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ED 024 960Guide for the Teaching of Health. Grades K-12.South Carolina State Dept. of Education, Columbia.Pub Date 68Note- 96p.EDRS Price MF-$0.50 HC-$4.90Descriptors-*Curriculum Guides, *Elementary School Students, *Health, *Health Education, Health Guides,Health Programs, *Secondary School Students

This guide for teaching health in grades kindergarten through 12, offerspractical suggestions on the scope and sequence of health understandings, someexperiences which children will need in developing these understandings, some ways ofdiscovering the individual health 'needs and interests of children, andrecommendations for the selection and use of materials and resources. Suggestionsfor school administrators and supervisors for establishing policies and organizinghealth instruction are also included. This may serve as a guide for planning in schoolsystems which are analyzing the local needs and designing programs of instruction inhealth. In other schools. it may serve as a basis for evaluation of established healthteaching programs. (Author/EK)

CG 002 758

_a

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

FOR THE

TEACHING OF

GRADES K-12

ED024960

SOUTH CAROLINA STATE DEPARTMENT OF EDUCATION

CYRIL B. BUSBEE, STATE SUPERINTENDENT

1959, Revised 1968

2

FOREWORD

As early as 1936, the State Department of Education recognized health as

a major objective of education by sponsoring the preparation and publication of

bulletins on heath teaching in the public schools of South Carolina. Subsequent

years have witnessed many advances in medical science and in edwation. This

period has been characterized by much growth and interest in the school health

prc Iram.

The first edition of Guide for the Teaching of Health was published in 1959

in a series of teachers' manuals. It was developed by a committee of public school

and college personnel, representatives of health agencies, and staff members of the

State Department of Education working under the general direction of J. C. Holler,

Director, Office of General Education. Miss Maisie Bookhardt, Supervisor of

Health Education, served as thairman of the committee during the four years in

which the guide was being prepared and organized much of the material into its

present form.

This guide lias been revised in 1968 to bring scientific health information and

suggested methods of teaching up to date. Supplements to the guide have also been

revised as useful resources in planning the school health instruction program. We

feel that this guide contains valuable suggestions for teaching health and safety in

our schools. School administrators and teachers who use it as it is intended to be

usedas a guide--will be able to set up a health instruction program that will

contribute much to the welfare of the students. It is our hope that this guide will

be of practical value to teachers, administrators, and others who have the great

responsibility of helping South Carolina children and youth to gain the under-

standings and to develop the attitudes and practices that are important to health

and safety.

We are grateful to all who had a part in the development of this guide.

CYRIL B. BUSBEEState Superintendent of Education

ACKNOWLEDGMENTS

Foremost among the many people who contributed much time and thought to the develop-ment of the first edition of this guide, published in 1959, was the South Carolina Health EducationGuide Committet.. Members of this State commitWe were: Mrs. Helen L. Anderson, Everett T.Aultman, Alma Bentley, Lucille Bowers, S. C. Brissie, W. Clark Brockman, W. L. Carr, MaymeColvin, W. B. Lrow ley, Elizabeth Davis, Nancy Jane Day, K-oierine Edwards, Rex Enright,Arthur Fourier, Ella GamrJage, Mrs. Hazel Gee, J. Carlisle Holler, Emily .Tac....sun, Alfredo James,Donald Johnson, E. M Morrow, Stella Patterson, Mrs. Sybil Payne, Minnie Lee Rowland, Wil-liam B. Royster, HD% Sheriff, M. D., Ralda Sheriff, A. M. Taylor, Lila Togneri, Velle Toney,Mrs. Edris Walker, Mrs. Justine Wasbington, and Frances Williams.

This group included representation from all geographic areas of the static, from teachingfields related to health, from college teaching staffs, from public schools, and from public healthdepartments. Committee members worked over a period of four years, giving their personal timeand working seriously on a project which they believed important to children and youth of the state.

Many other people contributed to the development of the guide. Teachers and administratorsin some school systems evaluated sections in the early stages of development. More extensive eval-uations were made in the spring of 1958 when approximately 2,000 teachers, administrC -)rs, and

other school personnel read, used, and evaluated various sections. Their suggestions were valuablein making revisions for the final draft.

Consultants and specialists in health education and related areas also gave assistance in thedevelopment of the first edition of the guide. Among these were Dr. Elizabeth Avery Wilson,formerly of the American Association for Health, Physical Education and Recreation; Dr. WallaceWesley, American Medical Association; Simon A. McNeeley, formerly of the U. S. Office of Ed-ucation; Dr. Floride Moore, formerly of the University of Georgia; Mrs. Annie Ray Moore, form-erly health educator, North Carolina State Department of Public Instruction; Dr. Eunice Tyler and

Dr. Lucy S. Morgan of the University of North Carolina; Dr. Carl Bramlette, Jr., formerly of SouthCarolina Mental Health Commission; Dr. G. A. Bunch, Mary Louise Free, Dr. C. L. Guyton, Wil-liam T. Linton, Dr. G. E. McDaniel, and Dr. Thomas D. Wyatt, all of South Carolina State Boardof Health; and many members of the State Department of Education who are specialists in areasof the education program related to health.

The committee that assisted with the revision of the second edition of the guide began work

in June of 1966 and worked intensively in reviewing the first edition and making suggestions for

bringing up to date the scientific information and suggestions for methods and organization of the

program. These included as many of the original committee and consultants as were availableand, in addition, the following: Mrs. Emily Collum, Betty Foster, Frances Holleman, T. E.Johnston, Marthanne Limehouse, Mrs. Ruth B. McCallum, Mrs. Margaret Moses, Arthur M. Tay-lor, Jr., Mrs. Phebe Thomason, Edith Williams, Julia Brunson, Foster M. Routh. Helen Woods,

Frances Walsh, Ann Skorupa, R. P. Armstrong, Mrs. Margaret Ehrhardt, Frances Hudgens, J. D.

Kibler, Joel Taylor, R. L. Trantham, and E. M. Wiley.

Many others have also contributed to supplements to the guide which are also being revised

to accompany the guide. These supplements are: Examples of Successful Health Teaching in

3

4

South Carolina Schools, List of Selected References in Health, and Health Services of Some South

Carolina Agencies.

State agencies and associations that contributed to Health Services of Some South Carolina

Agencies, developed especially for use in South Carolina schools, were:

State Board of HealthSouth Carolina Department of Agriculture

Cooperative Extension Service of Clemson University

State Iighway Department

Vocational Rehabilitation Department

Stato Department of Public Welfare

Department of Mental Lea Ith

Commission on Alcoholism

Commission for the Blind

American Cancer Sc iety

Association for Retarded Children

Society for Crippled Children and Adul.s, Inc.

Red CroHeart Association

Tuberculosis Association

National FoundationMarch of Dimes

Cystic Fibrosis Chapters

Mental Health Association

Congress of Parents and Teachers

Association for Health, Physical Education, andRecreation

Medical Association

Dental Association

Occupational Therapy Association

Hospital Association

Nurses' Association

League for Nursing

Public Health Association

We want to express appreciation to all those who had a part in developing and revising this

book and wish that it were possible to give full acknowledgment by name to every one of the gen-

erous people who contributed their time and skill in the preparation of this guide.

MAISIE BOOKHARDT, ChairmanState Supervisor of Health Education

TABLE OF CONTENTSForeword 2

Acknowledgements3

Purpose of Guide 6

Chapter

I. Who is Responsible for Health TeachingPhilosophy of Health Teaching 7

Guiding Principles for School Health Education 8

Responsibilities for the School Health Program 9

The Teacher of Health 10

The Health Education Classroom 11

Planning and Organizing for Health Teaching, Grades K-12 11

II. Those Whom We TeachCharacteristics and Health Needs of Childrenand Youth, grades K-12 13

Characteristics of Children and Youth 14*Teacher Observation of Children and Youth 20

Background Information on Some Health Problems in South Carolina 20

IIL What to Teach in HealthSuggested Experiences and Understandings,

Grades K-12 29

Health ConceptsObjectives of Health Teaching, K-12 29

Suggested Scope and Sequence of Health Teaching, Grades K-12 31

What to Teach, Grades K-6 34

Grades K-3, Planning and Record Work Sheet 35

Experiences and Understandings 36

Grades 4-6, Planning and Record Work Sheet 44


What to Teach, Grades 7-12 52

Grade 7 or 8, Planning and Record Work Sheet 54






IV. When and How to Teach HealthScheduling, Methods of Teaching, and

Evaluation, Grades K-12 77

Suggestions for Including Health Teaching in the School Curriculum 77

Suggested Methods and Techniques of Teaching Health 81

Variety in Procedures 82

Suggested Procedures in Using Materials and Resources in Health Teaching ____ 86

Evaluation of Health Teaching 88

V. Where to Find HelpMaterials and Resources for Health Teaching,Grades K-12 89

Criteria for Selecting Materials 90

The Health Textbook 90

Sources of Materials and Other Health Education Resources 90

List of Resources for Health Teaching 91

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PURPOSE OF THE GUIDE

The Guide For the Teaching of Health, Grades K-12 is designed primarily

to give practical suggestions to the classroom teacher on the teaching of health. It

offers suggestions on the scope and sequence of health understandings, some ex-

periences which children will need in developing these understandings, some ways

of discovering individual health needs and interests of children, and recommenda-

tions for the selection and use of materials and resources for health teaching.

The guide is designed also to give suggestions to school administrators and

supervisors for establishing policies and organizing health instruction. It may

serve as a guide for planning in those school systems which are analyzing the local

needs and designing a program of instruction in health. In other schools it may

serve as a basis for evaluation of established health teaching programs. It should

be an aid to all schools for continuous evaluation in health.

This bulletin is not intended as a course of study nor a manual to be followed

rigidly. It may be considered a general outline, pointing up needs and objectives

but leaving sufficient latitude for lcia1 committees to plan how the suggestions and

recommendations can be worked out in each situation.

It is hoped that teachers and administrators will find suggestions which will

help them to develop in their pupils good attitudes and practices in health based on

sound knowledge and understandings. It is hoped that through these suggestions

and the use of other resources, teachers will help their pupils to develop health

concepts that will enable them to adapt to new situaticns and discoveries in a

changing environment throughout their lives.

J. C. HOLLER, DirectorOffice of General Education

Who Is Responsible for Health Teaching

Chapter I

PHILOSOPHY OFHEALTH TEACHING RESPONSIBILITIES

M

AK.;;.;

Wise men of every generation have agreed thathealth is of major importancemore to be desiredthan wealth, success, honors. For many years oursociety has recognized the importance of healtheducation and the need for working continuallytoward improving the health of children andyouth.

Legislators have passed laws to help safeguardthe health of children and adults at school; citi-zens in health professions have given their timeand professional guidance in promoting the healthof school-aged children; educators have workedtoward strengthening the program in health in-struction, in school health services, and in health-ful living in the school environment.

It is a responsibility of the public schools tohelp children and youth gain the understandingsand develop the attitudes necessary for followinggood health practices throughout their lives, sincethe health of the individual affects everything hedoes, and, in turn, everything he does affects his

health. Nationally, this responsibility was record-ed in 1918 when the Commission on the Reorgan-ization of Secondary Education of the NationalEducation Association put health as the first ofthe "Cardinal Principles of Education."

More recently, the 1963 recommendationsfrom the National Education Association Projecton Instruction included health teaching amongpriorities for the school and recognized it as adistinctive responsibility of the school.

There are many South Carolina state laws andregulations dealing with health problems in thepublic school. One of these dealing with theteaching of health is as follows; "All publicschools shall teach health and safety in all gradesin accordance with programs approved by theState Department of Education." 1

The modern concept of health is broad, sinceit is built around the definition of the WorldHealth Organization that "Health is a state ofcomplete physical, mental, and social well-beingand not merely the absence of disease or infirm-ity!,

Li the past, the teaching of health was usuallyrestricted to topics related to physical health only.These were often taught by rote so that they con-sisted of memorized facts with little carry-overinto life practices that actually benefitted the in-dividual. Teachers and administrators todayrecognize thaL it is important to build a teachingprogram to keep pace with the strides of modernhealth science and with the needs of children andyouth in a changing world. They feel, therefore,that health teaching should be based on the mod-ern concept that health deals with physical,mental, emotional, social, and sphitual well-being and that it is the foundation of joyous,zestful, and useful living.

Even in this enlightened age, many people havenot really learned the importance of healthfulliving. Either they do not have the informationor they have not learned to put their knowledgeinto practice, for there are still illnesses and acci-

1 School Laws of South Carolina. Issued by The State De-partment of Education. 1962.

7


dents, often preventable, which cause sufferingand hardship to the individual and loss to hiscommunity in work efficiency and responsibilitiesof citizenship.

A national study of health instmction in thepublic schools (1961-1963) summarized in SchoolHealth Education Study, A Summary Report,2pointed up dramatically the appalling lack ofscientific health knowledge and personal healthpractices among a high percentage of publicschool students. The study, made with the co-operation of five national agencies including theNational Education Association and the UnitedStates Office of Education, was designed to meetthe need for current information on the nationwidestatus of health instruction practices in publicschools.

How can needed health education experiencesbest be provided? In this period of rapid scien-tific development and social change, when thecurriculum is crcwded with many important edu-cational areas, the problem is complex. In con-sidering the answer to this question, those re-sponsible for effective health teaching must beaware of the nature of health education. Excerptsfrom the School Health Education S udy presentsome of these characteristics.

"Health education is multi-disciplinary in na-ture. Its content is largely derived from medicine,public health, and the physical, biological, andsocial sciences. Its scope is broad, covering suchdiverse areas as the nature of disease, the com-plexity of nutrition, effects of radiation, behav-ioral aspects of accident prevention, an under-standing of health and medical care programs,significance of interna 'onal health problems, se-lection of health products and services, environ-mental hazards in air and water, community health

services, foundations of mental health, and prep-aration for marriage and parenthood. But, healtheducation cann t rest on knowledge alone; it must

moi .te the individual toward healthful living.What is taught in the schools must be so relatedto the daily lives of the students that they canact intelligently in matters of health.

"The concept of health education must bebroadened gradually to include an understandingof the individual's responsibility in helping solvefamily, community, national, and world healthproblems. With these wider concept as a goala more knowledgeable adult population should be

the result, more aware of and competent to deal

School Health Education, A Summary Report. Elena M.Sliepcevich, Director of the Study. 1201 Sixteenth Street, N. W.,Washington, D. C. Copyright 1964.

8

with current health problems and those of futuregenerations."

In Teachers Contribute to Child Health, ElsaSchneider, U. S. Office of Education, and SimonA. McNeeley have said:

"Schools must provide effective school healthprograms which include:

"Health services directed toward (1) deter-mining individual health status, and (2) takingsteps to encourage children to maintain theirgood health status, to have remediable disabili-ties corrected, to adjust to uncorrectable condi-tions, and to develop a positive outlook on medi-cal, nursing, and other health services.

"Healthful school environment which makespossible and is conducive to a high level of health-ful, wholesome, and safe living.

"Healthful school living which is concernedwith making school a friendly, comfortable, dem-ocratic place where children and teachers liveand work together in an atmosphere as free as pos-sible from tensions, pressures, frustrations, andother unhealthful conditions.

"Health instruction which helps children learnthe why and how of healthful living through ex-periences that make sense to them."

Guiding Principles forSchool Health Education

General principles to govern the health edu-cation program in the public schools are recom-mended as follows:

'ova.


1. That provision be made in every school cur-riculum for specific health instruction for everychild. This instruction should help each pupilacquire basic understandings in health that willenable him to make progress in the developmentof health attitudes and practices appropriate tohis needs, his maturity level, his interests, hisbackground, his past experiences, and his naturalendowments.

2. That health instruction be focused on de-veloping a personal pride in and personal respon-sibility for one's own health and for the healthconditions in one's home, school, and community.

3. That health instruction be presented inmeaningful situations in such a way that pupilswith their teachers can study scientific informationand make their own discoveries about healthfulliving, experience many varied opportunities toapply the principles they have learned, and devel-op concepts that will enable them to adapt to newsituations and discoveries in a changing environ-ment throughout their lives.

4. That all employees of the school be giventhe opportunity to see just how the responsibili-ties and duties of each can be used to reinforce orimplement the principles of health.

Responsibilities for theSchool Health Program

The chief responsibility for actual instructionin health must, of necessity, be that of classroomteachers. However, they alone cannot be respon-sible for the total school health program. Parentshave the privilege and the primary responsibili-ty for the health of their children. Educationrelating to health constitutes the school's greatestcontribution to the health of the community. Inhealth education, schools need the cooperation ofthe home and the community. No matter howeffective the instruction nor how dynamic theclassroom activities, the development of desirablehealth habits will be extremely difficult unless thewhole school, home, and community environmentactively reinforces the classroom. Following aresome responsibilities for t.he school health pro-gram:

1. It is the responsibility of the school boardto make provision in the budget for adequate qual-ified personnel, for materials of instruction, foradequate classroom space and equipment forhealth instruction, and for maintenance of build-ings and grounds in such a way as to be an effec-

five influence upon the development of desirablehealth practices.

2. It is the responsibility of the superintendent,as chief school officer, to interpret to the schoolboard, parents, and community the instructionalhealth needs and to make provision for them;

to insure that principals and other adminis-trative assistants make ample provision for healthinstruction through incidental teaching in dailyliving at school, through correlation with relatedsubjects and activities, and through planned unitsand courses in health;

to see that materials of instruction in healthare authentic, up to date, and suitable for gradelevel use;

to see that the environmental factors in va-rious school buildings and grounds are conduciveto healthful living;

to keep in mind, in the selection of teachers,the importance of qualified instructors, abl- andwilling to promote an effective health program;

to provide for adequate supervision of theschool health program by qualified staff.

Unless the superintendent gives his active sup-port to the health program, it will languish.

3. It is the responsibility of the principal, withthe cooperation of his school staff, to organizethe curriculum and schedule in such a way

that there will be adequate time for and em-phasis upon health instruction;

that time and organization for over-all schoolplanning for health will be set IT,

that schoolwide meanIngful experiences inhealth will be provided;

that adequate equipment and materials ofinstruction will be available;

that the physical plant and total school pro-gram will be conducive to the development ofgood health practices;

that the emotional climate and spiritual toneof the whole school will promote real, 0-aroundhealth.

Effectiveness of the school health programis often determined by the interest and leade; ship

of the well-informed principal.

/I. It is the responsibility of the health educa-tion supervisor to assist with the over-0 planningand coordination of the school health program.This includes the educational implications of theprogram of health instruction, health services,

9


and healthful school environment. These respon-sibilities should include

planning with individuals and groups forhealth instruction in the entire school system or

in the individual classroom,evaluating, securing, and developing needed

health education literature, visual aids, and equip-

ment to enrich the health education program;

arranging for and assisting with in-service

health education for school staff;

working with parents, public health de-partments, medical and dental associations, and

others responsible for health services in determin-

ing health resources available and planning for

maximum use of these resources;evaluating the need for additional resources

and planning to secure them;

assisting with interpretation of health serv-

ices to the community and school personnel and

coordinating with the school health instruction

program.As with other supervisory personnel, the health

educator's program should be flexible enough to

meet needs as they arise and should be planned

in accordance with school policies and standards.

5. It is the responsibility of school administra-

tors, supervisors, and teachers to seek the coop-

eration of health agencies and other health re-

sources and to use their services effectively when

they are needed.

6. It is the responsibility of the school nurse to

serve as a resource person to those who teach

basic principles of healthful living in relation to

changing needs of individual: and groups. She

adapts and applies information from related fields

such as nutrition, safety education, medicine, psy-

chiatry, and dentiftfv. She contributes to the

total health educa, program of the school and

community.7. It is a responsibility of the guidance coun-

selor to help teachers and others use such tools as

the school health record in identifying pupils'

possible health needs and to encourage pupils

and parents to take the necessary follow-up meas-

ures. Health guidance is an important part of

the school health program for the class group

through health education and for the individual

through counseling. Teachers, nurses, counse-

lors, and others, share these responsibilities.

8. It is the responsibility of school adminis-

trators, supervisors, and teachers to enlist parent

participation to reinforce at home the health prac-

tices being taught the children and youth at school.

10

9. It is the responsibility of all teachers to main-

tain at all times a climate conducive to the de-velopment of physical, mental, and social healthin the classroom and school;

to take an active interest in developing de-sirable health practices in all children;

to observe pupils for deviations from normal

appearance and behavior, to recognize these devia-

tions and bring them to the attention of theschool principal, the school nurse, and the parents

as the first step in seeing that children receive

the health services they need;

to follow good health practices personally.

Teachers specifically charged with health teach-

ing should have special instruction in health or

be given help in methods of teaching health inmeaningful situations so that they can motivatechildren to develop effective health attitudes and

practices.

The Teacher of HealthMany people share responsibilities for the

school health program, but classroom teachers in

their daily contact with boys and girls are thekey persons in this program. Every teacher is ateacher of health, either directly or indirectly.Whether or not he intends to do so, he teaches

what he believes about it through what he saysand does.

The personality of the teacher of health is asimportant as his educational preparation in health

sciences. An excellent teacher is not only a mas-

ter of his subject and of teaching procedures, but

he should be a person of warmth and kindness

with the ability to gain the respect and confi-

dence of his pupils. He should believe that health

is important and should be able to challenge the

interest of his pupils with suitable, vital, authori-

tative information presented by methods that will

give them a feeling of accomplishment and satis-

faction. He should be able to guide boys and girls

in the choices they must make in their growth

toward maturity.In his educational preparation, the elementary

teacher needs a broad background in many areas

and is not usually a specialist in health. The basic

background in health necessary to enable him to

do effective health teaching should include as aminimum information on personal and community

health and on methods and materials for teaching

health to the elementary school child. He needs

a sound knowledge of child growth and develop-


ment. He should know also techniques for obser-vation of children for deviations from the normaland he should have the skills and understandingsnecessary for assisting with school health services.He should be familiar with materials adopted bythe state and by his school for use in the schoolhealth program.

In his educational preparation, the high schoolteacher of health should have the equivalent ofa major in health education. This usually includesinformation on psychology of the adolescent;human biology; foods and nutrition; disease pre-vention and control; sanitation; community health;human relations and mental health; family living;safety, first aid, and school emergency care; al-cohol education; materials and methods of healthinstruction; organization and administration of theschool health program.

Teachers of related areas of instructionsuchas science, physical education, home economics,and social studieshave in their educational train-ing many basic courses important as backgroundfor health instruction. If interested in teachinghealth, they cm easily add health as a secondarea of specialization in their educational prepara-tion. Many teachers in South Carolina, suitedin personality for effective health teaching, havenot had an opportunity to get special health edu-cation in their college programs. Until such timeas qualified persons are available, teachers whohave been assigned to health education should seekto improve their preparation.

The Health Education ClassroomOne of the most urgent needs in school health

education is for suitable classroom facilities andconditions. As new school buildings are con-structed and present buildings renovated, schooladministrators should consider a suitable class-room environment for health education. Theclassroom should provide opportunities for a widevariation in methods of teaching including neededmaterials and equipment for experiments, displays,audio-visual aids, and space for small groupwork. Student achievement will be more rapidand attainment higher than under situations whichoften allow the use of traditional classroom lecturemethods only.

Planning and Organizing forHealth Teaching, Grades K-12Health instruction should be a planned part of

the curriculum of every school. The initiative

for system-wide planning and evaluation is gen-erally taken by the chief school administrator orsomeone to whom he has delegated this responsi-bility. Within each school of the system, the prin-cipal usually takes the initiative.

Administrators sometimes employ personnel tosupervise and coordinate the health educationprogram. They often appoint members of theschool staff to take leadership roles and they us-ually welcome suggestions by other school person-nel who recognize special needs or who havespecial interests in health. Teachers, with theactive support of the principal, have often takenthe initiative in promoting school health and havebeen the driving force behind some excellent pro-grams.

For the best health program, it is necessary tohave an over-all design for the entire school sys-tem beginning with the first year of school andcontinuing through the high school. The child'spre-school experiences should be taken intoconsideration also, and each year's program shouldbuild on previous experiences, providing a nat-ural sequence with expanding concepts. This willprevent needless repetition at succeeding gradelevels with the result that some pupils complainthat they have the "same old stuff" year afteryear.

In the high school with departmentalized teach-ing, over-all planning becomes even more im-portant. Many high school subjects such asscience, physical education, home economics, orsocial studies are closely related to health, andtextbooks on these subjects frequently containchapters on health. Needless repetition mayoccur when there is lack of coordination with theserelated subjects. On the other hand, without over-all planning, important areas such as mental

11


health may be omitted entirely from the instruc-tion program.

It is highly desirable that there be a personemployed on the school, district, or county levelwith responsibilities for supervision and coordina-tion of the health education program. This staffmember, who may be designated as health educa-tor or health education supervisor, should havespecialized professional preparation in health ed-ucation and should also possess other desirableattributes. He should be able to work coopera-tively with people, offering leadership but en-couraging individual initiative and enterprise. Theschool administrator may wish to offer an in-terested member of his school staff an opportunityfor training for this position if an acceptable can-didate is not available otherwise. Fellowships areavailable from several sources for those who quali-fy for entrance requirements to colleges anduniversities offering graduate courses in healtheducation. Suggested responsibilities of the schoolhealth educator are listed briefly in the preced-ing section, "Responsibilities for the School HealthProgram." For further detail see Suggested Re-sponsibilities of the School Health EducationSupervisor or Coordinator.4

In cases where it is not feasible to employ asupervisor at this time, it is recommended that aninterested member of the school staff, who hassome training in health science, be given theresponsibility of coordinating the heaah educationprogram in each school or system. The functionsand responsibilities of the coordinator should beadjusted according to his training, experience,and capabilities. The school health coordinatormay be given the responsibility for serving asleader in helping to plan and carry out a balancedprogram.

The coordinator in a small school may be amember of the regular school staff with fullteaching duties in addition to his work as healthcoordinator. He may serve as chairman of aschool health committee and may work chieflythrough this committee

is Suggested Responsibilities of the School Health EducationSupervisor or Coordinator. Processed. State Department of Ed-ucation. 1967.

12

The health coordinator in a larger school sys-tem may be a teacher of health or may serve asa supervisor of health education employed to su-pervise and coordinate the entire school healthprogram.

The administrator, in organizing the over-allschool health program may be interested in work-ing through a committee. He may appoint asmall health committee of three or four membersof the school staff with the responsibility forstudying health teaching needs and for makingrecommendations for action. A curriculum com-mittee composed of administrators and classroomteachers from all grade levels may be givenresponsibilities of surveying the needs in healthand designing an adequate program to meet theseneeds. This committee may serve one school or allschools in a system. The committee should havethe active cooperation of all school personnel.

Although over-all school planning is very im-portant, the greatest responsibility, planning foract] al classroom teaching, is the responsibilityof the teacher. His planning for the class groupis influenced by the over-all school plans, by thecharacteristics and health needs of the pupils inhis class group, by the health resources and ma-terials available to him, and by his own personalityand educational background. Under the guidanceof the teacher, pupils should have a part in theplanning.

The teacher should make sufficient preparationand should allot sufficient time for health teachingin keeping with current health needs. Plans forhealth, as for other areas, should be changed andadapted as the need arises. Evaluation of the ef-fectiveness of teaching will help to determinewhether methods used are successful or need tobe changed.

In health instruction, the chief concerns of theteacher, the administrator, the supervisor, andothers responsible for the program are what toteach in health, and when and how to teach iteffectively. For effective teaching, the answersto these questions must be based on the over-allobjectives of health teaching and on the needsand interests of those whom we teach.

Those Whom We Teach

Chapter II

CHARACTERISTICS AND HEALTH NEEDS

OF CHILDREN AND YOUTH, GRADES 1C-12

Health teaching, to be effective, must be based

on the needs and interests of those whom we teach.

There are many methods of identifying theseneeds and interests. These include the following:

1. The teacher can identify some of these needs

and interests through undeistanding the gen-eral characteristics of children at variousmaturity levelswith implications for health

teaching.2. Daily observations of pupils by the teacher

to detect possible deviations from normalappearance and behavior, use of cumulativeschool health records, and interviews withparents, the school nurse, and the guidancecounselor also help to identify health needswith implications for health teaching.

3. Environmental conditions in the home andcommunity are important factors throughwhich the teacher may discover health needs

of those whom he teacheswith implica-tions for practical health instruction.

