DOCUMENT RESUME ED 086 703 Syosset Public Schools Health ... · DOCUMENT RESUME ED 086 703 SP 007...
36
DOCUMENT RESUME ED 086 703 SP 007 666 TITLE Syosset Public Schools Health Curriculum Guide. Kindergarten. INSTITUTION Syosset Central School District 2, N.Y. PUB DATE [72) NOTE 33p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Curriculum Guides; *Health; *Health Education; *Kindergarten ABSTRACT GRADES OR AGES: Kindergarten. SUBJECT MATTER: Health education. ORGANIZATION AND PHYSICAL APPEARANCE: This guide is illustrated with drawings and bound in a spiral binder. It is divided into five ',strands', or topics: Physical Health; Sociological Health Problems; Mental Health; Environmental and Community Health; and Education for Survival (safety and first aid). Each strand presents important concepts, suggested discussion highlights, activitiesm and resources. OBJECTIVES AND ACTIVITIES: Activities are listed for each strand. This guide develops ideas of self-concept and the connection between the individual and the group, especially as they concern health, safety, and well-being. INSTRUCTIONAL MATERIALS: Recommended books and films are listed for each strand under the heading "Resources." STUDENT ASSESSMEET: No provision. OPTIONS: None provided. (JA)
Transcript of DOCUMENT RESUME ED 086 703 Syosset Public Schools Health ... · DOCUMENT RESUME ED 086 703 SP 007...
DOCUMENT RESUME
ED 086 703 SP 007 666
TITLE Syosset Public Schools Health Curriculum Guide.Kindergarten.
INSTITUTION Syosset Central School District 2, N.Y.PUB DATE [72)NOTE 33p.
EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Curriculum Guides; *Health; *Health Education;
*Kindergarten
ABSTRACTGRADES OR AGES: Kindergarten. SUBJECT MATTER: Health
education. ORGANIZATION AND PHYSICAL APPEARANCE: This guide isillustrated with drawings and bound in a spiral binder. It is dividedinto five ',strands', or topics: Physical Health; Sociological HealthProblems; Mental Health; Environmental and Community Health; andEducation for Survival (safety and first aid). Each strand presentsimportant concepts, suggested discussion highlights, activitiesm andresources. OBJECTIVES AND ACTIVITIES: Activities are listed for eachstrand. This guide develops ideas of self-concept and the connectionbetween the individual and the group, especially as they concernhealth, safety, and well-being. INSTRUCTIONAL MATERIALS: Recommendedbooks and films are listed for each strand under the heading"Resources." STUDENT ASSESSMEET: No provision. OPTIONS: Noneprovided. (JA)
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rt
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rint
ende
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hool
s
Ass
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nden
tfo
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9
PHIL
OSO
PHY
Hea
lth is
not
mer
ely
the
abse
nce
of d
isea
sebu
t a s
tate
of
phys
ical
, soc
ial
and
emot
iona
l wel
l-be
ing.
Our
goa
l is
to g
uide
the,
stu
dent
tow
ard
achi
evem
ent o
f op
timum
heal
th b
y de
velo
ping
posi
tives
fee
lings
abou
t him
self
and
oth
ers
and
to e
nhan
ce h
is
abili
ty to
cop
ew
ith li
fe s
ituat
ions
.
6
7ST
RA
ND
IPH
YSI
CA
L H
EA
LT
H
HE
AL
TH
ST
AT
US
CO
NC
EPT
TO
UN
DE
RST
AN
D T
HA
T H
EA
LT
H I
S C
ON
CE
RN
ED
WIT
HH
OW
WE
LO
OK
HO
W W
E F
EE
L A
ND
HO
W W
E A
CT
.
Dis
cuss
ion
Hig
hlig
hts
How
man
y ho
urs
of s
leep
doe
s a
kind
erga
rten
chi
ld n
eed
for
the
grow
th a
nd r
ebui
ldin
g of
his
bod
y ?
