THE JOURNAL OF SCHOOL HEALTH 223

ENRICHMENT ACTIVITIES IN HEALTH EDUCATION FOR INTELLECTUALLY GIFTED PUPILS, GRADES

BLANCHE G. BOBBITT, Ph.D. Consultant in Health Education, Glendale, California

TRUDYS LAWRENCE, Ph.D. Supervisor of Health Education, Los Angeles City Schools

ONE TO NINE

AND

An instructional guide in health education for intellectually gifted pupils was introduced in the March issue of the Journal of School Health, with suggested concepts, learning experiences, and resources for Grades 1, 2, and 3. The April issue of the Journal presented enrichment activities for Grades 4, 5, and 6 in seven aspects of health: behavior, heredity and environment, nutritional needs, nutritional deficiency diseases, food and energy, food selection and protection, systems and functions of the body.

Following is the concluding part of the guide in which enrich- ment activities are suggested for Grades 7, 8, and 9.

H E A L T H (Grades 7,8,9)

CONCEPTS

Growth is dependent on many factors

SUGGESTED LEARNING EXPERIENCES

Heredity and Environment Search for information about some of the physical character- istics which are inherited.

Identify and describe conditions and practices in the environ- ment which affect growth and personality.

Analyze the adjustments neces- sary for living on the desert, in the mountains, in extreme cold areas, in coastal areas, in the tropics.

Compare the height and weight records of boys and girls in the first, third, and fiixth grades. Consult the school nurse for this information. Summarize findings in graphic form.

Evabiation: Make a time line and pictorial record of the ages of man. Trace the changes in cultural patterns pertaining to health practices. From cur- rent knowledge, predict some of the future cultural health

RESOURCES

FOR PUPILS Motion Pictures: Adafitations of Plants and A&maLs

Animals-Ways They Eat Growing U p (Preadolescence) It’s Wonderfd Being a Girl Life in Cold Lands-Eskimo

Village

Books: Hartman, Gertrude The World We Live In and How It Came To Be

Jessup, Ronald The Wonderful World of Archaeology

Van Loon, Hendrik The Story of Mankind

224 T H E JOURNAL OF SCHOOL HEALTH

CONCEPTS

Plants, animals, and people have definit.e nutritional

needs

The body obtains nutrients in different ways

Nutritional deficiencies lower the body’s vitality

Nutrition is a fecent science

H E A L T H (Gradee7,8,9)

SUGGESTED T.EAItNISC EXPERIENCES

patterns of man. From cur- rent knowledge in anthro- pology, predict some of the physical characteristics of the man of the future. Vi~tritional Needs Search for information to sup- port or refute the following statement: All forms of life- plants, animals, humans-de- pend upon green plants for survival. Illustrate photosyn- thesis. Find out how fungi get their food.

Find out the properties which identify a substance as a food. Make a list of substances which are eaten or drunk but are not true foods.

Devise ways to explain how the body chan es foods into nutri- ents. F i n j out what the body does with excess nutrientp, un- digested food particles, and waste materials.

Nutritional Deficiency Diseases Devise a way to show the nutri- tional deficiency diseases which persist in the world today. Collect information about the conquest of disease caused by nutritional deficiencies.

Information about nutritional deficiency diseases may be ob- tained from the World Health Organization, Geneva, Switzer- land, and the Food and Agri- culture Oreanization. United Nations HYeadquarters, New York City.

Search for discoveries that opened the way to the early scientific work in foods and nutrition. Prepare brief sum- maries of the contributions of famous scientists in foods and nutrition. Find out how these discoveries have changed our food and eating habits.

