DOCUMENT RESUME ED 072 377 CG 007 756 TITLE Strand III, … · 2014. 1. 2. · DOCUMENT RESUME ED 072 377 CG 007 756 TITLE Strand III, Mental Health: Health Curriculum. Materials

DOCUMENT RESUME

ED 072 377 CG 007 756

TITLE Strand III, Mental Health: Health CurriculumMaterials for Grades 4, 5, 6.

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

PUB DATE 70NOTE 39p.

EDRS PRICE MF -$0.65 HC-43.29DESCRIPTORS *Curriculum Guides; Elementary Grades; *Elementary

School Curriculum; Elementary School Teachers;*Family Life Education; Growth Patterns;Instructional Aids; *Maturation; *Mental HealthPrograms; Personality Development

IDENTIFIERS New York

ABSTRACTThis mental health curriculum guide, intended for use

with children in grades four through six, further develops theconcepts and understandings introduced in the primary grades. Thecontents of the guide are presented in outline form and cover thefamily as a social unit, role arrangements in family life, and theconstruct of personality. For each content area and its sub-divisionsfundamental concepts and understandings, teaching aids, and learningactivities are suggested. The guide also supplies supplementaryinformation -- including further definitions, the process of humanreproduction, and the psychology of puberty-- which a teacher couldincorporate into the lessons at a simplified level. Outcomes of thisunit in mental health are given in terms of the student'sunderstanding of interpersonal familial relationships, of increasedresponsibility for his own personal decisions and behaviors, and ofhis appreciation of the complex physical, emotional, and socialchanges one experiences in the process of growing and developingtoward adulthood. (S ES)

PROTOTYPE

CURRICULUM MATERIALS

FOR THE ELEMENTARY

AND SECONDARY GRADES

MiENT

DAR

cs

GRADES 4-6

STRAND III MENTAL HEALTHSPECIAL EDITION FOR EVALUATION AND DISCUSSION

NT

VAI

THE UNIVERSITY OF THE STATE OF NEW YORK/TI .5 STATE EDUCATION DEPA

BUREAU OF ELEMENTARY CURRICULUM DEVELOPMEI4VALBANY, NEW YORK 1

ST/

CUP

MATERIALS

ENTARY

DARY GRADES

4-6

NTAL HEALTHVALUATION AND DISCUSSION

U.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 EDU-CATION POSITION OR POLICY

STATE OF NEW YORK/THE STATE EDUCATION DEPARTMENT

CURRICULUM DEVELOPMENT/ALBANY, NEW YORK 12224/ 1970

THE UNIVERSITY OP THE STATE OF NEW YORK

Regents of the Univeksity (with years when terms expire)

1984 Joseph W. McGovern, A.B., LL.B., L.H.D., LL.D., D.C.L.-Chancellor1985-Everett J. Penny, B.C.S., D.C.S., Vice Chancellor1978 Alexander J. Allan, Jr., LL.D., Litt.D.1973 Charles W. Millard, Jr., A.B., LL.D., L.H.D.1972 Carl H. Pforzheimer, Jr., A.B., M.B.A., D.C.S., H.H.D.1975 Edward.M. M. Warburg, B.S., L.H.D.1977 Joseph T. King, LL.B.1974 Joseph C. Indelicato, M.D.

.

1976 Mrs. Helen B. Power, A.B., Litt.D., L.H.D.1979 Francis W. McGinley, B.S., LL.B., LL.D.1980 Max J. Rubin, LL.B., L.H.D.

1971 Kenneth B. Clark, A.B., M.S., Ph.D., Litt.D.1982 Stephen K. Bailey, A.B., B.A., M.A., Ph.D., LL.D.1983 Harold E. Newcomb, B.P-

1981 Theodore M. Black, A.B.

President of the University and Commissioner of EducationEwald B. Nyquist

Executive Deputy Commissioner of EducationGordon M. Ambach

Deputy Commissioner of Elementary and Secondary 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 Elementary Curriculum DevelopmentRobert H. Johnstone

Director, Division of General EducationTeJ T. Grenda

Chief, Bureau of School Health EducationJohn S. Sinacore

New YorkWhite PlainsTroyBuffaloPurchaseNew YorkQueensBrooklynRochesterGlens FallsNew YorkHastings on HudsonSyracuseOwegoSands Point

HEALTH CURRICULUM MATERIALS

GRADES 4, 5, 6

STRAND III, MENTAL HEALTH

1

THE UNIVERSITY OF THE STATE OF NEW YORK/THE STATE EDUCATION DEPARTMENTBUREAU OF ELEMENTARY CURRICULUM DEVELOPMENT/ALBANY 12224

1970

OPTIMAL HEALTH

"ANOWLEDGE

Concepts

Generalizations

Understandings

Facts

ATTITUDE

Values

Appreciation

BEHA

Basic

Decisi

Strand I Strand II Strand III

PHYSICAL HEALTHSOCIOLOGICAL

HEALTH PROBLEMSMENTAL HEALTH

Strand IV

ENVIRONMENTAL A

COMMUNITY HEALT

rand II

LOGI

PRO

Health Status

Nutrition

Sensory Perception

Dental Health

Disease Prevention

and Control

Smoking and Health

Alcohol Education

Drugs and Narcotic

Education

Personality Devel-

opment

Sexuality

Family Life

Education

Environmental and

Public Health

Yorld Health

Ecology and

Epidemiology of

Health

Consumer Health

g and

I Educ

and Na

ation

OPTIMAL HEALTH

ATTITUDE

Values

Appro:ciAom

BEHAVIOR

Basic Skills

Decision Making

Strand Ill

MENTAL HEALTH

LPersonality Devel-

opment

Sexuality

Family Life

Education

ii

Strand IV

ENVIRONMENTAL AND

COMMUNITY HEALTH

Environmental and

Public Health

Vorld Health

Ecology and

Epidemiology of

Health

Consumer Health

Strand V

EDUCATION FOR

SURVIVAL

Safety

First-Aid and

Survival

Education

STRAND III

MENTAL HEALTH

Grades 4, 5, 6

OVERVIEW

Continued study of the family is important in grades 4, 5, and 6 since it further developunderstandings introduced in the primary grades and adds new dimensions to the child's perceptunit.

To capitalize on the child's interest in himself as a growing and changing organism, someto the basic hereditary and environmental forces that make the individual what he is.

s in

mary

tereenta

thewhene to

A fundamental understanding of the construct of personality is important for the intermedfor ages 9, 10, and 11 are the time when meaningful peer relationships emerge. Furthermore, aof personality is a necessary prelude to the adolescent period, when interpersonal relationshition are of critical importance.

iii

STRAND III

MENTAL HEALTH

Grades 4, 5, 6

OVERVIEW

s important in grades 4, 5, and 6 since it further develops the concepts andmary grades and adds new dimensions to the child's perceptions of the family

terest in himself as a growing and changing organism, some emphasis is givenental forces that make the individual what he is.

the construct of personality is important for the intermediate grade child,when meaningful peer relationships emerge. Furthermore, a basic understandinge to the adolescent period, when interpersonal relationships and self-evalua-

MENTAL HEALTH

OBJECTIVES - 4, S, 6

Pupils in grades 4, S, and 6 should:

Show continued growth in self - understanding and self-acceptance.

Develop ae understanding that the family provides a setting for multiple relationships thataffect the happiness and well-being of its members.

Develop an appreciation of the roles played by family members, and recognize the ways in which

these roles change, develop, and interact.

Realize that physical, emotional, and social growth and maturity are interrelated and interdependent

Be stimulated to assume increasing responsibility for their personal decisions and behaviors,and be aware of the influence of one's behavior on others.

Through increased insight into the needs and behavior of others, begin to display an under-standing of the dynamics of human relationships.

Accept and appreciate the complex physical, emotional, and social changes that one experiencesin the process of growing and developing toward adulthood.

Develop an appreciation of the wonder of life and the continuous life cycle.

iv

OUTLINE OF CONTENT

I. Family as a SocialUnit

A. Family groups

MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

The family is the basicunit of society,

1. Nuclear families Nuclear groups are thebasic family pattern inthe United States.

2. Extendedfamilies

The extended family con-sists of relatives out-side the nuclear group.

1

SUGGESTED TEACHING AIDS SUPPAND LEARNING ACTIVITIES

Have the children writea paragraph about "WhatMy Home Means to Me."

Have pupils write astory describing theirfamilies and tellingabout any significantchanges in family compo-sition since they wereborn.

Have children bringpictures or articles re-lating to the kinds ofcare that children needand a family provides.What are some of theoutcomes if Children donot get such care andprotection?

Ask pupils to contacttheir grandparents orpersons of their grand-parents' generation andgive a brief oral reporton how the latter'schildhood was differentfrom theirs.

