that snacks make to overall diet selection and to overall nutritional ade- quacy of diet.

211 2 '13 . LEVEL ItI - GRADE 7 TOPIC AREA NUTRITION

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

I. Discuss Why snacking is important in meeting higher caloricneeds of teenagers.

I. Discuss forms of peer pressure which influence food choices. Contrast diet selection among classmates.

I. Survey food items offered in vending, machines. Categorize as nutritious nr,nonnutritious.

Using food compariton cards, compare the nutritional-valueof snack foods. (Food comparison cards available from National Dairy Council) Identify snacks which will.contibute the nutrients Vitamin A, Vitamin C., Calcium and Iron, often lacking in the diet of teenagers.

II. ITV: "Soup-to-Nuts" - Lesson 3. II. Nutrients Broadcast over educational TV or Classes of nutrients 'A. 3/4" tapes available, FNSLibrary. 1. Carbohydrates

2. Fats '1

2 2 5 (i

119 c

TOPIC AREA NUTRITION' LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES-

3. Protein II.- Contrast nutrient content of a. Complete various foods using bar graphs. t b. IncoAplete National Dairy Council) 4. Mineral? a:Calcium II. Discuss the definition for: b. 's Iron Complete protein; incomplete S. Vitamins protein; fat soluble vitamins; a. Fat-soluble water soluble vitamins. (See (A, D, E,-K) Glossary) b. Water soluble (B, C) 6. Water B. Alteration in nutrient II. ITV: "So p-to -Nuts" - Lessor= 8; content of food resulting 9. Broadcast over educational from TV or 3/4"3/4 "'\ ktapestapes available, FNS 1. Processing Library. 2. Storage 3. Preparation DiscuSs ways rocessing and pre- 4. Preservation parationof f ads may reduce the 5. Enrichment nutrient content. 6. Fortification II. Discuss ways processing and preparation techniques may prevent the contamination and/or.deterio= ration of foods.

Discuss the definitio for "enriched" and "fortific " foodS.,

251 252 12 LEVEL' III - GRADE.7 TOPIC AREA NUTRITION

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

II. List nutrients which arecommonly added to cereals and grains in the enrichment process.

II. Report of ways buying, storing or handling food can prevent contamination and/or minimize nutrient loss.

"Soup-to-Nuts" - Lessons Functions of nutrients II. ITV: 3 and 4. Broadcast over educa- Carbohydrates 1. tional TV or 3/4" tapes avail- energy able, FNS Library. 2.' Fats -- energy 3. Proteih -- growth, repair II. Study nutrients and report on 4. Minerals growth contributions nutrients make to 5. Vitamins health. regulation 6. Water. -- regulation Discuss definition for RDA II. Identifies factors which II. . Individual nutrients influence an individual's (Recommended Dietary Allowances need -- Recommended recommended amounts of nutrients nutrient needs. Dietary Allowance (RDA) that most healthy people need Factors influencing RDA 1. daily for proper growth and a. Age health). b. Sex c. Growth rate

(-4

253 121 TOPIC AREA NUTRITION LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE

STUDENT OBJECTIVES ,

d., Health II. Discuss nutritional needs of, e. Activity family members and how these f. Pregnancy, lacta- vary depending on age, sex, ''tion and amount of activity.

II. ITV: "Soup-to-Nuts" - Lessons 3 and 7. Broadcast over educational TV or 3/4" tapes available, FNS Library.

II. Contrast nutritional needs with activity levels throughout the life cycle.

Report on dietary changes needed during pregnancy.

2. Child nutrition II. Interview school food service program manager concerning requirements for the breakfast and lunch.served at your school. Report to class and discuss.

3. U. S. Dietary goals III Discus_ Dietary Goals (Pamphlet: Nutrition and Tour Health: Dietary Guidelines for Americans) -- available through FNSLibrary.

2.7*b 25$ 1220 LEVEL III - GRADE 7 TOPIC AREA NUTRITION

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

II. Analyze your dietary-record with regard to U. dietary ° Identify weaknesses in dietary record. Make suggestions for 0 strengtheningdietary-babits.

Discuss how a highly emotional Digestion/absorption of II E. experience affects the physical food nutrients process of digestion. 1. Digestion a. Mouth II -nave students identifyhealth b. Stomach problems associated with salt Small intestine c. and foods high in fat and sugar.

Film: HOW A HAMBURGER TURNS INTO Absorption -- (Small II. 2. YOU - free loan - FNSLibrary. intestine)

II. ITV: "Soup-to-Nuts" - Lesson 4. Broadcast over educationalTV or 3/4" tapes available, FNSLibrary

II. "eview physiolog'_al information pertaining to digestion. 4

II. Discuss how exercisestimulates the appetite and how exercise fig .aids digestion.

257 25S ,S

123 tr

TOPIC AREA NUTRITION LEVEL III - GRADE 7

CONTENT OUTLINE ,STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT GBJECTIVES

II. Tiace the'digestive process by making chaits. Contrast the chemical and mechanical action necessary for digestion.

II. Identify food substances abs..:bed rapidly vs. slowly. Relate to satiety.

III. Diet/Health III. Discuss r-lationsLip between diet A. Long-term health al, health or disease. 1. Physical health III. I7: "Soup-to-Ndts" - Lessons 1-

an' . Broadcast over educational yv or /4" tapes available, FNS .e-dLibrary

III. Discuss h alth consequences of nutrient deficiencies or excesses.

III. Report to class on iron deficiency anem Report on an& discuss with c ass, nutrient deficiencies common mong young people. Re- commend dietaky solutions for these common problems.

261, LEVEL III - GRADE 7 20PIC AREA NUTRITION

ACTIVITIES -^ ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OB.ALTIVES

The student:

III. Report on diseases a sociated with severe nutrientdeficienciei and how diseases are cured.

III. Discuss relationships of diet te 2. Mental/intellectual mental performance. health

III. ITV: "Soup-to-Nuts" - Lessons 6 B. Factors which influence III. Identifies ways in which and 7. Broadcast over educational bpdy weight body weight is influenced. TV or 3/4" tapes available,FNS 1. Energy intake Library. 2. Energy expenditure

III. Weight Management Unit - available through Food and Nutrition Ser- vices, State Department of Educa- a tion, Box 44064, Baton Rouge, Louisiana 70804.

III. Discuss how caloric intake and energy expenditurerelate to weight gain/loss or maintenance of desired weight. (Energy balance; energyimbalance)

Identify and discuss high - calorie Steps to weight control III. C. and low-calorie snacks. g. Diet/Snacks

III. Discuss calories and howcalories relate to weight control.

20. 3 2C2 125 TOPIC AREA NUTRITION LEVEL III --GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

III. Discuss what determines desired body weight.

III. Compute ideal weight using height and weight charts.

III. Discuss the hazards of obesity/ underweight.

2. Exercise III. Discuss the importance of some 3. Behavior modification regular form of exercise in losing weight or maintaining desired weight.

D. Effects of overweight and III Discuss how foods from the Four obesity Food Groups aid in losing weight/' 1. Dangers to heart and gaining weight/maintaining desired / circulatory system weight (based upon caloric content). 2. Decreased physical activity III Analyze the health effects of 3. Increased suscepti- being overweight. bility to some diseases 1) Diabetes III. Use role playing to portray pro, 2) Hypertension blems of overweight and obesity. 3) Heart attack 4. Increased surgical risk 5. Higher death rates 6. Emotional disturbances

2'34 LEVEL III - GRADE 7 TOPIC AREA NUTRITION

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

IV. Discuss the role of government IV. Diet/Consumer agencies in providing reliable A. Government agencies consumer information andenforc- 1. Food and Drug ing safety and sanitation stan- Administration dards for the food supply. 2. USDA

IV. Discuss USDA (see glossary).

Write letters to FDA and USDA requesting information concerning the roles these agencies play in consumer protection.

IV. Identify information! on food labels. B. Labeling Charactieristics of a 1. Determine how the information 'good label IV. provided on the label can be used 2. Purpose of labels to make food choices.

IV. ITV: "Soup-to-Nuts" Lesson 7. Broadcast over educational TV or 3/4" tapes available, FNS Library

IV. Analyze a TV commercial on food C. Advertising identifying the techniques and 1. Quackery/fallacies gimmicks used to persuade the Fad diets 2. viewers to purchase the product. 3. Health foods/natural foods

2'6 127 TOPIC AREA NUTRITION LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

IV. Collect different types of diets that appear in magazines. Analyze diets in relation to the Four Food- Groups and recommended number of servings.

IV. Compare the nutritive value of "health" foods with similar foods sold in grocery stores. Discuss.

IV. Collect labels and advertisements of food. Evaluate the accuracy of statements made.

IV. Survey and collect data on prevail- ing fad diets/fallacies. Contrast with balanced diet information. Report to class.

IV. Write and produce a skit on "Role of Advertising on Food Selection." Present to elementary students.

IV.' Report on activities (or lack of activities) today which contribute to overweight.

2°0

0 iS TOPIC AREA NUTRITION LEVEL IV - GRADE 9

`4. CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

I. Foods I. Review Food Groups A. Food groups 1. Bread/Cereal 2. Fruit/Vegetables 3. Meat 4. Milk 5. "Other" 6. Combination foods B. Diet selection I. Identify the contribiltion of snacks 1. Teenager's diet to the teenage diet. a. Foods frequently eaten I. Discuss why breakfast is important. b. Foods less fre- Discuss why some people do not eat queitly eaten breakfast. c. Variations in caloric intake I. Review 3-day diet record to see d. Excesses/defi- effect of individual time schedules ciencies on eating patterns. e. Skipping meals f. Breakfast I. Differentiate between a regular g. Snacks diet and the vegetarian diet. h. Vegetarian diet i. Vending machines I. Survey class for breakfast menus. j. Fast foods Determine if breakfast menus are k. Other factors balanced. 1) Family patterns I. Review 3-day diet. Eliminate 2) Preparation breakfast and identify missing time nutrients. 3) Cost 2 "''1_,

129 TOPIP. AREA NUTRITIOJ LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

4) Peer pressure I. Identify potential nutrient 5) Mass media deficiencies of a vegetarian 6) Economics diet. 71 Time schedule Contrast "expected" behavior pattern for person who skips breakfast and_lunch, then snacks. in the afternoon on "empty calorie" foods.

I. Contrast a person who consumes a

balanced diet vs. a person who . snacks on "empty calorie foods in place of meals.

II. Nutrients II. Review classei of nutrients. A. Classes of nutrients 1. Carbohydrates 2. Fats

3*. Protein a. Complete b. Incomplete 4. Minerals a. Calcium b. Iron 5. Vitamins a. Fat soluble (A, D. E, K) b. Water ilubl& (B, C) 6. Water TOPIC AREA NUTRITION LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE 044 STUDENT OBJECTIVES

The student:

B. Alteration in nutrient II. Discuss proper storage of common content of food foods, i.e., bread; dry nereals; 1. Processing fresh vegetables and fruits; 2. Storage eggs; opened canned foods; and 3. Preparation 4. Preservation 5. Enrichment II. Class reports on the following: 6. Fortificat'an Why protein foods spoil easily. How should gravies be Mored between meals? Why should vegetables be cooked in a short pe7iod of time? How should orc.nge juice be stored? Why shou' mayonnaise or milk products oe refrigerated?

C. Functions of nutrients II. Identifies the nutrients. II. Discuss the function(s) of each of 1. Carbohydrates - energy and explains the functions the following nutrients: carbo- 2. Fats - energy of each. hydrate, fat, protein, minerals, 3. Protein - growth and vjtamins, water. repair 4. Minerals - growth 5. Vitamins - regulation 6. Water - regulation

27, 2"1

131 TOPIC AREA NUTRITION LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

D. Individual nutrient needs II. Discuss situations where nutrients Recommended Dietary needs are greater (pregnancy, Allowances (RDA) lactation, growing years). 1. Factors influencing RDA a. Age II. Discuss definition for RDA's and b. Sex how RDA's are established. c. Growth rate d. Health II. Discuss how individual energy e. Activity needs are determined. f. Pregnancy, lactation II. Discuss the importance of the mother's di t to the future health and development of the child.

II Discuss how the nutritional habits of the mother affect the child before birth.

II. Invite a dietitial. to discuss therapeutic diets and diets during pregnancy/lactation.

Report on why teenagers often have nutrition problems during pregnancy.

II. Contrast a diabetic diet to a nondiabetic (regular) diet.

27'3 132 TOPIC AREA NUTRITION LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

II. Report on the fallacy in the statement: "It is all right to wait until pregnancy to become conscious of eating a balanced diet."

II Contrast the caloric need of an active vs. non-active person. Relate to energy balance and weight' gain or loss.

2. Child nutrition pro- II Write article for school or local gram paper concerning regulations of SFS Program as related to: Meal Pattern; Nutritional Benefits; Use of Donated Commodity Foods; Cost of Meal.

3. U. S. Dietary Goals II. Identify the dietary guidelines for Americans: (PAMPHLET: Avail- able- from food and Nutrition Services, State Department of Education.)

II. Identify foods selected by classmates for a dzy. Contrast to Dietary Goals. Make recommended changes in keeping with Dietary Goals.

2.ii 2'71

433 TOPIC AREA NUTRITION LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

II. Filmstrip: "Good Sense and Good E. Digestion of food/abso'rp- Food and tion of nutrients Food," FNS Library. Nutrition Services, State Depart- 1. Digestion ment of Education, P. O. Box a. Mouth 44064, Baton Rouge, Louisiana 70804. b. Stomach c. Small intestine Discuss how repeated stomach 2. Absorption upsets or diarrhea affect absorp- 61. Small intestine tion/nutritional status.

III. Discuss how nutritional habits III. Diet/Health while young influence the quality A. Lonp term health of health when older. (Physical health) B. Mental/intellectual Discuss how skipping breakfast can health III. influence mental functioning.

III. Report on relationship between diet and mental health.

III. Weight Management Unit - available C. Factors which influence III. Identifies effective ways through Food and Nutrition Services, body weight to lose weight which include sensible food se- State Department of Education, 1. Diet/Snacks P. 0. Box 44064, Baton Rouge, 2. Exercise lection and exercise. Louisiana 70804. 3. Behavior modification Discuss the sensible diet plan (sound reducing diet and exercise). 27J 134. 280 TOPIC AREA NUTRITION LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

III. Discuss the importance of a physical examination before starting a weight control diet.

III. Discuss the dangers of starvation diets: formula diets; diet pills; and one-food diets.

III. Make written reports on the dangers of starvation diets and/or other food diets for teenagers.

III. Develop a diet and exercise program and report to class.

D. Effects of overweight/ III. Identifies the adverse III. Class discussion of the effects of obesity effects of being overweight. overweight/obesity relative to I. Dangers to heart and diabetes, hypertension and heart circulatory system disease. 2. Decreased physical activity III. Present class reports on factors 3. Increased suscepti- in our society.that promote bility to some diseases obesity. 1) Diabetes 2) Hypertension 3) Heart attack 4. Increased surgical risk 5. Higher death rates 6. Emotional disturbance 251. 135 O

TOPIC AREA NUTRITION LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES AM.'ITIES TO ACHIEVE STUDENT OBJECTIVES

Write letters to Federal and State IV. Diet/Consumer IV. Report on Federal and A. Government agencies agencies. State agencies' roles in provid- 1. FDA ing_food and/or nutrition informa- 2. USDA tion.

Compare foods on the basis of: B. Labeling IV. nutriert content; cost. (Use nutrition charts, label information, and unit price.)

Identify gimmicks used to persuade C. Advertising IV. 1. Quackery/fallacies consumers to purchase a product. 2. Fad diets IV. Report on food faddists and health 3. Health foods/natural foods quacks and their technic,es in persuading people to buy worth- less food supplements or highly restricted diets which may injure their health.

