HEAD LICE

1. Look for actual lice jumping or white eggs stuck to the hair shaft usually near the
scalp, at the base of the neck, above the ears and at the forehead especially. It is
good to check the clumps of hair in all of these locations.

2. Sometimes you will find nits (the white eggs) still in the hair after several lice
treatments. This may indicate that the student still has lice, or the lice may be
dead, eggs and all. To check, pick a nit out of the hair and smash it between your
thumbnails. If anything squeezes out of the egg, there was life inside and the
student is still infected. If you squeeze 4-5 nits with no resul!, the student is
probably no longer infected but has not washed and conibed out all the nits yet.

3. Dandruff and lice eggs (nits) are not the same! Dandruff can be shaken out of the
hair. Eggs stick.

LICE BA

Lice are dangerous amd harmful because
I. They spread typhus (le and rash)
2. They cause skin infections. @
3. They disrupt student learning by causing itching
4. They carry bacteria.

Infection
1. sleeping with someone who has lice
sitting near someone who has lice
sleeping in the bed of someone who has lice
sharing combs, brushes, hats and hair clips with someone who has lice

By

Prevention
1. Wash hair daily
2. Every week wash all bedding, soak in bleach water 1/2 hour, iron and let dry
in the sun.
3. Wash all combs an hats and hair clips the same way every week
4. If one person in a family is infected, everyone must be treated
simultaneously.



10.

11.

12.

13.

14,

15.

16.

Do a student health check with the health station workers.

Have a health poster contest.

Make farang food (pancakes, popcorn, etc.).

Plant a garden.

Design and make a bulletin board.

Play "Food Group Envelopes". Write the names of each food group on a
separate envelope. Have each student make a card with a food representing one
of the food groups ahead of time. Have students come up one-by-one and place
their cards in the correct food group envelope. When everybody has taken a
turn, pull out the cards and ask the students if the cards are in the correct
envelopes. (ie. banana - fruit, nuts - oil or protein, etc.).

Make soymilk. See the front of this section for the recipe.

Make peanut kanomes. See the front of this section for the recipe.

NOTE: The ONPEC Manual has many more games and activities related 10
nutrition. Use it!

w
nn



NUTRITION Game

NUTRITION CONCENTRATION

Primary students/2-3 teams/30 minutes

Objectives

Students should be able to

1) identify symptoms of various nutrition-related health problems
2) list the micro nutrient which treats each symptom

Materials

1 pair of pirtures for each health problem, a picture of the health problem and a
picture of someone without the health problem (i.e. a healthy eye and a dry eye
with Bitot's spots)

poster with enough numbered pockets to hold all the picture cards (or lots of tape to
just tape them to the blackboard)

Preparation
Use this activity to teach about micro nutrient deficiencies or after teaching as a
review activity.

Directions

1. Putall the pictures face down into pockets on the poster. Mix up the pairs.

2. Divide the students into two or three teams.

3. Play concentration. The first team selects two pocket numbers. The teacher
reveals the pictures in these two pockets for 10 seconds and returns them to the
pockets face down. Students should try to remember which pictures are in
which pockets.

4. Teams alternately select pairs of pictures. They can repeat pockets if they want.
The object is to get a match (i.e. healthy eye and dry eye with Bitot's spots).

5. Ifa team picks a match, the pair remains in the pockets, picture side out. Award
the team one point for this. (Optional: The team must state the micro nutrient
deficiency causing the health problem in this pair for an extra point. Another
point is awarded for naming a food rich in this micro nutrient.)

6. Stop when all the pairs are matched. The team with the most points wins.

Synthesis

Make a chart listing the micro nutrients, symptoms of their deficiencies, and two or
three foods which can help prevent the micro nutrient deficiency. Have a student
write it in Thai! Have students check each other for these various health problems
by weighing and measuring themselves, looking at eyes and fingernails, etc. Then
have each student write down what he or she should and will eat more to solve
his/her health problem(s).



GENERAL HEALTH/COLDS AND FEVERS Art Project

ACTION HEALTH POSTERS

Primary students/unlimited number/50-60 minutes or more

Objectives

Students should be able to

1) list health problems

2) describe actions they can take to solve health problems

Materials
pens, paint, markers
poster board or paper

Preparation

This activity is good to use as a summary after teaching about many different health
problems. If pamphlets of information on health problems are available in Thai
from the health office, have students read them and use the information to make a
poster. Then they can present their posters to the rest of the class.

Directions

1. Split the class into groups. Each group will be responsible for a health problem
(i.e. colds, diarrhea, AIDS, etc.).

2. Brainstorm health problems the children know about. Ask them about what
they and their families have had in the past year.

3. Assign each group a health problem, and tell them they are to make a poster
about the probiem. They should include a picture of what a person with the
problem looks like, what a child can do to help prevent the disease or take care of
someone with the problem, and what a group of children can do to prevent the
disease or take care of someone with the problem.

Example: diarrhea; one student can wash his hands after going to the bathroom,
wash the dishes at home with soap, and bury garbage in a pit or burn it away from
the house/school, make ORS for his sick siblings; many students can start a village
compost pile, teach other children about dehydration using a plastic bottle with a
hole in it and teach how to make ORS, make ORS packets for village use (two
spoons for the sugar and salt, a small bag of salt and of sugar with a short set of
directions).

Synthesis

Follow up by having the students actually take some of the actions they have
listed/drawn on their posters. Hang the posters up all over the school and
community.

40



DENTAL Game
TEETH AND GUMS GAME
Primary students/8-10 students per team/20-30 minutes

Objectives

Students should be able to

1) explain that healthy gums hold teeth in place

2) explain that brushing teeth protects the teeth and gums
3) explain that sweets and junk food destroy teeth

Materials
none

Preparation
This game can be played after teaching about teeth, gums, tooth brushing, and the
evils of kanomes (sweet desserts).

Directions

1. Have the students line up in teams of eight to ten. Tell them they represent
teeth.

2. Tell the students to join hands. When they hold hands, their arms and hands
are just like healthy gums protecting the teeth and holding them in place.

3. Choose one student to represent the toothbrush. He/she must protect the teeth
and gums.

4. Choose one student to be a kanome. He/she wants to break through the gums
and “eat” (destroy) the teeth.

5. Play the game with the kanome student trying to break through the arms of the
healthy teeth and gums. The toothbrush student tries to stop the kanome from

doing this. If the kanome succeeds in breaking the gum line, then he/she can grab
one of the teeth at the break to be another kanome. Both kanomes now try to
break through the gums

Synthesis

Stop the game as the toothbrush brushes away a kanome or as the gums break. Ask
the students what they represent and what their actions represent. Review the
functions of teeth and gums. Demonstrate how kanomes destroy teeth with
another activity or review this concept. Follow up the game with tooth brushing
after lunch that day. Have students take some responsibility for daily tooth
brushing. They might select people to check their teeth after brushing, someone to
lead the daily brushing, etc.

Comments and Considerations
Sometimes the boys will play pretty rough, and the girls and boys will refuse to hold
hands. The game can be played with boys and girls in separate groups.

roe
Ke



Take a Nutrition Break! Lessons and Activities for Every Curriculum. (1990).
Denver, Colorado: Colorado Department of Education. Excellent list of nutrition
teaching strategies and learning activities. Includes many easy school projects for
time periods of a few minutes to an hour, day, week, or month. Must be adapted to
Thai food groups and nutritional circumstances. School activities.

1996 TEFL Conference Manual Supplement: Teaching Nutrition in the Classroom.
Peace Corps Thailand. Packet of information developed into a hands-on, student-
centered teaching plan. Students must examine their own diets and health. Can be
taught in English or Thai. Includes activities and very basic technical information
about nutrition.

Vitamin A Training Activities for Community Health and Development. (1993).
New York, New York: Helen Keller International, Inc. <tensive information
about vitamin A. Technical information and village-level activities.

SELF-ESTEEM/DRUGS & ALCOHOL

The Best Self-Esteem Activities for the Elementary Grades. (1990). Spring Valley,
California: Innerchoice Publishing. Hands-on experiences that develop
communication skills, responsibility, decision making and problem solving skills,
and goal setting behaviors. Classroom activities.

Canfield, J and Wells, H C (1994). 100 Ways to Enhance Self-Concept in the
Classroom. Needham Heights, Massachusetts: Ailyn and Bacon. Activities and
lesson plans that emphasize self-esteem, a positive and supportive learning
environment, self-awareness, and relationships. Adapt these activities to health, or
consider them without any adaptations to develop spiritual/mental health. Use
them as ice-breakers or to empower your students, young and old. Classroom/
group activities.

De Spelder, L A and Strickland, A L (1982). Family Life Education: Resources for the
Elementary Classroom. Santa Cruz, California: Network Publications. Activities to
develop self-concept, decision-making skills, and awareness of the body. School
activities

Meeks, L, Heit, P and Page, R (1994). Drugs, Alcohol, and Tobacco: Totally Awesome
Teaching Strategies. Blacklick, Ohio. Meeks Heit Publishing Company, Inc. Five
hundred pages of technical information explaining the effects of drugs and alcohol
on the body and society. Also includes drug education curriculum and teaching
strategies for all levels of students. Technical information and school activities.

Schniedewind, N and Davidson, E (1987). Cooperative Learning, Cooperative Lives.
Dubuque, lowa: Wm. C. Brown Company Publishers. Cooperative learning
strategies and projects for the classroom. Mostly group projects. Some relate to
health and the environment. Classroom activities.

69



SELF-EMPOWERMENT Art Project

COLLAGE OF SELF*

Children or adults/unlimited number/1-2 days

Objective
Students should be able to
1. describe themselves: their characteristics, qualities, interests, role models, etc.

Materials

1 large, sturdy piece of paper for each student
old magazines with pictures

glue

scrap paper (colored)

pens, crayons, or markers for each student
several pairs of scissors or cutters

Directions

Instruct students to make a collage entitled “me!". They should collect, draw, and/
or cut out pictures, words, and symbols that are representative of themselves. They
can include things they like to do, things they own, places they've been, people they

admire, etc. ry

After the collages are completed, display them in the classroom or on a bulletin
board. First, have the students try to guess who made each collage, then have the
students explain all the items in their collages.

Comments and Considerations

Encourage students to be creative. They can use real objects on their collages, too.
Do a complete example including brainstorming for ideas and planning what
materials to use for the class first so they get the idea and understand what types of
things they can include in their individual collages. Have a student help you write
a list on the board of possible things to include (things they like to do, favorite
people, family, friends, favorite foods, places they have traveled, things they do
every day, etc.). Students can refer to this list as they are creating their individual
collages.

