|
BULLETIN 723
DEPARTMENT OF EDUCATION
Tallahassee, Florida
Floyd T. Christian, Commissioner
Copyright 1972
Board of Trustees of Internal Improvement Fund For the
Use And Benefit of the State of Florida
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Sknow ed er en This publication represents a culmination of the support and efforts
0 Iof many individuals and organizations interested in the total health
of Florida's children. We wish to acknowledge the dedicated work of
those who field-tested this publication and to especially commend the
following persons responsible for its production:
Miss Ruth Brokaw, Coordinator
Health and Physical Education
Leon County Schools
Mr. Willie H. Carter, Supervisor
Physical Education and
Driver Education
Bay County Schools
Mr. Eugene Debus
Director of Instruction
Martin County Schools
Mr. William E. George
Assistant Superintendent
for Instruction
Indian River County Schools
Dr. Dora Hicks, Professor
Health Education
University of Florida
Mrs. Shirley Meade, Consultant
School Health Education Service
Lee County Schools
Mrs. Carol Otts
Supervisor of Health
Escambia County Schools
Mrs. Virginia Slagle
Teacher-Specialist in Health
Education
Broward County Schools
Mrs. Clara Brooks
Bonifay, Florida
Mrs. Betty Cox
Coordinator of Science
Monroe County Schools
Dr. Emily Gates
Pediatric Consultant
Bureau of Maternal and Child Health
Division of Health
Mr. H. F. Granitz, Coordinator
Health Education
St. Lucie County Schools
Mrs. Janice May, Supervisor
Health Education
Duval County Schools
Mr. Patrick Mullins, Supervisor
Social Studies
Manatee County Schools
Mr. Hy Rothstein, Consultant
Health and Physical Education
Dade County Schools
Mrs. Betty Walton, Supervisor
Health Education
Pinellas County Schools
Department of Education
Representatives:
Mr. Benton F. Clifton
Administrator
Health and Drug Education
Physical Education
and Driver Education
Mr. Earl R. Edwards, Consultant
Health and Drug Education
Mr. Louis V. Morelli
State Coordinator
Drug Education Training Program
contents
3 why health education?
25 growth & development
30 community health
38 consumer health
44 disease prevention & coritrol
51 drug education
62 the family
68 nutrition
75 safety & accident prevention
introduction
This is an idea-book in health education for
administrators, supervisors, and teachers. It differs
from the traditional approach used in curriculum
guides, and provides suggestions designed to
encourage educators in developing creative
approaches to health education.
why health
education?
Contemporary health issues and problems confront each person,
and survival has become a problem of major concern. The concept of
total health has become more complex in recent years, and it has
become increasingly more difficult to make valid decisions which are
based upon current, authoritative information. Health education has
achieved a new importance.
There has never been greater need for a dynamic and relevant
curriculum in health education. Most health issues are many-sided,
and critical judgment is necessary in order to determine wise courses
of action. Young people must be helped to clarify for themselves what
they as healthy individuals can believe and value. The objective of
health education is to motivate people to help themselves and others
to live healthy, happy, productive lives.
Many professional groups have adopted strong resolutions calling
for the strengthening of health instruction in the schools. The school
curriculum in which the health of the student is recognized as his means
of making the most of his potential, has initiated a vital approach to
health education. The next step is to organize a program of instruction
that provides motivation for him to seek and analyze new health
information throughout life.
Coordinated, sequential and positive health education programs do
not just happen. School personnel who work closely with students, the
home, and the community can develop a comprehensive program based
on the health needs of Florida children and youth.
what do we believe?
Education is a preventive tool, i trjuirinlq total
cor-miinLlity involvement.
Concernedi ieoplbe are the key to action.
Health problems have causes.
Facts are not enough.
People make the': own decisions.
Communication is a two-way street.
what can we do?
-.s"ss needs
Develop plans
Implement programs
Evaluate ; i:,."-e-
how do we do
C'.., i .-,:i .. ,:dL 1 roles, needs and values
Stimulate critical thini ing
Encourage rational decision-making
Involve total scihoo:i and community
it?
administrators
and supervisors-
what can
you do?
Identify local needs
Secure the endorsement of the school board
Budget adequate funds
Support the person designated to direct, coordinate
and evaluate the program
Encourage and recognize persons making significant
contributions
Establish channels of communication to keep the
public informed
Seek community interactions with students, parents,
teachers, principals, civic and community agencies
Strengthen ongoing inservice education with released
time
teachers-
what can you do?
before you
teach
about health,
know where
you stond.
make a list r i .")
e a so reti and accident prevention
h oh youtr disease prevention and control
though on r-owth and development the family
ha t y o u e
w, yu ommunitk health consumer health
9goinf to d'o and nutrition drug education
teach -. -. --. r ;.. "
teach...
