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The focus of this curriculum is on prevention of spinal cord injury (SCI) and traumatic brain injury (TBI). The program is aimed at young children because it is during the early years that behavioral patterns are formed which become increasingly more difficult to modify as the child enters adolescence. The curriculum is based on principles of child development, early childhood education, and prevention psychology. It is designed to increase children's perceptions of vulnerability to SCI or TBI, the severity of the problem, response efficacy, and self-efficacy; to help students gain enhanced understanding of cause-effect relationships and the rationale for safety principles; and to enhance the perception that safe behavior is smart. The curriculum includes behavioral rehearsal, practice, and interactive elements with reinforcement to enhance learning. This guide for Grades 3 and 4 is organized into 8 units: Spinal Cord and Brain Injury Awareness, Motor Vehicle Safety, Pedestrian Safety, Bike Safety, Playground and Recreational Sports Safety, Preventing Falls, Weapons Safety, and Water Safety. The guide concludes with information on additional resources (films and videotapes, national programs, spinal cord injury care systems, traumatic brain injury care systems, and comprehensive head injury prevention and rehabilitation centers). Reproducible illustrations and learning materials for students are included. (LL)

The focus of this curriculum is on prevention of spinal cord injury (SCI) and traumatic brain injury (TBI). The program is aimed at children because it is early in life that behavioral patterns are formed which become increasingly more difficult to modify as the child enters adolescence. The curriculum is based on principles of child development, early childhood education, and prevention psychology. It is designed to increase children's perceptions of vulnerability to SCI or TBI, the severity of the problem, response efficacy, and self-efficacy; to help students gain enhanced understanding of cause-effect relationships and the rationale for safety principles; and to enhance the perception that safe behavior is smart. The curriculum includes behavioral rehearsal, practice, and interactive elements with reinforcement to enhance learning. This guide for Grades 5 and 6 is organized into 8 units: Spinal Cord and Brain Injury Awareness, Motor Vehicle Safety, Pedestrian Safety, Bike Safety, Playground and Recreational Sports Safety, Preventing Falls, Weapons Safety, and Water Safety. The guide concludes with information on additional resources (films and videotapes, national programs, spinal cord injury care systems, traumatic brain injury care systems, and comprehensive head injury prevention and rehabilitation centers). Reproducible instructional materials are included. (LL)

The focus of this curriculum is on prevention of spinal cord injury (SCI) and traumatic brain injury (TBI). The program is aimed at young children because it is during the early years that behavioral patterns are formed which become increasingly more difficult to modify as the child enters adolescence. The curriculum is based on principles of child development, early childhood education, and prevention psychology. It is designed to increase children's perceptions of vulnerability to SCI or TBI, the severity of the problem, response efficacy, and self-efficacy; to help students gain enhanced understanding of cause-effect relationships and the rationale for safety principles; and to enhance the perception that safe behavior is smart. The curriculum includes behavioral rehearsal, practice, and interactive elements with reinforcement to enhance learning. This guide for Grades 1 and 2 is organized into 8 units: Spinal Cord and Brain Injury Awareness, Motor Vehicle Safety, Pedestrian Safety, Bike Safety, Playground and Recreational Sports Safety, Preventing Falls, Weapons Safety, and Water Safety. The guide concludes with information on additional resources (films and videotapes, national programs, spinal cord injury care systems, traumatic brain injury care systems, and comprehensive head injury prevention and rehabilitation centers). A large part of the curriculum is made up of reproducible illustrations for the students. (LL)

The focus of this curriculum is on prevention of spinal cord injury (SCI) and traumatic brain injury (TBI). The program is aimed at young children because it is during the early years that behavioral patterns are formed which become increasingly more difficult to modify as the child enters adolescence. The curriculum is based on principles of child development, early childhood education, and prevention psychology. It is designed to increase children's perceptions of vulnerability to SCI or TBI, the severity of the problem, response efficacy, and self-efficacy; to help students gain enhanced understanding of cause-effect relationships and the rationale for safety principles; and to enhance the perception that safe behavior is smart. The curriculum includes behavioral rehearsal, practice, and interactive elements with reinforcement to enhance learning. This guide for preschool and kindergarten is organized into 8 units: Spinal Cord and Brain Injury Awareness, Motor Vehicle Safety, Pedestrian Safety, Bike Safety, Playground and Recreational Sports Safety, Preventing Falls, Weapons Safety, and Water Safety. The guide concludes with information on additional resources (films and videotapes, national programs, spinal cord injury care systems, traumatic brain injury care systems, and comprehensive head injury prevention and rehabilitation centers). The greater part of the curriculum is made up of reproducible illustrations for students. (LL)