‘adapted from 100 Ways to Enhance Self-Esteem in the Classroon: A Handbook for Teachers
and Parents (ICE Cat. No. CD040). Jack Canfield & Harold C. Wells. Prentince-Flall,
Inc., 1976, p. 31

50



SELF-EMPOWERMENT Activity
GOOD FEELINGS*

Children or adults/10-50 students/10-15 minutes

Objectives

Students should be able to

1) identify five things people can say and do to help them feel pleased with
themselves

2) compliment at least one person in the class

Materials
paper for each student
pencil/pens

Directions

1. Hand out paper to each student. Have each student write five statements that
make him/her feel good about him/herself. The statements can be verbal
compliments or actions that make the student feel good. Provide many examples,
such as “You are such a good helper “1 the school lunchroom!” or “Receiving a
flower or piece of fruit at school.”

2. Break students into small groups to share their statements, or have them share
with the whole class.

Synthesis
Discuss:

1. Is it easy to receive geod feelings from other people?

2. How many good feelings did you get yesterday?

3. Is it easy for you to give good feelings?

The next day, each student should do or say something nice to or for a friend

Comments and Considerations

An alternate activity is to arrange students in groups or pairs. Give students time to
think or write down a compliment to give another person in the group. Have them
make their compliments as specific as possibie, avoiding impersonal remarks such
as, "I like the color of your shirt.”

*adapted from Family Life Education, p. 35

OO


Cocaine

Effects on the body can include
speeding up action of the central nervous system
confusion, depression, hallucinations
tolerance and physical dependence
convulsions, coma and death
harm to nasal membranes
lesions in lungs

5)

—

54



DRUGS, ALCOHOL, SMOKING, FITNESS Art and Writing Project

TELL A FRIEND ABOUT IT

All students/10-50 students/30-60 minutes

Objective
Students should be able to
1) write a factual message about staying drug and alcohol free

Materials
paper or cardboard
crayons, pencils, pens, markers

Directions

1. Talk to the students about the effects of drugs and alcohol, and then ask them to
write to someone about this. This person can be someone they want to stop
using drugs and alcohol or a younger sibling they want to warn about the effects
of drugs and alcohol.

2. Have students draw a picture about drugs and alcohol and write a message
(English or Thai) about drugs and alcohol.

3. When they are finished with the picture, have them turn the paper over and
eddress it to the person of their choice. Deliver it or mail it! :)

Comments and Consideration:

Alter this activity by making a buiietin board or having a drawing contest for
awareness. It may help to take a health worker along to explain the effects of drugs
and alcohol in Thai.

58 oo



OTHER FIRST AID ACTIVITIES
Use the student health leaders!
1. Have them show you the school hospital/health corner.

2. Practice student health leader responsibilities with them (first aid, health checks,
etc.)

3. Create a club of student health leaders. Play health games, make health posters...

4. Inventory the supplies in the health room. Involve the health leaders. Involve
a health station worker, too.

5. Visit the health station and amphur hospital with the health leaders.

6. Create a first aid kit for the Office of Primary Education. The office should ideally
be an example for the schools

O35

46



HYGIENE Demonstration

FLY AND FECES DEMONSTRATION

Children and adults/unlimited number/30 minutes

Objective
Students should be able to
1) explain how flies spread disease and germs

Materials

fake fly

1 paint holder

green paint

picture or plate of real food

Preparation
Make a model fly out of clay, cork, or potato, toothpicks and paper wings. Fill a cut-

off plastic water bottle with green paint

Directions
1. Explain that the paint is feces, garbage and dirt, and the food is the students’
dinner.

2. Each student should dip the fly's fect in the paint and pat it on the food. After @
many students do this, the paint will be readily visible.

Synthesis

Ask the students if they would like to eat feces or garbage. If the green paint
represents feces, do they want to eat the food dotted with green paint? Relate this to
how flies can cause diarrhea and how covering food is a form of prevention. This
lesson can lead from or into a discussion of diarrhea and spreading germs

Comments and Considerations

After this activity, students can plan how they will keep school lunch food and food
at home clean.

18



General Health/Colds and Fevers - Basic Info

DEHYDRATION
lack of water in the body

Occurrence. during severe diarrhea
heat stroke
other serious illnesses

Signs:  little/no urine, urine dark yellow
sudden weight loss
dry mouth
sunken, tearless eves

Prevention/Treatment: — give ORS and large amounts of liquids es soon as there is
one watery stool. A child needs 18 oz. glass of ORS for
every watery stool

Dysentery: when mucus and blood can be seen in the stools.

COLDS/VIRAL INFECTIONS

Symptoms: some or all of the following:
runny nose, cough, sore throat, fever or pain in the joints, mild
diarrhea

Treatment: no antibiotics
plenty of water and rest
acetaminophen (paracetamol) for fever
eat normally, if available drink/eat Vitamin C rich foods

Fevers above 40°C are extremely dangerous and can cause convulsions and brain
damage.

High fevers must be lowered immediately!
¢ no clothing
° fan
* room temperature sponge baths/compresses
¢ drink cool water
* give paracetamol, be sure to check dosage first


Porm:

Hawes, H and Scotchmer, C (1993). Children for Health. London: The Child-to-
Child Trust. Based on UNICEF, UNESCO, and WHO's Eacts for Life (Also available
at Peace Corps in both Thai and English. A list of simple but essential child health
messages.) Children for Health includes activities for teaching these health
messages and lists action children can take individually and together to promote
health. Hands on, gets children involved in healthy practices and spreading
accurate health information. Technical information and children’s activities.

Meeks, L and Heit, P (1992). Comprehensive School Health Education. Blacklick,
Ohio: Meeks Heit Publishing Company, Inc. Over 600 pages of hands-on health
activities. Encompasses every area of health. Each section also includes basic
background information on the corresponding health topic. Some activities may
need to be adapted to Thailand's circumstances, but they are easily adaptab

Scheer, J K (1990). Germ Smart: Children's Activities in Disease Prevention. Santa
Cruz, California: ETR Associates. An activity book with nine easy mini lesson
plans and activities to do with children. Topics include types of germs, sources of
germs, how to fight germs, and how to care for sick people.

FIRST AID

American Red Cross Standard First Aid. (1991). The American National Red Cross.
The actual book which accompanies the American Red Cross first aid course.
Technical information.

First Aid Book: The US Department of Labor Guide to First Aid. (1985). New York,
New York: Gramercy Publishing Co. Guide to emergency care. Technical
information.

NUTRITION

Bridging the Gap: A Participatory Approach to Health and Nutrition Education,
(1982). Westport, Connecticut: Save the Children. Contains assessment, planning,
and evaluation activities for the community level. Also contains teaching activities
for the classroom and/or community. Village-level methods and school/village
activities.

Nutrition Handbook for Community Workers in the Tropics. (1986). London: The
Macmillan Press, Ltd. Basic nutrition information, geared towards assessing
nutrition in a community and working with the people. Technical informetion and
village activities.

One Dish Meals. Thailand: The Ministry of Public Health, Nutrition Division. A
book of nutritionally balanced, one-dish Thai meals. Technical information.

68 “a


Building Responsibility for Health:
Activities, Songs, and Mini-Projects
for the Classroom and Community



OTHER PEACE CORPS PRODUCED PUBLICATIONS

Alternative Techniques for Teaching about HIV/AIDS in the Classroom. (1994).
Washington, DC: Peace Corps of the United States Information Collection and
Exchange. Addresses topics related to HIV/AIDS: basic information, prevention,
transmission, awareness, etc. Technical information and excellent activities for all
ages and groups.

Mosquito-Borne Disease Manual. (1996). Peace Corps Thailand. Technical
information regarding mosquito-borne disease and educational activities, games,
and projects for the classroom and community.

progress). Royal Forestry Department, Bureau of Natural Resource Conservation,
Division of National Parks and Wildlife Sanctuaries. Tried and true environmental
education activities for the classroom and other groups, developed by National
Parks PCV's and Thai nationals from the Division of National Parks and Wildlife
Sanctuaries.

Natpracha, P and Wilson, L (1991). Partners in Development. Thailand: Craftsman
Press. Activities and ice breakers centering on communication, leadership, values,
and participatory development.

Shades: A Resource Manual for Diversity Awareness. Peace Corps Thailand.
Activities for pre-service training, in-service training, and the classroom, focusing
on teaching about diversity awareness.

Our Greatest Resource of All

70 70



NUTRITION Came

NUTRITION MUSICAL CHAIRS

Primary students/10-50 students/30 minutes

Objective
Students should be able to
1) classify foods by Thai food group

Materials
pictures of food (optional)
one chair for each student, minus one

Preparation
Play this game after teaching about the Thai food groups.

Directions

1. Assign a food to each student. Each food should distinctiy belong to one food
group.

2. Have the students make a circle of chairs. with one student sitting in the middle.

3. Have the student in the middle call out the name of one food group, and the
students assigned a food in that food group get up and switch seats. The student

who sits down last does not get a seat and ends up being the person in the
middle.
4. Repeat.

Synthesis

Emphasize that a good, healthy meal contains all the fod groups. Have students
list the food groups in their school lunch. Have students build a meal with all five
food groups.

Comments and Considerations

It is easier to check whether or not the students are correct if each student draws a
picture of his assigned food and holds it up during the game. The game can be
varied and made more difficult by either assigning students a food group and
having the person in the middle call out a food, or by adding foods that include
more than one food group, such as gang som;‘to the game. For example, a student
with gang som would switch seats if vegetables, protein, carbohydrates or fats were
called.

*gang som= sour soup

co

29



Treatment with Lice Medicine

The day before treatment at the school, tell students with lice to bring a towel, combs
and shampoo fiom home. Get gloves and lice medicine from your health station,
hospital. Sometimes schools will already have lice medicine distributed by the
Health Office.

1. Put on gloves

2. Tie a towel or other material tightly around the hairline. Let it hang down
over the child's eyes and ears for protection from the medicine.

3. Use 1/2 an envelope of lice medicine per student. Shake it onto dry hair,
massaging into the roots. Especially treat the areas at the base of the neck and
around the ears. Do not get the medicine in the eyes, ears or nose!

4, Comb the medicine through the hair. The finer toothed the comb the better, but
any comb will do.

5. Raise the ends of the towel up to cover the hair. Let the medicine sit for one
hour.

6. Wash the hair carefully with regular shampoo, not getting medicine in the eyes
and ears. Have the student sit in a chair and lean her head over the back or lie
on a bench with head hanging over the edge.

