document resume edwards, helen; loftis, … interest approach is a brief learning activity for a...
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DOCUMENT RESUME
ED 090 406 CE 001 273
AUTHOR Edwards, Helen; Loftis, FlorenceTITLE Family Health Curriculum Guide. Advanced Unit.
Draft.INSTITUTION Clemson Univ., S.C. Vocational Education Media
Center.; South Carolina State Dept. of Education,Columbia. Office of Vocational Education.
PUB DATE 72NOTE 33p.; For other guides in the unit, see CE 001
266-272 and CE 001 274-277
EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGEDESCRIPTORS Behavioral Objectives; Consumer Education; Curriculum
Development; *Curriculum Guides; EducationalResources; Evaluation Methods; *Family Health; *Grade10; *High School Curriculum; Homemaking Education;,Teacher Developed. Materials
IDENTIFIERS South Carolina
ABSTRACTThe family health guide, part of a consumer and
homemaking education unit, was developed in a 3-week curriculumworkshop at Winthrop College in June 1972. The identified objectivesand learning experiences have been developed with basic reference todevelopmental tasks, needs, interests, capacities, and prior learningexperiences of students. The concepts examined in the advanced unitfor grade 10 include: family health factors, major health problems,home care of the sick, health services and costs for the family,safety measures in the home, and career opportunities in health.Under each concept, three colukans list behavioral objectives,learning and evaluation experiences, and teaching resources. (AG)
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Family Health Curriculum Guide
Draft
Advanced Unit
Prepared by:
State Department of Education
Office of Vocational Education
Consumer and Homemaking Education Section
Columbia, South Carolina
29201
in Cooperation with:
Vocational Education Nadia Center
Clemson University
Clemson, South Carolina 29631
1972
Acknowledgements
The guide for Family Health was developed in a three week curriculum workshop at Winthrop
College in June, 1972.
Grateful appreciation is extended to the following persons who contributed to the development of
the guide:
Mrs. Helen Edwards of Chapman High School, Inman, and Mrs. Florence Loftis of Carolina High School,
Greenville, who wrote the Family Health guide.
Dr. Twyla Shear, Professor of Home Economics Education, Pennsylvania State University, who gave
leadership in the development of the guide and served as curriculum consultant for the workshop.
Mr. Frank Stelling, IV, Health Educator, South Carolina State Board of Health, who served as
consultant in family health ana reviewed the guide.
Dr. Helen Loftis, Professor of Home Economics Education, Winthrop College, who assisted with
arrangements for the curriculum workshop and reviewed the guide.
Personnel of the State Department of Education, especially the Office of Vocational Education,
who gave support and encouragement in the development of the guide.
Con
tent
s
Use
of
the
Gui
de1
Inte
rest
App
roac
hes
7
estim
ated
Len
gth
of U
nits
and
Cou
rses
11
Rat
iona
le13
Adv
ance
d U
nit
Con
cept
S15
Con
tent
17R
esou
rces
33
Use of the Guide
The identified objectives and learning experiences have been developed with basic reference to
developmental tasks, needs, interests, capacities, and prior learning experiences of students.
The
curriculum resource materials serve as the. instructional program for all students and are a beginning
point for the teacher in planning for the learning of students who may as a group not represent the
norm, and who as individuals will reflect a range including both sides of the norm.
With a variety of students in a classroom, it seems imperative for the teacher to develop a plan
for learning based upon a prior assessment of the performance status of students relative to the
objectives specified.
Pre-testing of students and cooperative planning, in relation to objectives
and learning experiences are recommended for the homemaking teacher.
Many group teaching-learning
experiences may be necessary within the classroom but some learners will require individual objectives
and learning experiences which may be provided for in numerous ways, including independent study, use
of self-paced learning packages, programmed materials, paired-learner teams, and learning contracts.
As the teacher becomes skilled in providing for the individual learning needs of a few learners
in each class, she can extend individualization to other learners in a given class.
A basic part of
the task is for learners to become increasingly independent and self-directive in their own learning
which can be achieved only through experience.
Both teachers and learners have to learn to function
in their respective roles in the process, but the teacher is responsible in educating herself re-
garding the premises and strategies for individualizing, instruction.
Since a basic principle of learning is to start where the learner is, the teacher can be viewed
as a learner in seeking methods to individualize instruction.
Prior experiences with clothing con-
struction activities, home experiences, cooperative planning, and FHA activities can be analyzed as
methods for meeting individual needs.
A comparison of the analyses with guidelines from the liter-
ature on individualizing instruction may help to decide upon a first step.
Taking one step at a time
is much more feasible for both teacher and students than is a total immersion into a new change in
behavior all at once.
Behavioral Objectives:
Educational objectives are specifications of behavior outcomes or post-instructional behavior
sought as a result of teaching-learning experiences.
Behaviors sought include a range of intellec-
tual or cognitive behaviors, feeling or affective behaviors, and doing or psychomotor behaviors.
By definition, educational objectives must have two components:
behavior, and content or
context about which or within which the behavior is.
When the objectives are made operational
for the instruction of an individual learner or of a given group of learners by a given teacher,
two other components may be added tc give precision to an objective.
The two additional com-
ponents are the conditions in which the learning is to be demonstrated and standards of performance
to be achieved.
Making an educational objective operational also call for stating the behavior component in
action terms or in verbal or non-verbal observable behavioral terms.
For example, "Know sources of
vitamin C" is made operational when it is specified as "List sources of vitamin C" or "State sources
of vitamin C."
The act of listing or stating is an observable evidence of knowing.
Another con-
dition of the educational objective is that it be stated in reference to the learner.
It is
understood that an objective which states "Determines the best buy among three different size boxes
of X brand detergent" means that the learner is to determine the best buy.
The objectives in the fcllowing curriculum materials are written in behavioral terms but are
not fully operational since conditions and performance standards are not specified.