Wha
t are
the
thin
gs w
e sh
ould
do
to p
repa
re o
urse
lves
for
sle
ep -
war
m b
ath,
qui
et ti
me,
avo
idan
ceof
ove
r-st
imul
atin
g T
.V.
Act
iviti
es
Mak
e cl
ock
char
ts -
sho
w b
edtim
e an
d tim
e a
kind
erga
rten
chi
ld s
houl
d ge
t up
in o
rder
toha
ve e
noug
h tim
e fo
r ad
equa
te p
repa
ratio
nfo
r se
Boo
le
Hav
e ch
ildre
n br
ing
in a
T. V
. sch
edul
e an
dm
ake
a lis
t of
the
show
s st
uden
ts v
iew
in th
eev
enin
g ho
urs.
Res
ourc
es
Pict
ures
P 22
2 A
bat
h a
day.
P 22
5 C
lean
clo
thes
.W
hat w
e do
day
by
Lim
. Stud
y pr
int 1
.St
udy
prin
t 12.
(ava
ilabl
e in
eac
hsc
hool
libr
ary)
.B
radb
ury;
Ray
Switc
h on
the
nigh
t:
Col
e, W
illia
m/F
ranc
es f
ace-
mak
er.
Schn
eide
r, N
ina
Whi
le S
usie
sle
eps.
Wha
t typ
es o
f cl
othi
ng a
re s
uit-
able
for
wor
k, p
lay,
and
dif
fere
ntki
nds
of w
eath
er?
Wha
t are
the
thin
gs w
e ch
ould
do
to p
repa
re o
urse
lves
for
sch
ool?
Che
ck p
oint
s -
hair
, fac
e, n
ails
,te
eth,
ear
s, c
loth
ing
and
shoe
s.
9
Hav
e ch
ildre
n pr
epar
e a
fash
ion
show
of
the
seas
ons
- th
is c
an b
e pr
esen
ted
to p
aren
tsor
oth
er g
rade
leve
ls.
Use
fla
nnel
boa
rds
and
have
chi
ldre
n ch
ange
the
clot
hing
to s
uit t
he w
eath
er o
r us
e "W
hat's
wro
ng h
ere
?" a
ppro
ach
by m
akin
g un
suita
ble
com
bina
tions
of
clot
hing
with
wea
ther
or
activ
ity. H
ave
stud
ent m
ake
the
corr
ect
adju
stm
ent.
Col
lect
pic
ture
s of
clo
thin
g ap
prop
riat
e fo
rsc
hool
.
Mak
e a
mob
ile o
f gr
oom
ing
item
s -
com
b,br
ush,
was
hcl-
lh, s
oap,
etc
.
Mak
e a
T. V
. Box
on
groo
min
g.
Shar
mat
, Mar
jori
eG
oodn
ight
And
rew
,go
odni
ght C
raig
.Z
olet
.--)
w, C
harl
otte
Slee
py b
ook.
Pict
ure
Wha
t we
do d
ay b
y da
y.St
udy
prin
t 4.
(ava
ilabl
e in
eac
h sc
hool
libra
ry).
Rec
ord
D 1
60L
earn
ing
basi
c sk
ills
thro
ugh
heal
th a
nd s
afet
y.
H E A L T H S T A U
NU
TR
ITIO
N
CO
NC
EPT
TH
E K
IND
S O
F_ F
OO
D W
E E
AT
WIL
L A
FFE
CT
TH
E W
AY
WE
LO
OK
, FE
EL
AN
D A
CT
.
Dis
cuss
ion
Hig
hlig
hts
Iden
tify
nutr
itiou
s fo
ods
- m
eat,
vege
tabl
es, f
ruit,
cer
eals
, and
dair
y.
How
do
we
feel
whe
n w
e ar
ehu
ngry
?
