DOCUMENT RESUME CG 007 698 Strand I --Physical Health; … · 2014-01-02 · DOCUMENT RESUME. ED 072 366. CG 007 698. TITLE Strand I --Physical Health; Disease Prevention and. Control

DOCUMENT RESUME

ED 072 366 CG 007 698

TITLE Strand I --Physical Health; Disease Prevention andControl for Grades 7, 8, and 9.

INSTITUTION New York State Education Dept., Albany. Bureau ofSecondary Curriculum Development.

PUB DATE 70NOTE 23p.

EDRS PRICE MF -$0.65 HC-$3.29DESCRIPTORS Communicable Diseases; *Curriculum Guides; *Disease

Control; Diseases; *Health Education; InstructionalAids; *Junior High School Students; *Physical Health;Student Personnel Programs; Teaching Guides

IDENTIPIERS New York State Education Department

ABSTRACTThis health curriculum guide, intended for use with

grades seven through nine, places considerable emphasis on theunderstanding that current knowledge of disease prevention has animpact on the incidence of prevalence of communicable diseases. Thecontents of the guide are presented in outline form and coverhistorical development of man's knowledge of disease, ecologicalrelationships, communicable disease, resurgence of venereal disease,and degenerative disease. For each content area and its sub-divisionsfundamental concepts and understandings, teaching aids, and learningactivities are suggested. The guide also supplies supplementaryinformation which a teacher could incorporate into the lessons at asimplified level. Outcomes of this unit in physical health are givenin terms of the student's (1) awareness of the effects ofcommunicable diseases on human life; (2) appreciation of the progressof man's efforts to control communicable disease; (3) familiaritywith conditions under which communicable diseases may be transmitted;(4) knowledge of various methods of protection from communicablediseases; (5) application of desirable personal health practices; (6)understanding of ecological factors related to disease prevalence;and (7) familiarity with the epidemiological method in the preventionand control of disease. Multimedia resources - -including books,pamphlets, and films - -are included. (SES)

PROTOTYPE

CURRICULUM MATERIALS

FOR THE EtEMENTARY

AND SECONDARY GRADES

STRAND I PHYSICAL HEAU.S DEPARTMENT OF HEALTH.

EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

Disease Prevention and CGrades 7, 8, and 9

Special edition forevaluation and discussio

FEl

FI

LII

THE UNIVERSITY OF THE STATE OF NEW YORK/THE STATE EDUCATION DEPARTMENT

BUREAU OF SECONDARY CURRICULUM DEVELOPMENT/ALBANY,NEW YORK 12224/1

TYPE

ULUM MATERIALS

E ELEMENTARY

ECONDARY GRADES

F HEALTH,ELFAREATMBEEN REPRO.CEIVED FROMIZATION ORIGIEW OR OPINNECESSARILYFICE OF EDU

LICY

Disease Prevention and Control forGrades 7, 8, and 9

Special edition forevaluation and discussion

OF THE STATE OF NEW YORK/THE STATE EDUCATION DEPARTMENT

DARY CURRICULUM DEVELOPMENT/ALBANY,NEW YORK 12224/1970

A

HEALTH CURRICULUM MATERIALSGrades 7, 8, 9

STRAND I - PHYSICAL HEALTH

DISEASE PREVENTION AND CONTROL

The University of the State of New York/The State Education DepartmentBureau of Secondary Curriculum Development/Albany 12224

1970

4

THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of the University (with years when terms expire)

1984 Joseph W. McGovern, A.B., LL.B., L.H.D., LL.D., D.C.L.,Chancellor New York

1970 Everett J. Penny, B.C.S., D.C.S.,Vice Chancellor White Plains

1978 Alexander J. Allan, Jr., LL.D., Litt.D. Troy1973 Charles W. Millard, Jr., A.B., LL.D., L.H.D. Buffalo1972 Carl H. Pforzheimer, Jr., A.B., M.B.A., D.C.S., H.H.D. Purchase1975 Edward M. M. Warburg, B.S., L.H.D. New York1977 Joseph T. King, LL.B. Queens1974 Joseph C. Indelicato, M.D. Brooklyn1976 Mrs. Helen B. Power, A.B., Litt.D., L.H.D. Rochester1979 Francis W. McGinley, B.1., LL.B., LL.D. Glens Falls1980 Max J. Rubin, LL.B., L.H.D. New York1971 Kenneth B. Clark, A.B., M.S., Ph.D., Litt.D. Hastings on Hudson1982 Stephen K. Bailey, A.B., B.A., M.A., Ph.D., LL.D. Syracuse1983 Harold E. Newcomb, B.A. Owego1981 Theodore M. Black, A.B. Sands Point

President of the University and Commissioner of EducationEwald B. Nyquist

Deputy Commissioner of EducationHerbert F. Johnson

Associate Commissioner for instructional ServicesPhilip B. Langworthy

Assistant Commissioner for Instructional Services (General Education)Bernard F. Haake

Director, Curriculum Development CenterWilliam E. Young

Chief, Bureau of Secondary Curriculum DevelopmentGordon E. Van Hooft

Director, Division of General EducationTed T. Grenda

Chief, Bureau of School Health EducationJohn S. Sinacore

FOREWORD

This publication contains curriculum suggestions for teaching Strand I - Physical Health,Disease Prevention and Control, for grades 7, 8, and 9.

The pL)lication format of four columns is intended to provide teachers with a basic con-tent outline in the first column; a listing of the major understandings and fundamental con-cepts which children may achieve in the second column; and information specifically designedfor classroom teaching which should provide them with resource materials, teaching aids, andsupplementary information, in the third and fourth columns. The comprehensive nature of thehealth program makes it imperative that teachers gain familiarity with all of the strandspresently in print. In this way, important teaching-learning experiences may be developedby cross referring from one strand to another.

It is recommended that thi health coordinator in each school system review these materialscarefully and consult with teachers, administrators, and leaders of interested parent groups inorder to determine the most appropriate manner in which to utilize this strand as an integralpart of a locally adapted, broad and comprehensive program in health education.

The curriculum materials presented here are in tentative form and are subject to modifica-tion in content and sequence. Critiques of the format, content, and sequence are welcomed.

