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Presented Is a Curriculum Guide to Evel Daily

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Presented Is a Curriculum Guide to Evel Daily DOCUMENT RESUME ED 126 630 N... 'EC 090 508 AUTBOR Signorelli, Victor A. TITLE Daily Living and Physical Education Skillsfor ENE Rupils. INSTITUTION Los Angelei City Schools, Calif. Special, Instructional Programs Branch. PUB DATE 73 NOTE 327p. BURS PRICE MP-SO.83 HC-$18.07 Plus Postage. DESCRIPTORS *Class Activities; *Curriculum Guides; *Dailyt,ving Skills; *Educable Mentally Handicapped; Elem4ntary Education; Exceptional Child Education; Mentally \ Handicapped; *Physical Education; *Safety Education ABSTRACT Presented is a curriculum guide to evel daily living and physical education skills ofelementary g educable mentally retarded students.Each section includes learning objectives, suggested class activities codedto the objectives, ad review activities. Sections focuson the following skills: safety habits in th4 home; safety habits to and frogschool; safety habits at school; developing desirable personal healthpractices; applying basic principles of nutrition in. daily living;developing basic practices for the prevention and control of disease;underqtanding physical, mental, emotional and social changesthatiara part of growth and developssnt; developingan awareness of heal h as it affects the home,th school, and the community; develo ng creative' body movements through mimetics; gainingan understandinof the body's parts and surfaces; developing the abilityto Rove fros place to place in a variety of ways; developing bodlcontrol,- expressiveness, and creativity through rhythmicactivitie ; developing proficiently and skills ingame activities;., and developing physical fitness. DI) '4' , **************** **************'*************************************** * . Documents quired by ERIC include many informal utpgblished * ' * materials not a ailable frokother,sources.'ERICsakes.every e fort * *, to Obtain the b st copy available. Nevertheless,items 'of` mangy al * Aeproducibility are often encountered and this ,' affects, the qua1.ty * *-tlf:,,the microfiche and hardcopy reproductions ERIC makes available * , * via the ERIC Document Reproduction Service(EDRS)-. IDRSis tfoL * * responsible for the quality of the originaldocument,.Repto tons * ,' * supplied by BOBS ere the' best that can be made frer the ori 'nal. * k.,,, *********************************************************t*** ********. CM 000 791 EXPERIMENTAL U S OEPARTMENT OF HEALTH, EOGICATiON 11, WELFARE s'NO NATIONAL INSTITUTE OF EOUCATION OOCUMENV HAS BEEN REPRO- DUCECT"E RAC TLY AS RECEIVED FROM V THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STAWED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDPCATION POSITION OR POLICY DAILY LIVING AND PHYSICAL EDUCATION SKILLS FOR UAW -PUPILS TEACHER-RESOURCE MATERIAL AN-iNSTRUCTIONAL BULLETIN FOR ELEMENTARY SCHOOLS 11, /1 1 .LOSA-NGiLES 'CITY -SCHciOLS SPECIAL INSTRUCTIONAL PR RAMS BRANCH.I973 (Y\ . FOREWORD Living and Physical Education Skills for 41E.MR Pupils is the second in a series of three publications designed to provide fot a sequential development of skills for educable mentally retarded pupils in the elementary-schcfl.The content representS the re- sults of a coordinkted effort to fulfill a need for pra.ctical activities that has long been expressed by teachers of EMR pupils. This ix structional bulletin contains descripti6ns of suggested activities basic to ari effective implethentation of the Course of Study. Each section of Daily Living and Physical, Education Skills for EMR Pupils contains, learning objectives that are related by code numbers to each suggested activity.As the classroom program is developed; the teacher may select activities that will help to achieve orreinforce a: given objective. To assure that this publication will be available to teachers at the earliest possible date, the content has been reproduced in unedited form.Suggestions and iecommendations for the next edition should be addressed tO Mrs. Venetta B. Whitaker, Curriculum Supervisor, EMR Programs., Special Instructional Programs Branch. a 3 i i i ACKNOWI4EDGMENTS The Special Instructional ProgramsBranch acknowledges with gratitude the contributions of thefollowing perions who served in an advisory capacity during the developmentof this publication: Colleen Crowley 4 Advisor; EMR Program,Area A JOhn Dimry advisor; EMR Program,Area C Vera Howard Advisor, EMR Program,Area B Joyce McGhee Advisor, EMR Program,Areas D, E Fidel Pontrelli Advisor, EMR Program,Areas G, H Floyd Talmadge Advisor, EMR Program,Areas I,J, K, Special thanks are conveyed toRobert W. Lamson, Assistant Superintendent, Instructional Planning Division, and the instructional , specialists for their adviceand direction. Particular appreciatifn is expressedto VICTOR