Wt '. '" ". "
lst sou
ideas on r\
teaching .
.- ..
did your ideas on
teaching include...
involving students in planning, implementing and
evaluating your course?
structuring simulated peer-pressure situations
which allow students to confront and clarify their
values?
providing opportunities for students to think
through the many possible consequences of their
actions, and to devise alternative behaviors?
students ore a 9ood source for ideas
osk: result:
'what ore
can v
we trying
to do?"
ie do it?"
objectives
Content, process
"how
wil
effectivE
we know t
ey we did
evaluation
hOW
it?"
"how
noW,
getting it all
together...
about the objectives
OBJECTIVES ARE DESIGNED TO IMPROVE COMMUNICATIONS
OBJECTIVES TELL US WHAT, HOW, AND HOW WELL
OBJECTIVES CAN BE GENERAL:
Students clarify their values by participating in structured situations
which bring them into confrontation with their value systems.
OBJECTIVES CAN BE SPECIFIC:
Prior to beginning instruction, given an
assignment to collect pictures :lustr.t ,iy
his view of what makes a good life, and
given a similar assignment upon completion,
the student will submit a collection
differing from the first in that there is a
noticeable increase in the number of
health-related pictures.
the anatomy
of an
objective
let's take on example apart to
if it tells us what we need to kn
What it tells us
"Prior to beginning instruction
and ... upon completion ...
. given an assignment to
collect pictures illustrating his
view of what makes a good life ...
given a similar assignment ...
. the student will submit a
collection differing from the
first in that health-related
pictures are noticeably increased
in number."
When the action takes place
What is to be done
How it is to be done
How it will be measured
do you think this objective 1
tells you all you need to know
Statement
see
OW:
organizing the content
Organize the content around ideas or concepts, such as "the good life" or "responsibility."
Use open-ended and value-seeking questions to increase input of student ideas.
examples:
"My idea of a good life is "
"What's worth knowing about health?"
Plan short, high-impact lessons which provoke student
inquiry, attitude development and decision making.
Plan lessons which maintain continuity whether used daily
or weekly.
Make maximum use of student creativity.
So far, you have seen how to get
your students involved in deciding
upon objectives and content, but,
values and
attitudes are
the O
healthful
behavior
how do you structure situations
which will develop thinking
skills and lead toward
the formation of attitudes
first... ou
Care about your students
Ask for their opinions
Be an interested listener
Let them talk out their ideas
Let them explain and justify decisions (questioning taxonomy helps here)
then...
turn your
classroom
into a
workshop
W
involve your students
in creative ideas
Use class time to work on:
Posters
Poems
Collages
Composing and playing message songs
Cartoons
Slide shows
Radio and T.V. "spot" announcements
Comic books
Light shows
open-ended films
Allow class time to plan and make health-related films.
Ask local civic clubs to back a film-making contest.
open-ended stories
Have students write stories about health-related topics.
skillful questions
to student involvement,
but, how do you ask
thought-provoking
questions
try this useful taxonomy:
To test this level of thought: Ask this question:
Knowledge "What are the facts?"
Comprehension "Do you know what they mean?"
Analysis "How do you know?"
Generalization "If ... Then .. ?"
Application "What would you do?"
Evaluation "Should you change ... ?"
we hove gone over some
objectives, content, methods,
resources, and now,
evaluation
Measuring the effectiveness
of your approach to health education
is the hardest part.
20
foct absorption
is the easiest
to measure
and
the least
important
indicator
of teacher
effectiveness
behavior
is motivated
by values and
attitudes, but...
it can be /
measured I
22
some examples
of affective
attitudinal
measurement
The kids are throwing a weekend party at the beach.
They want you to go and lots of kids will be there.
You know that some of the kids drink and some
smoke grass.
a. Upon what factors will you base your decision
to go or not to go?
b. How do you think the kids will react if you
refuse? How will you act?
c. What kinds of problems or risks may be
involved?
23
for teaching helth...
model lesson plan
Concept:___
Suggested development time: days
What are we trying to do?
What's worth knowing about this concept?
How can we do it?
How well did it work?
Things to keep:
Things to change:
mq*
ca yo
iden~il Lhe
successiv
Lat Adulthoo
do you
know the
basic facts? growth and development..
occur continuously in successive stages and
in the same sequences.
proceed in physical, mental, social, and
emotional dimensions, all closely
interrelated.
!JogYi ss uilevtliy at individ ue, rates adj iR
individual fashions.
are influenced by heredity and environment to
produce Indiiduiality.
growth and
development
profiles are
generally
uneven
chronological
age-
yeors
but...