IV. Survey classmates or analyze own diet to determine reasons for choosing foods which are eaten.

Note which foods were chosen because of advertisingclaims.

2sJti 2'31

136 TOPIC AREA NUTRITION GLOSSARY - HEALTH GRADES 1-10

ADVERTISING - Television, radio, newspaper and magazine messages which encourage people to buy or use certain products or services.

ANTIBODIES Protein substances that are responsible for the body's ability to combat infection.

BALANCED DIET - Daily diet that provides the following: (1) Bread/Cereal-4 servings; (2) Fruits/ Vegetables--4 servings; (3) Meat--2 servings; and (4) Milk--3 servings.

BALANCED MEAL - Gro4 of foods served together that provides at least one food from each of the Four Food Groups.

CALORIE - The unit for measuring energy. Calories measure food energy as well as the energy expended by the body.

CHILD NUTRITION PROGRAMS - Administered by U. S. Department of Agriculture, the goal of this program is to safeguard the health and well-being of the Nation's children. Included in these programs are: The National School Lunch and Breakfast Programs; NET (Nutrition Education and Training Program).

CO-ENZYMES -7 A substance, usually nonprotein in nature, which helps enzymes that do not act by themselves.

COMMODITY FOOD PRODUCTS - Foods donated to Child Nutrition Programs (including School Lunch and School Breakfast Programs) through USDA (United States'Department of Agriculture).

DIET - All the food and beverages a person eats or drinks.

DIGESTION - The internal process of breaking food down into a form that can be used by the body.

ENERGY - The capacity to do work. The body needs energy for physical activity and boeprocesses. Carbohydrates, fats, and proteins are the nutrients which provide energy.

ENERGY BALANCE - Energy balance is maintained when the number of calories eaten equals the number of calories used by the body for physical activity and body processes.

1,O0 A") J 137 TOPIC AREA NUTRITION GLOSSARY'- HEALTH GRADES 1-10

ENRICHED - Food to which nutrients have been added to restore nutrientslost during processing.

ENZYMES - A substance, usually protein in nature and formed in most bodycells, which performs a specific function and acts to bring about one specific reaction.

FOOD GROUPS - Foods are grouped accordingto similar nutrient content as follows: Bread and Cereal Group; Fruit and Vegetable Group; Meat Group; and Milk Group.

BREAD/CEREAL GROUP - The Bread/Cereal Group includes all grains - -such as barley,buckwheat, corn, oats, rice, rye and wheat--and the bread, breakfastcereals, grits, noodle and pasta products made from them.

FRUIT/VEGERTABLE GROUP - The Fruit/Vegetable Group includes all fresh, canned, frozen,and dried fruits and vegetables except dried beans and peas. The latter are placed in the Meat Group because oftheir protein content. Corn may be served as a vegetable. Corn grits and meal are in the Grain Group.

MEAT GROUP - The Meat Group includes meat (beef, veal, pork,lamb, and wild game); fish and shellfish; poultry; eggs; legumes, such as dry beans, peas, lentils,and peanuts; and nuts.

MILK GROUP - The Milk Group includes all types of milk used asbeverages and in food preparation, all kinds of natural and processed cheese and cottage cheese, yogurt,ice cream and ice milk.

"OTHER" FOOD GROUP - Foods not included in the other Four Food Groups maybe classified as 'other" foods. Examples are: cakes, sugar, cookies, candy, doughnuts, mayonnaise, salad dressing, pickle relish, butter, margarine,jellies, jams, soft drinks, popsicles. potato chips, corn chips, catsup, and mustard. These foods provide few nutrients except carbohydrate and fat. Foods from this group should COMPLEMENT but NOT REPLACE foods from the Four FoodGroups.

238 TOPIC AREA NUTRITION GLOSSARY - HEALTH GRADES 1-10

COhBINATION FOODS Foods that combine items from two or more of the Four Food Groups. For example: meat pie, containing roast beef (from tae Meat Group), potatoes, peas, carrots, and onions (from the Fruit/Vegetable Group), and a crust made with enriched flour (from the Grain Group) is a nutritious food that contributes to three'of the Four Food Groups. Others include: pizza, spaghetti, tacos.

EMPTY CALORIE FOODS - Foods which supply calories but little or no nutritive value.

FORTIFIED to which nutrients that were not present initially have been added.

HORMONES - A substance produced in the glands and transported through the blood to another part of the body where they produce a specific effect.

NUTRIENT - Something found in foods that is necessary for life. (To grow, go, and glow.)The six classes of nutrients are: Carbohydrate; Fat; Protein; Minerals; Vitamins; and Water. All of the 50 or 59 nutrients known to be needed by people can be classified into these six classes of nutrients. (See chart.)

NUTRITION - Is how the body processes and uses the food we eat. (As defined by the White House Conference, "Food enables one tolive, to grow, to keep healthy and well, and to get energy for work and play. Good nutrition is a foundation for good health.")

NUTRITIONAL LABELING - Is voluntary except iiien a nutrient is added or a special nutritional or dietetic claim is made, and then the label must provide nutritional labeling. Foods with nutritional labeling have a NUTRITION INFORMATION panel containing the following information: serving size; number of servings in the container; and the calories, protein, carfiohydrate, and fat per serving. In addition, the percentage of U. S. Recommended Daily Allowance (USRDA) of protein and seven major vitamins and minerals per serving is listed.Additional information (i.e., on sodium, cholesterol, unsaturated fat) may appear.

I- 2t) 20(1 139 TOPIC AREA NUTRITION GLOSSAK - HEALTHGRADES\1-10

NUTRITIOUS SNACKS - Snacks from one of the four\food groups,

RDA - Recommended Dietary Allowances are established by the National Research Council. The RDA is based on available scientific knowledge and Fists the levels of intake for essentialnutrients considered adequate in meeting the nutritional needs of nearly all healthy persons. Except for energy, the RDA are estimated to exceed the nutrient needs of most individuals, thus ensuring the needs of practically all persons are met.

USRDA - Developed by the Food and Drug Administration for the putpose of nutritional labelingof foods. Generally, the USRDA represents the highest level of the RDA for each nutrient in each category.

299 291

140 TOPIC AREA NUTRITION - BIBLIOGRAPHY

FOOD...YOUR CHOICE, Copr., 1977, by National Dairy Council.

FOCUS ON NUTRITION, Copr., 1970, by Massachusetts Department ofEducation, Revised by the Bureau of Nutrition Education and School Food Services.

BUILDING A BETTER YOU, Copr., 1972, by Georgia Department of Education.

BUILDING A BETTER YOU, Volume II, Copr., 1972, by Georgia Departmentof Education.

NUTRITION IN A CHANGING WORLD, Copr., 1978, by the Pennsylvania StateUniversity.

141 ==_±- ---

MENTAL AND EMOTIONAL HEALTH

2°'--v %.)

142 '---- TOPIC AREA MENTAL AND EMOTIONAL HEALTH LEVEL I - GRADES K-1

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

Discusses temper and ways to I. Emotions I. Identifies basic emotions. I. A. Definition control it. B. Kinds Play various kinds of music and 1. Anger I. 2. Fear discuss how music can influence 3. Happiness emotions. 4. Love Show and discuss "Circle of 5. Sadness I. {State C. Ways to express emotions Emotions" filmstrip. 1. Positive ways Film Library) 2. Negative ways Draw pictures of faces showing D. Situations that may cause I. emotional responses showing various emotions. 1. Dealing with brothers, sisters, and parents I. Make a list of things that make you sad, happy and afraid. 2. Illness 3. Death Role play parents' reactions to 4. School I. situations that would cause an 5. Moving emotional response. 6. Peer relationships

I. Discuss ways to use emotions constructively.

I. Collect and display pictures and

drawings, of happy children. ')

I. Display pictures of a variety of emotions with the caption, "Emotions We Live With." 143 297 TOPIC AREA MENTAL AND EMOTIONAL HEALTH LEVEL I - GRADES K-1

'CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OB4CTIVES

The student:

II Getting Along With Others II. Participate in sharing and II. Discuss ways to show love. A. Important people in our taking turns. lives II. Role play ways that people help -1. Family members each other in daily routines. 2. Friends/classmates 3. School personnel II. Share experiences of helping/ 4. Community helpers being helped. 5. Neighbors B. Ways to get along with II. Make class mural showing what others community helpers do to help 1. Sharing others. 2. Taking turns 3. Following rules II. Discuss how to make friends. 4. Respecting others 5. Controlling emotions II. ChoOse a student to be a "Big Brother/Sister" to a new student in school.

II. Give "Citizen of the Month" awards.

II. Alternate appointing class group leaders.

II. Let students Mike so class rules.

II. Discuss what to do wh one feels sad; when others are appy; 2T3 when something unfortuAfte happens.

146 LEVEL I - GRADES K-1 TOPIC AREA MENTAL AND EMOTIONAL HEALTH

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student: Discuss necessity for rules in Accepting responsibility III. Assumes responsibilities III. III. classroom, cateteria, halls, A. Responsibility for actions given at school. and playground. 1. Following class rules Reasons for rules 2. Discuss meaning of being a Consequences of III. 3. follower and being a leader. breaking rules Responsibility in B. Share experiences related to personal relationships III. duties, responsibilities, work 1. Friendliness at home. 2. Helping others 3. Understanding self III. Work list: responsibility, rules,. and others penalty, reward, citizen. C. Responsibility in complet- ing school work and III. Write or tell brief stories or assignments reports on "How to be abetter Class work 1. leader or follower." 2. Homework Reasons for doing work 3. Make murals, charts, or booklets Consequences of not III. 4. emphasizing school and home respon- doing work sibilities such as taking care of pets, making beds, putting away food and clothes, and settingthe table.

III. Make a list of responsibilities of teachers, parents, and community helpers. 301!

145 301. TOPIC AREA MENTAL AND EMOTIONAL HEALTH LEVEL I - GRADES K-1

CONTENT, OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student: /

I. Stress I. Lists situations /in which I. Problem sharing. Students pair A. Definition stress may occu off and share one problem re- B. Stressful situations lated to school, home, or play. 1. Relationships with Partners help make a list of brothers and sisters possible solutions to problems: 2. Relationships with parents I. Discuss problems caused by moving. 3. School,work 4. Illness/Death I. Work list: stress, relationships, 5. Moving counselor, frustration. 6. Relationships with friends and classmates - I. Write reports on how someone made peer pressure you feel better. 7. Other situations C. Handling stress I. List community helpers who might 1. Recognizing the problem I. Identifies persons avail- help with problems. 2. Identifying adults and able to help with problems. friends who are recep- I. Complete unfinished, sentences: tive and available to "When I have a problem,..." help with problems "Things that make me angry are..." a. Parents "My hobbies are..." "Whem some- b. Teachers one in my family has a problem, c. Counselors I..." d. Youth workers I. Ask class to cut out articles from the daily newspaper for one week- where stress might have caused unusual behavior. :302

146410 301 LEVEL II - GRADE 5 TOPIC AREA MENTAL AND EMOTIONAL HEALTH

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

I. Have the class create and act 3. Other ways to deal with out situations involving dif- stress ferent ways of handling a. Sports frustration. b. Music c. Work Keep a record of every frustration d. Other hobbies I. for one week. Discusi how situa- e. Problem solving I. Applies problem solving tions were handled. 1) Considering techniques to personal alternatives problems. Show film "Don't Get Angry!" 2) 'Considering I. 'Encyclopedia Britannica Films, consequences . Inc. 3) Acting

I. Show film "Learning From Disappoint- ments."Coronet Films.

I. Write reports on similarities in solving in science and in personal problems.

I. Play records in class that reflect moods and feelings.

Role play school, home, 1 com- Understanding Self II. Identifies various roles II. II. munity situations. A. Roles we play he/she plays at home and 1. Self-image school.

304 147., 305 TOPIC AREA MENTAL AND EMOTIONAL HEALTH LEVEL II - GRADE 5

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

2. Factors affecting relationship of personal self-image II./DITCasappearance and behavior to emo- a. Family tional health. b. Friends c. Peers d. Appearance e. Achievement f. Failure g. Others 3. Family roles II. Make a list of roles you play and a. Brother what is expected of you in each b. Sister role. How would you change those c. Child expectations if you could? d. Helpers 4. School rases II. Boys make up a list of the quali- a. Student ties they like and dislike in b. Classmate other boys, and girls do the c. Friend same. Compare lists for similari- B. Responsibilities associated ties and differences. with various roles 1. Cooperation II. Unfinished sentences: 2. Leading 3. Following "The thing I like the most about 4. Respect for others' my best friend is..." roles and responsibilities "The thing that I dislike most in 5. Responsible dissent other people is..."

"If I could change one thing about the way I look,..."

1480 LEVEL II - GRADE 5 TOPIC AREA MENTAL AND EMOTIONAL HEALTH

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

"The one thing I have to do that, I dislike most is..."

"When I am an adult, I would like to be..."

"I am..."

II. List and discuss ways to disagree without alienating parents and friends.

II. Discuss movie, "Breaking Away."

399 303 149 \ TOPIC AREA MENTAL AND EMOTIONAL HEALTH LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES VITIES TOACHIEVE DENP OBJECTIVES

The student:

Characteristics of Positive I. Identifies characteristics I. Students makexa list of decisions Mental Health of the mentally healthy they have to make daily. A. Concern for others person. B. Ability to make decisions I. Divide a sheet ofpfper into- C. Willingness to postpone three columns. In thg first immediate gratification column, write down tbitypo you for long-term goals would like to accomplishNduring D. Interest in work the school year.. In the iftond, E. Acceptance of responsi- write a date by which hose\pls- bilities could realistically be F. Ability to adapt to change In the third, write the first G. Establishment of realistic step needed to reach the object goals H. Sense of right and wrong I. Discuss examples of postponing I. Degree of autonomy immediate pleasure for a long- term benefit.

I. Write a paper on how others show O concern for you.

II. Needs of Individuals II. Recognizes basic physical II. Discuss topics: How does the A. Physical needs and emotional needs. family provide you with basic 1. Food, air, water needs?Which emotional needs 2. Rest, sleep are most important to you? What

3. Housing, clothes does success have to do with ' 4. Freedom from disease emotional health? In what ways are you more independent now than you were two years ago? 310 1540 311 - GRADE 7 TOPIC AREA MENTAL AND EMOTIONAL HEALTH LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

How is self-respect related to relationships with other people?

II. Rank basic in r er of im- B. Emotional needs portance to you. are rank - 1. Love/affection/ belonging ings in class. 2. Security 3. Achievement/success 4. Independence 5. Self-respect

III. Reacting to Stress and Unful- filled Emotional Needs A. Conscious methods B. Subconscious methods List five decisionsyollt\haveaide Peer Pressure and Behavior IV. Interprets the effect of IV. IV. this year that were aff cted by A. Recognizing peer pressure peer pressure on individ- peer pressure. List so deci- 1. Form ual behavi ',r. sions that were made in s ite of a. Friends peer pressure. b. 'Classmates c. Teammates IV. Make a list of the people inour 2. Situations life you respect the most. H a. Risk-taking do they affect your ion behavior making? / 1) Smoking 2) Drinking 3) Other drugs 4) Vandalism

312 151 313 TOPIC ARRA MENTAL AND EMOTIONAL MRALTR LEVEE III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

5) Breaking IV. Role play two classmates trying school rules to talk two friends into smok- Positive peer ing marijuana. pressure 1) Encouragement IV. Divide class into groups. Place to succeed a bottle of water and cups in 2) Social middle of group. Privately in- acceptance struct all members except one to C. Dress take a drink qf water. Tell one d. Bair styles member privagly not to take a e. Leisure activities drink and to resist pressure from others. Give each group 5-10 minutes. Follow up with discussion of feelings, pressure, etc. (This activity also appears in Substance Abuse Section.)