Evaluation: Identify current health problems related to foods and nutrition. These may include food problems asso- ciated with exploding popula-

RESOURCES

FOR PUPILS Motion Pictures:

Food That Builds Good Health Proof of the Pudding

Callahan, Dorothy and Alma Payne The Great Nutrition Puzzle

Bates, Captain Jack H. and Captain Daniel H. Keller Life and Health, Vol. LXXV No. 5 , Ma. 1960, p. 18; “Space MeJcine”

Books:

Heyerdahl, Thor

Montgomery, Elizabeth R. Ron-Tiki

The Story Behind Great Medical Discoveries

Recommended Dietary Allow- ances, National Research Council, Washington, D. C., Rev. 1064

T H E JOURNAL OF SCHOOL HEALTH 225

H E A L T H (Grades 7 , 8 , 9 )

CONCEPTS

All foods are sources of energy. The amounts of the basic foods a person needs depends upon physical activity, age, health status, sex, and basal metabolism

SUGGESTED LEARNING EXPERIENCES

tions, increased life span, deple- tion of natural resources, air pollution radiation, and space living. huggest possible future problems t o be solved.

Food and Energy Collect information about the nutrients essential t o nutrition. Include the names of foods which contain these nutrients. Find out the kinds and amounts of foods boys and girls should eat each day to be sure to have plenty of nutrients without overeating. Find charts that give the numbers of calories in different foods. Compare the metric and English systems of measurement in showing the calorie content of foods. Find out the calorie needs of boys and girls. Search for informa- tion about any special nutri- tional needs during adolescence.

Find out some of the conditions which increase the body’s caloric requirements.

Devise ways to expose fads and fallacies in the use of vitamins and/or food supplements. Quote the findings and recommenda- tions of acceptable authorities.

Study height and weight charts for boys and girls. Keep a record of individual height and weight for a semester. Con- sult with the school nurse or the school or family physician regarding adequacy of diet. If diet changes are recommended, continue to keep record of growth after changes are made.

Evaluation: Devise ways to ex- plain what happens to those who eat more or less than the body’s nutritional require- ments. Include such items as overweight, habit of constant munching, eating for satisfac- tion, over-reliance on high calorie foods and quick energy foods which may result in oral cavities and flabbiness; under- weight; malnutrition; nutri- tional deficiency diseases.

RESOURCES

FOR TEACHERS

Books: Sherman, Henry C.

The Chemistry of Food and Nutrition

Heinz, H. J. Nutritional Data U. S. Dept. of Agriculture

Food Yearbook National Academy of Sci- ences, National Research Council Recommended Dietary Allowances

FOR P U P I L S

Motion Pictures: Golden Energy Plants Make Food The Big Freeze

Acheson, Patricia

Etting, Mary

Consumer Reports

FOR TEACHERS

Books: Packard, Vance

Books:

Our Federal Government and How I t Works

W e Are the Government

Hidden Persuaders

226 THE JOURNAL OF SCHOOL HEALTH

CONCEPTS

Consumers look for several qualities in fresh and process foods, mcluding nutritive value, color, flavor, texture packaging, and cost

The human body is full of wonder

Emotional and social health affect physical health

H E A L T H (Grades 7,8,9)

SUGGESTED LEARNING EXPERIENCES

Food Selection and Protection Investigate reasons which influ- ence consumers in their chases of foods. Evaluate tf.% reasons. Collect food advertise- ments. Evaluate them in terms of nutrition and cost. Learn about methods of preserving the nutritive values in foods. Find out about different kinds of food processing. Compare the nutritive value and cost of fresh foods with processed foods.

Find out about the responsi- bility of a. govcrnment for controlling

the purity of foods b . offi cia1 health depart men ts

for sanitary handling of foods

c. individual citizens for re- porting unsanitary practice8

For laws and regulations about foods, write to the nearest District Office, U. S. Food and Drug Administration.

Evaluation: Study the kinds of information found on food labels. Use this information to compare the unit cost of like foods which are packaged in different ways. Discover some “best buys”.

Systems and Functions of the Body Write about the wonders of the human body. Include informa- tion about the bod systems, their main parts andrfunctions.

Originate simple ways t o illus- trate the various body systems and how they function.

search for information about the effects of emotions upon body functions. Use the informa- tion to describe the relation- ships between physical, emo- tional, and social health.