Act
iviti
es
Bri
ng in
pic
ture
s of
foo
ds.
ebn.
Mak
e a
spin
ning
whe
el w
ith th
e w
ords
mea
t,fi
sh, v
eget
able
, milk
, bre
ad a
nd c
erea
l. H
ave
a st
uden
t spi
n th
e w
heel
and
then
sel
ect a
pict
ure
of a
foo
d in
the
cata
gory
indi
cate
d by
the
dial
.
Res
ourc
es
Rec
ord
D 1
60/C
asse
tte C
117
Lea
rnin
g ba
sic
skill
s th
roug
hhe
alth
and
saf
ety.
Tra
nspa
ranc
le s
TR
130
- T
he m
eat a
nd e
TR
131
- T
he f
ruit
--ve
ge-
tabl
e gr
oup.
TR
132
- T
he d
airy
TR
133
- T
he b
read
- c
erea
lgr
ow.
NW
hat a
re s
ome
good
snac
k fo
ods?
Hav
e a
tast
ing
part
y m
ade
up o
f go
od s
nack
Hob
an, R
usse
llfo
ods.
Bre
ad a
nd J
am f
orI
vane
e s
.H
ave
a "B
unny
Par
ty".
Mak
e a
pair
of
rabb
itea
rs f
or e
ach
stud
ent.
Sele
cta
men
u fo
r th
epa
rty
cons
istin
g of
foo
dsen
joye
d by
bun
nies
.
0 N
11
Tak
e a
fiel
d tr
ip to
a fa
rm s
tand
.
SEN
SOR
Y P
ER
CE
PTIO
N
CO
NC
EPT
OU
R S
EN
SES
AR
E O
UR
KE
Y T
O L
EA
RN
ING
AB
OU
TT
HE
WO
RL
D A
RO
UN
D U
S.
Dis
cuss
ion
Hig
hlig
hts,
Thr
ough
act
iviti
es g
uide
the
stud
ents
tow
ards
a s
impl
eun
der-
stan
ding
of
the
role
our
sen
ses
play
.
12
Act
iviti
es
Blin
dfol
d a
stud
ent a
nd h
ave
him
iden
tify
vari
ous
soun
ds, i
.e. ,
whi
stle
,kn
ock
on d
oor,
bel
l, no
teon
pia
no, e
tc...
.
Gam
es:
Pin
the
Tai
l on
the
Don
key
Blin
d M
an's
Blu
ffD
og W
ith A
Bon
e (o
nest
uden
t is
blin
dfol
ded
and
anot
her
stud
ent
atte
mpt
s to
cre
ep u
pan
d ta
keth
e bo
ne w
ithou
t bei
ng d
etec
ted)
.
Res
ourc
es
Bro
wn,
Mar
gare
t Wis
eT
he in
door
noi
sy b
ook.
Bro
wn,
Mar
gare
tWis
eT
he s
umm
er n
oisy
boo
k.
13
Hol
d up
a p
ictu
re a
nd h
ave
a st
uden
t atte
mpt
tom
ake
the
soun
d th
at g
oes
with
the
pict
ure,
i.e.
,tr
ain,
dog
bar
king
, foo
tste
ps, t
elep
hone
,et
c....
Ask
*a
mus
ic te
ache
r to
com
e to
the
clas
sroo
man
d in
volv
e th
e ch
ildre
n in
rhy
thm
ic a
ctiv
ities
.
DE
NT
AL
HE
AL
TH
CO
NC
EPT
TO
DE
VE
LO
P A
FA
VO
RA
BL
E A
TT
ITU
DE
TO
WA
RD
S C
AR
ING
FO
RT
HE
TE
ET
H.
Dis
cuss
ion
Hig
hlig
hts
Why
are
teet
h ne
cess
ary?
How
doe
s th
e de
ntis
t hel
p us
car
efo
r ou
r te
eth?