IV. Share experiences related to peer pressure.

B. Dealing with peer pressure IV. Discuss how peer pressure affects I. Giving in dress, hair styles, leisure ac- a. Benefits tivities, speech, selection of b. Risks friends, and personal health habits. c. Methods of re- a sisting IV. Write a "Dear Abby" letter about 1) New friends a peer pressure problem. 2) Avoiding situations 3) Leading vs. following

314 152 315 (

LEVEL III - GRADE 7 TOPIC ?fftliTAL AND EMOTIONAL HEALTH

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

3. Effect on emotional health a. Positive b. Negative Make a list of decisions madeby V. Applies decision-making V. Making Decisions and your tea- skills to personal problems you, your parents, A. Recognizing areas of How would you change the and situations. chers. decision making list if you could? 1. Decisions to be made by parents Discussion topics: What decisions Decisions to be made V. 2. are made at thenational, state, by students and local levels that affectyou? . Personal responsibility What are the consequences ofmak- for decisions ing wrong decisions? 1. Benefits 2. Risks/Consequences V. Think of an issue in yourlife How to make decisions C. you consider tobe very important. Understanding the 1. Answer these questions: Did you problem choose your position onthis sub- Considering alterna- 2. ject freely? Did you consider the tives pros and cons?Was there an alter 3. Considering conse- native to the position youhold? quences Do you feel good about yourposi- 4. Acting on decisions tion? Have you told anyoneabout 5. Living with decisions how you feel?Have you done any- 6. Changing your mind thing about the problem?Have a. When is it you acted consistentlyin regard appropriate? to your position? b. When is it too late? 316 153 317 TOPIC,AREA MENTAL AND EMOTIONAL HEALTH LEVEL- III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO RCHIEVE STUDENT OBJECTIVES

V. Discuss wht responsibilities go with making decisions in regard to dating, working, choos ng friends, engaging in risk-taki behavior, and participating in school activities.

V. Make a list of qualities necessary in people who make decisions. In which of these areas are you strong or weak? How could you improve yourself in this area?

1 V. Discuss things about which you have changed your mind.

313 319 LEVEL IV - GRADE 10 TOPIC AREA MENTAL AND EMOTION.. HEALTH

STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES

The student:

Nord list: ratiodalization, I. Lists ways individuals I. I. Reacting to Stress and Un- avoid- cope with stress and un- regression, repression, fulfilled Emotional Needs identification, fulfilled needs. ance, projection, A. Conscious methods substitution, neurosis, psycho- 1. Music sis, psychosomatic,hypochondria, 2. Recreation compulsion, obsession. 3. Hobbies 4. Talking I. Discuss causes of suicide. 5. Seeking privacy 6. Smoking/Drinking/ I. List and discuss warningsigns Drugs of potential suicide cases. 7. Daydreaming 8. Biting nails I. Share experiences inusing ego 9. Nervous habits defense mechanisms.. 10. Suicide B. Subconscious methods give I. Divide class into groups; 1. Rationalization them hypothetical or realsitua- 2. Projection tions which involve-stress or 3. Repression unfulfilled needs4, students 4. Avoidance first write then discusstheir 5. Regression way of handlingeach case. 6. Identification 7. Substitution Invite speaker todiscuss emotional II. Identifies symptoms of II. II. Recognizing and Reacting to problems and how to copewith them. emotional problems that Emotional Problems Definition of emotional require professional help. A. II. Display information on"Helpline." problems

321 320 155 TOPIC AREA MENTAL AND EMOTIONAL HEALTH LEVEL IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

B. Types II. Write reports on relationships. 1. Neuroses between physical and emotional 2. Psychoses health. C. Causes 1. Physical II. Role play the symptoms associated 2. Emotional with emotional problems.. 3.- Social D. Symptoms 1. Difficulty in coping 2. Phobias 3. Obsessions 4. Compulsions 5. Withdrawal 6. Difficulty in making thends 7. Psychosomatic illness 8. Others

III. Suicidal Tendencies III. Lists signs of suicidal III. Invite a speaker from a crisis A. Signs tendencies. intervention center to talk to 1. Depression class. 2. Withdrawal 3. Alienation III. Collect newspaper articles on 4. Verbal or written suicides and discuss events threat leading up to suicide. S. Low lethal attempt - "attention getting" attempt

323 1560 AMC AREA MENTAL AND EMOTIONAL HEALTH LEVEL. IV - GRADE 10

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

6. Giving awa# posses- sions 7. Preoccupation with death B. Effective ways to help III. Lists effective ways of III. Role play a "hot-line" situation. someone contemplating helping the suicidal suicide person. 1. Accept the threat as zeal - don't dismiss :it lightly 2. Listen, don't be authoritative 3. Don't moralize 4. Suggest alternatives 5. Suggest ways of getting professional help 6. Seek professional help Field trips to mental health IV. Seeking help for emotional IV. Identifies community re- IV. problems sourLes to assist with facilities. A. Personnel emotional problems. Volunteer work in mental health 1. Counselors IV. '2; Teachers facilities. 3. Parents Invite a counselor or psychologist 4. Friends IV. 5. Psychologists to speak t' class. 6. Psychi...trists

a 324 4 157 TOPIC AREA MENTAL AND EMOTIONAL HEALTH LEVEL IV - GRADE 10

CONTENTJOUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT'OBJECTIVES

7. Psychiatric social IV. Prepare reports on careers in workers 8. Social workers IV. Word list: psychiatrist, 9. Ministers, Priests, plbychologist, social worker. Rabbis B. Agencies snd organizations 1. Schools 2. Health units 3. Mental health clinics 4. Private agencies 5. Hospitals

307

326 15 TOPIC AREA MENTAL AND EMOTIONAL HEALTH - BIBLIOGRAPHY

Books:

Bucher, Charles A. Health (for secondary students):. Morristown, New Jersey: Silver Burdette Company,. 1980.

Eugs, Ruth, and Wantz, Molly.Teaching Health in the Elementary School. Dallas: Houghton MifflinCo.

Engs, Ruth, ed.-, Eugene Barnes, and Molly Wantz. Health Games Students Play. Bloomington, Indiana: Indiana University.

Gmer, Ben, John T. Fodar, L. H. Glass, and Joseph Langan. Making Health Decisions. Englewood Cliffs, New Jersey: Prentice Hall, Inc.

Newman, Mildren, and Berkowitz, Bernard. How to be Your Own Best Friend. New York: Ballantina Books, inc., 1974.

Read, Donald, and Green, Walter. Creative Teaching in Health. New York: Macmillian Publishing Co., Inc.

Read, Donald, Sidney Salmon, and Joel Goodman. Health Education: The Search for Values. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1977.

'Scott, Gwendolyn, and Carlo, Mona. Learning, Feeling, Doing: Designing Creative Learning Experiences for Elementary Health Education. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1979.

323 3.39

159 C AREA MENTAL AND EMOTIONAL HEALTH - BIBLIOGRAPHY

Periodicals and Topics:

.Adelson, Joseph. "Adolescence and the Generalization Gap." Psychology Today, February 1979.

David, Lester. "Young Teddy Kennedy is Walking Proof of Major Advances in Prosthetic." Today's Health, November 1974.

"Getting Your Head Together: Consclousness Raising."Newsweek. September 6, 1976.

Ginott, Gerald L. "The Age of Melancholy?" Psychology Today, April 1979.

Pines, Maya. "Superkids." Psychology Today, January 1979.

Tiger, Lionel. "Optimism: The Biological Roots of Hope." PicycholoWoday, January 1979.

Viscott, David S. "Free Yourself from the Oppression of Bad 's:" Today's Health, March 1974.

Wassmer, Arthur C. "The Crippling World of the Very Shy." Family Health, March 1979.

331 330

1600 MENTAL AND EMOTIONAL HEALTH - BIBLI

Catalogues

Agency for Instructional Television Educational AudiVisual, Inc.

Box'A Pleasantville, Nw York 10570 , Bloomington, Indiana 47401 (Request "Adio Visual TeachingMaterials."

Educational Television Series now available McGraw-Hill Films (SChedUles may be obtained from your local 1211 Avenue of the Americas ETI Supervisor): New York, New York 10020 alogues.) Inside Out i On the Level (Request Health and Science'Ca Self-Incorporated Soup to Nuts

Pyramid Films Visual Products Division Post Office Box 1048 3M Company, 3M Center, Santa Monica, California90406 St. Paul, MinnesuLa 55105 (Films or Video Cassette) (Request "Instructional and qurriculum Materials.") -4 :Walt Disney Productions 800 Senora Avenue Glendale, California 91201

Filmstrips, Film Loops and Slides

Human Relations Media Center 41 Washington Avenue, Room 181 - Pleasantville, New York 10670 (Filmstrips on coping, adolescence, goal setting, divorce.)

The Skill Group of the Center for Humanities, Inc. 2 Holland Avenue White Plains, New York 10603 (Slide programs about death, anxiety, self- fulfillment, frustration and'disappointment.) 3113

332 161 o

PERSONAL HEALTH

4 -

.4-

334

162`' -TOPIC AREA PERSONAL HEALTH LEVEL I - GRADES K-1

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Vision I. Names everyday activities I. Blindfold students and give them A. How we use our eyes for which sight is needed. a task to complete. 1. Work 2. Play I. Blindfold students and ask them 3. Reading to identify various sounds and 4. Recognizing people voices. 5.' Following directions I. Discuss the ways eyes are used at at home, school, and play.

I. Give directions so that the eyes are not used.

B. How we take care of our I. Cites safety rules for the I. Discuss safety rules and care of eyes eyes. eyes. 1. Good lighting 2. Good posture I. Role play a visit to the eye doctor. 3. Proper distance from things we watch and I. Questions for discussion: How are read your eyes protected?Why do you 4. Protection from sun blink? What happens when something 5. Being careful with gets in your eye?What should you sharp objects do when you get something in your 6. Getting checkups with eye? I school nurses an4; doctors I. Takes a vision screening I. Administer a vision screening test. C. Correcting probleMs with test. eyes I. Hake a list of eye safety rules. I. Concludes that glasses help people see better. 336 163 O TOPIC AREA PERSONAL HEALTH LEVEL I - GRADES K-1

CONTEST -OUTLINE STUDENT OBJECTIVES, ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

N The student:

I. Wear clear lens gl,sses to see . how they look and feel.

I. Let students des7.ue a visit to. an eye doctor.

I, Make a list of famous people who

wear glasses. .

I. Discuss questions: How do eyes help you be safe? - How can you take care of your eyes? What would it be like if you could not see? 1.

II. Hearing 'I. Names everyday activities II. Play bingo in which the' squares to A.. How te use our ears for which bearing is used. be covered have words related to ears and hearing safety rules. 1. Work 2. Play ,3. Recognizing sounds II. Play tape recorded sounds and have 4. Follo ipg directions students name or write the sounds they hear.

B. How we takecare of our II. Cites safety rules for the II. 'Play the game "Gossip.-", ears ears. Take a trip around the school; I. Proper cleaning II. 2. Not putting objectsin then discuss sounds heard during the ear the trip. 3. Avoid extremely loud noises 337 t3:38 164 CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

4. Getting medical checkups II. Takes a hearing screening II. Discuss ways the tars are used at 5. Proper way to blow the test. home, school, and play. nope II. Discuss safety rules for the ears.

II. List hearing safety rules on the

board. a

II. Administer a hearing screening test.

II. have blindfolded students identify types.and directions of various sounds.

II. Role play a visit to the ear doctor.

II. Let students describe a visit to the doctor.

II. Make a poster by putting sounds you hear outside around "Mr. Big Ears."

II. Distribute ear muff plugs; then give directions or read a story to simulate hearing problems.

3 3 3 4 165 TOPIC AREA PERSONAL HEALTH LEVEL I - GRADES X-1

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

4 The student:

II. Discuss questions:Whit sounds do we hear? What sounds cau help you be safe? What would it be like if you could not hear? What kind of things could hurt your ears? Why are ears shaped; the way they are?

Let students try to talk without III. Dental Health III. States reasons why teeth "III. A. -Why teeth are necessary, are necessary. letting tongue touch teeth. 1. Chewing III. Collect pictures of people with 2. Talking pretty smiles. 3. Appearance

III. Try chewing food without using teeth.

Students eat apples, carrotsc or B. How foods affect teeth III. Differentiates between III. celery to note how some foods 1. Foods good for teeth foods that are good and clean teeth. a. Apples (cleaning) bad for teeth. b. Carrots (cleaning) III. Invite a dental hygienist to speak c. Celery (cleaning) to the class about tooth care. d. Milk (building teeth) 2. Foods bad for teeth Collect pictures of foods good and a. Candy III.- bad for teeth. ,b. Sugar c. Chocolate d. Others 342, 341 16611 TOPIC AREA PERSONAL Mail LEVEL I - GRADES K-1

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

C. Care of teeth III. Demonstrates the proper III. Demonstrate proper brushing way to brush teeth. techniques using a large model.

III. Demonstrate llossing-teeth.

D. Visits to dentist III. Identifies pictures of III. Divide class into groups; have dental personnel. each group list specific foods that are bad for teeth.

III. Field trip-to dentist's office.

III. Relate experiences with dentists.

III. Role play visit to dentist.

III. Cut out outline of a tooth. Paste it on a paper bag. Draw its face..

III: Make toothbrush holders out of frozen juice cans and cottage cheese lids, decorating them like hats.

III. Develop a checklist to record home dental care.

314 313 167 I - GRADES K-1 TOPIC AREA° PERSONAL HEALTH LEVEL

ACTIVITIES T9..ACHrEVE- CONTENT OUTLINE STUDENT OBJECTIVES A STUDENT OBJECTIVES

The student:

III. Puppet show illustrating visits to the dentist, brushing properly, and eating proper foods.

III. Ask local dental groups and/or major, toothpaste manufacturers to provide toothbrushes for students.

III. Display models of teeth.

Students participate in skit, Personal Cleanliness IV. Differentiates between IV. IV. "Stinky," by Barbara Burch (con- A. Definition being clean and dirty: tact Jim Brown at McNeese State B. Aspects of cleanliness University for script). 1. Body .1 2. Teeth IV. Discuss,"Healthy Habits" bulletin 3. Hair board. (Lee, The Health Bulletin Hands 4. Board, T. S. Denison and Co., 5. Fingernails Minnesota.) . C. Ways to keep clean 1. Bathing IV. Make a bathtub toy in class. 2. Brushing Teeth 3. Washing and combing hair to IV. Prepare health checklist for home 4. Washing hands IV. . play proper w- 5. Products to help us to 1,,,sh hands. use. stay clean IV. Practice washing hands. a. Soap IV. Identifies I.,,rsonal b. Toothpaste/brush cleanlinds; products. crt A comb a',1%) 3 TOPIC AREA PERSONAL HEALTH LEVEL I - GRADES K-1

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

IV. Demonstrate and/or distribute personal cleanliness products.

IV. Collec or cut out pictures of healthrelated products that help t keep us clean.

IV. Discusiion questions: When is it OK:to be dirty? Why do we have to get a bath? Brush our teeth? Wash our,hands? When is it not OK to be dirty? What, dots being clean have to do with making friends?

31'3,

169 Ur- TOPIC AREA PERSONAL HEALTH LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

I. Word list: cornea, lens,'retina, I. Vision iris, pupil, optic nerve A. Structure of the eye 1. Cornea Students label diagram or drawing 2. Lens I. of the eye. 3. Iris '4. Pupil Students examine a model of the eye. 5. Retina I. 6. Optic nerve Students identify observable parts B. Protective parts I. of their own eyes. 1, Eyelids 2. Tears- Vision terms spelling bee. 3. Eyebrows I. 4. Eyelashes I. Compare parts of the eye to parts of a camera.