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MAJOR UNDERSTANDINGS AND

FUNDAMENTAL CONCEPTS

The family is the basicunit of society.

s Nuclear groups are thebasic family pattern inthe United States.

The extended family con-sists of relatives out-side the nuclear group.

UGGCSTED TEACHING AIDSAND LEARNING ACTIVITIES

Have the children writea paragraph about "What-y Home Means to Me."

Have pupils write astory describing theirfamilies and tellingabout any significantchanges in family compo-sition since they wereborn.

Have children bringpictures or articles re-lating to the kinds ofcare that children needand a family provides.What are some of theoutcomes if children donot get such care aidprotection?

Ask pupils to contacttheir grandparents orpersons of their grand-parents' generation andgive a brief oral reporton how the latter'schildhood was differentfrom theirs.

SUPPLEMENTARY INFORMATIONFOR TEACHERS

The family can be definedas:

1. the unit into whichone is born or adopted

2. the unit one creates bymarriage

The nuclear family con-sists of what is commonlycalled the "immediate"family, the father,mother, and their children.

Family organization:1. father-centered2. mother-centered3. father-mother-centered4. grandparent-centered

(traditional, oriental)S. youth-centered (modern

American)

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDSFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

3. Adoptions

4. Foster homes

Individual members of theextended family; i.e.,grandparents, may, fordifferent reasons, becomea part of the nuclearfamily.

Adopted children share inthe love and experienceof a family.

2

Ask the children to tracethe basic changes in theAmerican family from thecolonial period to thepresent. Compare thechanging role of familymembers and the economicand social role differ-ences of the family insociety. Similaritiesshould also be discussed.

Contrast how basic needswere met in colonialtimes with the way theyare met now.

By a show of hands, de-termine how many membersof your class live innuclear groups that in-clude members of theextended family.

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MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS

Individual members of theextended family; i.e.,grandparents, may, fordifferent reasons, becomea part of the nuclearfamily.

Adopted children share inthe love and experienceof a family.

AND LEARNING ACTIVITIES FOR TEACHERS

Ask the children to tracethe basic changes in theAmerican family from thecolonial period to thepresent. Compare thechanging role of familymembers and the economicand social role differ-ences of the family insociety. Similaritiesshould also be discussed.

Contrast how basic needswere met in colonialtimes with the way theyare met now.

By a show of hands, de-termine how many membersof your class live innuclear groups that in-clude members of theextended family.

See K-3 materials for in-formation on universalfamily functions.

Features of the "typical"American family1. emergence of nuclear

family concept - loyal-ty limited to immedi-ate family (father,mother, child orchildren)

2. prolonged dependencyon parents

3. emergence of democraticfamily pattern

4. courting customs - mateselection

Committees can work onvarious aspects such asmedicine, food procure-ment, food preservation,etc.

Stress should be placedon the love and securityfound within that familysetting.

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

B. The role of thefamily in thecommunity

C. Family dynamics

1. Government inthe family

Every family shares re-sponsibility for makingits community a betterplace in which to live.

The family can benefitfrom programs, services,and facilities in thecommunity.

Total community life isthe by-product of thequality of family livingwithin the community.

The family is the settingin which opportunities areprovided for each memberto grow into a responsible,independent, healthyindividual.

It is important that allmembers have the oppor-tunity for responsibleself-expression in familyaffairs.

.SUGGESTED TEACHING AIDSAND LEARNING ACTIVITIES

List activities familiescarry out to make thecommunity a desirableplace in which to live.

Make a map of the com-munity and have childrendraw in various institu-tions, agencies, super-markets, firehouses,libraries, parks, andhospitals.

Discuss authority in afamily in terms ofresponsibility.1. Who has the authority?2. Why?3. How is authority used?4. How is authority di-

vided or delegated?

Discuss whether thereshould be laws concernedwith parents' responsi-bilities for care andprotection of children.Why or why not? Whatdifference does it maketo children if care is

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R UNDERSTANDINGS AND

NDAMENTAL CONCEPTS

family shares re-sibility for makingcommunity a bettere in which to live.

family can benefitprograms, services,facilities in theunity.

1 community life is

y-product of the.ty of family livingin the community.

family is the settingich opportunities areided for each memberow into a responsible,endent, healthyidual.

s important that allrs have the oppor-ty for responsible-expression in family.rs.

3

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONAND LEARNING ACTIVITIES FOR TEACHERS

List activities familiescarry out to make thecommunity a desirableplace in which to live.

Make a map of the com-munity and have childrendraw in various institu-tions, agencies, super-markets, firehouses,libraries, parks, andhospitals.

Discuss authority in afamily in terms ofresponsibility.1. Who has the authority?2. Why?

3. How is authority used?4. How is authority di-

vided or delegated?

Discuss whether thereshould be laws concernedwith parents' responsi-bilities for care andprotection of children.Why or why not? Whatdifference does it make

to children if care is

Each individual grows anddevelops more readily whenhe is treated on an indi-vidual basis.


4

inadequate? What dif-ference does it make tosociety?

Role play a family situa-tion in which there is adisagreement over rules.Give examples of rulesthat are written, rulesthat are spoken, rulesThat are understood.

Debate: "I Have a RightTo Do What I'Please."

Provide for a sociodramaof different situationsthat illustrate rela-tionships between vari-ous family members, suchas handling of disciplineproblems. Discuss alter-nate ways of responding.

Use role playing to il-lustrate various parentalvalues and judgments infamily situations. Pro-vide for a father andmother role and use prob-lem solving in arrivingat decisions regardingsuch relationships.

Discuss the benefitspupils receive fromparental and teacher

SUPPLEMENTARY INFOFOR TEACHERS

In many families,

rules are written.general, they arestood, but unwrittethis sense, they maclassified as expec

OR I.

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OR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS

inadequate? What dif-ference does it make tosociety?

Role play a family situa-tion in which there is adisagreement over rules.Give examples of rulesthat are written, rulesthat are spoken, rulesthat are understood.

Debate: "I Have a RightTo Do What I Please."

Provide for a sociodramaof different situationsthat illustrate rela-tionships between vari-ous family members, suchas handling of disciplineproblems. Discuss alter-nate ways of responding.

Use role playing to il-lustrate various parentalvalues and judgments infamily situations. Pro-vide for a father andmother role and use prob-lem solving in arrivingat decisions regardingsuch relationships.

Discuss the benefitspupils receive fromparental and teacher

4

In many families, fewrules are written. In

general, they are under-stood, but unwritten. In

this sense, they may beclassified as expectations.

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

2. Communication in Free and open two-way com-the nuclear family munication between mem-

bers can increase the ef-fectiveness of the nuclearfamily group and the ex-tended family.

3. Variations infamily patterns

There are similarities

and differences in familypatterns in our own andother cultures.

4. Family activities There are many activitiesthat all members of afamily can participate inand enjoy together.

discipline. Have thechildren write a briefes.,ey on the benefits and

shr-:comings of parentaldisUpline. Anonymousrespoilses may be desiredfor this activity.

Describe fictitious situa-tions where family rela-tionships become strainedas a result of communica-tions breakdown.

Review the common ele-ments in family life re-gardless of the widevariations of familypatterns. What purposesdo families serve?

See K-3 Mental Healthmaterials.

Have children prepare adisplay of pictures andsouvenirs showing activi-ties in which they haveparticipated, or wouldlike to participate, withtheir family.

Have the children listthe things a family' can

do together without spend-ing any money; without

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NDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONAMENTAL CONCEPTS

d open two-way com-tion between mem-an increase the ef-eness of the nucleargroup and the ex-family.

are similaritiesferences in familys in our own andcultures.

re many activities1 members of acan participate inoy together.


discipline. Have thechildren write a briefessay on the benefits andshortcomings of parentaldiscipline. Anonymousresponses may be desiredfor this activity.

Describe fictitious situa-tions where family, rela-tionships become strainedas a result of communica-tions breakdown.

Review the common ele-ments in family life re-gardless of the widevariations of familypatterns. What purposesdo families serve?

See K-3 Mental Healthmaterials.

Have children prepare adisplay of pictures andsouvenirs showing activi-ties in which they haveparticipated, or wouldlike to participate, withtheir family.

Have the children listthe things a family cando together without spend-ing any money; without


S. Health of familymembers

D. Difference ofcultural heritage

The health of the nuclearfamily depends on thewell-being of each of itsmembers.

6

SUGGESTED TEACHING AIDS DEI

AND LEARNING ACTIVITIES EN'

spending over $1.00 perperson.

Have the children makedioramas of their favor-ite family activities orof an activity they wouldlike to do with theirfamily.

Have children discuss howthe family is affectedduring the illness ofmother, father, or ofany of the children.