The overall or
terminal objectives otatsd for the major concept areas are supported by selected enabling objectives.
Teachers may make the enabling objectives fully operational by structuring the conditions in which
the learning will be demonstrated and the criteria or standard for successful performance.
For ex-
ample, the objective column might read "Evaluate house plans."
Since evaluation involves use of
relevant criteria 6o a situation, the teacher must establish the situation or condition.
A possible
condition might be specified as "Given three house plans and a description of the Burton family and
using the criteria established in class,
..
."
The next step is to state the observable behavior.
In this example, "select" seems appropriate.
The objective in complete form may read:
Given three house plans and a description of the Burton
family, select the best house plan for the Burtons using
the criteria established in class.
State the basis for
choice relative to each criterion.
Success in this example is the performance of the task as specified.
Learning Experiences:
A learning experience is the activity engaged in by the learner to learn.
Learning occurs only
through learner experience and through reflection upon the experience.
The selected learning
experiences in these materials are writt-_-) with this premise in mind.
The teacher can look at the
learning experiences and determine her role as facilitator of the students' experiencing so that they
may learn.
For instance, a learning experience reads "Analyze a supply of pictures of housing
..
."
The teacher's task is to provide a supply of pictures that represents the range of qualities for which
the pictures are to be analyzed.
y /5
Interest Approaches
An "interest approach" or motivational device is a teaching technique which serves to establish a
classroom climate conducive to learning.
The interest approach is a brief learning activity for a
daily lesson which serves to introduce the topic of the lesson and establish a positive emotional climate.
An interest approach is not the main learning experience and is not intended to teach a concept, but
rather to set the stage for learning.
Knowledge of the multiple, diverse nature of adolescents indicates that a teacher cannot expect a
ot...dent to come into the classroom from immediately prior activities and be mentally and emotionally pre-
pared to participate in particular learning experiences.
Students do not come into classrooms from a
sterile vacuum but they come from homes, classrooms, libraries, and/or from other environments of intimate
relationships.
Their experiences run the garnet of positive to negative, compelling to repelling, or
exciting to boring.
It is the responsibility of the teacher to attempt to establish a common focus and a
climate within the classroom to facilitate learning the objectives for the daily lesson.
The technique of the interest approach not only serves to provide a mutual climate of interest and
thought for the classroom but the technique should elicit participation by all class members.
A soy,
reticent student often learns to partic-i.pate in groups through an interest approach activity evens'though
the student would not participate in a learning experience.
Examples of interest approaches are as follows:
1.
Family Life Education:
One Minute Role
Play with Unfinished Ending.
Two Students.
Teacher established setting.
First Student:
'Elaine, I thought you and
Rill went steady.
Why is be sitting in
the lunchroom with Jackie?"
Second Student:
"He better NOT be!
Wait
until I see him!
I'll .
.."
Class completes sentence.
2.
Home Furnishings:
Work
Simplification.
Ask each student to slide to
front of desk, slide to right
side, to left side, and back
to original position.
Thank
them for helping to use manage-
ment principle and dust twenty
(substitute class number) c airs
quickly.
Consumer Education:
Case Problem.
Secure a month's canceled checks
of individual.
Read to whom and
amount for which check was written
and'for what purpose.
Students
describe persons who wrote check
regarding sex, age, education,
employment, marital status, etc.
4.
Child Development:
Toss Ball.
Students stand.
Ask a quesL
tion.
Toss ball.
Student who
catches ball answers question;
student asks another question
and tosses to another student
to answer.
Students are alert
since it is not known to whom
the ball is to be thrown.
Good
review since student must answer
one question and ask another.
Other suggestions which may apply to many content areas and may be adapted for use in a variety of
methods are as follows:
tasting parties, crossword puzzles, magic squares, word sentences, equipment
tray, connect-the-dot pictures, poems, short stories, cartoons, ink dot identification, paper item
construction, scavenger hunt, slides, dress costume, hat parade, altered Bingo games, altered Scrabble
games, developmental collage, questions taped under chairs, prit.!e guessing, surprise box, mobile con-
struction, spelling bee, maze, incomplete story, and problem-solving case study.
An interest approach is most likely to establish a classroom climate conducive to learning if .
.
..
. it is of short duration.
..
. it involves every class member.
..
. it is a pleasant and interesting activity.
..
. it introduces the topic of the daily lesson.
..
. the teacher is enthusiastic andenergetic about the idea.
Estimated length of Units and Courses
Consumer and Homemaking Education for Secondary School
Area
Basic Unit
Grade 9
Advanced Unit
Grade 10
Semester Course
Grades 10, 11, and 12
Career Opportunities
t
23
Child Development
618
Clothing and Textiles
88
18
Consumer Education
418
Fami1y Health
3
Family Life Education
(Personal and Family Relationships)
18
Foods and Nutrition
88
18
Housing and Home Furnishings
56
18
Total Weeks
36
36
lo-
Family Health
Rationale
Man always has been concerned with his well-being, but many unknown factors and superstitions
often have prevented the accomplishment of the goal of good health.
Even in modern societies,
ignorance and superstition still exist while pressures of these societies have added to complexities
in both physical and clrotional phases of health.
Constant mobility and closeness of living have
caused problems whici_ :o not exist in underdeveloped countries.
People are experiencing cardio-
vascular diseases brought about by stress, pollution and rapid change.
Communicable diseases,
genetic defects, drug abuse and dietary illnesses are fantors which still plague our population.
Teenagers in particular are likely to be malnourished, and, as a result, develop symptoms of over-
weight, underweight, acne and anemia which easily can lead to increasingly serious complications later
in life.
Teenagers are faced with the socially created problems of alcohol and drugs, and they often do
not have enough insight to realize the implications of indulgence.
Consequently, in an effort to be
accepted by peers or to escape from difficult problems, drugs may be used indiscriminately and may do
irreparable damage to their health.