I. Bulletin board display of eyes and care of eyes.

I. Show filmstrip, "Your Eyes are for C. Functions of parts of the Seeing," Discovering Your-Senses eye series, Coronet. 1. Protection 2. Bending light rays 41-K I. Look at a classmate's eyes in a 3. Letting light in dark room. Quickly lighten the 4. Focusing room and note contractionof 5. Sending messages to the brain pupils. 6. Cleaning I. Play "Pin the Tail on theDonkey." 343 I. Complete assignments blindfolded. 3-50 170 -41

TOPIC AREA PERSONAL %LTH LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

D. Potential problems I. Names conditions that can I. Discusiion questions: can 1. Injuries hurt the eyes or cause watching TV affect the eyes?

loss of vision. What are some potsible dangers . C to ryes of throwing sad, racks, and dir.?

I Several students describe something they saw to illustrate different messages sent to brain.

2. Mechanical problems I Have students report any personal a. Nearsightedness visual problem to teacher, school b. Farsightedness nurse, or other qualified adult. c. Lazy eye d. Color blindness I Role play a visit to an eye doctor. 3. Glare 4. Fatigue I. Discuss hazards to vision of looking 5. Poor lighting directly at the sun. 6. Diseases a. Glaucoma b. Infections E. Care of eyes I. Lists ways to protect I. Take a vision screening test. 1. Follow safety rules vision. 2. ,Avoid potentially I. Discuss ways eyes are protected in

dangerous activities . sports. 3. Medical checkups and O ..reening test, I. Write a story about the eyes.

351 352 LEVEL II - GRADE 4 TOPIC AREA PERSONAL HEALTH

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

I. Invite a nurse or doctor to 4. Proper posture, light- speak to the class. ing, and distance when reading or watching Collect ads for sunglasses. television I. Discuss pros and cons. 5. Use of sunglasses 6. Knowing ljmitations I. .lave students interview people 7. Safety glasses with various vision problems.

II. Word list: inner, outer, middle Hearing II. ear; auricle, eardrum,anvil, Structure of the ear A. hammer, stapes, cochlea, eusta-_, Outer ear 1. chian tube, auditory nerve. 2. Middle ear Inner ear 3. II. /Students label diagram or drawing 4. Specific parts of ear. a. Auricle % b. Eardrum (membrane) II. Examine model of the ear. c. Anvil d. Hammer II. Hearing terms spelling bee. e. Stapes f. Cochlea , II. ulletin board displair of ears g. 'Eustachian tube ind care of ears.

Show filmstrip, "Your Ears Aee Functions of parts of the II. B. for Hearing," Discovering Your ear Senses series, Coronet. 1. Capturing sound 2. Transmitting sound II. Identify tape-recorded sounds. 3. Interpreting sound 4. Balance 354 353 172. TOPIC AREA PERSONAL HEALTH LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

II. Studen s interpret various sounds heard at schcol, home, or play.

Demonstration of sign language ur-d C. Potential problems II. Names conditions that can II. 1. Exposure to loud noises hurt the ears or cause by people with herring loss. 2. Wax buildupi hearing loss. Complete assignments with ear muffs 3. Injuries/infections II. 4. Mechanical problems or plugs. a. Nerve deafness b. Conductive deafness Il. Demonstrate proper way to clean ears.

II. Discuss personal hearing problems.

II. Bingo or Concentration games using D. Care of ears II. Lists ways to protect hearing terms and safety rules. 1. Avoiding excessively hearing.

loud noises d' Contest to list hearing safety 2. Cleanliness II. 3. Follow safety rules rules. Get checkups and screening tests If. Take a hearing screening test.

II. Interview person with hearing problems.

Examine models of teeth. III. Dental Health' III. A. Structure of the tooth Label parts of teeth on a drawing. 1. Crown III. 2. Neck III. Word list: crown, root, neck, 3. Root pulp, dentin, cementum, enamel, 4. Enamel 355 173 35C TOPIC AREA PERSONAL HEALTH LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

, bicuspid, incisor, S. Dentin carie,cusp, 6. Pulp molar. 7. Cementum B. Typii of teeth III. Draw, color, and/or animate various 1. Primary kinds of teeth. 2. Permanent a. Cuspids III. Word scramble using dental healt' b. Bicuspids terms. c. Incisors Identify different kinds of teeth .d. Molar III. on model.

Discussion and demonstration of C. Functions of teeth III. the four kinds of teeth and their 1. Tearing 2. Crushing functions. 3. Cutting 4. Grinding Distribute disclosing tablets to D. Potential problems III. Names conditions or III. determine dental hygiene. 1. Improper foods factors that can cause 2. Neglect dental problems. Discuss decay process. 3. Ignorance of dental III. health principles Collect pictures of foods good 4. Gum disease III. and bad for teeth. 5. Loss of teeth 6. Caries Skit depicting problems caused by 7. Plaque III. neglecting dental health. 7, III. Discuss dental decay process. 17 358 TOPIC AREA PERSONAL HEALTH LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES 4

The student:

Demonstrate proper methods of E. Dental Care III. Demonstrates proper way to III. flossing and brushing. 1. Brushing techniques brush teeth. 2. Flossing techniques Practice flossing in class. 3. Flouride treatment III. Demonstrates proper way to III. 4. Proper diet floss teeth. Debate water fluoridation issue. 5. Dental checkups III. III. Lists factors that control tooth decay. III. Prepare dental health checklist for use at home.

III. Get dental checkups.

III. Invite a dentist or dental hygienist to speak to

III. Students work in pairs to make up slogans, poems, or songs.

III. Role play visit to dentist.

III. Keep records of candy, soft drinks, and other sweets. Cal- culate amount of sugar consumed.

III. Write stories about teeth.

III. Develop puppet shows involving 35J students, parents, and dentists.

175 TOPIC AREA PERSONAL LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

III. Make tooth powder in class using one teaspoon salt, two teaspoons

baking soda, and one drop of , peppermint or wintergreen.

Invite school nurse to di'scuss IV. Cleanliness IV. Iden ifies problems related IV. A. Problems caused by to u leanliness. school health problems. uncleanliness Develop personal health care 1. Peer rejection IV. checklist for home use: 2. Physical unattractive- ness Discuss social problems caused 3. Poor self-image IV. 4. Susceptibility to by uncleanliness. disease IV. Bring samples of health care B. Principles of personal cleanliness products. 1. Bathing IV. Discuss and evaluate newspaper, 2. Shampooing TV, and magazine ads related to 3. Brushing teeth personal health care products. 4. Dressing neatly 5. Washing hands Role play proper and improper 6. Not borrowing-Others' IV. Let class health care products health practices. identify right and wrong practices. 7. Avoid contact with people who have communicable diseases 8. Not using others' eating utensils 31")

361 17 III - GRADE 7 TOPIC AREA PERSONAL HEALTH LEVEL

`4. CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Trace the process of sight from I. Vision opening the eyes to sighting an A. Parts and functions of the object to interpreting what is 1. Cornea 2. Lens seen. 3. Pupil Give self-test on structure and 4. Iris I. function of the eye. 5. Retina 6. Optic nerve Visit ophthalmologist and/or B. Treating visual problems I. Explains how vision can be I. optometrist. 1. Glasses improved by the use of 2. Contact lenses glasses and contact lenses. I.' Share experiences with glasses, 3. Medication contact lenses, visits to eye 4. Eye exercises doctors. 5. Eye exams 6. Proper eye care Administer visual screening tests. practices 3. C. First aid for eye injuries I. Lists first aid procedures I. Demonstrate and practice eye 1. Kinds of injuries for minor eye injuries. treatable at home exercise. or school I. Display written material related 2. Over- the - counter eye to eye care and first aid. care products 3. Specific cases I. Students write to PREVENT BLINDNESS,- a. Object-in eye 79'Madison Avenue, New York, b. Fluids in eye New York 10016. c. Eye fatigue TOPIC AREA PERSONAL HEALTH LEVEL III - GRADE 7'

CONTENT OUTLINE STUDENf OBJECTIVES ACTIVITIES TO ACHIEVE O STUDENT OBJECTIVES

The stddent:

I. Contact Red Cross for information on treating eye injuries.

I. Share experiences related to visual first aid.

-- II. Hearing II. Trace the process of hearing fromi A. Structure of the ear the source of x noise to the brain. 1. Outer ear 2. Middle ear II. Construct a telepLine from cans 3. Inner ear and waxed string So illustrate 4. Specific parts the transmission of sound. a. Auricle b. Tympanic membrane II. Investigate sounds made by animals, c. Anvil, hammer, their purpose, and interpretation stapes by otter animals and humans. d. Cochlea e. Eustachian tube II. Administer a pure tone audiometer f. Auditory nerve test.

audiometer, dec..-21, B. Functions of parts of the II. Word list: ear aurt-'-. tympanic membrane, anvil, I. Capturing sound hammer, stapes, cochlea, auditory 2. Transmitting sound nerve, eustachian tube. 3. Inti-rpreting sound 4. Balance III - GRADE 7 TOPIC AREA PERSONAL HEALTH LEVEL

ACTIVITIES 10 ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student: .

Traces the tooth decay process Dental Health III. Lists causes and contri- III. from eating to development of A. Diseases and disorders buting factors of tooth carie to treatment. I. Caries (tooth decay) decay. a. Causes (bacteria, ShaieFxperiences of getting sugar, plaque) III. treatment for caries. b. Contributing factors (heredity, tooth structure, saliva, III.- Invite dentist, dental, hygienist, or orthodontist to speak to bacteria, sugar) -class. 2. Periodontal diseases III. Lists diseases and dis- a. Gingivitis orders of the teeth and III. Display literature related to b. Pyorrhea gums. oral diseases and 'onditions.41 3. Malocclusion a. Definition (bad bite) Contact local denta association Causes (heredity, III. b. Atr informa- acquired factors) or auxiliary group tion, speakers, and programs. 4. Stains a. Extrinsic causes b. Intrinsic causes 5. Halitosis 6. Plaque 7. Tartar III. Write American Dental Association, B. Avoiding diseases and dis- 211 Chicago Avenue, Chicago, orders (Review of Level II Illinois 60611, fin' information. material) 1. Brushing/flossing 2. Selection of toothpastes and toothbrushes

3 1.-_*) 179 3 -1-*/ TOPIC AREA PERSONAL HEALTH LEVEL III - GRADE 7

CONTENT OUTLINE STODENT OBJECTIVES ACTIVITIESTO ACHIEVE STUDENT OBJECTIVES

The student:

3. Mouthwashes III. Contact Louisiana State Film 4. Fluorides Library for film related to 5. Diet dental health. 6. Avoiding injuries 7. Dental checkups III. Show spoonful amounts of sugar found in candy, soft drinks, and other foods by placing equi- valent quantities in test tubes.

IV. Cleanliness I-. Discussion of students' standards A. Problems caused by of cleanliness, dress, and hair uncleanliness styles compared to society's 1. Peer rejection stardards. 2. Physical unattractivenes 3. Poor self-image IV. Collect and display pictures de- 4. 1/4.0sceptibility to diseas picting various styles ?4 cloth- B. Principles of personal IV. Lists the principles of ing, hair, and personal cleanli- cleanliness personal cleanliness. nes:. habits. 1. Daily bathing 2. Brushing teeth after IV. Write reports on health care eating products industry. 3. Regular shampooing 4. Manage-ble hair styles IV. Make a list of hazards related 5. Cutts g and cleaning nai to personal health habits (job 6. Use of deodorants interviews, dating, group con- 7. Showering formity). 8. Wearing clean clothes 9. Consideration of others TOPIC AREA PERSONAL HEALTH LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Vision I. Word list: ophth lmologist, A. Products optometrist, cian, acuity, 1. Glasses peripheral vision. 2. Contact lenses 3. Safety glasses I. Collect and analyze magazine 4. Eye washes ads related to eye care products 5. Sun glasses and services.- 6. Cosmetics B. Advertising I. Share experiences using various 1. Sources eye care products. 2. Approaches C. Other sources of informa- I. Write reports comparing glasses tion to contact lenses. 1. Parents 2. Teachers 3. Health educators 4. School nurses 5. Physicians Administer vision screening tests D. Community resources I. Identifies community re- I. for acuity, color blindnesz, I. Schools sources available to assist peripheral vision. 2. Health units in visual health care. 3. Ophthalmologists Write national organizations for 4. National organizations I. (local chapters) more information. 5. Optometrists I. Field trip to area agencies providing services and information to the blind.

3 TOPIC AREA PERSONAL HEALTH LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

II. Hearing II. Record sound levels in the 'A. Environmental hazards community or school. 1. Amplified music 2. Head sets II. Discuss relationship of noise O 3. Industrial noise to emotional health. 4. Motors, engines B. Effects of overexposure, II. Word list: sound pollution, to noise decibel, otolaryngclogist.

le. Temporary hearing loss II. Develop list of hearing safety 2. Permanent hearing precautions. loss 3. Psychological effects a. Nervousikess b. Irritability C. Community resources II. Identifies community re- II. Administer pure. tone audiometer 1. Health unit sources available to test. 2. Teachers assist in hearing care. 3. Health educators II. Collect and display literature 4. Physicians (Ear, Nose, related to hearing. Throat) 5. School nurses IV - GRADE 9 TOPIC AREA PERSONAL HEALTH LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

III. Collect and analyze magazine III. Dental Health ads related to dental health. A. Advertising I. Types Create ads for fictitious den- a. Magazines III. tal care products. b. Radio-television c. Store displays Survey school or neiehorhoods 2. Approaches III. for types of toothpastes used a. Sex appeal b. Youth and why. c. New/improved d. Scientifiz-research e. Symbols f. Testimonials 3. Other sources a. Dentists \bb. Parents c. Teachers d. *Health units Libraries e. Field trip to local dental Community resources III. Identifies community re- III. B. health agencies, offices, and 1. Personnel sources available to orginizations. a. Dentists assist in dental health b. Dental hygienists care. III. Write reports on careers in c. Orthodontists dental health. d. Health educators

III. List services provided by various agencies. 376 183 TOPIC AREA PERSONAL HEALTH LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student: z

2. Agencies/Organizations III. Develop dental health fair a. American Dental projects. Association (local chapter) III. Arrangs for dcaital checkups if b. Dental auxiliary possible. unit c. Health unit d. School nurses

IV. Cleanliness IV. Identifies potential IV. Discussion of acne problems and A. Problems associated_ with problems related to per- treatments. adolescence , sonal health habits and 1. Skin conditions. IV. Survey drug store items used for a. Acne persona' health care. 1) Causes 2) Treatment IV. Compare health care ads for hair, b. Sunburn skin, etc. c. Allergic reactions 1V. Invite health unit educator to 2. Body odor speak on selected problems of a. Causes teenager. b. Solving the problem IV. Display literature related to 1) Deodorant sunburn treatment. 2) Baths/shovers LEVEL IV - GRADE 9 TOPIC AREA PERSONAL HEALTH

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTI"ES

The student:

3. Halitosis (bad breath) a. Causes 1) Poor dental care 2) Allergies b. Solutions 4. Posture a. Causes/types b. Consequences of poor posture 5. Care of nails 6. Cosmetics 7. Hair care IV. Write reports on health care B. Community resources IV. Names community resources careers. available to assist with available to assist with problems personal health problems. IV. Develop directory of local Physicians (Derma- 1. agencies and resources related tologists) to personal health careproblems. 2. Barbers/cosmetologists 3. Counselors IV. Invite barbers and/or beauti- Health educators 4. cians to speak about theirjobs.