See filmstrips fromEncyclopaedia Britannica,1. Families Around the

World2. TiBilles of Other

Lands.

Invite to class parentsor older students whohave visited foreigncountries or interestingplaces in our own country.Have them explain thesimilarities and differ-ences in home life andfamily living they haveseen.

Have a party for tastingfoods from othercountries.

lth

dept

ing

DERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION

ENTAL CONCEPTS

lth of the nucleardepends on theing of each of its

6


spending over $1.00 per.person.

Have the children makedioramas of their favor-ite family activities orof an activity they wouldlike to do with theirfamily.

Have children discuss howthe family is affectedduring the illness ofmother, father, or ofany of the children.

See filmstrips fromEncyclopaedia Britannica,1. Families Around the

World2. Families of Other

Lands.

Invite to class parentsor older students whohave visited foreigncountries or interestingplaces in our own countryHave them explain thesimilarities and differ-ences in home life andfamily living they haveseen.

Have a party for tastingfoods from othercountries.

Discussions of this topiccan be related to StrandI Curriculum Materialson Disease Prevention andControl.

Cultural influences:1. family organization2. customs

a. dietaryb. dress and appearancec. courtshipd. designation of

holidays (religious,national, familial)

3. attitude towarddiscipline

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

II. Role Arrangements

in Family Life

A. Maleness andfemaleness

1. Heredity One's sex (maleness orfemaleness) is inheritedand forms the basis forsexuality throughout life.

Invite an exchange stu-dent from a secondaryschool in your area toexplain similarities anddifferences betweenfamily life in the UnitedStates and in his countryof origin. Stress healthpractices.

Have pupils tell theclass about their familyorigins, customs, andpractices.

Group discussion: Inwhat ways can we expectthe behavior of girls

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DERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONAMENTAL CONCEPTS

sex (maleness orness) is inheritedrms the basis fority throughout life.

7

AND LEARNING ACTIVITIES

Invite an exchange stu-dent from a secondaryschool in your area to

explain similarities anddifferences betweenfamily life in the UnitedStates and in his countryof origin. Stress healthpractices.

fizve pupils tell the

class about their familyorigins, customs, andpractices.

Group discussion: Inwhat ways can we expectthe behavior of girls

FOR TEACHERS

Extend the concept offamily heritage to com-munity or state or nationalheritage. Students shouldbe helped to understand

that families at othertimes and in other placesmay have, or may have had,similar feelings of prideor loyalty in relation totheir heritage.

An appreciation of male-ness and masculinity andof femaleness and femininityas important aspects ofbecoming an adult can bestressed. Emphasis shouldbe placed on recognizing,

understanding, accepting,and appreciating thesensitivity among membersof one's own sex to

characteristics which, inour culture, are nowtypical of the oppositesex.

The use of the terms "sis-sy" or "tomboy" to referto children of one sex who


2. Environment

3. Learning sexroles

Behavior of males or fe-males is partly de-termined by heiedity,but is largely learnedwithin the family setting.

Individuals learn to bemasculine or feminine byemulating significantmen and women they know.

Accepting one's self andtaking pride in being

8

SUGGESTED TEACHING AIDS SUPPLE RSTI

AND LEARNING ACTIVITIES NTAL

to vary as a result ofindividual uniqueness?Boys?

Discuss how boys differfrom girls in behavior.

Discuss how boys differfrom girls in theirinterests.

Discuss the changingroles of male and femalein our society.

Discuss with the childrenthe males and females theywould want to be like whenthey get older. Ask why.

Ask the children how theythink they could become

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RSTANDINGS AND SUGGESTED TEACHING AIDS .

AND LEARNING ACTIVI'T'IESNTAL CONCEPTS

of males or fe-

partly de-by heredity,rgely learnede family setting.

Is learn to beor feminine bysignificantomen they know.

one's self andde in being

8

to vary as a result ofindividual uniqueness?Boys?

Discuss how boys differfrom girls in behavior.

Discuss how boys differfrom girls in theirinterests.

Discuss the changingroles of male and femalein our society.

Discuss with the childrenthe males and females theywould want to be like whenthey get older. Ask why.

Ask the children how theythink they could become

SUPPLEMENTARY INFORMATION

FOR TEACHERS

exhibit behaviors or en-joy activities now com-monly regarded as beingcharacteristic of chil-dren of the opposite sexhas a connotation whichmay be very traumatic tosome children.

Maleness and femalenessrefer to biologicalcharacteristics uniquefor each individual. Al-

though boys are mostlymale and girls are mostlyfemale, no person is allmale or all female.

Masculinity and femininityrefer to patterns of be-havior that are charac-teristic of males or offemales in a particularculture. These patternsof behavior are not presentat birth, but are learnedthrough experiences onehas in his family, hisschool, and his community.

Role models177iiiTiriembers2. neighbors or other com-

munity members3. mass media personalities4. characters in literatureS. public figures6. historical figures

OUTLINE OF CONTENT

B. Role flexibility

C. Human repro-duction

1. Importance ofthe family

2. Role of parents

3. Conception anddevelopment ofthe new baby

MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

either a boy or a girlis a step toward maturity.

It is not always pos:Ableto specify interests,

leisure activities, andfamily functions that aredistinctly male or dis-tinctly female.

The chances for health,happiness, and well-being of new babies areenhanced when the childis born into a warm,loving family.

When physically maturefemales produce egg cells,males produce sperm cells,and when these unite,

SUGGESTED TEACHING AIDS SUAND LEARNING ACTIVITIES

like the person(:,) they

admire.

Have class list interests,leisure activities, fami-ly functions, and voca-tions that are engagedin by members of bothsexes.

Invite the schoolphysician or schoolnurse-teacher to discussanatomy and physiology

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JQR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

ther a boy or a girla step toward maturity.

is not always possiblespecify interests,

isure activities, andily functions that are

stinctly male or dis-nctly female.

e chances for health,ppiness, and well-ing of new babies arehanc-d when the childborn into a warm,ving family.

en physically mature.les produce egg cells,es produce sperm cells,when these unite,

9


like the person(s) theyadmire.

Have class list interests,leisure activities, fami-ly functions, and voca-tions that are engagedin by members of bothsexes.

Invite the schoolphysician or schoolnurse-teacher to discussanatomy and physiology

Parenthood is a privilegeand a responsibility.

Children need care andguidance while they growand develop.

Disciplining of the childin an atmosphere of loveand kindness helps thechild learn standards andlimitations set by parentsand society.


a. conception

b. gestation

conception occurs.

Conception is the unifi-cation of the sex cellsof the parents which cre-ates a new life.

Gestation is the periodof time (approximately 9months) from conceptionto childbirth when theunborn child grows anddevelops in the mother'suterus.

Before birth, the unbornchild depends on itsmother for everything itneeds to grow strong andhealthy.

The growth and develop-ment from one fertilizedegg into a complex humanbeing is one of nature'sgreatest and most miracu-lous achievements.

During pregnancy, it is

10

SUGGESTED TEACHING AIDSAND LEARNING ACTIVITIES

of the human reproductiveorgans.

See appropriatetransparencies.

See appropriate film.

SUPPLEM

F

Fertilitakes plopianfertilicomes iwall of

Discuss noticeable changes Nourishin mother's body as fetus mothergrows. from th

are excplacentfusion.systemseparat

Incubate fertilizedchicken eggs and observegrowth and development.

Develop1. fert

tion2. impl3. cell

fere

4. embS. feta

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NDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONMENTAL CONCEPTS AND LEARNING ACTIVITIES FCR TEACHERS

ion occurs.

ion is the unifi-

of the sex cellsparents which cre-new life.

on is the period(approximately 9from conceptiondbirth when the

child grows ands in the mother's

birth, the unbornepends on itsfor everything ito grow strong and

th and develop-om one fertilizedo a complex humans one of nature'st and most miracu-ievements.

pregnancy, it is

of the human. reproductiveorgans.

See appropriatetransparencies.

See appropriate film. Fertilization usuallytakes place in the fal-lopian tubes. Thefertilized egg then be-comes implanted in thewall of the uterus.

Discuss noticeable changes Nourishment from thein mother's body as fetus mother and waste productsgrows. from the developing fetus

are exchanged through theplacenta by means of dif-fusion. The circulatorysystem of the fetus is

separate from the mother's.

Incubate fertilizedchicken eggs and observegrowth and development.