(in
clud
e th
e eq
uip-
men
t use
d)
Wha
t is
the
prop
er to
othb
rush
ing
tech
niqu
e ?
J4
Act
iviti
esR
esou
rces
Dra
w p
ictu
res
of te
eth.
Arr
ange
a tr
ip to
a d
entis
t or
role
pla
y a
trip
to th
e de
ntis
t.
1-",
r",In
vite
the
nurs
e-te
ache
r to
the
clas
s to
dem
onst
rate
the
prop
er to
othb
rush
ing
tech
niqu
e.
Gre
ene,
Car
laI
wan
t to
be a
den
tist.
Rec
ord
D 1
60/C
asse
tte C
117
Lea
rnin
g ba
sic
skill
s th
roug
hhe
alth
and
saf
ety.
15
Upp
er
Low
er
CE
NT
RA
L I
NC
EO
R
LA
TE
RA
L I
NC
ISO
R
CU
SPID
FIR
ST M
OL
AR
SEC
ON
D M
OW
SEC
ON
D M
OW
FIR
ST M
OL
AR
CU
SPID
LA
TE
RA
L I
NC
ISO
R
CE
NT
RA
L I
NC
ISO
R
APP
RO
XIM
AT
E A
GE
FO
R E
RU
PTIO
N A
ND
SH
ED
DIN
G O
F PR
IMA
RY
TE
ET
H
(Wid
e va
riat
ion
amon
g ch
ildre
n is
nor
mal
:)
Upp
erE
rupt
ion
Shed
ding
Cen
tral
inci
sor
71/2
mon
ths
),71
/2 y
ears
Lat
eral
inci
sor
9m
onth
s8
year
sC
uspi
d18
mon
ths
111/
2 ye
ars
Firs
t mol
ar14
mon
ths
101/
2 ye
ars
Seco
nd m
olar
24m
onth
s10
1/2
year
s
Low
erC
entr
al in
ciso
r6
mon
ths
6ye
ars
Lat
eral
inci
sor
7m
onth
s7
year
sC
uspi
d16
mon
ths
91/2
yea
rsFi
rst m
olar
12m
onth
s10
year
sSe
cond
mol
ar20
mon
ths
11ye
ars
D E N T A
DIS
EA
SE P
RE
VE
NT
ION
AN
D C
ON
TR
OL
Car
iCE
PT
TO
UN
DE
RST
AN
DT
HE
RE
LA
TIO
NSH
IPB
ET
WE
EN
TH
E H
EA
LT
HO
F T
HE
IN
DIV
IDU
AL
AN
D T
HE
HE
AL
TH
OF
TH
E G
RO
UP.
Dis
cuss
ion
Hig
hlig
hts
Wha
t are
som
e of
the
thin
gs w
e sh
ould
do to
hel
p ou
rsel
ves
and
othe
rs s
tay
wel
l? i.
e., w
ash
hand
sbe
fore
eat
-in
g an
d af
ter
tolle
ting,
do n
ot a
llow
mou
th o
r lip
s to
touc
h no
zzle
on
wat
erfo
unta
in, c
arry
tiss
ues
and
disp
ose
ofth
em p
rope
rly.
16
Act
iviti
es
Wea
ring
a p
air
of c
lean
whi
te g
love
s w
ipe
your
hand
s ov
er a
sur
face
and
show
the
dirt
whi
ch h
as
accu
mul
ated
.
Wip
e of
f a
surf
ace
with
a c
loth
. The
nru
b th
e
sam
e ar
eaw
ith a
n al
coho
l spo
nge
and
note
the
accu
mul
atio
n of
dir
t on
the
spon
ge.
Ask
the
nurs
e-te
ache
rto
vis
it th
ecl
assr
oom
and
dem
onst
rate
the
prop
erha
ndw
ashi
ng te
chni
que
and
the
prop
er u
seof
the
wat
er f
ount
ain.