Characteristics of ChildrenWith Implications for

Teaching HealthSince learning involves change in behavior, the

nature of the learner is of great importance inevery learning activity. For effective health teach-

ing, the material selected and experiences providedshould be based on the needs of boys and girls.The teacher should know the characteristics ofboys and girls common at a particular maturitylevel and also be aware of the differences of in-dividuals within this level.

In addition to the physical needs for adequatefood, clothing, and shelter, there are at least threebasic psychological needs to be considered. Theseare the needs for a feeling of security growing

out of the warm, accepting relationships in thehome, the need for a feeling of belonging grow-ing out of the accepting relationships of peers andothers, and the need for a feeling of adequacy

growing out of achievement of success in satis-fying experiences.

It should be kept in mind that all areas of de-velopment are interrelated and that developmentin one area has effects upon the development inother areas. The rate and timing of developmentin each varies in accordance with an individual'sown pattern of growth and development. Thisgrowth and development is a continuous process,flowing from one stage into the next with muchoverlapping. If the individual is successful inmeeting one stage of development, it is mucheasier to achieve the next stage satisfactorily. Itshould be kept in mind also that there is often awide gap in the experiences and development ofprivileged and under-privileged childrenbothphysically and cultura4. However, this does notimply that all children from high economic andsocial levels are without problems.

Experiences provided for boys and girls shouldbe based on current research findings in all areasof development and revision of hese plansshould be made when new research presents aneed for change.

The charts which follow represent some of thegeneral characteristics usually found in boys andgirls of these ages with implications for healthteaching.

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Those Whom We Teach

PRE-SCHOOL AND KINDERGARTEN

Some CharacteristicsOf Children

Implications ForHealth Teaching

Ages-5 to 6 years:

Large muscles of arms and legs better developedthan small muscles of hands and fingers

A marked activity urge; usually tires easily; fa-tigue may be indicated by a display of crossness

Farsighted; eyeball still growing in size; hand-eyecoordination incomplete

Health relatively good, though subject to com-municable diseases

Self-centered and individualistic; independenceincreasing; wants to make own decisions

Indifferent to cleanliness

Curious, imaginative, creative, and full of rhythm

Attention span short

Social adjustment and ;earning influenced bylanguage development

Usually enjoys other children and wants to bewith them

Sensitive to adult approval and disapproval

Provision should be made for:

Time to climb, jump, stretch, and run, as well asa wide variety of other activities which involvelarge muscles

Alternation of active and quiet games, work, play,and rest

Activities which do not demand quick, accuratemovements; short periods of visual work; mate-rials adjusted to this need

Opportunities to carry out good health practices;to notify the teacher if he feels ill at school

Opportunities to do things for self, such as put-ting on wraps and washing hands; experiencingsuccess and approval of others in performingsimp1u tasks

Opportunities to practice cleanliness through dailyroutine

Opportunities to explore, experiment, and enjoythe environment

A variety of activities with frequent change

Companionship of other children, which providesopportunity for expression through conversation

Opportunities for play and group experiences withchildren of both sexes; guidance in respecting therights and feelings of others in the group

Security in the home and school; an atmospherefree from undue strain; guidance and practice inmeeting everyday problems

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Those Whom We Teach

GRADES 1-3



Ages-6 through 8 years:

Rate of growth of body as a whole slower duringthese years, but the large muscles still developingmore rapidly than small ones

Emphasis on muscular activity, speed, and energy

Daring and adventurousthis group, especiallythe 8-year-olds, often involved in accidents

Postural defects possible, although children gen-erally sit and stand fairly straight

Body metabolism rate high; children comfortableat a lower room temperature than adults

Subject to the usual diseases of childhood

Respiratory ailments usually prevalent

Deciduous teeth being replaced; beginning to gainsixth-year molars

Appetites good although nutritional problems mayarise from tensions or from hurried meals

Tendency to worry, dawdle, and pout

Better understanding of self, especially among8-year-olds, and awareness of individual differ-ences in others


Continuing a program involving large muscles;activities on playground and in classroom; use oflarge sheets of paper, large pencils, crayons, andbrushes for writing and creative art

Guidance and protection from over-activity; fre-quent periods of rest, relaxation, and activitiesinvolving the whole body still needed

Safety instruction, with emphasis on travel to andfrom school and learning and practicing correctplay skills

Proper seating facilities; opportunities to playrunning games and to use climbing and hangingapparatus

Ventilation and room temperature adjusted tomeet needs

Protective measures such as inoculations and stay-ing at home when ill; teacher observation fordeviations from normal behavior and appearance

Practice of wing own towel and glass; attention toother habits of cleanliness such as handwashing,use of handkerchief tissues, and keeping objectsout of mouth

Proper care of teeth with emphasis on the factthat sixth-year molars deserve special attentionas the first permanent teeth

Promotion of good eating habits with a minimumof over-concern about child's eating habits

Adult understanding of the child's need for en-couragement, with help toward gaining self-con-fidence and self-control

Guidance in understanding personal feelings andconsideration of others in work and play

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Those Whom We Teach

GRADES 4-6




High degree of endurance, vitality, and resistanceto disease

In total growth a stable period, except for somewho may be beginning the growth spurt precedingpuberty

Body build diGerences becoming more evident;family characteristics becoming apparent

Legs and arms growing rapidly

Because of eagerness, prone to accidents, espe-cially during early part of this period

Boys noisy and have an extraordinary drive foractivity

Expected to show increasing independence in car-ing for personal needs, such as the care of smallwounds

Growing in ability to make decisions

Need to be accepted by age-mates and to gainstatus within own group becoming more important

Toward end of this period, beginning to showsome interest in opposite sex

Sense of right and wrong, loyalty, and fairnessbecoming more evident


Continued emphasis on healthful living and onadequate foods for activity and growth

Counseling concerning body changes, some ofwhich may be apparent

Guidance in understanding growth and develop-ment; building wholesome attitude toward ac-ceptance of self

Appropriate and sufficient physical activities topromote coordination and control in the use ofthe body

Varied experiences under careful supervision, in-cluding training in how to handle the bodyhow to fall, slide, or land when jumping

Opportunities to engage in a well-rounded pro-gram of physical activities

Opportunities for learning how to give simple firstaid

Assurance that they can be treated as responsibleindividuals and given opportunities to make de-cisions, within limitations

Wholesome group activities such as working onteams and committees and taking part in othergroup activities

Opportunities for boys and girls to play and worktogether; guidance in choosing acceptable groupactivities and behavior

Developing a proper sense of values

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Those Whom We Teach

GRADES 7 AND 8

Some CharacteristicsOf Boys And Girls



Beginning of growth spurt for sc me, while othersare still in a period of even and stable growth

Rapid growth in bone structure with slower rateof development of muscular system

Girls more advanced in their height and weightdevelopment than boys and, on the average, ap-proximately two years more mature physically

Pimples and excessive perspiration becoming moreevident

Personal appearance becoming more important

Peer acceptance and status within the group be-coming very important

Independent and dependent patterns of behaviorconfused

Interest in the opposite sex increasing, especiallyon the part of girls

Ability to reason and to see relationships betweenfactors becoming more highly developed

Provision should bc made for:

Understanding the process of growth and bodychange; emphasis on individual patterns of growthand development; adequate food for rapid growthemphasized; protection of the body from prevent-able disease

A well-rounded program of physical activities todevelop body coordination and balance, with em-phasis on rhythmic activities; physical activitiessuited to individual's abilities

Suitable social and physical activities; skippingmeals and indulging in food fads discouraged

Understanding the causes and ways of caring forskin eruptions and excessive perspiration

Developing adequate skills in good grooming andmouth health

Group activities; guidance in understanding andacceptance of peers with mental or physical hand-icaps

Guidance in developing satisfactory dependent-independent relationships with peers and adults

Interaction with others on same maturity leveland assistance in establishing satisfactory boy-girlrelationships

Investigation and experimentation, emphasizingsafety measures

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Those Whom We Teach

GRADES 9 AND 10




A period of rapid growth for some, girls usuallygrowing more slowly after 14 years, boys growing

more slowly after the fifteenth or sixteenth year;

differences in rate of development, with a wide

range among both boys and girls; girls on anaverage two years more mature than boys; mostgirls and boys beginning to reach sexual maturity

A lively interest in own developing body; come

feeling awkward and embarrassed because ofincreasing size, skin eruptions, and other physical

characteristics; very much concerned about own

physical appearance

A major concern to be popular with own age

group, especially with the other sex; preoccupied

with social activities and social experimentations;

fourteen to eighteen year-old girls tending to be

more interested in boys a few years older

Independent-dependent relations with classmates,

parents, teachers, and other adults being estab-

lished

Continued development of the ability to reasonand to see relationships between factors

Beginning to clarify value system and very often

to identify with some "ideal" adult

Emerging vocational interests and economic in-

dependence becoming evident


Helping the pupil to understand the wide rangeand patterns of growth and that his pattern isnormal for him; giving help in understanding andusing in acceptable ways die emotional driveswhich parallel physical development; opportuni-ties for the best instruction possible in skills andgames with particular attention to developmentaccording to individual abilities; special emphasis

on rhythmic activities

Help in developing skills in good grooming; un-derstanding causes of acne and ways of caring for

the skin; special emphasis on relationships of foodhabits, rest, and activity to personal appearance

Increasing guidanm in social living and in settingstandards for boy-girl relationships; assistance inaccepting others in natural and wholesome ways

Help in achieving satisfactory independent-de-pendent relationship with other pupils, parents,teachers, and other adults

Participation in setting up rules and regulationsto guide activities in school organizations, social

activities, health practices, and safety

Help in clarifying values which will contribute toemotional and spiritual well-being

Help in selecting and preparing for an occupa-tion, including information on health careers

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GRADES 11 AND 12

Those Whom We Teach




Physical maturity reached by most girls and bysome boys; girls growing more slowly after 14years and usually stopping growth before 20;boys' rate of growth slower after the fifteenth orsixteenth year, some growing slightly until 22 or23; increased endocrine function; acne often prev-alent

Interest in use of leisure time

Adjustments toward maturity in evidence; innerconflicts and heightened sensitiveness; social andfamily conflicts looming large in adjustments; oftena conflict between loyalties to family and a deepdesire for acceptability within own peer group

Continued desire for freedom of choice, personalindependence, and more control over own activ-ities

Reorganizing former ideas and beliefs and devel-oping a philosophy of life

Continued development of the ability to reasonand to see relationships between factors

Increased interest in selecting a vocation

Interest in acquiring skills and competencies forassuming civic responsibilities; growing interestin community life and eagerness to become aneffective citizen


Reviewing characteristics of physical and emo-tional development in relationship to the indi-vidual and to typical members of a family; un-derstanding relationship of personal health prac-tices to present and future health; taking part inathletics, competitive sports, and rhythmic ac-tivities

Developing interest and skills in activities thatresult in wise use of leisure time

Reassurance about personal adequacy and helpin finding socially acceptable and personally sat-isfying ways of solving problems; developing ca-pacity to make friends outside own family;assistance in further developing satisfactory boy-girl relationships; preparation for worthy homemembership and for family living

Guidance in achieving satisfactory independentand dependent relationships with other adults

Opportunities to clarify ideas and beliefs throughdiscussions in groups and through personal inter-views with understanding adults

Opportunities to participate in developing rulesand procedures in school organizations and ac-tivities, and to develop skills in self-evaluation

Opportunities to develop some basic sldlls nec-essary to perform the occupation selected

Opportunities for guidance in acquiring compet-ency in evaluating community resources andneeds in assuming civic responsibilities, and indeveloping a feeling of responsibility for com-munity health

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Those Whom We Teach

Teacher Observation of ChildrenWith Implications for

Health TeachingThe teacher's daily observation of pupils in his

class, his visits to their homes and conversationwith parents, and use of information on health andother school records are all valuable factors inunderstanding the Leath needs of his pupils withimplications for p:anning his health instructionprogram.

Children's looks and behavior tell a great dealabout them. In his daily contact with boys andgirls, the teacher is in a key position to observetheir appearance and actions. The teacher maynote the usual behavior and appearance of eachchild in his classroom and may become awareof deviations from the accustomed pattern whicheach child is following.

The teacher recognizes that, in general, well-adjusted, healthy children have an air of content-ment, vigor, and interest in life. They have alert,happy facial expressions and bright, clear eyes.They have strong, well-built skeletons with amoderate padding of fat and firm, healthy-lookingskin. They demonstrate good body mechanics.Their teeth are sound and well-formed. Theirgums are firm and pink. Desire to move and alertresponse to suggestions are characteristic of theirbehavior.

The teacher can also recognize some evidencesof the probable onset of many communicablediseases. Some of these evidences are headache,fever, flushed face, watery eyes and nose, hoarse-ness, cough, generalized rash, chills, nausea, andvomiting. The teacher may find more detailedinformation about communicable diseases in thepublication entitled Recommended School ControlMeasures for Communicable Diseases, availablefrom the South Carolina State Board of Health.

II

Deviations from what is normal for each childmay include failure to gain in height and weightover a period of time, loss of weight and strength,or obesity. With the help of others the teachermay look for reasons why a child seems averseto normal play, seems nervous and irritable, dem-onstrates chronic fatugue and lassitude, does notapply himself mentally. Physical symptoms suchas the following may give the teacher clues toconditions needing medical or dental attention:muscle and joint pains; repeated respiratory in-fections; rashes and sores; squinting, inflamedeyes; decayed teeth; spongy bleeding gums; soresat corners of mouth; lack of coordination inmovement; mouth breathing; discharging ears; andenlargement of neck glands. The teacher willwant to know if any of the deviations from normalmay possibly be caused by present or past foodhabits and what dietary correction or improvementis needed.

Conferences with parents, physicians, dentists,and school nurses to discuss the teacher's observa-tions and information recorded on school healthrecords may contribute to correcting abnormalitiesor in raising the health status of children. Theseconferences may also aid the teacher in adjustingthe school program to the pupil's needs.

The South Carolina Cumulative School HealthRecord has been developed to provide for eachpupil a means of recording disease and illness his-tory; screening procedures for vision, hearing,height and weight; inoculations and special tests;teachers' observations; and appraisals by the phy-sician and the dentist. When the health record iskept up to date and used as an aid in evaluating thehealth needs of the pupil, it serves as a very val-uable source of information. Data from healthrecords of the class as a whole or the entire school,when compiled and analyzed, can also indicatecommunity trends and problems significant forneeded health services and health instruction.

The teacher should be skilled in interpreting in-formation on the health record and in techniquesof observing his pupils to understand their healthneeds with implications for health instruction.

Background Information on SomeHealth Problems in SouthCarolina with Implications

For Health TeachingIn planning for health instruction, adminis-

trators and teachers should know something ofthe health problems existing in their local com-

munities and in other parts of South Carolina,

since these problems frequently point up health

needs of pupils, with implications for healthteaching. Problems may vary greatly in different

geographic sections and between urban areasand rural communities. It is important for each

school group to become informed about the

health problems of the communities in which their

pupils live.

Local health needs can be discovered throughobservation, through public health statistical re-ports, through community surveys, through inter-

views with personnel in local health departments,

health specialists, private physicians, and com-munity officials. Some of these problems promise

to exist for some time to come and should have

implications for health teaching. Understandingthe causes and methods of prevention of many

problems is essential in persuading people to ac-

cept services which may correct them and to fol-

low measures necessary in preventing their recur-

rence. Statistics and statements on all healthproblems in this section represent information

available at the time of publication of this guide.

-r-

ents

Accidents rank fourth among causes of death

in South Carolina and are the leading cause of

death for children and young adults. They ac-

count for fully one-third of all deaths at the

elementary school ages.

Those Whom We Teach

Statistics from death certificates, however, do

not present the entire picture of this major health

problem. Estimates based on national studies

indicate that for every death due to accidents,

there are four permanent disabilities and about

150 temporary disabilities lasting more than 24

hours after the accident.Motor vehicle accidents lead the causes of

accidental deaths of school aged children, fol-

lowed by drownings, burns, and mishaps involv-

ing firearms. Other leading causes of injury are

falls, electric current, and poisoning.Since the first six causes mentioned above are

quite well known for their accident potential,

little elaboration is needed. In regard to poi-

soning, thousands of household and medical prod-

ucts now on the market are potential poison

hazards. Many of them do not carry the usual

poison label or warning. These include bleach,

detergents, disinfectants, deodorizers, furniture

polish, cosmetic lotions and creams, kerosene and

insecticides, as well as aspirin, laxatives, seda-

tives, antihistamines, cough medicines, and other

medical preparations. Even a prescribed drug

may produce poisoning if not given according to

instructions or if taken by a child for whom it

was not prescribed.The accidental ingestion of poisonsand all

other accidents as wellare for the most part

preventable. There is need for intensification of

safety education both in the schoolroom and in

the home.

ses

In South Carolina, communicable diseases

caused by bacteria have been brought under con-

trol in recent years to the point of minimum

occurrences. Many of these diseases such as

diphtheria, whooping cough, dysentery and di-

arrheal diseases of infants, and typhoid fever,

that once produced widespread epidemics, now

occur in small epidemics in lhnited areas where

sanitation or immunization is neglected. Con-

stant vigilance must be maintained to keep these

diseases under control. Effective immunizations

are available for diphtheria, whooping cough,

tetanus, and typhoid fever and children should

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Those Whom We Teach

be advised to continue these immunizations atrecommended dosages and intervals. These di-seases should not again be major public healthproblems.

Tuberculosis is being reduced gradually throughmore routine tuberculin testing, drug prophylaxis,and earlier diagnosis and treatment in children.

The picture, however, is not so favorable inregard to two other bacterial diseases, syphilisand gonorrhea. Even though modem drugs areextremely effective against them, the sociologicalimplications of these venereal diseases have re-sulted in alarming increases which take on epi-demic proportions in certain areas of our state.More cases of venereal disease are reported tothe State Board of Health every year than allother communicable diseases combined. Thenumber of cases of infectious syphilis reported an-nually is three times greater than in 1960, andabout a quarter of these cases is among teenagers.It has become evident that increased venerealdisease education is as essential as continuingcontrol measures by health officials to controlthese diseases effectively.

Except for the venereal diseases, viral diseaseshave replaced bacterial diseases as the majorcommunicable disease problem. Research andpossible control of viral diseases have been givenmarked impetus since 1948 through improvedlaboratory methods. The discovery of a methodto grow viruses on live laboratory media hasgiven virus studies the greatest boost. Thesestudies have made it possible now to identify thevarious viruses and to develop the vaccine forpoliomyelitis.

The most frequent viral disease is the commoncold. A number of viruses that cause the commoncold and some other upper respiratory infectionshave been identified and some progress has beenmade toward the probable development of apreventive for them.

Influenza is another viral disease for which avaccine has been prepared and can be expectedto be improved. An effective vaccine for measlesis now available. A vaccine for the prevention ofmurTs is being perfected and one for Germanmeasles is anticipated in the near future. Small-pox is another viral disease that has been con-trolled effectively by means of vaccine. Smallpoxvaccination, required by South Carolina law foradmission to public schools in the state, is animportant preventive procedure for all childrenand adults. This disease is still present in epidemicform in some parts of the world and, with present

22

modes of rapid travel, can be reintroduced intothis country, as can other communicable diseases.Through the World Health Organization, pro-visions are made whereby all health authorities inthis country are kept informed about diseaseoutbreaks in other parts of the world if they posea danger to the people of the United States.

Rabies and psittacosis are two diseases that aretransmitted by pets. Parents should make surethat children's pets are healthy. Dogs should beinoculated against rabies to prevent spread of thisdisease. Psittacosis is spread by intimate associa-tion with sick psittacine birds, the most commonof which are parakeets.

Malaria, a protozoan disease transmitted bymosquitoes, has been brought under control inthis country and is now rare. It could, however,be reintroduced into the country from areas inthe world in which it has not been controlled.Yellow fever and dengue are diseases also trans-mitted by mosquitoes. Yellow fever does notoccur in this country and dengue occurs onlyrarely. Typhus fever, a disease of rodents trans-mitted to man by fleas, has been brought undercontrol and occurs only rarely.

Of the several intestinal parasites, hookwormand roundworm are still prevalent enough insome sections of South Carolina to be considereda real problem. Control of hookworm is a fairlysimple matter through treatment of infected per-sons and through improved sanitation as a pre-ventive. Schools in those areas where hookwormis still a problem may help bring about necessaryinterest and information.

Major public health problems of the presentand future are such chronic diseases as heart di-seases, arteriosclerosis, rheumatic fever, diabetes,and cancer. Some of the more important of thesediseases among school children in this area arerheumatic fever (with or without cardiac involve-ment), diabetes, and cancer.

7 , 7appin Conditions

Many children enrolled in South Carolinaschools today have handicapping conditions. Theteacher needs to know something about these con-ditions to help the handicapped child adjust to

school life. The teacher also serves as a memberof the team working toward rehabilitation of thesechildren, so that each can live within his limita-tions to the maximum of his ability. Teachers

should be aware of the effect that abnormalitiesmight have upon the child's emotional life. Theattitudes of both teachers and pupils toward ahandicapped child may influence his well-being.

Among handicapping conditions which teachers

may encounter in their pupils are speech defects,

hearing defects, visual defects, rheumatic fever,orthopedic and muscular crippling, other deformi

ties, and conditions resulting from severe burns.Most cases of epilepsy can be controlled underproper treatment. Teachers should know the

children who are subject to epileptic attack andshould know what emergency care to give a child

who might have a seizure while at school. Teach-

ers have an important role in conditioning other

children who may be present when a child hassuch a seizure.

isturbances

Next to the family, the schools are probably the

most important unit of society for the protection

of mental health. A child with severe emotionaldisturbance is generally a poor learner even when

he is above average in int,41igence. Much thathappens to a child in the classroom has a directbearing on his emotional adjustmenthow hesees himself and how he faces the world around

him. The child who fails to learn may developattitudes toward himself and others which maycause him to be maladjusted.

Fundamental to understanding children's be-havior is the recognition that they have basicemotional needs which must be satisfied if theyare to be mentally healthy. They must feel loved,

secure, and important. Children lacking in thesefeelings are frightened or anxious. These scared

feelings may lead to various forms of aggressivebehavior. Such children may destroy property,fight with other children, or disobey their parentsand teachers. In other instances, their feelings

of anxiety may result in a withdrawal from ac-tivities or in extreme shyness.

Those Whom We Teach

As we become more aware of the relationship ofchildhood experiences to mental health and well-being, the great responsibility of the public school

for promoting mental health becomes apparent.Many emotionally disturbed children may developsufficiently well-balanced personalities for ade-quate and satisfying living, through understandingand wise guidance on the part of the school andhome working cooperatively under medical guid-ance. Schools can help prevent mental illnessthrough good health teaching which helps chil-dren and youth gain an understanding of them-selves and others, increase their insights aboutemotions and behavior, and find acceptable,wholesome outlets for their energy and feelings.

For children whose problems are consideredserious, South Carolina operates state and countymental health centers. These centers have a teamof professional persons: a psychiatrist, a clinicalpsychologist, and a psychiatric social worker. Inaddition to providing direct treatment, members of

the center team can often help by consulting withthe teacher or administrator so that the child'sbehavior can be better understood and appro-priate ways of providing for him in school can be

planned.

Mental retardation refers to subaverage intel-lectual functioning which originates during the de-velopmental period and is associated with impair-

ment of adaptive behavior. The child with mentalretardation will manifest a slow rate of learning,inability to govern his activities, and a general im-maturity. There are many causes and many de-grees of mental retardation and varied approachesfor training, educating, and habilitating childrenin this category. It is eaimated that three percent of all children are mentally retarded in vary-ing degrees. Most of them are considered educa-ble or trainable.

The child with mental retardation was recog-nized as a distinct educational responsibility bythe 1954 General Assembly which passed a bill

providing for the education of the educable men-tally retarded. The State Department of Education

is authorized to reimburse school districts for the

23

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Those Whom We Teach

state aid salary of teachers of the retarded. Since1954, classes have been established in manyschools for the mentally retarded who are educable(I.Q. 50-75). Since 1958, provision has beenmade for teaching retarded children who aretrainable (I.Q. 25-50) under the jurisdiction ofa local school district, reimbursed by state aid.

hol

Immoderate use of alcohol often has a disrupt-ing influence upon family life, leading to seriousdiscord and to broken homes, which affect thehealth and well-being of those involved, par-ticularly children. The number of drinking driversinvolved in traffic accidents as shown by thereport of the State Highway Department pointsup a serious safety problem. The knowledge andskills acquired by thousands of South Caroliniansare being wasted by the excessive use of alcohol.There are an estimated 52,000 alcoholics in SouthCarolina, according to the ctate Commission onAlcoholism, showing that alcoholism ranks amongthe state's major health concerns. Alcoholism isnow recognized as an illness and, through modemtreatment techniques, many alcoholics are beingrehabilitated and returned to productive and sat-isfying living.

Boys and girls attending the public schoolsdeserve to be taught the truth about the natureand effects of alcoholic beverages as it is knowntoday.

CCO

The effects of tobacco on the human body hasbeen under intensive study and research in recentyears. Evidence points toward the fact thatsmoking, especially for youth, has harmful effects.Teachers should encourage pupils to study currentresearch and conclusions as a guide to action onthis subject.

24

and Narcotks

Drug addiction among adults appears to be aminor problem in South Carolina and practicallynon-existent among school pupils. However, aproblem of increasing concern is the widespreaduse of tranquilizers, barbiturate drugs (known as"sleeping pills"), and amphetamines (known as"pep pills"), and other stimulant drugs, whichcan be highly habit-forming. The experimentaluse of hallucinogenic drugs among some groupsis a national concern. Stronger controls over theavailability of drugs through the Uniform DrugAbuse Act passed by the General Assembly in1966 will help to control promiscuous use ofdrugs in South Carolina.

Indiscriminate use of aspirin is dangerous. Morechildren die of aspirin poisoning than of anyother single poison. Children are more susceptibleto aspirin poisoning than adults. In the Recom-mended Procedure for Emergency Care of Sick-ness and Accidents Occurring at School,5 schoolpersonnel are advised that internal medicationshould be given only by or on order of a physi-cian. The giving of aspirin or any other druginternally at school is not advocated as this is theresponsibility of the parent or the physician.

Over-emphasizing the effects of narcotics andstimulants in discussions with school children maycreate undesirable reactions. Caution should beobserved in this respect.

mamaAzov

411111111mental Sanitation

Although many incorporated towns and citiesin South Carolina have adequate water purifica-tion plants and waste disposal systems, moremodern and satisfactory methods of water andwaste treatment are still needed. One of the

6 Recommen 4, Procedure for Emergency Care of Sicknessand Accidents . 'eluting at School, South Carolina Joint Healthand Education Committee, 1964. Available from South CarolinaState Department of Education.

most pressing recent problems in South Carolinahas been provision of adequate water supplies,sewage disposal systems, and garbage collectionwithin the areas adjacent to existing municipali-ties where there has been a large influx of popu-lation. Numerous residents, particularly in ruralareas, still have unprotected individual watersupplies and improper methods of waste disposal.Many South Carolinians live in substandardhousing not meeting basic sanitary requirements.This problem involves community planning whichshould result in establishing and putting intoeffect local housing standards.

Industrial development will entail continuedstrAdy and investigation leading to the treatmentof industrial wastes in such a manner that theintroduction of such wastes into the streams ofSouth Carolina will not damage the environmentor its inhabitants.

Dairying has become a big industry in SouthCarolina. The health problem involved hasbecome more acute in proportion to the advance-ment that this industry has made. Milk producedfrom healthy herds in clean dairies, processed inpasteurization plants subject to rigid requirementsmust continue to be the subject of intense in-spection and control procedures, in order toassure the public Grade A pasteurized milk.

Food production and processing are of vitalconcern in providing South Carolinians withsafe food. There has been a tremendous in-crease in the number of food dispensing machines,salad kitchens, abattoirs, freezer locker plants,restaurants, drive-ins, soda fountains, meat mar-kets, and sandwich kitchens. It appears that thisincrease will continue in the immediate future.Retail food and food processing, too, will requireintense inspection and control procedure to helpprotect the public health.

The nature and scope of health problems re-lated to indiscriminate application of herbicidesand insecticides may not be determined withoutmore research, including testing the results onhuman beings. The public should be made awareof the need for caution in the use of these mate-rials.

A pressing problem in the years ahead will bein monitoring and controlling the use of radio-active materials. The human race has alwaysbeen exposed to ionizing radiation of cosmic ori-gin and from natural sources in the environmentand within the body. Today, however, back-ground radiation represents only one of manysources to which man is exposed. Radiation-gen-

Those Whom We Teach

crating machines and radioactive materials, whichare present in nearly all phases of the environ-ment, constitute the principal man-made sources.