3S1'

185 TOPIC AREA PERSONAL HEALTH - BIBLIOGRAPhY

1. Your Five Senses Recommended K-1 Teaching Pictures 1976 David C. Cook Publishing Co. Elgin, Illinois 60120

2. What We Do' Day by Day K-3 1976 National Dairy Council Rosemont, Illinois 60018

Naturally Beautiful 7-9 (free) Florida titrus Commission

4. You and Your Health K-12 1977 Scott, Foresman and Co. Dallas, Texas 75229

5 School Health Supply Co. Health Education Supplies: 300 Lombard Rd. Ear, Eye, Heart, etc. Models P. O. Box 409 Addison, Illinois 60101

6 Walt Disney K-12 Educational Media Co. 800 Senora Avenue Glendale, California 91201

7 A Guide for Developing a K-12 Comprehensive School Health Instruction Program Missouri Department of Elemen- tary and Secondary Education, 1975

3S1 TOPIC AREA PERSONAL HEALTH - BIBLIOGRAPHY

8. Keeping Your Health K-12 Steck-Vaughn Health Series ,Rebecca Townsend and Katherine Townsend 78768 Steck-Vaughn Co. Austin, Texas 75235

9. Health: Decisions for Growth K-6 1977, Harcourt Brace Jovanovich Dallas, Texas

10. Spenco Medical Corporation Health Education Supplies P. O. Boi 8113 Waco, Texas 76710

11. Tooth Talk, 1975 K-3 American Society of Dentistry for Children 211 E. Chicago Avenue Chicago, Illinois 60611

12. Learning Your Oral Health, 1973 K-12 American Dental Association 211 E. Chicago Avenue Chicago, Illinois 60611

13. Focusing on Health, 1973 . -12 Jessie H. Haag Steck Vaughn Co. Austin, Texas 78768

Q 9

187 I

SAFETY AND FIRST AID

3S3

1880 TOPIC AREA SAFETY AND FIRST AID LEVEL I - GRADES K-1

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Conduct drills on proper pro- I. School Safety cedures (fire, storm, disaster). A. Fire Afterwards, explain what the B. Playground facility students did and why. C. Storm or disaster D. Playground accidents I. Take students on playground tour 1. Causes I. Identifies common causes to identify safety pictures of a. Improper use of of playground accidents. Draw piftures of equipment facility. facility. )#`* b. Excessive roughness c. Inappropriate behavior under exist- ing conditions

II. Demonstrate the proper response I School Bus Safety to five traffic signs when shown Going to and from school various traffic signs which re- Waiting at the school late to school buses, including bus stop waiting, boarding, and walking C. Boatding to and from school. D. Riding-, E. Exiting\

III. Make a class chart of safetyrules III. Traffic Safety III. Lists three safety rules for pedestrians. A. Pedestrian safety and practices for pedex-, 1. Traffic laws%and"sigds trians. sr, Go over pedestrian safety rules that apply to pedestrians and include need for visibility. 2. Those who help pedestrians \

189 TOPIC AREA SAFETY AND FIRST AID LEVEL I - GRADES K-I-'

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

a. ,Policeman Students m ke traffxc signs for b. School crossing guar a route fr home to schgpl c. Patrol boy/girl established y their teacher. 3. Avoid riding with strangers Class will dr. w and display B. Automobile safety pictures of those people who I. Use of seatbelt help pedestrians. 2. Use of auto safety seats (infants) III. Tells why seat belts or III. Show film on seat belts that auto safety seats should demonstrates what happens dur- be used by everyone riding actual crash by use of dum- ing in an automobile. mies. (Film - "Don't Risk Your Child's Life.")

C. Bicycle safety Discuss personal experiences I. Twelve "Rules of the students have had on bicycles; Road" Let students dictate sentences 2. Safe bicycle practices about bicycle safety. 3. Bicycle safety checklist 4. Role of law enforcement officers

IV. Home Safety IV. Identifies potential fire °IV. Have children draw pictures of A. Fire hazards in the home. potential fire hazards includ- I. Potential hazards in ing matches, gasoline cans, etc. the home Demonstratis how to report a. Matches and a fire properly. cigarettes TOPIC Ain:A SAFETY AND FIRST AID LEVEL I - GRADES K-1

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

b. Oily rags IV. Have children draw pictures of potential fire hazards includ- c. Flammable substances ing matches, gasoline cans, etc. d. Electrical appli- ances Visit the fire department or have 2. Preventive action IV. officials come to school. Have 3. Reporting fires children use toy phone to prac- a. Follow local emergency procedures tice how to call in to report a fire.

Act out each step necessary in 4. ENtinguishing clothing IV. Demonstrates what to do if IV. reporting a fire - use of tele- fires - stop, drop and , clothes catch on fire. roll phone, dialing, etc.

IV. Show film "Snuffy's Fire Brigade" 5. Escape procedures - stop, drop, crawl (Burger King Production) which describes procedures to follow if you should catch on fire.

IV. Describe to children how toys B. Falls that are out of place can cause 1. Unsafe conditions others in the family to fall and 2. Unsafe acts seriously injure themselves. 3. Learning how to fall

IV. Draw pictures or color ictures depicting falls, and inji ries resulting from out-of-place toys.

3S`J 191 TOPIC AREA SAFETY AND FIRST AID - LEVEL I - GRADES K-1

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE

. STUDENT OBJECTIVES

The student:

C. Poisons IV. Identifies symbol commonly IV. Make posters showing how to 1. Potential hazards used to designate poison. get help if accidental poison- 2. Safe handling ing occurs. 3. Warning symbol a. Mr. Yuk IV. ''ave students draw, color and scuss Mr. Yuk symbol.

D. Electrical IV. Discuss safety precautions when handling and operating electrical objects.

E. Firearms' lispikera Nan COOT IV. Make booklets on safety proce- 1. Proper storage dures around firearms. Whirlof Tolima 2. Safe handling Plume, F. Power tools $1,1411saAvow 1. Lawn and garden tools IMO Is, Tome 3E83 2. Hand tools

V. Wounds V. Demonstrates how to clean V. Have students-work in pairs in A. Prevention of contamination a small wound. showing how to clean a small 1. Safeguards wound. 2. Measures to take a. Wash with soap and water b. Dry and keep clean 3. Infection

VI. Burns A. Causes 3Di S. Treatment

390 192 TOPIC AREA SAFETY AND FIRST AID LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. School safety I. Write slogans on safety. A. Fire B. Playground and facility C. Storm or disaster. I. List in sequence steps to be taken in time of storm.

II. School bus safety II. Dramatize proper bus behavior. A. Waiting at the schosl bus stop B. Boarding C. Riding D. Exiting

III. Traffic safety III. Conduct a survey of pedestrians A. Pedestrian safety to determine how much they know 1. Characteristics of about traffic safety. a pedestrian 2. Traffic laws and III. Make a booklet on traffic safety signs that apply to to disseminate to the community. pedestrians 3. Those who help pedestrians 4. Defensive practices Research how seat belts came into B. Auto passenger safety III. 1. Seat belts/child auto use. Discuss statistics collected. safety belts 2. Proper behavior when riding in an auto

3'1')v, 193 399 TOPIC AREA SAFETY AND FIRST AID LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

3. Proper procedures for entering and exiting an automobile C. Bicycle safety III. Identifies general rules III. Teacher presentation of resource 1. Rules of the Road of the road for bicycle pamphlet "Rules of the Road" by a. Obey all traffic sips safety. Schwinn Bicycle Company. and regulations. b. Keep to the right side of the road. c. Ride single file at a safe distance behind vehicle ahead.. d. Stop to see that side- walks or streets are clear before riding out of alleys or driveways or from bed hind parked cars. e. Dismount and walk th bicycle across inter sections of heavily traveled streets and highways. f. Always use proper ha ,d signals for turning r stopping. (See Tran parency Master No. B-11.) 395

394 1940 II - GRADE 4 TOPIC AREA SAFETY AND FIRST AID LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

g. Carry no passengers or objects which inter- fere with vision or control. Books or parcels should be carried in a basket or luggage carrier. h. Never hitch onto other vehicles. i. Do not perform stunts or race in traffic. j. Keep your bicycle in good condition. k. For night driving, have a white light on the front of the bike, a red light or reflec- tor on the rear. 1. Wear white or light- colored clothing when driving a bicycle at night. m. Don't weave in and out of traffic or swerve from side to side. n. Park your bike in a safe and proper place; it should be stood up- right and locked properly. 30"

11(10 Li k) 195 TOPIC AREA SAFETY AND FIRST AID LEVEL 41 - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

2. Bicycle safety checklist 3. Role of law enforcement officers

IV. First Aid IV. Defines first aid. IV. Write a concise two-line definition A. Definition . first care give of first aid. Class will be di- to an ill or injured person vided into five groups. Each group will prepare a poster depict- B. Situations requiring first IV. Lists situations when aid first aid might be ad- ing a reason/value for first aid. I. Cuts ministered. By use of play phones, students 2. Nose bleed will practice the correct method" 3. Burns for calling for additional medical 4. Falls assistance. C. Values of first aid D. Methods of obtaining additional medical assistance

One depicts V. Psychological first aid V. Role-play situations: A. Emotions of rescuer the results of a rescuer and/or B. Emotions of victim ' victim panic in an emergency situation. The second role-play depicts the results of a calm rescuer and/or victim in an emergency situation.

393 399 106 } TOPIC SAFETY AND FIRST AID LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

VI. Wounds VI. Have students make a chart of A. Definition and classifi- injuries that the class has in cation of wounds one week. List treatment for B. Common causes each. C. Symptoms 1. Skin damaged 2. Bleeding D. First aid for severe VI. Demonstrates ability to VI. Role play with a partner depicting bleeding stop bleeding. proper techniques of controlling 1. Techniques for bleeding by direct pressure and by controlling elevation of the extremities. a. Direct pressure on wound VI. Make a chart listing prevention b. Elevation methods. 2. Treatment objectives E. Prevention of contamina- VI. Write a report on one of the topics tion and 'infection of prevention. 1. Safeguards 2. Measures to be taken 3. Infection F. Closed wounds 1. Characteristics 2. Causes 3. Symptoms 4. Treatment

4 401

197 TOPIC AREA SAFETY AND FIRST AID LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

G. Specific wounds 1. Eye injuries 2. Impaled injuries 3. Blisters 4. Bites

VII Traumatic shock A. Definitions B. Causes C. Symptoms 1. Early stages 2. Late stages D. Preventive objectives E. Treatment objectives

Show a demonstration film on VIII. Respiratory emergencies and VIII. artificial respiration artificial respiration. A. Definitions Teacher demonstration of tech- B. Symptoms of respiratory VIII. emergencies niques of artificial respiration. C. Types of respiratory Students practice techniques of emergencies VIII. artificial respiration.

VIII. Make charts to show steps in D. Removal of airway obstruc- VIII. Demonstrates procedure for the removal of obstruction from tion removal of obstruction from airway. airway,

403 4 2 1980 SAFETY AND FIRST AID LEVEL II,,- GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

1. Xeep victim calm and allow him to cough 2. If unable to breath, place head below hips 3. Pound on back between shoul4Yrrs E. Artificial respiration technique

IX. Poisoning IX. Identifies a local IX. Have a representative from the A. Definition treatment resource for local poison control ciuter or B. Classification for poisoning. related agency to speak\to the 1. Ingested class and present poison 2. Inhaled dispi. y. 3. Absorbed 4. Injection C. Treatment objectives IX. Have students bring a list of D. Treatment resources poisonous items around their Poison Control Center home. Hake master list for classroom.

IX. Poison Control Center, Southeast Texas 713/654-1701

Poison Control Center, Southern 901/528-6048

4 0 5

199 TOPIC AREA SAFETY OD FIRST AID LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

X. Burns A. Types of burns B. Causes and effects C. Classifications D. Treatment objectives

XI. Frostbite and Cold Exposures XI. Write a report explaining what A. Causes happens to the bodily functions B. Prevention objectives when cold exposure occurs. C. Treatment objectives

XII. Heat Stroke, Heat Cramps, and XII. Through discussion, contrast Heat Exhaustion heat exhaustion problems to A. Definition cold exposure. B. Causes C. Heat stroke D. Heat cramps E. Heat exhaustion F. Treatment objectives

Have students discuss how the XIII. Sudden Illness XIII. different types of sudden ill- A. Heart attack ness are related and how they B. Stroke C. Fainting differ. D. Convulsion E. Diabetic conditions F. Substance Album reactions G. Acute appendicitis

407 TA 406 TOPIC AREA SAFETY AND FIRST AID LEVEL II - GRADE 4

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES,

XIV. Emergency Medical Equipment XIV. State the location of an, injury A. Dressing requiring bandaging and then P. Improvised actually apply the bandage. C. First aid kits XIV. Have students select a card from a resource pool which would state the location of an injury requiring bandaging and then actually apply the bandage.

XV. Skeletal Injuries XV. Make a list of dangers and/or A. Definition complications resulting from the E. Fractures unwarranted movement of skele- C. Dislocations tal injury victims. D. Sprains E. Strains

491

201 TOPIC AREA SAFETY AND FIRST AID LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. School Safety I. Students write recommendations A. Fire for improving the safety of the B. Playground and facility school environment.

II. School Bus Safety II. Research statistics and discuss A. Waiting at the school related bus accidents. B. Boarding C. Riding D. Exiting

III. Traffic safety III. Have speaker who works with stu- A. Auto passenger safety dent patrols lead a discussion 1. Seat belts/child auto on the importance of being safety safety seats conscious. 2. Proper behavior when riding in an automo- III. Prepare a report on how the automobile bile design is important to safety.

C. Bicycle safety III. The student may design a play- 1. Twelve "Rules of the ground area that could be used Road to practice good bicycle safety 2. Bicycle safety check- habits. list 3. Role of law enforcement officers D. Alcohol/drugs and traffic III. Describes how alcohol/ III. Have students write a research safety drugs affect driving paper on the relationship of 1. How alcohol affects ability. Alcohol/drugs and traffic fatal- driving ability ities. Sources: National'

410 202. 411 TOPIC AREA SAFETY AND FIRST AID LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

a. Impairs coordination Safety Council, City/State b. Decreases visibility Police, Newspaper. c. Reduces reaction time III. Have a state trooper or other d. Impairs judgments law enforcement officer visit 2. Consequences of driv- the class and either discuss ing while intoxicated or demonstrate blood alcohol 3. Role of law enforcement content measurement and explain officers and judges the procedures for arrest (such as handcuffing, being taken to jail, being bonded, etc.).