7. Comb through the hair again.

8. Rinse with water.

After this, emphasize that everyone at home needs to be treated, too, and give out
the appropriate amount of medicine. To guarantee treatment you need to go the
village. If students have helped with the who!» treatment at school, they will know
how to do it at home, too.

Treatment at school and home should be followed that day with washing bedding,
clothes and combs and the following week both treatment and washing should be
repeated. :

LICE MEDICINE

Noi Na Seeds
Boiling water
Soap and bleach for combs and bedetothes

Crush 1 seed of Noi Na fruit until it is powder. Mix with 2 cups of boiled water.
Lightly massage into scalp and leave on for 30 minutes. Repeat daily for 7 days.

For combs, barrettes, hairbrushes: Soak in hot soapy water with a little bleach for 30
minutes and dry in sunlight.



3. Emphasize that for every loose stool passed, a child needs one additional glass of
e liquid by drawing a line halfway up on the container. Then fill the container to
the line with water. Unplug it and let one cup of water drain out. Catch the
draining water in a cup. Explain that this is what happens during diarrhea. Does
the body have enough water after a loose stool]? What must be done for the body
to be healthy again?

Plug the bottle again, and refill it with one cup. This shows that for every loose
stool passed, the person must replace it by drinking one cup of water (ORS is better).
Be sure to emphasize that the line represents the amount of water needed to be
healthy. If many loose stools are passed and no water is replaced, what will happen?
Tell students to think about a rice crop without any rainfall!

*adapted from Child-to-Child (ICE Cat. No. HE002). Ed. by Audrey Aarons & Hugh Hawes.
Macmillan Education Ltd., 1979, p. 56

21



Ingredients #5, 6, 7, 8, 9, can be purchased for approximately 90 baht at the
e following address: (Bottles large or small can be purchased also.)

17

tO
ce



Some examples of foods in each group:

1. Protein- meat, chicken, milk, nuts, seafood
2. Carbohydrate- rice, bread, potatoes, corn

3. Fats- oil, nuts, butter, eggs, seeds

4. Fruits- bananas, watermelon, mango, apple
5. Vegetables- green beans, cabbage, cucumber


wo

10.

11.

OTHER DENTAL ACTIVITIES

Play "Dental Pictionary ". Write out slips of paper with dental vocabulary words
on them. One student looks at the word and draws it. Other students must
guess the word. Play in teams, groups, or as a class.

Make toothpaste. See the front of this section for the recipe.

Make all the students rinse with fluoride. Fluoride is available from the
amphur (district) hospital.

Chart your friend's mouth. Students pair up and draw each other's mouth onto
a dental chart. Draw in cavities, leave out missing teeth, draw plaque, etc.

Make a poster of good food snacks for teeth

Chew red tablets. Use the chewable red tablets available from the amphur
hospital dentist after students brush their teeth. The red indicates sugar on the
teeth and means they need to brush again, until it comes off.

Destroy teeth with acid. Get four or five teeth from the hospital and put them
into different solutions (pop, sugar water, water, salt water, milk, etc.). Observe
after three days, and discuss what happens when students don’t brush their
teeth. If teeth are unavailable, substitute chicken bones. Explain that the bones
represent teeth and are made of the same thing (calcium) as teeth.

Grow oral bacteria. Use gelatin as "food" to grow mouth bacteria. Take a
toothpick, and collect plaque from student mouths. Wipe it on the gelatin, or
stick the toothpick in with the student's name. Cover with clean plastic and
tape so no bacteria floats in. In three days, you should see growth. Do a control
with gelatin only, covered and taped. Practice this activity at home first to work
out the problems. See the ONPEC Manual for more details.

Make pictures or a bulletin board. Take pictures of teeth brushing activities
and student smiles, and make a bulletin board.

Handout toothbrushes and toothpaste from Peace Corps or from Colgate.

Make a cup and toothbrush holder, labeled with student names, in each
classroom.


DELIRIANTS
aerosol products, lighter fluid, paint thinner, fingernail polish, gasoline, model and @
plastic cements, glue, shoe polish

Effects on body can include
mental confusion
loss of coordination, confusion, hallucinations
convulsions, death
psychological dependence
permanent damage to lungs, brain, liver, bone marrow

ALCOHOL (a powerful depressant)

Effects on body can include
slowing down the activity of the central nervous system
slower reactions, loss of control over actions, erratic behavior
impaired thinking and judgment
staggering, disorientation, moodiness, slurred speech, double vision
vomiting and incontinence
unconsciousness, death due to respiratory paralysis
cancer of the mouth, esophagus or stomach, due to irritating effect of liquor
heart disease - enlarged heart, congestive heart failure
liver damage - cirrhosis, alcoholic hepatitis, cancer of the liver
ulcers and gastritis ]
damage to adrenal and pituitary glands
tolerance, physical and psychological dependence
birth defects due to alcohol consumption during pregnancy

Alcoholism is a disease characterized by the uncontrolled use of alcohol. The
causes of alcoholism may be a combination of genetic, environmental, cultural and
psychological factors. ANYONE can become an alcoholic, and alcoholics can recover
from the disease but never be cured.

Possible Symptoms of Alcoholism
greater tolerance
personality changes
obvious uncontrolled drinking
blackouts
denial
preoccupation with alcohol, drinking alone, shakes, malnutrition

£6 £


Dental Health - Basic Info

FUNCTIONS
Teeth: good health, eating, speaking, good looks
Gums: hold teeth in place and help keep teeth strong

CARING FOR YOUR TEETH
Eat only good, healthy foods.
Clean teeth carefully every day

HUMAN MOUTH

top The first baby tooth comes in around 7
months of age. By the time the child is
30 months old, there should be a total

of 20 baby teeth.

16-22 years old, 3rd permanent molar,
wisdom tooth, not always present.

bottom 6-8 years old, Ist permanent molar

12-14 years, 2nd
permanent molar

baby teeth, replaced by permanent
teeth

From 6 to 12 years of age baby teeth fall out and are replaced by permanent teeth.
Baby teeth are important. They help the child eat healthily, speak correctly, and
hold spaces for the permanent teeth to grow in straight. Then, the permanent teeth
will be easier to keep clean throughout a lifetime.


oD

fap)

sayse ay
no kurysny ‘Apog atp Burpooo aye Ay
Ssouyxvom ‘Por yO SsoUOYS
sajquiodoa Ayko waa yzep ‘suvoq | ‘anBuoy oped ‘sprersoduy oyar ‘sw SuyuoHauny
Rup] uaxsnys ‘ysy “889 ‘Kouppy say wou | — gjed ‘pyjaho jo apisur oped ‘enuoue oo ‘uOH BULL) URJO|FOULDY uo
X juotTopoxop 1g ISAS SNOAIOU
fou o11-09 Wes pozipor ‘poojves } — wstunjas> ‘prosAyyy po8aepud ‘10108 pure unerq ‘ost AB10u0 Yi mors autpoy
widau ‘Suvoq
Bun ‘yur “oBeqqed
asaulyd ‘Asdja> asaulyd ‘quad ‘dinays
Sut OOS ‘souog YIM Ys []vurs ypu Syn dos: P2atyy-420Uy “pokSof-avog ‘say ou UONUUOY YOO] /BUOQ wn |¥,)
Wyayuns
N'LOOr ‘sxfohk B8a ‘yin ‘ystyy Aney ‘To01] winged jo uoNdaesqe Cure,
[~ sajqeiasaa Ajvo| uaeid yaep
‘sauipies ‘(S0jewio) ‘sa0duew ‘oUut!|
‘uourgy ‘afddvaurd ‘sa8uez0 ‘eavn’) sun uoypayur yy8y ‘uoydaosqe
But 07 sina snayio ‘sary ‘ysenbs “yrut | Surpaazq puw asos ‘Aa inds “yooy asvoy Uodt Wsifoqeyau UNI[v> Due,
§ adi UMOIG HINT SUBSy WDeq wadeyod TaerN)
a Bu 91-6 ow ‘synuead ‘uay>1y> "YSy “3aAq] ‘Uys OY} UO Sjods yaeP Pur saz0s soyeapAyoqsed jo wistpoqeyeur eg UTE A
5 sajqejadan
= uaai8 yo syuNoUre a82e] ‘Uax2149 Nou! ay} jo $19UI09 4) (uraryoqry)
z Bw 71g ‘ysl jeaur ‘s83a ‘xyru ‘Aaupry ‘194 Je S$910$ pas JO s4>vId “Uys YSNoT sojeapAyoquvd Jo wsipoquyatu 7A Wu,
Bold UMOIG ‘Suva MO][ad ‘synuLad sBa] pue swae Suryse/yvom (unumeny |)
Bw 2'1-Z° ‘uaydIyo “Weaut ‘y10d ‘Ysiy ‘saat ‘sé8a “jod} pur spuvy yuu ‘19q-1aq Aap soqvapAyoques Jo ursioqezaur 1g unmet,

syoue ‘upduind Vue(dada ‘sexeded
‘sao8ueu adits ‘Aaupry 8880 “19.401
‘yyw ‘sajqeja3an Ajeay uaa13 yep

ssaupuyyq ‘sjods
sjouig ‘saXo Kup “ssoupuryq yStu

sake Ayyeoy “upys

‘MI ODEE-OSET Auppeoy “suonaayut juoaaid dyoy youwena
| sinurod ey asieds pai
‘suvaq 8umur ‘suvaqhos ‘sueaq pas} “(aduasayuunos1d Wd p] ULY) ssaj) We | suoN2ayUT 1Y31) djoy ‘sounos AZsauo
‘qin ‘s8Za ‘yeaw “ysy ‘uax>IY> sod gaddn wy) 7y8iem pure wBiey mop | ‘sourkzua da oyvur ‘yedaa ‘yymord surajoig
sueagsos uondaosqe unueya ‘adv10}s
‘synuead ‘yeaur AyRj ‘yey uPyOOd ‘s}10 ABsoud ‘22unN0s ABz9Ua payv.yuadu03 s]1o/syeg
siaqn] ‘aon ‘seuvueq a24nos yvay pur Adsaue | saeapAyoqied
vwau swiojduidg pur sudig quanynu oD yy
rey Aauayag ay) year] 0) pasy spoo.] Auapyaq suonouny Avan

saUa Dye] pur suond: Ny ’sa4n0g JUILAINA OYA pur yWaLNN


Environment

For detailed environmental lesson plans, please see the National Parks
Environmental Education Activities Manual co-produced by the Division of
National Parks and Wildlife Sanctuaries and Peace Corps/Thailand.