Society has a responsibility to educate young people about health and to encourage them to
develop desirable health attitudes toward sound health practices and seek reliable and professional
help to maintain health, to cure disease, and to relieve pain.
When persons become ill, family members need to know that the responsibilities of the ill will
shift to others in the family.
Teenagers can aid greatly under these circumstances to help sick
members and see that the household runs smoothly.
Health costs are important to all family members.
Lack of knowledge can cause much hardship if
families are not prepared for illness and have little understanding of health services available to
them.
A portion of this unit is devoted to the study of health costs and services so that families
might seek proper help and be better prepared to net emergencies.
P\/.3
Family Health
Advanced Unit
Grade:
13
Estimated Le
of Unit:
3 Weeks
Concepts:
I.
Family health factors
A.
Mental and emotional
B.
Physical
C.
Healthful practices
II.
Major health problems
A.
Communicable diseases
B.
Dietary illnesses
C.
Drugs (alcohol, cigarettes, marijuana, stimulants, depressants, hallucinogens)
D.
Genetic disorders
E.
Cardio-vascular diseases
F.
Cancer
III.
Home care of the sick
A.
Patient provisions
B.
Family responsibility
IV.
Health services and costs for the family
A.
Services .
1.
Public agencies
2.
Private agencies
B.
Costs
1.
Dental
2.
MediLal
3.
Insurance
V.
Safety measures in the home
A.
Electricity
B.
Fire
C.
Medicines and poisons
D.
Falls
E.
Disasters
VI.
Career opportunities in health
CONCEPTS:
Family Health
Fact
ors
OVERALL OBJECTIVES:
Demonstrate comprehension of factorsthat affect mental, emotional, and physicalhealth
and practices which enhance family health.
BEHAVIORAL OBJECTIVES
Identify factors.xhich
affect physical and
mental health.
Describe personality
qualities as factors
that affect mental
health.
LEARNING AND EVALUATION EXPERIENCES
Read selected references to identify factors that
affect mental and physical health.
larticipate in
buzz groups to discuss degree to which the factors
affect health.
TEACHING RESOURCES
Barclay, et al., Teen Guide to
HamP.mak7 3rd ed.,
pp. 59-7 -
Pamphlet:
Metropolitan Life
Insurance Company, Looking
for
for< Health.
Observe classmates or other students' rtharacteristics
which affect mental and physical health.
List factors
and discuss observations.
From a case study, select factors which affect mental
and physical health and discuss positive and negative
effects.
Read and discuss information on defense mechanisms.
Westlake, Relationshi s - A
Stu
in Hunan Behavior,
Pp.
-75-
7Pa
mph
let:
Cos
grov
e an
d Jo
se,
Abo
ut Y
ou..
Participate in question and answer sessionon defense
mechanisms using a flip chart for illustrations.
Complete a check list identifying defense mecbarrisms.
Role play examples of defense mechanisms in behavior.
Write a case study by teacher assignmenton charac-
teristics, behaviors, and posible solutions to
defense mechanisms
lb17
Craig, Thresholds to Adult
Lis PP- 57-60-
18
CONCEPTS:
Family Health Factors
OVERALLOBJECTIVES:
Demonstrate comprehension of factors that affect mental, emotional, and
and practices which enhance family health.
BEHAVIORAL OBJECTIVES
LEARNING AND EVALUATION EXPERIENCES
physical health
TEACHING RESOURCES
Identify characteristics
determined by heredity and
characteristics determined
by environment.
Describe influence of
selected inherited and
learned characteristics
upon health.
List daily practices which
promote good health.
Prepare a bulletin board illustrating the steps in
problem solving
Demonstrate defense mechanisms and problem solving
approaches in a skit.
Discuss the different
approaches to problems evident in the skit.
Read to distinguish between hereditable and environ -.
mental characteristics and their relationships to
health.
Respond to a check list distinguishing the
characteristics and write the relationship of each
characteristic to health.
List inherited and learned traits.
Discuss how they
affect health.
Construct a bulletin board made from maga.zinp pictures
illustrating hereditable and environmental character-
istics, and discuss characteristics indicated.
Participate in a buzz group.
Class divide into
two
buzz groups; one group list factors which promote a
healthy environment, the other group list factors
which promote an unhealthy environment.
McDermott, et. al., Homemaking
for-Teen-agers, 3td ed., III.,
PP.:66-70-
Bulletin:
National Institute
of Mental Health, Selected
Sources of Inexpensive Mental
Health Materials.
Pamphlet:
Connecticut Mutual
Life Insurance Company, The
Next Promotion.
CO
NC
EP
TS
:Fpm- ly Health Factors
OV
ER
ALL
OB
JEC
TIV
ES
:Demonstrate comprehension of factors that affect mental, emotional, and physical
heal
thand practices which enhance family health.
BE
HA
VIO
RA
L O
BJE
CT
IVE
SLE
AR
NIN
G A
ND
EV
ALU
AT
ION
EX
PE
RIE
NC
ES
TEACHING RESOURCES
Read related materials to support, reject, or clarify
Ftcket:
Council on Family
group findings.
Discuss buzz group responses.
Health, Safety Measures Are
Living Treasures - Programs 2
and 3.
Apply a mock situation to illustrate many negative
health factors (poor lighting, ventilation, sani-
tation and wiring).
Identify aspects which have
negative effects on individuals.
Form groups and
discuss ways to remedy the poor practices.
.
View a selected film to learn about importance of
physical activity, good nutrition and adequate rest
for optimum health.
19
Pamphlets:
Metropolitan Life
Insurance Company, Watching
Your Child's Health.
U. S. Government Printing
Office, Kill Those Roaches
for a Clean House.
Film:
South Carolina State
Board of Health, Time of
Our Lives.