27
conditions
can modify
the patterns
Foods and Nutrition
Hereditary Endowment
Activity, Sleep, and Rest
Opportunity to Learn
Environmental Quality-
Home, School, Community
Accidents and Injury
Dynamic Body Fitness
Recreation and Leisure
Security in Affection
Disease, Infection, Defects
Health Care
Psychological Challenge
28
yOU can
initiate
student
involvement
If you want students to:
Recognize the importance
of the influences of peer
group as puberty is
approaching
Know themselves better and
accept themselves as they are
Learn that amount and time of
growth are individual and
different for each person
Try this:
Discuss clothes, attitudes, vocabulary, and
social activities that are the "in" thing with
the peer group.
Make a picture book to show how emotional
reactions and control are different at various
stages of growth.
Secure physical examination records to determine
individual growth patterns. Make graphs showing
variations among members of the class.
then,
try these
evaluation
procedures
cognitive ski s
Trace three of your outstanding physical characteristics back to your parents
and grandparents.
Explain the physical reactions to emotions that are utilized by the lie detector.
affective behaviors
Debate the question: "Is there a relationship between a person's self-image and
his personal appearance?"
Demonstrate improvement in three personal health practices which will promote
optimal growth and development.
Acknowledge and accept the advances in two aspects of growth and development which
relate to other aspects.
29
1 11
some thoughts
for your
consideration
The complex nature of some health problems
requires the combined efforts of individuals
and groups in seeking solutions.
Community action may be required to protect the
health of individuals.
Physical, biological, psychological,
socio-economic, and political forces of our
changing environment influence the health of
a community.
Community boundaries are flexible as people work
together on similar goals, problems, and interests.
The "health community" of an individual may
range in size from family, neighborhood, town,
metropolitan area, state, region, nation, world, to
the expanding universe.
community implies individual responsibility
health... involves personal decision-making
includes commitment and action
implications
for teachers
The "school community" provides a problem-
solving environment in which students can
participate actively in discovering, analyzing, and
internalizing community health concepts.
where do you begin
Local community health problems provide content
material.
Current health issues of state, national, and
international significance may serve as a
framework for school programs.
State accreditation standards suggest guidelines for
program development.
some general
objectives
to provide
direction
The student will:
Identify familiar health problems which are the
joint responsibility of individuals and groups.
Examine local community efforts to meet common
health needs.
Describe health programs, facilities, and services
provided by official and voluntary health agencies.
Be aware of the range of career opportunities in
health-related fields.
List qualities characterizing a health community.
Recognize the influence of economic, social,
political, and environmental factors on community
health programs.
Illustrate the interdependence of communities.
Demonstrate acceptance of individual responsibility
for community health.
now,
let's be
specific if your
general objective is:
The student will identify selected community efforts
designed to meet prevalent health problems.
o performance
objective might
be:
Given four (4) situations pertaining to health
conditions in the community which need improvement,
the student will list at least three (3) community
sources that could help improve each condition. Ten
of the twelve selections must be correct.
next... (
how do you do it?
involve students in
such activities as...
Problem-solving situations
Surveying community health resources
"Student apprenticeships" at health agencies
Community projects
35
examples of
student
involvement
in problem
situations
If you want students to:
Examine their attitudes
toward personal responsibility
for community health
Recognize the influence of
economic, social, and political
factors on solution of community
health problems
You might ask:
"Your friend informs you that he plans to remove
the smog device from his new car in order to
increase gasoline mileage. How would you react to
your friend's attitude? What information would you
give to convince your friend that he would be making
a mistake if he were to remove the smog device?"
"You live in an area where fishing and water sports
are enjoyed by numerous residents and which serve
as an attraction for tourists from surrounding
areas. The threat of pollution of area waters by a
large industrial plant has resulted in much local
concern. Community pressure is being exerted on
governing bodies to impose strict regulations on the
industry. Identify economic and social factors that
must be considered by community leaders in
reaching a decision."
finally, how do cognitive skills
you determine ofIdentify three significant health problems that affect the people
you determine of your neighborhood.
what was
accomplished?
Compare differences and similarities in qualifications for four
different health careers.
Analyze harmful effects on physical and emotional health which are
imposed by high noise levels at four different locations within your
immediate environment.
Describe an ideal "health community."
affective behaviors
Participate as a volunteer in a public health activity of two
voluntary health agencies.
Determine the adequacy or inadequacy of your family's health protection
plan, and recommend any needed improvements.
Become involved in work to improve one environmental health project
for your school or community.
Role play a student city planning meeting for the purpose of proposing
solutions for one major community health problem. Give consideration
to alternative solutions.
ia a.luenced
Ve ~. E .5 5hcl medca series
Accredited hospital and clinic facilities
Fas n ilaing advertisin^^^Bg^^~
-Sel iS ns is.