Other Environmental Activities

1. Pick up or clean up the school with the students.

wv

Make toys or art with packaging materials such as water bottles, newspaper, etc.

we

Draw and paint an environmental mural.

4. Set up recycling at the school or start a compost pile.

a

Guide students through drawing a picture of their favorite place outside. Then
have them destroy it by adding pollution, factories, lumber cutters, etc. Discuss
how they feel about the destruction of their favorite place. Would they ever visit
there again? How will this change their lives? How will it affect other people in
the area?

63
i



AIDS/Reproductive Health

For information about AIDS and for teaching activities, please see the Peace Corps/
Thailand AIDS manual, Alternative Techniques for Teaching about HIV/AIDS in

the Classroom.

Soudsivass#
Uasrinodd

~!
fo

65



Wee

An Incomplete List of Useful Health Resources at Peace Corps

GENERAL HEALTH/TECHNICAL INFORMATION

Dickson, M (i993). Where There Is No Dentist. Palo Alto, California: The
Hesperian Foundation. Everything you ever wanted to know about dental health.
Technical information and school activities.

Frelick, G and Fry, S (March 1990). Water and Sanitation for Health Project
Technical Report No. 60. "A Training Guide on Hygiene Education." Washington,
Dc: U.S. Agency for International Development. Information about water
sanitation as it relates to health. Includes training activities for health and
sanitation workers. Technical information and some village-level activities.

Rural and Child Health Manual. Peace Corps Thailand. Excellent resource for
project ideas, health information on every topic related to child and adult health.
Includes activities, lessoa plan ideas, songs, and information about how the Thai
school and health systems are set up. Don’t forget about the trusty manual; it
expands on the information in this book. Technical information and school
activities.

Table of Nutritive Values of Thai Foods. (September 1992), Thailand: Nutrition
Division, Ministry of Public Health. Lists major nutrient and micro nutrient values
for hundreds of Thai foods. There is also a July 1985 edition. Both editions are
accurate, but the 1992 version is illustrated. Use it to create your own healthy diet in
addition to planning school lunch programs and teaching village health. Technical
information.

Werner, D (1977). Where There Is No Doctor. Palo Alto, California: The Hesperian
Foundation. In English and Thai, this includes everything vou ever wanted to
know about village health care. Technica] information.

GENERAL HEALTH/TEACHING STRATEGIES

Bonati, G and Hawes, H (1992). Child-to-Child: A Resource Book. London: The
Child-to-Child Trust. The resource book (brown cover) includes activities which
illustrate nutrition and health concepts for elementary students. Activities
designed to be taught to elementary students by secondary students. Includes basic
health information. Also includes sections on health education methods, child-to-
child activities evaluation, and running a child-to-child workshop. Technical
information and school activities.

Note: There is also a Child-to-Child book which contains the activities only. It has
an orange cover.

67



Rinse soybeans, separate the good and the bad beans. Soak for at least 18 hours
Remove hulls and separate them from water and bean. Grind up beans using
mortar and pestle or blender, if available. Add half the water to the paste. Heat the
miature for about 10 minutes. Skim the foam off the miature. Strain the mixture
through a cheese cloth. Heat again for 10 minutes. Add the rest of the water, sugar
and salt to taste, Strain again. Drink hot or cold. Makes 3 L soymilk

Peanut Kanomes
3 cups peanuts (remove skins and crush)

2 cups flour

} cup sugar

1 box milk (sweetened is best)

1/2 cup of margarine

2 eggs

Mis all ingredients together and put little balls of dough on the baking surface. Bake
in an oven until set. (Ovens can be made easily from many sources. Consult PC
library for oven designs.) Add salt or change amounts of ingredients if needed.
Serve with milk for more protein



ween,

Acknowledgments

This manual would never have been completed without considerable help.

From the very beginning Pimsuda Tiandum, APCD/Health, has guided and
encouraged the production of this manuai. Mukda Boonnikornvoravith, Assistant
to the APCD/Health, has patiently and gracefully taken care of all the details and all
the technical challenges.

Thank you to all of the ONPEC, National Parks, and Soil and Water Peace Corps
Volunteers from groups 104 and 106 who submitted lesson plan and activity ideas.
There would not be a manual without all of your creative ideas! Additionally, all
the ONPEC 106 volunteers helped edit this work and gave valuable feedback on its
contents and purpose.

Amy Jo Bonnema and Anne Branon contributed countless hours planning, typing
and revising. Without them, the task of putting all of this material together would
have truly been physically and mentally insurmountable. Sincerest thanks to you,
Amy and Anne.

Everyone's time and patient efforts are truly appreciated. Thanks really cannot fully
reward your contributions. So, thank you very, very much (as inadequate as this is)!

Bethann Kreiling
ONPEC Peace Corps Volunteer
Group 106



Contents

Acknowledgments --------------------+----------eneneeennnen ec ee nee necenenennnnenmanenne

How to Use This Manual -

Dental Health ------------------------2c----- nen ennnn nnn cere en cence cnn nnn nanan nnnane

Hygiene ~-----------------------2-- nena anne enn ner nner nnen ene nnmnnnatnncen amen

NULUTItION ~---~----nnn nen anne enc nee ne nnn

General Health/Colds and Fevers ---------------------202--n nn nnne ane nn en ener enn

First Aid --

Self-Empowerment -----------------sonennnnnnnnneenrnnen nannnnn een nm nnn nnnanenaannmenesemene
Drugs, Alcohol, Smoking, and Fitness --~----------------------n0e-ennneeneennencen nnn nne
Environment --------2--------2-2 2 enon onan nnnnnnnen enn nn nn nnannnnnncnannnnecnnnnnennin
AIDS/Reproductive Health ----------------------------2--nn2nnesn anna nnn nee

Resource List and References



Hygiene - Basic Info

DAILY HYGIENE

bathing

hair washing

clean clothes

clean and short nails

hand washing after going to the bathroom and before every meal
teeth brushing after every meal

carefully washing any cuts, scratches or scabs with warm, soapy water
always wearing shoes outside

HEALTHY HABITS
Kee,

SND Rw

2 surroundings clean and healthy.

garbage dumped in special place and buried or burned

keep water containers covered

put away equipment children could trip on

wash lunch tables and dishes well

sweep

wash clothes daily and bedding weekly and hang in the sun to dry
use latrines, clean them properly

rk ee

a

MI

Keep bodies strong and healthy.
1. do not share combs, toothbrushes, drinking glasses, barrettes
2. cat nutritious food
3. do all daily hygiene activities

SONGS

Wash, Wash, Wash Your Hands (to the tune of Rotw, Row, Row Your Boat)

Wash, wash, wash your hands
Wash them all the day

Use some soap, lots of soap

To wash the germs away.

13



Each lesson is described in the header by content area and type of activity (demo,
game, activity, etc.). A glance at the top of the page will tell you the target group and
its size, plus the approximate time for the lesson. At the end, you will find the
technical vocabulary for the lesson in English and Thai. Teach in either language,
depending on the simplicity of the lesson and the English language level of your
audience.

FINAL NOTE

The manual is by no means complete, but is meant to be evolving as volunteers
update it and add contributions. Additionally, the manual is relatively short so that
it saves you the time and effort of sifting through all the materials at Peace Corps.
Use the resource list to find additional information and use the Rural and Child
Health ONPEC Manual to find more details about health projects and activities.

F



es:

HYGIENE Came

HYGIENE MUSICAL CHAIRS

Younger primary students /10-50 students/20-30 minutes

Objective
Students should be able to
1) list actions which promote good hygiene

Materials
one chair for each student, minus one

Directions

1. Make a large circle with chairs, one less chair than the number of students.
Students walk in a circle around the chairs.

2. The teacher calls out the following actions: wash your hands, wash your face,
wash your hair, take a shower, brush your teeth, wash your clothes. When the
action is called, the students do the action while walking around the chairs.
When the teacher calls out “dirty”, the students must run and find a chair to sit
on. The student left standing becomes the leader calling out the octions

Synthesis
Discuss why these actions are important and when you should do each of them. Do
some of them right there at school.

Comments and Considerations
Older primary students can be included as leaders of this game and organizers of
daily hygiene activities for first and second grade students



DOCUMENT RESUME

ED 118 953 SP 037 919

TITLE Health Activities for Primary School Students.

INSTITUTION Peace Corps, Washington, DC. Information Collection an
Sxchange Div.

RE ORT NO RO10S

PUB DATE 1996-11-00

NOTE 76p.

AVAILABLE FROM Peace Corps Information Collection and Exchange, 1990 K
Street, NW, 8th Floor, Washington, DC 20526.

UB TYPE Guides - Classroom - Teacher \0$2)
EDRS PRICE MFO1/PCO4 Plus Postage.
DESCRIPTORS Acquired Immune Deficiency Syndrome; *Child Health; Class

(Activities; *Comprehensive School Health Education; Dental
Health; Drinking; Drug Use; Elementary Education; Elementary
School Students; Empowerment; First Aid; Foreign Countries;
*Health Promotion; Hygiene; Nutrition Instruction; Physical
Fitness; Physical Health; Reproduction (Biology); Smoking;
Volunteers

IDENTIFIERS Thailand

ABSTRACT

This manual targets new and second-year Peace Corps
volunteers, presenting health lessons and activities for primary school
students in Thailand. Each section of the manual outlines basic technical
information about the topic, contains several detailed lesson plans, and
lists quick activities that can be carried out at schools. Songs and recipes
relevant to each section are also included. The nine sections focus on dental
health; hygiene; nutrition; general health/colds and fevers; first aid;
self-empowerment; drugs, alcohol, smcking, and fitness; the environment; and
AIDS/reproductive health. All of the lesson plans and activities emphasize
active learning for students and encourage students to make healthy decisions
and to be responsible for the health of their communities. Each lesson is
described by content area and type of activity (e.g., demonstration, game, or
act.vity) and there is also information on target group, recommended group
size, and approximate time for the lesson. At the end, there is a technical
vocabulary for the lesson in English and Thai so the lesson can be taught in
either language. A resource list describes some of the best health resources
available at the Peace Corps. (SM)

Serer eee cere See e ee eee Seer eee eee eee Tee eee Stee tee ee eee te eee eee eee eT eee ee ee Sees

* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
erreretere Tete test cette etree cece ec eee Te cree sete eee c sce tes eet eee eestor ers es:



GENERAL HEALTH Activity

Age, Weight and Measurement

Primary students/10-50 students/60 minutes

Object’ ves

Students should be able to

1) state their ages

2) measure and state their weights
3) measure and state their heights

Materials :

centimeter stick (usually found cut into wooden post of the school)
scale (usually found in the health room)

English is Fun Book IV - Lesson 14 (optional)

Directions

1. Have each student tell his/her age and write it down.

2. Weigh cach student and have the student write it down in kilograms and pounds
(if the scale shows pounds).

3. Measure each student and have the student write it down in centimeters.

Synthesis

Ask the students their ages. Have two or three students come up to the front of the
room. Who is older?