Res
ourc
es
SO
AP
P W
AT
ER
HE
LPW
AS
H A
WA
YD
IRT
'A
ND
GG
RP
AS
Vis
it th
e he
alth
off
ice
and
have
the
nurs
e-te
ache
rdi
scus
s si
gns
of il
l hea
lth a
nd th
e pr
oced
ure
for
taki
ng te
mpe
ratu
re.
With
the
use
of p
uppe
ts, "
Hea
lthy
Har
ry"
and
"Sic
k Sa
m",
hav
e th
e ch
ildre
n ta
lk a
bout
wha
tco
uld
happ
en if
a s
ick
child
com
es to
sch
ool.
Mak
e a
list o
f th
e ab
sent
ees
for
a tw
o-w
eek
peri
od a
nd d
iscu
ss th
e re
ason
for
thei
rab
senc
e -
emph
asiz
e im
prov
ed h
ealth
not
atte
ndan
ce.
17
Lea
f, M
unro
Hea
lth c
an b
e fu
n.
21S
TR
AN
D 1
1:1
ME
NT
AL
HE
ALT
H
22
SEE
FA
MIL
Y L
IFE
CU
RR
ICU
LU
M G
UID
E
23ST
RA
ND
IV
EN
VIR
ON
ME
NT
AL
AN
D C
OM
MU
NIT
Y H
EA
LT
H
24
EN
VIR
ON
ME
NT
AL
AN
DPU
BL
IC H
EA
LT
H
CO
NC
EPT
EV
ER
Y I
ND
IVID
UA
LIS
PA
RT
OF
HIS
EN
VIR
ON
ME
NT
AN
DH
IS A
CT
ION
SH
AV
E A
N E
FFE
CT
ON
TH
EE
NV
IRO
NM
EN
T.
Dis
cuss
ion
Hig
hlig
hts
Wha
t hap
pens
whe
n w
e43
0 so
me-
thin
g? W
hen
we
drop
som
ethi
ng?
Wha
t do
we
dow
hen
we
fini
shpl
ayin
g w
ith to
ys?
Wha
t hap
pens
tool
d or
bro
ken
toys
1°
Act
iviti
es
Dev
elop
with
the
child
ren
a lis
tof-
nece
ssar
ycl
assr
oom
hou
seke
epin
gta
sks.
Per
iodi
cally
rota
te th
e ch
ildre
n's
assi
gnm
ents
.
Hav
e cl
ass
mak
e al
itter
bas
ket f
orth
e ro
om.
Sugg
estio
n -
mak
eth
is in
the
form
of a
n
anim
al a
nd c
all i
t"L
itter
Bea
r."
c;
Tou
r sc
hool
build
ing
and
take
not
eof
app
eara
nces
.
Res
ourc
es
Pict
ure
Wha
t we
do d
ay b
yda
y.St
udy
prin
t 7(a
vaila
ble
in e
ach
scho
ollib
rary
).
1/4;4 P4 C) FA E4 4 A 48 C4 0 A 0-J C.) 0 tal 4 A E4
WO
RL
D H
EA
LT
H
CO
NC
EPT
USE
TH
E U
NIC
EF
FIL
M (
SHO
WN
AT
HA
LL
OW
EE
N)
AS
A V
EH
ICL
E F
OR
DIS
CU
SSIO
N W
ITH
ST
UD
EN
TS
AS
TO
HO
W T
HE
Y C
AN
HE
LP
OT
HE
R C
HIL
DR
EN
TH
RO
UG
HO
UT
TH
E W
OR
LD
.,
C) Pq g4 02 41 .4 A E-1
28ST
RA
ND
VE
DU
CA
TIO
N F
OR
SU
RV
IVA
L
SAFE
TY
CO
NC
EPT
TO
UN
DE
RST
AN
D T
HA
T S
AFE
PR
AC
TIC
ES
AR
E N
EC
ESS
AR
Y T
O A
VO
ID A
CC
IDE
NT
S.