Development of the fetus:1. fertilization (concep-

tion)2. implantation3. cell division and dif-

ferentiation

4. embryonic development5. fetal development

OUTLINE OF CONTENT

4. The miracle ofchildbirth

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS UP

FUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES NDAt

important to the health al

of both the mother and othher unborn child that she unix

consult with a competent ultphysician. icL

The entire family shares -nti

in the joy and anticipa- e j

tion of the birth of the ofnew family member. fami

Mothers sometimes tire TS

more easily when they are eas

pregnant and need the ant

understanding, help, and sta

love of others. of

The birth of a child can 'irtbe a joyous and wonderful 30Yevent for all concerned. fc

11

UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONNDAMENTAL CONCEPTS

ant to the healthoth the mother andunborn child that sheult with a competentician.

ntire family sharese joy and anticipa-of the birth of thefamily member.

rs sometimes tireeasily when they areant and need thestanding, help, andof others.

irth of a child canjoyous and wonderfulfor all concerned.

11


In the female, the repro-ductive system allows forthe conception, develop-ment, and safe growth ofthe fertilized egg cell.

Questions should beanswered honestly andwithin the context of thematerial presented. Areasof discussion might dealwith the differences be-tween the instinctivepairing of animals andthe courtship and marriagecustoms of humans in theWestern culture; the de-velopment of and apprecia-tion for the complex andwonderful process of ahuman being resultingfrom the joining of twospecialized cells; theresponsibility of the maleand female for the humanlife they have created;


S. Multiplebirths

About one human birth inevery 90 produces twins.

SUGGESTED TEACHING AIDS SUPPLEMENAND LEARNING ACTIVITIES FOR

and the nphysical,

mental ca

Let students collect Identicalpictures and clippings 1. grow fconcerning multiple spermbirth. Discuss family 2. resultunit changes which might fertilresult when there are separatwins or other cases of partsmultiple birth. comple

babiesInvite twins or the 3. are almother of twins to clais and hato discuss what it is resemblike being a twin or appearthe mother of twins.

FraternalHave students write a 1. resultcomposition starting two sewith "Oh, If I Had a cellsTwin..." (resul

two egsame t

2. are twsepara

3. may beor sam

DE RS

ENTA

e huprc

Triplets,

quintuple1. result

fertil

into 3or

2. occur

DERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONIENTAL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS

e human birth inproduces twins.

12

Let students collectpictures and clippingsconcerning multiplebirth. Discuss familyunit changes which mightresult when there aretwins or other cases ofmultiple birth.

Invite twins or themother of twins to classto discuss what it islike being a twin orthe mother of twins.

Have students write acompo:tition startingwith "Oh, If I Had aTwin..."

and the need for itsphysical, emotional, andmental care.

Identical twins1. grow from union of one

sperm and one egg2. result when the

fertilized egg cellseparates into twoparts and forms twocompletely separatebabies

3. are always same sexand have strongresomb lance in

appearance

Fraternal twins1. result from union of

two separate spermcells and egg cells(result of ovulation -two eggs produced atsame time)

2. are two completelyseparate embryos

3. may be different sexor same sex

Triplets, quadruplets,quintuplets1. result from single

fertilized egg dividing

into 3, 4, or 5 partsor

2. occur from more than

OUTLINE OF CONTENT

III. Personality

A. Concept ofpersonality

1. Definition

2. Healthypersonality

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

The personality consistsof one's total "self" andhis characteristic waysof reacting to life situa-tions.

A healthy personality re-lates well with othersand is able to adjust tothe emotional, social,and physical stresses oflife.

13

Identify qualities ofpersonality which maynot be apparent fromoutward appearances.

Ask each class member tolist the five character-istics which he most ad-mires in a person. Ap-point a committee toprepare a self-rating

scale, utilizing thecharacteristics men-tioned most often. Haveeach pupil use the listas a self-check.

Suggest that persons tendto react in a positive

manner to attitudes offriendliness and courtesyand in a negative manner

to expressions of hos-tility. Instruct stu-dents to test this

DEI

MEN1

3. r

Theselffacthis itheof hi

actsof th

beliedull,

sonas toract

ting

y /3(

11 i

le

ion;

ica.

Behavhabit

DERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION'MENTAL CONCEPTS

sonality consistss total "self" andracteristic waysting to life situa-

y personality re-11 with others

le to adjust toTonal, social,ical stresses of

13


Identify qualities ofpersonality which maynot be apparent fromoutward appearances.

Ask each class member tolist the five character-istics which he most ad-mires in a person. Ap-point a committee toprepare a self-rating

scale, utilizing thecharacteristics men-tioned most often. Haveeach pupil use the listas a self-check.

Suggest that persons tendto react in a positivemanner to attitudes offriendliness and courtesyand in a negative manner

to expressions of hos-tility. Instruct stu-dents to test this

twd fertilized eggs or3. result from a combina-

tion of 1 and 2

The child's concept ofself is an importantfactor in guiding bothhis immediate behavior andthe further developmentof his personality. Heacts consistently in termsof the kind of person hebelieves he is (bright ordull, capable or clumsy).

Behavior is a complex ofhabits laid down through


B. Development ofpersonality

1. Influence ofenvironment

The new baby's personalitywill develop as it experi-ences the love and affec-tion essential to normalpersonality development.

Children develop habitsthrough repetition. Theirreaction to others ispartially habit.

Throughout our entirelife, new experiences

affect our personality.

14

SUGGESTED TEACHING AIDS S RSTA

AND LEARNING ACTIVITIES TAL

hypothesis by recordingthe initial reactions ofpeople whom they meetthroughout the day.

Have children who havebabies in their familiesshare with the class ex-periences they have hadin eliciting a happy re-sponse from the baby.

Discuss specific thingschildren do every day,the reasons they do them,and how this can con-tribute to the formationof habits. Discuss theway they habituallygreet friends when theymeet them in school inthe morning.

Have children discussways in which new experi-ences changed the waythey felt or acted.

Have children make up astory about how a newexperience changed afictional character'spersonality.

aby's

lop a

love

ntialty de

devel

o epetito of

habi

t owexpel

r pel

RSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFOCMATION

TAL CONCEPTS LEARNING ACTIVITIES FOR TEACHERS

aby's personalitylop as it experi-love and affec-

ntial to normalty development.

develop habitsepetition. Theirto others ishabit.

t our entireexperiencesr personality.

14

hypothesis by recordingthe initial reactions ofpeople whom they meetthroughout the day.

Have children who havebabies in their familiesshare with the class ex-periences they have hadin eliciting a happy re-sponse from the baby.

the development of thepersonality.

Babies, like older childrenand adults, repeat actswhich bring approval.

Discuss specific things We develop habitual wayschildren do every day, of acting and respondingthe reasons they do them, to others.

and how this can con-tribute to the formationof habits. Discuss theway they habituallygreet friends when theymeet them in school inthe morning.

Have children discussways in which new experi-ences changed the waythey felt or acted.

Have children make up astory about how a newexperience changed afictional character'spersonality.

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS MDFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

SUGGESTED TEACHING AIDS UNC

DAME

Our conception of "good"is determined by thevalues of our cultureand the values of ourfamily.

Since inherited traitsand life experiences aredifferent for each human

15

On a bulletin board, once

contrast values of, tern

two cultures. s ofhe v

Correlate with a language Y.

arts mythology unit. Com-pare and contrast valuesshown in Norse and Greekmyths. Discuss how thevalues of the two civili-zations are revealedthrough their myths.

Compare the values of ourdemocratic society withthe values of othersocieties.

Open ended discussion(no real conclusion).

What does "good" mean?Bring out the point that"good" is a term whichrelates to a person's

understanding of stan-dards based on indi-vidual background.

Teachers may wish to usea sociometric techniqueto further understand theinterpersonal dynamicsof their class.

Ask the children toimagine a w%,rld in whicheveryone had tke :age

inhfe

nt

UNDERSTANDINGS ANDIDAMENTAL CONCEPTS

onception of "good"termined by thes of our culturehe values of our

Y.


On a bulletin board,contrast values oftwo cultures.

Correlate with a languagearts mythology unit. Com-pare and contrast valuesshown in Norse and Greekmyths. Discuss how thevalues of the two civili-zations are revealedthrough their myths.

Compare the values of ourdemocratic society withthe values of othersocieties.

Open ended discussion(ro real conclusion).

What does "good" mean?Bring out the point that"good" is a term whichrelates to a person's

understanding of stan-dards based on indi-vidual background.

Teachers may wish to usea sociometric techniqueto further understand theinterpersonal dynamicsof their class.

inherited traits Ask the children toife experiences are imagine a world in whichdent for each human everyone had the same

15

Relate the concept of"good" to our reaction toand evaluation of otherpeople.

This should lead to agreater respect for andacceptance of individual


2. Influence ofheredity

a. bodystructure

being, each of our totalpersonalities is differentfrom other personalities.

What one does with hered-itary traits is more im-portant than what one

inherits.

Body structure and func-tion affect individual

behavior and one's re-lationships with others.

The newborn receives ashare of the inheritedcharacteristics from eachparent.

The range of normalgrowth and development ofindividuals is influ-enced by heredity.