Ask students their weights. Who weighs more?

Ask students their heights. Who is taller, tallest?

Make age, height and weight graphs for the classroom,

Comments and Considerations

Make a class graph. If there are too many students, you could only do one
measurement. Students can help by weighing and measuring each other. This
activity can be done in English or Thai.



Neem (Margosa) contains a series of active ingredients of crystalline and amorphous
bitter constituents. The main active principle is Nimibidin, and it is a tonic for the
gums. Several toothpaste manufacturers mix Neem into their products.
Experiments have established that Neem kills several types of bacteria and has a
healing effect on the human body.

COMMON DENTAL PROBLEMS IN THAI STUDENTS

Cavities: tooth hurts some of the time, black spot, fill it ASAP so the tooth doesn’t
rot out, Prevent by regular cleaning, flossing (or use toothpicks) and rinsing with
fluoride

Gum disease: loose, sore, red, bleeding gums. Eat more vitamin C. Avoid sweets
and pop. Rinse with warm salt water daily. Clean teeth and gums after every meal.

SONG:
Brush, Brush, Brush Your Teeth (to the tune of Row, Row, Row Your Boat)

Brush, brush, brush your teeth
Brush them twice a day

Brush the front; brush the back
And your smile will be “suay".

OR

Brush, brush, brush your teeth
Brush three times a day

Up and down, up and down
They'll stay clean that way.

(to the tune of Are You Sleeping)


KEEPING YOUR TEETH HEALTHY

People can clean their teeth with salt or baking soda, homemade toothpaste, or
bought toothpaste. Even rinsing with water is better than nothing. Use a green
branch chewed to become stringy or a soft toothbrush. Toothpicks or a sharp twig
are good for cleaning between the teeth. Toothbrushes should be replaced when
their bristles are no longer straight.

Clean the teeth daily after every meal and before bed.
Clean between the teeth as well with toothpicks or floss.
Rinse with fluoride weekly.

THAL TOOTH BRUSHING PROCEDURE

Brush the front teeth on the outside.

Brush the front teeth on the inside.

Brush the bottom teeth on the outside

Brush the bottom teeth on the inside.

Brush the surface of the molars.
Brush the tongue.

AARON

TOOTHPASTE RECIPE (ONPEC Manual)

1 part camphor* (available at any pharmacy)

1 part bicarbonate soda (available at any pharmacy)
2 parts salt

‘optional, for taste

Mix ingredients together, wet brush, dip in mixture and brush away.
NEEM TOOTH POWDER

Neem leaves
Matches and wood for a fire
Kitchen sieve, knit wire mesh, or gauze

Dry the neem leaves in the open sun until they are brittle. Use a kitchen sieve to
sieve the ash obtained by burning the leaves. For taste and better effect, add salt to
the ash. When brushing teeth, neem leaf powder may cither be used on the index
finger and straight away applied to the teeth, or the powder may be used on a
toothbrush.



DEPRESSANTS
Barbiturates, Tranquilizers, Methaqualone

Effects on the body can include
slowing down the central nervous system
confusion, loss of coordination
tolerance, physical and psychological dependence
coma, death
taking with alcohol can be especially dangerous

CANNABIS

Marijuana, Hashish

Effects on body can include
altered mood and perception
confusion, loss of coordination
tolerance, psychological dependence
damage to lung tissue

HALLUCINOGENS
LSD, PCP, designer drugs

Effects on body can include
temporary distortion of reality
hallucinations, panic
depression, confusion, irrational behavior (PCP)
tolerance
convulsions, coma, death (PCP)
“flashbacks” of effects even after use is discontinued (LSD)
birth defects in users’ children (LSD)

NARCOTICS
Heroin, Morphine, Codeine, Opium

Effects on body can include
lower perception of pain
lethargy, apathy, loss of judgment and self-control
tolerance, physical and psychological dependence
convulsions, coma, death
malnutrition, infection, hepatitis



GENERAL HEALTH/COLDS AND FEVERS Gaine

SICKNESS ATTACK* 6

Primary students/unlimited number/20-30 minutes

Objectives

Students should be able to

1) explain how colds and fevers can be transmitted quickly
2) explain three ways colds can be transmitted

Materials
one piece of paper for every participant in a bag
one piece of paper only is marked “sick”, others are not marked at all

Directions

1. Every student draws one slip of paper. They cannot tell others what is written on
the paper.

2. Explain that the person with the “sick” paper will spread the disease by winking

at others during the game. This person must be in the inner circle during the

game.

Players form an inner and outer circle. The circles watk in opposite directions,

and the “sick” person begins winking, trying not to be noticed. When someone

is winked at, he/she falls down onto the floor and moves out of the way, trying e

to touch others while falling. Whoever is touched must fall and get "sick", too.

This illustrates contagious spread of disease.

4, Stop when everyone has fallen ill.

w

Synthesis

Discuss types of diseases that are contagious. Explain and have the students think of
examples of the ways contagious diseases can be spread, by physical contact, contact
with body fluids directly or on objects, by sneezing and coughing. Discuss how long
it took for everyone to get sick in the game, and that real diseases can spread this
quickly and easily too. Have students suggest ways to prevent catching contagious
ciseases.

Comments and Considerations

This game can be adapted to specific diseases or even to parasites and vector-borne
diseases. The immune system dance in the AIDS Manual is another variation on
this game which examines the body's ability to fight off contagious diseases.

*adapted from Bridging the Gap: A Participatory Approach to Health and Nutrition Education
(ICE Cat. No. HE107). Ed. by Martha Keehn. Save the Children, 1982, p. 80



Take out enough popcorn for each student to have a small handful and put it in the
mixing bowl. Add plenty of the freshly iodized salt. Dig in! Some alternatives to
popcorn are locally available fruits that are commonly eaten with salt.

BR 26



OTHER GENERAL HEALTH ACTIVITIES
1. Make ORS. See the recipe in the front of this section.

2. Teach about fevers. Have a child run around and then wrap him in a blanket,
head included. Ask him to tell how he feels. Explain that this is the same thing that
happens when you wrap children with fevers in a lot of clothing or blankets. Take
off the blanket and wipe his skin with a cloth soaked in water. Ask him to describe
how he feels. Ask what should be done for a person with a fever and why.
WARNING: Do not keep the child wrapped up for more than a minute. Causing
fainting is not the goal of this exercise.

Ju
43



Iodized Salt & Popcorn Activity

Many Thais still think of iodized salt as "special", something similar to medicine.
Some adults ask if the salt can be used in Thai food. In order to get across the idea
that iodized salt is "normal" and can be used in all of the same ways as the salt that
is commonly used in the village, then, the message has to be communicated that
iodized salt tastes good an should be used daily in everything!

Arrive at schools with a big bag of popcorn made at home. Bring all the materials
for mixing iodized salt. Tell the students ahead of time to each bring at least 200
grams (2"keets") of salt, although this amount will vary depending on the number
of students.

Materials:

2 big plastic washtubs

1 scale (must go up to a least 7 kg)

1 bottle of iodized water for each 6 kg. of salt (nam iodeen--usually available
from the District Health Office or already at the school, but check this out and
bring your own)

2 or more large spoons

1 spray bottle or if none is available a glass bottle

1 plate (can be borrowed from school)

1 small spoon (can be borrowed from school)

about 2 c. warm water

1 large bag of pre-popped popcorn

1 mixing bowl (for eating the popcorn with iodized salt)

1 set of acid/starch bottles to test the salt (kowat koo), available at local health
offices

After carefully weighing the amount of salt to be mixed, explain to the students that
by testing the salt with the acid/starch bottles we can find out if the salt contains as
much iodine as it should. Have the students vote on whether or not the salt will
change color. Usually the salt doesn't change color at all but it may slowly change,
leading us to conclude that there is some but not enough iodine in the salt. The salt
with sufficient iodine will turn a deep blue immediately. Using the small spoon
and plate, test the salt.

For each 6 kilograms of salt, mix 15 cc. of the strong iodine solution in the
eyedropper bottle with enough water to make 60 cc. Spray (or sprinkle if using a
glass bottle) this over the salt having the students stir constantly and thoroughly.
When the salt has been blended well, test it again for its iodine content. The
students are always fascinated by this!



OTHER DRUG, ALCOHOL, SMOKING, AND FITNESS ACTIVITIES

1. Blow smoke through a tissue to show the students how a cigarette can blacken
their lungs.

2. Tarred lungs: (Drugs, Alcohol, and Tobacco. Totaliy Awesome Teaching
Strategies, p. 334)

Put wet cotton balls into a plastic bag, and tie it off with a rubber band. Put a straw
through the rubber-banded opening in the top of the bag. The bag represents the
lungs; the cotton balls represent the inside of the lungs; and the straw represents the
throat. Blow smoke into the bag (or have a teacher do it) in front of the students.
What color is the cotton now? Since the cotton balls represent the inside of the
lungs, how does smoking affect the inside the lungs? Discuss the negatives of
smoking. Note: The bag cannot have any holes in it except where the straw enters.

3. Discuss the cost of cigarettes and alcohol, and brainstorm what else could be
bought.

4. Simulate how seriously drinking can affect behaviors by having students:
-write with their non-dominant hand

-talk with their mouths full of marshmallows(or any other food)

-run through a maze with one eye covered

62


How to Use This Manual

RATIONALE

In May of 1995 when I was first thrown to the wolves, or in other words first arrived
at site, my Thai language skills were minimal and my health teaching experience
with primary students was limited. [ spent hours planning simple lessons, just
trying to look up the five key vocabulary words in Thai and trying to think up
creative health activities and lessons. Or, 1 would be taken to a school on two
minutes’ notice and expected to teach an English lesson. Why not teach a health
lesson on short notice instead, since that is the primary responsibility of a health
volunteer?

With time, all the health volunteers from groups 104 and 106 have created their
own child health activities and can usually teach them with a moment's notice.
This manual is intended to share all those tried and true lessons and activities, in
addition to some excellent activities gathered from the resources in the Peace Corps
library. The manual targets both new volunteers, in the hope that your transition to
site will be smoother with this little package of ideas under your arm, and second
year volunteers because these PCV's do not often have the chance to share their
excellent activities with one another.