Gordon E. Van HooftChief, Bureau of SecondaryCurriculum Development

William E. YoungDirector, CurriculumDevelopment Center

t

CONTENTS

Page

Foreword iii

Overview V

Pupil Objectives v

I. Historical Development of Man's Knowledge of Disease 1

A. Discovery of microbes 1

B. Understanding the nature of disease 1

II. Ecological Relationships 3

A. The interrelation between life and the environment 3

B. Equilibrium between man andmicroorganisms 5

C. Epidemiology 6

III. Communicable DiseaseA. Modes of transmissionB. Body defensesC. Immunity

IV. Resurgence of Venereal Diseases

8

8

9

12

13

V. Degenerative Disease 14A. General nature 14B. Control 14

Teacher References 15

Suggested Audiovisual Aids 17

iv

DISEASE PREVENTION AND CONTROL

Grades 7, 8, 9

Overview

These curriculum materials on disease prevention and control for grades 7-9 should reinforcethe concepts and positive behaviors developed in the elementary grades.

Information concerning the historical events and the personalities that have provideddirection to current attempts to understand and control diseases is included.

Considerable emphasis should be placed on the understanding that current knowledge ofdisease prevention has an impact upon the incidence and prevalence of communicable diseases.It is also important that students be made aware of the extent to which changing communicabledisease rates are related to the emergence of newer health problems such as chronic anddegenerative diseases.

Pupil Objectives

Pupils in grades 7-9 should:

. be aware of the direct and indirect effects of communicable diseases on human life

. understand and appreciate the progress made in man's efforts to control communicable disease

. be familiar with the conditions under which communicable diseases may be transmitted

. have a knowledge of various methods used to protect us from communicable diseases

. work toward the prevention of communicable disease through the application of desirablepersonal health practices

. understand and appreciate the ecological factors related to disease prevalence

. become familiar with the epidemiological method in the prevention and control of disease

OUTLINE OFCONTENT

I. Historical Develop-ment of Man'sKnowledge ofDisease

A. Discovery ofmicrobes

MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

Technological advances haveinfluenced how man dealswith the emerging healthproblems.

Discoveries of the natureof diseases and how tocontrol or prevent themhave provided man with agreater opportunity to leada more efficient and effec-tive life.

SUGGESTED TEACHING AIDSAND LEARNING ACTIVITIES

Have students investigate: Col

1. medical and other ca

discoveries related . or

to disease. wh2. the incidence and nature on

of diseases in thenation. Th

ustDevelop a table to show the diincidences of various dis- byeases in the past 100 years inand relate changes to meatechnical adlances. *han

but

ch

1

th

ob

sc

d

ntve

eamove

The microscope made possible Film: "Man Against Mi-the observation of bacteria crobes," Metropolitan Lifeand other microorganisms. Insurance Company.

B. Understanding the The potential for diseasenature of disease increases when man is un-

able to adapt to environ-mental conditions or is

unable to change them.

Discuss the importance ofthe people who have contri-buted to our understandingof disease. The

to

incla

Thethesmathesco

Have students make a list of Ori"communicable" diseases thawhich are not necessarily spo"contagious." on1. How does this kind of was

knowledge affect disease gencontrol measures? (pis- bycuss the ecology of gavdisease.) dev

2. How do the health tosciences use the ecolog- whoical principles in

r

le

t

ab

1

Col

ca

or

lwh

on

Int

lust

di

by

mea

hanbut

ThetheSmathe

sco

The

to

in

cia

bri

th a

spo

on

Was

genby

gav

dev

to

who

AJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

chnological advances haveluenced how man deals

th the emerging healthoblems.

scoveries of the naturediseases and how to

ntrol or prevent themve provided man with aeater opportunity to leadmore efficient and effec-ve life.

microscope made possibleobservation of bacteriaother microorganisms.

potential for diseasereases when man is un-le to adapt to environ-tal conditions or is

able to change them.


Have students investigate:1. medical and other

discoveries related

to disease.2. the incidence and nature

of diseases in thenation.

Develop a table to show theincidences of various dis-eases in the past 100 yearsand relate changes totechnical advances.

Film: "Man Against Mi-crobes," Metropolitan LifeInsurance Company.

Discuss the importance ofthe people who have contri-buted to our understandingof disease.

Have students make a list of"communicable" diseaseswhich are not necessarily"contagious."1. How does this kind of

knowledge affect diseasecontrol measures? (Dis-cuss the ecology ofdisease.)

2. How do the healthsciences use the ecolog-ical principles in

SUPPLEMENTARY INFORMATIONFOR TEACHERS

Communicable diseases arecaused by a specific organismor its toxic products, andwhich can be transmitted fromone person to another.

The term "contagious" isusually used to describe thosediseases which are communicableby direct contact with theinfected pe-son; for example,measles. Malaria, on the otherhand, would be communicablebut not contagious.

The word microbe comes fromthe Greek micros, meaningsmall, and bios, meaning life;they are living forms of micro-scopic or submicroscopic size.

The first important attemptto classify bacteria was madein 1836 by Ehrenberg, and hisclassifications are used today.

Originally it was believedthat bacteria generatedspontaneously from the materialon which they were found. Thiswas the theory of spontaneousgeneration. It was disprovedby Pasteur and others. Thisgave new impetus to thedevelopment of other approachesto the control of disease withwhole new sciences evolving;

1

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

There are measures avail-able which help man tocontrol or prevent disease.

Some diseases arecaused by microorganismssuch as:. bacteria

. viruses

. rickettsia

. fungi

. protozoa

FOR TEACHERS

disease prevention? Disease for example, immunology andcontrol? bacteriology.

Students should investigatethe important discoverieswhich have contributed toimproving our health status.

Have students identifycauses of both communicableand non-communicable

See Strand 1 "Disease Preven-Ition and Control" for Grades4, 5, 6.

For Reference: NaturalHistory of InfectiousDiseases by F. Burnet

diseases. MacFarlane.

References and Aids:

Microbe Hunters, PaulDeKruif, Harcourt Brace andWorld, 1956.

The Wonderful World ofMedicine, Hitchie Calder,Garden Cizy Books, 1958.

The Story Behind GreatMedical Discoveries,Elizabeth R. Montgomery,Dodd, Mead G Company, 1945.