CONCEPTS:
Major. Health Problems
20
OV
ER
AL
L O
BJE
CT
IVE
S:Demonstrate an understanding of the major health problems caused by communicable
dise
ase,
die
t, dr
ugs,
gen
etic
s, c
ance
r, a
nd c
ardi
o-va
scal
ar d
isea
se.
BE
HA
VIO
RA
L O
BJE
CT
IVE
SL
EA
RN
ING
AN
D E
VA
LU
AT
ION
EX
PER
IEN
CE
S.
Describe symptoms of
selected communicable
diseases.
Rea
d th
e A
mer
ican
Red
Cro
ss I
lmne
Nur
sing
Tex
tboo
k, a
ndse
lect
ed p
amlo
h/et
s to
fin
dcauses,
sym
ptom
s, s
ever
ity,
treatment, and
prev
entio
n of
the
follo
win
g co
mm
onco
mm
unic
able
dis
ease
s:1.
Measles
2.
Who
opin
g co
ugh
3.Sm
allp
ox14.
Tub
ercu
losi
s5.
Stom
ach
wor
m6.
Syph
ilis
7.
Gonorrhea
8.
Mnmps.
Discuss findings with class.
TEACHING
RE
SOU
RC
ES
--Nursing Services, American Red
Cross, American
Red
Cross Home
Nursint Textbook, pp.
-
Pamphlets:
Park Davis
ComParly: Trul7 a Tragedy,
American Medical Association,
Fiw
orrt
y T
i222 Health and
Safe
Vaccine.
Facts about Tetanus.
the Rise in Teenage
thsRise
inTeenage
Gonorrhea?
VD Is Still a World Problem.
Wha
tEveryone- Should Know
about2.
South Carolina State Board
of Health,
Whooping Cough.
Polio.
DM
Ehe
ria-
Loc
.kja
w.,
A ,Datter to:fon, sMother
ibout,Measles and. Your Child.
Timmrt-tza- :1;:=..on;,Stops Rubella.
This,,;Is-a. ,Round Worm,or a
stomach Tiorra.
This Mr. T.B..Germ.
CO
NC
EP
TS
:Major Health Problems
OV
ER
ALL
OB
JEC
TIV
ES
:Demonstrate an understanding of the major health problems caused by communicable
disease, diet, drugs, genetics, cancer, and cardio-vascular disease.
BE
HA
VIO
RA
L O
BJE
CT
IVE
SLE
AR
NN
G A
ND
EV
ALU
AT
ION
EX
PE
RIE
NC
ES
TEACHING
RE
SO
UR
CE
S
Describe the symptoms of
gonorrhea and syphilis.
Explain what a person who
identifies symptoms of
gonorrhea or syphilis
should do.
View selected film and/or filmstrip to identify the
causes and bymptoms of gonorrhea and syphilis.
List
the symptoms and treatment of the diseases in a
teacher-developed chart.
Use a flip chart to identify communicable childhood
diseases - Dippy Diphtheria, Misery Measles, Whoopy
Whooping Cough, Locky Lockjaw, Roily Polio, Sneaky
Smallpox.
(Cartoons from pamphlet:
Don't Take a
Chance.)
Play "Disease-0" to reinforce knowledge of disease
symptoms.
Game plays like bingo with questions made
to correspond with communicable diseases on cards.
Evaluation:
Match communicable diseases with their
causes and descriptions.
21
Health Education Service,
The
Pirt
WO
rM.
Pest
.
Merck) Sharp, Dope, Dennis
Is Told aboUt Rubella.
Metropolitan `Life Insurance
Company, Facts You Should
Know:about VD - but ProbablZ
Don't.
Film:
S. C. State. Board of
Health, Half a Million
Teenagers.
Filmstrip:
Guidance
Associates VD.
Pamphlet:
South Carolina
State Board of Health,
Don't Take a Chance.
Disease -0 -Game.
22
CO
NC
EPT
S:Major Health Problems
OV
ER
AL
L O
BJE
CT
IVE
S:Demonstrate
anunderstanding of the major health problems caused by communicable
disease,
diet
,drugs, genetics,
canc
er,and cardio-vascroar disease.
BE
HA
VIO
RA
L O
BJE
CT
IVE
SL
EA
RN
ING
AN
D E
VA
LU
AT
ION
EX
PER
IEN
CE
ST
EA
CH
ING
RE
SOU
RC
ES
Stat
e w
ays
in w
hich
die
taffects health.
Identify reasons why
people may use drugs.
On a
bulle
tin b
oard
, vie
w p
ictu
res
of tw
ogirls,
one
overweight and
the
other underweight.
In a circular
response give reasons for both conditions of raalnu-
trition.
Rea
d se
lect
edreferences
to le
arn
how diets affect
health.
Verify or reject in writing reasons given
above for overweight and underweight.
McDermott, et al., Food for
Modern Living, pp.
TO
T213.
Develop
anaccordion chart to show the relationship
of diet to health and some complications which result
from
poo
r di
et.
In a written report state ways,
it w
hich
one
's d
ist
affects health.
View selected film and note reasons why people use
drugs.
Suggest alternate behavior for people who
use drugs to
solv
e th
eir
prob
lem
s.D
iscu
ss s
ug-
gest
ions
.
McDermott, et al., H
for Teen-agers., II, pp.
2-
35g.
Cronan and Atwood,. Foods in
Hraemaking pp. 140-171.
Peyton, Practical Nutrition.,
PP- 3-9-
Hug
hes,
and Bennion.
Intr
oduc
toFo
ods,
pp.
Medred, The World of Food,
PP-
Film
s:So
uth
Car
olin
a. S
tate
Boa
rd o
f H
ealth
,W
hat a
bout
Alc
ohol
?Abuse -,the
Che
mic
al T
omb.
Emaardtbe Nervous System.
L.S.Z.77Basight or Insanity.
Mari uana.
Nar
cotic
s: T
he I
nsid
e St
ory.