16

SUGGESTED TEACHING AIDS SUPP CR '


personality. Through pers ng,

discussion and/or role It i on

playing, the children rath m 0should realize that such tiesa world would be impos- chalsible. hum_

Make a list of thingschildren can do. Dis-cuss how they can de-velop their abilities.Read the biography of afamous person, such asHelen Keller, which il-lustrates this concept.

See Strand I - HealthStatus.

Have pupils chart thesize, height, andweight of all membersof the family. Discussthe personal potentialgrowth in light of thedifferences orsimilarities.

t ary

tan

eri

y s

n aavi,

ion

Each nehis re

velo racent

This ray

ment wth

cours ivi

here ed 1

PP iCR UNDERSTANDINGS AND SUGGESTED TEACHING AIDSUrRW!TAL CONCEPTS AND LEARNING ACTIVITIES

rs

i

th

es

al

lo

is

it

tars

re

ng, each our totalonalities is different

m other personalities.

t one does with hered-ry traits is more im-ant than what one

erits.

y structure and func-n affect individualavior and one's re-ionships with others.

newborn receives are of the inheritedracteristics from eachent.

range of normalwth and development ofividuals is influ-ed by heredity.

16

personality. Throughdiscussion and/or roleplaying, the childrenshould realize that sucha world would be impos-sible.

Make a list of thingschildren can do. Dis-cuss how they can de-velop their abilities.Read the biography of afamous person, such asHelen Keller, which il-lustrates this concept.

See Strand I - HealthStatus.

Have pupils chart thesize, height, andweight of all membersof the family. Discussthe personal potentialgrowth in light of thedifferences orsimilarities.


personality differences.It is these differences,rather than the similari-

. ties, that add diversity,challenge, and interest tohuman interactions.

Each individual grows athis own rate (early de-velopers; late developers).

. This growth and develop-ment phenomenon is, ofcourse, a function ofheredity and environment.

OUTLINE OF CONTENT

b. physicalfeatures

c. intelligence

d. sensory

perception

e. rate ofphysical

growth

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDSFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

We inherit the color ofour skin, hair, and eyes,hair textvve, eye shape,and other observable ex-ternal characteristicsthat make us uniquepersons.

It is generally agreed

that the tendency toachieve a certain levelof intelligence is in-herited.

Visual acuity, range ofhearing, sensitivity oftouch, ability to per-ceive odors, and similarattributes appear to beinherited.

While many factors, suchas illness and nutrition,may influence the rateat which our bodies grow,the basic determiner of

17

Explain in generalterms how the hair(color and texture),sex, skin color, eyecolor, etc., of an in-dividual are determinedby heredity.

Have class discussionabout the "Stages ofGrowth." Include new-born, infancy, child-hood, adolescence,

R

NDArt

herkintex

the

1 c

makns.

ge

theve

tel

ed.

1 a(

ng,

, at

ock

ut(

itec

mar

Ines

fit

ch

R UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONDAMENTAL CONCEPTS

herit the color of-kin, hair, and eyes,texture, eye shape,

ther observable ex-1 characteristicsmake us uniquens.

generally agreedthe tendency tove a certain leveltelligence is in-ed.

1 acuity, range ofng, sensitivity of, ability to per-odors, and similarutes appear to be

ited.

many factors, suchlness and nutrition,fluence the ratech our bodies grow,

is determiner of

17


Explain in generalterms how the hair(color and texture),sex, skin color, eyecolor, etc., of an in-dividual are determinedby heredity.

Have class discussionabout the "Stages ofGrowth." Include new-born, infancy, child-hood, adolescence,

The term "genes" may beintroduced to identify

the hereditary units re-sponsible for the trans-mission of traits fromparent to child.

Children should clearlyunderstand that physicalfeatures, intelligence,sensory efficiency, andgrowth rate are essen-

tially inherited attri-butes but each may besubstantially modifiedby environment.


f. sex

C. What characteris-tics are notinherited

1. traits

2. specifictraits

growth potential isinheritance.

Personality traits, suchas disposition andhonesty, are not in-herited but are largelythe result of family andother environmentalinfluences.

Skills (actual per-formance), such asplaying the piano, arenot inherited, but po-tentialities for learn-ing the skill (aptitude)are.

All people should havesome insight into theirown capabilities,strengths, and weaknesses,

18

SUGGESTED TEACHING AIDS RS1

AND LEARNING ACTIVITIES TAl

adulthood. Discuss thegrowth changes thattake place at each stage,and emphasize the con-cept that there arevariations in time andextent of growth at eachstage.

Discuss differences be-tween inherited andacquired characteristics.

Discuss the reliabilityof old sayings, such as:

enl

e.

y1tip

re

t

o:

roi

1. "Redheads have aterrible temper."

2. "Fat people are ctu.

jolly." , Si

3. "Scotsmen are tight." e

4. "Negroes have a ite

natural rhythm." ies

it

Have children listhuman traits that canbe changed.

Have children evaluatetheir own schoolwork.

e sl

ht

li

:RSTANDINGS ANDVIAL CONCEPTS

6ntial isce.

ty traits, suchtier. and

are not in-ut are largelyt of family andironmentals.

ctual per-, such ashe piano, areited, but po-ies for learn -

kill (aptitude)

e should haveht into their

1

,

*lities,and weaknesses,

18

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION


adulthood. Discuss thegrowth changes thattake place at each stage,and emphasize the con-cept that there arevariations in time andextent of growth at eachstage.

Discuss differences be-tween inherited andacquired characteristics.

Discuss the reliabilityof old sayings, such as:1. "Redheads have a

terrible temper."2. "Fat people are

jolly."3. "Scotsmen are tight."4. "Negroes have a

natural rhythm."

Have children listhuman traits that canbe changed.

Have children evaluatetheir own schoolwork.

FOR TEACHERS

Acquired characteristicsare the result of en-vironment and the inter-action of the individualwith his environment.


D. Basic human needs

1. Physiologicalneeds

2. Psycho-socialneeds

and how to use these forfurther growth.

A need or drive is aconscious or uncon-scious desire thatarouses activity inpeople.

Basic human needs arethose whose satisfac-tion is necessary forman's essential welfare.

Needs for food, water,and sleep are examplesof man's basic physio-logical needs.

Individuals have psycho-logical and social needsthat are considered

19

SUGGESTED TEACHING AIDAND LEARNING ACTIVITIE

Have them identify

their strengths, weak-nesses, and have themdiscuss what they cando to improve weakareas.

Have children selectactivity to improve aweak area, and help thedetermine a way toevaluat any improveme

EP"

se

s a

n-t

in

ar

fac

foelf

Have the children listthe kinds of physical

care and protection thachildren need: food,clothing, shelter, etc.What are some of the offects if children don'tget such care and pro-tection?

Compare the needs ofchildren being met byparents to the needs ofpets being met by chil-dren and parents. Con-trast the pet's con-tinuing dependency tothe child's developingindependence.

ate

ysi

psi

Ited

GS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION

EPTS AND LEARNING ACTIVITIES FOR TEACHERS

se for

s an-

t

in

are

fac-for

elfare.

ater,les

ysio-

psycho-1 needsed

19

Have them identifytheir strengths, weak-nesses, and have themdiscuss what they cando to improve weakareas.

Have children select anactivity to improve aweak area, and help themdetermine a way toevaluate any improvement.

Have the children listthe kinds of physicalcare and protection thatchildren need: food,clothing, shelter, etc.What are some of the ef-fects if children don'tget such care and pro-

tection?

Compare the needs ofchildren being met byparents to the needs ofpets being met by chil-dren and parents. Con-

trast the'pet's con-tinuing dependency to

the child's developingindependence.

Different theoreticalviews of personality vary

somewhat in their inter-pretation of personalityneeds. Most "needtheorists" concur, how-ever, that both physio-logical and psycho-social

OUTLINE OF CONTENT

a. psychologicalsecurity

b. the needfor love

c. the needfor approval


basic to their well-being.

Respecting oneself andbeing respected by othersis a basic psychologicalneed.

Satisfaction of the needfor love includes givingas well as receivinglove.

The need for approvalby others is a basicneed that may be satis-fied in both useful andharmful ways.

20

Make lists of thingschildren can do forothers.

Have children discusswhy they enjoy doingthings for others.

Discuss the following:How do we react to agood athlete making ahome run; to a poorathlete doing the same?Is there a difference?How will each personbe affected by thereaction? Discuss theneed for recognition,belonging, and achieve-ment.

END

the

ng 1

spel

is

tiain

as

fo

s i

at mbotway

ERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION

ENTAL CONCEPTS

their well-being.

ng oneself andspected by others

is psychological

tion of the needincludes giving

as receiving

for approvalTs is a basicat may be satis-both usef'il andways.