Health. Heroes, MetropolitanLife Insurance Company.(Series of Booklets.)

Filmstrip: "Jenner'sSmallpox Vaccine," Inter-national Film Bureau.

Men of Medicine, KatherineB. Skipper, Viking Press,New York.

2

Great Adventures in Medicineby Samuel Rapport and HelenWright.

A major reason for the rapiddecline in disease mortalityrates has been the control ofcommunicable diseases which werethe major cause of death in 1900.

The prevalence of somecommunicable diseases, as wellas mortality rates from thesediseases; have decreasedmarkedly since 1900.

The reduction in deaths due tochildhood diseases has beensignificant in increasing lifeexpectancy.

The development of wonder drugsand improved medical care arealso important factors.

OUTLINE OFCONTENT

II. EcologicalRelationships

A. The interrelation-ships among lifeforms and theenvironment

1. Spread ofdisease


Ecology is the study of theinteraction- of organismsand their environment.

There is a significant rela-tionship among the physicalnature of the environment,disease in man, and man'swell-being.

The spread of disease isinfluenced by both thesocial conditions and thephysical nature of theenvironment.

SUGGESTED TEAMING AIDSAND LEARNING ACTIVITIES

Pamphlet: "Health Throughthe Ages," MetropolitanLife Insurance Company.

Film: "The Fight AgainstMicrobes," InternationalFilm Bureau.

Film: "Unmasking the GermAssassins," InternationalFilm Bureau.

Study the prevaleace ofcertain diseases in varioussocial and physical set-tings, e.g., slum or ghettoareas.

Compare the prevalence ofcommunicable disease withnoncommunicable diseases to-day. This comparison maybe made in relation totime periods, as well asgeographic settings.

SUPPLEMENFOR

There arc eorganisms (of this guithe structuof the bodymany of therelated tophysical coovercrowdinconsideredmeasures.

The extentdisease areand ihdividto the discof the causenvironment

Irresponsib- (for example

observe pretining infecan be relyand prevale

UNDERSTANDINGS ANDNDAMENTAL CONCEPTS

gy is the study of theactions of organismsheir environment.

is a significant rela-hip among the physicale of the environment,se in man, and man'sbeing.

pread of disease isenced by both the1 conditions and the

ical nature of theronment.

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONAND LEARNING ACTIVITIES

Pamphlet: "Health Throughthe Ages," MetropolitanLife Insurance Company.

Film: "The Fight AgainstMicrobes," InternationalFilm Bureau.

Film: "Unmasking the GermAssassins," InternationalFilm Bureau.

Study the prevalence ofcertain diseases in varioussocial and physical set-tings, e.g., slum or ghettoareas.

Compare the prevalence ofcommunicable disease withnoncommunicable diseases to-day. This comparison maybe made in relation totime periods, as well asgeographic settings.

3

FOR TEACHERS

There are disease-producingorganisms (See Section I - Bof this guide) which affectthe structure and functionof the body. The spread ofmany of these diseases isrelated to the social andphysical conditions, such asovercrowding, which must beconsidered in any preventionmeasures.

The extent and severity of adisease are dependent upon groupand individual resistance toto the disease, the virulenceof the causative agent, and theenvironmental conditions present.

Irresponsible social behavior(for example, neglecting toobserve precautions by quaran-tining infected individuals)can be related to the spreadand prevalence of disease.

4

3

OUTLINE OFCONTENT

2. Causation

3. Controllingcommunicable

diseases

MAJOR UNDERSTANDINGS AND

FUNDAMENTAL CONCEPTS

Certain envirenmentalfactors are the causativeagents of disease anddisabilities.

Excessive exposure to thedisease-producing factorsin the environment shouldbe avoided.'

The spread of a communi-cable disease can bemodified by breaking the"chain of infection."

SUGGESTED TEACHING AIDS

AND LEARNING ACTIVITIES

Have students make a list ofthe factors which may causedisease or which may ..3ntri-bute to causation.1. How may a person protect

himself and others fromdisease?

2. What are the personal,social, and economicconsequences of disease?

3. How is the "chain ofinfection" broken?Controlled?

Film: "Improving America'sHealth," Coronet Films.

Filmstrip: "The Interna-tional War Against Diph-theria."

Discuss the relationship ofeach of the following to theecology of disease.1. Nutrition2. Ghetto living3. Pollution of air, water,

and food

Have students relate thediscoveries mentioned earlierto the actual control andprevention of disease. Forexample, ask some of thefollowing questions:1. How is the science of

bacteriology, or

4

SUPPLEM

F

Since 190methods obetter trsulestanti

threat of

Pamphlet:

StatisticsDepartment

Not all midisease.

and many mto man (eiindirectly

See Strandinformatio

F

190

is o

trnti

of

et:

ticsment

DINGS AND

CONCEPTS

mental

causativese and

1 mi

e.

by m

(ei

ctly

rand

itio

ure to theng factorsent should

communi-an beking theion."



Have students make a list ofthe factors which may causedisease or which may contri-bute to causation.

1. How may a person protecthimself and others fromdisease?

2. What are the personal,social, and economicconsequences of disease?

3. How is the "chain of

infection" broken?Controlled?

Film: "Improving America'sHealth," Coronet Films.

Filmstrip: "The Interna-tional War Against Diph-theria."

Discuss the relationship ofeach of the following to theecology of disease.1. Nutrition2. Ghetto living3. Pollution of air, water,

and food

Have students relate thediscoveries mentioned earlierto the actual control andprevention of disease. Forexample, ask some of thefollowing questions:1. How is the science of

bacteriology, or

SUPPLEMENTARY INFORMATION

FOR TEACHERS

Since 1900 the development ofmethods of immunization andbetter treatment methods havesubstantially reduced thethreat of communicable diseases.

Pamphlet: "Basic VitalStatistics," New York StateDepartment of Health.

Not all microorganisms causedisease. Many are innocuous,and many more are beneficialto man (either directly orindirectly).