Nar
cotic
s: M
'PlT
UD
espa
ir.
CO
NC
EP
TS
:
OV
ER
ALL
OB
JEC
TIV
ES
:
Major Health Problems
Demonstrate an understanding of the major health problems caused by commnncable
disease, diet, drugs, genetics, cancer, and cardio- vascular disease.
BE
HA
VIO
RA
L O
BJE
CT
IVE
SLE
AR
NIN
G A
ND
EV
ALU
AT
ION
EX
PE
RIE
NC
ES
Describe effects of selected
drugs on individuals.
IRecall television peograms, newspaper articles,
stories or personal information to develop a class
list of reasons why persons use drugs.
Read selected references and make oral report to class
on the characteristics and effects of the following
drugs: 1.
Marijuana
2.
L.S.D.
3.
Heroin
4.
Amphetamines
5.
Barbituates
6.
Mbrphine
7.
Codeine
8.
Nicotine
9.
Alcohol.
Prepare a list of questions to ask a visiting
narcotics agent.
Respond to a doctorss presentation by writing a
summary on "Effects of Drugs on the PArriAn Body."
Identity characteristics and effects of drugs by
matching drug with symptoms of drug use.
23
TE
AC
HIN
GRESOURCES
Metropolitan Life Insurance
Company,
To> Parents about Drugs.
To Teens on Druggism.
Alc
ohol
ism
..
South Carolina State Board of
Health, 10 Little Smokers.
American Medical Association,
The Crutch That Cripples -
Dezendence.
Glue.SniffinK.
L.S.D.
Marijuana.
Pharmacuetical Manufacturers
Association, Drug Abuse
Products Reference Chart.
Narcotics Agent.
Medical doctor,
coN
cens
:Major Health Problems
24
OVERALLOBJECTIVES:
Demonstrate an understanding of the major health problems caused
disease, diet, drugs, genetics, cancer, and cardio-vascular dice
BE.I4AVIORALOBJECTIVES
LEARNING AND EVALUATION EXPERIENCES
Li:StthaismpciOms, causes
andQuires',W4mvl,,Of
seilei*.e*gerieitioarict,
.-ca*Ii*mwaScUlar diseases
,,and
Read selected references to find symptoms,
cures (if any) of the following:
1.
Diabetes
2.
Rheumatic fever
3.
Cystic fibrosis
L.
Sickle cell anemia
5.
Arterioscelerosis
6.
Muscular dystrophy
7.
Cancer
8.
Downs syndrome
9.
RH factor defects
10. .Blindness-
Report fin
s to
cla
ss.
causes and
Make posters on symptoms and causes of genetic
disease, cardio-vascular disease, and cancer.
View selected fiirm for understan
various genetic
diseases and heart disease.
Discuss points presented.
by communicable
ase.
TEACHING RESOURCES
Pamphlets:
South Carolina
State Board of Health,
Target - T.B., Heart Disease,
Lung Tumor - Get a Chest
X -Ray.
National Society for
Prevention of Blindness,
Crossroads, at 4.
Eve
Sixteen Minutes.
TCase of the
Films: South Carolina State
Board of Health,
Diabetes and You, Too.
Diabetes Unknown.
Not Without H
Freia:Miro Disability
From Stroke.
Congenital,HeartMefects.
Guard Your Heart.
,Heart Attack-
Heart Disease - Its Major
Cause. Trouble.
Handle-with Care.
(Mental
Rcarat)
,
Vi'0
,"1;
',"1
'
Coi
srE
FTS:
OV
ER
AL
LO
IKIE
CT
IVE
S:
Maj
or H
ealth
Pro
blem
s
Dem
onst
rate
an
unde
rsta
n '
of th
e fo
r he
alth
pro
blem
s ca
used
by c
omm
unic
able
dise
ase,
die
t,s,
gen
etic
s, c
ance
r, a
nd c
ardl
o-va
scul
ar d
isea
se.
,VIE
S'L
EA
RN
ING
AN
D E
i.74t
hAT
ION
EX
PER
IEN
CE
S
Plan
and
con
duct
a m
ock
TV
prog
ram
.' C
ompi
le in
form
a-tio
n le
arne
d an
d pr
esen
t a s
tude
nt "
pane
l of
expe
rts"
on h
ealtb
prob
lera
s re
late
d to
hea
rt d
isea
se, c
ance
ran
d ge
netic
def
ects
.
Giv
en a
list
of
heal
th p
robl
ems
rela
ted
to h
eart
dise
ase,
can
cer
.and
gen
jtic
defe
cts,
list
VI
apto
ms,
caus
es a
nd c
ures
..
SEK
AV
IOR
AL
OB
UE
Cit
TE
AC
HIN
G R
ESO
UR
CE
S
i,LIO
*EC
TIV
ES:
,BE
HA
VIO
RA
L 'O
tip
,DacoAtcatoir :xeccr
_pFpCed*7e.t*.silicted''
nurOrigh teiiaart14168.
Home Care of Sick
Demonstrate the ability to apply selected
reco
mm
ende
dtechniques
in h
ome
care
of
the
sick
.
Stat:e,-,guldelines, for
Opi
ceal
S':to
a
;0.1)37sc:6'
LE
AR
NIN
G A
ND
_E
VA
LU
AT
ION
EX
PER
IEN
CE
S
Rea
d se
lect
ed r
efer
ence
sand discuss techniques of
caring' for a sick person in the
hom
e.
ObServe' student' demonstration of the following
techniques:
"
T.' Taking a person's temperature
2.
Taking _Pulse and respiration
3.' Giving; sufficient information in reporting
an illness to a doctor
4., Preparinga
'ent's bed
5.Bathing the patient
6.
Grooming of patient
7.
Giving medicine
8.
Keeping records of medicine given
9.
ovising sick room equipment.
Practice teach of the techniques mitt/ acceptable
performance is achieved by class developed standards.