The use of x-ray machines is fhiding widespreadapplication in industry, medicine, commerce, andresearch. Radionuclides occurring naturally andproduced artificially may be or may becomehazardous sources of exposure. Nuclear reactoroperations present a potential radiation exposuresource. Weapon tests result in a wide distributionof radioactivity over the United States. To keeppace with the expanding uses of nuclear energy,public health personnel must cope with many po-tential radiation hazards. In the light of thegenerally accepted position that "any radiationexposure is potentially damaging," this is a mostperplexing and important task.

The question of air pollution which appears tobe mounting in significance, justifies expandedinterest and activity leading toward the control ofcarbon monoxide and other toxicants dischargedinto the air.

Environmental sanitation is an important factorin the health of the school-aged child. The child'shealth is dependent upon his total environment,which includes his home, his school, and his com-munity. The teacher may utilize effectively manyof these problem areas m his health instruction.

Health

The most prevalent dental health problemamong school children in South Carolina todayis dental caries. Recent surveys indicate that atleast 90 percent of our school population haveone or more decayed teeth. The first permanentmolar teeth are erroneously believed by manypeople to be deciduous teeth and are often neg-lected during early years. This is of major con-cern because these teeth control the formation ofthe dental arch. These conditions exist largely dueto lack of authoritative dental education, properpersonal and professional dental attention, train-ing in the homes and schools, indifference, im-proper diet, and the extreme shortage of. dentalpersonnel in South Carolina.

The best practical recommendation for the de-velopment and maintenance of good dental health,

25

II

Those Whom We Teach

in addition to routine dental care, is a well-bal-anced diet composed of liberal amounts of eachof the basic food categories. Sticky, high carbo-hydrate foods are not desirable. Fluoridation ofthe municipal water supply is the most effectivemethod of preventing dental caries. Some watersalready have the recommended amounts of fluo-

ride in a natural state. Where the water supply

is not fluoridated, the application of fluoride tothe teeth, beginning with children around threeyears of age and repeated at recommended in-tervals until the permanent teeth are in place,helps to prevent tooth decay. Through effectivemotivation of children to practice good mouthhealth rules, to eat the right foods, and to secureearly and regular dental care, the teacher maymake a real contribution in alleviating dental

problems.

Social Health

Increased attention in the schools to problemsof social health is urgently needed. Though theseissues are natiom-,ide, in South Carolina the factsspeak for themselves. There are more than 7,000illegitimate births every year, about one out ofevery eight. Over 200 babies a year are born togirls 14 or under, and about 2,000 more to moth-

ers who are 15 or 16 years of age, about half of

whom are illegitimate. (Figures obtained fromdata supplied by Bureau of Vital Statistics, SouthCarolina State Board of Health, based on 1960-65 averages.) Marriages are occurring more fre-

quently at younger ages and divorce rates arereflecting corresponding increases, with the great-

est number of divorces in the teenage bracket.

Social diseases are on the increase. Juvenile de-

linquency, rebellion against authority, and break-down of traditional family patterns are occurringmore frequently.

Today it is not enough to teach health simply

by dealing with the physiological aspects of di-

sease or environmental problems. In its battleagainst disease, medicine has moved from em-phasis upon treatment to prevention and to an

intensive promotion of positive health. We are

faced with the necessity of keeping pace by stress-

ing the sociological, as well as physiological,

26

aspects of disease and health. Thus students willbe informed both as to the nature of a problemand how society copes with it.

Misconceptions and misinformation about thesetopics should be counteracted, and parental in-struction should be supplemented. Sound infor-mation today will help these young people latereducate their own children more effectively.

al th Education

Consumer education includes evaluation ofhealth advertising and other information, choiceof health products and health services, knowingorganintions and agencies protecting the con-sumer, and individual and community responsibil-ities in regard to consumer health. People areoften informed enough to be concerned abouthealth but not enough to choose services andproducts wisely. They are confronted with amultitude of attractively packaged and well ad-vertised health products and services, often mis-represented and sometimes fraudulent. Amongother products, the increasing number of highlyrefined and processed foods add to the difficultyof wise selection. This has increased with the useof television and other mass media in advertising.

Developing the ability to evaluate a health

service or product critically begins early in life.Health education contributes to this skill bygiving the adequate health information, by identi-fying legitimate sources of services and products,and by helping the pupil develop a responsibleattitude toward becoming an intelligent healthconsumer. Health Services of Some South Caro-lina Agencies° serves as a guide to some reliablesources of health services in the state.

1

ition

The nutritional and health status of a child isdependent not only upon his present food and

Health Services of Some South Carolina Agencies. SouthCarolina State Department of Education. 1968.

Nir

other health habits but also upon his past. He iswhat he is because of his heredity and environ-ment. It has been said that food is one of thegreatest environmental factors, including the foodconsumed in childhood, in infancy, and in utero.Nutritional status influences mental and physicalgrowth and development, achievement, emotionalstamina, resistance to disease, the occurrence ofchronic diseases in later years, the length of primeof life, and longevity. The child's behavior andappearance are greatly influenced by his foodhabits. (See "Teacher's Observation", South Car-olina Cumulative Health Record.) Such factorsas weight, posture, skeletal development, fatigue,restlessness, inattention, condition of skin, hair,and eyes may be closely related to his food habits.

Overweight, as well as underweight, is an indi-cation of poor food habits. Just because a childis overly plump does not mean that he is gettingall the nutrients essential for growth and develop-ment. It is important that obesity be avoided inchildhood and adolescence. Studies7 indicate that40% of overweight adolescent boys and 80% ofoverweight girls become overweight adults. Over-eating and limited physical activity are the usualcauses of obesity. Overweight is associated withheart disease, diabetes, and other chronic condi-tions in later life. Studies made in other statesshow that poor food habits are more commonamong teenage girls than among boys. Some girls,who feel they are overweight, adopt poor foodhabits in their attempts to control their weightthrough diet, but lack the necessary knowledgeto select diets and do not have adequate nutri-tional guidance. It is important that girls andyoung women be in a good state of nutrition notonly because of their own health but also becauseof the influence on their future progeny.

It has been said that maternal and infant deathrates serve as an index to the nutritional statusof a population. South Carolina has made tre-mendous strides in reducing maternal and infantdeaths; however, only one state in the nation hasa higher maternal death rate and two states havehigher infant death rates than does South Carolinaaccording to 1962 figures.

During recent years, under-nutrition, includingnutritional anemia, has been found in a high per-centage of young children from low socio eco-nomic families. It is felt that some children inSouth Carolina do not reach their mental orphysical growth potential because of poor nutri-tion during their early years. Many families lack

"Proceedings of Nutrition Education Conference", Dr. FellaHeald, U.S.D.A., Misc. Publication No. 913.

Those Whom We Teach

the knowledge and resources to provide adequatefood for their children. Some parents, especiallyin industrial areas, work at night and are not ableto give adequate supervision to meals which theirchildren eat at home. Those who skip breakfastseldom make up for the loss during the day.Nutritional anemia and poor teeth are frequentlyfound among young children. Calcium, VitaminA, and ascorbic acids are nutrients most likelyto be low in family food patterns in South Caro-lina.

There is great variation in the food habits offamilies from different communities and culturalbackgrounds. High economic levels do not ne-cessarily guarantee good food habits. Many chil-dren have much freedom of choice and largeamounts of "spending money" for extra foods.Their knowledge and judgement are often notin keeping with their latitude of choices.

The great varieties of foods and the ever in-creasing number of processed foods on the marketmake wise selection more difficult. Some highly-processed foods may provide high energy withoutproviding essential nutrients such as protein, min-erals, and vitamins. Another present-day problemis the inability of some to evaluate the vastamount of advertising, information, misinforma-tion, and claims about foods and food supple-ments.

Rural families especially can improve theirfood supply and family health by producing andconserving food for family use. A family garden,home canned and frozen foods, home producedmeat and eggs add to variety of meals and enjoy-ment by the family, as well as to nutritive value.Children need to develop an appreciation of val-uable foods such as greens, sweet potatoes,tomatoes, melons, field peas, and other vegetablesand fruits that are easily produced in South Car-olina.

South Carolina has provided national and in-ternational leadership in the enrichment of re-fined foods. Methods for enriching grits and ricewere developed at Clemson University. Theenrichment program has been of particular valueto low-income families who derive a large pro-portion of their calories from grain products. Itis important that the homemaker refrain fromwashing enriched rice and grits so as to savethe minerals and vitamins that have been addedin these products. South Carolina was also thefirst state to require the fortification of margarine.Research in food preservation is also being con-ducted in South Carolina.

27

II

Those Whom We Teach

More emphasis is being given to the nutritionof low-income families and for the provision ofthe school lunch and breakfast programs. SouthCarolina is outstanding in the nation as to thenumber of children who participate in the schoolfood service, though there is need for furtherincreasing this number. Increasing numbers ofschools are participating in breakfast and spe-cial milk programs, which particularly benefitchildren from families having inadequate food athome. Authorities recommend that at least 30minutes, which includes time for hand-washing,be allowed for the lunch period so that childrenmay be served and have time to eat in an unhur-ried manner. This practice is being followed inan increasing number of schools.

Most school administrators recognize the factthat the sale of non-essential foods such as softdrinks and candies at school interferes with thepupil's participation in the more nutritious lunchprogram. Some non-essential foods provide cal-

ories and temporarily satisfy a child's appetitebut do not provide the necessary nutrients forgrowth and health. The purchase and consump-tion of such foods is extravagant in a monetaryway and is harmful to the child's health.

Since food habits vary considerably from com-munity to community, it is hoped that eachteacher will learn the special needs of his pupils.Some teachers conduct food-habit studies whichserve as a basis for the nutrition education pro-gram. Teachers should recognize that children'sfood habits depend upon the environment inwhich they live, their knowledge of good foodpractices, and their motivation for following

such practices. They must also recognize thatthere is often a wide gap between knowledge ofnutrition and the application to day-by-day foodhabits. Studies show, however, that progress is

taking place in nutrition in South Carolina andthat education is an important factor in establish-ing good eating patterns.

What to Teach in Health, Grades K-12

Chapter III

SUGGESTED EXPERIENCES AND

UNDERSTANDINGS

GRADES K-12

What to teach in health, ivh9t experiences andunderstandings to offer, should be influencedby the over-all objectives of health teaching; theover-all scope and sequence of health teaching inthe school; the choice of specific experiences andunderstandings for different grade levels; and theopportunities that pupils have to develop healthconcepts that will enable them to evaluate andadapt to new situations and health discoveries.

Health Concepts"Health education, like many other academic

fields, has turned to the concept-oriented ap-proach in curriculum planning and development.A concept refers to an idea, a stable impression,a meaning, or a thought held by the individual.Concepts provide a needed framework for knowl-edge and for thinking, both necessary aspects ofhealth education. They range from ideas aboutsimple things to high level abstractions

"Under the concept approach, the student ar-rives at his own health concepts through an ac-tive thinking process. The concepts becomeinternalind, hence they are meaningful

"The basic concepts and the mental experiencesnecessary to grasp and use them constitute thethreads of the curriculum. Since a concept is aninternal possession of an individual, it must bederived from the individual's experience.

"Concepts become clearer as students are givenopportunities:

To study health problems that directly af-fect them.

To assess their own values and the values ofothers in health areas.

To develop and apply evaluative attitudestoward the advertising of health servicesand products and to acquire the ability torecognize quackery.

To develop a sense of responsibility for per-sonal, family and community health.

"Thus health education becomes an appliedscience, concerned with man's understanding ofhimself in relation to health matters in a chang-ing world. Health concepts apply to living."8

This Guide for the Teaching of Health is de-veloped in accordance with the concept-orientedapproach to health teaching. The philosophy, theunderstandings, suggested experiences, and themethods of teaching are all planned to help thepupil to develop basic concepts that will aid himin working toward the objectives for the healtheducated individual.

Objectives of Health Teaching,Grades K-12

Health teaching during the school years shouldbe based on objectives toward which to work forthe development of the mature individual in per-sonal health, in family health, and in communityhealth. Though no individual achieves the ulti-mate in some of these health objectives, eachindividual develops values. As he grows in ma-turityphysically, mentally, socially, and spirit-uallyhe should progress toward the attainmentof these goals to his greatest potential. From theseover-all goals are derived the What to Teach in

Health Concepts, Guides for Health Instruction. AmericanAssociation for Health, Physical Education, and Recreation. 1201Sixteenth Street, N.W., Washington, D. C. 20036.

29


the different grades. Grade-level objectives areadapted to the characteristics of the children ac-cording to their developmental level, their environ-mental baekground, and their individual needsand interests. In the school years, beginning withhis first school experiences and continuingthroughout his school ilfe, the individual shouldwork toward the following ova-all objectives;

I. In personal health1. He develops an increasing understand-

ing of his growth and development.

2. He appreciates and develops an in-creasing understanding of his bodyand in his daily living takes pride inits care.He seeks and uses health informationfrom current and reliable sources, rec-ognizing that the study of healthfulliving is a life long challenge.

4. He accepts the inter-relationship ofphysical, mental, emouonal, social, andspiritual well-being.

5. He understands that food, play, activity,rest, and sleep are important factors inhis growth and well-being

6. He feels and accepts increasing respon-sibility for his own health and makeswise decisions regarding his health.He is aware of and uses preventive andprotective health measures.

8. He feels and accepts responsibility forhis own safety and the safety of others.

9. He becomes acquainted with scientificinformation on the nature, use, and ef-fects of alcohol, tobacco, and habit-forming drugs on his health and socialactivities and he makes wise decisionsregarding their use.

10. He enjoys wholesome and satisfyingactivities in connection with his workand his free time.

11. He accepts himself with his capabilitiesand limitations, developing his capabili-ties and adjusting to his limitations.

12. He develops spiritual values which en-hance the quality of his daily living.

30

III

13. He grows in understanding and accept-ance of others.

II. In family health1. He grows in understanding of factors

that make a good home and healthfulfamily living.

2. He grows in understanding of familyhealth problems and assists in workingtoward their solution.

3. He becomes increasingly aware of thehealth needs of individual members ofthe family and does his part to keepthe family healthy.

4. He grows in understanding and accept-ance of the fact that health handicapsof a family member affect differentfamilies in different ways.

5. He helps to maintain a safe and sani-tary home environment.

6. He grows in understanding of his re-sponsibilities as a family member andadjusts to a changing role and relation-ship in the family group as he growsand develops, looking toward the timewhen he will have major family respon-sibilities.

III. In community health

1. He works toward keeping himself in-formed about current health conditionsin his own community.

2. He gains increasing howledge abouthealth resources which serve his com-munity and uses those services whichhe needs.

3. He grows in understanding of ways ofworking cooperatively to solve com-munity health problems and activelyparticipates in securing health facilitiesand services.

4. He increasingly accepts his share ofresponsibility for the health and safetyof his community.

5. He has an increasing interest in currentstate, national, and international healthneeds, problems, and resources.

What to

Suggested Scope and Sequence of

important areas suggested for e teaching ofon the following pages is to give a brief overview

th

e purpose of the scope and sequence charts

health in all grades. This material is organindin sections: Grades K-3, Grades 4-6, Grade 7 or8, Grade 9 or 10, and Grade 11 or 12. The threemajor areas are personal health, family health,and community health. Personal health is st:essedthrough grade 10 and family and communityhealth are emphasized in grades 11 and 12. Manyof the topics listed under these three major head-ings are repeated on a progressive basis and froma more mature view point in the higher grades.

Topics listed in the "Scope and Sequence ofHealth Teaching," are further expanded and de-veloped in the grade level sections of ChapterIII, giving suggested experiences and understand-ings for pupils and suggested approaches to thesubject for teachers.

No attempt has been made to suggest a scopeand sequence for each grade level of the ele-mentary school. Since health needs vary in dif-ferent schools and communities, it seems practicalto suggest broad guidelines, leaving to each schoolthe responsibility for selecting specific points ofemphasis for each grade.

Teach in Health, Grades K-12

Health Teaching, Grades K-12

Each school should adapt the scope and se-quence for that school. Each teacher shouldmake a more detailed plan for use in hisown class. It is suggested that individual teach-ers, administrators, and planning groups determinethe special points of emphasis for each grade forsections K-3 and 4-6. Differences in emphasisfrom grade to grade will help the teacher to "stepup" and vary his teaching on a given topic fromyear to year.

The problem in the secondary schools is notso much in choosing points of emphasis as inselecting areas of work and in determining howthey will be incorporated in the school program.

Later in this chapter are suggested work sheetsfor planning and recording information for in-dividual school systems and for individual classes.Copies of these forms adapted for school use maybe mimeographed by the school and made avail-able to teachers as work sheets for the school year.

The charts on pages 31 and 32 "Scope andSequence of Health Teaching" outline briefly thetopics from which the remainder of Chapter III"What to Teach in Health, Grades K-12" is de-veloped.

31


SCOPE AND SEQUENCE OF HEALTH TEACHING

ra des K-3 Grades 4-6

I. P ersona1 health

A. Use of facilities at schoolB. Habits of cleanlinessC. Suitable clothingD. Routines for healthE. Food practices and attitudesF. Physical activity and restG. Disease prevention and controlH. Care of the bodyI. Physical growth and developmentJ. Mental and social healthK. Safety

I. Personal health

A. Use of facilitiesB. Cleanliness and groomingC. ClothingD. Foods and nutritionE. Physical activity and restF. Disease prevention and controlG. Care of the bodyH. Physical growth and developmentI. Mental and social healthJ. Safety

Family health

A. The child's help in the familyB. Family inter-relationships

II. Family health

A. Responsibilities as a family memberB. Healthful home environment

III. Community health

A. Community helpers in healthand safety

B. The child's part in community health


A. The individual's responsibilities forcommunity health

B. Community health services

32

What to Teach in Health, Grades 7-12

SCOPE AND SEQUENCE OF HEALTH TEACHING

Grade 7 or 8 Grade 9 or 10 Grade 11 or 12

I. Personal health I. Personal health

A. Physical growth and A. Sources of health in-developmentgrow- formationing up B. Disease control

B. Structure and func- C. Personality develop-tions of the body ment

C. Care of the body in D. Personal appearancepreventive and protec- in relationship to per-tive health measures sonality

D. Effects of some dis- E. Relationship of per-eases on the body sonality to the use and

E. Effects of alcohol,tobacco, and nar-

abuse of beverage al-cohol

cotics on the body F. Use of leisure time inF. Foods for nutritional personality develop-

needs of the body mentG. The relationship of G. Choices of vocations

physical and mental in healthhealth in growth and H. Safety attitudes anddevelopment first aid procedures

II. Family health

A. Family relationshipsinfluencing health

B. Clothing and foods forhealth of the family

C. Healthful and safehome environment

D. Health protection andemergency care for thefamily

E. Preparation for familyliving


A. Community healthneeds and problems

B. Community health andsafety services

33


To the School Administrator and Supervisory Staff of Grades K-6

What to Teach in Health, Grades K-6, is di-vided into two parts, Grades K-3 and Grades4-6. Since suggestions in each part include sev-eral grades, it will be necessary for teachers toselect topics for emphasis at each grade level.

The leadership of the principal and supervisory

staff are essential in devising plans for meetingsof teachers or in making some other practical ar-

rangement for coordination. Coordination may be

encouraged by making available to each teachercopies of the "Suggested Planning and RecordWork Sheet for Individual Grade" and arranging

for exchange of information among teachersthrough plans and reports entered on these forms.Copies of these forms which introduce each sec-tion may be mimeographed for this use.

The administrator and the supervisory staffcan also promote effective health teaching byproviding interesting, appropriate materials ofinstruction and by recommending a time forhealth teaching in the daily schedule. In ad-dition, the environment at school, daily routines,and special activities should support and en-courage good health practices.

To the Teachers of Grades K-3

The major emphasis in health instruction in

the kindergarten and primary grades should be

upon developing desirable health habits and at-

titudes consistent with the maturity level ofchildren of this age group.

Health as such has little meaning for youngchildren except as it helps them to meet their

immediate needs. It should be taught in a veryinformal way as a part of living, working, and

playing at school and should be focused on sit-

uations which children encounter. Health teach-

ing should fit into the flexible schedule of the

primary grades. While much teaching will occur

as the situation demands, the teacher should be

sensitive to children's needs and should provide

stimulating conditions for meeting them. An

environment, both physical and emotional, should

be planned to give children many opportunities

to develop desirable habits and attitudes. Theteaching should be adjusted to the changing needs

and interests of children. Recognizing these needs

with their implications for health instruction will

help teachers to set goals and to follow procedures

which will result in the most effective learning.

In this section, goals for health teaching in grades

K-3 encourage continuing experiences and devel-

oping understandings. The kindergarten and first

grade teachers should choose from these goals

those which are suited to the needs and interests

of these grades. Second and third grade teachers

should build on the work of the preceding years,review sufficiently to establish good practices be-

gun earlier, and introduce new concepts to chal-

lenge interest as the children grow and develop.

Copies of the suggested planning and record

work sheet on the following page, or forms de-

34

veloped by the school, may be used by teachersin setting up plans and recording information forindividual grades, including points of emphasis.

For example, the kindergarten teacher mightemphasize such typical everyday activities ashelping at home, dressing for a rainy day, goingto bed, having a medical checkup, enjoying rhyth-

mic and dramatic play. The teaching can be donethrough pictures and conversations about them,stories, poems, songs, .1ctivities, and actual dailylife at school. Though no health textbooks forkindergarten are yet adopted, excellent teachingaids are available at this level.

For grade one, five points of emphasis chosenfor the year might be how to use facilities atschool; morning, evening, and school routines;enjoyment of a variety of foods; safety practicesin traveling to and from school and at play; and,adjustment to school living.

The second grade teacher might stress habitsof cleanliness; care of the teeth; willingness to tryunfamiliar foods; alternate periods of rest withperiods of activity; safety in traveling to and fromschool and at play; and health and safety helpers.

The third grade teacher might emphasize suit-able clothing for temperature and other weatherconditions; care of the eyes and ears; greater va-riety of foods and identification of foods as veg-etables, fruits, cereals, and others; enjoyment of

games; safety practices at home, in the commun-

ity, during holidays, and in recreation; and con-sideration for family members in the home. These

or other points of emphasis can be fitted into the

proper spaces in the work sheet along with spe-

cial activities and materials for grades K-3.


SUGGESTED PLANNING AND RECORD WORK SHEET(Copies of this page should be made available to each teacher of grades K-3)

Grades K-3 Grade _ , Year_ , Teacher

Scope as Outlined in Guide

I. Personal healthA. Use of facilities at

school1. Drinking fountain2. Rest rooms3. School cafeteria4. Playground5. Health service unit

B. Habits of cleanlinessC. Suitable clothingD. Routines for healthE. Food practices and

attitudesF. Physical activity and

rest1. Physical activity2. Rest3. Sleep

G. Disease preventionand control

H. Care of the body1. Care of the eyes,

ears, nose, andthroat

2. Care of the teethI. Physical growth and

development

Points ofEmphasis Special Activities Special Materials

J. Mental and socialhealth

K. Safety1. In travel2. At school3. At play4. At home

II. Family healthA. Child's help in

the familyB. Family inter-

relationships

III. Community healthA. Community helpers

in health and safetyB. The child's part

in community health

35

III


SUGGESTED EXPERIENCES AND UNDERSTANDINGS, GRADES, K-3

I. Personal health

A. Use of facilities at school

Teachers on every grade level have the re-sponsibility to see that children practicehealthful living at school. The kindergar-ten or first grade teacher has the uniqueresponsibility for teaching children howto use facilities provided at school and for

guiding them in their use until desirablehabits have been established. Second andthird grade teachers continue to help chil-dren to assume responsibility for theirown health practices. Experiences forchildren in healthful living at school shouldinclude the use of such facilities as:

1. Drinking fountain

a. Keeping mouth off fountain whendrinking water

b. Avoiding pushing person who isdrinking

2. Rest roomsa. Helping to keep rest rooms clean and

neatb. Learning to use toilets and urinals in

a sanitary wayc. Flushing toilets after used. Learning that objects and paper

other than tissue should never beput into toilet bowls

e. Learning to use hand washing facili-ties by washing hands under a run-ning stream rather than using waterin the bowl

36

III

3. School cafeteria

a. Learning to handle eating utensilsand food so as to help in keepingcafeteria clean

b. Learning that children should not goin and out of the cafeteria kitchenwhile food is being prepared unlessespecially authorized to do so

4. Playgrounda. Learning where to play on the school

groundb. Learning to use playground facilities

and equipment

5. Health service unita. Learning that health service unit fa-

cilities should be used only undersupervision of an adult

b. Learning that first aid suppliesshould be used under the supervisionof an adult

B. Habits of cleanliness

It is also the responsibilty of the teacherto help children to grow in understandingthe need for cleanliness in helping topromote personal comfort, to prevent di-sease, to gain group approval, and to de-velop self-respect. Children should learnto develop routine cleanliness procedures.Experiences in learning to establish habitsof cleanliness should include:

1. Washing hands with soap and watera. Before eating or handling foodb. After going to the toiletc. After playd. After cleaning the nosee. After handling pets

2. Washing face and hands, brushingteeth, keeping nails clean, brushinghair, dressing in clean clothes uponarising each day

3. Developing tt a habit of self-inspectionat home and at school

C. Suitable clothingChildren should be helped to understandthe need for wearing clothing that is prop-erly fitted, appropriate to the occasion,and also suitable for temperature and


weather conditions. Experiences in thisarea should include:

1. Wearing clothing and shoes that areclean, comfortable, and appropriate toweather and occasion

2. Wearing socks and 'Aloes that are prop-erly fitted

3. Changing wet shoes and clothing, re-moving heavy clothing and overshoeswhen indoors, and wearing wraps whengoing out in cold weather

4. Keeping up with their clothes and keep-ing coats, hats, and overshoes in spacesprovided for them

D. Routines for healthTeachers can help children to learn toestablish routines for health in their dailyliving at home and at school. When chil-dren go to school in the fall, they probablydo not have habits of elimination which fitcomfortably into the school schedule. Theteacher should help children to feel at easeabout meeting these needs at all times andshould help them build regular habits ofelimination. Experiences for establishingroutine practices should include:

1. Making plans for good morning proce-dures including getting up early enoughto go to the toilet, bathing face andhands, brushing the teeth, dressing inclean clothes, brushing hair, and eatinga good breakfast

2. Making plans for good evening routinesincluding taking a tub bath or shower,dressing in clean night clothes, going tothe toilet, and brushing the teeth

3. Learning to use appropriate vocabularlyfor expressing personal needs

E. Food practices and attitudes

The child should learn good food habitsand attitudes as they affect his growth.The emphasis in nutrition should be onlearning to enjoy a variety of foods andforming the habit of looking on mealtimeas a pleasant experience. The teachershould keep in mind, however, that foodpatterns of different income levels andethnic groups vary. The skillful teacheror counselor recognizes the good featuresof each group and refrains from super-imposing his own food patterns uponothers. Motivations such as giving prizes

or having clean plate clubs are undesirableand should be replaced by more naturalpractices. Experiences and understand-ings in foods and nutrition should include:

1. Learning to observe good eating habitssuch as chewing food well, tastingsome of everything on the plate, andeating in a leisurely manner withoutdawdling

2. Developing the habit of eating whole-some meals at regular hours

37

UI

What to Teach in Health, Grades IC4

3. Learning that eating and enjoying anadequate breakfast is important

4. Understanding that milk is importantto the health and growth of most chil-dren and adults

5. Understanding the place of desserts andsweets in the diet

6. Learning that drinking water is essentialto good health

7. Developing an interest in unfamiliarfoods and learning to like them

F. Physical activity and restIn young children the desire for activity isa basic need. It is important that provisionbe made during the school day for frequentopportunities to engage in vigorous activityof the large muscles. However, children inthe early grades tire easily and need to restoften. A proper balance of work, rest, andplay is desirable at all levels. It is importantthat children learn the value of outdoorplay and that they learn many games, bothactive and quiet, to play during their freetime. Experience in these areas shouldinclude:

1. Physical activitya. Participating in a variety of games,

rhythms, and free activity includingrunning, jumping, and climbing

b. Participating in a variety of quietindoor activities

2. Resta. Learning that rest and relaxation

periods are needed during the day,both at home and at school, espe-cially after vigorous exercise and af-ter meals

b. Learning that rest is important dur-ing and after illness and observingthis practice when returning toschool

3. Sleepa. Learning to observe good sleeping

habitsregular bedtime habits andto avoid over-excitement just be:orebedtime

b. Learning to get an adequate amountof sleep under desirable conditions

G. Disease prevention and controlIn teaching disease prevention and control,emphasis should be placed on establishinggood habits which will help to keep people

38

UI

well and happy. The teacher should try toavoid any possibility of frightening childrenor of creating anxieties in them about dis-ease and illness. The child should developconfidence in his family physician, dentist,and nurses as protectors of health andshould be taught to think of them asfriends. Experiences that will help to pre-vent and control disease include:

1. Washing hands befork., eating and aftergoing to the toilet

2. Washing vegetables and fruits beforeeating them

3. Washing the hands before handlingfoods

4. Keeping their hands, pencils, and otherarticles from the mouth

5. Washing hands after handling pets6. Using their own glass or cup7. Avoiding eating or drinking after others8. Avoiding sharing whistles, balloons,

and other toys that come in contactwith the mouth

9. Keeping flies and other insects off food10. Learning how to keep food clean, keep-

ing it wrapped or covered and in a coolplace

11. Learning how to care for colds properly

by:a. Using handkerchief or paper tissues

and disposing of them in a sanitarymanner

b. Covering coughs and sneezesc. Staying at home and in bed when

sick with a cold awl keeping awayfrom others as much as possible

12. Staying at home when ill


13. Staying away from others who are ill

14. Learning to cooperate with physicians,dentists, nurses, and others who help

with health problems

15. Learning that immunization programs,testing programs (including vision andhearing) and other medical, dental, andnursing services are helpful in prevent-ing disease and promoting health

H. Care of the bodyChildren should become increasingly awareof the fact that care and protection of theeyes, ears, nose, throat, and teeth are im-portant. They should be helped to estab-lish good habits in these areas of bodycare. Establishing habits of care and pro-tection of the teeth is extremely important

at this age level since the incidence of den-

tal defects among children is high. Chil-dren should understand that this shouldinclude care of the temporary teeth. Theyshould also understand that caring for thesix-year molars is essential since these are

the first permanent teeth. Experiences

should include:

1. Care of the eyes, ears, nose, and throat

a. Keeping fingers as well as foreignand polluted objects away from theeyes, ears, nose, and mouth

b. Learning the importance of protect-ing the head from blows

c. Learning to report any illness or un-familiar symptom in connection withears, eyes, nose, or throat

d. Reading and working in adequatelight without glare and shadows

e. Holding book in a comfortable, ap-propriate position and giving atten-tion to the position of the bodywhile reading and working

f. Learning to wear glasses when neces-sary and to care for them properly

g. Learning ways to keep the eyes andears safe from injury

2. Care of the teetha. Learning to brush teeth regularly

and correctly

b. Learning that cracking nuts with theteeth and biting hard substances may

cause serious injury to the teeth orgums

C. Learning that caring for the teethincludes eating a variety of foodsand limiting the amount of concen-trated sweets

d. Recognizing that brushing the teethafter eating sweets when possible,rinsing the mouth with water, andending the meal with raw fruits orvegetables are good practices

e. Visiting the dentist regularly and ac-cepting him as a friend

I. Physical growth and development

Primary children are often concerned be-cause others are biggeror smallerthanthey are. They may wonder why. Theyneed help at this level in learning thateach individual has his own way of grow-ing and that differences in rate of growthare to be expected. Experiences and under-standings should include:1. Learning that it is natural for some boys

and girls to be larger or smaller thanothers

2. Learning that each person has his ownway of growing and that differencesamong children of the same ages are tobe expected

3. Learning that good health practiceshelp each person to grow

J. Mental and social healthMental and social health are not taught assubjects in the elementary school but areoutgrowths of the child's learning experi-ences in his environment. The emotionaltone of the classroom helps him to learnwhen it is warm, safe, and happychal-lenging but not over-stimulating. Theteacher's understanding and skill contri-bute to the child's emotional development.The child's concept of self is important.The teacher should guide him in learnirgto accept himself, including his assets andhis limitations. He should give the childopportunities and guidance in making de-cisions on his own problems at his own lev-

el and in releasing emotional tensions indesirable ways. The teacher can help thechild to release tensions at school throughcreative learning experiences.