RESOURCES

FOR PUPILS Books: Ravielli, Anthony

Wonders of the Human Body Watson, Jane Werner

The World of Science

FOR TEACHERS

Books: Schifferes, Justus J. Healthier Living or Essentials for Healthier Living

Greisheimer, Esther M. Basic Physiology and Anatomy

THE JOURNAL OF SCHOOL HEALTH 227

CONCEPTS

The body has definite emotional needs

Emotional needs that are met tend toward the sense of security; m e t , they may lead to unacceptable behavior

--

H E A L T H (Grades 7 , 8 , 9 )

S1:GGESTED LEARNING EXPERIENCES

Emotional Needs Study one or more of the follow- ing basic emotional needs: love intellectual acceptance stimulation belonging success security independence control sense of worth consistency faith

Interpret the behavior of bo s and girls according t o t i e extent t o which one or more of these needs is met.

Read a recommended book and identify the times when the hero was secure and how he behaved, and the times when he was insecure and how he behaved. Write a summary on the emotional health of the hero.

Study a book or books on the life of a famous person and keep notes about hardships, failures, and successes. Use the information to discuss how the person overcame difficulties.

Read a story or book from the recommended book list. Select one character and write a character sketch, including his physical and emotional char- acteristics.

Keep a record of behavior with spaces for dates, events, be- havior ratings, and suggestions for improvement. When a be- havior rating is low, try to identify reasons. When a be- havior rating is high, try t o identify the attitude or prac- tice which contributed to the success. Weekly records may be summarized according to greatest improvements and greatest needs for improvement,.

Describe ways to make and keep friends. Include informa- tion about standards for choos- ing friends.

Evaluation: Write down a com- mon emotional problem. Make a list of possible solutions with reasons. Discuss these solu- tions pro and con.

RESOURCES

FOR PUPILS Books: DeJong, Meindert

The Wheel on the School Fenner, Phyllis Adventure, Rare and Magical

Gates, Doris Sensible Kate

Judson, Clara I. Benjamin Franklin

Latham, Jean L. Carry on Mr. Bowditch

Lide, Alice Magic Word for Elin

Peare Catherine The kelen Keller Story

RaspNuri Yusu Boy of Cyprus

Rhoack, Dorothy The Corn Grows Ripe

Sperry, Armstrong Call It Courage

228 THE JOURNAL O F SCHOOL HEALTH

CONCEPTS

Understanding about one’s self is basic t o understand- ing others

Understanding, respecting] and liking people are basic to social and emotional health

Observation, careful listen- in$, and clear thmking pro- mote quality work, security, and self- confidence

H E A L T H (Grades 7 , 8 , 9 )

SUGGESTED LEARNING EXPERIENCES

Discover ways t o show self- respect. Use these ways to write about or discuss “Self- Respect.”

Make a comparative time line which lists the main personal events in a pupil’s life history since birth, and the important world events that occurred each year.

From such information as codes of conduct, make a self-check list for use as a behavior guide.

React to the following state- ment by Rousseau, a French

hilosopher: “The weaker the fl ody, the more it commands; the stronger i t is, the more i t obeys.” Cite evidence to s u p port reaction.

Search the literature for philos- o hies of living, for example, t l e works of Emerson, James, Bacon, Locke, Abelard, Des- cartes, Herbart, Schweitzer, Aristotle, Plato, Socrates, Bud- dha, Confucius. Summarize each and compare.

Make a comparative chart of the daily living patterns of people in various countries. Include such items as food choices and preparation, kinds of materials used for beds, siesta ractices, ways of cleansing t l e body, clothing customs, work respon- sibilities of family members, kind of recreational activities, social customs.

Relate feelings of sympathy and empathy to social-emotional health.

Prepare a personal dictionary of commonly used adjectives which have emotional implica- tions such as good, terrific awfui. For each adjective find one or more synonyms which might be preferable to use if one if discriminating in his descriptions.