20


Make lists of thingschildren can do forothers.

Have children discusswhy they enjoy doingthings for others.

Discuss the following:How do we react to agood athlete making ahome run; to a poorathlete doing the same?Is there a difference?How will each personbe affected by thereaction? Discuss theneed for recognition,belonging, and achieve-ment.

needs serve to motivatehumans.

The use of individualprojects, based on choiceand allowing for differ-ences of ability, canlead to increased psycho-logical security.

The successful completionof a coveted project, fol-lowed by praise, gives anindividual an inner satis-faction that is importantto his growth and develop-ment.

The feeling of success orfailure is often relatedto what those we loveexpect of us - parents,siblings, classmates,teachers.

Approval is a potentdirector of behavior.Discuss the need forrecognition, belonging,and achievement.


d. the needfor inde-

pendence

e. the needto feelsignificant

IV. Growing Towardthe Teen Years

A. Development ofthe physical self

As individuals grow, theneed for independenceincreases though theability to be independentmust be learned.

All healthy personalitiesmust have a generallypositive feeling towardself, which helps main-tain emotional stabilityin times of frustration,futility, and failure.

As the individual growsand develops, he shouldbecome more responsiblefor himself and in-creasingly more con-siderate of other people.

Even though each personhas his own unique way ofgrowing, there are growth

21


Outline ways in whichpupils can demonstratereadiness for inde-pendence and get alongwith their parents atthe same time.

Play a game matchingindependent acts andthe responsibilitiesprerequisite to the in-dependent acts.

Discuss the value ofusing mistakes forlearning rather than asan evaluation of a per-son's worth.

See Strand I - HealthStatus, Grades 4-6.

ERSENTA

dua

ind

s thto b

lear

thy

a

fee

ch

ti on

of

, an

divlops

re

if

ly mof

ughwnthe

ERSTANDINGS ANDENTAL CONCEPTS

duals grow, theindependences though theto be independentlearned.

thy personalitiesa generally

feeling towardch helps main-tional stabilityof frustration,

, and failure.

dividual growslops, he shouldre responsibleif and in-ly more con-of other people.

ugh each personwn unique way ofthere are growth

21


Outline ways in whichpupils can demonstratereadiness for inde-pendence and get alongwith their parents atthe same time.

Play a game matchingindependent acts andthe responsibilitiesprerequisite to the in-dependent acts.

Discuss the value ofusing mistakes forlearning rather than asan evaluation of a per-son's worth.

See Strand I - HealthStatus, Grades 4-6.

Help pupils keep abalance between inde-pendent and interde-pendent activities inorder to protect somepupils from excessivegroup pressure.

Stress the relationshipbetween responsibilityand independence.

A general positive feel-ing toward self, or self-appreciation, includes:1. a sense of wortha. being lovedb. giving love

2. having goalsa. short rangeb. long range

3. a sense of personaldignity

a. respect for selfb. respect for others

A baby usually triplesits weight and grows

8 to 10 inches in


1. Major growthperiods

a. infancy andearly child-hood

b. middle andlate

childhood

c. puberty andadolescence

patterns that occur amongdifferent age groups.

During infancy and earlychildhood, the body growsrapidly.

During middle and latechildhood, there is aless rapid gain in weightand height, but improve-ment in coordination andmuscular development.

Adolescence is charac-terized by the onset ofvarious biological,mental, and emotionalchanges.

Puberty initiates thephysical changes leadingto manhood and womanhood.

22

RSTA

TAL

hatage

Have the class read "TheWonderful Human Machine,"American Medical Associa-tion.

Review the idea thatchildren of this age areable to do many morephysical activities thanyounger children. Haveclass make a list ofphysical abilities ateach "stage of growth."Use the list and il-lustrative pictures fora booklet or a bulletinboard.

ancythe

dlethegai

, buordieve]

is

thelogi

emo

ti at

ange

and

RSTANDINGS ANDTAL CONCEPTS

hat occur amongage groups.

ancy and earlythe body grows

dle and latethere is again in weight

, but improve-ordination andevelopment.

is charac-the onset oflogical,

emotional

tiates theanges leadingand womanhood.

22


Have the class read "TheWonderful Human Machine,"American Medical Associa-tion.

Review the idea thatChildren of this age areable to do many morephysical activities thanyounger children. Haveclass make a list ofphysical abilities ateach "stage of growth."Use the list and il-lustrative pictures fora booklet or a bulletinboard.


its first year.

Usual social character-istics of growth periods:

. infant - interested inhimself

. early childhood - familyis his world

. middle and late child-hood - interests expandto other boys and girls,usually own sex

. puberty and adolescence-

interests expand toopposite sex as wellas own sex

Preadolescents can beprepared to understandthe changes that willoccur within their bodiesin the next few years.

OUTLINE OF CONTENT

(1) growth rateof boysand girls

(2) appearanceof secon-dary sexual

character-istics

(3) menarche


Many of the body's growthprocesses are controlledby endocrine glands,which secrete chemicalsknown as hormones.

There may be significantgrowth rate differencesbetween members of thesame sex.

The rapid growth ratewhich marks the begin-ning of puberty beginsat different ages indifferent individuals.

A girl's body may beginto develop womanly char-acteristics between theages of 9 and 11 years,but sometimes thesechanges will not occuruntil the late teens.Comparable changes occurapproximately 2 yearslater in boys than ingirls.

There are many excellentfilms concerned withgrowth in boys and girls.Teachers may wish toconsider the use of suchfilms at this point.

Have the students keepa record of their growth.(Use American Associa-tion of Health, PhysicalEducation, and Recrea-tion charts and/or WetzelGrid.)

Review Strand I

Discuss the secondarysex characteristics thatwill appear and theirsignificance.

The onset of menstrua- Girls could see filmstrip,tion is referred to as the Especially for Girls, or

23

UNDERSTANDINGS ANDIDAMENTAL CONCEPTS

f the body's growthses are controlledocrine glands,secrete chemicalsas hormones.

may be significantrate differences

n members of theex.

pid growth ratemarks the begin-f puberty beginsferent ages inent individuals..

's body may beginelop womanly char-stics between thef 9 and 11 years,metimes theses will not occurthe late teens.able changes occurimately 2 yearsin boys than in

set of menstrua-s referred to as the

23


There are many excellentfilms concerned withgrowth in boys and girls.Teachers may wish toconsider the use of suchfilms at this point.

Have the students keepa record of their growth.(Use American Associa-tion of Health, PhysicalEducation, and Recrea-tion charts and/or WetzelGrid.)

Review Strand I

Discuss the secondarysex characteristics thatwill appear and theirsignificance.

The endocrine glands andhormones affect growthand development. EdithWeart's book,The Storyof Your Glands,givesexplanations about hor-mones secreted by theglands.

Secondary sex character-istics:

1. pubic and body hair2. change in body contours3. enlargement of genitals4. development of breasts5. voice change in boys6. onset of menstruation in

girls

Girls could see filmstrip, Although many girls startEspecially for Girlstor menstruating in their 12th,


(4) changes inthe skin

and hair

2. Attitudes towardthe physically

developing self

menarche. Menstruationis a normal, periodicprocess which indicatesapproaching sexualmaturity.

Menstruation occurs incycles which vary inlength from person toperson.

Since glands in the skinbecome more active intheir production of oiland perspiration duringthe period of rapidgrowth, proper care ofone's hair and skin willhelp avoid skin blemishesand other discomforts.

As boys and girls ap-proach puberty, there is

a need for an assessmentof their feelings aboutthemselves (and others).

24

SUGGESTED TEACHING AIDS SUPPLEME TAI

AND LEARNING ACTIVITIES FO AL

film,It's WonderfulBeing A Girl,which deals

with menstrual hygiene.

Discuss the relationshipof diet, sleep, exercise,and cleanliness to com-plexion.

Have each pupil keep achart of his diet, sleep,and exercise for onemonth. Discuss whetherhe notices any differ-ences in the way helooks or feels at theend of the month.

Have pupils tell aboutthemselves through roleplaying.

or 13th Met

may be 1,

as old ich

sc

The occnot ungrowingmones min theClogginto thessult incomedonwhich cand fo

The trecludesdiet, e

exercisshowerscases ra physi

n c

'h

PE

sac

cti

ati

ofpel

ane

ski

isc

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TAADINGS ANDAL CONCEPTS

Menstruation1, periodic

ch indicatessexual

n occurs in-h vary inperson to

s in the skinactive in

ction of oilation duringof rapidper care ofand skin willskin blemishesiscomforts.

girls ap-rty, there is

an assessmentelings about(and others).

24


film,It's WonderfulBeing A Girl,which deals

with menstrual hygiene.