39

In


As a child better understands and acceptshimself, he becomes increasingly capableof accepting and living effectively withothers. All young children want to be ac-cepted by others. When children first cometo school, one of their big tasks is learningto live in increasingly larger groups. Under-standing and accepting himself and under-standing and getting along with others areconcepts that it takes a lifetime for mostpeople to realize. They are goals for youngchildren in the degree that they are able tounderstand and achieve them. Experiencesthat help children to grow in ability tounderstand themselves and to live effective-ly with other people are:

1. Learning to understand and accept self

a. Learning that we express our feel-ings in many ways and learning ac-ceptable ways of expressing them

b. Learning to make wise choices ineveryday activities

c. Learning that one gains a feeling ofaccomplishment through carryingpurposeful activity through to com-pletion

d. Learning how to make the best of adisappointment or an unfortunateoccurrence

e. Learning that everyone makes prog-ress at his own rate of speed

2. Learning to get along with others

a. Learning many ways of cooperatingwith others

b. Learning some ways of makingfriends

c. Learning to be a courteous guest, acourteous host, and a courteous co-worker

d. Learning that many people help himto get along in school

e. Learning that individual differencesin people are natural and that eachperson can make a contribution

f. Learning to work and play happilywith others

g. Learning to take turns and sharewith others

h. Learning to be considerate of otherpeople

40

in

K. SafetySafety teaching should help the child todevelop an increasing sense of responsi-bility for his own safe conduct and concernfor the safety of others. The positive rath-er than the negative approach should beused by the teacher, avoiding motivationthrough fear. Safety should not be taughtas an isolated subject, but as a naturalpart of the daily living activities of chil-dren. These experiences usually includesafety in travel, at school, at play, and inthe home.

1. Safety in travelChildren should be taught how to con-duct themselves safely when going toand from school, walking about theirneighborhoods or in the congested busi-ness section of a city or town, and usingany vehicle. This should include:

a. Learning the meaning of the colorsof traffic lights

b. Obeying all traffic signals.c. Crossing the street at the safest inter-

sectiond. Walking facing traffic when on high-

wayse. Being alert to the movement of traf-

fic and refraining from running intothe street

f. Learning that riding a school bus issafer when a person gets on and offslowly and carefully, sits down whilebus is in motion, and keeps handsand arms inside the bus

g. Waiting for school buses at a safedistance off the highway

What to Teach in Health, Grades I1-3

h. Learning their name, address, andtelephone number and parents'names

i. Avoiding hitching rides on trucks,cari, or bicycles

j. Knowing and obeying the laws gov-erning bicycle riding

k. Observing safety practices in park-ing bicycles

1. Showing good judgment when usingwheel toys and skates

m. Learning to cooperate with bus driv-ers, safety patrols, policemen, andothers in positions of authority

n. Reporting any accidents promptly toparents, teachers, or other safetyhelpers

o. Learning to go directly home afterschool and to report to a parent ora responsible adult upon arrival

2. Safety at school

Children should be taught at an earlyage that, where many people are livingand working together, rules and regula-tions for safety are necessary. Each in-dividual should show thoughtfulnessand good judgment when he acts tosafeguard his own welfare and that ofothers. This includes:

a. Distinguishing between right and leftb. Keeping to the right and practicing

safety rules when walldng throughhalls and on stairs

c. Learning and practicing safety ruleswhen standing or walking in lines

d. Learning how to handle and carrypencils, scissors, and other sharp orpointed equipment

e. Izarning the safe way to carry anduse chairs

f. Opening and closing doors safelyg. Sharing and taking turns on play-

ground equipmenth. Learning to appreciate the services

of the school safety patrol, theschool janitor, and other safety help-ers at school

i. Learning the purpose and impor-tance of fire drills and acting tomake them successful

3. Safety at playIt is necessary for children to learn thatsafe play protects them and their play-mates and also contributes to the pleas-ure of their activities. They should learnthat safe play activities at school, athome, or in other places should include:

a. Choosing safe places in which toplay

b. Learning how to use playgroundequipment safely

c. Playing carefully with pets andavoiding playing with or pettingstrange animals, avoiding teasingPets

d. Refraining from running with sharptools, sticks, and glass

e. Gathering up toys when play is overand storing them where they will notcause accidents

f. Avoiding putting small objects intothe mouth, nose, or earsPlaying carefully with younger chil-dren

h. Flying kites in areas free from wiresi. Avoiding playing in or around

buildings under constructionj. Practicing safe conduct in waterk. Avoiding undue exposure in the heat

and sun1. Learning to play safely when near

streets, keeping off the streets unlessthey are reserved for play

4. Safety at homeChildren should be taught from earlychildhood how to help keep theirhome environment safe. In discussingsafety precautions, teachers should becareful not to excite the curiosity ofchildren about safety hazards to the ex-tent that they will want to experimentwith dangerous situations. Childrenshould learn that safety in the home in-cludes:

a. Using caution in turning on hot wa-ter when bathing or washing

b. Placing the soap in a container be-fore stepping out of the tub

c. Avoiding climbing up on chairs orshelves

g.

41


d. Avoiding leaning against screens orout of windows

e. Learning to feel a responsibility forplacing fruit peelings and otherwaste in garbage pails

f. Learning to feel a responsibility forwiping up substances spilled on thefloor so as to prevent falls

g. Keeping stairs clear of all objects

h. Avoiding unknown liquids and med-icines

i. Learning that minor cuts, blisters,and insect bites require immedia:ecare to prevent infection

j. Learning safety precautions with fire

(1) Learning that playing with fireor matches is dangerous

(2) Learning that fires should bestarted and supervised by anadult

(3) Learning that fires should bebuilt only in places set aside forthem or where there is no dang-er of fire spreading

(4) Learning what to do in case afire is discovered

(5) Learning what to do in casehis clothing catches n fire

k. Learning that guns and fireworksare dangerous

II. Family health

A. The child's help in the family

Children of this age level should begin tolearn to be helpful family members bysharing in respoasibilities and in familyplanning for work and fun.Experiences that will help in reaching these

goals are:(1). Learning to be helpful in the family(2). Learning ways of sharing facilities in

the home(3). Sharing in the responsibility of car-

ing for younger children

B. Family inter-relationshipsChildren should begin to understand andappreciate the contributions of each fam-ily member to healthful living. Theyshould begin to understand the home andfamily life.(1). Learning that big brothers and sis-

ters have interests and friends of their

42

own and that it isn't fair to "tagalong" all the time

(2). Learning that talking things over withparents or other older persons is help-ful

(3). Learning ways in which families canhave fun together

(4). Learning of "family life" amonganimals and ways in which the youngare protected and cared for


A. Community helpers in health and safetyChildren at the primary level can learnthat there are community workers whohelp to protect people's health and safety.They should begin to appreciate theseservices and should learn to cooperatewith them in protecting their own healthand safety as well as the health and safetyof others. Children cannot understandtechnical materials of instrucfion on thissubject. The approach to communityhealth should include the following simpleunderstandings and experiences:

Learning to appreciate the health andsafety services of firemen, policemen,garbage men, and other communityhelpers

Learning about the custodian, the busdriver, the school lunch personnel,and the teachers and their contribu-tions to health

B. The child's part in community health

(1). Learning to accept such health serv-ices as immunizations, medical anddental examinations, and first aid

(2). Learning that each person has a re-sponsibility for the proper use ofpublic facilities such as rest rooms,drinking fountains, and picnic areas

(3). Learning to respect the property ofothers in such ways as protectinglawns, flowers, and shrubbery

(4). Being considerate of others and co-operating in making the home, theschool, and the community a safe andattractive place in which to work andplay


To the Teachers

As children move into the intermediate grades,they become more interested in the how and thewhy of health teaching. This is the period whenthey are able to expand their experiences inunderstanding simple scientific reasons for healthpractices. The major emphasis in the intermediategrades, as in the primary grades, should be upondeveloping concepts which will lead to desirablehealth practices and attitudes within the abilityof children of this age level. Again the emphasisis on personal health, although some aspects offamily and community health are given greateremphasis than in grades K-3.

Teachers of grades 4-6 should work togetherto select goals for each grade level. They shouldalso refer to third grade health teaching recordswhich their pupils have already experienced, andthe plans for the seventh grade health course.This coordination will make their teaching a vitalpart of an unfolding story and avoid needlessrepetition. Teachers should also recognize theimportance of working together with pupils todevelop a good health program, adapting sug-gestions in the guide to their needs and interests.

Copies of the suggested planning and recordwork sheet on the following page, or other plan-ning forms developed by the school, may be usedby teachers in setting up plans and recording in-formation for individual grades. As in gradesK-3, points of emphasis may be chosen for eachgrade level.

For example the following might be emphasizedin grade four: understanding simple requirementsfor adequate heating, ventilating, and seating fa-cilities with attention given to proper classroomuse and care; personal habits in the prevention ofcommunicable diseases; some understanding thatthe kind of food children eat influences theirgrowth, development, and enjoyment of life; safetypractices in bicycle riding, in bus and automobiletravel; and in mental and social health, coopera-tion in working and playing with others.

of Grades 4-6

In the fifth grade, points of emphasis mightinclude simple background for understandinggeneral body structure and physical growth; thekinds of foods the body needs for growth andreasons these foods are better body builders thanothers; effects of physical activity and rest onhealth and growth; safety practices in the waterand at camp; simple first aid.

In the sixth grade, possible points of emphasismight be sanitation and safety in the school en-vironment; cleanliness and grooming; understand-ing of changing physical characteristics withspecial attention to wide differences in rate andtiming of growth; introduction to some of thenutrients necessary for growth; safety patrols,school emergency care, and safety in physicalactivity; some community safeguards for healthsuch as milk sanitation. These or other points ofemphasis can be fitted into the proper spaces in.the worksheet along with special activities andmaterials for effective teaching.

The formal study of alcohol should be reservedfor more mature students, though pupils in gradesix are required to have some instruction in thisarea. This subject should be treated in generalin the elementary school as the occasion ariseswhen children ask questions. It is suggested thatthe teacher become familiar with the informationand recommendations in the bulletin, The Storyof Alcohol, A Guide for Teachers, published bythe State Department of Education.

Teachers may refer to other chapters in thisguide for suggestions that should be helpful intheir planning. Chapter II refers to characteristicsof children and youth with implications for healthteaching at different grade levels: Chapter IVsuggests methods and procedures, Chapter Vrecommends resources. Supplements to the guide,available from the State Department of Educa-tion, should also be helpful.

43


SUGGESTED PLANNING AND RECORD WORK SHEET

(Copies of this page should be made available to each teacher of grades 4-6)

Grades 4-6 Grade , Year , Teacher

Scope as Outlined in GuidePoints ofEmphasis Special Activities Special Materials

I. Personal healthA. Use of Facilities

B. Cleanliness andgrooming

C. Clothing

D. Foods and nutrition

E. Physical activity andrest

F. Disease preventionand control

G. Care of the body1. Care of the eyes,

ears, nose, andthroat

2. Care of the teeth3. Care of the feet

H. Physical growth anddevelopment

I. Mental and socialhealth

J. Safety .

II. Family healthA. Responsibilities as

a family member

B. Healthful homeenvironment


A. The individual'sresponsibility forcommunity health

B. Community healthservices


Suggested Experiences and

I. Personal health

A. Use of facilities

Although the child is taught from the timehe enters the kindergarten or first grade touse school facilities properly, it is neces-sary to continue this training. In grades4-6, the child can begin to understand howhis health is related to the proper use offacilities. His interest in a wider range offacilities, as they relate to his health andwell-being, needs to be cultivated and di-rected. The child should become awareof the environment in which he livesthroughout the school day and should growin appreciation of those factors which af-fect his health. Experiences and under-standings should include:

1. Becoming aware of the environmentwhich affects his health in the class-room, building and groundsa. Correct temperature in the class-

roomb. Adequate ventilationc. Adequate light without glared. Comfortable and proper arrange-

ment of seating in the classroome. Cleanliness and sanitation

f. Safety

2. Assuming some responsibility for neat-ness and attractiveness of classroom,building, and grounds

3. Recognizing the importance of planningand working together for healthful en-vironment

B. Cleanliness and grooming

Children of the intermediate grades shouldhave opportunities at school to practicesome of the cleanliness procedures whichthey are taught to follow, such as washingtheir hands before lunch. They shouldunderstand why cleanliness is important.Toward the end of this period the girlsespecially are usually becoming very muchinterested in good grooming. It is sug-gested that the following topics receiveemphasis:

1. Understanding the need for frequentwashing of hands and taking baths

Understandings, Grades 4-6

2. Learning how to give proper care tohair, skin, and nails

3. Learning that cleanliness, grooming,and neatness help to make a favorableimpression on others and to bring afeeling of confidence and well-being tooneself

4. Accepting responsibility for cleanlinessof clothes and body

C. ClothingDuring this time when strenuous physicalactivity is characteristic, when zeal andenthusiasm are noted more often than cau-tion, the care of clothes is especiallytimely. It is assumed that children ofthese grade levels have already becomeacquainted with clothing made of differenttypes of materials. With this background,pupils can be interested in the importanceof clothing that fits without binding andis appropriate for the conditions underwhich it is to be worn. They can also be-come interested in caring for all articles ofclothing so that they will last well andlook good. Exneriences and understand-ings should include:1. Understanding why certain types of

clothing ;re better for certain weather


conditions and more appropriate fordifferent occasions

2. Appreciating the need for buyingclothes wiselyusing such criteria as"Do they fit and look well on me?Will they wash or clean well? Are theythe kind of clothes I really need?"

D. Foods and Nutrition

Children of this age group should begin todevelop a general understanding of thekinds of foods the body needs. There aremany simple scientific experiments whichthey will enjoy in demonstrating the kindsof foods needed. Experiments in feedinganimals and in growing plants with ade-quate versus inadequate food are oftenused for this purpose. Experiences andunderstandings in foods awl nutritionshould include:

1. Understanding that there are certainbasic foods that we all need

2. Learning why some foods are more val-uable than others

3. Learning to select suitable foods to eatbetween meals

4. Learning reasons for avoiding over-useof sweets and carbonated beverages

5. Learning reasons for avoiding tea andcoffee

6. Understanding some ways of promot-ing good digestion: resting after eating,avoiding swimming or other strenuousexercise immediately after eating, chew-ing food well, being pleasant at meal-time

7. Realizing that our feelings or emotionsaffect appetite and digestion

8. Appreciating the fact that pleasant sur-roundings and attractive methods ofserving food affect the appetite

9. Recognizing that beautiful and tastyfoods add to the enjoyment of life

10. Learning why good table manners areimportant

11. Appreciating the importance of clean-liness in handling foods and dishes

E. Physical activity and rest

Children in the intermediate grades are in-terested in their physical development, en-

46

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joy vigorous physical activities, and have azest for living and learning which makesthe day seem entirely too short for theirmany activities and interests. However,they should understand that mental andphysical activity wear out part of the bodytissues which must be continuously re-placed and that a balance between restand activity contributes to over-all well-

being. This process takes place mosteffectively during periods of rest, espe-cially relaxed sleep. Since the drive foractivity of children in these grades is stillgreat, teachers should not allow or forcechildren beyond their ability. For thosewith temporary or permanent disabilities,programs of physical activity should beadapted to their limitations. Because oftheir increasing desire to belong to a groupor team and the strong urge to test them-selves, increasing emphasis should beplaced on modified team games in additionto a wide variety of simple activities. Thefollowing experiences and understandingsare suggested:

1. Realizing that an adequate amount ofrest and sleep is necessary for energy,growth, and general well-being

2. Learning that irritability may be the re-sult of too little sleep and rest

3. Understanding why periods of strenu-ous exercise should be interspersed withperiods of rest

4. Learning that sleep and rest are impor-tant to good posture

5. Growing in an understanding of theneed for activity

6. Participating wholeheartedly in a well-rounded program of physical activities

7. Learning to officiate own games and toplay fairly

8. Developing self-confidence and self-discipline through play and other ac-tivities

9. Cultivating the ability to live and workcooperatively with others, especiaPy asa team member

10. Selecting and learning desirable gamesand sports for leisure time use

11. Practicing good sportsmanship


F. Disease prevention and controlChildren of grades 4-6 can begin to under-stand why it is important to establishhabits and to follow procedures that willhelp to protect them against disease. Inthe sixth grade, especially, they can un-derstand the simple scientific backgroundfor this area of health. As in grades K-3,the positive approach to instruction on dis-

ease prevention should be used so as toavoid motivation through fear. Pupilsshould understand that, through some verysimple measures like washing hands beforeeating and through accepted medical pro-cedures like inoculations, they can helpto protect themselves and others. Ex-periences and understandings in developingdesirable habits and attitudes should in-clude:

1. Understanding that most bacteria arehelpful

2. Learning some ways in which germsare spread and precautions which pre-vent their spread

3. Appreciating the importance of clean-liness in preventing disease

4. Appreciating the importance of avoid-ing places such as stores, restaurants,and washrooms when they are unclean

5. Learning the correct way to wash dish-es, glasses, and silverware to kill dis-ease-spreading germs

6. Learning to prevent the spread of in-fection through using one's own towel

and washcloth

7. Learning the proper way to care for acold and v ays of helping prevent thespread of :,olds

8. Appreciating the importance of im-munization in helping to control com-municable diseases

9. Learning the value of physical exami-nations in detecting abnormalities

10. Learning how to care for oneself whenill

G. Care of the bodyHabits of body care emphasized duringthe primary grades should be reinforcedduring grades 4-6 with more emphasison the reasons for this care. Especiallyin grade six, pupils can learn very simplestructure and functions of the eyes, ears,nose, throat, teeth, and feet in relationshipto the importance of developing goodhealth practices.Children should recognize that care of thesense organs is most important, since theylearn through the five senses. They shouldunderstand the importance of proper useof aids for sight and hearing. Informationon the make-up of the teeth and theirfunctions should lead to an understandingof the importance of care of the teeth andgums in relation to good general healthand to personal appearances. Childrenshould understand the need for correctivemeasures although these measures maybe temporarily unpleasant. Childrenshould understand that good foot healthis important to good general health. Ex-periences and understandings on theseareas of body care should include:

1. Care of the eyes, ears, nose, and throat

a. Learning that the five senses arehearing, seeing, smelling, tasting,and feeling and appreciating the im-portance of these senses

b. Understanding and accepting peo-ple who have handicaps and learninghow to help them

c. Developing a simple understandingof the different parts of the eye, ear,and nose, and of the ways theyfunction

d. Learning what constitutes good lightfor reading and other visual ac-tivities

47


e. Understanding the importance ofholding the book properly whenreading

f. Learning what to do if somethinggets in the eyeUnderstanding the advantages ofwearing glasses if needed

h. Understanding the function of thenose in breathing, in relation tomoisture, warmth, and cleansing

i. Learning the relationship betweensmell and taste

Learning to blow the nose gentlyto avoid forcing mucus up theEustachian tube into the middle ear

g.

J.

2. Care of the teeth

a. Learning how, when, and why tobrush teeth

b. Learning the functions of the dif-ferent kinds of teeth

c. Learning the make-up of the teeth

d. Learning the importance of adequatediet in building strong teeth andhealthly gums

e. Learning other ways of keeping theteeth and gums healthy

f. Learning that teeth aid digestion,improve appearance, and aid speech

g. Appreciating the need for visiting adentist often and for taking care ofsmall cavities before decay spreads

h. Appreciating the function of bracesin helping to straighten the teeth

3. Care of the feet

a. Learning that it is important to keepthe feet clean, warm, and dry

b. Learning the importance of wearingshoes and socks that are in goodcondition, fit properly, and are madeof suitable materials

c. Recognizing that there is danger inneglecting such foot injuries as cuts,blisters, and bruises

d. Recognizing the seriousness of va-rious foot conditions caused by fun-gus infections and by such parasitesas hookworm

48

e. Learning to seek professional carefor foot defects as early as possible

H. Physical growth and development

Children of the intermediate grades havea natural interest in their physical devel-opment. With the help of the teacher, theycan get a simple background for under-standing general body structure and phys-ical growth. General body structure and

function should be emphasized rather thanmany specific, detailed facts. Teachersshould recognize, however, that somegroups of children want more informationand details. For example, one class groupwanted to know about the sensesjusthow do you smell things, feel things, tastethings. Another group wanted to knowmore about what is inside bones, howbroken bones heal, how bones grow. Ques-tions of this kind show that thinking hasbeen stimulated. They should be answeredin the light of the child's maturity leveland his ability to understand. The childshould understand that each person grows


in his own way at his own rate and thatgood health habits will help him achievebetter growth.The fourth grade would be interested inthe simplest kind of information. Thesixth grade, with some pupils showingcharacteristics of early adolescence, willneed some anticipatory guidance in un-derstanding the body changes of the nor-mal boy or girl in early adolescence.Teachers should have the scientific back-ground necessary to give them a feeling ofsecurity in their ability to guide youngpeople in gaining some understanding oftheir physical growth. Some understand-ings and experiences in this area shouldinclude:

1. Developing a wholesome appreciationof the human body

2. Considering the value of keeping heightand weight charts over a period oftime, and understanding that there isno exact weight which is normAl forevery given boy or girl of a particularheight and age.

3. Understanding that growth and matura-tion are uneven and that these charac-

teristics manifest themselves in thefollowing ways:

a. Increasing awkwardnessb. In some girls, the earl,' develop-

ment of secondary sex characteris-tics including menstruation

c. In some boys, secondary sex char-acteristics developing as they reachpuberty

d. Sudden increase in weight4. Learning how bones and muscles work

together5. Learning how the heart and blood ves-

sels carry out their work6. Learning about respiration7. Learning that the nervous system serves

as the communication system of thebody

8. Understanding simple facts about di-gestion and elimination

9. Understanding what constitutes normalbody temperature and learning howthe body maintains this temperature

10. Gaining a basic understanding of thebeginning of life

11. Understanding the importance of peri-odic physical and dental examinations

I. Mental and social I ealth

Children develop feelings about themselvesand others on the basis of their interpre-tation of experiences. Experiences of thechildren at work and at play can be usedin a natural way to help them to grow inunderstanding and improving the way theythink, feel, and act. The emotional cli-mate in the classroom is caught ratherthan taught. The cheerfulness, friendli-ness, and fairness of the teacher are con-tagious and are reflected in the attitudesand behavior of the pupils. The physicalaspects of the roomsuch as light, heat,ventilation, color, seating arrangementalso affect the way a person feels, thinks,and acts. Since mental and physical healthare a part of the total environment, manyopportunities are afforded during the dayfor building naturally the following ob-jectives and experiences:

1. Growing in understanding of how hethinks, feels, and acts

a. Learning that happy feelings are asessential as sleep, rest, exercise,fresh air, and good food in helpingto develop strong, healthy bodies

b. Understanding that the way we feelinfluences body functioning: forexample, blushing, sweating palms,headache, or "butterflies in thestomach" may result from excite-ment, anger, worry, or other emo-tions

c. Understanding that all of us at timesfeel fear, anger, jealousy, discour-agement, and the like, and learningacceptable ways of coping withthese feelings

d. Developing satisfactory indepen-dent relationships

e. Developing interest and skills insolving problems

f. Experiencing satisfaction throughcreative expression

Learning the value of hobbies andother forms of recreation and re-laxation

g.