Choose a desirable emotional health trait and carefully de- fine it. Describe situations which show this character trait in evervdav living. Dis-

RESOURCES

FOR PUPILS

Motion Picture: Your Clothing

Booke: Epstein, Sam

O’Neill, Hester

Robertson, Keith

Roget’s, Thesaurus Schneider, Leo

Tor, Regina

The First Book of Hawaii

The Picture Story of Sweden

Henry Reed, Esquire

You and Your Senses

Getting to Know Greece Getting to Know Korea

T H E JOURNAL O F SCHOOL HEALTH 229

CONCEPTS

Superst.itions and some fears are the results of ignorance

Scientists have often met with misunderstand- ing and opposi- tion in their conquest of disease

H E A L T H (Grades 7, 8, 9)

SUGGESTED LEAllSING EXPERIENCES

cuss thc advantages of develop- ing this trait.

Develop a languate activity around the senses. Select a situation which has many de- sirable stimuli. Identify what may be seen, heard, smelled, felt, tasted in the situation. Write a story using appropriate adjectives to express the emo- tional reactions to the situa- tion.

NOTE: The sharpness of per- ception contributes t o learning. Pupils may be guided into an awareness of the difference be- tween hearing and listening; see- ing and observing; touching and feeling; smelling and odor per- ception. Suggested situations are: a group around a campfire in the mountains, a family group on a picnic, a symphony concert or an opera, a visit t o the zoo, a study trip to a museum or observatory.

Fallacies and Facts Collect information on primitive beliefs about the prevention or cure of disease. Discover the reasons for some of these beliefs.

Make a “book of magic” in which primitive beliefs are described. Include illustrations.

Collect information about cur- rent fallacies connected with health knowledge and prac- tices. Try to find the origin of these. Search for facts which disprove each fallacy.

Evaluation: Devise ways to over- come fallacies with facts.

Conquest of Disease Compile a Who’s Who on health scientists. Choose one health scientist and write a play based on his life.

Search in current periodicals for recent discoveries in science which pertain to the preven- tion of disease. Make a sum- mary noting similarities and differences in the methods sci-

RESOIJRCES

FOR P U P I L S

Books: Cottler, Joseph

Heroes o Civilization

Men, Microscopes, and

Tappan, Eva March When Knights Were Bold

Health Through the Ages, Metropolitan Life Insurance c o .

Shippen, d atherine

Living Things

FOR T E A C H E R S

nooks: Bogert, L. Jean

Health Education Journal,

Nutrition and Physical

Los Angeles City Schools, Jan. 1958, p. 11; March 1958, p. 14; May 1958, p. 20; Nov. 1958, p. 19; March 1959, p. 9; Sept. 1959, p. 14; Jan. 1960, p. 14; May 1960,

Fitness

230 T H E JOURNAL OF SCHOOL HEALTH

H E A L T H (Grades 7, 8 , 9 )

CONCEPTS

Health scientists contribute their dis- coveries to the solution of health problems

Bacteria and other micro- organisms are sources of disease

Diseases may be passed from one person to another unknowingly

SUGGESTED LEARNING EXPERIENCES

entist: use in making dis- coveries. Select a particular discovery and devise a way to describe i t to the roup.

Develop a biograptical file of health heroes of the past and present. Include descriptions of their contributions to per- sonal and community health. Extend the information ob- tained by means of conferences with the family or school den- tist and the family or school physician, and by means of visits with parents to official and voluntary health agencies in the community.

Compile a dictionary of Latin words which are commonly used health words and medical terms. List some of the Latin prefixes and suffixes with their meanings. Find out wh pre- scriptions are written in Eatin.

Find out wh pharmacies arc necessary. Fompare the ea- tent to which doctors currentlv stock and dispense drugs with the custom years ago.

Evaluation: Suggest health prob- lems that await the conquest of future health scientists.

Causes of Disease Study, make illustrations, and re ort. on the microorganisms wfich cause disease.

Select a pathogenic (disease causing) bacterium and report on the characteristics, work, and control of the organism.

Select a childhood disease. Re- port on the cause, s read, prevention, control ant' cure of the disease. donsult the school nurse for information. Highlight information by pre- paring slides.

Carriers of Disease Make a list of various insects which commonly spread dis- ease. Study about their life histories and suggest ways to control them. A microscooe

RESOURCES

See also Health Education JournaL, Los Angeles City Schools, Sept. 1958, p. 11; Nov. 1959. P. 22: Jan. 1960. , _ ~

8oPdrook Stewart The Goden Age of Quackery

Irwin, Leslie W., James H. Humphrey and Warren R. Johnson Methods and Materials in

Essentials of Healthier Living

School Health Education Schifferes, Justus J.