III. Trace the progress of a traffic ticket from the time it is given by a policeman through the court- room.

IV. Home Safety A. Fire I. Potential hazards in the home 2. Preventive action - "EDITH" 3. Reporting fires 4. Extinguishing fires B. Falli I. Unsafe conditions 2. Unsafe acts 3. Learning how to fall C. Poisons 1. Potential hazards 2. How to get help 413

A 19, 203 TOPIC ARIA SAFETY AND FIRST AID LEVEL III - GRADE 7-

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

D. Electrical E. Firearms IV. Lists rules for safe IV. Invite a representative of a 1. Proper storage handling of firearms local gun club or police de- 2. Safe handling in the home.... partment to speak to class and a. Safety on demonstrate safe gun procedures. b. Finger outside trigger guard IV. Write to the National Rifle c. Muzzle under con- Association (NRA) for gun handl- trol, pointed ing literature. away from self and others F. Power tools 1. Lawn and garden tools 2. Hand tools

V. Recreational Safety V. Explains non-swimming V. Students will demonstrate and A. Water safety rescue techniques for practice non-swimming rescue 1. Swimming drowning victim. techniques (teaching, assists, 2. Boating flotation devices, etc.). 3. Rescue techniques a. Reach b. Throw c. Row B. Gun Safety V. Give students a list of hunting - safety regulations and have them discuss why such laws were en- acted. Have them discuss the results of, these regulations. 414 Al 204 .5 III - GRADE 7 TOPIC AREA SAFETY AND FIRST AID LEVEL

CONTENT OUTLINE STUDENT. OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

VI. First Aid (Emergency Aid Care) A. Definition B. Reasons for first aid C. Value of first aid

VII. Psychological First Aid A. Emotions of rescuer B. Emotions of victim

VIII. Wounds A. Definition andclassifies- tion of wounds B. Common causes C. Symptoms I. Skin damaged 2. Bleeding Prepare an anatomical sketch First aid forsevere VIII. Demonstrates the use of VIII. D. illustrating brachial and fe- bleeding pressure points to con- moral pressure points. 1. Techniques for trol bleeding. controlling a. Direct pressure b. Elevation c. Pressure points 1) Brachial 2) Femoral

417 4.16

205 TOPIC AREA' SAFETY AND FIRST AID LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

F. Closed wounds 1. Characteristics 2. Causes 3. Symptoms 4. Treatment objectives G. Specific wounds 1. Eye injuries 2. Chest injuries 3. Imp'4.ed injuries 4. Gunshot 5. Abdominal 6. Blisters 7. Bites

IX. Traumatic Shock IX. Lists the preventive steps IX. Based upon teacher-prepared. A. Definition for shock. situations, have the class ex- B. Causes plain the appropriate steps for C. Symptoms preventing shock. 1. Early stages 2. Late stages D. Prevention 1. Keep victim lying down 2. Maintain body temperature 3. Get medical help E. Treatment c)jectives

41.S 2006 4 9 III - GRADE 7 TOPIC AREA SAFETY MD FIRST AID LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

X. Respiratory Emergencies and Artificial Respiration A. Definitions B. Symptoms of respiratory emergencies C. Types of respiratory

emergencies . D. Removal of airway obstruction E. Artificial respiration technique

XI. Poisoning A. Definbtion B. Classification 1. Ingested 2. Inhaled 3. Absorbed 4. Injected C. Treatment objectives D. Treataent resources Poison Control Center

XII. Using a variety of burn illus- Burns XII. Differentiates between XII. trations, have the children Types of burns the treatment for 1st, A. label each as a minor or a B. Causes and effects 2nd and 3rd degree burns. serious burn. C. Classification

42.0 207 TOPIC AREA SAFETY AND FIRST AID LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE

STUDENT OBJECTIVES .

The student:

l, First XII. After the identification of 2. Second burns, children will explain 3. Third the proper treatment of that D. Treatment objectives type of burn. 1. First degree a. Cold water b. No medication, 2. Second degree a. Cold water b. Apply sterile bandage 3. Third degree a. Apply sterile bandage b. Elevate area c. Treat for shock d. Seek medical help

XIII,. Frostbite and Cold Exposures A. Causes B. Preventive objectives C. Treatment objectives

XIV. Heat Stroke, Heat Cramps, XIV. Lists signs and symptoms XIV. Divide the class into three and Heat Exhaustion of the three heat related groups in order.to develop a A. Definitions conditions., chalkboard chart. Eaih group B. Causes will establish a-list of 422 20811) TOPIC AREA SAFETY AND FIRST AID LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

conditions or symptoms for one C. Heat stroke heat 1. Body temperature of the following areas: high stroke, heat cramps, and heat 2. Skin t and dry exhaustion. 3. se rapid and strong 4. Victim way be unconscious D. Heat clamps - muscle spasm E. Heat exhaustion 1. Normal body temperature 2. Pale and 'Lamy skin 3. Profuse perspiration 4. Weak 5. Headache 6. Nausea 7. Possible fainting F. Treatment objectives

XV. Sudden Illness A. Heart attack B. Stroke C. Fainting D. Convulsion E. Diabetic condittoni F. Substance abuse reactions G. Acute appendicitis

425'

424 209 TOPIC AREA SAFETY AND FIRST AID LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ,ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

XVI. Emergency Medical Equipment A. Dressing B. Bandages C. Improvised equipment D. First aid kit&

XVII. Skeletal Injuries' XVII. Identifies te primary XVII. From a varied supply of materials,' A. Definitions objective infirst aid students will select and demon- B. Fractures for skeletalinjuries. strate the use of materials C. Dislocations which can be used as -improved

D. , Sprains immobilization equipment. E. Strains F. First aid objective. [mobilization

XVIII. Emergency Rescues XVIII. In a teacher-led discussion, A. Rescue from life:, students will discuss reasons threatening situations- why transportation of the in- B. Transportation of injured jured may be necessary.

XIX. C.P.R. A. Definition B. Reasons for life support C. Technique of C.P.R. D. Practice

4'6 4:27 TOPIC AREA SAFETY AND FIRST AID LEVEL IV - GRADE 9

ACTIVITIES TO, ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student: o First Aid I. For brain-storming sessions, have students identify the A. Definitions first aider's role in the B. Reasons for first aid total concept of emergency. C. Value of first aid Give the students II. Psychological first aid II. Role play. panic and calm first aid situa- A. Emotions: of rescuer tions. Have them devise a role B. Emotions of victim to depict the effects of panic and calm on the victim/rescuer in an emergency situation. Show film "One Person Too Late" by American Red Cross.

III. Teacher will demonstrate alter- III. Wounds native methods for controlling A. Classification of wounds bleeding and infection. At B. Common causes stations controlled by student 1. Techniques for con- leaders, students will practice trolling bleeding these methods. 2. Treatment objectives C. Prevention of contamination and infection 1. Safeguards 2. Measures to be taken 3. Removal of foreign .objects 4. Dressing of wound 5. Infection 4'39

41/3 211 TOPIC AREA SAFETY AND FIRST AID LEVEL IV GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES M=11

The student:

D. Open wounds 1.' Characteristics 0 2. Causes 3. Symptoms 4. Treatment objectives E. Prevention of contamination and infection- 1. SafeguardS 2. Measures to be taken 3. Removal of foreign objects 4. Dressiog 5. Infection F. Closed wounds 1. Characteristics 2. Causes 3. Symptoms 4. Treatment objectives G. Specific wounds III. Utilizing overhead projectors, 1. Eye injuries and colored pencils, have 2. Chest injuries students prepare schematic 3. Impaled injuries diagrams of specific wounds. 4. Gunshot 5. Abdominal 6. Blisters 7. Bites

430 431 . TOPIC AREA SAFETY AND -FIRST AID LEVEL IV - GRADE 9

")LATENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

IV. Traumatic Shock IV. Students will develop a chart A. Definitions illustrating the psychological B. Causes basis of the traumatic shock C. Symptoms cycle. 1. Early stages 2. Late stages IV. In a self-testing situation, D. Preventive objectives have students predict sympto- E. Treatment objectives matic responses based upon the shock cycle.

V. Respiratory Emergencies and Artificial Respiration A Definitions B. Symptoms of respiratory emergencies C. °Types of respiratory_ emergencies D. Removal of airway obstruction E., Artificial respiration technique

Have students make wall charts VI. Poisoning VI. Identifies the four basic VI. A. Defin*.tiOn classifications of poi- displaying the classifications B. Classification s6ning. of poisoning. 1. Ingested 2. Inhaled 3. Absorbed 4. Injected

213 432 TOPIC AREA SAFETY AND FIRST AID LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES A

The student:

C. Treatment Ajectives VI. Discuss and explain each poison D. Treatment resources, treatment through class dis- Poison Control Center cussion.

VII. Burns VII. Show film on identification A. Types of burns of types of burns. B. Causes and effects C. Claisification

ll Treatment objectives

VIII. Frostbite -,nd cold ekposure A. Causes B. Prevention objectives C. Treatment objectives

IX. Heatstroke, heat cramps, IX. Explains first aid for IX. In class discussion, have stu- andheat exhaustion heat stroke,.heat cramps, dents formulate ,a comparison A. Definitions' and-heat exhaustion. chart of treatments for heat ' B. Causes stroke, heat cramps, and heat C. Heat stroke exhaustion. I. Cool body down 1 2. Get medical help D. Heat cramps I. Massage to relieve cramps 2. Replace electrolites (Gatorade)

434 214 %

TOPIC AREA SAFETY AND-FIRST AID LtVEL IV". GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

E. Heat exhaustion 1. Cool body down 2. Replace electrolites 3. Observe to prevent heat stroke F. Treatment objectives

X. Sudden illness X. Identifies signs and X. Using an overhead projector and transparencies, present A. Heart -attack , symptoms for heart 1.' Persistent chest attack and stroke. each sudden illness and its pain radiating to treatment. left shOulder 2. Stiortness of b,eath. X. Have a resource person from' (gasping) medical field or association 3. Bluish discoloration to explain heart attack and of lips, skin and stroke to class. fingernails 4. Prostration 5. Shock B. Stroke 1. Headache 2. Confusion 3. Dikziness 4. Ringing in ears 5. Speech difficulty 6. Visual distortion

431

215 TOPIC AREA, SAFETY AND fIRST AID LFVEL IV - GRADE- 9.

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

XI.' Emergency medical equipment XI. Class discussion of emergency A. Dressing medical equipment improvisation techniques as demonstrated-in , B. Bandages C. Improvised equipment selected emergency situations. D. First aid kits

XII. Skeletal injuries A. Definitions B. Fractures C. Speains D. Strains E. Head and spinal injuries

XIII. Emergency rescues A. Rescue from life threatening situation B. Transportation of the injured

Show film. Class discussion XIV. C.P.R. XIV. Demonstrates procedure XIV. of principles of C.P.R. A. Definition for removal of airway B. Reasons for life support obstruction for con- Demonstration of techniques of C. Methods scious and unconscious XIV. C.P.R. I. One rescuer victim.

438 2160 439 TOPIC ARE SAFETY AND FIRST AID LEVEL IV - GRADE 9

CONTENT-OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT, OBJECTIVES

a. With victim flat XIV. Mannequin practice. on back, check for responsiveness, t XIV. Guidelines for C.P.R. Instruction' b. Call for help available from the Health and c. Clear mouth of Physical Education, Louisiana foreign matter Department of Education, P. O. d. Open airway (tilt Box 44064, Baton Rouge, Louisi- head back, lift nek) ana 70804. e. Look, listen and feel for air f. If not breathing, pinch nostrils and give four quick breaths g. Look, listen and feel for air exchange h. If airway is blockd: 0 1) Try kack blows 2) Abdominal or 7 chest thrust 3) Finger probe Check carotoid pul If pulse absent, begin C.P.R. (one rescuer) 1) Locate lower ti of sternum (xiphoid proces 4 4 I

441 217 TOPIC AREA SAFETY AND FIRST AID LEVEL IV - GRADE 9

ACTIVITIES TO ACHIEVE `CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

2)-Place heel of hand 1 to 1-1/2" above xiphoid process 3) Begin chest coop,

pression 15 . compressions for every 2 breaths k. Continue until victim is revived or medical help becomes available. 2. Two rescuer D. Airway Obstruction Removal 1. Conscioui victim a. Wrap arms around victim from behind b. Make_fist with one hand, covering it with other hand c. Place thumb of fist above'navel and below rib cage d. Thrust fist sharply upward and back into person's abdomen e. Repeat 4 times f. If airway still blocked, repeat procedure g. If airway still blocked, administer 413

442 2180 TOPIC AREA SAFETY AND FIRST AID LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

4 sharp back blows h. If airway still blocked, repeat abdomen thrust and back blows i. If airway still blocked, attempt finger probes 2. Unconscious victim a. Turn victim on back b. Kneel astride -victim's hips c With one of your hands on top of the other, place the heel of your bottom hand on victim's abdomen, above navel and below rib cage d. Press heel of hand into victim's abdomen e. Repeat several times

4 414

219 a

TOPIC AREA SAFETY AND FIRST AID - BIBLIOGRAPHY

Resources - Association and Agencies:

A.A.H.P.E.R.D.', 1201 Sixteenth Street, N.W., Washington, D.C. 20036

AmericanNational Red Cross, Eighteenth and E. Streets, N.W., Washington,D.C. 20250

Boating Industry Association, 401 N. Michigan Avenue, Chicago,Illinois 60611

Department of Public Safety, South Foster Drive, Baton Rouge, 'Louisiana70806

Gull States Utilities Co., Public RelationsDepartment, P. O. Box 2431, Baton Rouge, LA 70821

Louisiana Wildlife and Fisheries, 'Capitol Station, P. O. Box44095, Baton Rouge, LA 70804'

L.S.U. Cooperative Extension Service, Louisiana State University,Baton Rouge, LA 70803

NationalciteProtection Agency, 60 Batterymarch Street, Boston, MA 02100

,National Institute for Occupational Safety and Health, Post Officebuilding, Cincinnati, Ohio 45202

National Rifle Assoc ation, 1600 Rhode Island Avenue, N.W.,Washington, D.C. 20036 .

National Safety Council, 444 N. Michigan AvenueoChicago,IL,60611

Pedestrian Safety, Consumer Product Safety Commission,Washington,' D.C. 20207

Poison Prevention Week Secretary, Post Office Box1543, Washington, D.C. 20013

Power Tool Institute, 1803 S.Busse Highway, Mt. Prospect, IL 60056

4 1"

,11.1.11 41::) 2201 TOPIC AREA SAFETY AND FIRST AID - BIBLIOGRAPHY

Schwinn Bicycle Company, 1856 North Kostner Avenue;Chicago, IL 60639

Speakers and Films, Louisiana Wildlife and Fisheries, Capitol Station, Post Office Box 44095,Baton Rouge, LA.70804

Traffic Safety Materials, U. S. Department of Transportation, National Highway Traffic Saf.tty Adiinistration, Washington, D.C. 20590

U. S. Coast Guard, Washington, D.C.

U. S. Department of H.E.W., Public 'Health Service, Division of Accident Prevention, Washington,D.C. 20201

Audio/Visuals:

A First Film on Finding Your Way to School (16 mm., color, 9-1/2 min.). Recognizing landmarks and understanding safety rules. Rental $6.50, Sale $120.00:B.F.A. Educational Media, 2221 Michigan Avenue, Santa Mo'ca, CA 90404.

'After the Ouch (8-11 years, 16 mm. or video).Artificial respiration and first aid for choking. Churchill Films; 662 N. Robertson Boulevard, Los Angeles, CA 90069.

Basic First Aid Boosters ($8.00 set of 36 large size instructional charts for usewith Basic First Aid). Basic-First Aid, American Red Cross, local chapter.

Bleeding - What to.Do (16 mm. or video). Pyramid Films, Box 1048, Santa Monica, CA 90406.

Boating Safety and Rescue (16 mm. or video, 10 min., 31 sec.), $35.00 for16 mm. and $30.00 for video. Presents small boat safety techniques. American Red Cross, local chapter.

Community Disaster Action (video, 5 min., 42 sec.), $18.00.

221 TOPIC AREA SAFETY AND FIRST AID - BIBLIOGRAPHY

CPR - A Training Film (16 mm. or video). Thanco Films, 3047 Baker SX., San Francisco, CA 94123

Disaster Sights and Sounds (videocassette, 8 min., $25.00), film segments of actual moments ofdestruc- tion. This is a "discussion starter" used in Disaster Preparedness. Film Loops, Inc., Post Office Box 2233, Princeton, NJ 08540

False Alarm (videocassette, 11 min., 10 sec.), a fascinating puppet show that introduces health and safety to primary grades, $25.00 each.