See Strand IV for additionalinformation regarding the

4

OUTLINE OF

CONTENT

B. Equilibrium

between man andmicroorganisms


A disturbance in the equi-librium between man andspecific microorganismsis directly related to the

SUGGESTED TEACHING AIDS 0


virology, used to limitspecific disease's, suchas V.D.? a

2. In what ways has bacteri- mology changed in recentyears in order to havegreater applicability tothe study of the epide- Amiology of disease?

3. that have the major con-tributions of immunology h

to the prevention of a

disease been in the past50 years?

FU

Invite a member of theHealth Department, an epide-miologist, for instance, todiscuss these questions.

Have students name anddescribe the various methodsby which disease can beprevented, controlled, and

incidence of some dis- treated.eases.

What are some examples ofthe effects of disease onthe individual, family,communities, and nations?

5

I

u

0

a

a

I

th

a

d

OR UNDERSTANDINGS AND SUGGESTED TEACHING AIDSFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

t

a

m

a

m0I

0

a

t

h

isturbance in the equi-ium between man andific microorganismsirectly related to thedence of some dis-s.

virology, used to limitspecific diseases, suchas V.D.?

2. In what ways has bacteri-ology changed in recentyears in order to havegreater applicability tothe study of the epide-miology of disease?

3. What have the major con-tributions of immunologyto the prevention ofdisease been in the past50 years?

Invite a member of theHealth Department, an epide-miologist, for instance, todiscuss these questions.

Have students name anddescribe the various methodsby which disease can beprevented, controlled, andtreated.

I

th

a

What are some examples ofthe effects of disease onthe individual, family,communities, and nations?


FOR TEACHERS

social and other environmentalfactors related to disease,and for the public healthmeasures taken to prevent,control, and further the under-standing of diseases.

Although bacteriology is con-cerned with the nature of allmicroorganisms, scientistshave intensified research inareas directed at learningmore about specific micro-organisms and their control.Immunology is based upon theunderstanding of the natureof microorganisms. There is,and must be, a close rela-tionship among all of thehealth sciences.

See Strand IV, "Public Health"and "World Health" Grades 7,8, & 9 and Grades 10, 11 & 12.

It is important to understandthat the communicable diseasesare encountered mainly throughsocial interactions.

5

OUTLINE OF

CONTENT

C. Epidemiology

1. Definition

4


Levels of immunization aredependent upon personalknowledge and recognitionof the social importanceof taking this preventivemeasure.


What is the effect of diseaSeon individual productivenessand, in the long run, on theeconomy of the nation?

'See Strand IV, "World Health."

Epidemiolbgy is thescience which deals withall factors related todisease and health. It mayinclude such things as the(1) incidence, cause, and

effect of disease(2) trends and behavior

of disease(3) its prevention and

control

Dl

Er

Have students investigate Paeach of the following and hetheir relation to the epide- pamiological nature of disease. ba1. Artificial immunity2. Sanitary engineering3. Discovery of bacteria- -

relation to disease4. Development of certain

chemicals related todisease treatment(Penicillin, forexample)

5. The development of:a. Epidemiologyb. Ecologyc. Immunologyd. Bacteriology

1M

th

ad

po.

ec

ep

con

ci

hi

T5

nc

uc

er

t

SE

rc

of

If the class has had experi- Theence in small group dis- avcussions or group dynamics, reaeach of the above topics may pupbe used for this kind oflearning experience.

6

res

epi

clainc

DERSTANDINGS ANDENTAL CONCEPTS

immunization areupon personaland recognition

cial importancethis preventive

ogy is thehich deals withrs related tond health. It may

uch 'kings as theence, cause, andt of diseases and behaviorseaserevention andof


What is the effect of diseaseon individual productivenessand, in the long run, on theeconomy of the nation?

See Strand IV, "World Health."

Have students investigateeach of the following andtheir relation to the epide-miological nature of disease.1. Artificial immunity2. Sanitary engineering3. Discovery of bacteria- -

relation to disease4. Development of certain

chemicals related todisease treatment(Penicillin, forexample)

5. The development of:a. Epidemiologyb. Ecology

c. Immunologyd. Bacteriology

If the class has had experi-ence in small group dis-cussions or group dynamics,each of the above topics maybe used for this kind oflearning experience.

6


Past discoveries in health andhealth-related sciences havepaved the way for advances inbacteriology, virology,immunology, and branches ofthe biological sciences. Theseadvances, in turn, have madepossible an understanding ofecology and the development ofepidemiological methods forcombating disease.

The teacher should haveavailable a wide variety ofreading materials so thatpupils may do individualizedresearch into the nature ofepidemiology. Examples ofclassic studies should beincluded.

OUTLINE OF

CONTENT

. Nature ofepidemiology



There is a complex inter-

relationship among micro-organisms, man's resistanceto disease, social con-ditions, and the physicalenvironment.

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONAND LEARNING ACTIVITIES FOR TEACHERS

Some resources are:R.J. Dubos & others & theeditors of Life. Health andDisease: New York. Time,Inc. 1965.

B. MacMahon & others. Epide-miologic Methods. Boston.Little, Brown. 1960.F.B. Rogers. Epidemiology anCommunicable Disease Control.New York. Grune & Stratton.1963.

I. Taylor & J. Knowelden.Principles of Epidemiology.2nd ed. Boston. Little,Brown. 1964.

Have a group of students

develop bar graphs that showthe mortality rates frompolio, measles, scarlet fever,and rheumatic fever over aperiod of several years. Haveanother group report on thedates that preventive measureswere first made available foreach of these diseases. Arethese developments reflectedin the graph?

What are examples of socialconditions? Physicalconditions?

Compare social and physicalconditions throughcut theworld with relation to theincidence and kinds ofdisease in various countries.

7

Deaths from such diseases astyphoid fever, diphtheria, andscarlet fever have beendecreased to nearly zero in thUnited States.

le

an

a.

Isand

i th

OUTLINE OFCONTENT

III. CommunicableDisease

A. Modes oftransmission


Disease is any conditionof the body which inter-feres with the properfunctioning of the indi-vidual. It may be eitherof a communicable or non-communicable nature.

Communicable diseases aretransmitted by contactwith infectious dischargesfrom another person.

External objects used byinfected persons act onlyincidentally as bearers ofpathogenic organisms, aswhen freshly contaminatedwith germ-laden excretions.