This curriculum, directed primarily to students in grades five and six, is a 5-week sexuality education program designed to promote sexual abstinence as the best decision young people can make for themselves. The guide is divided into three general areas of emphasis: Knowing Myself, Reltating to Others, and Planning My Future. These sections are divided into six units that focus the content of the curriculum. The lessons in each unit illustrate and reinforce the themes and skills of each unit and section. Section one, "Knowing Myself," helps students feel good about who they are as individuals; presents factual information relating to male and female reproductive anatomy and physiology, and the changes of puberty; and deals with the establishment of values and decision making. The lessons in section two, "Relating to Others," are intended to broaden students' understandings of communication and to develop skills for more effective communication. The final section, "Planning My Future," is designed to help students discover a sense of connection between their decisions and behavior and life outcomes. Teaching tips, suggestions for answering student questions, and a family handout consisting of a permission letter, guidelines for talking to preteens about sex and sexuality, and suggested reading material for parents and guardians are provided. Transparency masters, student handouts and a glossary are included. (LL)

This curriculum, directed primarily to students in grades nine and ten, is a 5-week sexuality education program designed to promote sexual abstinence as the best decision young people can make for themselves. The guide is divided into four general areas of emphasis. Section one, "Knowing Myself," helps students feel good about who they are as individuals and deals with decision making, the establishment of values, and self-esteem. The lessons in section two, "Understanding Sexuality," address gender roles (sexual identity), male and female reproductive anatomy and physiology (including conception), sexually transmitted disease, and teen parenting. The third section, "Relating to Others," is devoted to helping students understand the impact of both verbal and nonverbal messages and develop the skill of assertive and constructive communication. This section contains three units on communication skills, relationships, and sexual decision making. The final section, "Planning My Future," is designed to help students discover a sense of connection between their decisions and behavior and life outcomes. It contains two units on goal setting and life planning. Teaching tips, suggestions for answering student questions, and a family handout consisting of a permission letter, guidelines for talking to preteens about sex and sexuality, and suggested reading material for parents and guardians are provided. Transparency masters, student handouts and a glossary are included. (LL)

This curriculum, directed primarily to students in grades seven and eight, is a five-week sexuality education program designed to promote sexual abstinence as the best decision young people can make for themselves. The guide is divided into three general areas of emphasis. These sections are divided into six units that focus the content of the curriculum. Lessons in each unit illustrate and reinforce the themes and skills of each unit and section. Section one, "Knowing Myself," helps students feel good about who they are as individuals; presents factual information relating to male and female reproductive anatomy and physiology, and the changes of puberty; and deals with the establishment of values and decision making. The units in section two, "Relating to Others," are devoted to communication skills, family, friendship, dating, and sexual decision making. The final section, "Planning My Future," contains one unit on goal setting and life planning. It is designed to help students discover a sense of connection between their decisions and behavior and life outcomes. Teaching tips, suggestions for answering student questions, and a family handout consisting of a permission letter, guidelines for talking to preteens about sex and sexuality, and suggested reading material for parents and guardians are provided. Transparency masters, student handouts and a glossary are included. (LL)

This guide provides information about 26 school-based sexuality education curricula. Sexuality educators, curriculum planners, administrators, and classroom teachers can use the material to: (1) quickly determine what is published in the area of school-based sexuality curricula; (2) identify specific attributes of sexuality curricula; (3) build a list of ideal curriculum attributes, based on community needs and concerns; (4) gain insight from evaluations, compiled by sexuality educators, curriculum specialists, and teachers; and (5) use blank charts and worksheets to evaluate and/or enhance curricula. The guide presents developmentally appropriate curricula covering: childhood, ages 5-8; preadolescence, ages 9-12; early adolescence ages 12-15; adolescence, ages 15-18; and special education students. Each curriculum description lists author, year published, latest revision, target grade level, package contents, and where to order. Charts identify content, underlying philosophies, and skill-building and teaching strategies. Each curriculum is evaluated using key criteria, including comprehensiveness, content, accuracy and currency, skill-building, teaching methods, and ease of implementation. Two appendixes provide evaluation matrixes and worksheet, and a list of programs not included in the guide. (Contains 21 references.) (LL)