FOR PUPILS Motion Pictures:

Life in a Cubic Fool of Air Save Those Teeth Your Cleanhess

Books: Noble, Iris

Doctor Who Dared:

Stevens, William 0. Famous Scientists

William Osler

FOR TEACHER Book: The Macmillan Science-Life Series, A Unified Program in Science, Health and Safety, Grades 5 and 6, 1959.

may be used.

T H E JOURNAL O F SCHOOL HEALTH 23 1

CONCEPTS

Many diseases may be pre- vented by adequate at- tention to cleanliness and immunization

Constant labora- tory research is essential for prevention and control of disease

H E A L T H (Grades 7, 8, 9)

8I:GGESTED LEARSING EXPERIESCES

Find out about the ways in which diseases travel from one erson to another. Describe E ow people can protect them-

selves from being infected. Prepare an exhibit of common disease-carrying insects. In- clude methods of transmission and control.

Discuss the application of clean- liness in the home, hospitals, industries.

Prevention and Control of Disease Study the labels on cleaning agents. Find out about the goperties of the ingredients.

xperiment with the cleaning agents and compare their effec- tiveness with the manufac- turers’ claims. Com are the relative costs of s i m i i r clean- ing agents.

Find out the different types of dental disease. Re ort on cause, prevention, an: control of these diseases. Consult with the school dentist or the local dental society.

Write a play showing the func- tions of cleanliness in the pre- vention and control of disease.

Discover reasons why adequate care of the body may prevent disease. Investigate ways in which a person may build up resistance t o disease. Consult the school nurse for help.

Compare in graphic form the incidence of disease with im- munization practices. Cleanli- ness practices in various cul- tures and regions of the world ma be studied.

Fin1 out about the different types of laboratories devoted t o research on the prevention and control of disease. Report on modern laboratory facilities in the conquest of disease.

Consult the school nurse, school physician, or school dentist for information regarding research r g r a m s at local universities,

ospitals, and pharmaceutical houses.

RESOURCES

FOR P U P I L S

Books: Benz, Francis Pasleur: Knight of the Laboratory

Bigland, Eileen Madame Curie

Daniel, Anita The Story of Albert Schweitser

Forsu, Alyesa Louis Agassiz: Pied Piper of Science

Irwin, Keight G. The Romance o Chemistry

The Story Behind Modern

A Pet Book for Boys and

Montgomery, d lizabeth

Medical Discoveries

Girls

Morgan, Alfred

232 THE JOURNAL OF SCHOOL HEALTH

CONCEPTS

Living organ- isms are im- portant for medical research

The individual is responsible for his health and the health of others

H E A L T H (Grades 7,8,9)

SI!GGESTED LEARNING EXPERIENCES

Scale models of laboratories ma be constructed.

Stuzy the history of the dis- covery of chemo-thera eutic drugs and antibiotics. ielect, one and compare its cost today with its original cost.

Collect information concerning ways in which t,he public is protected in the preparation, testing, and dispensing of a drug vaccine.

Search for information about the contributions of living organisms t o medical research. Find out about some of the benefits to plants, animals, and human beings.

For contributions of living organisms to medical research, communicate with the National Medical Research Association, 1 1 1 4 t h Street, S.W., Ro- chester, Minnesota.

Heajth Responsibility of Each Individual Develop a definition of health. Find out what topics may be included in the study of health. Organize these topics into cate- gories such as physical, social, emotional. Compare this or- ganization of topics with the organization used in health education textbooks.

Report on the responsibilities of the principal, teacher, clerk, cafeteria worker, cust,odian, and boys and girls in main- taining a healthful school en- vironment. Extend the experi- ences to include responsibilities of school health personnel. other school personnel, and the local health department.