Some diseases are spreadthrough direct and indirectcontact between a wellperson and an infectedhuman or animal.

1. Direct contact Food, water, and soil mayserve as vehicles fordisease transmission ifthey are contaminatedthrough the excretion ofhuman wastes.

More disease-producing

microorganisms enter andleave the body by way ofthe nose and throat thanby any other channel.


Film: "Microorganisms ThatCause Disease."

Have students make a list ofways disease germs may betransmitted.-

Film: "Trial of Infection,"A-V Film Library, DepartmentM-497, Eli Lily & Company,Indianapolis, Indiana 46206.

8

Moswelbodani

canper

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Manab l

milandamebdiscont

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ERSTANDINGS AND

ENTAL CONCEPTS

s any conditiondy which inter-

the properng of the indi-It may be eitherunicable or non-le nature.

Mos

wet

bod

ani

can

per

Sal

nos

tha

mea

tub

Man

ab 1

milk

and

ameb

dis

con

ble diseases areed by contactctious dischargesher person.

objects used byersons act onlylly as bearers oforganisms, asly contaminatedladen excretions.

See

tion

5, &

Cont

vene

erys

aucl

ses are spread.rect and indirecttween a wellan infected

nimal.

r, and soil mayehicles foransmission ifontaminatede excretion ofes.

se-producingisms enter andbody by way ofnd throat thaner channel.


Film: "Microorganisms ThatCause Disease."

Have students make a list ofways disease germs may betransmitted.

Film: "Trial of Infection,"A-V Film Library, DepartmentM-497, Eli Lily & Company,Indianapolis, Indiana 46206.

8


Most disease organisms are sowell adapted to life in thebodies of living men oranimals, or plants that theycan exist for only briefperiods on any external object.

Saliva and discharges from thenose and throat can carry germsthat cause such diseases asmeasles, mumps, polio, andtuberculosis.

Many varieties of bacteria areable to live and multiply inmilk and other foods. TB,undulant fever, typhoid,amebic dysentery and otherdiseases may be spread viacontaminated foods.

See Strand I, "Disease Preven-tion and Control" Grades 4,

S, & 6.

Contact diseases include thevenereal diseases, trachoma,erysipelas, infectious mono-nucleosis, and others.

OUTLINE OF

CONTENT

2. Indirect

contact

3. Congenitalinfections

B. Body defenses



The practice of desirablehealth behavior by theindividual is vital tothe prevention ofcommunicable disease.



Have stuaents present areport to the class on thehousefly as a carrier ofdisease, identifying atleast three diseases it cancarry.

Congenital infections are Have class discuss the waystransmitted from the mother congenital diseases can beto the baby before birth, prevented.so that the baby is bornwith the disease.

Our bodies have "lines of Film: "Infectious Diseasesdefense" which help pro- and Natural Body Defenses,"tect us against disease. Coronet Films.

9

SUPPLEME

FO'

Malaria isfemale AnonYellow fevthe Aedessickness isflies.

The insectsharmed by tcarry, despin many insorganisms mgo complicapart of thedevelopmentof their in

Congenitalinherited.condition itransmittedchild by geSyphilis isinfection wspreads fromother throand infects

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NDERSTANDINGS AND

AMENTAL CONCEPTS

ctice of desirablebehavior by theual is vital tovention ofcable disease.

SUGGESTED TEACHING AL,:


Have stuuents present areport to the class on thehousefly as a carrier ofdiseas!,, identifying atleast three diseases it cancarry.

tal infections are Have class discuss the waystted from the moth,,r congenital diseases can bebaby before birth, prevented.the baby is born

e disease.

ies have "lines of" which help pro-against disease.

Film: "Infectious Diseasesand Natural Body Defenses,"Coronet Films.

9


Malaria is carried only by thefemale Anopheles mosquito.Yellow fever is transmitted bythe Aedes mosquito. Sleepingsickness is spready by tsetseflies.

The insects are not usuallyharmed by the germs theycarry, despite the fact thatir. many instances theseorganisms multiply and under-go complicated changes aspart of their life cycle ofdevelopment within the bodiesof their insect hosts.

Congenital infections are notinherited. An inheritedcondition is one that istransmitted from parent tochild by genetic material.Syphilis is a congenitalinfection when the organismspreads from an infectedmother through the placenta,and infects the unborn child.

Body openings are lined witha special membrane whosemucous secretion traps organismsand other foreign particlesthat may enter the opening.

OUTLINE OFCONTENT

1. Skin

2. Blood cells

[


Our first line of defenseagainst disease germsconsists of the skin andmucous membranes.

The outer skin is a toughlayer which, if not broken,forms an effective defenseagainst disease germs.


Pamphlet: "Control ofCommunicable Diseases InMan," American PublicHealth Association.

A second line of defense is Describe a typical infectionprovided by the leukocytes, reaction, from its cause,or white blood cells. the action of the leukocytes

pus formation (and itspurpose), to tissue regenera-tion.

10


The mucous membranes liningthe nasal passages andtrachea are covered with ciliawhich trap foreign particlesand sweep them toward thethroat. These particlesirritate the membranes andcause coughing; thus theparticles are expelled fromthe body.

The resistance of the skin andthe mucous membranes issuccessful only so long as thekeep infectious agents outsideof the body tissue. They areimportant defenses, andresistance to infectiousdisease in general is increaseby cleanliness and good nutri-tirn, which help keep thesebody surfaces in the beststate of health.

Secretions such as perspira-ticn, tears, nasal secretions,saliva, and gastric juices areslightly antiseptic.

White blood cells have thepower of independent motion,

, and are able to pass out ofthe capillaries to a point inthe tissues where they areattracted by such foreignmaterial as a group of microbe

n

and

the,

side

ire

base

ri-

ms,

are

in

obe

OUTLINE OFCONTENT

3. Formation cfantibodies orantitoxins

4. Factors in-fluencingresistance todisease

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR

The presence of micro-organismS in the bodystimulates the productionof white blood bells whichengulf art:: destroy the

microorganisAs.

Unlike red blood cel:is whichmust remain within a closedcirculatory system, thewhite cells are able topass through the capillarywalls and move about throughthe tissues.