Discuss the relationshipof diet, sleep, exercise,

and cleanliness to com-plexion.

Have each pupil keep aChart of his diet, sleep,and exercise for onemonth. Discuss whetherhe notices any differ-ences in the way helooks or feels at theend of the month.

Have pupils tell aboutthemselves through roleplaying.


or 13th year, the rangemay be as young as 9 andas old as 18.

The occurrence of acne isnot unusual as part of thegrowing-up process. Hor-mones make the oil glandsin the skin more active.Clogging of the openingsto these glands can re-sult in the formation ofcomedones (blackheads)which can become infectedand form pimples.

The treatment of acne in-cludes a well-balanceddiet, enough sleep, goodexercise, and frequentshowers or baths. Severecases require the care ofa physician.

OUTLINE OF CONTENT

B. The developingsocial self

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITI

The psychological aspectsof puberty are numerousand complex.

Discuss situations inwhich people in generare likely to feel itease.

Discuss ways to put pple at ease.Have students prepareillustrated scrapbookentitled "All About Mor "Mirror of Me."

Provide opportunitiesfor pupils to work inmixed (boy, girl) groor teams.

Write an essay on "HThings Have ChangedSince I Was Six."

Have the class list rsponses to, "The TraiI Like (or dislike)a Friend," or "What ILike Best About Boys(or girls)."

S1

TA(

DoE

x.

STANDINGS AND SUGGESTED TEACHING AIDSTAL CONCEPTS AND LEARNING ACTIVITIES

logical aspectsare numerous

x.

25

Discuss situations inwhich people in generalare likely to feel ill atease.

Discuss ways to put peo-ple at ease.Have students prepare anillustrated scrapbookentitled "All About Me"or "Mirror of Me."

Provide opportunitiesfor pupils to work inmixed (boy, girl) groupsor teams.

Write an essay on "HowThings Have ChangedSince I Was Six."

Have the class list re-sponses to, "The TraitsI Like (or dislike) ina Friend," or "What ILike Best About Boys(or girls)."

SUPPLEMENTARY INFORMATION

FOR TEACHERS

Common psychologicalcharacteristics of puberalindividuals:1. mood fluctuation2. need for approval3. assertion of inde-

pendence from theadult

4. awareness of theopposite sex

Friendships

A. Values1. sharing experiences,

thoughts, troubles,and good times

2. development of so-cial skills

3. development of ownpersonality through


1. The individualand the group

Each individual affectsthe groups to which hebelongs.

26

Write a compositionabout how it feels tobe "new" or "different"in a new neighborhood.

Keep a "problem box" intowhich pupils might de-posit brief descriptionsof problems they have ingetting along with peo-ple their own age andwith members of the

.

family. These may beused as a guide toclassroom discussion.

Have each pupil make alist of "Traits I LikeAbout Myself," "Traits

I Would Like To Change."Have them write out aplan of overcoming theundesirable traits. No-tice the preponderanceof comments concerningphysical traits.

Discuss 'the "Golden Rule,"fairplay, generosity,and kindness.

Form committees todevelop themes:1. How can one develop

more responsibilityfor his own behavior?In class? At home?

UN

DAN

ind

rougs.

UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPEMENTARY INFORMATIONDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

individual affectsroups to which hegs.

26

Write a compositionabout how it feels tobe "new" or "different"in a new neighborhood.

Keep a "problem box" intowhich pupils might de-posit brief descriptionsof problems they have ingetting along with peo-ple their own age andwith members of thefamily. These may beused as a guide toclassroom discussion.

Have each pupil make alist of "Traits I LikeAbout Myself," "Traits

I Would Like To Change."Have them write out aplan of overcoming theundesirable traits. No-tice the preponderanceof comments concerningphysical traits.

Discuss the "Golden Rule,"fairplay, generosity,and kindness.

Form committees todevelop themes:1. How can one develop

more responsibilityfor his own behavior?In class? At home?

FOR TEACHERS

the need to know andlike many differentkinds of people.

B. Improving relation-ships with others

1. sincere interest inothers

2. willingness to go outof your way to befriendly and helpfultoward others

3. overlooking and makingallowances for otherpeople's faults orweaknesses

4. flexibility to dowhat others want in-stead of always try-ing to have your ownway

S. sense of humor6. showing you can be

trusted; dependability7. open-mindedness -

ability to see bothsides of a question

Social needs:

1. develop ability tosocialize

2. develop satisfyingfriendships

3. develop healthy


2. Peer relation-ships

3. Sexual dif-ferences insocial develop-ment

One's peers are class-mates and associates ofapproximately the sameage.

As we move toward theteen years, peer rela-tionships increase inimportance, whilefamily influencediminishes.

27

SUGGESTED TEACHING AIDS SUPPLEMEAND LEARNING ACTIVITIES FO

2. How can one developmore responsibilityfor the well-being ofothers? In class?At home?

3. How does the way onebehaves affect theway parents and otheradults act or feel?

Have the pupils discussthe fashions, words,dances, or games tha;are "in" with their peergroup.

List the qualities pu-pils like in people.Discuss ways thesequalities may be de-veloped. Make a listof personal traits thatare important. Compareand contrast it with alist of traits that areunimportant.

Discuss organized andunorganized activitiesin which pupils par-ticipate with theirfriends.

Discuss the differencein friendships of thesame sex vs. those of

persa. a

rb. a

rc. e

The pretchild esthe secugained bby his pan opporadult appupils dfor theclothes.

DERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONENTAL CONCEPTS

ers are class-d associates ofately the same

ve toward thers, peer rela-s increase ince, whilenfluencees.

27


2. How can one developmore responsibilityfor the well-being ofothers? In class?At home?

3. How does the way onebehaves affect theway parents and otheradults act or feel?

Have the pupils discussthe fashions, words,dances, or games thatare "in" with their peergroup.

List the qualities pu-pils like in people.Discuss ways thesequalities may be de-veloped. Make a listof personal traits thatare important. Compareand contrast it with alist of traits that areunimportant.

Discuss organized andunorganized activitiesin which pupils par-ticipate with theirfriends.

Discuss the differencein friendships of thesame sex vs. those of

personalitya. accept leader's

roleb. accept follower's

rolec. enhance one's

sense of security

The preteen and teenagechild especially needsthe security that isgained by being acceptedby his peers and havingan opportunity to receiveadult approval. Helppupils develop respectfor the person, not theclothes.

OUTLINE OF CONTENT

4. Relationshipswithin thefamily

a. relation-ships with

parents

b. siblingrelationships


The family provides asetting for multiplerelationships that af-fect the happiness andwell-being of itsmembers.

Sometimes the increasingemphasis on peer rela-tionships and the de-creasing emphasis onfamily relationshipscauses anxiety inparents.

As the individual movestoward maturity, it isnecessary to develop newrelationships withbrothers and sisters.

True courtesy is basedupon considerationfor others.

28

the opposite sex.

Have a panel or groupdiscussion on the chang-ing role of children inthe home as they approachadolescence in terms oftheir:1. increased responsi-

bilities2. increased independence3. relationship with

their parents4. relationship w.th

their brothers andsisters

Have each pupil write acomposition on "TheKind of Parent I'd LikeTo Be."

Discuss why parentswant to know where theirchildren are playing afterschool and who theircompanions are.

Create a situation wheremembers of the classwould play the roles ofsiblings in a conflict.

Have pupils role playdifferent situationswhich require intro-ductions and other

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ANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS

rovides amultiples that af-piness andf its

increasing

to eer rela-the de-

asis onlonships

y in

dual movesty, it isdevelop newwith

sisters.

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28

the opposite sex.

Have a panel or groupdiscussion on the chang-ing role of children inthe home as they approachadolescence in terms oftheir:1. increased responsi-

bilities2. increased independence3. relationship with

their parents4. relationship with

their brothers andsisters

Have each pupil write acomposition on "TheKind of Parent I'd LikeTo Be."

Discuss why parentswant to know where theirchildren are playing afterschool and who theircompanions are.

Create a situation wheremembers of the classwould play the roles ofsiblings in a conflict.

Have pupils role playdifferent situationswhich require intro-ductions and other

Brothers ana sisters haveconflicts because of:1. age difference2. ability difference3. jealousy

4. respecting privacy5. respecting ownership6. division of work7. teasing


C. Emotionaldevelopment

1. The natureof emotion

Feelings or forces thatenergize people's be-havior are known asemotions.

When emotions are experi-enced, the system isactivated in a particularway with accompanyingchanges in feelings,perception, motivation,and sometimes, inobservable behavior.

29

SUGGESTED TEACHING AIDS SUP OR U

AND LEARNING ACTIVITIES UNDA

social courtesies.

Make cartoons illustratingbad manners. Use thisas an introduction to adiscussion of goodmanners.