Mail S raud
38-- S *.0 U.B B- 0
the consumer needs
accurate knowledge
appropriate attitudes
recommended practices
for optimum health
39
p a o sound mind in a sound body is a
short but full description of a happy
state in this world. he that hos i
These two has little more to wish for
John Locke
Estimates are that billions of dollars are spent annually on health products
and services which are falsely promoted, worthless, and sometimes dangerous.
Suffering, and in some cases, death resulting from this designed misrepresentation
are more tragic and threatening than the financial losses.
The spread of health misinformation contributes to the public's lack of
confidence in authoritative agencies, services and products, and the
misspending of family funds.
Victims of false advertising and outright quackery are among all groups of
people-rich, poor, educated, uneducated, young, and old.
The purpose of instruction in consumer health and survival is to assist persons
in making wise judgments by the appraisal, selection, and use of health
information, products, and services.
Student consumers today are the adult consumers of tomorrow, and the
selection and purchasing patterns established should be based on sound
knowledge and criteria.
The educated consumer is his own best protection.
consumer:
choose for your
health's sake
... and for
your protection:
services, facilities
Public health agencies Medical personnel
Laboratories Clinics
Pharmacies Hospitals
Health insurance Nursing homes
remedies
colds constipation
sunburn indigestion
pain body odor
acne insomnia
dandruff
FDA (Food and Drug Administration)
FTC (Federal Trade Commission)
AMA (American Medical Association)
BBB (Better Business Bureau)
POD (Post Office Department)
How many can you identify?
How many others can you identify?
How do they help you?
o model
for initiating
student
involvement
objectives activities
if You Want Your Students To:
Identify sources of health facts
and fallacies...
Recognize misleading labels and
advertising of products ...
Explain how emotions, values,
religious beliefs, customs,
superstitions, and faddism influence
family purchasing...
Determine how laws and regulations
protect the health of members
of our community ...
Try This:
Make a display and discuss sources of health
information such as: TV, radio, newspapers,
magazines, outdoor advertising, the family
doctor, friends.
Collect labels and advertising and analyze
descriptions and explanations. Display pictures
of gadgets, devices, and claims.
Role play "The Medicine Man of the Old West".
Interview neighbors, friends and relatives to
identify how customs, habits, beliefs, etc.
influence consumer buying.
Use visuals and tapes to demonstrate samplings of
advertising techniques; appeals to fear, promise of
miracles, endorsements by famous people.
Discuss the role of various State, national and
international agencies: F.D.A.; F.T.C.;
Department of Agriculture; Health Departments;
UNESCO.
suggested
evaluation
procedures
cognitive skills
Recall and analyze three laws or regulations which protect consumer
health.
Identify four agencies which protect consumer health, and describe
the functions of each.
Compare and contrast prices and qualities of five health products or
services.
Evaluate the claims made for four health products as they are advertised
through the mass media.
affective behaviors
Seek and follow professional advice in solving three family consumer
health problems.
Apply sound criteria in selecting four needed health products.
Judge the appeals which influenced your selection of four health
products or services.
Role-play two situations where it is necessary to respond to peer
pressure relating to a personal health practice.
43
00or 'N
know the
basic facts...
con you...
discuss the process of homeostasis?
explain the influences of heredity on health and disease, including
relationships of genetic factors to an individual's susceptibility or
resistance to disease?
describe the human body's natural defenses against infection?
compare the effects of the following upon health: environment,
fatigue, diet, stress, and aging-senescence?
explain pathogen, vector, chancre, antigen-antibody reaction,
phagocyte, infectious disease?
differentiate between active and passive immunizations, endogenous
and exogenous, epidemic, pandemic, and endemic?
describe the preventable diseases epidemiologically?
apply your knowledge of disease to protect yourself and others?
relate effects of chemotherapy on disease control?
interpret public health procedures for preventing and controlling
disease?
assemble the factors which promote optimum health, and apply them in
an individual life-style?
45
a model
for initiating
student
involvement
If you want
your students to:
Discuss methods
by which
disease can be
prevented,
controlled, or
cured
Identify various
sources of
diseases
Accept
immunization as
a means of
prevention and
control of some
diseases
Try this:
Collect news items or articles about diseases, and identify
the following kinds of information:
a. What disease and disease-causing factors are involved?
b. What kinds of information does the article indicate is
needed for prevention, control, or cure?
c. What environmental or other changes are indicated?
Ask questions such as:
How does the specific disease enter and attack the body?
What parts of the body are most susceptible to the disease?
What protections or resistance may be available?
What kinds of attitudes, beliefs, or values may increase or
decrease the spread of this disease?