CONTENTS

This manual consists of sections targeting dental health, hygiene, general health,
first aid, self-empowerment, nutrition, and drugs, alcohol, smoking and fitness. It
also contains a limited number of environmental activities.

Each section outlines basic technical information about the topic, contains several
detailed lesson plans, and lists quick activities which can be carried out at the
schools. Songs and recipes relevant to each section are also included. At the end of
the manual, a resource list describes some of the best health resources available at
Peace Corps

LESSONS

All of the lesson plans and activities emphasize active learning for students and, in
the Syuthesis section, encourage students to make healthy decisions and to be
responsible for the health of their communities. Adapt the activities and lessons as
vou see fit, concentrating on the synthesis of the lesson or carrying out the activity
and summarizing briefly. You may also wish to incorporate the lessons into
projects.

tu



For bed clothes: Wash all bed clothes with hot soapy water and bleach or wash with
soapy water and bleach and then iron hot. Dry in sunlight. Put all non-washable @ |
items in direct sunlight for several days.

HERBAL SHAMPOO

Ingredients Amouat
1. Aloe Vera juice 2 cur

2. Magrut juice 1-2 cups

3. Magrut peel rom about 5 fruits
4. Clean water 1 liter

5. Lanolin 100 grams
6. Thickening Agent 100 grams
7. Foaming Agent 100 grams
8. Shampoo Base 1 kilogram
9. Fragrance 1 ounce
Instructions:

1. Wash and clean the Aloe Vera. Remove the peel, use only the white slimy stuff
inside. Mince the inside stuff, using a knife or a blender. Strain the chopped up
stuff through cheese cloth until you have 2 cups.

2. Remove the peel from the Magrut (about 20 Magruts). Squeeze the juice from
the pulp. Strain the juice through cheese cloth. Use 1-2 cups. Save the peel
from about 5 of the Magruts.

3. Mix the Magrut juice, the Magrut peel and the Aloe Vera juice in a pot. Stir
until mixed, then boil the mixture. Strain the mix through cheese cloth one
more time, throw away the peel

4. Add the Lanolin to the mixture. Stir until dissolved. You may have to put it

back on the heat. It will nat dissolve unless the mixture is hot. When it is

mixed, remove from heat and mix in 1 liter of water.

When the mixture is room temperature, cool to touch, stir in the Thickening

Agent then add the Feaming Agent. It is not easy to get the Foaming Agent to

dissolve into the mixture. Use a spoon to smash it against the side of the pot but

be careful not to make it foam too much.

6. When the Foaming Agent is dissolved, add the Shampoo Base. When that too
is mixed in, add the Fragrance. The shampoo is now ready to use or bottle. Be
sure not to leave it in an aluminum pot. It will ruin it. It's best to use stainless
steel pots, but they're not always available.

on

16


Drugs, Alcohol, Smoking, and Fitness - Basic Info
DRUG DEPENDENCE

People use drugs for many reasons including peer pressure, escape, trying to stay
awake, etc. Drugs can cause legal, economic, and personal problems. This is a
growing concern among school-aged children in Thailand. Some very common
types of drugs used by children in Thailand include:
Primary School Level
Mostly volatile substances such as alcohol and cigarette
Secondary School Level
Mostly stimulants such as
- amphetamine (yah bah)
- Ephredine (yah ee)
- Ectasy (yah ee)
and, heroin, cannabis (marijuana), aleohal, and cigarette

SOME POSSIBLE SIGNS AND SYMPTOMS OF DRUG DEPENDENCE

daily activities revolve around getting more drugs
other needs, even obtaining food, become secondary
ill health, injuries

personality changes, moodiness, violence

changes in peer group/friends

poor attendance at school or work

poor judgment

restlessness, excessive reflex action

“drunkenness”, drowsiness, irrational behavior, talkativeness, withdrawl
pinpoint or dilated pupils

needle marks on arms

possession of needles and syringes, roach clips, pipes

Amphetamines (including “yah mah")

Effects on the bedy can include
speeding up action of the central nervous system
hallucinations
tolerance, psychological and sometimes physical dependence
heart problems, malnutrition, death



DRUGS, ALCOHOL, SMOKING, FITNESS Activity or Game

EXERCISE CIRCUIT TRAINING
All students /10-50 students /60 minutes

v

Students should be able to

1) complete all the activities in the exercise circuit

2) take their own pulses

3) explain that exercise strengthens the heart muscle as well as leg, arm, and
stomach muscles

Materials
none

Preparation
Teach students how to take their pulses before this activity

Directions
1. Put students in groups, one group at each station: 1. jumping jacks, 2. running
in place, 3. hopping on one leg, 4. push ups, 5. sit ups.
2. When the teacher says, “go”. the students perform their exercise as fast as they
can for about 15-20 seconds. e
3. When the teacher says, “change”, the students run to the next station and start
performing the new exercise right away.
4. Keep going until all the students complete the circuit. Be sure their heart rates
are high. Have the students feel for their pulses, and ask them if they are slow or
fast. They should notice a difference

snthesis

Explain the following depending on the level uf the students. Explain that the heart
pumps blood through the body. This pumping, moving blood is what students feel
when they take their pulses. Exercise strengthens muscles including the heart by
making them “practice” moving. The heart is working hard during exercise. They
can feel it because their pulses speed up.

Comments and Considerations

A helpful hint is to demonstrate more than you speak. Make a circle with the
students and teach the basic movements. Make it into a game having the students
do the action, and when the teacher says, “stop”, they must freeze. The last person
to stop is out of the game.

60

cy



NUTRITION Game

NUTRITION TUG-O-WAR
Older primary students and above/10-50 students/ 20 minutes
Objective

Students should be able to
1) explain why they must eat food from all five food groups every day

- Materials

rope for tug of war
five word cards, one for each food group (Thai or English)

Directions

1. After a brief discussion of the five food groups, show the students how eating the
five food groups helps fight disease and makes them strong.

2. Pass out cards with the individual food groups fats/oils, carbohydrates, protein,
vegetables, and fruits.

3. Draw a line on the ground. The teacher's side of the rope represents sickness.
Tell the students you are Mr. Sickness. If the students get pulled across the line,
it shows they are sick and weak.

+. So, pick a small student, one you can beat in one-on-one tug of war. Tell the
other kids, “This student has not eaten yet." Ask the student how he/she feels
“Are you hungry? tired? sick?"

5. Play tug of war, and easily beat the student.

6. Ask the student if he/she wants to eat something to get strong. The student
should call out all five food groups one by one. The students with the five food
group cards join the student and play tug of war against the teacher.

7. This time the students should kick your butt and show that eating right, eating
all five food groups, makes you strong and helps prevent sickness!

Synthesis

Follow up by classifying foods into the five food groups. Ask students what they ate
that day or the previous day. Did they eat food from all five food groups? Analyze
that day's school lunch. If possible, have students plan examples of schoo! lunches
which supplement all five food groups.

w
w
be
cq



7.

8.

OTHER NUTRITION ACTIVITIES

Play "Nutrition Bingo". Bingo cards are available if they were not distributed
during training. See Mukda.

Make peanut butter.

Pound 1 lb. unshelled peanuts and 1/2 cube margarine or oil in mortar until
smooth. Add a little salt (iodized) for taste.

Make hard-boiled eggs.

Place eggs in boiling water and boil for about 10 minutes. Rinse with cool water
and let soak until the eggs are cooled.

Make fruit juice drinks/shakes.

Have students collect recipes frorn home and make a class cookbook. For each
recipe, write in the micro nutrients found in high quantities.

Have a food-tasting party using nutrient-rich foods.

Make iodized salt and put it over popcorn. Sce the front of this section for the
recipe.

Teach how to check for vitamin A deficiency.

34

41



SELF-EMPOWERMENT Activily

I LOVE MYSELF*

Children or adults/10-50 students/20 minutes

Objective
Students should be able to
1) describe at least one quality they like about themselves

Materials
paper and pencils

Directions

1. Teach the students how to say, “I love myself", and the meaning.

2. Have the students write it on a piece of paper. Have the students finish the
statement about why they love themseives in Thai.

3. When they are finished, have them share their statements with the class.

Comments_and Considerations

Alter this activity by switching "I love myself” to any statement. Begin by having
the students share thei: statements with smaller groups. A small, trusting
environment builds confidence. Students can draw a picture to show why they love
themselves as well.

English/Thai Vocabulary

I love myself (because)...

*adapted from 100 Ways to Enhance Self-Esteem in the Classroon: A Handbook for Teachers
and Parents (ICE Cat. No. CD040). Jack Canfield & Harold C. Wells. Prentince-Hall,
Inc., 1976, p. 182

49



HYGIENE Demonstration

KEEPING WATER SAFE*

Children or adults/unlimited number/20 minutes

Objectives

Students should be able to

1) explain how water can be contaminated by bacteria

2) show three or more ways to keep water clean and safe at home or at school

Materials

white powder (cassava flour, anything that won't dissolve in water)
large water storage container

water scoop

drinking cup

Directions

1. Explain that the powder represents feces and germs

2. Sprinkle the powder in two or three areas on the ground near the large water
container. Place the drinking cup and water scoop on the ground. Be sure there
is some powder next to the cup and scoop.

3. Walk through the powder, and approach the large container to fetch some
drinking water. Get plenty of powder on your feet and into the scoop and
drinking cup. Dip the scoop into the barrel, and pour the water into the cup.

4. Ask who would like to drink the water and why or why not.

Synthesis
Discuss where the germs came from, what is wrong with drinking the powdered
water and ways to prevent this problem (keep water covered, keep the dipper off the
ground, use a dipper with a handle, never let the dipper float in the barrel, keep the
area surrounding the water clean, wash hands before using the water, wash the
drinking cup before using it, clean out the barrel weekly, etc.). Ask for their input
before lecturing them on these sanitation tips. Then examine the water supply at
school, and correct any problems found.

Comments and Considerations

Adapt the procedure as you see fit. Try to model the actual situation at the school or
village as much as possible. If they use the cup directly to scoop drinking water,
then don't use a scoop/dipper in the model. Use a lot of powder! Spread powder
around as much as possible while walking and scooping. Be sure students
understand what the powder represents. Discuss what will happen to anyone who
drinks the germs/fecal matter (the powder). This may lead to a discussion about
diarrhea.

*adapted from Training Guide on Hygiene Education, Handout 9-7

22

de
wD



OTHER SELF-EMPOWERMENT ACTIVITIES
1. Remember to pick girls as often as boys.
2. Give a lot of praise.