Make a list of thequalities whichstrengthen a family.

Discuss the reasons for Emosuch feelings as jealousy behtoward the new baby, velhate, anger, fear, re- all

sentment, etc. wel

and

adj

of

Discuss why it is some- Eve

times said we learn more perfrom failures or mistakes and

than from successes. res

sup

Discuss how we feel when A c

we make a mistake and emohow the attitude of 1.

others can affect theway we feel.

ling

rgiz

fortion

n ened,

ivat

wit

ges

ceptsour

2. serva

OR UNDERSTANDINGS ANO SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONUNDAMENTAL CONCEPTS

lings or forces thatrgize people's be-ior are known astions.

n emotions are experi-ed, the system isivated in a particularwith accompanyingges in feelings,

ception, motivation,sometimes, in

servable behavior.

29


social courtesies.

Make cartoons illustratingbad manners. Use thisas an introduction to adiscussion of goodmanners.

Make a list of thequalities whichstrengthen a family.

Discuss the reasons forsuch feelings as jea:ousytoward the new baby,hate, anger, fear, re-sentment, etc.

Discuss why it is some-times said we learn morefrom failures or mistakesthan from successes.

Discuss how we feel whenwe make a mistake andhow the attitude ofothers can affect theway we feel.

Emotions are the basis ofbehavior. We keep de-veloping and adjustingall our lives - it's howwell we cope with problemsand the ability to keep

adjusting that is the markof maturity.

tery hum an being is a

person of intrinsic worthand dignity. Love andrespect for others pre-supposes love for self.A child grows towardemotional maturity when he:1. learns about his own

capabilities, strengths,and weaknesses, andhow to best utilizethem.

2. faces reality - be-comes more objectivein assessing his ownaccomplishments andfailures.

OUTLINE OF CONTENT

2. Commonalityof emotions

3. Origin ofemotions

4. Emotionalexpression


Emotions are common toall people but ways ofexpressing these feelingsmay differ greatly fromone person to another.

The infant is born witha capacity for certainemotional responses, and,with maturity, the childgains increased capacityfor both feeling and ex-pressing feeling.

Imitation, instruction,and other forms of learn-ing may cause individualsto vary in their expres-sion of emotions in dif-ferent situations.

Emotional expression iscommon to all people,but some have not yetlearned to express

30

Discuss the statement,"Life without emotionswould be dull and color-less."

Read Mary O'Neill's.Hailstones and HalibutBones. Discuss howcolors are associatedwith emotions.

Compare the limitednumber of emotionalresponses an infant hasto those of a child,anddiscuss the reasons forthis.

Role play tension-arous-ing situations. Discussthe possible solutions.Discuss different waysdifferent people may r'-act to the same situa'.ionand explore the reasonfor this.

Discuss ways in whichone can deal construc-tively with emotions.

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M

IJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

otions are common to1 people but ways ofpressing these feelingsy differ greatly frome person to another.

e infart is born withcapacity for certainotional responses, and,th maturity, the child

ins increased capacityr both feeling and ex-essing feeling.

itation, instruction,d other forms of learn-g may cause individualsvary in their expres-on of emotions in dif-rent situations.

otional expression ismnon to all people,some have not yet

rned to express

30

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONAND LEARNING ACTIVITIES

Discuss the statement,"Life without emotionswould be dull and color-less."

Read Mary O'Neill'sHailstones and HalibutBones. Discuss howcolors are associatedwith emotions.

Compare the limitednumber of emotionalresponses an infant hasto those of a child,anddiscuss the reasons forthis.

Role play tension-arous-ing situations. Discussthe possible solutions.Discuss different waysdifferent people rtay re-act to the same ,Atuationand explore the rasonfor this.

Discuss ways in whichone can deal construc-tively with emotions.

FOR TEACHERS

3. is eager to try newthings but recognizesrealistic danger.

4. is beginning toconquer fear offailure.

Many emotional reactionsare normal and essentialaids to the developmentof proper behavior pat-terns.

The attitudes and be-havior of teachers canserve as important

stimuli for developingemotional reactions inthe child that will enablehim to exhibit desirablebehavior.

Teachers who engage inemotional outbursts inthe classroom should ac-cept the same type of


a. positive re-lease offeeling

b. negative orself-defeatingresponses

feelings in positive,constructive ways.

in a given situation,there are different waysof thinking, feeling,acting, and reacting.

Emotional responses thattend to protect or en-hance the self or othersare considered positiveexpressions of emotion.

Negative emotional re-actions may be describedas those which are self-defeating or harmful toothers.

Any given emotion (i.e.,anger) may be expressedin either a 11-_Isitive or

a negative mAnner.

31


Write an essay on howemotions can be usedconstructively. Suggestimaginative titles suchas "How a Smile RakedUp the Leaves," or "HowBetsy's Tears Cleanedthe Street."

Role play happy situa-tions. Discuss thosein which happinessspread to many people.

Discuss instances inwhich negative emotion-al responses result froma misunderstanding.Discuss how considera-tion for others wouldreduce instances ofnegative emotionalreactions.

List on the board somepositive ways to manageemotions, such as anger:1. physical exertion

a) athletic activitiesb) workc) taking a walk

2. laughing it off3. talking it out with

p

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TANDINGS AND SUGGESTED TEACHING AIDSAL CONCEPTS AND LEARNING ACTIVITIES

positive,ways.

situation,ifferent ways, feeling,reacting.

esponses thatte't or en-lf or others

ed positiveof emotion.

tional re-be describedch are self-harmful to

otion (i.e.,e expressedpositive or

ner.

31

Write an essay on howemotions can be usedconstructively. Suggestimaginative titles suchas "How a Smile RakedUp the Leaves," or "HowBetsy's Tears Cleanedthe Street."

Role play happy situa-tions. Discuss thosein which happinessspread to many people.

Discuss instances inwhich negative emotion-al responses result froma misunderstanding.

Discuss how considera-tion for others wouldreduce instances ofnegative emotionalreactions.

List on the board somepositive ways to manageemotions, such as anger:1. physical exertion

a) athletic activitiesb) workc) taking a walk

2. laughing it off3. talking it out with


behavior from their pu-pils. The reasons for achild's emotional expres-sion are no less justifi-able than the reasons fora teacher's emotionalexpression.

Human beings all experi-ence the following basicemotions:Love - an attractiontoward others, with af-fection and concern forthem; a good feeling,warm and sincere.

Anger - an aggressive at-traction towards otherswith impulse to fight,compete, alter things,defend oneself. Angeris basic, necessary forself-defense. Properlychanneled, assertiveness(anger)is the basis

OUTLINE OF CONTENT

5. Effect ofemotions onthe body

MAJOR UNDERSTANDINGS AND SUGGE TED TEACHING AIDSFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

Emotional reactions af-fect our physical func-tioning in many ways.

Digestion is aided bypleasant and relaxingemotional states and isinterferred with by an-noying tension-producingstates.

32

a friend, parent,brother, or sister,etc.

Have pupils relfect uponways in which fear canbe constructive, pro-tective.

Discuss ways in whichmealtime can be madepleasant and relaxing.List specific ways inwhich pupils can make acontribution to thiskind of atmosphere athome and at school.

UND

AME

nal

ur

g it

iont z

nal

ernter

UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONAMENTAL CONCEPTS . AND LEARNING ACTIVITIES FOR TEACHERS

nal reactions af-ur physical func-g in many ways.

ion is aided byt and relaxing

nal states and iserred with by an-

tension-producing

32

a friend, parent,brother, or sister,etc.

Have pupils relfect uponways in which fear canbe constructive, pro-tective.

Discuss ways in whichmealtime can be madepleasant and relaxing.List specific ways inwhich pupils can make acontribution to thiskind of atmosphere athome and at school.

of productive accomplish-ment. Frustration,jealousy, boredom, lazi-ness may be forms ofanger.

Fear - drawing away froman unknown threateningsituation. Unexplainedand unrealistic fearscan result in inabilityto act, to face reality,to establish worthwhilerelationships. Worryand anxiety in moderateamounts are, however,essential to preplanning.

Each pupil must under-stand that happiness, de-pression, hate, love, fear,anger, and loneliness arenormal human emotions.

Emotions exert a power-ful influence upon di-gestion and other bodyfunctions. For example,one may have diarrhea orconstipation as a resultof an emotional episode.

Emotional reactions also- cause an increase inblood pressure

- cause blushing- prepare the body for

0


33



escape from danger orother protective re-sponses

- may either reduce orincrease one's appetite

Documents

DOCUMENT RESUME ED 072 377 CG 007 756 TITLE Strand III, … · 2014. 1. 2. · DOCUMENT RESUME ED 072 377 CG 007 756 TITLE Strand III, Mental Health: Health Curriculum. Materials