Disease symptoms developonly when there are too manyorganisms for the body todestroy quickly; when theorganisms are so vigorousthat they overcome thebody's usual defenses; orwhen these defenses becomeweakened.

As a third line of defense,the body manufacturesspecific antibodies orantitoxins for differentdiseases.

Resistance to diseases ingeneral is influenced byphysiological well-being,inherited factors, andemotional states.

11

Once in contthe leukocytthem into thjust as anand engulfsfood. The emay be destrleukocyte orcarried awayof the cell

A normal whiis S,000 - 9blood This100,000-500,cells in eac

UNDERSTANDINGS ANDDAMENTAL CONCEPTS

esence of micro-sms in the bodyates the productionto blood cells whichand destroy the

rganisms.

red blood cells whichemain within a closedatory system, thecells are able tohrough the capillaryand move about throughssues.

e symptoms develophen there are too manysms for the body toy quickly; when thesms are so vigoroushey overcome theusual defenses; orhese defenses becomeed.

hird line of defense,dy manufacturesis antibodies orxins for differentes.

ance to diseases in1 is influenced bylogical well-being,ted factors, andnal states.


Once in contact with the germs,the leukocytes take many ofthem into their own substance,just as an amoeba surroundsand engulfs a particle offood. The engulfed bacteriamay be destroyed within theleukocyte or they may becarried away in the destructionof the cell itself.

A normal white ..food countis 5,000 - 9,000/cu.mm.(m1.) ofblood. This means approximately100,000-500,000 white bloodcells in each drop of blood.

OUTLINE OFCONTENT

C. Immunity

1. Definition

2: Kinds



Immunization is an impor-tant protective measureagainst certain diseases.

Immunity is the ability ofan individual to resist aspecific disease.

Immunization prevents andcontrols some diseases.


Have the class investigatethe nature of immunity.

What is the antigen-anti-body reaction as it relatesto immunity?

Immunity may be acquired Name several diseases innaturally by having had a which an attack usuallydisease, or artifically as confers lasting immunity.a result of medically-

List some of the more impor-introduced substancestant diseases which can be(e.g., vaccines, toxoids.)controlled by immunization.

Compare the diseases whichcan be controlled byartificial immunity todaywith those of 50 or 100years ago.

Passive immunity is pro-duced in an individual byinjecting antibodies pro-duced by another indi-vidual or animal.

Active immunity is thecondition wherein the bodyproduces its own antibodiesas a reaction to an antigen.

12

SUPP

Absoluagainsthe sptible.

term mhas a

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Naturalsome fg

inbornracial

J(

Ft

Ul

1I

3

r

ti

Acquirresultsease oing itstaking

Immunit

naturallonger-does paresultsantibodother p

Infantsmothersimmunitinfect].

mothers

a

d

c

It is p

becomeafter hcase (msymptomdisease

SUPP

soluains

e spble.

rm

s a

sistrtic

tural

me eborn

cial

quirsuits

se o

g it

king

mun i t

tural

nger-

es pasuits

tibod

her p

(ants

tilers

nuni t

fecti

thers

is p'come

ter h

ie (m

nptom

;eas e

JOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

unization is an impor-protective measure

inst certain diseases.

nity is the ability ofindividual to resist aific disease.

nization prevents andtrols some diseases.

nity may be acquiredrally by having had aase, or artifically assult of medically-oduced substances., vaccines, toxoids.)

ive immunity is pro-d in an individual by

cting antibodies pro-d by another indi-al or animal.

ve immunity is theition wherein the bodyuces its own antibodiesreaction to an antigen.



Have the class investigatethe nature of immunity.

What is the antigen-anti-

body reaction as it relatesto immunity?

Name several diseases inwhich an attack usuallyconfers _lasting immunity.

List some of, the more impor-tant diseases which can becontrolled by immunization.

Compare the diseases whichcan be controlled byartificial immunity todaywith those of SO or 100years ago.

12


FOR TEACHERS

Absolute immunity is unknownagainst any infection to whichthe species is naturally suscep-tible. Immunity as we use theterm means that an individualhas a relatively increasedresistance toward someparticular pathogenic organism.

Natural immunity depends tosome extent on factors that areinborn and related to one'sracial and ethnic heritage.

Acquired immunity is that whichresults from having had a dis-ease or from the body develop-ing its own antibodies aftertaking preventive measures.

Immunity that is acquirednaturally generally provides-longer-lasting protection thandoes passive immunity thatresults from the injection ofantibodies from the blood ofother people or animals.

Infants receive from theirmothers a passive (temporary)immunity against some commoninfectious diseases their .

mothers have had.

It is possible for one tobecome immune to a diseaseafter having had a subclinicalcase (mild, without noticeablesymptoms) of the specificdisease.

OUTLINE OFCONTENT

. Resurgence ofVenereal Diseases


Medical science is capableof treating and eradicatingvenereal diseases, yetthese diseases now representthe most serious of thecommunicable disease prob-blems in the United States.

One of the most seriousfactors relating to theresurgence of venerealdiseases is ignorance.


That should you do if yoususpect you have a venerealdisease? What resources areavailable in your school andin the community?

How would your decisionaffect you? Others inthe community?

Show and discuss the film:"Quarter Million Teenagers."

Teacher Reference:"Resurgence of VenerealDisease." Report by theCommittee on Public Health,The New York Academy ofMedicine, March 2, 1964.

Pamphlet: "Venereal DiseaseIs Still a World Problem."AMA, 535 North DearbornStreet, Chicago, Illinois60610.

Pamphlets: New York StateHealth Department. "Strictlyfor Teenagers--Some FactsAbout Venereal Disease.""What You Should Know AboutSyphilis."

"What You Should Know AboutGonorrhea."

Reference: Teacher's Hand-book of Venereal DiseaseEducation, ($2.00) and

13

SUPPLE

F

There hasin recentdiseases.year hasincreasethe previbetween 1rise in iamong teethan 130

The Worldestimatescases ofyear arou

Salaciousmovies enattitude

Ut

Ah

ti

1

is

t

tt

nc

PLE

F

hascent

ses

has

as e

revi

en 1

in 3.

tee130

orld

ate s

of

arou

ious

5 enide

UNDERSTANDINGS ANDAMENTAL COMCEPTS

science is capableting and eradicating1 diseases, yetiseases now representt serious of thecable disease prob-n the United States.

the most seriousrelating to the

nce of venereals is ignorance.