49


h. Learning to find satisfaction in otherpeople's pleasures and accomplish-ments as well as in their own

2. Growing in ability to get along withothers

a. Learning to understand some of thereasons people feel and act as theydo

b. Being considerate of others and con-cerned for their welfare

c. Lear/ling the value of sharing ideasand possessions

d. Realizing that cooperation is an es-sential ingredient in harmonious re-lations with others

e. Accepting some individual respon-sibility for group welfare

f. Learning that each person is theresult of his individual capacities andexperiences and that his behavioris affected by the meaning of theseexperiences to him

g. Understanding that each person isborn with different capacities, thathis experiences have made him dif-ferent, and that his capacities andexperiences determine how he willreact to any situation

h. Realizing that there is a tendencyfor boys and girls to conform tothe expectations of their group, andlearning when and how to rejectexpectations that are not approvedby society

J. Safety

Safety education should be based on theimmediate needs of pupils, both physicaland emotional. These needs may be de-termined in part through daily accidentrecords which should be accurately keptand carefully studied. Pupils must behelped to perform safely the physical ac-tivities which are a part of the environmentin which they 1. 41 and to begin to thinkthrough the safe y :-.tements in each indi-vidual situation, moving from supervisionto self-direction.Experiences in this area should include:

1. Learning that safety is everybody'sbusiness

50

ifi

2. Becoming acquainted with the schoolprogram for handling emergency sit-uations

3. Learning how to report injuries andaccidents

4. Reviewing safety precautions to be ob-served at school

5. Continuing the study of safety precau-tions on streets, highways, and schoolbuses

6. Observing the basic rules for safe bi-cycle riding as listed by the StateHighway Department

7. Learning and observing fire safety pre-cautions, such as observing correctprocedures for fire drills, checkinghome at regular intervals for fire haz-ards and helping to correct any found,practicing correct procedures in build-ing and extinguishing fires in the homeand out-of-doors, and reporting a fire

8. Learning and observing safety precau-tions in connection with insecticides,sprays, disinfectants, weed killers, poi-sons of all kinds, kerosene, gasoline,firearms and ammunition, medicines,and chemicals of all kinds

9. Appreciating the need for correctingconditions which cause accidents athome

10. Learning to observe certain precau-tionary measures in using electricalequipment

11. Learning safety precautions at play byconsidering safe versus unsafe placesto play and recognizing that reasonablecaution and good sense when playingare also needed

12. Assuming responsibility for the safetyof younger children while at play

What to Teach in Health, Grades 46

13. Learning basic saiLty precautions toobserve on a bike

14. Learning safety precautions to observewhen swimming and boating

15. Assuming increasing responsibility forcaring for minor injuries

16. Learning the value and purpose of firstaid kits and suggested contents of asimple first aid kit (See RecommendedProcedure for Emergency Care of Sick-ness and Accidents Occurring at School,South Carolina State Department ofEducation.)

IL Family healthIn grades 4-6 children should be urged totake over some responsibility for their ownhealth and safety and for sharing in familyplanning and responsibilities. The fol-lowing are suggested as learning experi-ences:

A. Responsibilities as a family member1. Learning to develop good habits, at-

titudes, and understandings towardparticipating in healthful living in thehome

2. Assuming some responsibility for clean-liness and safety in the home

3. Helping to take care of their own roomsand belongings

4. Learning to help with family chores5. Assuming some responsibility for

younger members of the family

B. Healthful home environment1. Learning some of the provisions for

sanitation that should be made inhomes and yards

2. Learning that home produced foods cancontribute to family health

III. Community healthAs South Carolina becomes more andmore densely populated, community ef-fort to protect the health of all citizensbecomes more urgent. Children in thesegrades should not be expected to under-stand thoroughly the intricacies of gov-ernment nor to get detailed informationabout health services. They can, however,come to an understanding of the impor-tance to the public welfare of sanitationmeasures and procedures and other healthservices. They can also understand that

every citizen should cooperate in thesemeasures. Methods of developing theseconcepts may include field trips, inter-views, and visual aids to dramatize theservices. Some understandings and ex-periences in community health are:

A. The individual's responsibility for com-munity health

1. Learning that every individual sharessome responsibility for helping to keepthe community environment as safeand healthful as possible

2. Developing a sense of pride in helpingto keep the community clean

B. Community health services1. Developing an awareness of the kinds

of work that a local health departmentperforms

2. Realizing how the community safe-guards the health of individuals by theprovision it makes for supplying safedrinking water

3. Realizing how the community safe-guards health through its approvedsewage disposal

4. Learning how the community providesfor disposing of garbage and rubbish

5. Realizing how the community safe-guards health through the local healthdepartment's regular inspections offood stores, bakeries, food factories,and eating places

6. Realizing how the community promotessafety through traffic regulations andsigns, drivers' licenses, and services ofthe local police and highway patrol

7. Realizing how the community promotessafety of life and property by the serv-ices of the fire department

8. Learning how milk is treated to safe-auard health

9. Knowing the danger of flies and ratsas carriers of diseases

10. Understanding the importance of com-plying with regulations in regard tothe inoculation of dogs and other petsagainst rabies

11. Understanding ways by which waterin swimming pools and bathing beachesis kept as safe as possible

12. Appreciating the contribution to ourhealth that has been made by thehealth heroes of the past

51


To the School Administrator and Supervisory Staff of Grades 7-12

The teaching of health is required in the juniorand senior high schools as well as in the elemen-tary grades (School Laws of South Carolina,issued by The State Department of Education,1962). The leadership of the school adminis-trator and supervisory staff make a tremendouscontribution in the implementation of this re-quirement in developing a practical program, em-ploying competent staff, and planning and sched-uling the program. The high school curriculumhas become so crowded with a number of re-quirP 1.nts and interesting electives that schooladministrators have found it difficult to includeadequate instruction in health. However, theyrecognize the need among adolescents for skilledguidance and instruction in understanding them-selves in their rapid growth and developmentand in their preparation for the responsibilitiesof adulthood.

Authorities recommend that health be taughtin separate courses, like other academic subjectsor in units in courses related to health. In ad-dition it should be taught as the occasion ariseswhen some special event occurs that lends itselfto emphasis on a particular health need or con-cept and as a part of daily living at school Itti allactivities and programs

This material is arranged in three sections withthe purpose of suggesting information and meth-ods of approach suitable to adolescents in grade7 or 8, grade 9 or 10, and grade 11 or 12. Theschool planning group may use this material as aguide in developing their own scope, sequence, and

plan for scheduling courses or units. The materialis arranged so that it can be adapted in differentways. The three sections may be taught in threesemester courses at different grade levels. Theymay be combined as desired in a full year's courseat any of these grade levels. Two half-yearcourses may be offered for credit in grades 9-12,according to the Standards for Accredited HighSchools of South Carolina. Any section of the

52

III

outline may be developed as a unit in a relatedsubject such as physical education, science, socialstudies, home economics, or driver education.When health is combined with another subject,adequate time must be devoted to health. It ismost important that the school or school systemhave a coordinated plan for health instruction andqualified staff responsible for carrying it out.

It is the responsibility of the school adminis-trator and the supervisory staff to arrange forcoordination and planning for health instruction.A health education supervisor at the school, dis-trict, or county level can serve as a valuable re-source person in coordinating the school healthprogram. "The Suggested Planning and RecordWork Sheet for Individual Grade", introducingeach section of the Guide in Chapter III, may becopied or adapted for recording plans and ex-changing information among those with respon-sibilities for teaching health.

In junior and senior high schools, coordinationis even more important than in the elementaryschool, since the emphasis in health instructionchanges from a more general approach to one ofspecial study of different areas of health. Othersubjects taught by different teachers includeclosely related topics which, without coordina-tion, may be needlessly repeated, while otherimportant topics may be omitted. The plan forscheduling health should follow the rules and reg-ulations as published in the current edition ofStandards for Accredited High Schools of South

Carolina.Other chapters develop more fully the sukjects

of responsibilities for school health, methods,materials, and resources. Supplements also serve

as resources for further development of the healthinstruction program. These supplements are:Selected References in Health, Examples of Suc-cessful Health Teaching, and Health Services ofSome South Carolina Agencies.

What to Teach in Health, Grade 7 or 8

To the Teachers of Grade 7 or 8

The area of personal health suggested for grade

7 or 8 deals with physical growth and develop-

ment. The purpose of the area is to help boys

and girls to understand themselves physically

in the light of the dramatic, rapid growth andphysical changes of *he young adolescent and tounderstand that each person should assume someresponsibility for his own health. The juniorhigh school yearsusually the ages 12, 13, and

14are years of great change, when the child

becomes a youth. Adolescence brings a readiness

for learning and a need for information andguidance. Seventh and eighth grade boys and girls

have tremendous interest in their own physical

growth. They are also vitally concerned with

questions of social significance for their age group

and recognize some problems of their emotional

growth. The emphasis should be on health from

the personal point of view. It should not be arepetition of health information taught in theelementary school, but should be more specialized

and taught in depth.The teacher can make teaching health more

vital and meaningful by giving pupils oppor-tunities to express their pew au problems and

interests and to help in choosing specific health

objectives and experiences. The teachers of re-lated subjects in these grades should also plantogether for a choice of content and for suggestedactivities and methods of instruction. This isespecially true in the area of life science, usually

taught in the seventh grade, which can lay avaluable foundation for building health concepts.Teachers of health and life science should worktogether for the best results in health-science.Copies of the "Suggested Planning and RecordWork Sheet" on the following page may be adapt-

ed and used for recording and exchanging this

information.Suggestions in this section are based on general

characteristics of youth at this age level as dis-cussed in Chapter IL They should be adapted

for use in each class group since chara deristics

of individuals and groups vary. Teachers should

also recognize the influence of the home andcommunity environment on pupils in adapting the

suggested activities and experiences to meet their

health needs and interests.Suggested methods of teaching health, as well

as materials and resources, may be found inChapters IV and V and also in supplements to

the guide.

53



(Copies of this page should be made available to teachers of grades 7 or 8 who teach health or related subjects)

Grade 7 or 8 Grade , Year , Teacher


SeparateCourse(yes or

no)

CorrelatedWith

(subject oractivity)

TimeAllotted

SpecialActivities

SpecialMaterials

Personal health

A. Physical growth anddevelopmentgrowing up

B. Structure andfunctions of the body

C. Care of the body inpreventive andprotective heathmeasures

D. Effects of somediseases on the body

E. Effects of alcohol,tobacco, andnarcotics on the body

F. Foods for Ihenutritional needs ofthe body

G. The relationship ofphysical and mentalhealth in growth anddevelopment

54


Suggested Experiences And Understandings, Grade 7 or 8

1. Personal health

A. Growing upan introduction

I

Through their study of growth and devel-opment, young people should grow in un-derstanding and appreciation of thewonder of the human body. They shouldrecognize with the ancient philosopherthat:"Man wonders about the iestless sea . . .

the flowing waters . . . the sight of thesky . . . and forgets that of ail wonders,man himself is the most wonderful."Adolescents should be impressed with thistruth as they look back on their growthfrom infancy and into the future, throughadolescence to adulthood. The teachershould plan to spend just enough time ontheir past growth to give them a betterinsight into their present early adolescence.The teacher should help them to under-stand that there are many factors influenc-ing growth and that each person has hisown growth pattern. Finally the teachershould help them to recognize that me-morization of facts about health is notthe final goal of their study. The realevidence of learning is the way they usetheir knowledge in their everyday living.Background information for the study ofphysical growth and development shouldinclude:

1. Growth patternsa. Reviewing growth patterns briefly

(1) In babyhood and early child-hood

(2) In later childhood

(3) In early teens(4) In late teens

b. Learning that each person has hisown growth patterngrowing in hisown way, at his own rate, when heis readyand that many factors in-fluence growth

c. Studying the influence of heredity ongrowth and development and on in-dividual characteristics

d. Studying the influence of environ-ment and health practices on growthand development

2. Responsibility for healthful livinga. Knowing that each individual is de-

pendent upon and responsible toothers in many ways for his health,happiness, and general welfare

b. Understanding that other personsand agencies share with an individ-ual the responsibility for his health

c. Increasing understanding and appre-ciation of the wonder of the humanbody as a basis for acceptance of re-sponsibility in the care and protec-tion of the body

B. Structure and function of the body with fin-plications for healthful living

One of the most important tasks of theadolescent is learning to understand andto accept his body and the many physicalchanges of this period of growth. In ad-dition to the principles and patterns ofnormal growth, seventh or eighth gradersneed to know something of human phys-iology the mechanism of the body and

55

III


how its various parts function in relationto the whole.Although in this section structure andfunctions of the body are discussed sep-arately from implications of adolescentgrowth and development and care of thebody, the teacher would perhaps find itnatural to fuse these areas. For example,as the group studies the digestive system,it would be natural to discuss the reasonsfor increased appetites of adolescents andthe need for the regular habit of eatinga good breakfast, rather than completinga study of all the body systems beforediscussing body care.In recent years the public has begun toplace greater responsibility on the schoolfor supplementing home teaching in sexeducation. This section offers an excellentopportunity for planning a unit combiningstudy of the development of the reproduc-tive organs as a natural, normal part oflife and the relationship of physical, emo-tional, and social factors. This teachingshould be carefully planned and taughtby a competent teacher in such a waythat it is beneficial to pupils and ac-ceptable to parents and others of thecommunity. Many interesting and au-thoritative materials and visual aids on sexeducation are available. A selected list ofsuitable materials can be found in SelectedReferences in Health.In general in this entire section, the basisfor inculcating heh concepts at this agelevel should include much actual biologicalscience. The pupil is now advancedenough educationally to understand thismaterial and mature enough emotionallyto want tc handle his problems on thebasis of scientific facts. Great care shouldbe taken to give accurate scientific infor-mation and to interpret it with sensitivityto the feelings of the early adolescent onall areas of growth and development. Theteacher should organize this section inany way that he deems logical for hisgroup.

Experiences and understandings shouldinclude:

1. Getting an over-all view of the make-upof the bodyhair, skin, nails, fat,muscle, skeleton, internal organs

56

III

2. Learning the functions and physiologyof the eyes, ears, nose, throat, teeth,and skin

3. Learning the parts of the body thatserve as safety mechanisms

4. Gaining a socially acceptable vocab-ularly for body structures and functions

5. Learning about the body systems, theirfunctions, and inter-relationships

6. Growing in an understanding of impli-cations of adolescent growth and de-velopmenta. Growing in the understanding of

reproductive organs which are nowbeginning to develop and functionand learning how to care for per-sonal needs

b. Growing in the understanding ofthe development of sex character-istics and building a wholesome at-titude toward this area of growthand development

c. Understanding the body changes ofboys and girls such as voice change,body contours, skeletal changes, andthe fact that girls usually matureearlier than boys

d. Understanding some of the reasonsthat cause the early adolescent tobe hungry, thirsty, awkward, to tireeasily, to perspire excessively, andto appear to lack energy

C. Care of the body in preventive and pro-tective health measuresThroughout the study of personal healthin the primary and elementary grades andin junior high school, one of the goals hasbeen to develop health concepts that willaid in establishing good health habits andattitudes in the care of the body. In grade7 or 8, this goal gains added significancein the light of the scientific findings whichthe pupil has acquired about his growthand development. Now he can makechoices based on accurate scientific in-formation and intelligent self-direction. Areal test of his learning is the degree ofresponsibility which he assumes for per-sonal preventive and protective healthmeasures. School health services, thekeeping of adequate school health records,and guidance id understanding personalhealth status as recorded on these records


can be strong factors in supporting class-room teaching and in encouraging pupilsto assume this responsibility. Experiencesand understandings should include:

1. Learning scientific reasons for the in-telligent care and protection of the body

2. Learning that physical and dental ex-aminations help to prevent illness andto protect health

3. Understanding what is to take placeand why, in diagnosfic tests, screen-ings, and health examinations

4. Being willing to review the findings ofdiagnostic tests and examinations andto accept personal responsibility forcorrective measures if needed

5. Understanding that a physician's diag-nosis and treatment are essential inthe care of illness

6. Understanding some of the dangers ofusing home remedies, such as aspirin,simple headache preparations, laxatives,and other patent remedies, as well asthe dangers of the use of prescriptionswritten for other people

7. Learning how colds spread and how totake care of oneself when they develop

8. Understanding the causes of pimplesand methods of skin care

9. Placing new emphasis on care of theteeth and mouth, including dental ex-aminations, braces, and retainersbased on knowledge of the teeth, theirpermanence, and possible corrections

10. Understanding the different ways thattypes and fitting of shoes affect bodycomfort and posture

11. Studying the effects of clothing in pro-tection of health and assuming respon-sibility for wearing clothing suitable topersonal health needs

12. Understanding that a balance of work,outdoor exercise, rest, and relaxationare important in resistance to illness,developing the desire and habit of as-suming responsibility for evaluating his24-hour day in the light of health needs,and planning his day's program accord-ingly

13. Becoming aware of the part that phys-ical activity and good body mechanicsplay in good health and attractive

appearance and some reasons whyposture may present a problem to himat this stage of development

14. Learning that wise use of leisure timeshould include some physical activityas a contributing factor to physicaldevelopment

15. Realizing the importance of seekingadvice on personal problems from acompetent adult

D. The effects of some diseases on the bodyIt is appropriate in grade seven or eightto study in depth one or more of the com-municable diseases, such as tuberculosis,venereal disease, or hepatitis. The choicefor study may be a non-communicabledisease or a condition like diabetes orepilepsy which occurs less frequently thansome of the communicable diseases butwhich should be understood by the indi-vidual affected and by the group withwhom he is associated.Disease is a formidable subject for pupilsof this age and should be treated objec-tively, with scientific facts chosen carefullyto teach without causing fear. Materialsof instruction should suit the group's ma-turity level and should present accurate,current, scientific information. The gen-eral area of disease control is discussedmore fully in "What to Teach, Grade 9or 10". Understandings in this area forgrade seven or eight may include:

1. Understanding diseases of concern inthe communitytheir causes, effectson the body, and possible preventivemeasures

2. Developing wholesome attitudes and asense of personal responsibility towardthe prevention and spread of commun-icable diseases

3. Showing consideration, kindness, andunderstanding to associates who mayhave diabetes, epilepsy, or similar con-ditions and learning first aid measuresin case of emergency related to theseconditions

E. Effects of alcohol, tobacco, and narcoticson the bodyJunior high school pupils are matureenough to understand facts about ethylalcohol and to be interested in its effects

57


on the human body. The teacher shouldmake this instruction both scientific andobjective. He should be careful not toexcite an unhealthy curiosity of the pupilby over-dramatizing this subject. TheStory of Alcohol, a Guide for Teachers,published by the State Department of Ed-ucation, is recommended for further teach-ing suggestions. Intense research on theeffects of smoking on the human bodyhas in recent years produced evidencethat this should be a matter of concern to

growing girls and boys. It is consideredbest to teach alcohol, tobacco, and nar-cotics as separate topics for teenagers. As

with alcohol education, instruction abouttobacco and narcotics should be scientificand objective. All sources of informationon these subjects should be carefully eval-uated. Understandings in these areas

should include:

1. Understanding the simple facts aboutethyl alcohol and its effects on thehuman bodya. Its classification as a drugb. Its intoxicating effectsc. Its effect on muscular functiond. Its tendency to lessen body resis-

tance to disease when used exces-sively

2. Understanding that the use of tobaccomay be injurious to growing girls andboysa. Learning of scientific research on

the use of tobaccob. Lc arning to evaluate advertisements

and other information in relationshipto making personal choices con-cerning smoking

3. Understanding that the nature, effe:As,

and hazards involved in using narcoticsand other habit-forming drugs are suchthat they should be used only on theadvice of a physiciar.

F. Foods for the nutritional needs of the body

As the seventh or eighth grader studiesthe science of body structure and function,he should be impressed by the necessityfor adequate foods for optimum growth,development, and maintenance of thebody. As he studies the body systems, heshould learn how certain nutrients help tobuild strong bones and strong muscles

58

and how they aid other body systems incarrying out their functions. Some earlyadolescents are very conscious of increasedweight, and are interested in reducingdiets. Many are inclined to follow foodfads established by their group. The teach-er can help them to evaluate fads and otherfood practices and information throughunderstanding their effects on the body.Experiences and understandings should

include:1. Learning that nrtrition is the food one

eats and the way the body uses it2. Learning that the body needs specific

nutrients in varying amounts and thatmany different foods can supply thesenutrients

3. Learning that all people need the samenutrients but in varying amounts

4. Learning that the young adolescentshould be particularly aware of hisneed for adequate protein, calcium,iron, vitamin A, vitamin C, other nu-trients, and calories to meet his gxowth

and energy requirements5. Understanding the relationship between

the foods eaten and one's teeth, com-plexion, rapid growth, energy, fatigue,

body mechanics, strength, elimination,digestion, personal appearance, and

emotions6. Learning to read labels on packaged

processed foods and evaluate nutritivevalue in relation to costs

7. Understanding the need for developingregular habits of eating adequate break-fast, lunch, and dinner


8. Learning why some foods are betterthan others for between-meal snacksand party refreshments

9. Learning to plan menus for daily foodrequirements of the young adolescent

10. Understanding the body's need for wa-ter and the best kinds of liquids to meetthis need

11. Developing NI appreciation of the sa-tiety and nutritive value of foods pop-ularly used in South Carolina, such ascollards, cow peas, and sweet potatoes

12. Studying foods in relation to the nutri-tive values of the parts of animals andplants that people eat

13. Understanding the relationship betweenthe preparation of foods and the re-tention of nutrient values

14. Learning about diet in relation to over-weight and underweight

15. Understanding that obesity is largelycontrolled by energy intake and ex-penditure and that it is possible to havelow calorie meals which provide es-sential nutrients

16. Recognizing that heredity limits an in-dividual's height despite nutrition

17. Evaluating dietary fads prevalent inlocal areas in relation to nutritionalneeds

18. Understanding the nutritive deficiencyof alcoholic beverages

19. Learning to evaluate what he sees,hears, and reads about foods

20. Accepting responsibility for eating foodthat the body needs at this stage ofdevelopment for rapid growth and ac-tivity

G. The relationship of physical and mentalhealth in growth and development

While emphasis in this section is on physi-cal health, pupils should understand thatthe physical, mental, and emotional areclosely related. They need guidance inself-understanding, development of self-confidence, and the ability to make wisedecisions. Experiences and understand-ings in this area are:

1. Learning that physical development af-fects feelings and emotions as the ad-olescent grows toward maturity andthat these feelings and emotions are anatural, normal part of "growing up"

2. Understanding that since there are oftengreat differences in the rate of growthamong individuals of the same age,there may be consequent differences inrecreational and cultural interests andactivities

3. Recognizing that understanding oneselfand others helps develop wholesomerelationships and worthwhile values

59



Health instruction suggested for grade 9 or 10

should build on the knowledge and attitudes de-veloped through the study of physical growth and

development in grade 7 or 8 and should continue

with topics that will round out the area of personal

health. Here is the teacher's opportunity of show-

ing the inter-relationships between physical, men-

tal, social, and spiritual health. Personal health

in the ninth or tenth grade will also give essential

background preparation for family and community

health in the eleventh or twelfth grade.

If health has not been taught as a separatecourse in grade 7 or 8, it may be advisable tocombine this material with the areas of personal

health suggested for grade 7 or 8 for a full year's

course in the ninth or tenth grade.

The chief topics in personal health to be de-veloped in grade 9 or 10 are disease control,

personality development, and safety and first aid.

Of utmost importance is the development of good

attitudes which will influence young people to

protect themselves against accident and illness

and to develop desirable personality traits. As an

introduction, the teacher should review briefly

with the pupils the physical growth and develop-

60

ment topics of the seventh or eighth grade pro-

gram. Relationships between the physical, emo-tion Al and social can be emphasized as a further

basis for self-understanding in making personal-

ity adjustments and building sound social rela-

tionships with others. Young people should find

this study an interesting experience and should

have opportunities to express themselves. Indi-vidual and group guidance are important in help-

ing build mature personality charactetistics.

In planning for health teaching in grade 9 or10, teachers should review the "Characteristics ofBoys and Girls" in Chapter II. They may also

use copies of the suggested planning and recordtiheet, which follows this page, or a similar form

developed by the school, in organizing for teach-ing health. All teachers who have some respon-

..

-sibiity for health education should have copies ofthe worksheet and should assist in the planning.

Suggested methods of teaching health, as well

as materials and resources, may be found inChapters IV and V and the supplements: Se-lected References in Health, Examples of Suc-cessful Health Teaching, and Health Services of

Some South Carolina Agencies.



(Copies of this page should be made available to teachers of health, physical educe -n, science, home economics, and other courses

related to health, grade 9 or 10)

Grade 9 or 10 Grade , Year , Teacher


SeparateCourse(yes or

no)

CorrelatedWith

TimeAllotted

SpecialActivities

SpecialMaterials

Personal health

A. Sources of healthinformation

B. Disease control1. Pasonal care of the

body2. Home and community

C. Personality development1. Personality

characteristics2. Growth in desirable

characteristics

D. Personal appearance inrelationship to person-ality

E. Relationship of person-ality to the use and abuseof beverage alcohol

F. Use of leisure time inpersonality development

G. Choice of vocation inhealth

H. Safety attitudes and firstaid procedures

I. Other

61


Suggested Experiences and Understandings, Grade 9 or 10

I. Personal healthdisease control, personal-ity development, safety and first aid

A. Sources of health information

One of the most valuable lessons that canbe taught is how to find and use reliablesources of information on health. Pupilsshould be taught that medical science isprogressing rapidly and that they shouldexpand their knowledge by reading andlistening to reliable sources. Experiencesand understandings should include:

1. Personal responsibility for learningabout reliable sources of health infor-mation

a. Understanding the need for reliablehealth information and criteria forestablishing reliability of this infor-mation

b. Knowing reliable sources of healthinformation, such as the familyphysician, dentist, school nurse, andhealth department

c. Learning some of the legal safe-guards against quackery and fraudu-lent practices

2. Criteria for evaluating reliable healthinformation

a. Understanding that reliable criteriainclude answers to these types ofquestions:

(1) Where did you see it?(2) Where did you hear it?(3) Who wrote the information?(4) For what purpose was it writ-

ten or spoken?(5) If printed, where did it appear?(6) Are some publishers and au-

thors more reliable than others?How do we establish the reli-ability of authorship?

(7) How much dependence can beplaced in commercial adver-tising?

(8) Does the advertiser present thewhole story?

(9) Do the advertising media, suchas newspaper, magazine, radio,

62

and television, accept any re-sponsibility fnr the reliabilityof the product being adver-tised?