A. SIGNORELLI, Curriculuxn consultant, for his excellentcontributions in organizing, developing, aliid.w_ritiOg this publication. VENETTA B. WHITAKER Currilurn Supervisor Progrg.rn for 'EMR Pupils IRENE Y. CURTIS Administrative Coordinator Special Instructional Programs Branch 0 iv CONTENTS FOREWORD .iii ACKNOWLEDGMENTS i# PURPOSE OF THE EMR PROGRAM viii DAILY LIVING SKILLS , 1 ,.. , POINTF VIEW-SAFETY . :;." . i. 3 SECTION I: UNDERSTANDING AND PRACTICING SAFETY HABITS IN THE HOME 5 Dangers Within the Home 7 Dangers Around the Home 17 -Safety Practices in the Home 24 SECTION II: UNDERSTANDING AND PRACTICING SAFETY HABITS TO AND FROM SCHOOL \ 41 School. Pedestrian Safety Rules 43 School Bus Safety Rules 62 Safety on a 'Bicycle 66 Safety Helpers . 81 .. ...4 -- , ..... .... 4- / SECTION III: UNDERSTANDING AND PRACTICING Sk.E,ET,_ ABITS , -4. AT SCHOOL s, . 87 . ,Safety Practices in the Classroom..''. , ...... .'. 89 Safety Practices 'on the Playground °\ . 95 Safety Practices in Other Parts of the School. .\ . 100 POINT OF VIEW-HEALTH. - 105 ,SECTION IV: DEVELOPINn DESIRABLE PERSONAL HEALTH PRACTICES..; . .. 107 Personal Cleanliness 109 Good Grooming 118 I.. Dental Care 123 Care of Ears, Eyes, and Nose 129 1' , sr` "eV Sr; TION V: APPLYING BASIC-PRINCIPLES 6F"NUTRITION IN . DAILY LIVING .. ...:.'..-, ........ 135,. Food Need's of the Body . % . z. .. 1ST, = Balanced Meals' % 144 Good Habits in Eating and Drinking , 11,52 Table Manners,' ''"-"- 154 '44 SECTION VI: DEVELOPING BASICPRACTICES FOR THE PREVENTION AND CONTROL OF DISEASE 157 Cleanliness and Eating Habits, 4, ,__-_, 4 0 '59 Causes and Coirtr-ol'of Illness ... .... .. r---. 162 School Health Services' 173 s - SECTION VII: UNDERSTANDINGPHYSICA -., MENTAL, EMOTIONAL AND SOCIAL CHANGESTHAT AREA 'PART OF GROWTH AND DEVELOPMENT 177 Signs of'Growt1;... ... 179 Factors Essential to Proper Growth 184. Factor's ,EssIntial for a':1-realthyPersonality '192 SECTION VIII: DEELOPIN6:.IN AWARENESSOF HEALTH AS IT AFFECTS ,THE140121,;THESCHOOL, AND THE COMIAUNITY '213 The Hon-re. .. ..... .. .. .. .. 215 'The S c h o o l . ..... 218 The Community 221 Community Health Seniices 224 Medicines, Drugs; Alcohol, Tobacco 226' PHYSICAL EDUCATION SKILLS 235:, POINT'OF VIEW-PFYSICAL EDUCATION . de 237 --- .,. SECTIOINIL DEVELOPING CREATIVEBODY MOVEMENTS 4) THRO-116H. M.ETICS 239 InterKeting Subje ..s ; 241 Interpreting Activitiep . : 243-- Interpreting Stories "' 72'.45 - CTION II: GAINING AN UNDERSTANDING OFTHE BODY'S PARTS AND SURFACES 247 Discovering and Observing Self 249 Balance (Static and.Dynamic) 253 SECTION III: 13EVELOPING TH TY TO MOVE FRO PLACE TO PLACE IN A ARIETYOF.',WAYS . 259 LOcomotor Skills, ....... :.- , . 261 Objects and Equipment 266 Axial- Skills 2/1 Jump Ropes 274 . Apparatus Skills 277' Stunt Skills 284 SECTION IV: DEVELOPING BODY CONTROL, EXPRESSIVENESS, SAND CREATIVITY, THROUGH RHYTHMIC ACTIVITIES . 289 C .eati.;Te 4\40.1,;ement . ...... ... 291 Basic Steps' and Dances 294' . SCTION V: DEVELOPING PROFICIENCY AND SKILLS IN GAME ACTIVITIES .r,.. ... .... 303 Standards 4,305 dune s 307 I SECTION DEVELOPING PHYSICAL FITNESS 331 Strength at)Power , 333 Agilify, Co nation, SO ed, and Balance\. .... 337 Endurance . 341 Conditioning Exercises/.... 344 / t , PURPOSE OF THE EM14, PROGRAM In the elementary school, the purpose of the instrudtionalpxogram for educable mentally retarded pupils isto assist them in becoming wellt adjusted, contributing,, and self-supportingmembers of their community by meeting realistically their educational,andtraining needs.The program. is designed to help pupilsto: b`- . .. 'Understand Sand adjust to the physical environment. !' Become responsible family,members. Learn to maintain desirable :mentaland physical health habits. Acce"pt personal and 'civic responsibility. t . Learn the basic communication, computation, andconsum r skills. Develop the ability to hold a. job. Appreciate beauty and learn desirable leisure-timeactivities. o o Na a 1 e Iiiii t.P',t;-. O POINT OF VIEW SAFETY Helping pupils to acquire knowledrequisite-to, and to develop. habits of, safe living aite important responsibilities ofevery teacher.This is true in the case of but grealter' re- sponsibility must be assumed by the teacher of mentally retarded pupils who are slower in rendering judgments and in making decisions for self protection. Mentally retarded-pupils need help 'o recognizeand avoid hazards. They need to be concerned for the safety of others and of themselves,.,, . Safety education`must deal with the hazards to be met in everydy life.However, teaching should assume a-positive approach.If the . mentally retarded pupil is to live safely, a-carefully planned program of instruction must be provided.Habits of safety can be developed through discussion, observation, dramatization, andademonstrations of safety practices.These
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