3. Encourage children to make decisions and participate!

a
Je
52. 8


This activity can be altered. Do aerobics instead of the exercise circuit. Stretch from
neck to toes for 10 minutes. Do aerobics for 20 minutes (marching in place, forward,
backward, and sideways; grapevine movement; arm circles; clapping). Cool down
for 5 minutes by doing slow motion aerobics and stretching. Students should take
their pulses before aerobics, immediately after aerobics and after the cool down.
Notice how their pulses change at each time.

61 Soo



HEALTH ACTIVITIES
for
PRIMARY SCHOOL
STUDENTS

Peace Corps
Information Collection and Exchange
November 1996
RO105

Ko



GENERAL HEALTH Lesson

SICKNESS AND ACCIDENTS

Primary students/10-50 students/60 minutes

Objectives
Students should be able to
1) understand common health problems

2) understand common accidents

Materials

English Is Fun Book IV Lesson 15
sling, band-aid, bandage
flip chart for Jazz Chant

Directions
1. Have students act out cold, fever, diarrhea, headache, toothache, stomachache.
2. Have students role play accidents - cuts, burns, ete.

Synthesis
Have students decide if they should go to the health center, doctor or hospital
The whole class asks, What's the matter ?
One student role plays and says, “I have a stomachache.”
Continue role play with many students, many aches and pains
Do the following jazz chant. Use a flip chart
Doctor: What's the matter with you?
Patient: I've got a headache and a toothache too
Doctor: Take these pills and go to bed.
Patient: That should help my aching head.
Students are divided into two groups - one group chants the doctor's part - the other
group chants the patient's part. Later have the groups switch parts.

Comments and_ Considerations
Different words can be incorporated in the jazz chant

41



GENERAL HEALTH/COLDS AND FEVERS Dentonstration
SONGKRAN
Primary students/unlimited numbers/20 minutes

Objectives
Students should be able to

1) explain how coughing and sneezing spread germs
2) show two ways to prevent spreading germs by coughing and sneezing

Materials
spray bottle
water

Directions
Fill spray bottle and hold up to your face. Pretend to sneeze or cough, and spray the
kids or the blackboard as you do it.

Synthesis

Discuss how sneezing and coughing can spread germs. Explain that the water
represents germs, which make you sick. Ask the students how they can prevent
spreading germs this way (wash their hands before eating, after going to the
bathroom, etc. and covering their mouth/nose when sneezing and coughing and
washing their hands afterwards).



6. Use the following three sentences:

If we destroy the soil, we starve.

If we destroy the water, we sicken.

If we destroy the air, we die.

Split the class into three groups and have them draw before and after pictures for
their respective sentences (one sentence assigned to each group). Next, each group
discusses their pictures with the class, noting especially what humans have
destroyed, how, and the consequences.

7. Do a tree project (from Cooperative Learning, Cooperative Lives, p. 422-6). Plant
a tree for every child. Plant trees to replace ones cut down, to create atmosphere

and shade at school, a park, or in the village, or to create flood and windbreaks
which protect farmland.

64



DENTAL Experiment

TEETH BRUSHING EXPERIMENT

Older primary students/10 students or more/50-60 minutes

Objectives

Students will be able to

1) list different methods for cleaning their teeth

2) explain why it is important to brush their teeth three times daily
3) explain when to brush their teeth (after meals)

chocolate or other sticky and dark-colored kanomes, at least §
flashlight

2-3 bottles of drinking water

fibrous food (apple, guava, ete.)

at least one toothbrush

toothpaste

4 drinking cups, one for each volunteer student

soap for hand washing before the experiment

paper, colored markers or crayons

tape or staples to hang the drawings

Directions

ol

Select four student volunteers who have relatively clean teeth and as few
cavities as possible.

Break the remaining students into four groups, one group corresponding, to each
volunteer.

Students in the group must shine the flashlight into their volunteer's mouth
and draw a picture of what they see. Label the picture in Thai, “before cating
kanome". After the drawing, have all four volunteers stand up front, and let all
the students file by to look in their mouths. Tell them to remember what they
see.

Each of the volunteers eats two sticky, dark-colored kanomes. The kanomes
need to be visible on the teeth after eating

Stidents in each group shine the flashlight into their volunteer's mouth and
again draw what they see. Label the picture in Thai, “after cating kanome".
Again, line up the volunteers, and let all the students look at their mouths and
remember what they see.

Assign each of the four volunteers to clean his/her mouth differently. Student 1
does nothing; student 2 rinses his/her mouth with water; student 3 brushes
his/her teeth and rinses; student 4 eats an apple (or other fibrous food).

The teacher guides students through guessing whose mouth will be cleanest and
why. Predict only; do not give answers

rae)



eal

SELF-EMPOWERMENT Discussion

A WAY IN WHICH I'M RESPONSIBLE*

Primary students/10-50 students/20-60 minutes

ould be able to

1) define responsibility

2) list responsible behaviors they regularly perform

3) describe tasks they are responsible for which can promote good health

Materials
none

Directions

1. Explain what “responsibility” means. Give examples of student and teacher

responsibilities. Emphasize that if the responsible person doesn’t do what he/

she should, problems occur.

Ask students to write down two responsibilities they have at home and two at

school. Have each student read these to the class.

3. Relate the activity to health. Give an example of a health-related responsibility
at home. Ex: washing dishes, taking a bath, washing their hair, serving water,
cleaning the bathroom, taking care of a younger sibling, burning garbage,
cooking, ete.

4. Ask students to write down things that each person, including the student, in the
family does which are responsible for the health of the family. Repeat for the
teachers, students, principals, and others at school.

i)

Synthi
Emphasize the importance of being responsible, and that each student is important
and good when he carries out his responsibilities. Make a classroom responsibility
chart for sweeping, passing out papers, overseeing tooth brushing, doing health
checks, etc. For homework, have students make a responsibility chart at home.
Meet with the principal and assign grade level responsibilities at school.

Comments and Considerations

Give each student an opportunity to speak. Thank each person who shares, and
remember to take a turn yourself. This activity can be reducec to 20 minutes by
doing steps one and two only, or lengthened if all the steps are cornpleted.

‘adapted from Best Self-Esteem Activities for the Elementary Grades, p. 92

wm



eerrsrs sees

SMOKING

The nicotine found in tobacco is an addictive drug.

Effects on the body can include
loss of appetite
associated with bronchitis and pneumonia, worsened asthma
coughing, wheezing
emphysema
lung cancer
heart disease and strokes
physical and psychological dependence
decreased physical fitness

Effects on non-smokers can include
increased respiratory illnesses (bronchitis, pneumonia) in infants and
babies up to 18 months of age
increased chance for middle ear problems in children
increased coughing and wheezing, worsened asthma in children
low birth weights and lower survival rates in newborn babies due to
smoking during pregnancy



DENTAL Gane

TE&1H BRUSHING KELAY

Primary students/6 students per team or less/20 minutes

Objectives
Students will be able to
1) brush their teeth using the correct procedure

Materials

blackboard to keep score

every student should have a toothbrush

demonstration set of teeth and toothbrush from the amphur hospital dentist
(optional)

Preparation
This game can be played after students have learned the proper tooth brushing

technique.

Directions

1. The first person from each team goes to the front facing his team. Fle/she shows
the first step of brushing teeth (top teeth, outside). The teacher watches and
assigns points to each team: one point for brushing in the correct location, one
point for brushing correctly (rotating the brush at the gum line, holding brush at
a 45 degree angle). Write the points on the board.

2. Repeat for each person on the team. (top teeth, inside; bottom teeth, outside;
bottom teeth, inside; molars; tongue) Keep points along the way and be sure to
point out what is correct/incorrect about each student's tec “ique, or ask the
students to tell you.

3. The team with the most points wins

Synthesis

Discuss why it is important to brush teeth, when to brush them, and what would
happen if students never brushed and all of their teeth fell out. How would they
talk? eat? look? feel (if they're hungry and malnourished from not eating any food }?
If there is time, follow up or begin by checking the students’ teeth. Have each
student write down something that will help him/her remember to brush his/her
teeth after every meal and before bed.

Comments and Considerations
After playing the game one time slowly, the students will catch on, Then play it
again as a fast relay.

11



INFORMATION COLLECTION AND EXCHANGE

Peace Corps' Information Collection and Exchange (ICE) makes available the
strategies and technologies developed by Peace Corps Volunteers, their co-
workers, and their counterparts to development organizations and workers who
might find them useful. ICE collects and reviews training guides, curricula, lesson
plans, project reports, manuals, and other Peace Corps-generated materials
developed in the field. Some materials are reprinted “as is"; others provide a
source of field-based information for the production of manuals or for research in
particular program areas. Materials that you submit to ICE become part of the
Peace Corps’ larger contribution to development.

Information about ICE publications and services is available through

Peace Corps
Information Collection and Exchange
1990 K Street, NW - 8th Floor
Washington, DC 20526

Add your experience to the ICE Resource Center. Send your materials to us so
that we can share them with other development workers. Your technical
insights serve as the basis for the generation of ICE manuals, reprints, and
training materials. They also ensure that ICE is providing the most up-to-date,
innovative problem solving techniques and information available to you and
your fellow development workers.



Comments and Considerations
Have students help draw the cards. It may help to write the health problem and the

remedy on the back of the respective cards. Here are some examples of some health
problems:

1. Eye with Bitot's spots-eyes without=vitamin A
2. Mucus sores on mouth-clean mouth=vitamin B
3. Short child-tall child=protein

4, Active student-tired student=iron/minerals

5. Bad teeth-good teeth=calcium/toothpaste

Keep everyone involved in the game. Lirit the number of students per team, if
possible, and have a different team member play each round with the rest of the
team helping.

39 32


HYGIENE Experiment

WATER BELLY"
Children or adults/unlimited number/20 minutes

Objectives

Students should be able to

1) explain why water is important for the human body
2) explain the dangers of diarrhea

3) demonstrate how to combat diarrhea and dehydration

Materials
container: plastic bag, hollowed out gourd, cup, water bottle, or anything that holds
water and can represent a person

instrument to make a hole in the container
water

water scoop or cup for pouring

plug for hole in the container

Directions

7. Draw a face on the container.

2. Make a hole in the bottom of the container (there should already be one in the
top).

3. Plug the hole, and fill the container with water. This represents a healthy body
Pull out the piug to show what happens during diarrhea.

Synthesis

Discuss what happens when there is too little water in your body. E\plain how
diarrhea is water leaking out of your body just like water leaking out of the hole in
the bottle. Follow up with a discussion of ORS and why all living things need water
to live and be healthy.