Through a variety of learning strategies, this curriculum guide provides an age-appropriate Acquired Immune Deficiency Syndrome (AIDS) education for students grades 5-8. An introduction incorporates curriculum objectives, classroom environment, teacher responsibilities, time, instructional strategies, parental involvement and support, and evaluative methods. The main body of the guide is comprised of 12 lessons that include reproducible student pages. The lessons cover: (1) assessment of students' current knowledge about Human Immunodeficiency Virus (HIV); (2) information sources such as newspaper articles; (3) sources of information, including human resources; (4) encouragement of students to use written resources to verify information; (5) some epidemics of the past; (6) study of disease as a context for the study of HIV transmission; (7) causes and transmission of contagious diseases; (8) comparison with other sexually transmitted diseases; (9) the importance of a healthy immune system; (10) answers to students' questions about how HIV is and is not transmitted; (11) a variety of HIV and AIDS symptoms; and (12) compassion for persons living with HIV. Appendices provide a glossary, an evaluation record sheet, pre- and posttests and answer keys, and sample parent letters. A student workbook to accompany the guide is included. (LL)

This document contains a short fictional story about three brothers who must decide how to spend $200 after their mother receives an unexpected bonus. The boys in the story have a brainstorming session and seek advice from adults before reaching a compromise that is acceptable to all of them. Readers learn about compromise, money management, and decision making. (NB)

This book notes that much of what children and adolescents know about life they learn from watching adult role models: teachers, parents, coaches, and clergy members. It was written to help adults examine their health-related beliefs and actions and evaluate how they model these beliefs and actions, consciously and unconsciously, to children. The chapters include overviews, self-assessments, and lists of actions necessary to provide positive messages in the critical health areas of self-esteem, nutrition, fitness, substance use prevention, stress management, and health and safety. The book begins with a discussion in chapter 1 of why models matter and why educators and parents need to become partners in assessing the messages they give children. Chapter 2 looks at the development of self-esteem. Chapter 3 discusses children's eating habits and the messages about food that are conveyed to children in their school and home environments. It includes suggestions for creating positive, healthy attitudes toward food and developing healthful eating patterns. Ways of assessing how well the school and family environments support regular exercise and the modeling of physical fitness are presented in chapter 4. Chapter 5 focuses on substance use. Chapter 6 examines stress and identifies positive ways of coping with everyday stressors. Chapter 7 guides the reader through the contemplation of his/her own attitudes and actions relating to health habits, injury prevention, and safety. (Author/NB)

This document contains two short fictional stories about teenagers who sometimes feel awkward, confused, or lonely. In the first story, a Latino boy is insecure about how he appears to other people. In the second story, an African American girl feels sad and lonely sometimes in spite of her popularity and good looks. In both stories, talking to someone who really listens helps the teenagers to feel good about themselves. Readers are encouraged to think about the stories and to answer a set of short questions at the end of each story. (NB)

This document contains a short fictional story about a young boy who is angry when his mother decides to remarry. The theme of the story is handling family changes. Readers discover how the boy learns that a bigger family, with a stepfather and new stepsiblings, can be fun. (NB)

This document contains a short fictional story about a girl who, with the help of a fictional guardian armadillo, learns how to say "no" when her friends want her to do something she thinks is wrong. Readers will learn how to say no without losing their friends. (NB)

This document contains a short fictional story about a girl who is overwhelmed by mathematics homework, a book report that is due, and family chores that she must complete. The story describes the girl's trip to the zoo with her father and the ways she learned to handle stress by observing the animals. Readers learn about healthy, effective ways to manage stress. (NB)

This document contains two short fictional stories in which children learn to make good decisions about the way they spend their time. The first story concerns a girl who learns to budget her time and complete her homework before doing leisure activities. The second story concerns a boy who had to decide between playing in the soccer league or taking guitar lessons. At the end of each of the two stories, questions are posed to help the reader evaluate the decision making skills of the children in the stories. (NB)

This guide, designed for principals, on-site leaders or administrators, describes the implementation of the "Actions for Health" series, a comprehensive elementary school (Grades K-6) instructional program for health education. The guide is organized into four sections. The first section, "The Principal's Role," describes the steps a principal is advised to take to get the program going. Section 2, "The Program," outlines curriculum content and emphases for each grade level, lesson elements, and teachers' responsibilities. Section 3, "Home and Family Involvement," discusses types of family and community involvement, benefits of such involvement, and improving the school's family and community involvement program. Section 4, "What Is a Comprehensive School Health Program?" outlines the components of a comprehensive school health program and the relationship between health and learning. Six appendixes provide the following additional materials: scope and sequence for "Actions for Health," an overview of "Actions for Health" by level, a list of involving families letters, a family night agenda, newsletter inserts, and a fitness plan for the principal. (Contains 21 references.) (LL)