Why is it important for babies to be immunized early in life?
Why is a mother's immunity important?
What immunizations are recommended in your locality?
involve your
students in
creative activities
role-playing
If, for example, you want students to be aware of disease conditions
and protections from disease, you might role-play the following
situations:
A friend offers you some of her mother's prescription medicine for
your cough.
Your doctor suggests that you receive preventive vaccine for influenza.
You are notified that you have a positive reaction to the tuberculin
test.
Your date has a terrible cold on the night of the big prom.
Your father is seriously ill, and unable to support the family.
You are ill and have many different moods and feelings.
The school nurse asks to review your immunization record.
Your younger brother has a communicable disease, and you try to
protect yourself and the rest of your family.
47
some examples
of cognitive
(factual)
measurement
Using the monthly Morbidity Report for the
State, compare the prevalence of five major
communicable diseases in your county with
the prevalence in the State.
Describe a typical infection reaction.
Define the antigen-antibody reaction as it
relates to immunity.
Outline the chain of infection of any
communicable disease, and show how the
spread can be modified by control measures.
Compare each of the following classifications
of disease: communicable, infectious,
contagious.
Identify four different "cold remedies"
and evaluate their effectiveness.
Evaluate the effects of sulfa drugs.
antibiotics, and penicillin on disease
control.
some examples
of affective
m e uret Initiate a personal plan for reaching and
measurIement maintaining optimal health.
Accept the interrelated responsibilities of
individuals and the community in controlling
communicable diseases.
Seek immunizations recommended and maintain
protection against those diseases for
which vaccines are available.
Support control measures for breaking the
chain of infection in the communicable
disease process.
49
List each student's name vertically
class
reporting
form
Use check ( V)
to show satisfactory
performance
As a result of this unit of work, the students:
n
Identify 10 major factors influencing
optimum health.
Recognize 6 to 10 dangers to optimum
health.
( Are familiar with 8 to 10 community health
Services designed to control communicable
diseases.
Understand and appreciate the
epidemiological method in prevention
and control of disease.
Design and apply a personal plan for
reaching optimuLl health.
S Indicate a willingness to support
community measures to prevent spread of
communicable disease.
are these on your list
of thoughts on what
you're going to teach
about drugs?
Drug usage is a personal thing
The point at which use becomes abuse is a matter
of personal definition
The decision to do drugs is made despite knowledge
of the consequences
On the drug abuser's scale of values, the pleasurable
effects of taking drugs may outweigh other
considerations
Drug use is a behavior. Behaviors can be modified.
do you have the
basics about drugs?
CAN YOU... ?
recognize a variety of frequently misused drugs?
recognize the possible effects of a variety of
frequently misused drugs?
cite laws and describe penalties relating to drug
misuse?
identify local agencies where help for abusers can
be obtained?
define terms commonly used by drug subcultures?
separate facts from myths in music art and literature
relating to drugs?
describe the life-style of various drug subcultures?
53
a model for
initiating
student
involvement
If you want your students to
Explain why people use drugs
Identify deterrents and alternatives
to drug misuse
Disclose their attitudes toward
drug education
Determine the role of the school
in relation to drug misuse
Suggest ways to teach about
preventing drug misuse
You have just found out that your best friend uses
drugs. You ask why. What answers might your friend
give?
"The things that keep most people from taking drugs
are ." Make a list.
"Nobody's interested in instruction about drugs."
Why might this statement be true?
"Bill got busted. As his teacher I feel as though
I might have prevented his getting messed up with
drugs!" What would you have done?
"If I were a teacher and had to teach about drugs,
I'd be sure not to ." Tell what
you would do to make your instruction interesting
and effective.
Try this
involve your
students in
a week-end
Lsip:
creative a student-written story
S **ctv One day as Cathy was sitting in study hall reading
activity s a book, one of her friends came and started talking
to her about their boyfriends. "They really had a
blast Saturday night," said Donna. "Really, what
did they do?"
"Well, I don't know if I should tell ya." "Oh,
come on," said Cathy.
"All right, they were drol:pir g acid." "Are you
kidding me?" said Cathy.
"No, they got so high they didn't come down till
about 7:00 the next morning."
1. Do you think something changed inside Cathy
when she heard about the tripping? How would
you feel?
2. What would you have done if you had been in
Cathy's place?
55
role-plaing
problem-solving
If, for example, you are trying to get
students to devise ways to help control
drug-related problems, you might have them
role-play the following situations:
Your brother has some marijuana:
A friend shows you a pill he has in his
pocket.
A stranger offers you something to eat or
drink.
A friend becomes intoxicated and insists on
driving you home.
A classmate calls you "chicken" for
refusing to try marijuana.
You know of someone who is a "pusher."