Dis
cuss
ion
Hig
hlig
hts
Fire
: Why
is th
e fi
re d
rill
very
impo
rtan
t? H
ow is
it d
esig
ned
for
the
prot
ectio
n of
the
stud
ents
and
pers
onne
l?
Wat
er: W
e co
oper
ate
with
the
lifeg
uard
by
obey
ing
the
rule
s of
the
beac
h an
d/or
poo
l.
The
life
guar
d is
ther
e to
hel
p us
if w
e ar
e in
trou
ble.
Hav
e ch
ildre
n di
scus
s an
yex
peri
ence
they
hav
e ha
d w
ithlif
egua
rds.
29
Act
iviti
es
Hav
e ch
ildre
n vi
sit t
he f
ire
hous
e. W
ith y
our
prin
cipa
l, ar
rang
e fo
r a
fire
dri
ll.
Tou
r th
e sc
hool
bui
ldin
g an
d po
int o
ut th
efi
re a
larm
s an
d th
e fi
re e
xtin
guis
hers
.
Hav
e th
e lif
egua
rd v
isit
the
clas
sroo
m a
ndta
lk w
ith th
e ch
ildre
n.(T
his
can
be a
rran
ged
by c
onta
ctin
g M
r. M
urto
gh a
t the
Hig
h Sc
hool
.)
Res
ourc
es
Ave
rill,
Est
her
The
fir
e ca
t.
Gre
ene,
Car
laI
wan
t to
be a
fir
eman
.
Env
iron
men
tal:
Prop
er u
se o
fpl
aygr
ound
equ
ipm
ent i
s im
port
ant.
It is
impo
rtan
t to
be c
aref
ul o
nth
e w
ay to
and
fro
m s
choo
l
80
Ask
the
phys
ical
edu
catio
n te
ache
r to
take
the
stud
ents
on
a to
ur o
f th
e pl
aygr
ound
and
dem
on-
stra
te th
e pr
oper
use
of
all e
quip
men
t. E
mph
asis
shou
ld b
e pl
aced
on
cons
ider
atio
n of
oth
ers
whi
le a
t pla
y.
Dem
onst
rate
how
to s
tack
larg
e bu
ildin
g bl
ocks
in o
rder
to m
ake
them
saf
e fo
r cl
imbi
ng. L
etth
e ch
ildre
n de
term
ine
wha
t to
build
. The
nw
orki
ng to
geth
er le
t the
m b
uild
a c
ar, b
oat,
orbu
ildin
g.
Hav
e pu
pils
mak
e tr
affi
c si
gns
of r
ed, y
ello
wan
d gr
een.
Exp
lain
thei
r m
eani
ng. H
ave
them
prac
tice
wha
t to
do w
hen
each
col
or a
ppea
rs.
Bus
Dri
ll: A
s a
mat
ter
of p
olic
y, te
ache
rs w
illbe
ask
ed to
par
ticip
ate
in b
us s
afet
y pr
ogra
mea
ch y
ear
at e
ach
grad
e le
vel.
Lea
f, M
unro
Safe
ty c
an b
e fu
n.
Film
F-42
3 Sa
fety
as
we
play
.
Len
ski,
Loi
sPo
licem
an s
mal
l.
Mac
Don
ald,
Gol
den
Red
ligh
t, gr
een
light
.
FIR
ST A
ID
CO
NC
EPT
TO
FA
MIL
IAR
IZE
TH
E C
HIL
DR
EN
WIT
H T
HE
PR
OC
ED
UR
E O
F FI
RST
AID
.
Dis
cuss
ion
Hig
hlig
hts
Min
or c
uts
can
be tr
eate
d im
med
i-at
ely
by c
lean
sing
with
soa
p an
dw
ater
.
Act
iviti
esR
esou
rces
Dem
onst
rate
the
prop
er c
lean
sing
of
min
or (
-Its
with
soa
p an
d w
ater
.