This set of health education materials for kindergarten includes a teacher's manual, student workbook, activity posters, suggestions for a special event, and a booklet of letters for parents. The materials cover recommended health education content, including personal health, hygiene, family life, substance abuse prevention, injury prevention and safety, nutrition, mental/emotional health, disease prevention, and environmental and community health. The emphasis in the kindergarten lessons is on building self esteem. (LL)

This set of health education materials for grade 6 includes a teacher's manual, student workbook, activity posters, suggestions for a special event, and a booklet of letters for parents. The materials cover recommended health education content, including personal health, hygiene, family life, substance abuse prevention, injury prevention and safety, nutrition, mental/emotional health, disease prevention, and environmental and community health. The emphasis in the grade 6 lessons is on setting and achieving goals. (LL)

This set of health education materials for grade 5 includes a teacher's manual, student workbook, activity posters, suggestions for a special event, and a booklet of letters for parents. The materials cover recommended health education content, including personal health, hygiene, family life, substance abuse prevention, injury prevention and safety, nutrition, mental/emotional health, disease prevention, and environmental and community health. The emphasis in the grade 5 lessons is on managing stress. (LL)

This set of health education materials for grade 4 includes a teacher's manual, student workbook, activity posters, suggestions for a special event, and a booklet of letters for parents. The materials cover recommended health education content, including personal health, hygiene, family life, substance abuse prevention, injury prevention and safety, nutrition, mental/emotional health, disease prevention, and environmental and community health. The emphasis in the grade 4 lessons is on health assertiveness (a skill that involves resisting pressures to choose options that are inconsistent with personal, family, or cultural values). (LL)

The United States has a higher child mortality rate than most other industrialized countries, but most childhood injuries, although called "accidents," are the result of predictable and preventable behavior. This book demonstrates how teachers, parents, and caregivers can provide and maintain safe environments while teaching children how to avoid injuries, and to control the extent of trauma when an injury does occur. Chapter 1 discusses child behaviors (such as recklessness and risk taking) that may affect health and safety, and discusses safety responsibilities of home, school, and the community. Chapter 2 discusses creating a safe school environment, including building self-esteem, teaching safe behavior, developing specific safety strategies, and providing discipline for unsafe behaviors. Chapter 3 provides rules for school bus safety, pedestrian safety, safety in cars, and bicycle safety; the chapter concludes with some suggested class projects. Chapter 4 describes ways to keep young children from being injured or violated by other older children or adults through abduction, physical and sexual abuse, and violence from guns or weapons. Chapter 5 offers specific strategies to prevent or minimize injuries from poisons, fire, and water. Chapter 6 discusses first aid and emergency procedures for child injuries. Eight references and sources for additional resource materials are included. (TM)

This book presents a high school curriculum that has clearly demonstrated success in postponing sexual intercourse. In this second edition, the curriculum has been expanded and updated to include human immunodeficiency virus (HIV) prevention. Two new class sessions emphasizing HIV prevention have been added, bringing the total number of class sessions to 16. This expanded curriculum also offers teachers an extensive background section on HIV and other sexually transmitted diseases. Information about birth control has been revised to reflect current research. Based on an educational model that combines cognitive and social skills training, this book involves students in role-play situations that simulate those they are likely to encounter outside the classroom. The class activities and homework assignment included in the book prepare students to effectively manage situations that might lead to risk-taking behavior. All lessons emphasize refusal statements, delay statements, and alternative actions students can use to abstain or protect themselves from pregnancy and HIV infection. Each class description includes a synopsis of activities and the approximate time required for each activity, material needed, detailed steps for leading each activity, student worksheets and handouts, role play scripts, teacher references and homework assignments. (NB)