From a study of the school environment] discover health practices which are satisfactory and those which need improvc- ment. Describe the practices which should be improved and include whether lack of knowl- edge or change in attitude iq needed to bring about the improvement in each. Devise

RESOURCES

FOR TEACHERS Education Code in respective state sections on Health. Locai policy statements, rules, regulations.

Joint Committee on Health Problems in Education of the National Education Association and the Ameri- can Medical Association Healthful School Living

THE JOURNAL O F SCHOOL HEALTH 233

H E A L T H (Grades 7,8,9)

CONCEPTS

Groups of people make and support laws to protect community health

Health surveys and statistics are useful in showing trends.

SUGGESTED LEARNING EXPERIENCES

ways to show approval of satisfactory health practices and ways t o help improve the unsatisfactory ones.

List and discuss the health problems in the school in rela- tion to environment, nutrition, sanitation, and physical and emotional health.

Plan and publish a periodic Health Bulletin containing health information of signifi- cance to boys and girls.

Evaluation: Select acceptable ways to recognize satisfactory health practices and to he1 imprqve unsatisfactory heal& practices in the school. De- scribe these ways in the form of recommendations t o be sent to the pupil health committee in the school.

Protection of the Community Find out about the laws which the voters of the community have passed to protect their health. Search for informa- tion about health regulations at the state level.

Write t o the local health depart- ment for information concern- ing the scope of the work of a health department. Make an organization chart showing each division of the health department. Make a list of local health problems. Indi- cate the division of the health department which is respon- sible for each problem.

Find out ways by which the water supply is protected. De- vise experiments to test for the purity of water.

Find out various methods of food protection and the reason for each method.

Find out the work of the sanita- tion department and make a report on their contributions to health protection.

Prepare commentaries on cur- rent events having to do with health surveys.

Secure morbidity (illness) or

RESOURCES

FOR PUPILS Books: Judson, Clara

City Neighbor: The Story of Jane Addams

Soldier Doctor: The Story of William Gorgas

Leighton, Margaret The Story of Florence Nightin ale

McConne fl, Jane Cornelia: The Story of a Civil War Nurse

Means, Florence C. Carver's George: A Biography of George Washington Carver

FOR T E A C H E R S

Books: See Part 11, Health and Safety, in Science Activities for Elementary Children, Leslie Nelson and George Lorbeer. Dubuque, Iowa: Wm. C. Brown Co., 1955.

234 THE JOURNAL OF SCHOOL HEALTH

H E A L T H (Grades 7, 8, 9 )

~~

CONCEPTS

detecting changes or problems, and comparing con- ditions of health

People form and support volun- tary health agencies to solve health problems and protect com- munity health

Ignorance and poverty are major problem in maintaining health in man1 parts of the world

Health careers challenge youth with un- limited oppor- tunities

SUGGESTED LEARNING EXPERIENCES

mortality (death) records from official or voluntary health agencies. Interpret the data in terms of community health problems Yonsult with the school nurse for morbidity and mortalit statistics from the local healtz department. For information about incidences of specific diseases, communicate with life insurance companies and with a voluntary health agency con- cerned with the specific disease. lbtain information from the local health department regard- ing population trends. Inter- pret these in terms of health implications. Present in graphic form the findings of a class, school, or community health survey.

[dentify the local voluntary health agencies. Choose one and trace its origin, develop- ment, and program. Describe some of its achievcmcnts. 2ollect information about the major health problems of other countries. Compare with the health problems in the United States. List factors which con- tribute to the continuation of these problems. Suggest pos- sible solutions.

Find out wa 8 in which the World Heal& Organization is helping to eliminate disease in various parts of the world.

Iealth Careers Make a survey of careers in health fields. Choose one and find out the nature of the work. Search for information concern- ing the preparation, experience, and health requirements.

Study current literature for anticipated health achieve- ments and possible new ways of living. Predict hcalth careers of the future. Predic- tions may be expressed in plays, poetry, stories, illustrations, classroom movies with original and taped background music.

RESOURCES

FOR PUPILS

Books: Hill, Ralph

Doctors Who Conquered Yellow Fever

FOR TEACHERS The National Health Coun-

Health Careers Guidebook cil, New York City