You complain that you are bored and don't
have anything to do. Suggest constructive
ways to solve the problem.
One of your friends refuses to try a drug;
another friend is enticed into trying it.
Analyze the personality characteristics of
each of these friends, and suggest ways to
resolve such situations.
56
evaluation in
drug education
includes measuring
behavioral change
one long range indicator
might be a reduction of drug
S'.^' :-^ arrests among school-age
children
some short-range indicators
might be changes in values,
attitudes, and behavior
57
fact absorption
(knowledge)
is the easiest
meosure...
some examples of cognitive
(factual) measurement
Recognize and correct seven of ten
erroneous statements about drug laws and
punishments, citing laws to justify
corrections.
Match 18 of 25 slides with slang terms
common to the drug culture.
From a list of 10 conditions which result
from use of alcoholic beverages, give the
physiological explanations for 8 of them.
Enumerate the medical uses of three natural
and two synthetic derivatives of opium.
to
...but, some examples of affective
is motivated (attitudinal) measurement
by attitudes
ond
values
Your friend asks you to do him a favor and keep some pills for him.
a. Can you get into trouble if you do? What kind?
b. What would you tell him?
c. Do you think he would be angry with you if you said no? Why or
why not?
d. Is it important to do what's right, even at the risk of losing a
friend? Explain.
In responding, each student will:
a. Express his intention not to keep the pills for his friend.
b. Describe one law and penalty for drug possession.
c. Show a willingness to cooperate to the point of losing a friend.
You are on a school bus. You see a girl slip another girl a plastic
baggie with green stuff in it. What would you do? Student's response
should reflect his understanding of what he can do to help control the
problem.
Several times during the year, have students make a scrapbook of
uncaptioned pictures illustrating their idea of what makes a good and
happy life. At the end of the year, there should be a decrease in the
number of pictures in which substances are used to change mood and
behavior.
behavior
59
example of a
culminating project
Depict the drug phenomenon by symbolically
simulating your version of a drug experience
through one of the following media: music, drama,
poetry, painting, or sculpture.
1. What interplay of personal, social, family and
environmental forces may have influenced the choice
of the substance used in your version of a drug
experience?
2. What changes in mood and behavior are
porti ayed in your version of a drug experience?
3. Can a person achieve naturally the effects
portrayed in your version of a drug experience?
In what ways?
60
List each students name vertically
class
reporting
form
Use check ( /)
to show satisfactory
performance
As a result of this unit of work on
(1) drug identification; (2) taking medications;
(3) analysis and decision-making; and
(4) emergency procedures, the students:
Identify potentially
dangerous substances
Recognize 6 of 10 danger
terms or symbols
Indicate an unwillingness
to take a drug in responding
to a peer-pressure situation
Suggest sound procedures
for getting help
4 L ___ .1 ___ L _4_ 4_ .
AA
family life education provides:
Opportunities for students to
explore their present role within a
family,
8Opportunities to examine the
interrelatedness of all members,
Opportunities to express and
accept personal feelings, drives,
and values, as a part of continuing
maturation.
63
some thoughts
about families:
Family relationships and responsibilities are
constantly evolving.
The family provides for experiencing effectively
and expressing a range of emotions.
The family offers an opportunity for procreation
and expression of human sexuality.
The family influences, cultural, economic, moral
and spiritual values.
The family satisfies certain health needs.
The family affects and is affected by each family
member's state of well being.
are these on your
list of ideas for teaching
about families?
Emphasize the development of the student's self
awareness, and acceptance of his importance as a
family and societal member.
Support him as he clarifies his own moral and
spiritual values.
Encourage expression of the wide range of emotions
that arise in the family setting.
Assist him in identifying his responsibilities, at his
present level.
Help him accept the interrelatedness of each
member's behavior upon other members.
65
instructional
objectives
for students:
Describe the structure of families and roles of
individual members.
Assume responsible roles within the family.
Express wide range of feelings experienced within
the family.
Discover living things come from living things.
Accept the interrelatedness of the individual's
health and well being upon other family members.
Explain body changes occurring during puberty.
Examine his dating criteria.
Demonstrate positive feeling of love, acceptance,
and belonging that is found within a family.
Exhibit Behavior consistent with his values.
Examine responsibilities and privileges inherent in
marriage relationships and family planning.
r
Analyze Characteristics that contribute to
successful marriage.
Exhibit an attitude of concern for his future mental
stability and harmonious family life.
Accept the nature of sex as a developing aspect of
self which is related to total well being.
66
suggested cognitive skills
evaluan tion Identify and explain five major physical changes which occur during
puberty.
procedures
Trace the reproductive process.
Analyze one major effect of each of the following on family life:
mobility, technology, and income.