Rea
d su
gges
ted
refe
renc
esand* develop criteria for
mea
l- s
ervi
ce to
a s
ick,
per
son.
Dem
onSt
rate
the
prep
arat
ion
and
serv
ice
ofone of
the
fonc
itiai
ng,d
iets
: _liq
uid,
sof
t, .lo
w s
odiu
m, l
ow s
ugar
and",lowl,eholesteroi., Observe demonstration by class
men
the=
:inct suMmarite.
Dis
cuas
way
s pf
'ent
erta
tain
g pa
tient
s of
dif
fere
ntag
esan
d' w
ith d
iffe
rent
illn
esse
s.
TE
AC
HIN
G R
ESO
UR
CE
S
Polla
rd, e
t al.,
Enr
nAnt
alri
ng, p
p..
,
rien
ces-
1.21
.,
Nur
sing
Ser
vice
s, .A
me.
rica
riR
ed C
ross
, .A
mer
ican
Red
Cro
ssH
ome
Nur
Te-
-"=
ct o
k,pp
. 201
-7.
McDermott, et al., Homemaking
for Teen -agrs
,3rd ed., II,
To.
508
.
OV
ER
AL
L O
BJE
CT
IVE
S:
Itom
e C
are
of th
e 'S
ick
Dem
onst
rate
the
abili
tyto
apply selected
reco
mm
ende
d te
chni
ques
BE
4AV
IOR
AL
OB
JEC
TIV
ES!
,
Dei
s;1
4iir
s in
:. w
hich
'resp
onvs
:aA
intti
e..4
:,o'f
fesr
ainV
ers
shif
tw
hen'
:r
mae mei
ber''
ibee
nMes
LE
AR
NIN
G A
INID
,E,V
AL
UA
TIO
N,-
EX
PER
IEN
CE
S
Rel
ate
from
per
sona
lex
peri
ence
or
obse
rvat
ion
som
ew
ays
that
, ,a
patie
nt c
ould
be
ente
rtai
ned.
Dem
onst
rate
a f
ive
mci
.nut
e m
etho
dof
ent
erta
inin
g a
pre-
szho
ol c
hild
con
fine
d to
bed
for
thre
e w
eeks
.
Dra
w a
car
toon
, col
lect
cart
oons
, or
prep
are
and
pres
ent a
ski
t sho
win
g sh
iftin
gre
spon
sibi
litie
s of
the ,family when the mother
is sick.rt
Bole
shif
'
responsibilities of family members,
whe
n a
mem
ber
beco
mes
it
Dis
cuss
res
pons
ibili
ties
that
you
have
ass
umed
whe
n a
member of your familywas )11.
in h
ome
care
of
the
sick
.
TE
AC
HIN
GRESOURCES
CO
NC
EPT
S:'
28
',,H
ealth
Ser
vice
s an
d' C
osts
for
the
Fam
ily
OV
ER
AL
LO
BJE
CT
IVE
S:remonstrate knowledge of
sour
ces,
kin
ds, a
nd c
osts
of
heal
th
,BE
HA
H'vo
RA
rcei
ec-r
ivE
tEARNING,
AN
D E
VA
LU
AT
ION
EX
PER
IEN
CE
S
services.
Ith
eag
enci
es,
11ai
tatio
niand
cost
s
<<
,
rde
,sam
btar
anav
prop
r±at
ehe
alth
lein
vice
4, to
, con
tact
itts4
11.'
he"a
ltli4
pro
b/ei
n.
;
Read selected references and list 'community agencies
that
pro
vide
hea
lth s
ervi
ces.
'Loc
ate
com
mun
ity a
nd s
tate
sou
rces
of
heal
th s
ervi
ces.
Ask parents and' friends about health agencies which
they have used and what
'ser
vice
s w
ereprovided.
rt to class on teacher assi
health service.
Search, the 'yellow pages in the local 'telephone
directory for additional services-
,Ers
:ingsituations provided, role play the procedures
to_
follo
w in
see
king
ass
ista
nce
from
com
unity
hea
lthag
enci
es.
Contact' the ,County' Health ,Officer or School
Hea
lthEducator 'for information on sources, kinds, and
costs of, health services in the county and state.
vth
e cl
ass
to d
eter
min
e th
e am
ount
spe
nt b
ytheir families on dental and
med
ical
services and
health "insurance' for the
year.
Fine
, health,ins!xrance policies.
Compare coverage
with
cas
t,,of
,,ins
uran
'
Wri
te' .
a 'p
iper
giV
ing.
aa e
stim
ate
of w
hat a
fam
ily o
ffo
ur;-
,,vri
th,7
an in
com
e, o
f $1
2;00
0, c
an e
xpec
t 'to
spe
ndon
'kle
ntal
',and
ziie
dica
l ser
vice
sand health insurance.
TE
AC
HIN
G1R
ESO
UR
CE
S
Materials from public and
priv
ate
agencies.
Local telephone directory.
County Health Officer.
School. Health Educator.
Health insurance policies.
CONCEPTS:
OVERALL OBJECTIVES:
Health Services and Costs for the Family
Safety Measures in the, Some
Demonstrate knowledge of sources, kinds, and costs of health services.
Demonstrate comprehension of basic safety measures in the home.
BEHAVIORALOBJECTIVES
LEARNING,ANDEVALUATIONEXPERIENCES
TEACHING RESOURCES
DeSCribe'waystO'ccrrect
s i n in=the home caused
byiveleactrCity,,
medz
s, po2sons, and
,0144CtS
Summarize fin
s about sources, kinds and costs of
health services.
Present a playlet showing safety hazards in the home.
Use a safety check list to check your home for safety
hazards.
Summarize fin
s and rank hazards from
most to least prevalent.
Read, selected references to learn of areas in the home
which may not be safe.
Find suggestions for remedying
the hazards.