(10) What do established reliablesources of information sayabout the product being ad-vertised?

b. Understanding that, in addition tobeing reliable, health informationshould be suitable for the occasionand for the group or individual

B. Disease controlPupils need to be impressed with the im-portance of preventing diseases. The sub-ject should not be over dramatized, sincethese boys and girls are very impression-able and might be repelled by the serious-ness and tragedy which often accompanydisease. The teacher should stress, as

much ap possible, the positive aspects ofprevention of disease through the use ofreliable information and with the help ofreliable resource people. Pupils shouldunderstand that the application of presentscientific knowledge can do much to pre-vent needless suffering and preventabledeaths. Experiences and understandingsin acquiring scientific knowledge and indeveloping good attitudes on this subjectshould include:


1. Personal care of the body in diseasecontrol

a. Learning that each person has aresponsibility for knowing and car-rying out measures necessary forprctection against disease in theeveryday care of his body

b. Learning that diseases are some-times spread through poor personalhygiene

c. Learning that intestinal parasites areoften spread through poor sanita-tion and poor personal hygiene

d. Learning that some types of diseasescan often be prevented by good bodymaintenance, adequate clothing,food, sleep, rest, physical activity,and the use of good health practices

c. Learning about diseases which canbe prevented or controlled by inoc-ulations

f. Learning that some diseases can becontrolled when detected in the earlystages of development

g. Learning that individuals differ inthe personal care necessary for pro-tection against disease or illness

h. Learning that diagnosis and treat-ment of disease are the work of thephysicians and other medical per-sonnel licensed by the state and itis unwise for an untrained percon toattempt to diagnose and treat hisown sickness

i Understanding that antibiotics, hyp-notics, appetite depressants (dietpills), hormones, amphetamines(per tablets), tranquilizers, andhallucinogenic drugs are useful tophysicians in the treatment of pa-tients, and should be taken onlywhen prescribed by a physician

j. Understanding the danger of usingdrugs from containers which arenot properly labeled

k. Understanding that unused drugswhich have been prescribed by aphysician should be disposed ofcarefully

I. Learning to evaluate sources of au-thentic information on disease con-trol

2. The home and the community in dis-ease control

a. Learning to identify and to help incoping with health conditions in thehome(1) Learning that when a family

member has a communicabledisease he should be given ade-quate care

(2) Learning that the patient andother family members shouldtake precautions against spreadof the diseaseLearning that the home envi-ronment, including sanitation,comfort, and safety, is a factorin the prevention and controlof disease

b. Learning that communicable diseasecontrol is a community responsibil-ity as well as a personal responsi-bility( 1) Understanding some measures

necessary for the preventionand control of those diseaseswhich are local problems

(2) Learning how and why healthand safety rules and laws aremade and understanding theresponsibility for obeying themAppreciating governmentalsafeguards for healthAppreciating the work of thehealth department, voluntaryhealth agencies, and other com-munity health workers

(5) Appreciating the work of somehealth heroes of the past andpresent

(6) Learning how constant re-search helps to conquer dis-ease and how the search fornew aP.d more effective treat-ment continues

C. Personality developmentPersonality development is sometimes adifficult area to teach, since there aremany intangible aspects of personality. Itrequires the teacher's sensitivity to thefeelings of others, as well as sound knowl-edge of adolescent growth and develop-ment.Young people need to know that there arereasons for the way they feel, think, andact, and that they can improve themselvesas they grow in understanding of them-

(3)

(3)

(4)


selves and others. It is natural for youngadolescents to reach toward independence.They are sometimes puzzled by their feel-ings and by the attitude of others towardthem. They should be helped to findpositive, acceptable ways of expressingthemselves. In this section, the develop-ment of good attitudes toward "growingup" in behavior, as well as in physicalcharacteristics, is important. This teachingcannot be forced. The teacher should becareful not to make the pupil feel guiltyabout his shortcomings. The teachershould be able to draw from the studentswhat are their special concerns and buildthe unit toward guidance in understandingand working out these problems. Theseconcerns might be discovered through"comfortable" group discussion, individ-ual conference, personality sketches writ-ten by the pupils about themselves, andother methods that will encourage themto express themselves freely and withoutembarrassment. The teacher should beable to guide pupus to build on theirstrengths. With the guidance of the teach-er, they should learn how to build de-sirable personality characteristics. Experi-ences and understandings should include:

1. Personality characteristics

a. Learning that personality in itsbroad sense is the sum total of allone's characteristicsthat everyonehas personality

b. Learning that heredity influencespersonality

c. Learning that enviromnent influ-ences personality

d. Learning that physical growth anddevelopment influence personality

e. Learning that personality can bechanged, can grow and develop indesirable ways

f. Understanding personal responsibil-ity in cultivating desirable traits

2. Some ways of bringing about growth indesirable characteristics

a. Taking a look at what he thinks arehis strengths

b. Taking a look at what he thinks arehis weaknesses

64

c. Learning that others often feel as hedoes about their personality charac-teristics

d. Understanding that he has a need tobe recognized, to be appreciated, tobelong, to feel secure, and to devel-op acceptable ways of satisfyingthese needs

e. Learning that he should not beashamed of strong feelings, butshould learn to control them

f. Learning that he should build "asense of values" which will help himto make wise choices

g. Learning that some characteristicsof a mature personality towardwhich he should strive are willing.ness to take responsibility, willing.ness to face reality, ability to takedisappointment, ability to be inde-pendent and resourceful, ability toforego present pleasures for futuremore lasting benefits, willingness totry to understand and to live com-fortably with himself, willingness totry to understand and to get alongwith others

h. Understanding that there are under-lying reasons for what people sayand do

i. Understanding the varied factors in-volved in building satisfactory re-lationships with other individualssuch as brother, sister, mother,father, friends of the same sex,friends of opposite sex, and teacher

j. Understanding that personal adjust-ments are a necessary part of groupliving, and that individual growthtakes place if a person participatessatisfactorily in a group

k. Developing an understanding of thepart that some of the social skills,such as conversation, competitivegames, and dancing, play in grouprecognition and acceptance and inphysical development

D. Personal appearance in relationship topersonalityYoung teenagers, at a time when charac-teristics of personal appearance are chang-ing rapidly, need help in understandingthese changes, in developing their assets,

What to Teach in Health, Grade 9 or ,10

in overcoming their limitations when pos-sible, and in accepting poor physical char-acteristics which cannot be changed. Prob-lems such as acne are cause for greatdistress to many adolescents. Teacherscan help them to understand this problem,to find sources of help in improving thecondition, and to enjoy life in spite of thisproblem. Teenagers often need help inrealizing that personal appearance is im-portant, but is only one of many facetsof a pleasing personality, and that friend-liness, good humor, and a happy outlookon life are usually valued in friends morethan appearance. Experiences and under-standings should include:1. Learning to appreciate and enjoy the

assets of pleasing personal appearancewithout over-emphasis on these assets

2. Growing in acceptance of physicalcharacteristics that cannot be changed

3. Developing habits to improve assets inpersonal appearancea. Practicing care of teeth, hair, skin,

nails, in order to build habits ofcleanliness and good grooming

b. Learning that good teeth improvepersonal appearance

c. Learning that acne is often a prob-lem of adolescents and finding waysof combating this problem

d. Understanding that clothing andshoes should be comfortable, clean,attractive, and suitable for the oc-casion

e. Learning that good posture improvespersonal appearance

f. Finding ways of improving posturewhich may present a problem atthis stage of development

g. Learning that the wise choice offoods for body needs influencespersonal appearance

h. Becoming aware of the part goodbody mechanics plays in good healthand attractive appearance

i. Learning that happy feelings will beevident to others in facial expres-sion and posture

E. The relationship of personality to the useand abuse of beverage alcoholProblems associated with the use andabuse of alcoholic beverages are so evi-dent in contemporary society that instruc-

tion about these subjects in the publicschools is recognized as essential. Duringthe formative years of the early highschool period, pupils need to becomeaware of the insidious effects of alcoholwhen it is misused. They need to knowthat for teenagers drinldng is especialyundesirable due to the immaturity of thebody and the nervous system. Teachersshould lead pupils in acquiring scientificinformation about alcohol and should of-fer wise guidance in choosing the best wayof life in regard to the use of this potentand deceptive drug. Teachers should treatthe study of alcohol in a strictly objectivemanner, being always aware that adoles-cents in whose homes alcoholic beveragesare served socially may become emotion-ally upset when statements are made aboutindividuals who use alcoholic beverages.On the other hand, young people who livein homes where alcoholism is a problemcan develop understanding and sympathyfor those affected by this condition whenthey learn the basic reasons why somepeople become alcoholics. It is essentialthat the teacher use good judgment inpresenting the subject. Experiences andunderstandings on this subject in relation-ship to personality should include:

1. Understanding why people use als.ohol-ic beverages

2. Understanding that alcohol may pro-duce a false sense of well-being andsocial ease and an exaggerated feelingof importance

3. Understanding that alcohol may impairjudgment, weaken inhibitions, increasereaction time of muscular rellexeF, andcause behavior on a level lower thannormal

4. Learning basic reasons why peoplebecome alcoholics and some of thewarning stages in the development ofalcoholism (See chartPhases of Al-cohol Addiction in Males, availablefrom South Carolina Mental HealthDepartment)

5. Developing an attitude toward the useof alcohol and the problems associ-ated with its use which will lead thepupil to wise decisions in regard toits use now and in the future

65

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6. Developing a sense of civic responsi-bility for the welfa-e of others rela-tive to the problems of alcohol

F. The use of leisure time in personalitydevelopment

Pupils should learn that wise use of leisuretime influences personality development.Teachers should help them to recognizethe need for recreation in developing awell-rounded personality. Pupils will beable to understand that it is well to cul-tivate interests and skills in a variety oftypes of recreation acceptable in the com-munities in which they live. Experiencesand understandings should include:

1. Evaluating and planning leisure timeactivities that are available accordingto physical and emotional needs andsatisfactions

66

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2. Recognizing the value of individualparticipation in creative leisure timeactivities

3. Recognizing that sports and hobbiescan bring pleasure and profit

4. Learning that homemaking skills canprovide pleasure

5. Recognizing that reading can be an in-teresting and profitable activity

6. Learning some interesting and accept-able ways of entertaining friends--boysand girls

G. Choice of vocation in health

Many young people of the ninth or tenthgrade are beginning to consider a choiceof profession and to make plans for ca-reer preparation. Although they need in-formation on many kinds of work, theyshould be able to get through their healthstudies information on the many kinds ofhealth career opportunities open today.They need to consider personal charac-teristics, interest, and other factors in re-lation to making a choice of vocation.Experiences and understandings shouldinclude:

1. Learning of opportunities available inhealth careers

2. Understanding desirable characteristicsand educational requirements of thoseentering these professions

H. Safety attitudes and first aid procedures

Most important for the adolescent is agood attitude toward safety. At this ageit is normal for him to want to assert hisindependence and sometimes to rebelagainst restraints that have been placedupon him in childhood. He has been toldthat it is dangerous to drive a car too fast,to use one illustration, but it is very hardfor him to resist the temptation to feel thesurge of power in the pickup of speed, andit is even harder to resist the approval offellow teenagers in his daring. He shouldunderstand that the ever increasing com-plexity of the world in which he livesmakes safety precautions more importantto each individual, not only for his per-sonal safety, but for the safety of others.Developing adequate individual and groupattitude toward safety practices is an im-


portant goal for this group. Democraticprocedures in helping young people toestablish sensible rules and regulations forthemselves should help to establish good

safety attitudes.

Practical, simple first aid proceduresshould be taught. Many young people ofninth or tenth grade have already learnedsome of these procedures in elementaryschool and in such organizations as theBoy or Girl Scouts. A check should bemade to find out what they know and whatthey still need to learn about what to doin case of emergencies. At some time inthe junior or senior high school, a concen-trated unit in general first aid should begiven, and the ninth or tenth grade is theyear suggested. The teacher should havehad training in first aid. Teaching ma-terials from the Red Cross and othersources are suggested. RecommendedProcedure for Emergency Care of Sick-

ness and Accidents Occurring at School,available from the South Carolina State

Department of Education, should also beused. Experiences and understandings insafety and first aid for grade 9 or 10

should include:

1. Safetya. Continuing emphasis on safety prac-

tices in swimming, boating, and oth-er sports, walking and riding onstreets and highways

b. Understanding how to cope withcamping and other recreationaldangers

c. Learning safety practices in super-vising young children, includingbaby sitting

d. Learning to help establish goodsafety practices for the family

e. Learning to identify and helpingeliminate hazards in the home andthe school

f. Understanding that all mechanicalequipment and tools need properuse and care for safe operationDeveloping good attitudes and prac-tices in driving an automobile

h. Understanding that physical andemotional factors within himself maycontribute to accidents in the home,on street, and highway

2. First aid proceduresa. Learning methods of general first

aidb. Learning what to do and what not

to do in an emergency

c. Learning what constitutes minimumfirst aid supplies and equipment andhow to secure and use them

(I Learning the school emergency careplan

g.

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The areas of health suggested for eleventh ortwelfth grade are family health and communityhealth. Experiences and understandings in theseareas should be built on the knowledge and at-titudes developed through the study of personalhealth in grade nine or ten. The emphasis movesfrom personal to family and community. Mostyoung people of these grade levels should findwell-directed study on these subjects useful,whether they go to college or whether they as-sume the responsibilities of earning a living andbecoming homemakers soon after they leavehigh school. Youth will be interested in the fam-ilies in which they have grown up and also intheir own future family life for which they willhave chief responsibilities. In community health,they will be looking toward citizenship and com-munity responsibilities.

The suggestions included in this section havebeen planned for a half-year course. It is pos-sible, however, to plan family and communityhe alth study in a half-year for each of the twoareas or as units in such subjects as home eco-nomics, agriculture, social studies, physical edu-cation, science, or family living. When familyand community health are taught as two units ofa health course, they may be taught separately,

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as organized in this section, or blended into one.For example, the subject of environmental sani-tation may be taught as a problem of the home andthe community. Other areas of the two unitscould be organized in the same way, followingthe problem approach through family and com-munity needs and services.

Much has been written on the subjects of familyand community health, but only recently hassome of this material been adapted for highschool use. A bulletin on health services of someSouth Carolina State agencies has been developedfor use by teachers and pupils in the study ofcommunity health. This bulletin, Health Servicesof Some South Carolina Agencies, is availablefrom the State Department of Education as asupplement to this guide.

In planning for health teaching in grade 11 or12, teachers should review "Characteristics ofBoys and Girls" in Chapter IL They shouldalso use copies of the suggested planning andrecord sheet, which follows this page, or asimilar form developed by the school, in argan..izing for health teaching in grade 11 or 12. Re'L-erence should be made to Chapter IV for sug-gested methods of teaching and to Chapter V forsuggested materials and resources.



(Copies of this page should be made available to each teacher of grade 11 or 12 who has some responsibility for teaching health)

Grade 11 or 12 Grade .., Year , Teacher

Scope as Outlined in GuideSeparateCourse

CorrelatedWith

TimeAllotted

SpecialActivities

SpecialMaterials

I. Family healthA. Family relationships

influencing health

B. Clothing and foods forhealth of the family

C. Healthful and safehome environment

D. Health protectionand emergency carefor the family

E. Preparation forfamily living

II. Community healthA. Community health

needs and problems

B. Community health andsafety services

69


Suggested Experiences and Understandings, Grade 11 or 12

I. Family health

The home, church, school, and other com-munity organizations share in the totalresponsibility for the education of boys andgirls for family health. Some purposes ofeducation for family health are to helpsenior high school girls and boys increasetheir understanding of what makes a goodhome and develop some understanding ofthe problems and responsibilities for familyhealth of each family member.In developing the content and proceduresin family health, the teacher should consultparents, school administrators, and otherpersons in the community who have specialinterests and abilities in this area. Whenorganizing this area, the teacher shouldkeep in mind local attitudes and mores ofpeople and should provide for the needs ofadolescent boys and girls. Provision can bemade for individual differences by recog-nizing that everyonewhether single, mar-ried, young, or oldhas experiences inbeing a member of a family group. Pupilsshould share in planning content, experi-ences, and materials to be used. Great careshould be taken in selecting materials fromauthentic sources and in selecting competentresource people in the community.The family is the brisic social institutionin modem civilization and its continuedsuccess is dependent upon the mutual co-operation of its members. Each memberof a family is responsible for the totalhealth of the family through assuming re-sponsibility for individual health andthrough helping to meet health needs ofother family members.Throughout the study of health, from thefirst grade through the junior high schoolyears, the emphasis has been on learningto assume responsibility for one's personalhealth. Senior high school boys and girlscan understand and appreciate some of thefactors which bring security and happinessto an individual through living as a con-tributing member of a good home. Theteacher should be careful not to embarrasspupils about their own homes. The teachershould develop pupils' desire to help inthe elimination of possible unhealthful con-ditions in the home, to understand family

70

members, and to be tolerant toward them.They should recognize that every familyhas problems which are more easily solvedwhen parents are prepared for their re-sponsibilities and when all members of thefamily help in accordance with their abili-ties. Within his own family group, the pupilis in the process of preparing himself tomake the adjustments and to gain under-standings necessary to help him to buildhis own family group in the future.Topics which should be considered in fam-ily health are family relationships, foodand clothing, environment, health protc-lion and emergency care, and preparationfor adult responsibilities for family living.

A. Family relationships influencing health

Families vary in size, in roles of their mem-bers, and in their health needs. Thetypical family includes mother, father,and children. Many families also includegrandparents and others. Throughout thestudy of family health, the basic roles and

-

health needs of each family member shouldbe kept in mind. Family relationships in-fluence the health of these family mem-bers. Some understandings and experi-ences in family relationships influencinghealth should include:

1. Developing an understanding of thebasic roles and health needs of indi-vidual members of the family includ-ing:

a. The motherb. The father


c. The infantd. The pre-school childe. The child from 6-12 years

f. The adolescentg. Young adultsh. Older persons

2. Developing an understanding of theincence on health of family relation-

ships

a. Recognizing that the emotional toneof the home is vitally affected byfamily relafionships and the waymembers of the family feel and acttoward one another

b. Learning ways of meeting problemsand lessening tensions in the home

c. Cultivating attitudes of consider,-tion, patience, loyalty, and tolerancein the family

d. Learning how to meet the specialneeds of family members who arehandicapped

e. Sharing in family responsibilities

f. Cultivating a "sense of values" inrelation to family health

g. Planning with others in the familyfor health

3. Evaluating patterns of family livingas they affect the health of the familygroup

a. Evaluating patterns of daily routinesof work, rest, sleep, and play relatedto the family group

b. Evaluating personal health habitsof each individual in the family asthey affect the family group

c. Evaluating the effect of the localityof the home on patterns of living

and health

d. Evaluating the effect of increasingfamily mobility on family health

e. Evaluating the relationship of thechoice of vocation or profession toindividual or family health

4. Evaluating social relationships and ac-tivities as they affect the health of thefamily as a whole and recognizing the

responsibility of family members in

making wise choices

a. Recognizing the fact that recrea-tional activities enjoyed together arenecessary for family groups andstrengthen family unity

b. Recognizing that each member ofthe family should be considerate ofothers in the use of books, radio,games, car, television, and otherpossessions used in recreation

c. Recognizing the influence of thehome and the family on attitudesof young people in making choicesin regard to the use of alcoholic

beverages

d. Recognizing that such communitygroups as the church contribute tothe social health of the family

B. Clothing and foods for health of the family

Boys and girls are accuste:aed to thinkingof foods and clothing in relation to theirpersonal interests and needs. They shouldunderstand that these are two very im-portant factors in family health and thatthe needs of some family members maydiffer from others. Experiences and un-derstandings should include:

1. Meeting the clothing health needs ofthe family through:

a. Cleanlinessb. Adequacy for the climate and ap-

propriateness to the occasion

c. Fitting of garments and shoes

d. Psychological effect of clothingcolors, styles, and fads

71

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2. Meeting nutritional needs of the familyby:a. Planning family meals to meet the

needs of different age groupsb. Encouraging family members to eat

well-balanced diets, recognizi4 thatmodified or special diets should beprescribed by a physician

c. Learning principles of preparing andstoring foods to retain their maxi-mum nutritive values

d. Learning precautions in providingclean, safe food

e. Learning to use the food dollarwisely

f. Learning about community nutritionand food services available to fam-ilies

g. Learning to plan for foods todayas related to such possible futurefamily health conditions as preg-nancy and weight control

h. Learning that childhood and youthfood habits influence well-beingduring the entire life span

i. Learning ways food is used for suchpurposes as recreation, entertain-ment, and emotional needsLearning that being prepared withnecessary foods for military ornatural emergency is essential forsurvival

I.

C. Healthful and safe home environmentEnvironmental factors influencing familyhealth include safety, sanitation, and com-fort in the house and outside the house.Understandings and experiences in thisarea should include:

1. Understanding factors in the environ-ment as they influence family living inthe home and community

a. Learning how safe, clean water canbe supplied for the house

b. Learning safe and clean sewagedisposal methods for the house

c. Learning that it is important to keepthe house in good repair

d. Learning what constitutes adequacyin the following areas and their in-fluence on both physical and emo-tional health:

72

In

(1) Screening(2) Ventilation(3) Heating(4) Lighting(5) Refrigeration(6) Colors and interior decorating(7) Size of the house in relation-

ship to total family memberse. Learning methods of insect and :ro-

dent control in regard to:(1) Selection and use of insecti-

cides and rodenticides for con-trol of insects and rodents, andproper precautions in their useand storage, since some arepoisonous to humans

(2) Storage of foods for protec-tion against insects and rodents

(3) Proper disposal of garbagef. Learning how to clean the house,

select good cleaning materials, andstore cleaning materials properly

2. Considering safety in general living inhome situations

a. Building design and constructionb. Storage spacec. Electrical current and outlets, wiringd. Kitchen equipmente. Floor levels and first floor sleeping

spacef. Lighting for stairways, basements,

hallwaysg. Stairways, rugs, bath areash. Play areas and equipmenti. Garden and yard tools such as

power mowers and swing bladesj. Outbuildingsk. Ponds and lakes

D. Health protection and emergency care forthe family

Health protection for the family shouldinclude plans for preventing accidentsand illnesses, taking care of emergencies,first aid, and home care of the sick. Sen-ior high school boys and girls can under-stand the advantages of the security whichhealth insurance gives a family. Theycan also understand the importance ofchoosing a physician and a dentist in whomthe family has confidence. Understand-ings and experiences in health protectionfor the family should include:


1. Learning how to care for emergenciesin the homea. Reviewing briefly first aid proced-

ures necessary in the homeb. Learning when, how, and whom to

call for help in emergenciesc. Learning what to report to the doc-

tor in case of accident or illness

2. Leuning how to care for the sick intlie home by studying

a. Methods of washing dishes used bythe sick

b. Methods of disposing of body wastesand nasal and throat discharges

c. Care of linens and clothing used bythe sick

d. Methods of cleaning of rooms dur-ing and after illness

e. Aids for the comfort of the patientf. Methods of taking care of the per-

sonal needs of the patient, includ-ing giving a bed bath

g. Methods of caring for family mem-bers wno have extended illnesses

h. The need for a physician's approv-al before resuming normal activity

3. Planning for the control of communi-cable disease in the homea. Protecting health through inocula-

tionb. Securing information on communi-

cable diseases from reliable sourcesc. Learning and carrying out the nec-

essary precautions against the spreadof disease

4. Considering health protection for thefamilya. Choosing the family physicianb. Choosing the family dentistc. Studying types of health insurance

5. Evaluating sources of health informa-tion and advertisinga. Spending the health dollar wiselyb. Learning good sources of infor-

mation on health

E. Preparation for family living

As the teenager learns to make new friendsand finds social acceptance in his owngroup, he gains experience which he can

use in establishing and maintaining hisown family group in the future. He shouldunderstand that making friends, dating,and courtship are logical and normal stepsleading to marriage and establishment ofa family. He should also understand somefactors that help to build and maintainstr 72 family unity and stability, includingmoral and spiritual values and rsonalenrichment through cultural activities. Heshould understand that essentials of asatisfying family life are love, respect,and consideration for others. Some ex-periences and understandings in prepara-tion for family living should include:

1. Understanding the importance of as-sociating with many boys and girl(' andidentifying desirable characteristicswhich may form the basis for closefriendships

2. Understan:ng how to gain social ac-ceptance by individuals and groups

3. Understanding the importance of lovein emotional and social developmentand recognizing that there are differentkinds and degrees of love

4. Learning some of the influences ofdating and courtship on marriage

5. Knowing that the engagement periodshould result in understanding andplanning for resolving problems whichaffect successful marriage, such as re-ligion, money, physical adjustments,children, friends, and relatives

6. Understanding that satisfactions andjoys of living depend not so much uponmaterial possessions as upon people andideas with which they come in contact

7. Understanding some responsibilities ofparenthood

8. Knowing the contributions of such pro-fessional people as physicians, clergy-men, youth group leaders, guidancecounselors, and marriage counselors inhelping young people to understandfactors in successful family life

9. Knowing sources of aLthentic informa-tion for continuing education for fam-ily living and how to make wise use ofthese sources

73


II. Community health

The major purpose of instruction in com-munity health should be to create an aware-ness in the individual of his share ofresponsibility for the health of all thoseliving in his community. He should beginto see more clearly that his welfare isaffected by community environment, fa-

, clarifies, and services which continue to bemade available only through cooperationof the people of a community. The teach-er's fir-A responsibility is to lead pupils tosee that through working with other com-munity members they and their familiescan secure and maintain health benefitswh' )11 they could not secure for themselveswoncing individually or as a family.In senior high schca classes, the teacherwill find young people who are about toterminate their formal education and taketheir places in adult society. Many of themwill marry, build homes, and begin toshare civic responsibilities. This gives theteacher an opportun'tty to focus their at-tention on discovering and identifying localhealth problems. Once the young peoplebecome concerned with local problems, theycan study facilities and agencies availableto help solve these problems. This maylead to an awareness of a need for servicesnot available at present. How to procuresuch services may become a class project.Instruction should be adjusted to the back-ground pupils have had in personal and fam-ily health. They should have developedsome concepts of community health in re-lation to personal and family health. Theteacher should build on these past ex-periences in helping young people to learnwhat the health resources of their com-munity are, how they, their families, andtheir neighbors can use these resourceswisely, and how they can help to improvethe health of their community. The teachershould help pupils to see that the com-munity begins with the home and the near-by surroundings and that it widens to in-clude the city, the district, the state, andthe nation. Senior high school boys andgirls should also have some concept oftoday's speed in travel and communicafionswhich have implications for the relation-ship of community health to world health.They should understand that international

74

health programs are now in operationthroughout the world.

As these boys and girls look forward tosharing community responsibilities, theyneed to learn the importance of communityplanning and how they can share in it.Committee assignments, fact-finding sur-veys, and sharing and e-aluating informa-tion in dynamic class discussions can beused to teach techniques of planning co-operatively. Great care should be takento avoid the teaching of community healthas cold factual information. The teachingof community health must be problem-centered, organind, and related to presentinterests and future plans to be meaningful.

A. Community health needs and problems

Pupils should learn that health problemsvary according to environment, economy,education, and other factors. Becausehealth problems vary from community tocommunity, the skillful teacher will beginwith the students in their own communityand will help them to fa, realisticallyhealth matters of a community naturewhich are their personal concern.

-77

111

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In this section some methods of identify-ing and solving health nroblems are listed.While it is not intended that all these ex-periences be used, they should serve as aguide in approaching a study of communityhealth. Under the teacher's guidance,pupils should recognize ways to discoverproblems, to learn why they exist, and todo something constructive about them.

//11r1.11111,11,


ExpAences in the study of communityhealth problems may include:

1. Discovering health problems in thecommunity by:a. Compiling a list of health problems

which pupils know existb. Talking with doctors, dentists,

nurses, hospital superintendents,and community leaders

c. Touring the community to observesources of water supply and otherenvironmental sanitation facilities

d. Collecting information throughquestionnaries

e. Surveying the community by inter-viewing every family in a givencommunity for needed information

f. Samplinginterviewing a samplingof families representative of varioustypes of families in the community

g. Gathering information on such sub-jects as food needs and sourcesbased on studies made by researchspecialists, school lunch personnel,and others

h. Studying forms used for getting in-formation on inspections by sani-tarians and others

i. Using available statistics and devel-oping a method for securing neededdata where statistics are not avail-able

2. Discovering causes of identified healthproblems by:a. Relating family income to ability to

pay for needed servicesb. Studying housing conditionsc. Analyzing population growth and

crowded living conditionsd. Studying influences of climate, soil,

water, atmosphere, and radiation onhealth

e. Learning what facilities and servicesare inadequate to meet people'scurrent needs

3. Learning how to do something con-structive on health problems through:a. Planning cooperatively to meet pres-

ent and future community healthneeds by organizing health commit-tees and councils

b. Utilizing existing health services andfacilities

Investigating ways of providingneeded imnunity services and fa-cilitiesStudying examples of successful co-operative community health pro-,grams developed in South Carolinaand elsewhereDiscovering how laws contribute tothe solution of health problemsLearning what steps to take in se-curing legislation on health problemsLearning how citizens may poolmoney, land, time, and labor ingaining better health for themselvesPlanning group purchasing to makeit financially possible for individualsto secure hospitalization insurance,water supplies, sewage disposal sys-tems, and other such things neededfor health protection

B. Community health and safety services

The teacher should help students to under-stand in a general way the nature andscope of health services available in thecommunity. These services should not belearned by rote but should be studied inrelation to the local health problems whichthe class is considering.

01-3 7177KL1-fr7 Vii?:11;

75

In


While health is each individual's own re-sponsibility, there are many vital healthservices which are beyond the individual'sability to provide for himself. Throughorganized effort, communities have set upservices and facilities from which each in-dividual derives health benefits.Responsibilities for health services are es-tablished in many ways in various com-munities. In general these services arerendered by private practitioners, govern-ment agencies, voluntary health agencies,and civic groups. The student should behelped to understand the roles of thesegroups and to relate them to communityhealth problems. Understandings and ex-periences on health services should in-clude:

1. Studying the roles of physicians, den-tists, and nurses in community health

2. Exploring the health services availablefrom governmental health agenciesa. Learning what public health isb. Discovering that public health serv-

ices in the community include dis-ease control, maternal and childhealth, vital statist;es, dental health,sanitation, health education, andmany other areas

c. Learning that public health recog-nizes trends and plans for meetingfuture needs pertaining to waterand air pollution, radiation, safety,aging, occupational health, alcohol-ism, disaster preparedness, and oth-er health and safety problems

d. Finding out what mental health isand what mental health services areavailable

e. Learning about hospitals and insti-tutions operated for patients need-ing special medical care

3. Discovering that some of the othergovernmental agencies render some

76

health and safety servicesfmding outthe health interest of state groups andtheir local and Rational organizationsin such areas as education, vocationalrehabilitation, agriculture, highway,civil defense, welfare, and others

4. Exploring activities of voluntary healthagenciesfinding out about some stategroups and their local and national or-ganization which work in such areasas cancer, crippled and handicappedchildren, heart, mental health, safetyand first aid, tuberculosis, and otherhealth areas

5. Exploring the health services of suchcommunity clubs and organizations asthe Parent-Teacher Association, men'sservice clubs, and women's clubs

6. Studying the supplement to this guide,Health Services of Some South Caro-lina Agencies, developed especially forSouth Carolina schools by state agen-cies and organizations offering com-munity health services (This book,organized in three sectionsGovern-ment Agencies, Voluntary HealthAgencies, and Professional Organiza-tionswas compiled by the State De-partment of Education and is availableto schools for use by pupils and teach-ers as a resource in the study of com-munity health services. Directory ofHealth Services for Children andYouth, South Carolina, 1966, givessimilar information.)