Synthesize the roles of the family as being two of the following:
a social group, a cultural pattern, a biological process, a legal
entity.
effective behaviors
Recall and describe three situations where parents provided the
necessary help for solving your special needs or problems.
List five things that you contribute toward making your family a happy
family.
Role-play four ways in which your family can make adjustments to
problems encountered when father is ill and disabled.
Identify four influences of the family on your personality.
67
.6O -
.....
Eating out
Research
Diet
Cnueedcto
Hungeri
68 -
why teach
nutrition and diet? nutrition is fundamental for
good health
food intake and utilization are
necessary for human growth
individual eating practices are
influenced by:
home
school
community
I/,"-
what are some
basic ideas about
nutrition and diet? Good nutrition is necessary for regular growth and
nutrition n diet? health.
An adequate diet can be selected from many different
kinds of available foods.
Food selection and eating practices are influenced
by many different conditions.
Many agencies and organizations help to protect us
from unsafe foods.
All persons have need for the same nutrients
throughout life, but preparation and amounts may
vary.
Foods are made up of chemical substances that work
together and interact with body chemicals to serve
the needs of the body.
Adequate nutrition is attained when a person is
eating a diet that enables him to grow, mature,
,reproduce, and function in a healthy and normal
way.
Nutrition is the process by which food taken into
the body is assimilated for proper functioning
of the body.
70
what factors
influence
eating practices?
preparation
needs
age
availability
appeal
cost
custom
climate
a model activities objectives
If You Want
O inititn Your Students To: Try This:
stud t Explain how foods Compare individual records
Stu ent provide all nutrients intervals.
involvement
needed tor growth
and health
Describe needs for
chemical additives
in foods
Identify food facts
and fallacies
Give examples of
sound nutritional
practices
Discuss reasons wny one per
Make lists of foods disliked
equivalent nutrients.
of height and weight at 3-month
*son may eat more than another.
and those which provide
Show how weight problems may be related to caloric intake
and output.
Make a display of food packages and labels showing additives.
Report on types of additives and their purposes.
Collect magazine and newspaper articles on additives,
pesticides, residues, etc. in foods. Evaluate importance of
each.
Prepare and administer a questionnaire on food facts and
fallacies. Compile results and determine most common
misconceptions.
Compare contents, costs, and nutritive values of four
"health foods" and of four comparable "ordinary foods."
Make a display of examples of food fads and fallacies and
discuss reasons why they are so considered.
Describe ways you would lose weight if you needed to.
List and describe those certain food practices advertisements
which are honest, and those that are misleading.
Discuss your body's nutritional needs, and how you would
meet them.
72
student evaluative
suggestions:
E'. r.rn'e. fl-iia, with:
a. V..':e name of e..-.. .: who takes part in i;'-!
food to you.
b. ,!,--:r', food advertisements-analyze.
c. ".l-r,t;if, F'.,?:r eaten by ,-o!.,'l of various
countries you tiudy.
Role piaiini
a. Eating an u.'f'-.~mi:l food served at a friends
house.
b. Your friend is excited about a new diet to lose
weight.
c. E t.b:;sh a classroom store.
class
reporting
fof r As a result of this unit of work the students can:
Use check (V)
to show satisfactory
performance
l Identify correctly at least five different foods
from each of the basic four food groups
Name two substitute foods supplying the same
nutritional value as each of the foods listed as
disliked
(3 Describe five different ways in which foods are
processed for safe keeping
Analyze six factors which influence food
preferences and selections
SRelate obesity to caloric intake and output and
determine calories needed for daily energy
( Explain three laws related to enrichment and
labeling of processed foods
Given a list of 15 food fads and fallacies, tell
why ten of them are fads or fallacies
Analyze and evaluate the nutritional values of
five "health foods" and compare each one with
comparable ordinary foods
List each student's name vertically
a~~ ~ . ad' S.'t
Prvnto Ho-
what are
the hazards?
Motor vehicles and bic;,.le on streets and higl-hwa.s
.:-l:jrts, recreation, and outdoor experiences
Unsafe housing cond;tic's
Firearms
Mechanical and power Q.ii,; ',.'m:.; and tools
.', . '-'. wires, switches and a) I: :- :
Lack of :'t.i-:.
Environmental hazards
'.:! ,:e.. "' habits
P':.r,.;i: and mechanical failures
F-r o r .?h .- 'd I rj'. T .T and 'r .