Playlet:
National Safety
Council, A.pEE in the Home.
Lawrence, et al., Your
Health and Safety.
Pamphlet:
National Safety
Council, The Hazard Hunter.
(check list7
Packets:
National Safety
Council:
Home Safety.
Mica Prevention.
Safety for the Elderly.
Falls Prevention.
Council on Family Health,
Mother, Emto Safety in
the Home.
hlets:
South Carolira
State Board of,Health,
Dennis the Menace Takes a
Poke at Poison.
10 Little Bike Riders.
10 Little Children.
10 Little Tasters.
An Ode for the Road.
CONCEPTS:
Safe
tyr
Ifea
strr
es in
the
Hom
e
30
OVERALL OBJECTIVES? DemonStrate comprehensionof basic safety measures in the home.
`BE
HA
VIO
AL
OW
EC
TIV
ES
Des
crib
e rr
ecom
men
ded
actio
nw
hic,
t(fa
mili
', es
cou
ld f
ollo
wto
;,p.
.--e
pari
'far
sele
cted
emer
genc
y si
tuat
ions
.
LEARNING AND EVALUATION EXPERIENCES
TE
AC
HIN
G R
ESO
UR
CE
S
From, information gained through check list on hazards
and selected reading, suggest ways to correct hazards
in your home and report, to class.
Giv
en a
sel
ecte
dlist of safety hazards, tell ways to
correct, some of those caused
byelectricity,, fire,
medicines and poisons, and objects causing falls.
Read. selected reference to learn about disaster-caused
emergencies. 'List some such emergencies.
Discuss
causes and recommend action for the following emergen-
cy situations:
1.
Floods, hurricanes and tornadoes
2.
Fires
3. Explosions
b.Epidemics
5-E
negr
- ca
used
dis
aste
rs.
Col
lect
, new
spap
er a
rtic
les
and
tabu
late
dis
aste
rs in
order of
uency so that the importance, of studying
disaster-caused emergencies might be realized.
Kee It Clean - The Air
We }ban.
It Clean - The Water.
We .Mean.
Barclay;',4et al
Teen Guide to
1.0,
167,
405
.
Nursing Services, .American Red
Cross, ...American Red Cross Home
Nursing.Textbook, pp. 201-2 7.
SafetY Measures in 'the Home
,OVEFrALL OBJECTIVES:
Demonstrate comprehension of basic safety measures in the home.
Bef
itato
RA
Los
iEcr
tivE
sLEARNMGANDEVALUATION EXPERIENCES
Ask a representative of the
Red Cross Chapter
to
sin the appropriate behavior in disaster-caused
emergencies.
Discuss the suggestions given.
Locate civil defense shelters inyour community and
choose the shelter your family would useduring
disaster situations.
Investigate shelters to see
how they are supplied.
Construct a mock shelter in one area of the homemaking
department in order, to learn how to plan for family
survival.
Develop survival_ suggestions for your family in
selected emergency situations.
Given, case studies of selectedemergency conditions,
identify the best alternatives to take in each
situation.
TEACHING. RESOURCES
Representative from local
Red Cross Chapter.
Pamphlets on preparation for
disasters from the Office
of Civil Defense.
CO
NC
EPT
S:,,C
aree
r op
port
uniti
es in
.Hea
lth
"OV
ER
AL
L O
EU
EC
TIV
ES:
Dem
onst
rate
com
Preh
ensi
on o
f a
rang
e of
car
eer
oppo
rtua
ities
in h
ealth
.
32
aatA
VIO
RA
LO
BJE
CE
IVE
S:eL
EA
RN
ING
AN
D E
VA
LU
AT
ION
EX
PER
IEN
CE
ST
EA
CH
ING
RE
SOU
RC
ES
sala
rira
nge,
- ad
mic
emen
tar
ictI
ltene
ittie
for
zele
cie
tieal
tiktc
axee
ri.
Part
ici
in a
bra
inst
orm
ing
sess
ion
to li
st h
ealth
care
ers.
Rea
d se
lect
ed r
efer
ence
s to
fin
d in
form
atio
n re
late
dto
, car
eers
'lis
ted
in b
rai.n
ntor
min
g se
ssio
n.
,,Wor
k w
ith a
par
'imer
to d
evis
e a
char
t on
whi
ch ju
ror-
Ant
ic:a
-is
reco
rded
,con
cern
ing
trai
ning
, sal
ary
rang
e,ad
vanc
emen
t; an
d fr
iige
bene
fits
of
heal
thca
reer
s.D
iSC
uss
impl
icat
ions
,of
char
t.
Lis
tear
to, a
- he
alth
edu
cato
r sp
eak
to th
e cl
ass
abou
t'c
aree
r*,o
ppor
tnni
ties
,rel
ated
to h
ealth
and
com
pare
info
rmat
ion
'with
:that
on
char
t."
ler.
f..tt
e,'a
Lsh
art r
esea
rch
pape
r on
one
hea
lth c
aree
r an
dre
port
', in
form
atio
n t,o
,cla
ss.
Dis
cuss
new
info
rmat
ion
foun
d.:
Giv
en a
. lis
t of
ten
heal
th c
aree
rs, d
iscu
ss in
wri
thet
ritg
,T",
sala
ry-
rang
e, a
dvan
cem
ents
and
fri
nge
bene
fits
of
, car
eers
.
New
Yor
k L
ife
Dur
ance
Com
pany
, Car
eer
rtun
ities
.
Kau
fman
., 70
01 I
'm J
obs
for
.Ei
Scho
ol G
radu
ates
,pp
. 91
1N3:
"
Res
ourc
es f
or F
amily
Hea
lth
Advanced Unit
Boo
ks: Barclay, Marion, Frances Champion, Jean Brinkley and Kathleen nnderburk.
Teen Guide to
Homemaking
3rd ed.