What should you do if yoususpect you have a venerealdisease? What resources areavailable in your school andin the community?

How would your decisionaffect you? Others inthe community?

Show and discuss the film:"Quarter Million Teenagers."

Teacher Reference:"Resurgence of VenerealDisease." Report by theCommittee on Public Health,The New York Academy ofMedicine, March 2, 1964.

Pamphlet: "Venereal DiseaseIs Still a World Problem."AMA, 535 North DearbornStreet, Chicago, Illinois60610.

Pamphlets: New York StateHealth Department. "Strictlyfor Teenagers--Some FactsAbout Venereal Disease.""What You Should Know AboutSyphilis."

"What You Should Know AboutGonorrhea."

Reference: Teacher's Hand-book of Venereal DiseaseEducation, ($2.00) and

13


There has been a steady risein recent years in venerealdiseases. Since 1959, eachyear has shown a 50 percentincrease Eh incidence overthe previous year, andbetween 1959 and 1960, therise in infectious syphilisamong teenagers has been morethan 130 percent.

The World Health Organizationestimates that 60,000,000 newcases of gonorrhea occur eachyear around the world.

Salacious literature, ads, andmovies encourage a distortedattitude toward sex.

OUTLINE OF

CONTENTMAJOR UNDERSTANDINGS AND


V. Degenerative Disease Some diseases are theresult of body dysfunction.

A. General nature

B. Control

These diseases cannot betransmitted to others, arecalled degenerative orconstitutional, and arebecoming our most serioushealth problem.

The control of degenerativediseases requires the actionof individuals, families,and community effort.


Student's Manual on VenerealDisease -- Facts AboutSyphilis and Gonorrhea.($1.00), by William F.Schwarz, HPER, NEA, 1201Sixteenth Street, NEW.,Washington, D.C. 20036.

SUPPLE

1See Strand IV, World Health 1 The degeprocesseheredita

Have students determine the factors,extent of some of the and injudegenerative diseases in New contribuYork State. ing of a1. Which ones are most fatal?2. Are there degenerative The phys

diseases of adolescence diseasesor do they occur just in or may nold age? Such dis

3. What kinds of control called cmeasures are used? slight t

Invite a representative ofthe Heart Association, CancerSociety, or TB-RD Associa-tion, or other agency seekingto control a degenerativedisease, to discuss theresearch and progress in hisarea of concern.

Secure materials from theabove associations forstudent reading.

The majowould incirculat(of all

rheumatiarthriti

Many ageestablisinto thediseases

Have the class discuss the See Strarole of the individual or and Publpublic health agencies in thecontrol of chronic disease.

14

dege

esse

dit a

ors ,

inju

rib u

of a

phys

ases

ay n

di s

ed c

It t

najo

d in

al at

all

nat

riti

age

)1is

the

ases

itra

)ub 1

PPLE JOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

e diseases are theult of body dysfunction.

se diseases cannot bensmitted to others, areled degenerative orstitutional, and areoming our most seriouslth problem.


Student's Manual on VenerealDisease -- Facts AboutSyphilis and Gonorrhea.($1.00), by William F.Schwarz, HPER, NEA, 1201Sixteenth Street, NEW.,Washington, D.C. 20036.

,See Strand IV, World tieii571 The degenerative diseaseprocesses may be due tohereditary factors, nutritional

Have students determine the factors, the aging process,extent of some of the and injury, all of which candegenerative diseases in New contribute to the dysfunction-York State. ing of an organ or system.1. Which onds are most fatal?2. Are there degenerative The physical effects of these

diseases of adolescence diseases on an individual mayor do they occur just in or may not be progressive.old age? Such diseases are sometimes

3. What kinds of control called chronic and may havemeasures are used? slight to disabling effects.

control of degenerative Invite a representative of The major degenerative diseaseseases requires the action the Heart Association, Cancer would include heart andindividuals, families, Society, or TB-RD Associa- circulatory diseases, cancercommunity effort. tion, or other agency seeking (of all kinds), diabetes,

to control a degenerative rheumatic heart disease, anddisease, to discuss the arthritis.research and progress in hisarea of concern. Many agencies have been

established to do researchSecure materials from the into the nature of theseabove associations for diseases.student reading.

Have the class discuss therole of the individual orpublic health agencies in thecontrol of chronic disease.

14

See Strand IV, Environmentaland Public Health.

DISEASE PREVENTION AND CONTROLGrades 7, 8, 9

Multimedia Resources

TEACHER REFERENCES

Books

These supplementabeen evaluated.for teacher conveteachers in the fto critically evaand to forward thCurriculum Develo

American Academy of Pediatrics. Report of the committee on the control of communicable disea S.

Academy of Pediatrics, P.O. Box 1034, Evanston, Illinois 60204. 1966.

American Public Health Association. Control of communicable diseases in man. 10th ed. TheHealth Association, 1790 Broadway, New York, New York 10023. 1967.

American Social Health Association. V.D. control program. A joint statement by American PuAssociation, American Social Health Association, American VD Association, and the Associatiand Territorial Health Officers. January 1967.

at

oa

at

1

Anderson, C.L. School health practice. St. Louis. C.V. Mosby Co. 1960.

Cockburn, A.T. Evolution and eradication of infectious diseases. Baltimore. John Hopkins

Cornacchia, H.J. Venereal diseases. Chicago. Lyons and Carnahan. 1966.

Dubos, R.J. & Hirah, J.C. Bacterial and mycotic infections of man. 4th ed. Philadelphia.

Haag, J.H. School health program. rev. ed. New York. Holt, Rinehart, and Winston, Inc.

Igel, B.H. Prevention of communicable diseases. Palo Alto, California. Behavioral Research1966

Kilander, F.H. School health education. New York. Macmillan Co. 1962.

Krugman, Saul & Ward, Robert. infectious diseases of children. 3rd ed. St. Louis. C.V. M

Landon, J.F. & Sider, H.T. Communicable diseases. Philadelphia. Davis Publishing Co. 1964

MacFarlane, Burnet. Natural history of infectious diseases. 2nd ed. University Press. Cam

36

15

nta

nvee fevath

elo

sea

Puiati

ns

a.