Fire Emergency Action (16 mm. or video, 6 min., 40 sec.), animation used,to point out steps peopleshould take to preserve their lives in single home and apartment fires. $35.00 for 16 mm. and $25.00 for video.

Flood Emergency Action (video, 5 min., 3 sec.), $18.00.

Have Fun But (18. min. slide series, $4.50), designed to promote safety in, on, and around water. Cartoon characters Are featured.

Hurricane and Tornado Emergency Action (16 mm.), on loan from local Red Cross Chapter.

Just Like A Car. National Safety Council, 444 N. Michigan Avenue, Chicago; IL 66611.

New Breath of Life (16 mm. or video), $350.00. Pyramid Films, Box 1048, Santa Monica, CA 30406.

Non-Swimming Rescues (16 mm. or video, 23 n01.), $95.00 for 16 mm. and $35.00 for video. Film depicting use of first aid knowledge in five difl..lrent home emergencies. Good for use.in all first aid classes, 7th grade and up.

Standard First Aid (Multi Media) (16 mm., 54 min., 50 set.), $210.00, from AmericanRed Cross, to -al chapter.

450 451

2220 TOPIC AREA SAFETY AND FIRST AID - BIBLIOGRAPHY

Safety on the Streets - Manual of Safe Procedure, National Safety Council,444 N. Michigan Ave., Chicago, IL 60611.

On the Job Safety Rules for Power Tools, Power Tool Institute, 1803 S. Busse Highway,Mt. Prospect, IL 60056.

Teaching Poison Prevention in tindergarten Through Third Grades, U. S. Department of H.E.W.,Public Health Service, Division of Accident Prevention, Washington, D.C. 20201.

Curriculum-Guides:

All-Aiout Fires, National Safety Council, 444 N. Michigan Ave., Chicago, IL 60611.

Health Education Programs n Oregon Schools, Oregon Department of Education,Salem, Oregon 97310.

Interdisciplinary Traffic, fety Instruction System, Maryland State DepartLent of Education, Post Office Box 8717, Friendship International Airpoft, Baltimore, MD 21218.

Safety for Louisiana Schools Bulletin #1394), Safety Education Section,Louisiana State Department of Education, Post Office Box 44064, Baton Rouge, LA 70804. (Free)

223 TOPIC AREA SAFETY AND FIRST AID - BIBLIOGRAPHY

Aaron, James, et al. First Aid and Emergency Care. New York: MacMillan Co., 1972.

American Red Cross. Basic Aid Training (Grades 3 and 4) Teacher's Packet. American Red Cross, 1980.

American Red Cross. Basic First Aid, Student Workbook (Grades 5 and 6). American Red Cross, 1980.

American Red Cross. 'CPR, Student Workbook. American Red Cross.

American Red Cross. Emergency Action Principles. American Red Cross, 1977.

American Red Cross.Emergency Relief of Foreign Body Obstruction of the Airway. American Red Cross, 1978.

American Red Cross. First Aid for Burns. American Red Cross, 1977.

American Red Cross. First Aid for Poisoning. American Red Cross, 1977.

American Red Cross. First Aid for Wounds. American Red Cross, 1977.

American Red Cross. Health and Safety for the Primary Grades, Teacher Portfolio. American Red Cross.

American Red Cross. Standard First Aid and Personal Safety. American Red Cross, Second Edition, 1979.

American Red Cross. Standard First Aid (Multi Media) Student Workbook. American Red Cross, 1978. Burgess Publishing Annarino, Anthony, et al. A Study Guide to First Ai4 and Safety. Minneapolis, Minn.: Co., 1970. William C. Brown, 1971. Brennan, William T., and Ludwig, Donald. First Aid and Civil Defense. Dubuque, Iowa: Boyd and Fraser Byrd, Oliver E., and Byrd, Thomas. Medical Readings on First Aid. San Francisco, Calif.: Co., 1971.

455 454 2240 TOPIC AREA SAFETY AND FIRST AID - BIBLIOGRAPHY

Grant, Harvey, et al.Emergency Care. Bowie, JD: Robert J. Brady Co., 1975.

Helfen, Grent, et al. First Aid for Health Emergencies. St. Paul, Minn.: West Publishing Co., 1973.

Henderson, John. Emergency Medical Guide. McGraw-Hill, New York: 1978.

4 4""

225 SUBSTANCE USE

4 Id

2260 fo

TOPIC AREA SUBSTANCE USE AND ABUSt LEVEL I - GRADE 2

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. 'Medicine I. States why medicines are I. :'allect pictures showing people A. Reasons for ute and necessary. vao are ill. Discuss ways medi- benefits cine might help. 1. Prevention of illness' 46. 2. Treatment-of illness I. Have studentS write a story, B. Necessity.of medicine "When I was Ill." I. Longer life 2. Healthier life C. Directions and guidelines I. Identifies persons who I. Role play child's illness, trip for use should dispense medicines. to doctor, purchase of medicine 1. Persons who dispense from pharmacist, administering by qualified adult, and proper a. Physicians ' Fharmatists storage. b. \Nit c. rses d. 'arents I. Field trip to hospital. e Qualified adults 2. Directions I. Discuss ways adults can dispose a. Do not take o"lers' of old medicines and containers. medicines b. Follow directions I. Compare a "list of safety rules c. Keep medicine in about taking medicine. original containers d. Do not take medi- I. Bring empty bottles of drugs cines in the dark with directions. Read directions 3. Dangers of misuse I. Identifies dangers of to class, calling attention to a. Individual re- misusing medicines. spt.:ific directions for taking. actions b. De.--th 4G. At"- a 227 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL I GRADE 2

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

D. Common forms I. Make a collage identifying dif- 1. Aspirin ferent medicines, using magazine 2. Cough medicine and newspaper ads.. 3. Allergy medicine 4. Vitamins I. Setup a display of empty bottles 5. Cold medicines of prescription and non-prescription 6. Other medicines. Discuss differences between the two and reasons for information on the labels.

E. Labels and storage I. 'Identifies poison labels. Field trip to drug store. Discuss 1. Visible cautions of prescription and nonprescription labels drugs with drUggist. ar Skull and bcossbones b. Mr. Yuk I. Discuss medicines advertised on c. Danger TV. Bring attention to ways commercials can be misleadin3. Answer these questions: Why do you watch commercials? Do ynu buy,things advertised on TV?What do commercials tell us? Do we need everything we see on commercials?

I. Teacher illustrates poison.signs (Mr. Yuk and Skull and Crossbones) with bulletin board dirplay. Stu- dents can also illustrate same 4E1

22810 tir0v.) is LEVEL I - GRADE 2 TOPIC AREA SUBSTANCE USE AND ABUSE

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

signs. Discuss meaning of symbols. Order Mr. Yuk stickers.

Students discuss where medicine 2. Safe storage is stored at home. 3. Directionis Bulletin board display using pictures and labels from magazines and bottles. Discuss categories to which each belongs.

I. Construct medicine cabinet of cardboard box. Use bottles with labels giving specific use and directions.

II. Teacher and students prepare a II. Household Substances II. Lints familiar'household substances . HOME SAFETY CHECKLIST including A. Familiar substances common substances and areasof 1. Cleaning products storage. Students work with pa- 2. Cosmetics rents to complete list and re- Paint products 3. turn it to school for discussion. 4. Lawn care products 5. Glu° 6. Poisons 7. Petroleum products

229 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL I - GRADE 2

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

B. Directions/guidelines for use 1. Reading labels 2. Storage 3. Recognizing warnings C. Dangers II. Lists dangers of misusing II. Discuss items that are dangerous 1. Poisoning household substances. to play with, such as matches, 2. Burns gasoline, glue, etc. 3. Ill effects 4. Death D. Emergency contact people II. Names persons to contact II. Hake a list of telephone numbers 1. Adult in case of emergencies re- needed for emergencies: police, 2. Doctor lated to household sub- doctor, fire department. Stu- 3. Fire department stances. dents prepare stickers with num- 4. Hospital bers to be placed near telephone. 5. Police 6. Others II - GRADE 6 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL

SUGGESTED ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

1 I. Invite qualified medical I. Medicine (Review) I. States why medicines are person to discuss benefitsof A. Reasons for use and necessary and beneficial. drugs. benefits 1. Prevent illness I. Make a collage of the common 2. Treatment of illness forms of medicines and what the B. Necessity of medicine benefits are of each. 1. Longer life 2. Healthier life I. Compose a list of safety rules C. Directions and guidelines about taking medicines. for use 1. Persons who dispense a. Physicians b. Pharmacists c. Nurses d. Parents e. Qualified adults 2. Directions I. States general directions a. Do not take Others' for taking medicines. medicines b. Follow directions c. Keep medicine in original containers d. Do not take medicines in the dark 3. Risks a. Individual reactions b. Misuse I. Discuss ways adults can dispose c. Improper disposal of old medicines and containers. d.. Death

4' ;1 231' TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

D. Common forms I. Lists common forms of I. Make a collage identifying dif- 1. Aspirin medicines. ferent medicines, using magazine 2. Cough medicine and newspaper ads. 3. Allergy medicine 4. Vitamins I. Have each student survey the 5. Cold medicines brands of the common forms of over- 6. Others the-counter medicines used in his home. Make a class chart or graph.

E. Labels and storage I. Students discuss where medicine is 1. Visible, cautions on stored at home. labels 2. Safe storage I Set up a display of empty bottles of prescription and non-prescription medicines. Discuss differences between the two and reasons for information on the labels.

I Construct' medicine cabinet of cardboard box. dse bottles with labels giving specific use and directions.

F. PrescrLption and non - I. Defines prescription and I Field trip to drug store. Discuss prescription drugs non-prescription drugs. prescription and non-prescription 1. Definitions drugs with druggist. 2. Comparisons a. Cost b. Effects c. Laws 232 II - GRADE 6 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

I. Make chart with following cate- 3. Labeling I. Identifies characteristics gories: NAME OF MEDICINE/ a. Prescription of drug labels. PRESCRIPTION/NON-PRESCRIPTION/ 1) Date USES/DANGERS. 2) Doctor 3) Patient 4) Drug type and use 5) Dosage b. Non-prescription 1) Date 2) Drug type and use 3) Dosage 4) Active ingredients 5) Contraindi- cations 6) Possible drug interaction 7) Caution

II. Bring labels from home or maga- II. Household substances zines related to household sub- A. Familiar substances stances. Discuss proper use of 1. Cleaning products each. 2. Cosmetics 3. Paint products 4. Lawn care products 5. Glue 6. Poisons p, 7. Petroleum products 4 471 233 TO,IC AREA SUBSTANCE USE AND ABUSE LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

B. Directions/guidelines II Teacher and students prepare a for use HOME SAFETY CHECKLIST, including 1. Reading labels common substances and areas o! 2. Storage storage. Students work with 3. Recognizing warnings parents to complete list and re- turn it to school for discussion.

II Students and teachers make list of undesirable results from ex- perimenting with-tknknown substances. Skit or role playing possible: one student desires to drink something from a bottle found in garage. Friend tries-to discourage him or her. After taking a drink, first student gets sick. Discuss possible outcome.

II. Discuss items that are dangerous to play with, such as matches, gasoline, glue, etc.

II. Help students identify poison and caution labels. Discuss phrase "Caution - keep out of reach of children and pets." 4'73

2340 471 TO;ICAREA SUBSTANCE USE AND ABUSE LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

Make a list of telephone numbers C. Risks II. ne.tded for emergencies: police, I. Poisons doctor, fire department. Stu- 2. Burns dents prepare stickers with num- 3. Ill effects bers to be placed near telephone. 4. Death tobacco, cigarette, III. Tobacco III. Word list: cigar, chewing tobacco, snuff, A. Definition tar, nicotine, cancer, emphysema, bronchitis.

III. Students collect pictures depict- B. Common forms ing tobacco use in various forms. 1. Cigarettes 2. Cigars 3. Chewing tobacco 4. Snuff III. Student or teacher brings cigarette C. Effects III. Describes immediate package to class. Class discusses 1. Immediate effects of smoking on the warning on package. a. Blood pressure following systems: b. Pulse rate in- a. Nervous Collect recent articles or informa- crease b. Cardiovascular III. tion that shows the trend over the c. Temperature in c. Respiratory past 10 years for junior high extremities drops school students that smoke. d. Blood clots faster e. Action of cilia Write to agencies for posters and slows III. information:. AMERICAN HEART f. Shortness of ASSOCIATION, AMERICAN CANCER breath SOCIETY, and LUNG ASSOCIATION. g. Coughing

41:n3 475 235 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

h. Slight stimulation III. Invite speakers from local chap- of CNS ters of organizations of the i. Reflexes might be above. slowed III. Develop or use a smoking crossword puzzle.

III Students assemble a smoking machine with these materials: quart size wide-mouth jar with two-hole stop- per, glass tubing, rubber tubing, three or four cigarettes, water.

III. Prepare charts comparing illnesses of smokers and non-smokers.

D. Reasons for use and III. States reasons for using III Develop a decision-making sheet abstinence or abstaining from the on smoking. Use sheet to intro- 1. Use use of tobacco. duce and clarify information. a. Curiosity Sample statements: b. Peer pressure 1. People smoke because... c. Adult imitation 2. Tobacco is... d. Rebellion 3. People who smoke... e. Advertising 4. Instead of smoking... f. Weight control 5. Smoking is... g. Nerves h. Pleasure 47'3 47 2360 LEVEL II - GRADE 6 TOPIC AREA SUBSTANCE USE AND ABUSE

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

III. Debate these subjects: 2. Abstinence 1. Smoking should not be allowed a. Health in public places. Peer pressure b. 2.. Teachers should not beallowed c. Fear to smoke at school. d. Religion '3. There should be smoking areas e. Athletes for teachers. f. Cost 4. Tobacco is necessary to the g. Illegal to sell U. S. economy. to minors. 5. Smokers have less will power than non-smokers.

III Divide class into four groups and develop lists of answers to these questions: 1. Why do people start smoking? 2. Why do people continue smoking? 3. Why do people stop smoking? 4. Why do some people never start smoking?

Follow up with discussion of reasons.

III. Read "Warning Law" to students taken from cigarette vending machine.

4Sti

237 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

E. Cessation and reduction III. Names ways to stop III. Have students brainstorm methods of risk smoking. used to stop smoking. 1. How to stop a. Cold turkey b. Gradual reduction c. Smoking clinics d. Aversion drugs e. Other methods 2. How to reduce risk a. Use low tar and nicotine products b. Filters c. Smoke part of cigarette

IV. Alcohol IV. Defines alcoholic IV. Word list: ethyl alcohol, methyl A. Definitions beverages. alcohol, distillation, fermenta- B. Common forms tion, hangover, sober. 1. Beer 2. Wine IV. Identifies common forms IV. Students prepare posters on common 3. Distilled beverages of alcohol. types of alcohol.