5V:..iiA and r:.i'J ; fatigue
Mi'']:.l and pIys~dcal fatigue
i i,-, -
p';-. :ii defects or : . .,- :
Worry -iii. tension
Si,;".'-.,ier use of alcohol and drugs
Inattention
'r n c..-.r attitudes
'ITv'r: or Or ,1:3dj t- l-Q .!.i. fl-
factors
involved
some thoughts
about safety
and accident
Safety and accident r.ei vti;,L have emerged as major unsolved itOdi,
i problems because modern developments have created and multiplied the
prevention: hazards, and need for preparation necessary for safe viny has
increased sharply.
Accidents don't just happen; th-., are caused by something someone did
or failed to do.
... ...... R.ea[;l programs of safety and accident prevention aim toward
prevention of needless risks.
Practically all cases of accidental death and in'iji involve more
than one person, and all persons are obligated to avoid undue
risks and exposure to accidents.
The more a person knows about accident hazards, the more likely he is
to be able to avoid them.
Safety proneness and prevention of accidents are largely ,lcc:crnplishmerts
of individual and group attitudes, behavior, and actions.
Many organizations and programs actively promote safety and accident
prevention for citizens in practically all fields of human endeavor.
77
do you have the
basic information?
A09wa
can you...
Classify major accidents as to type, incidence, and areas of special
danger?
Assess the relative costs of accidents on an annual basis?
Detect environmental factors which affect health and safety?
Identify the hazards commonly existing in the home, the school, and
the community?
Relate personality and psychological factors which may contribute to
accidents or promote safe living?
Explain physiological factors which may cause accidents or promote
safe living?
Show relationships between observance of precautions and reduction of
hazards and accidents?
Describe ways in which natural and manmade environmental hazards can
be modified or controlled?
Evaluate the roles and functions of organizations and groups in
protecting citizens from accidents and injuries?
78
initiate
student
involvement
If you want
your students to:
Describe what
accidents are,
and recognize
need for their
prevention and
control
Recognize hazards
existing in the
home, school, and
community
Try this:
Situation: An automobile ran through a red light and
crashed into a child on a bicycle. How can this be considered
an accident? What might have caused the accident? What are
some of the probable results of this accident?
Situation: A child on a bicycle veered into a lane of
moving traffic and was struck by an automobile. How can this
be considered an accident? What might have caused the accident?
What are some of the probable results of this accident?
Students prepare and post a list of places where accidents are
likely to occur at school. Divide the class into groups and
have each group report on what can be done to prevent accidents
in each place.
Divide the class into small groups. Have each group select as
a location, the home, school, or neighborhood. Each group
organizes and puts on a skit which presents a situation in
which someone encounters a hazard and is saved from an accident
by an alert individual.
Have a panel discussion on how the "do-it-yourself movement"
has brought many accidental injuries.
Students list the safety devices on late model automobiles of
their choice. Discuss the uses and effectiveness of each of
these devices.
79
involve your
students in
creative activities
role-playing
If you want students to be aware of the hazards
related to their activities, have them role-play
the following s;tuatio.,s:
Accepting a ride with a "mister big" driver
Clothing catches on fire
A fiend is in trouble in deep water
A boat from vvh'ch you are fishing overturns in 't;e
middle of the lake
A friend dares you to race the car that just passed
you
Cleaning a new rifle
problem-solving
Cip an item from a daily newspaper reporting a
traffic accident. Evaluate tlhe causes, how the
accident could have been prevented, the damages,
and the liability.
Determine how far a car wilv t-avel before the
driver can apply brake pressure when bcv.eling at
60 miles an hour and driven by a person with average
reaction time of nearly 0.57 seconds. Discuss the
implications for safety.
80
some examples
of cognitive
(factual)
measurement
some examples
of affective
measurement
Give at least five simple safety rules for
pedestrians.
From a list of 10 statements about safety and
accidents, determine correctly eight of them which
are sense or nonsense and explain why.
Define the following terms: safety engineering,
catastrophe, stopping distance, jaywalk, reaction
time, scatter rugs.
Give four examples of conditions which apply the
statement that "driving speeds are relative."
Describe three typical actions of the following
types of drivers: the conceited driver; the
irritable driver; the drinking driver.
Keep a record of all the accidents, important and
unimportant, you have within a two-week period. Did
they occur when you were tired? III? Excited?
Unhappy? In a hurry? Worried? Surprised? Discuss
your record in class with other class members and
determine how each accident could have been
prevented.
List each student's name vertically
class
reporting
form
Use check ( /)
to show satisfactory
performance
As a result of this unit of work, the students can:
Q List five safety precautions which should be observed
in order to avoid water accidents
SIdentify special hazards of bicycles, motor bikes
and motorcycles as highway vehicles
Suggest 10 habitual safety practices for family
members which can make the home safer for all
SIdentify the organized efforts made to help assure
safety in a community
SRecognize four physiological factors which may
cause accidents
A Describe four broad emotional characteristics of
Sthe accident prone person
82
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