DISEASE PREVENTION AND CONTROLGrades 7, 8, 9

Multimedia Resources

TEACHER REFERENCES

These supplementary aids have notbeen evaluated. The list is appendedfor teacher convenience only andteachers in the field are requestedto critically evaluate the materialsand to forward their comments to theCurriculum Development Center.

s. Report of the committee on the control of communicable diseases. AmericanBox 1034, Evanston, Illinois 60204. 1966.

ation. Control of communicable diseases in man. 10th ed. The American Publicoadway, New York, New York 10023. 1967.

ation. V.D. control program. A joint statement by American Public Health1 Health Association, American VD Association, and the Association of Statecers. January 1967.

practice. St. Louis. C.V. Mosby Co. 1960.

eradication of infectious diseases. Baltimore. John Hopkins Press. 1963.

3eases. Chicago. Lyons and Carnahan. 1966.

terial and mycotic infections of man. 4th ed. Philadelphia. Lippincott. 1965.

ram. rev. ed. New York. Holt, Rinehart, and Winston, Inc. 1967.

nicable diseases. Palo Alto, California. Behavioral Research Laboratories.arch

. M

1964

Cam

education. New York. Macmillan Co. 1962.

Infectious diseases of children. 3rd ed. St. Louis. C.V. Mosby. 1964.

mmunicable diseases. Philadelphia. Davis Publishing Co.' 1964.

istory of infectious diseases. 2r.1 ed. University Press. Cambridge. 1953.

15

pa

Maxcy-Rosenau, ed. Preventive medicine and public health. 9th ed. New York. Applet

Miller, B.F. & Burt, J.J. Good health, personal and community. 2nd ed. Philadelphia

Paul, Hugh. Control of diseases. Baltimore. Williams & Wilkins Co. 1964.

Rapport, Samuel & Wright, Helen. Great adventures in medicine. New York. Dial Press

Schwartz, W.F. Teacher's handbook on venereal disease edwiation. American AssociationPhysical Education, and Recreation, NEA, 1201 Sixteenth Street, N.W., Washington, D.

Top, F.H. Communicable and infectious diseases. 5th ed. St. Louis. C.V. Mosby. 19

Turner, C.E. Personal and community health. 12th ed. St. Louis. C.V. Mosby. 1963.

Youmans, J.B. M.D. ed. The medical clinics off' North America, syphilis and other veneVol. 48, No. 3. Philadelphia. W.B. Saunders Co. May 1964.

It;

Pamphlets

American Medical Association. Venereal disease is still a world health problem. 535 NChicago, Illinois 60610.

ec

American Public Health Association. Control of communicable diseases in man. 1790 BroNew York 10019.

American Social Health Association. 1790 Broadway, New York, New York 10010.Commercial prostitution. pa. by Paul Kinsie.Some questions and answers about v.d.Teenagers and venereal disease. pa. by Celia Deschin.

National Communicable Disease Center. Morbidity and mortality. Annual Supplement. AtSummary 1966.

National Tuberculosis Association. Pamphlets on respiratory ailments. 1790 Broadway,

New York Academy of Medicine. 2 East 103 St., New York, New York.Resurgence of venereal disease I. March 2, 1964.Resurgence of venereal disease II. February 1, 1965.

16

3

at

.c

)let

'hi a

'ess

D.

19(

e)3.

sole

35 N

Bro

'vie and public health. 9th ed. New York. Appleton-Century-Crofts. 1963.

ith, personal and community. 2nd ed. Philadelphia. W.B. Saunders. 1966.

altimore. Williams & Wilkins Co. 1964.

eat adventures in medicine. New York. Dial Press Inc. 1961.

n venereal disease education. American Association of Health,, NEA, 1201 Sixteenth Street, N.W., Washington, D.C. 20036.

us diseases. 5th ed. St. Louis. C.V. Mosby. 1964.

health. 12th ed. St. Louis. C.V. Mosby. 1963.

clinics of North America, syphilis and other venereal diseases.B. Saunders Co. May 1964.

eaZ disease is still a world health problem. 535 North Dearborn St.,

At

iy,

Control of communicable diseases in man. 1790 Broadway, New York,

1790 Broadway, New York, New York 10010.aul Kinsie..d.

a. by Celia Deschin.

Morbidity and mortality. Anhual Supplement. Atlanta, Georgia.

Pamphlets on respiratory ailt.ents. 1790 Broadway, New York, New York 10019.

t 103 St., New York, New York.March 2, 1964.

February 1, 1965.

16

1

New York State Health Department. 84 Holland Avenue, Albany, New York 12206.Basic vital statisticsVarious pamphlets on specific communicable diseases.

Metropolitan Life Insurance Company. School Health Bureau. 1 Madison Avenue, New York, New York.Health through the ages.Your personal record.

SUGGESTED AUDIOVISUAL AIDS

Filmstrips

International war against diphtheria. International Film Bureau.

Unmasking the germ assassins. International Film Bureau.

Films

Antibiotics. Encyclopedia Britannica Film. 1150 Wilmette Avenue, Wilmette, Illinois. 12 min.

Body defenses against disease. Encyclopedia Britannica Film. 11 min.

The eternal fight. New York State Health Department Film Library.

Fight against microbes. International Film Bureau.

Health heroes: the battle against disease. Coronet Films. Coronet Building, Chicago, Illinois. 11 min

Hemo the magnificent. Bell Telephone Company.

Improving America's health. Coronet Films.

Infectious diseases and man-made defenses. Coronet Films. 11 min.

Man against microbes. Metropolitan Life Insurance Company.

Microorganisms that cause disease. Coronet Films.

The smallest foe. Lederle Laboratories. Pearl River, New York.

Smallpox, merciless traveler. New York State Health Department Film Library.

Triad of infections. A-V Film Library. Eli Lily and Company. Indianapolis, Indiana 46206.

17

Documents

DOCUMENT RESUME CG 007 698 Strand I --Physical Health; … · 2014-01-02 · DOCUMENT RESUME. ED 072 366. CG 007 698. TITLE Strand I --Physical Health; Disease Prevention and. Control