All
inju
ries
sho
uld
be r
epor
ted
Illu
stra
te b
y ro
le p
layi
ng w
hat o
ne d
oes
if a
n in
jury
imm
edia
tely
to a
n ad
ult.
is r
ecei
ved
in th
e pl
aygr
ound
at s
choo
l.
rx4 1-4 g al E4 '''4 "A
N01
M0)
BO
OK
S
Ave
rill,
Est
her.
The
fir
e ca
t. H
arpe
r,19
60.
Bra
dbur
y, R
ay. S
witc
h on
the
nigh
t. Pa
nthe
on, 1
955.
Bro
wn,
Mar
gare
t W.
The
indo
or n
oisy
boo
k. H
arpe
r, 1
942.
Bro
wn,
Mar
gare
t W. T
he s
umm
er n
oisy
book
. Har
per,
195
1.C
ole,
Will
iam
. Fra
nces
face
-mak
er. W
orld
, 197
2.G
reen
e, C
arla
.I
wan
t In
be a
den
tist.
Chi
ldre
ns, 1
960.
Gre
ene,
Car
la. I
wan
t to
be a
fir
eman
. Chi
ldre
ns, 1
959.
Hob
an, R
usse
ll. B
read
and
jam
for
Fran
ces.
Har
per,
196
4.L
eaf,
Mun
ro. H
ealth
can
be
fun.
Lip
pinc
ott,
1943
.L
eaf,
Mun
ro. S
afet
y ca
n be
fun
.L
ippi
ncot
t, 19
61.
Len
ski,
Loi
s. P
olic
eman
sm
all.
Wal
ck,
1962
.
Ler
ner,
Mar
guer
ite. D
ear
little
mum
ps c
hild
. Ler
ner,
195
9.M
acD
onal
d, G
olde
n. R
ed li
ght,
gree
n lig
ht.
Dou
bled
ay, 1
944.
Schn
eide
r, N
ina.
Whi
le S
usie
sle
eps.
You
ngSc
ott,
1948
.Sh
arrn
at, M
arjo
rie.
Goo
d -n
igh
And
rew
, goo
d-ni
ght:
Cra
ig. H
arpe
r, 1
969.
Zol
otow
, Cha
rlot
te. S
leep
y bo
ok. L
othr
op,
1958
.
34
AU
DIO
-VIS
UA
L M
AT
ER
IAL
S
FIL
MST
RIP
S
FS 1
199
Wat
ch w
hat y
ou e
at. W
ith r
ecor
d/ca
sset
te. C
athe
dral
Film
s,19
71.
FS 1
296
Alg
erno
n, th
e am
bula
nce.
With
rec
ord.
RE
CO
RD
S
D 1
60L
earn
ing
basi
c sk
ills
thro
ugh
heal
th a
nd s
afet
y. H
ap P
alm
er R
ecor
ds.
TR
AN
SPA
RE
NC
IES
Food
s an
d yo
ur h
ealth
ser
ies.
Mill
ikin
, 196
9.
TR
130
The
mea
t and
the
egg
grou
p.T
R 1
31T
he f
ruit
and
vege
tabl
e gr
oup.
TR
132
The
dai
ry g
roup
.T
R 1
33T
he b
read
-cer
eal g
roup
.
PIC
TU
RE
S
Goo
d he
alth
idea
s se
ries
.So
ciet
y fo
r V
isua
l Edu
catio
n, 1
972.
P 22
2P
225
A b
ath
a da
y.C
lean
clo
thes
.
Wha
t we
do d
ay b
y da
y se
ries
.N
atio
nal D
airy
Cou
ncil,
196
9.
Stud
y pr
int 1
Stud
y pr
int 4
Stud
y pr
int 7
Stud
y pr
int 1
2A
vaila
ble
in e
ach
scho
ol li
brar
y.
35