Comments and Considerations
This activity can be adapted numerous ways

1. Use an orange and squeeze it out; then compare it to a dehvdrated (vripkled,
shriveled, smaller) person.

i)

Discuss the importance of water for living things by watering one plant or
putting one clipping in water and not watering the other plant or clipping

20



ED 418 953

— SLGEHT

SF

HEALTH ACTIVITIES
for
PRIMARY SCHOOL

STUDENTS

Peace Corps
Information Collection and Exchange
ROLOS

BEST COPY AVAILABLE

a



First Aid
FIRST AID Game e

FIRST AID RESCUE RELAY

Children or adults/4-5 people per team/60-90 minutes

Objectives
Students should be able to
1) demonstrate first aid techniques

2) explain when to use different first aid techniques

First Aid T igues
1. Application of a bandage to a small wound using sterile technique
2. Application of a leg and arm splint using local materials such as sticks, pillows,
rags, or blankets
3. Application of a triangle bandage
4. Stopping bleeding
5. Application of an ace bandage to an injured area
6. Transfer of an injured person using
a. Fireman's carry - One man carry
b. Two person carry
c. Chair carry
d. 4-5 man carry of an unconscious person @
e. Blanket drag
f. Two person assist

Materials

use local equipment, available in the village
sticks

pillows

rags

blankets

strips of cloth

signs labeling vach station (#1-4)

directions, in Thai, for each station

Obtain all materials and designate labeled stations and the finish line ahead of time.

Directions

1. Demonstrate and explain all techniques.

2. Divide students into small groups to practice the techniques on each other. Have
students find their own materials once they have divided into groups, or provide

the materials ahead of time.

3. Play the game, “First Aid Rescue Relay” as directed in #4-7 below. @
4. Divide students into teams of 4-5 people.



NUTRITION Game

VITAMIN A GAME

Primary students/5 people per team/30 minutes

Objectives

Students should be able to

1) identify vitamin A-rich local foods

2) rank local foods based on their vitamin A content

Materials
blackboard or paper to keep score
pictures of various local foods, drawn or cut out

Preparation

Look up the vitamin A content of each food in a resource manual, and write this
number on the back of a picture of each food. All foods used should contain some
vitamin A. Include foods that are good and poor sources of vitamin A. Alternately,
rank the foods using a 1-10 scale with foods highest in vitamin A receiving a 10.
Write these numbers on the back of the pictures instead

Directions

1. Place ali food cards picture side up. Divide the class into teams of five. Explain
that all of the cards contain foods with vitamin A, yet not all of the foods have
the same amount of vitamin A. Tell them that each food card has the amount of
vitamin A written on the back. Show them a few examples.

2. The first team starts by selecting the one food card they think represents the best
source of vitamin A. After they pick the card, they should turn it over to see the
number. Award the team this amount of points.

3. The teams take turns picking cards until all the cards are chosen. A different
team should pick the card each time.

4, The team with the highest score wins.

Synthesis

After the game is over, have students rank all the food cards in order of highest to
lowest vitamin A content. Discuss which foods are locally available and what they
are typically eaten with. Encourage the students to eat vitamin A-rich foods with
oils and fats for better absorption.

Comments and Considerations

Use the Table of Nutritive Values of Thai Foods to find the vitamin A content of
various foods and to find the names of foods in Thai. Have the students make the
pictures; make a list of vitamin A foods, and tell the students to draw those focds.

Bo
28



ORS RECIPE

clean drinking water

salt

sugar

large liquor bottle approximately 1 liter
spoon

Use clean water. When making one glass, add one level spoon of sugar and a pinch
of salt. Drink one glass after every watery stool. To make one bottle, add four level
spoons of sugar and one level spoon of salt. Taste the solution. If it tastes saltier
than tears, it is too salty. Throw it away and mix a new solution with less salt.
Another alternative is to put one spoon of salt into one liter of 7up, Sprite, or Slice.
Use less sal’ for smaller containers of soda.

Drink the whole bottle in one day. If there is extra left after one day, throw it away.

A small child needs at least one liter a day; larger people need three or more liters a
day. If the person is vomiting, give the drink often in small sips only.

37

Ke
hs



OTHER HYGIENE ACTIVITIES

1. Play "Shake My Hand". Explain that everyone's skin has natural oils. Put
Vaseline or vegetable oil on the hands of all the students. Put coffee crystals or
dirt on the hands of a few students. Explain that the coffee represents germs
which can make you sick. Have the dirty students shake hands with others, and
those students shake hands with yet other students. Discuss how germs pass
from contact. Next have some students wash their hands with water only, and
some with soap and water. Discuss why using soap is betier than using water
only.

2. Make lice medicine. See the page at the front of this section for the recipe
3. Check all the siudents for lice.

4. Treat all students who have lice with medicine.

5. Clean up the school with the studen clean the bathroom, wash dishes after
lunch, clean up the cafeteria, sweep, pick up trash, ete.

6. Have a bath day for the youngest kids.

7. Make ORS for the school hospital and for students to take home. See the page at
the front of this section for the recipe

8. Make pictures or models of lice to physically show how lice jump to infect
others. Use powder to represent diseases lice can spread (typhus) by sprinkling
the powder on the lice model and ietting the model dance on students’ heads,
spreading the powder around. Discuss and show other places lice can live
(bedding, combs and barrettes) and then jump onto students’ heads.

9. Teach methods of lice prevention.

10. Play "Fly Tag". Play tag as usual, but the person who is “it" represents a fly
carrying germs. When the fly tags someone, the person must sit down and
count to 100 because he/she has become “sick”. Vary this activity by having all
tagged students be “it” at the same time as the original fly. This shows how
quickly germs and disease can spread.



DENTAL Lesson

GOOD AND BAD FOODS
Primary students, especially younger ones/unlimited number/20 minutes

Objectives

Students should be able to

1) identify foods that destroy their teeth and gums

2) identify foods that do not destroy their teeth and gums

Materials
pictures of various foods (healthy aid unhealthy)

Directions

1. To teach this lesson in English, teach the English names of the foods first.
2. Hold up each picture. Students must name the food (in English or Thai) and
then say “yes” if its good for their teeth or “no” if it is bad for their teeth. Repeat

for each picture

Synthesis

Ask the students what kinds of foods are good for their teeth (vegetables, fruits,
kanomes, juices, pop, ete.). If they have trouble generalizing, show them the pile of
good food pictures. Maybe even put all the fruits together, ete. Follow up by
brushing your teeth with the students after lunch. The lesson can also dead inte a
lesson about food groups. Have students select only good foods to cat at lunch that
day.

Comments and Considerations
This activity can be fun when done with enthusiasm. The louder the students
answer, the more fun. Even very voung students can participate and understand.

BEST COPY AVAILABLE



DRUGS, ALCOHOL, SMOKING, AND FITNESS Experiment

STRENGTHENING YOUR HEART
All students/10-50 students/15 minutes

Objectives

Students should be able to

1) take their own pulse

2) explain how exercise strengthens the heart

3) explain that drinking and laziness weaken the heart

Materials

none

Directions

1. Teach the students how to take their pulse, feeling for the carotid artery or radial
pulse. This will take some time. Demonstrate how to find it.

2. Once the students feel their pulse, ask them if their heartbeat is fast or slow.
Explain. to them that their heartbeat is at a normal resting rate, so it should not
be too fast. It should be steady.

3. Explain that the heart is a muscle, so when students exercise their hearts become
strong. Explain that their hearts are as big as their fists and pump blood through
their bodies. Have the students open and close their fists to represent their
hearts, clenching slowly at first, then faster to simulate exercising.

4. Have students exercise, take their pulses again, and then model their hearts with
their fists again. They should be clenching their fists fairly quickly now.

5. Now have the students model what happens after drinking and laziness by
making a weak fist and opening/closing it very slowly.

Comments and considerations

Alter this activity by having students run, complete an exercise circuit, or go to
recess to raise their heart rates.

59



5. One person on each team is the patient. The others carry out the relay, going
from station to station. Designate station locations ahead of time. They should be at
least 15 feet apart.

6. The station sequence follows. Starting at Station 1, Team Member 1 carries the
patient to Station 2 using the fireman's carry. At Station 2, Team Member 2 applies
a triangle splint, and then Team Members 1 and 2 carry the patient to Station 3 using
the two person carry. At Station 3, Team Member 3 applies a leg splint to the
patient. Team Members 1,2, and 3 carry the patient to Station 4 using the
unconscious person carry. At Station 4, Team Member 4 applies a pressure dressing
to the patient's arm. Team Members 1, 2,3, and 4 roll the patient onto a blanket for a
blanket drag. Team Member 4 drags the patient on the blanket to the finish line.

7. The first team to complete all the tasks correctly and cross the finish line wins.

Synthesis
Emphasize when to use each of these techniques. Follow up by asking students to
give examples of when they would use each technique

Comments and Considerations

This first aid lesson plan is a fun activity which can be used at English Camps and
Boy/Girl Scout Camps. It is very important to teach students to do first aid in their
own environments. Make it practical using local materials; villagers do not have
hospital first aid equipment. The relay race can be organized in other ways as well.

a5 Je



RUMEN

Self - Enpowerment - Basic Info

This section is included here in a health lesson plans manual because it addresses
mental health and self-esteem issues which lie behind good health decisions. For
example, children must have the confidence to make healthy decisions if they are
responsible for looking after younger siblings. Or, a man or woman or even teen
child must have enough confidence to demand that sex not occur unless a condom
is used to protect both partners from HIV/AIDS.

These activities can easily be altered; please do so as needed. Good luck! Also,
check Shades: A Resource Manual for Diversity Awareness (Peace Corps Thailand)
for more activities related to awareness of self and appreciation of human diversity.



8. Students in each group examine their volunteer's mouth and draw it. Label the
picture in Thai with the action the volunteer took after eating the kanome
(“nothing", etc.). Line up the volunteers, and let all the students observe their
mouths.

thesis

Have each group present their pictures and discuss whose mouth was cleanest,
second cleanest, etc. Explain why even eating fibrous food and rinsing with water
are better than not doing anything at all. If students don't have toothbrushes, they
should at least rinse their mouths ut with water after eating. Put the pictures up in
the classroom. This lesson can tead into a lesson about proper brushing technique.
Vote on the best pictures. Encourage student responsibility and decision making by
having them obtain and organize a place for toothbrushes, toothpaste, and cups in
their classroom.

comments and Considerations
Thai students draw slowly, so hurry them along depending on how much time is
available. Use four flashlights, if available. This will make the lesson easier and
faster. Groups of five or six students works well, but this is not always realistic.

“a 10
Lt