These supplemental teaching resources promote awareness about health, family life, and cultural diversity for children in kindergarten through third grade, and offer a variety of concrete, visual activities to help young children understand how life begins for all living things. The format of each lesson is designed to help classroom and daycare center teachers introduce children to different kinds of plant and animal babies, laying the foundation for future lessons about human reproduction. Reproducible masters for student activity sheets and teacher patterns, and suggestions for integrating the activities into art, science, math, and other areas of the primary curriculum, are found at the end of each lesson. Activities include creation of eggshell gardens, collages, mobiles, biographies, and other hands-on projects as children learn: (1) all living things begin as babies; (2) all living things make more babies (reproduce); (3) some babies begin life from a seed (plants); (4) some babies begin life from an egg; (5) baby seeds grow into flowering plants; (6) every baby is unique; and (7) babies need special care to grow strong and healthy. A discussion of the beginning of human reproduction and babies is optional contingent upon the school district's family life education policy. (LL)

The supplemental teaching resources provided in this book offer a variety of concrete, visual activities designed for the use of classroom and daycare center teachers to help young children feel proud and comfortable about their changing bodies. The lessons help children develop a healthy, age-appropriate foundation in anatomy and development. With a positive attitude about their bodies, children are better prepared for future sexuality education. Reproducible masters for student activity sheets and teacher patterns are found at the end of each lesson, along with suggestions for integrating lessons into art, science, math and other areas of the primary curriculum. Seven sequenced lessons use songs, murals, and puzzles to teach young children that: (1) they already know quite a lot about their own bodies and to help them begin to name the parts of the body; (2) there are four stages of life (baby, child, adult, older adult), and all human beings go through these stages; (3) their bodies have been growing all along and will continue to grow until adulthood; (4) the body is changing all the time; (5) the body is a whole made up of parts; (6) all body parts grow and change; and (7) a child's body has an exciting future. (LL)

The supplemental teaching resources provided in this book offer a variety of concrete, visual activities designed to help classroom and daycare center teachers introduce children to the human body and the way it is organized. An analogy comparing human body parts to house parts is used throughout the book to make lessons clear and age-appropriate. Reproducible masters for student activity sheets and teacher patterns are found at the end of each lesson, along with suggestions for integrating lessons into art, science, math, and other areas of the primary curriculum. Through crafts, puppetry, and projects, children learn basic facts about the systems of the body, laying the foundation for future lessons in health and hygiene. The book is organized according to eight concepts: the first explores the components of the body and and the parts of a house; the second concept deals with the smallest element of the body, the cell; the third concept teaches about various body parts; the fourth and fifth concepts examine how muscles (including the heart muscle) work; the sixth concept explains the different parts (organs) involved in digestion; the seventh encourages children to demonstrate their knowledge of the digestive organs; and the eighth suggests ways to keep the body and all its cells healthy. (LL)

This book is one in the Children's Activity Series of books to promote awareness about health, family life, and cultural diversity for children in kindergarten through third grade. The books in this series are written to enhance an established curriculum, rather than to serve as the curriculum itself. They offer ideas for hands-on activities for teachers to integrate into the primary-level curriculum. Each activity begins with a statement of the purpose of the activity and a brief description of the activity "in a nutshell." Other activity sections outline any advance preparation needed to conduct the activity, identify items for student use, detail the steps for the process of the activity, list new words used in the activity, and explain how to integrate lessons into language arts, social studies, and other areas of the primary curriculum. Reproducible masters for student activity sheets and teacher patterns are included for each activity. This book in the series uses the activity format to help young children learn and practice safe behaviors and to avoid dangerous situations. It introduces seven safety concepts that use child-centered activities to prevent leading causes of mortality and morbidity among school-aged children. Topics include motor vehicle, bicycle, pedestrian, water, sports, and fire safety. (NB)

This book is one in the Children's Activity Series of books to promote awareness about health, family life, and cultural diversity for children in kindergarten through third grade. The books in this series are written to enhance an established curriculum, rather than to serve as the curriculum itself. They offer ideas for hands-on activities for teachers to integrate into the primary-level curriculum. Each activity begins with a statement of the purpose of the activity and a brief description of the activity "in a nutshell." Other activity sections outline any advance preparation needed to conduct the activity, identify items for student use, detail the steps for the process of the activity, list new words used in the activity, and explain how to integrate lessons into language arts, social studies, and other areas of the primary curriculum. Reproducible masters for student activity sheets and teacher patterns are included for each activity. This book in the series uses the activity format to provide a framework for teaching important social skills to young children. It focuses on seven important social skills: the need for rules, authority, individual rights and respect for others' personal space, cooperation, property, following directions, and responsibility. (NB)