7. Considering personal responsibility fordeveloping, maintaining, and usingcommunity health services

8. Learning about international healthproblems and problems for the controlof disease and improvement of healththroughout the world

When and How to Teach Health

Chapter IV

SCHEDULING, METHODS OF TEACHING,

AND EVALUATION

GRADES K-12

To he'p pupils feel that health is vital and in-teresting is a challer, ge to the teacher who recog-nizes that methods of teaching influence childrenand youth in developing health concepts andpractices.

This chapter includes suggestions for GradesK-12 on methods of teaching health and schedul-ing health instruction in the curriculum. In gen-eral, it will be necessary for administrators andteachers to select from these suggestions methodsof organizing, scheduling, and carrying out healthinstruction that can best be adapted to the in-dividual school and grade level. Illustrations havebeen chosen over a wide range situations, someof which are specific for cm in grades in theelementary or the high school. The most impor-tant factor to consider is that children and youthneed experiences outlined in the preceding chapterof this guide, and provision should be made toinclude them in the school curriculum, Theseexperiences and understandings can be adaptedand developed to conform to different plans ofscheduling and methods of teaching. Suggestions

in Chapter I, closely related to problems ofscheduling and organizing health instruction,should be reviewed in this study.

Suggestions for Including HealthTeaching in the School

CurriculumHealth instruction must be included in the

school curriculum, (School Laws of South Caro-lina, Issued by the State Department of Education,1962). Health should be scheduled in directteaching in separate courses or in other curricularpatterns. In addition, it should be taught indi-rectly as a part of daily school activities and pro-grams. Indirect teaching is influenced by such

factors as daily school routine, special schoolactivities, safe and healthful scLool environment,attitudes and practices of the school staff, andthe attitudes of pupils as they learn by partici-pating in the entire school program.

Scheduling choices in direct health teachingdepend upon the prevailing curriculum plan inthe school and the grade levels at which healthis to be taught. Most elementary teachers ac-tually follow various combinations of curricularpatterns, suited to the subjects, the pupils, andthe school philosophy. High school teachers aremuch more restricted in individual choice becauseof departmentalization and necessary conformityto the over-all school schedule. Certainly theskilled, creative teacher in the elementary or highschool recognizes and teaches relationships ofhealth with other subjects, regardless of the pat-tern of scheduling.

Brief discussions of plans for scheduling healthinstruction are included in this section. More de-tailed discussions may be found in excellent text-books on methods included in List of SelectedReferences in Health.

Teaching Health in SeparateSubject Courses

Separate courses are the most widely followedapproach to scheduling subjects in the elementaryand the secondary schools. Subjects are organizedin sequential topics for which a definite time andplace in the various gxades are apportioned. Un-der this plan, health and safety can easily standalone as an entity, since they are regarded asfundamental requisites for effective living. Inschools that organize the curriculum into periodsof a certain number of minutes each day orweek for study of various subjects, provision

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should be made for health and safety as in othersubjects.

According to Irwin, Cornacchia, and Staton inHealth in Elementary Schools,1° this is the mostacceptable plan for scheduling health in theelementary school. These authors further state,"A second possibility [for scheduling health teach-ing], and this is clearly a compromise, is tocombine health and safety with science. Scienceis already well-established in the elementarycurriculum and most science texts and workbooks give some attention to health concepts.However, as experience shows, this is not enough.If health and safety are combined with science,the chances are great that science will receivethe 'lion's share' of time and emphasis on healthand safety will be included almost as an after-thought or 'time killee."

Wise selection and use of textbooks in bothhealth and science will help teachers provide anequitable apportionment of time for fundamentalconcepts in both these significant areas.

When grades 7 and 8 are organized as part ofa junior high school, the curriculum is oftencrowded with restricting requirements whichsometimes make it difficult to teach health as aseparate subject. Since health instruction is re-quired, the school administrator must includethis subject in the curriculum in either grade 7 or8 in direct teaching and in both grades in indirectteaching. The separate subject plan is preferredas more effective, especially during this periodof early adolescence. Other possible plans forscheduling direct health teaching suggested laterin this section should be carefully planned, co-ordinated, and evaluated.

In senior high school, scheduling health in-struction as a separate subject is also consideredthe most effective plan. Decide first at whichgrade levels health will be taught and the contentto be included in the course. Then plan sched-uling in accordance with the over-all pattern ofscheduling other subjects. A classroom designedand equipped for health teaching should be pro-vided; and a teacher prepared to teach healthshould be assigned this responsibility.

According to Irwin and Mayshark in Health inthe Secondary Schools,11 "The most acceptablescheduling of health instruction is a full-yearcourse which meets five days a week. A frequent

1, Health in Elementary Schools, Second Edition, Irwin, Cornac-chia, Staton. The C. V. Mosby Company, 1966. Pages 172-175.

11 Health Education in the Secondary Schools. Irwin and May-shark. The C. V. Mosby Company, Saint Louis. 1964. Pages124-125.

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but less acceptable alternative is a half-year course,eighteen weeks, still meeting five days a week."

Teaching Health inExtended Blocks of Time

One possibility for incorporating health intothe total program may be found in the extendedblock of time scheduling. This type of programis sometimes referred to as the integrated or coreprogram. Here the daily program may be dividedinto two or more blocks of time with the blockscovering two or three regular class periods. Forexample, one or more subjects may be integratedwith health in one of the blocks. At times, eachsubject will receive independent attention whenthe need for meaningful practice arises. The ed-ucational background and interest of the teacherwould influence the choice of subjects to be com-bined.

0.14,41

Another interpretation of the block of timescheduling is sometimes used in junior and seniorhigh schools when it is necessary to combine twosubjects such as health and physical education.Under this plan, health and physical education arescheduled in alternating blocks of several weekseach. The year is divided into equal blocks oftime for health and physical education. Healthis taught on consecutive days in a block of sev-eral weeks, alternating with physical educationtaught on consecutive days in an equal blockof time. This gives pupils a half year of healthand a half year of physical education. It appearsthat the longer block of time (nine weeks or sixweeks), which has been used in some schools,has distinct advantages over the shorter block(one week or two weeks), which has been usedin others. Units may be completed in the longerblock and greater variety in methods can be used.

The block plan for scheduling the health andphysical education combinations, though generally

less successful than the separate subject course,is by far superior to the three-day, two-day plan,or the every-other-day system which has beenused by some schools in the past. This planhas been used where physical education facilitieshave been shared by boys at one time and bygirls at alternate periods. This twc-day, three-daybasis is less satisfactory because of lack of con-tinuity in both subjects that share this type ofinterrupted scheduling.

Teaching Health inCorrelation with Other Subjects

Health and safety bear many close and naturalrelationships to science, physical education, socialstudies, mathematics, music, art, home economics,and all other areas of the curriculum. Health andsafety may be scheduled through correlation withone or more of these subjects, although the cor-related subjects should retain their identities.Teaching by correlation is much more effectivein the elementary level in the self-contained class-room than in the high school where it may beunrealistic to expect special subject matter teachersto use correlation techniques. If the correlationplan of scheduling health is used, especially inthe high school, the grade level, the topics to becorrelated, the content to be covered, materialsto be used, and the necessary number of classhours should be designated for each subject to becorrelated. This information should be kept onrecord in the school administrator's files for eachpupil participating in the plan.

Health is also taught less formally by correlationwith other educaticnal interests whenever timelyand appropriate, especially in developing units inthe elementary school. Health can often be quitenaturally tied in with projects that deal with suchtopics as foods. Elementary pupils may learn insocial studies about places where certain foods


are produced and food customs in other lands.In language arts they may write or make oralreports about topics connected with the subjectof foods. In science they may study the scientificproduction of foods or the nutrient values ofcertain foods. In mathematics they may learnsomething of the wise k:pending of money for food.

In the high school are additional areas likehome economics, in which the pupil may studyfood production and marketing, and physical ed-ucation, in which the growing adolescent maybecome interested in foods for body building.

Teaching Health inProblem Centered Scheduling

This plan for including health teaching in thecurriculum may be centered for a period of timearound a health problem that has been discoveredin the school or in the community. Although theemphasis is on the health problem, other subjectsmay contribute to the devc9pment of ideas andthe course of action in solving the problem. Thetotal school curriculum may, for a time, bebuilt around a particular health problem. In oneschool, a series of accidents prompted a study ofcauses and possible preventive measures. It wasfound that most of the accidents might have beenprevented through better cooperation in the useof school facilities and equipment, improvementin arrangement of facilities, and better safelypractices. The school decided to work on thisproblem, formed committees, planned the pro-gram, and went to work. Through the plannedprogram, respunsioilities were delegated; schooland community interest was stimulated; causes,effects, and relationships were studied. The re-sults were effective and lasting.

Problem centertd scheduling is related to the"areas of living" or experience curriculum. Thefocus is on real life experiences and activities ofthe pupil, his family, and his community. Theemphasis is on desirable individual and groupactivities rather than on subject-matter outcomes.The curriculum includes fundamental social func-tions such as communication; conservation ofhuman, physical, and natural resources; recrea-tion; and family living. Health and safety arewell suited to this type of curriculum.

Teaching Health throughHealthful Living at School

In addition to planned scheduling for healthinstruction, teachers and administrators should be

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alert to opportunities for teaching throughout theschool day through healthful living in the schoolenvironment and by capitalizing upon interestingevents and activities. These indirect methods ofteaching are very effective in supporting the sched-uled instruction program.

If instruction is to be meaningful, opportunitiesfor healthful living must be consistent with whatis taught. There should be opportunities forputting health knowledge into practice. When thedaily schedule is arranged with at least 30 minutesfor lunch, when hand washing before lunch ispart of the daily routine, when safety practicesare followed, when provision is made for care incase of accident or illness, when the school en-vironment is safe, clean, and orderly, health isbeing taught indirectly.

There are special school programs throughwhich the teacher may naturally tie in healthteaching. The school lunch provides a naturalsetting for pupils to develop desirable food habits,to become better informed as to the kinds andamounts of food needed for the body, and topractice social graces and courtesies. There aremany opportunities also for correlating the schoollunch program with classroom activities. Throughthe cooperation of the school lunch manager andthird grade teacher in one school, the childrenbuilt and furnished a good health store. Foodsfor the store were secured from the school lunchunit and actual foods "sold" one day were servedduring a tasting party. Tasting parties helpedthe children to learn to eat raw vegetables, fruits,and new food combinations.

Health teaching is tied in with healthful livingat school when the teacher uses the environmentto reinforce learning. When pupils actually checkthe ri ing with a light meter for adequacy, whenthey Lelp to take care of classroom ventilation,when they make a school survey of safety hazards,they are using the environment to give meaningto learning. The safety patrol program is alsoan excellent channel for teaching and practicinghealth and safety rules. The school guidanceprogram offers opportunity for counseling onpersonal health problems on an individual or agroup basis. The school athletic program, whichprovides opportunities for physical activity andthe development of sportsmanship, can also sup-

port important personal health practices. Thepersonal example of the teacher's health practicesis also a great influence among pupils.

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Teaching Health through Tie-in withOther Areas of the School Health Program

Health instruction should also make the mostof educational values of other experiences of theschool health program such as health services. Forexample, when vision screening, testing of hear-ing, dental services, or physical examinations arc.to be given by health personnel through the school,the teacher should find out from the school ad-ministrator, nurses, and other health representa-fives about the procedures to be used and shouldprepare the pupils for these services in a mannersuitable to their maturity level. Very young chil-dren need just enough information to give thema feeling of security about the procedures. Olderpupils can understand more reasons for pro-cedures followed by the doctor or others who pro-vide the services. Understanding the parposeand the procedure to be used should help pupilsto accept the health services which they need.This may also influence them to seek and selectthe services necessary to promote and maintainhealth in the future.

Teaching Health throughCapitalizing upon Interesting Events

Another way of including health teaching in-directly is by capitalizing upon interesting eventsas they occur. Situations which are not planned,but which are dramatic and out of the ordinary,often excite interest among pupils and make themespecially receptive to teaching. An accident, anews story about a medical discovery, or similarincidents with health implications may form thebasis for animated discussion and for seeking au-thoritative opinion from consultants or referencematerials. Such events as a trip, a holiday, aparty, or a birthday may suggest a health interest.Personal experiences of members of the class canappropriately serve as learning situations for thegroup. Teachers should be careful, however, toinclude only those personal experiences whichwould not thoughtlessly embarrass the pupilinvolved. Teachers and administrators should alsobe careful not to over-dramatize incidents relatedto health, especially those that are negative andlend themselves to fear psychology. Over-em-phasis on disease or accidents may develop neu-rotics with needless worry about imagined 'Msand problems. A positive approach to heaithteaching should be used, especially with youngerchildren.

Suggested Methods andTechniques of Teaching HealthThe process of learning takes place within the

individual and is influenced by the methods andtechniques which the teacher uses. Method refersto the organized ways used by teachers to achieveobjectives. Techniques are more specific devicesused to achieve goals. Method and technique mustbe a dynamic, flexible force which adds sparkto the teaching process and helps to bridge thegap between knowledge and behavior that protectsand maintains health.

When selecting and using methods for healthinstruction, teachers should be concerned with thebehavior-centered emphasis and the principles oflearning.

Some methods and techniques based on princi-ples of learning are discussed briefly in this sectionas they are related to the teaching of health. Moredetailed descriptions of methods can be found intextbooks and other sources. Illustrations ofmethods used by some South Carolina teachersare described in Examples of Successful HealthTeaching in South Carolina Schools, a supplementto this guide.

Problem Solving

The problem solving method, already dis-cussed in relationship to scheduling health in theschool, is especially well suited to health teaching.This approach should be used in the individualclassroom as well as in over-all school planning,when problems of interest to the class are dis-covered. Pupils seem to have a natural interestin problem solving of any type within their scopeof understanding and ability. At almost any age,they recognize problems dealing with accidentsand the need to know what to do in emergencies.They recognize that colds and other diseasesmake them ill and curtail their activities. Teen-agers have to cope with social problems such aswhether or not to drink and smoke in order toappear mature to friends. Many teenagers havecomplexion problems. They have the problem ofchoosing careers, some of them in health profes-sions. As they grow older, pupils are also in-terested in school and community problems deal-ing with environment, recreation, and diseasecontrol.

Taking part in problem-solving situations equipsthe pupil to cope more effectively with problemsinvolving his own health and that of others, sinceone objective of this method is to develop refiec-


five thinking. In fact, problem solving is notnecessarily a specific specialized method, sinceit is used in practically all methods of teachingin varying degrees. Almost any area of healthcan be taught through the problem-solving meth-od, which seems to be the most practical methodto develop desirable attitudes and practices inhealth. Pupils who use the scientific approachlearn how to reason, to evaluate information, andto distinguish fact from fiction. Teachers mayfollow certairi, steps in guiding pupils in problemsolving. They may recognize the problem; defineit; select methods of procedure; collect, interpret,and organize pertinent data; prepare conclusionsand apply them in solving the problem of insti-tuting a plan of action.

The Unit MethodThe unit method of teaching may be developed

in many different patterns of organization. Basi-cally it is one of the best means available of or-ganizing more meaningful learning experiences inhealth related to a central theme or problem.In health and safety, the unit helps to assure asound, logical presentation of subjut matter,built around fundamental concepts and majorproblems of pupils and the community.

The resource unit serves as a source of infor-mation for the teacher in planning a more detailedlearning unit to be used with a specific group.This Guide for the Teaching of Health is one typeof resource to be used by the teacher along withother resources in planning a teaching unit. Theteaching unit usually includes such items asexpected outcomes, content, activities, methods,teaching aids, evaluation, and references.

Care should be taken that problems are iden-tified and specifically stated so that pupils canunderstand them and make an effective approachtoward their solution. Approaches might include:

1. Prepare for introduction of the unit withbulletin board displays and visual aids, orseize upon some item of high current in-terest as a focal point. Have basic materialsavailable.

2. Involve pupils in the planning. Discusswhat they already know about the problem.Be sure that the important questions areincluded. List the questions for future ref-erence.

3. Divide the class into committees or useother procedures to find the answers tospecific questions.

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4. Take adequate time to let the committees orindividuals find their answers and preparetheir reports. Evaluate progress frequently.

5. End the unit with a culminating activity inwhich findings and conclusions are reportedeither to the class or to the whole school

by written or oral reports, by displays,by dramatizations, or by some other method.

6. Use findings and conclusions as a basis foraction.

Lecture Textbook Assignment--Recitation Method

The traditional lecture by the teacher or someotlw person, with pupils taking notes, is bettersuited to college teaching than to the publicschool, especially in the elementary grades. Itmay serve a useful purpose, however, in present-ing some types of information and should bereserved for such occasions.

The textbook assignment, with pupils studyingand then reat3ng answers to the teacher's ques-tions, is another traditional method. The factthat much health teaching has not resulted in goodhealth practices may be due in part to the factthat some teachers have relied too heavily uponthis method. This type of health teaching, whenthe teacher routinely assigns the next few pagesand the next day's recita tion is devoted to answer-ing questions on the text, has received muchcriticism.

Good textbooks can be used as very effectiveteaching tools, however. They can be the chiefsource of health information for study by theclass, though other good sources should be used

also. All state-adopted health texts should beavailable in the school for reference. Other goodprinted materials should supplement the text.Many modern health textbook companies suggestsupplementary materials and furnish some toteachers on request. They also offer suggestionson methods for developing the teaching units in-cluded in the text and give background informationthat the teacher may need. Criteria for selectingtextbooks is included in Chapter V, "Materialsand Resources."

Programmed Instruction

Programmed instruction presents course content

as a sequence of questions and answers, or prob-lems and answers, which gradually increase in(agree of difficulty. A program consists of the

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information provided in a teaching unit, lessonplan resource unit, or course of study, in wholeor in part. Programmed instruction is a formof self-instruction in which the problem or ques-tion is presented to the student through printedmaterials or visual aids. He records his responseand immediately checks his answer for accuracy.He is able to proceed at his own pace.

When a suitable instrument can be fou,,k: ordeveloped, this type of instruction helps the teach-

er who may not have a thorough background incertain areas of health or the individual who wantsto explore a problem further. The subject ofvenereal disease, a growing concern among highschool pupils, is one which lends itself to thistype of instruction. A book on this subject, avail-able from the National Education Association,has been developed for programmed instructionand is being used experimentally with success insome schools. The author suggests, in additionto the text, the use of class discussions and films.Pre-testing and post-testing are also used in eval-uating knowledge acquired by the student.

Team Teaching

In team teaching, a group of teachers of thesame subject or related subjects, work togetherin planning, developing, and evaluating the edu-cational program of a comparatively large numberof students. They pool their resources and talentsto provide students with more effective learningopportunities. Elementary teachers have used thismethod for years in sharing competencies in sub-jects like art and music. Flexible scheduling, aconcept attracting attention and experimentation,is necessary if team teaching is successful in thehigh school.

Variety in ProceduresVary teaching methods and techniques to stim-

ulate interest and to appeal to different groups indifferent situations. Some procedures that may beused to lend variety to health teaching are groupdiscussions, panels, buzz sessions; reading andreporting; dramatization and role playing; gamesand health songs; surveys; field trips; experimentsand demonstrations.

Group Discussions: Panels, Buzz Sessions

Through group discussion pupils have an op-portunity to participate acfively in giving informa-tion, expressing their views, and getting an under-

standing of the problems, viewpoints, and feelingsof others about health. This is perhaps the typeof experience most often provided in teaching. Inthe primary grades, the discussion is naturallyinformal, giving the children an opportunity toask the questions that they want answered. Suchquestions, while not always of major import, cando much to enliven health instruction as well asto keep pupils interested, wondering, curious.Since even the best health teaching today cannotenvision all the progress of tomorrow in the areaof medical discoveries, it would seem wise tofoster the spirit of inquiry, so that children willwant to go on learning all their lives. In responseto questionnaires, children have asked such ques-tions as "How do you know for sure that a newtooth will come in? Why do you have to washyour hands when they look clean? What is thatthing the doctor puts to his ear? Row muchblood can you lose and still stay alive? How does

a cut heal itself? Questions like these in classdiscussion provide wonderful enrichment, and achance for pupils to use a variety of ways of"finding out" by asking parerLs, the school nurse,the family doctor and by using reference books.

Group discussion techniques can be successful-ly adapted to all pude levels with the teachergiving more guidance to the discussion in theelementary school. Some problems in groupdiscussion are to encourage each student to feel

free to verbalize questions or opinions without

fear of being laughed at or criticized, to encourageconsideration and courtesy in listening to others,

to keep the discussion on the topic, and to make

some progress toward conclusions without rushing

the discussion.


Panel discussions and forums are suitable toboys and girls of junior high and high school lev-els. They may choose the question for discussion,do research, work up reports or take notes whichthey may need for the program. They learn thatall viewpoints on the question should be repre-sented; they learn the duties of the moderator andother participants; they learn to follow procedurethat has been agreed upon; and they learn tosummarize the discussion. Topics which teenagerschoose for discussion usually center around theirpersonal interests such as choosing friends, dat-ing, how to dress, smoking and drinking, how tospend their leisure time, and safety on the highway.

A good technique to get participation by theentire group is to divide the large group intosmall buzz session groups of about six peopleeach, who talk together for about six minutesand then report to the class. Each small groupmay be assigned a different phase of the topicand report on points they feel are important orquestions they wish to ask. Since much healthteaching is based on pupils' needs and interests,this is a good technique for discovering intereststhrough reports from the small groups.

Reading In Health TeachingNext to discussion, reading has perhaps been

the most widely used type of experience in teach-ing. Good health literature is available for allgrade levels. In addition to research reading toclarify ideas and expand understandings, thereis much material that is not necessarily factualbut may include stories, poetry, and drama. Thesecan be read for pleasure and may help buildenriching attitudes and understandings. Pupils

should be encouraged to read. Attractive health

materials should be easily available to them.Teachers should work with the school librarian toplan the use of reading materials on health.

Reporting in Health Teaching

Unless reporting is Planned, it may become only

a chore for the pupil when he copies something

from the book. The pupil should enjoy making

reports of meetings, trips, and other experiences.

The report may serve to organize and summarize

learning experiences. Reporting should have apurpose, and it should be meaningful to the re-porter as well as to its recipients.

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Dramatization and Role Playingin Health Teaching

Dramatization appeals to children and youthand can be used in health teaching in differentforms in grades K-12. The primary grades mayuse simple, informal ways to illustrate such sit-uations as safety in crossing the street or to playsituations in the family where the child helpsmother or father with household chores. Fromthese simple dramatic play types of situations inthe early grades, drama may progress to the moreformal production of a play written to develop atheme. Pupils sometimes enjoy writing their ownplays and producing them. They should be en-couraged to use imagination in developing healthstories for dramatization, but should use situationswhich are possible in real life and represent truefacts. Dramatizations or literature which repre-sents foods as people are generally consideredunsuitable. Fairy stories have their place in lit-erature but are generally not suitable for adap-tation to health teaching.

In role playing, a form of dramatization whichis usually impromptu and unrehearsed, the pupillearns by putting himself into other people's placesand the teacher gets insight into his understandingby seeing him play the roles of these people. Theyoung child likes to play the doctor, the nurse,the fireman. In the high school, pupils may takethe parts of the types of adults who usuallyserve on a health committee or role playing maybe used as a tool for seeking the causes and solu-tions of human relations problems. When theroles of those involved in the situation are talkedover first and then enacted by members of thegroup, pupils are gaining an understanding of theview points of others.

Role playing may be used for other purposesalso, including emphasizing situations through

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contrast. The situations may be presented in twodifferent ways and then discussed by the group.For instance, such situations might illustrateappropriate and inappropriate choices of clothesfor certain weather conditions, behavior in inter-viewing a local physician or a dentist, or foodservice in public eating places.

In choosing role playing situations, the teachershould be careful to choose those general enoughto fit many people. Volunteers should play theroles. Role playing or some other type of drama-tization might be a means of group reporting on ahealth problem as the culmination of a period ofstudy.

Games and Songs in Health Teachicg

Some games and songs serve the dual purposeof bringing pleasure, relaxation, and change ofpace to health teaching and of a .aally givinghealth concepts at the same time. Health andsafety songs can be purchased in record form.Pupils may also enjoy writing their own healthjingles to the tunes of familiar songs. Games forexercise out-of-doors and quiet games for relaxa-tion inside offer possibilities for interesting ex-periences. Teachers of physical education andmusic should be invited to help plan these ac-tivities.

Surveys in Health Teaching

The survey is a means of getting informationthat may serve as a basis for planning health in-struction programs or for recommendations forschool and community action on existing prob-lems. The survey should have a definite purposeand should be carefully planned and carried out,with results tabulated and used as a basis for otherlearning experiences. Surveys may be made bypupils, especially older ones, to get informationin which the group is interested and which canhelp them plan their health activities. They maybe made by teachers or other adults to determinehealth needs and interests of pupils.

High school pupils may make a communitysurvey to determine the health services or rec-reational facilities available for different age

groups. They may send out an opinionnaire onfluoridation of the public water supply. Theymay check safety hazards in and around their ownhomes or at school. Methods of making the sur-vey may include the written questionnaire, plannedquestions asked orally to a group, a person-to-person canvas of a group, or others. Information

may be presented pictorially in charts, graphs, orin other ways to bring out the conclusions.

Field Trips in Health Teaching

Trips to the food store, dairy, pasteurizationplant, sewage disposal plant, city water works,health department, and around the community canopen a whole new world. Field trips provide ex-periences with individual, school, and communityhealth and safety programs and projects thatcannot be brought into the classroom. They bringpupils into direct contact with existing healthand safety conditions affecting the lives of thepeople in the community. The community be-comes a practical working laboratory throughwhich health instruction becomes interesting andmeaningful, when the school program is relatedto real life situations in the outside world. Fieldtrips must be carefully planned on a school-wide,as well as classroom basis. They should be fittedinto the general school plan so that pupils donot repeat the same types of trips year after yearPrecautions for safety and standards for desirablebehavior on the trip are a vital part of planning.

The high school class studying "Family andCommunity Health" may find any number oftrips profitable. They may go in groups or singlywith individuals reporting to the group on theirexperiences. It may be possible to arrange thatsome members of the public health departmentstaff take one or two high school pupils to ob-serve their work for a day. Many phases ofhealth and safety education can be studied ef-fectively in school facilities and buildings. Theseinclude potential hazards in the school buildings,playground, and athletic field; traffic near theschool; fire safety in the school; sanitation in thegeneral care of the building and school cafeteria;lighting in classrooms, halls, and in other areas;the heating system; the water supply; sanitationand care of washrooms; safety in pupil transpor-tation and school buses. In some elementarygrades, committees plan check sheets on somephase of health or safety in the school environmentand work as committees to find data. Theysometimes invite the county sanitarian to serveas a resource person to make some parts of the

tour of the school plant with them.

Experiments and Demonstrationsin Health Teaching

Experiments or demonstrations of experiments

are useful in showing how things are done. Some


may involve technical skill, but many are simpleand can be conducted with inexpensive materials.The health classroom should be equipped withmaterials and facilities for carrying out healthexperiments and demonstrations. A demonstra-tion in health may sometimes be used to introducea unit, to suggest the problem that is to be studied,and to create interest. The teacher frequentlyperforms the experiment as a demonstration tothe class. Pupils may give demonstrations to il-lustrate individual or group work on some phaseof health. Demonstrations, like trips, should beplanned school-wide so as to avoid repetitionfrom year to year.

Experiments or demonstrations might includeuse of balloons to show breathing; use of differenttypes of fire fighting equipment to show methodsof extinguishing fires; different safety methods incrossing streets and other areas; use of a lightmeter in determining whether lighting is adequate;use of materials in the first aid kit; first aid pro-cedures, such as bandaging, splinting, artificialrespiration; simple food tests for starch, fat,proteins, mineral content, or water; use of filtersmade with a box of laprs of sand, gravel, and

rock to show filtration of water; treatment of

swamp water with chlorine, with examinationsunder the microscope before and after to demon-strate destroying bacteria by chemical means;demonstration of food intake by putting someplants or flowers in colored water to show how

they take in the water as demonstrated by evi-dence of changed color in plant; vision screening

with Snellen Eye Chart; audiometric hearing test;

use of white rats, hamsters, guinea pigs, or chick-

ens in feeding experiments to show the effects of

good and poor diets.