C. Reasons for use/abuse/ IV. Lists reasons for use, IV. Students make a list of reasons abstinence abuse, and abstinence given by teenagers and adults for 1. Use from alcohol. drinking. a. Ceremony b. Peer Pressure c. Curiosity

431 2380 432 LEVEL II - GRADE 6 TOPIC AREA SUBSTANCE USE AND ABUSE

ACTIVITIES TO ACHIEVE CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

Th!.. student:

IV. Students write a two-page paper d. Adult imitat in on why people drink,using re- Pleasure e. search support information. f. Rebellion g. Advertising 2. Abuse a. Peer pressure b. Escape c. Addiction d. Habit 3. Abstinence a. Health b. Parental influence c. Religion d. Athletes e. Illegal to sell to minors f. Peer pressure g. Cost h. Fear dealing Identifies immediate IV. Bring newspaper articles D. Immediate effects IV. effects of alcohol. with accidents caused by persons 1. Coordination under the influence ofalcohol. 2. Speech 3. Mood IV. Lecture on immediate effectsof 4. Judgment alcohol. 5. CNS depressed

IV. Homework report on immediate effects of alcohol. 4S3 239 4S4 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

V. Marijuana V. Word list: THC, marijuana, A. Definitions cannabis, hashish, pot, grass, 1. THC (Tetrahydro joint, weed, toke, buzz. cannabinol) 2. Cannabis 3. Hashish 4. Marijuana B. Common names 1. Pot 2. Grass 3. Joint 4. Others C. Effects V. Lists immediate and long V. Class discussion of effects of 1. Immediate term effects of marijuana. marijuana on attitude, senses, a. Coordination coordination, judgment, family b. Sensory distortion relationships, friends, school c. Mood changes work, self-esteem. d. Time/distance relationship V. Students write report on recent e. Hunger research regarding marijuana. f. Others 2. Long term V. mplete unfinished sentences a. Memory su as: b. Motivation 1. Mar Juana is... c. Disease resistance 2. My parents think marijuana is... d. Psychological 3. Marijuana may be dangerous dependence because... e. Others 4. People who use marijuana... 5. People who don't use marijuana... 4Q- 2400 481' TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

D. Patterns of use V. Names reasons given for V. List and discuss with class 1. Reasons given for use using and not using. reasons why students may try a.. Peer pressure marijuana. b. Escape c. Curiosity V. Role play a student trying to d. Recreation talk a friend into smoking e. Boredom marijuana. f. Psychological dependence V Role play a parent's reaction 2. Reasons given for not to a son or daughter discovered using using marijuana. Class discuss a. Illegal results of actions displayed. b. Independence c. Health V. Debate legalization or decrimi- d. Fear nalization of marijuana. e. Cost f. Peer influence g. Parental influence

VI. Inhalants VI. States reasons why inhal- VI. Students prepare reports on A. Common forms ants are dangerous if effects of inhalants. 1. Glue misused. Students read newspaper or maga- 2. Aerosols VI. zine articles on effects of in- 3. Gasoline 4. Paint products halants and discuss with class. 5. Cooking products VI. Teacher gives pre-te t on inhalants. Follow wi discussion.

488 487 241 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL II - GRADE 6

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

3. Physiological effects 1. Nervous system 2. Muscular system 3. Respiratory system 4. Senses C. Psychological effects 1. Mood_changes 2. Judgment 3. Dependence 4. Peers, family, work, attitude, self-esteem

49('

489 242 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Alcohol I. States risks related to I. Invite a school nurse to discuss A. Problems associated use of alcohol. effects of alcohol on body. with drinking 1. Drunkenness I. Invite a social drinker, a dry 2. Acceptance alcoholic and a non-drinker to 3. Legal problems speak to class on reasons for 4. Hangover choices. 5. Effect on school work 6. Effect on family 7. Effect on friends Discuss effects of alcohol on 8. Irresponsibility I. Identifies irresponsible I. a. Drinking and ways alcohol is used. decision-making; self-control, driving b. Drinking on an empty stomach c. Mixing alcohol with drugs and/or medication d. Gulping drinks e. Drinking to "escape" f. Drinking concentrate drinks B. Physical effects I. Coordination 2. Speech 3. Mood 4. Judgment 4u?

491 243 -TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL III - GRADE 7

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

C. Attitudes toward drinking I. Compares his/her attitudes 1. Piers toward drinking with that 2. Family of peers. 3. Teachers 4. Frjends Divide class into groups. Place D. realing with peer pressure I. Summarizes methods of deal- I a water-filled bottle and cups 1. Recognizing pressure ing with peer pressure. Privately 2. Giving in in middle of group. instruct all members of each 3. Finding new friends group except one to take adrink 4. Resisting pressure of water and resist pressure from others to take one. Give each group 5-10 minutes. Follow each activity with questions about feelings, pressure, etc.

Each student writes a litt of E. Alternatives to Alcohol I. Lists alternatives to the I personal alternatives to drinking. Abuse use of alcohol. 1. Other beverages 2. Abstinence 3. Hobbies 4. Work 5. School work 6. People 7. Music 8. Nature 9. Others 493 49 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

I. Alcohol I. Wordlist: alcoholic,- intoxica- A. Alcoholism tion, black-out, Driving While I. Causes Intoxicated (DWI), Alcoholics a. Social Anonymous (AA), Delirim Tremens b. -Emotional (DT's). c. Physical 2. Effects I. Lists effects related to I. Students write a report tracing a. Early signs alcoholism. social dringing to the abuse of b. Physical alcohol. c. Emotional. d. Diseases I. Invite a lawediorcementofficer to answer questions about legal rights and consequences of alcohol use.

I. Invite a dry alcoholic to share experiences with the class.

3. Treatment I. Lists organizations which I. Develop a list of agencies at a. Individual help people with alcohol the local, state and national b. Group related problems. levels which have inforMation or 1) AA help people with alcohol related 2) Alanon problems. 3) Alateen 4) Local agencies

495 245 IV - GRAM 9 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL

ACTIVITIES TO ACHIEVE. CONTENT OUTLINE STUDENT OBJECTIVES STUDENT OBJECTIVES

The student:

B. Risks associated with Drunkeness 1. Drinking and driving 2. Effects on physical functions 3. Effects on others 4. Legal problems 5. Chronic disease

II. Word list: narcotic,i halluci- II. Drugs. of Abuse II. Defines the following nogen, stimulant, depressant, Hallucinogen -amind drugs: Hallucinogens, A. over-the-counter drug, PCP, altering drug depressants, stimulants, vaiium, etc. 1. Marijuana narcotics, and over-the- 2. PCP counter. II. Class discussion to list-and 3. Psilocybin categorize drugs. 4., Mescaline II. Given a list of substances, the student places them 5. LSD Students prepare chart of selected STP into proper categories. II. 6. drugs categorized by names,ef-p.' 7. Others fects, uses, dangers. 8. Immediate effects - II. Cites immediate'and long- sensory distortion range effects of halluci- II.' Teacher distributes a listof 9. Long range effects nogens, depressants, stimulants and opiates. drugk. Students classify each a. Habituation substance according to type, po- b. Flashbacks tential for psychological dependence, tolerance, withdrawal.

497 498

2 1 C AREA SUBSTANCE USE AND ABUSE LEVEL IV GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE - STUDENT OBJECTIVES

The student:

B. Depressant - a drug that II. Students write facts and myths slows down the Central about various drugs. Teacher Nervous System puts statements on board and dis- 1. Tranquilizers cusses each point as it is a. Librium raised. Students can challenge b. Val.iam and ask questions. Where there *c. Miltown is lack of information, assign- 2. Barbiturates ments are made. a. Seconal b. Amytal II. Assign a drug to each student c. Tuinal for a written report. d. Nembttal e. Phenobarbital II. Rank items according to why 3. Methaqualone people abuse drugs: 4. Immediate effects - 1. Conditioning to drug culture reduced sensory 2. Escape response 3. Ignorance 5. Long-range effects 4. Pleasure a. Habituation 5. Curiosity b. Addiction 6. Thrill seeking 6. Medical uses a. High blood pressure II. Students rank these drugs Accord- b. Epilepsy ing to physical dangers: c. Insomnia 1. Marijuana

d. Relaxes patient . 2. Cigarette: before surgery 3. Alcohol 7. Recognizing, abusers 4. Sleeping pills 5. PCP

`247 50 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACBIEVR STUDENT OBJECTIVES

The student:

II. 'Student panel develops ways to C. Stimulant - a drug that increases activity of the cope with problems and achieve Central Nervous System goals without drugs. (Examples: feeling good, Controlling weight, I. Amphetamines performing athletically, being a. Benzedrine accepted by peers, relaxing) b. Dexedrine c. Methedrine d. Biphetamine Students prepare reports on bene- 2. Anti-depressants II. Lists a medical use of II. fits of drugs to society. a. Ritalin stimulants, depressants, b. Elavil and opiates. 3. Natural stimulants Construct a word scramble con- a. Caffeine II. taining beneficial drugs. b. Cocaine 4. Immediate effects a. Hypersens..ry activity 5. Long-range effects a. -Habituation

1), Addiction 6. Medical uses a. Stimuate heart b. Treat narcolepsy c. Curb appetite d. Relieve depression 7. Recognizing abusers

502 501 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL IV - GRADE 9

\ CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

D. Opiates II. From a list of drugs, students 1. Opium underline those used most often 2. Morphine in medicine. 3. Heroin 4. Codeine II. Lecture on narcotics. 5. Immediate efects a. Reduces sensory II. Invite a pharmacist to speak to response class. b. Induces sleep 6. Long-range effects II. Students relate experiences of a. Habituation reactions to medicines. b. Addiction 7. Medical uses II Students prepare reports,on a Fain killer treatment/rehabilitation,programs. B. Recognizing abusers E. Over-the-counter drugs II Invite a speaker from a treatment (patented or proprietary program or mental health unit. compound) 1. Analygesics II Invite a law enforcement officer 2. Cold medicines to speak on laws, programs and re- 3. Diet aids lationship of drug abuse to crime.

F. Treatment /rehabilitation II. Names two treatment/ II. Quiz'Bowl: Divide a class into 1. Counseling rehabilitation programs two groups. Each side prepares Therapeutic communities related to drug abuse. questions concerning drugs to Crisis intervention ask other team. Each correct 4. Law enforcement programs answer gets one point. Winning 5. Other services side receives prizes or awards. 6

249 TOPIC AREA SUBSTANCE USE AND ABUSE LEVEL IV - GRADE 9

CONTENT OUTLINE STUDENT OBJECTIVES ACTIVITIES TO ACHIEVE STUDENT OBJECTIVES

The student:

6. Programs a. Synanon b. Detoxification and chemical dependence units c. Mental health units

III. Drugs and the Law III. Identifes legal aspects (See Table I.) of the sale and/or use of illegal drugs.

505 506 TABI.E I

MAXIMUM PENALTIESFOR ILLEGAL POTENTIAL MEDICALPRODUCTION MANUFACTURING SCHEDULE rOR ABUSE USE CONTROLLED LES DISTRIBUTION POSSESSION

f' High None Yes Heroin, marijuana, 'Narcotics- 1st offense THC (tetrahydro- 1st offense 1 yr./$5,000 cannabinol). 15 yrs./$25,000/ LSD, mescaline: 3 yrs. 2nd offense generally, opiates, 2 yrs./$10,000 opium derivatives 2nd and more and hallucinogenic offenses For first offense substances 30 yrs./$50,000/ probation may be 6 yrs. given.

II High Yes Yes Morphine, cocaine, Nonnsrcotics- Penalties for methadone, seco- 1st offense possession are barbital, meths- 5 yrs./$15,000/ all the same for qualone, all 2 yrs. all schedules amphetamines 2nd Offense 10 yrs./$30,000

III Some less Yes No Nonamphetamine lit offense than drugs type stimulants 5 yrs./$15,000/ in I and some barbiturates 2 yrs. II some narcotic 2nd offense 10 yrs./$30,000/

IV Low, less Yes No Barbital, chloral 1st offense than drugs hydrate, mepro- 3 yrs./$10,000/ in III bamate, pheno- 1 yr. barbital 2nd offense 6 yrs./$20,000/2 yrs.

V Less than Yes No Compounds, mixtures 1st offense drugs in and preps with low 1 yr./$5,000/none IV amounts of narcotics 2nd offense 2 yrs./$10,000/none 508 5()P1 251 TOPIC, ARRA SUBSTANCE USE AND ABUSE - BIBLIOGRAPHY

Philadelphia: Lee & Febiger, Barrett, Morris. Health Education Guide: A Design for Teaching K-12, 1974. The C. V. Cornscchia, Harold J.,,and Staton, Wesley M. Health in the Elementary Schools, St.Louis: Mosby Company, 1974. Davis Drug Education Curriculum Guide (K-6), Allen,Beauregard, Calcasieu, Cameron and Jefferson Parishes,- 1973-74. Burgess Publishing Gay, John, and Denson, Dan.Exercise Guide to Personal Health, Minneapolis: Company,,1980.

Kearney, Artie. Me - Me" Teacher Activity Package - DrugInformation, 1977. Austex Duplicators, Inc., 1975. Merki, Donald J., and Gray, Bryan. Health Education Strategies, Austin: (2nd Ed.), Reading, Massachusetts: Sorochan, Walter, and Bender, Stephen.Teaching Elementary Health Science Addison-Wesley Publishing Company, 1979.

W. B. Saunders Company, 1977. Willgoose, Carl. Health Teaching in Secondary Schools,Philadelphia:

510 509

252111 GENERAL REFERENCES

Provided by

THE AD-HOC ADVISORY COMMITTEE

511 TOPIC AREA GENERAL REFERENCES - Provided by the Ad-HocAdvisory COmmittae

National Congress of Parents and Teachers Nancy A. Camel Baton Rouge 700 North Ruah Street Publi- Relations Safety Council of Greater Chicago, Illinois 60611 °1536 North Foster Drive Baton Rouge, LA'70806 Phone: 504-926-6650

Elizabeth Strickland Mark Rache' Post Office Box 214 The American Diabetes Association Baton Rouge, LA 70821 Louisiana Affiliate, Inc. Mystrom 619 Jefferson Highway, Suite 1F Multimedia Learning Programs, Maps, Models, Baton Rouge, LA and Filmstrips Phone: 504-927-7732

Jo Shuford, Nutrition Consultant Dr.-Myron G. Mohr Inc. Florida Jepartment of Citrus Baton Rouge Crisis Intervention Center, 4209 Division #224 Louisiana State University Metairie, LA 70002 Baton Rouge, Phone: 504-455-7884 Phone: 504-30-8222

Louisiana Epilepsy Association American Red Cross 301 Camp St., 5th Floor 1165 S. Foster Drive New Orleans, LA 70130 Baton Rouge, LA 70811 Phone: 504-523-3755 Phone: 504-926-4533

National Dairy Council Crest Progressional Services Division 6300 North River Road Procter and Gamble Company Rosemont, Illinois 60018 Post Office Box 171 Cincinnati, Ohio 45201 Garrett G. Sterns hierican Cancer Society, Louisiana Division,Inc. American Dental Association 810 Masonic Temple Building 211 E. Chicago Avenue 333 St. Charles Avenue Chicago, Illinois 60611 New lrleans, LA 70130 Phone: 504,523-7453 513

512 TOPIC AREA GENERAL REFERENCES - Provided by the Ad-Hoc Advisory Committee

Mrs. Ellyce D. Goins Materials available free on loan from Health Education Council oUGreater New Orleans Food and Drug Administration Office of Health Services and Environmental Quality New Orleans, Louisiana 325 Loyola Avenue New Orleans, LA 70112 Video Cassette of Color (free to loan) 19:20 min. Phone: 504-568-5410 "Safe and Effective" (Consumer Version) U. S. Food and Drug Administration of DHEW Don Sweeney, Executive Director 4298 Elysian Fields Avenue Louisiana Chapter of Leukemia New Orleans, LA 70122 Society of America, Inc. 6305 Elysian Fields Avenue "What About Food Additives" Lakefront Professional Building Videotape of 4:45 min./color Suite 206 New Orleans, LA 70122 "Life American Style" Videotape of 9:22 min./color M. C. Stone 1401 Hudson Lane "The Consumer Sting" Suite 237 Videotape of 9:00 min./color Monroe, LA 11201 Phone: 318-387-6447

Ms. Frances Bryson Health Activities Project Food and Drug Administration Hubbard 4298 Elysian Fields Avenue 1946 Raymond New Orleal.s, LA 70122 Northbrook, Illinois 60062 Phone: 318-272-7810

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