New
Yor
k:M
cGra
w-H
ill B
ook
Com
pany
, Web
ster
Div
isio
n, 1
972.
Craig, Hazel.
Thresholds to Adult Living.
2nd ed.
Peoria:
Charles A. Bennett Company, 1969.
Cronan, Marion, and June Atwood, Foods in Homemaking.
Rev.
Peoria:
Charles A.
Ben
nett
Company,
1972
-
Hug
hes,
Ose
e an
d M
ario
nBennion, Introducto
Foods.
5th ed.
New York:
The Macmillan Company,
1970.
Ka.ufman, WiTtiam.
1001 Tog Jobs for High School Zraduates. New York: Bantam Books, Inc., 1965.
Lawrence, Thomas, Jessie Clemensen, and Will Burnett.
Your Health and Safety.
Harcourt, Brace
and World, Inc., 1963.
McDermott, Irene, Jeanne Norris and Florence Nicholas.
Ho
for Teen-agers.
3rd ed.
Book II.
Peoria:
Charles A. Bennett Company, Inc-,
3-
Medred, Eva, The World of Food.
Boston: Ginn and Company, 1970.
"* New York life Insurance Company.
Career
'ties
.N
ew Y
ork:
New York-Life
Insu
ranc
eCompany Career Information Service,1
9.
Services, American Red Cross.
American Red Cross Home Nursing Textbook.
New York:
Doubleday and Company, Inc.,
1963
.
on, Alice, Practical Nutrition.
2nd
ed.
Phila
delp
hia:
J. B
. Lip
pinc
ott C
ompa
ny, 1
962.
33
34
Res
ourc
es f
or F
amily
Hea
lth
Advanced Unit
BoO
s: PoIlard,oBeale :elan Laitem and Frances Miller. Experiences in Homemaking.
Boston: Ginn and
Company',
i968.
Wes
tlake
, Hel
en.
Rel
atio
nshi
- A
Stu
in H
uman
Beh
avio
r.B
osto
n:Ginn and Company, 1969.
Bu
letin
s an
dr-,
Pam
phie
ts:
Am
3ric
an,M
edlc
at A
sSoc
iatio
n, 5
35 N
orth
Dea
rbor
n, S
tree
t, C
hica
go, I
llino
is 6
0510
.C
atle ,F
aets
.eA
botr
t Tet
anus
1...S
.D.:4
.7
liaat
tlesg
a.cc
drie
,,C
r1's
rD
epen
denc
ee
.
VD
e.,,!
,-
libild
v,Pr
oThr
ent
.
,
WI
----
-'7Z
EE
ritiZ
now
,Abo
utN
D...
,.k,
?.22
...,0
.*-Z
a. c
ioT
irae
a-7.
7.
t .. a
s.%
1*.
' ' 3
53=
)'
Channing'' ''
:14'
,:B$e
:CO
rapa
ny.,,
' Tal
lat:r
EVaryone Should Know about 'VD.
Greenfield, Massachusetts.
,,,
,t
,,,,
. ,'
, ,,,
. ',
.1
."
' 'C
o ane
etac
trt;l
itxte
a- 1
,Lif
eiIn
sitr
ance
.Com
pany
.T
he N
ext '
Pro.
mot
ion.
Har
tfor
d, C
ori:i
ota:
cut.
,.
,,,,
Cou
ncct
li4e0
iHea
ltlii,
05i
'Mad
isiic
o.,;.
Ave
riiie
, NeW
Tor
ki N
ew 'Y
ork
1002
2.lio
ttiat
i' -"
',to
',, p
eety
;:i..t
t,:tii
6',E
ame,
:',,(
Pa.e
ket)
,,&teettrtlfeas,-Are.;,Iir.7Treasures.,(Packet)
Res
ourc
es f
or F
amily
Hea
lth
Adv
ance
d U
nit
Bul
letin
s'an
d Pa
mph
lets
:et
a:
Hea
lth E
duca
tion
Serv
ice.
The
Pin
wor
m P
est.
P. O
. Box
728
3, A
lban
y, N
ew Y
ork
1222
4.
Mer
ck,;
Shar
p an
d D
ohm
e.D
enni
s Is
Tol
d ab
out R
ubel
la.
Div
isio
n of
Mer
ck a
nd C
ompa
ny, I
nc.,
vest
Poi
nt, P
enns
71v=
2,97
8=
Met
ropo
litan
,Lif
e In
sura
nce
Com
pany
, One
Mad
ison
Ave
nue,
New
Yor
k N
ew Y
ork
1001
0.A
lcoh
olis
iFa
cts-
Yon
. Sho
uld
Kno
w a
bout
VD
- B
ut P
roba
bly
Don
'tH
ome,
,S,,f
land
book
Loo
orae
alth
o`-P
aren
ts -
abo
ut D
rugs
17:4
`',T
eert
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Resources for Family Health
Advanced Unit
Bulletins and Pamphlets:
United States Government Printing Office.
Kill Those Roaches for a Clean House.
Superintendent
of Documents, Washington, D. C. 204027
Films and strips:
Guidance Associates.
VD.
Harcourt, Brace and World, Pleasantville, New York 10570.
Sout
h C
arol
ina
Stat
e B
oard
ofHealth, J. Marion Sims Building, Columbia South Carolina 29201.
Congenital. Heart Defects
Dia
bete
s,an
d Y
ou, T
oo!
Diabetes Irnkaown
AbuSe - the Chemical Tomb
Dri
rsand the Nervous System
Guard Your Heart
113127a.,Million
rs
Han
dIZ
I.J=
thda
reMen
Retardation)
Heart Attacks
Heart. Dasease - Its
or Cause
Trt
si.g
htor
-ty
aerie
cotics - The Inside Story
Narcotics
- W
ePit of Despair
Preveartion:.of
DiM
i.Uty
Front Stroke
f'-Trouble
TimeurLives
What about Alcohol.?
37