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Suggested Procedures in UsingMaterials and Resources in

Health TeachingAs procedures are developed, materials and

other resources become an indispensable part ofthese procedures. Materials and resources areused in the process of developing the varioustypes of procedures, and materials are frequentlyan end-product of the procedures when developedby pupils taking part in the activity. Some ofthe most often used are charts, models, andgraphs; posters, bulletin boards, and exhibits;notebooks; fihns; and resource people.

Charts, Models, and Graphsin Health Teaching

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tgar o

al) to q017til 1%5410E807-

Charts, models, and graphs can be very effec-five health education tools when used separatelyor in combination with other visual aids. Chartsare often used with models in explaining suchthings as parts of the human body. The chartgives the preliminary information on the flatsurface, perhaps with diagrams and labels forthe parts illustrated. The model, which canusually be taken apart, can be used in later stagesof the lesson to show what the parts actually looklike and how they appear in relationship to otherparts. Models from commercial sources are oftenexpensive. Modeling clay can be used by teachersand pupils to make simple models. Pupils fre-quently show great ingenuity in devtloping modelsand in selecting materials for making them. Mod-els in such areas as sanitation might include aseptic tank made to scale or a water filtering de-vice.

Older pupils usually enjoy graphs when theyunderstand how to make and interpret them.

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Graphs are useful in illustrating data on subjectsshowing change over a period of time, such asindividual growth in height and weight. Datatabulated from school health records and inter-preted on graphs can be used to show generalphysical health needs and trends among pupillIn tabulating these data, however, teachers shouldtreat information from individual records as strict-ly confidential. The tabulated summaries can bethe basis for planning some phases of the healthinstruction program, perhaps for the choice ofthe problem important enough to be the centerof health study for the entire school for a time.

Posters, Bulletin Boards, andExhibits in Health Teaching

Some pupils enjoy making pictures and build-ing exhibits to express their ideas on health.These, like most other forms of visual aids, aremost valuable when they express the originalideas of the pupils who work on them individuallyor in groups. The exhibit may be used to displaythe work of pupils when a health unit is completed.Posters, bulletin boards displays, or exhibits maybe used to create interest at the beginning of aunit of study or to provide information at anytime. For instance, an attractive display of in-teresting health literature in the school libraryor in the health classroom encourages pupils touse these sources of information.

These visual aids should focus on ideas to bepresented and arranged so as not to give a clut-tered effect. When used for display purposes,posters, exhibits, and bulletin boards should bechanged frequently.

Notebooks in Health Teaching

Notebooks can be used for recording data col-lected in reading, on trips, or during interviews.A notebook or scrapbook may include clippingsof health news items, sample materials, or othersuch items. Pupils shoinld not be encouraged tocut pictures out of health pamphlets and books,however, to paste in health notebooks. Note-books can serve as a rich storehouse of informa-tion, useful and interesting to the owner. A healthnotebook should never become "busy-work," nora distasteful chore, taking the time of the pupilwithout giving worthwhile returns. Notebooks,like homes, should look "lived in." Occasionally,a notebook may be developed for display purposesand may be planned to attract attention.

Films, Filmstrips, and Slidesin Health Teaching

Films should be used only as a part of the on-going instruction program. They should be shownat a time when they will take pupils another stepfarther along in their learning of the subject athand, whether that subject be a phase of theplanned unit of study or preparation for a special

event like an immunization clinic. Films shouldbe carefully selected for the desired purpose. Theyshould be previewed before showing and plansshould be made for the film program.

Health films should not be shown indiscrimi-

nately. They should be secured from reliablesources. Health information in films used inschools must be authoritative, suitable to the ma-turity level of the pupils and to the subject fordiscussion, and acceptable to the community.

Film strips and slides may be used in much thesame way as fihns, especially commercial oneswhich are accompanied by a record for sound ora teacher's guide for dialogue. Slides offer theadvantage that a picture can be held for questions

and additional explanation. High school pupilscan make their own slides to illustrate a project ora field trip in the community.

Educational Television

Television, like motion pictures, appeals toseveral senses and tends to capture the attention ofits audience. If used wisely, it has great potentialas a supplementary teaching tool, though it shouldnot be substituted for good classroom teaching.It should be regarded as one of the audio visualaids to be used when it can best contribute to


health teaching and when it meets educationalneeds better than other available media.

Educational television can lend support toteachers by bringing resource people to the class-room. It can stimulate interest in special areaslike alcohol education or other "hard to teach"subjects through special programs from otherschools or from state or national levels. Throughdemonstration of suggested teaching techniques,educational television can be used for in-serviceeducation programs for teachers.

Resource Persons in Health Teaching

Resource persons may sometimes be invited tothe class to work with the students on specialtopics. This type of experience is especially suit-able for the eleventh or twelfth grade course on"Family and Community Health," though it maybe used in other grades also. A member of thehealth department might be invited to discusshealth services. A physician might talk aboutgrowth and development. The school nurse mightdiscuss a health service planned for the school. Inthe opinion of some authorities, it is better for theconsultant to give information to the teacher andfor the teacher to teach it to the class. Resourcepersons who are not familiar with teaching meth-ods sometimes find it difficult to use the simplelanguage understandable to children and youthor they may not "translate" the technical terms oftheir professions into everyday terms. On theother hand, a new face lends variety to the class-room and pupils usually respect the health spe-cialist as an authority. The resource person shouldknow his subject, have a personality that willappeal to his audience, and be able to use meth-ods that will be interesting and understandableto the group.

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Evaluation of Health TeachingIn evaluating health teaching, administrators

and teachers want to know to what extent healthobjectives have been achieved and to what extentpupils have gained knowledge and developed at-titudes necessary for following good health prac-tices. Appraisal of learning in health teaching isconcerned with the school's entire health teachingprogram and also with learning by classes and in-dividual pupils.

Evaluation of the over-all program would beconcerned with the degree of success in meetingsuch problems as methods of planning and coordi-nating the elementary and secondary school pro-gram; provision of classroom space, facilities,equipment, and materials of health instruction;scheduling health; and securing qualified healthteachers. Evaluation of learning by classes and in-dividuals should be concerned with such problemsas progress toward health goals; effectiveness ofteaching methods; the extent of learning as evi-denced by health knowledge, attitudes, and behav-ior.

Individual teachers or school health committeesmight find it profitable to make an evaluation formfor estimating progress. For the most accurateevaluation, questions should be objective. How-ever, important learning such as changes in at-titude is difficult to measure in objective ways.In addition to evaluation forms developed by in-dividual teachers or school health committees,there are published instruments for measuringhealth knowledge, attitudes, and behavior.12 Stillothers are included in textbooks, work books,and teachers' manuals.

The most effective means of evaluation is tobuild a plan of evaluation into the planning stage.For evaluation of class and individual learning,teacher and pupils will together plan and agreeupon the outcomes desired. If these are clear andspecific, ways to measure the success beingachieved will not be too difficult.

When selecting the teaching unit, make a def-inite check a!, to knowledge and attitudes of pupilsbefore the teaching begins. This will be the baseagainst which progress can be measured. Recordsshould be kept from the beginning and checksshould be made periodically. When units orprojects involve others than those in a single class,all those concerned should be included in the plan-ning and the periodic evaluations. Questionnaires

11 Solledger, M. K.: "Evaluation Instrument in Health Edu-cation", Journal of Health, Physkal Education and Recreation32, Nov. 1961.

88

or tests which measure information or attitudesmay be used before and again after a unit toevaluate progress made.

Although most people tend to mistrust sub-jective appraisals, teacher observation can bequite objective and valuable in evaluating changesin habits and attitudes. Records of such obser-vations are important and anecdotal records overa period of time are most illuminating. Healthrecords and reports and attendance records con-tain a world of information which may be ana-lyzed for trends and changes. Written work bypupils gives a real insight into the understandingsand attitudes of the pupils.

Periodic surveys, check lists, or questionnairesreveal progress or lack of it. Personal interviewswith pupils and parents are effective means ofevaluation. Class discussions are effective bothas learning experiences and reports on progress.Self-evaluation by the pupil is possibly the mostimportant method of showing individual progress.Such evaluations should be for the individual, notfor comparison with others, and should not be tiedin with contests and prizes.

The objectives toward which to work duringschool years for the development of the matureindividual in personal health, family health, andcommmity health should serve as the idealmeasure against which progress can be evaluated(Chapter III, "Objectives of Health Teaching").To what extent have these ideal goals beenadapted to individual and grade level needs? Towhat extent have pupils at each grade level im-proved in learning? To what extent have highschool graduates reached the established healthobjectives?

In very simple form, Dr. Ruth Strang, in theJournal of Health, Physical Education and Rec-reation of the American Association for Health,Physical Education and Recreation, says the sixsteps of learning health are:

"1. Know what is the healthful thing to do.2. Know why it is important to do it.3. Want to do it.4. Know just how to do it.5. Do it.6. Get satisfaction from doing it."

In evaluating his teaching, the teacher of healthshould ask himself whether or not he has followedthese steps in helping his pupils to gain healthknowledge and to translate that knowledge intohealthful living.

Chapter V

MATERIALS ANDHEALTH

GR

Where to Find Help

RESOURCES FOR

TEACHING

ADES K-12

Adequate and suitable materials and resourcesare important to effecthe health instruction. Typesof materials and resources needed in health, asin other areas of the curriculum, may include thefollowing:

1. Printed materials such as books, magazinesand newspapers, pamphlets, and clippings.

2. Audio-visual materials such as films, film-strips, slides, radio and television programs, re-cordings and transcriptions, maps, pictures,diagrams, charts, graphs, posters, models, speci-mens, objects, flannel board and bulletin boarddisplays.

3. Community resources such as people, busi-ness and industry, government agencies, organiza-tions and institutions, places, materials at hand.

aterials and resources of these types areavailable in great variety for teachers and for pu-lls. The school librarian, the school health co-

ordinator, or some other person designated by

the school administrator can be of great help

to teachers in building up a health materialscenter in the school library or in another central

source. Teachers and pupils can contribute tothis center as well as use materials from it.

Of the wealth of materials prepared and offeredto schools today, many are free or inexpensive.Some free or inexpensive materials are availablefrom commercial companies. These usually carrythe name of the company and the product ad-vertised. Materials from commercial companiesare not recommended for school use when theproducts of the sponsoring agency are harmfulto children. The adverthing should be in goodtaste with the product of the company not overlynor solely emphasized. Some of these materialsare very good, technically well done, educationallysound, and artistically executed. They should becarefully evaluated in terms of the job to be doneand the suitability to those using them before theyare placed in the school materials center or beforethey are used in class. Free or inexpensive ma-terials are also available from many other sources.All materials should come from reliable sourcessuch as those recommended in this guide and bypeople designated to give this type of information.Even when materials are secured from reliablesources, they should be evaluated for specificuses. For example, some reliable sources publishmaterials for adults only. Some of these materialsare excellent for teachers and other adults butare totally unsuited for children who may nothave the background nor experience to under-stand them. In some instvnces, films or other ma-terials produced for adults can actually frightenchildren. This is especially true of materialsabout diseases. Health materials for childrenshould present the positive rather than the nega-tive approach. Educators, with their knowledgeof child growth and development and of specialschool and community health needs, must selectmaterials that can be used most effectively inchallenging their pupils to develop good healthpractices and attitudes.

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Where to Find Help

Criteria for Selecting MaterialsIn reviewing and evaluating any material, sug-

gested questions which may be helpful are:

I. Does it help to accomplish your purpose?

2. Is it designed for instruction?

3, Is the material suitable in content, sentencestructure, vocabulary, appeal to the maturitylevel of individuals using it?

4. Is the source of the material recognized asa reliable source of health information?

5. Is the information authentic, up-to-date, andaccurate?

6. Is the material organized and presented ina clear and interesting way?

7. Does it cover the subject impartially? Is itfree from propaganda and fear psychology?

8. Are the physical qualifications satisfactory,including such items as size of print, il-lustrations, photography, and sound in thecase of films, records, and transcriptions?

9. In free and inexpensive materials from com-mercial sources, are the products of thesponsoring companies harmful to children?Is the advertising in good taste?

The Health TextbookThe health textbook is the most frequently

used source of information for health teaching.South Carolina school systems have a choice ofseveral state-adopted texts. The same criteria formaterials in general may be applied to selectingtextbooks, with some slight variations. Infonna-

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tion, methods, and other characteristics of thehealth text should be based on sound principlesof child growth and development. The authorsshould be authorities in this area, as well as inhealth content and in methods of teaching. Thehealth content of the books should be under-standable, practical, and interesting to pupils atthe grade levels for which they are designed. Inaddition, the series should show progression fromone grade level to another so as to make a wellorganized plan for the series. The use of multi-texts, rather than a single text, should be con-sidered as well as texts on 7arying levels.

Teachers' manuals or guide books and sup-plementary materials accompanying the textbooksshould be of value in giving practical suggestionsfor teaching and in listing supplementary mate-rials for teachers and pupils. The textbook shouldalso be suitable to the needs of the particularchild, school, and community for which it is

adopted.

Sources of Materials and OtherHealth Education Resources

Among the reliable sources of materials ofinstruction and information on health are govern-ment agencies, voluntary agencies, and profes-sional organizations. Included in this chapter isa list of some of these organintions that serve ashealth education resources to schools.

In addition to this listing of agencies, a se-lected list of materials available from these groups,as well as from some of the industrial corpora-tions and businesses, is published and distri-buted to schools by the South Carolina StateDepartment of Education as a supplement to thisguide.

This List of Selected References in Health forSouth Carolina Schools is accompanied by twoother supplements. One of these, Health Servicesof Some South Carolina Agencies, developed bythe agencies described, explains briefly the healthservices of these agencies. The other supplement,Examples of Successful Health Teaching in SouthCarolina Schools, contains descriptions by SouthCarolina teachers of successful experiences inteaching health.

Other materials on health and related subjectsdeveloped by the State Department of Educa-tion and cooperating organizations include Com-plete List of Adopted Textbooks for Use in SouthCarolina Public Schools; List of Books for Ele-mentary School Libraries of South Carolina; List

M.....145Tte.

of Books for Junior and Senior High School Li-braries of South Carolina; Recommended Pro-cedure for Emergency Care of Sickness andAccidents Occurring at School; South CarolinaCumulative School Health RecordManual forUse of the Record; South Carolina School HealthService Unit with Suggested Plans; Story of Al-coholA Handbook for Teachers; The Nurse inthe South Carolina School Health Program; Guidefor the Teaching of Physical Education, Grades1-6; and Guide for the Teaching of PhysicalEducation, Grades 7-12; Directory of Servicesfor Children and Youth, South Carolina; Educa-tional Films, Audio-Visual Library.

Other similar resource materials of this typeto be published in the future by the State Depart-ment of Education will be announced as theybecome available to schools.

The State Department of Education offers otherservices in health education, including consultantservices in planning and coordinating the over-allschool health program, improving health instruc-tion, assisting in in-service education of teachers,and developing and providing materials in theareas of health services and healthful environment.

Each agency listed in this chapter offers, amongother services, some resources in health educa-tion. The services vary with the functions of the

organization. Health education resources fre-quently include literature, films, consultant serv-ices of health specialists for planning programs,and speakers for meetings. Some agencies de-velop and distribute educational materials on awide range of health subjects. Others restricttheir materials to one phase of health relatedto the main purpose of the organization.

Some offer materials free of charge; otherscharge a small fee. Most of these organizationshave catalogues or lists of their materials whichcan be secured on request. These catalogues maybe very helpful guides in requesting materials.Since materials from many of these sources aredesigned for specific purposes and for specialgroups, they must be carefully selected if theyare to be used to good advantage in the schools.

Requests for materials will be answered morepromptly and efficiently if the following sugges-tions are carried out.

1. Request a catalogue or listing of materialsand order items by title and other catalogueidentification, if such a catalogue or listingis available to schools.

Where to Find Help

2. When a catalogue or listing is not available,be as specific as possible in explaining thetype of information desired.

3. Give the area or areas and the gene..al tyneof materials desired.

4. Give the age group to be served.

5. Give the number of copies requested or thenumber of people in the group to be served.

6. Explain very briefly the purpose of the re-quest.

7. Order materials from local representativesof organizations when available; otherwiseorder from the state or national organization.

8. Send only one request letter for the entiregroup.

List of Resources for HealthTeaching

T. HEALTH RESOURCES FROM GOV-ERNMENT AGENCIES

Many government agencies offer some type ofhealth education service related to their specialfunctions in government. Some are organind forthe specific purpose of giving health services, in-cluding health education. Some of the governmentagencies listed by local, county, state, and na-tional levels are:

(1) Education

Local School District

County Department of Education

South Carolina State Department ofEducation

Rutledge BuildingColumbia, South Carolina 29201

U. S. Department of Health, Education,and Welfare

Office of EducationWashington, D. C. 20201

(2) State Sur,orted Schools(with Special Health Services)

South Carolina School for Deaf and Blind(Grades 1-12)

Spartanburg, South Carolina 29302

Whitten Village (Grades 1-7)Clinton, South Carolina 29325

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Where to Find Help

(3)

Pine land (Ungraded)Columbia, South Carolina 29202

South Carolina Convalescent Home forCrippled Children

Florence, South Carolina 29501

State Supported Colleges and Universities

The CitadelCharleston, South Carolina 29409

Clemson UniversityClemson, South Carolina 29631

Medical College of South CarolinaCharleston, South Carolina 29401

South Carolina State CollegeOrangeburg, South Carolina 29115

Winthrop CollegeRock Hill, South Carolina 29730

University of South CarolinaColumbia, South Carolina 29208

(4) Public Health

City Health Department (in some SouthCarolina cities)

County Health Department

South Carolina State Board of HealthJ. Marion Sims BuildingColumbia, South Carolina 29201


Public Health ServiceNational Communicable Disease CenterAtlanta, Georgia 30333


Public Health ServiceWashington, D. C. 20201

Children's Bureau of South Carolina1001 Main Street, Room 101Columbia, South Carolina 29201


Children's BureauWashington, D. C. 20201

World Health OrganizationGeneva, Switzerland

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(5) Mental Health

Aiken County Mental Health Center104 Florence Street, S. W.Aiken, South Carolina 29801

Anderson-Oconee-Pickens Mental HealthCenter

1501 N. Main StreetP. 0. Box 707Anderson, South Carolina 29621

Beckman Center for Mental Health Serv-ices

Corner Phoenix and Alexander StreetsGreenwood, South Carolina 29647

Charleston County Mental Health Clinic275 Calhoun StreetCharleston, South Carolina 29401

Coastal Empire Mental Health CenterP. 0. Box 610Beaufort, South Carolina 29902

Georgetown-Horry-Williamsburg MentalHealth Clinic

706 Laurel StreetP. 0. Box 764Conway, South Carolina 29526

and106 Screven StreetGeorgetown, South Carolina 29440

Greenville Area Mental Health Center600 County Office BuildingGreenville, South Carolina 29601

Pee Dee Mental Health CenterRoute 2, Box 375-AFlorence, South Carolina 29501

Richland-Lexington Mental Health Center1845 Assembly StreetColumbia, South Carolina 29201

Spartanburg Area Mental Health Clinic149 E. Wood StreetSpartanburg, South Carolina 29303

Sumter-Clarendon-Kershaw Mental HealthCenter

19 E. Calhoun StreetBox 1486Sumter, South Carolina 29151

Tri-County Mental Health CenterThe Whither Building114 S. Marlboro StreetBennettsville, South Carolina 29512

York-Chester-Lancaster Mental HealthCenter

1051 Oakland AvenueRock Hill, South Carolina 29732

South Carolina Department of MentalHealth

Mental Health Education Unit2214 Bull StreetColumbia, South Carolina 29201

(6) Visually Handicapped

South Carolina Commission for the Blind1400 Main StreetColumbia, Scuth Carolina 29201

(7) Alcohol and Alcoholism

South Carolina Commission on Alcoholism1429 Senate Street, Rutledge BuildingRoom 1104Columbia, South Carolina 29201

(8) Agriculture

County Agriculture Extension ServiceCounty Agent LeaderHome Demonstration Agent

Cooperative Extension Service of ClemsonUniversity


South Carolina Agricultural ExperimentStation

Food Technology and Human NutritionDepartment


Federal Extension ServiceU. S. Department of AgricultureWashington, D. C. 20250

South Carolina Department of AgricultureWade Hampton State Office BuildingColumbia, South Carolina 29201

U. S. Department of AgricultureWashington, D.C. 20250

Consumer and Marketing ServiceConsumer Food ProgramsU. S. Department of AgricultureWashington, D. C. 20250

Where to Find Help

Institute of Home EconomicsAgricultural Research ServiceU. S. Department of AgricultureWashington, D. C. 20250

(9) Highway

South Carolina State Highway DepartmentDirector, Public Relations1100 Senate StreetColumbia, South Carolina 29201

(10) Civil Defense

County Civil Defense Agency

The South Carolina Civil Defense AgencyRutledge BuildingColumbia, South Carolina 29201

Director Department of the ArmyOffice of Civil DefenseRegion IIIThomasville, Georgia 31792

Director of Civil DefenseDepartment of the ArmyOffice of the Secretary of the ArmyOffice of Civil DefenseWashington, D. C. 20310

(11) Parks and Recreation

South Carolina Forestry Commission5500 Broad River RoadColumbia, South Carolina 29210

(12) Vocational Rehabilitation

South Carolina Vocational RehabilitationDepartment

400 Wade Hampton State Office BuildingColumbia, South Carolina 29201


Social and Rehabilitation ServiceRehabilitation Services AdministrationWashington, D. C. 20201

(13) Welfare

County Department of Public Welfare

South Carolina State Department of PublicWelfare

P. 0. Box 1520Columbia, South Carolina 29202

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Where to Find Help


Social and Rehabilitation ServiceAssistance Payments AdministrationWashington, D. C. 20201

(14) Other

Superintendent of DocumentsU. S. Government Printing OfficeWashington, D. C. 20402

IL HEALTH RESOURCES FROM VOLUN-TARY HEALTH AGENCIES

Most voluntary health agencies have been or-ganized to meet a special health need. As healthproblems arise, additional societies and associa-tions will be organized to attack these problems;and also as problems are solved, some of thesegroups may be discontinued or changed. Manyare organized on county, state, and national levels.They depend on voluntary contributions from thepublic to carry on their program of services, whichinclude development and distribution of mate-rials and consultant services in education relatedto their specific areas of health. Some voluntaryhealth agencit..4 have assisted with health edu-cation workshops and other types of in-serviceeducation for teachers. Some have worked witheducators in developing materials for school useand in assembling packets of materials especiallyevaluated for school use. Many of their materials,however, are prepared for adultsteachers, par-ents, administratorsbut not for school children,and they should be screened for school purposes.

Most of these agencies prefer to have requestsfor materials through their local representativeswhen possible. Some of the voluntary healthagencies listed on county, state, and national levelsare:

(1) American Speech and Hearing Society9030 Old Georgetown RoadWashington, D. C. 20014

(2) Local Red Cross ChaptersAmerican National Red CrossField Service1955 Monroe Drive, N. E.Atlanta, Georgia 30324

(3) American Social Health Association1740 BroadwayNew York, New York 10019

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V

(4) County Tuberculosts Association

South Carolina Tuberculosis Association2306 Devine StreetColumbia, South Carolina 29205

National Tuberculosis Association1740 BroadwayNew York, New York 10019

(5) County Units (46)American Cancer Society

South Carolina Division, Inc.American Cancer Society401 Columbia BuildingColumbia, South Carolina 29201

American Cancer Society219 East 42nd StreetNew York, New York 10017

(6) South Carolina Society for Crippled Chil-dren and Adults, Inc.

1517 Laurel StreetColumbia, South Carolina 29201

National Society for Crippled Childrenand Adults, Inc.

2023 W. Ogden StreetChicago, Illinois 60612

(7) Muscular Dystrophy Association1224 Pickens Street, Room 203Columbia, South Carolina 29201

Muscular Dystrophy Association ofAmerica

21 E. 40th StreetNew York, New York 10016

(8) South Carolina Association for RetardedChildren

P. 0. Box 1564Columbia, South Carolina 29202

National Association for RetardedChildren

99 University PlaceNew York, New York 10003

National Cystic Fibrosis Research Foun-dation

521 Fifth AvenueNew York, New York 10017

(10) National Epilepsy League130 N. WellsChicago, Illinois 60606

(9)

(11) National Multiple Sclerosis Society270 Park AvenueNew York, New York 10010

(12) National Society for the Prevention ofBlindness

79 Madison AvenueNew York, New York 10016

(13) South Carolina Heart Association, Inc.533 Harden StreetColumbia, South Carolina 29205

American Heart Association44 E. 23rd StreetNew York, New York 10010

(14) South Carolina Mental Health Association2131 Devine StreetColumbia, South Carolina 29205

National Association for Mental Health10 Columbus CircleNew York, New York 10019

(15) The Arthritis FoundationSouth Carolina Chapter2230 Devine StreetColumbia, South Carolina 29205

The Arthritis Foundation1212 Avenue of the AmericasNew York, New York 10036

(16) The National FoundationMarch ofDimes

1310 Lady Street, Room 915Columbia, South Carolina 29201

The National Foundation800 Second AvenueNew York, New York 10017

(17) United Cerebral Palsy Association, Inc.321 W. 44th StreetNew York, New York 10036

III. HEALTH RESOURCES FROM PRO-FESSIONAL SOCIETIES AND ASSO-

CIATIONS

Societies and associations of professionalgroups, especially at the national level, offer

some health education services. Some of thesegroups work through committees to develop books

or pamphlets on various phases of health, usuallyrevised periodically. These books are availablefrom the national source. Some of the state andlocal groups have materials on health careers and

Where to Find Hele

other subjects. Some of these groups listed onthe local, county, state, and national levels are:

(1) Education

South Carolina Association for Health,Physical Education, and Recreation

ao South Carolina Education AssociationP. O. Box 1461Columbia, South Carolina 29202

American Association for Health, PhysicalEducation, and Recreation

1201 Sixteenth Street, N. W.Washington, D. C. 20036

South Carolina Education AssociationP. 0. Box 1461Columbia, South Carolina 29201

National Education Association1201 Sixteenth Street, N. W.Washington, D. C. 20036

Association for Childhood Education In-ternational

3615 Wisconsin Avenue, N. W.Washington, D. C. 20016

American School Health AssociationKent State UniversityKent, Ohio 44240

S. C. Congress of Parents and Teachers,Inc.

1826 Henderson StreetColumbia, South Carolina 29201

American Home Economics Association1600 Twentieth Street, N. W.Washington, D. C. 20009

American Dietetic Association620 N. Michigan AvenueChicago, Illinois 60611

(2) Health

Family Physician

Local Medical Society

Executive SecretarySouth Carolina Medical Association113 North Coit StreetFlorence, South Carolina 29501

American Medical Association535 North Dearborn StreetChicago, Illinois 60610

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Where to Find Help

Family Dentist

South Carolina Dental Association1506 Gregg StreetColumbia, South Carolina 29201

American Dental Association211 East Chicago AvenueDivision of Dental Health EducationChicago, Illinois 60611

South Carolina Public Health AssociationState Board of HealthJ. Marion Sims BuildingColumbia, South Carolina 29201

American Public Health Association1740 BroadwayNew York, New York 10019

South Carolina Nurses Association1301 Hampton StreetColumbia, South Carolina 29201

American Nurses Association10 Columbus CircleNew York, New York 1001,

South Carolina League for Nursingao South Carolina Nurses Association1301 Hampton StreetColumbia, South Carolina 29201

National League for Nursing10 Columbus CircleNew York, New York 10019

South Carolina Hospital Association1825 Gadsden StreetColumbia, South Carolina 29201

American Hogpital Association18 East Division StreetChicago, Illinois 60610

South Carolina Occupational Therapy As-sociation

do S. C. State Board of HealthJ. Marion Sims BuildingColumbia, South Carolina 29201

American Occupational Therapy Associa-tion

251 Park Avenue SouthNew York, New York 10010

(3) Safety

South Carolina Traffic Safety Council, Inc.527 Palmetto State Life Insurance Build-

ingColumbia, South Carolina 29201

National Safety Council425 North MichiganChicago, Illinois 60611