This book, written for teachers, school nurses, school guidance counselors, parents, and other caregivers of children up to age 10, provides suggestions for helping children explore and accept their feelings about loss and death. Chapter 1 walks the reader through a personal assessment of his/her own experiences, feelings, and beliefs related to death. Chapter 2 explains how children develop their understanding of death in different stages and what the characteristics of each stage are. Chapter 3 looks at what children need to know about death. It is divided into the four areas to be explored: facts, feelings, beliefs, and coping skills. Chapter 4 provides guidelines for discussing death with children and examples of questions children may ask. Chapter 5 offers suggestions for implementing planned learning activities about death and specific activities to use. Chapter 6 offers support and suggestions for what to do if a loss or death occurs in the lives of children. It discusses the stages of grief and the points to consider in responding, then offers detailed, specific responses for a variety of situations, ranging from the loss of a toy to the death of a parent. Chapter 7 provides suggestions for the use of children's literature in teaching about death. A list of suggested readings and a glossary of terms are included. (NB)

This book addresses the school as a worksite for faculty, staff, and administrators; as a learning site for students; and as an important site for creating a healthy, productive environment. Born out of a commitment to health education as an essential strategy for maintaining public health, this book contends that the physical condition of the school; its psychological and social climate; and its efforts to protect, promote, and improve health become important components of the daily lives of students and staff. Chapter 1 discusses the importance of healthy school environments. Chapter 2 examines the health status of both students and staff and considers deaths and illnesses, chronic conditions, diet and exercise patterns, poverty, and changing family structures as they affect student health. Chapter 3 presents the total environment concept, which takes the view that the physical, psychological, and social dimensions of an organization are interdependent and interactive. Chapter 4 focuses on partnerships for change, calling for school and community leadership to develop a comprehensive school health program. Chapter 5 looks at schoolsite health promotion programs and chapter 6 suggests ways of taking action to improve the school environment. Chapter 7 illustrates the application of principles presented in earlier chapters within the context of current conditions of education and provides examples of success stories. The appendixes provide lists of options for change and steps toward health promotion program development, a strategic plan outline, and a list of 40 resources. Contains 77 references. (NB)

This guide provides school leaders with a framework and tools for developing and implementing a comprehensive school health program. Theoretical and scientific information relating to students' needs is outlined, and approaches that have proven successful in other schools are described. The book is divided into three parts: The first, "Why Comprehensive School Health?" examines the role of the school and the foundation of effective school health programs. The second part, "A Blueprint for School Health Programs" includes background information and hands-on assessment worksheets for each of 8 areas of a comprehensive school health program: (1) school health instruction; (2) healthy school environment; (3) school health services; (4) school-based physical education; (5) school nutrition and food services; (6) school-based counseling and personal support; (7) schoolsite health promotion; and (8) school, family and community health promotion partnerships. The final part, "Developing a Comprehensive School Health Program," consists of 19 steps for making this goal a reality. Numerous tables, guidelines, figures, checklists, and worksheets for district level coordinators, state and county administratrors, and other key decision makers are included. Appendices provide worksheets, a sample comprehensive health program self-assessment; a scope and sequence chart for a comprehensive health program, and resources for comprehensive health education. (Contains 20 references.) (LL)

This set of health education materials for grade 2 includes a teacher's manual, student workbook, activity posters, student booklets, suggestions for a special event, and a booklet of letters for parents. The topics cover recommended health education content, including personal health, hygiene, family life, substance abuse prevention, injury prevention and safety, nutrition, mental/emotional health, disease prevention, and environmental and community health. The focus of the lessons for grade 2 emphasizes a variety of communication skills, including the importance of understanding another person's point of view as an initial step in conflict resolution. (LL)

This set of health education materials for grade 3 includes a teacher's manual, student workbook, activity posters, student booklets, suggestions for a special event, and a booklet of letters for parents. The materials cover recommended health education content, including personal health, hygiene, family life, substance abuse prevention, injury prevention and safety, nutrition, mental/emotional health, disease prevention, and environmental and community health. The emphasis in the grade 3 lessons is on decision making skills and injury prevention. (LL)

This set of health education materials for Grade 1 includes a teacher's manual, student workbook, activity posters, student booklets, suggestions for a special event, and a booklet of letters for parents. The topics cover recommended health education content, including personal health, hygiene, family life, substance abuse prevention, injury prevention and safety, nutrition, mental/emotional health, disease prevention, and environmental and community health. The lessons for Grade 1 focus on rewarding healthy behavior, self-esteem, and acceptance of diversity. (LL)