DEPARTMENT OF HEALTH AND COMMUNITY SERVICES
HCSV 451 - 02 Fall 2006
Class Time: Wednesday 6:00 - 8:50 pm
Instructor: Vic Sbarbaro, Dr. EdD, CHES
Office:
Office Phone: 898-6330 Messages: 898-6661
Office Hours: TBA
section hcsv261.03@mail.csuchico.edu
Required Texts:
Health Framework for California Public Schools Kindergarten through Grade Twelve, California Department of Education, (latest edition).
Online: http://www.cde.ca.gov/cfir/health/
Optional
Merki, Mary. Teen Health/Teacher’s Wraparound Edition
Glencoe McGraw-Hill, (latest edition).
Anspaugh, DJ & Ezell, GO. Teaching Today’s Health Merrill Publishing,
1995. (ON RESERVE IN THE LIBRARY)
Course Description: Addresses major health issues affecting the
adolescent including but not limited to health promotion and disease
prevention, nutrition, family life education, sexually transmitted diseases,
first aid, adult/child/infant CPR, and substance use and abuse. Overview of the Health Instruction Framework
for California Public Schools. Fulfills
the
Course Objectives:
1. Analyzes the physical, mental, emotional, social, and spiritual determinants of health with particular reference to adolescents.
2. Applies health education theory and research to the promotion of optimal health in adolescents.
3. Analyzes the structure of the health care system as it applies to health needs of adolescents.
4. Identifies appropriate school and community services for referral given an adolescent with health related problems.
5. Analyzes multiple factors influencing the adolescent's dietary practices (economic, cultural, psychological, social) including dietary disorders.
6. Applies knowledge of basic nutrition to the optimal growth and development of adolescents.
7. Describes the physiological and psychological benefits of physical fitness for adolescents.
8. Describes the physiological, psychological, and sociological effects of psychoactive drugs, including alcohol and tobacco, on adolescents.
9. Selects appropriate drug education and prevention strategies for adolescents.
10. Describes the physiological and psycho-social components of human reproduction, sexuality, and contraception.
11. Identifies family life education programs appropriate for adolescent students.
12. Identifies causes, symptoms, and prevention methods for common adolescent diseases and disorders, including STDs.
13. Describes the
prevention and control of the major chronic diseases contributing to premature death and disability in the
14. Identifies common accidents and prevention strategies which apply to adolescents.
15. Discusses effects of the environment upon the health of adolescents and ways individuals and groups may promote a healthful environment.
16. Evaluates selected health products, services, and information sources.
17. Identifies the purpose of the Health Framework.
18. Develops health consciousness and literacy for the nine content areas of health education as presented in the Framework.
19. Utilizes the Health Framework in the planning and integrating of health information into course disciplines.
STUDENT RESPONSIBILITIES
Attendance: Prompt attendance is mandatory. Attendance is required and will be taken at each class meeting. Students may miss no more than three sessions. Three absences (excused/unexcused) will result in a reduced full letter grade.
Grading Policy: Final grades will be calculated from scores received on three written examinations, one written semester project, one oral presentation, and completion of infant/child/adult CPR certification.
Proof of CPR completion Red Cross Community CPR card, Pediatric -- MEDIC First Aid card, or an American Heart Association BLS Adult & Pediatric Heartsaver card must be submitted by December 6. Students who show current proof of CPR training in excess of these requirements may submit those cards (E.G., EMT). Students will not be given a grade in the class until CPR training has been completed.
Written papers are due at the beginning of period on the date specified. Papers received after that time are considered late. Papers received up to one day after the due date will be reduced one grade. Papers received after this time will not receive a grade.
Oral presentations may only be given on the date assigned.
If you have a documented disability that may require reasonable accommodation, please contact Disability Support Services (DSS) for coordination of your academic accommodations. The DSS phone number is 898-5959 V/TDD or Fax 898-4411. Visit the DSS Web site at http://www.csuchico.edu/dss/
Course Schedule:
WEEK 1 (8/21 – 8/25) 8/23
Course requirements and policies. Definition of health and health education and comprehensive school health
Overview of the School health Program and introduction to community resources for health-related problems, the role of the teacher in health instruction
WEEK 2 (8/28 --9/1) 8/30
Health instruction scope and sequence, introduction to the health instruction framework
Health Screening, cumulative health records, growth and development related to scope and sequence; Dealing with Controversy in Health Education
WEEK 3 (9/4 -- 9/8) 9/6
Writing objectives; Designing lesson plans
Evaluation of health education and educational materials
WEEK
4 (9/11 – 9/15) 9/13
Legal Aspects of the School Health Program
WEEK 5 (9/18 -- 9/22) 9/20
TBA; Review
Exam #1
Personal Health / Body Systems
WEEK 6 (9/25 -- 9/29) 9/27
Personal Health/Body Systems
WEEK 7 (10/2 -- 10/16) 10/4
Suicide prevention
Stress Management & Mental Health
Nutrition Education Concepts and Principles
WEEK 8 (10/9 -- 10/13) 10/11
Techniques in Nutrition Education
Emergency and Disaster Preparedness; First Aid
WEEK 9 (10/16 -- 10/20) 10/18
Emergency and Disaster Preparedness; First Aid
Sexually transmitted diseases and AIDS
WEEK 10 (10/23 -- 10/27) 10/25
Exam #2
Substance Use and Abuse
WEEK 11 (10/30 -- 11/3) 11/1
Substance Use And Abuse
Conflict Management and violence reduction
WEEK 12 (11/6 - 11/10) 11/8
Family Life Education Concepts and Principles
Family Life Education Concepts and Principles; Child Abuse
All written projects are due regardless of presentation date (11/8)
WEEK
13 (11/13 -- 11/17) 11/15
Aging, Dying, and Death
Management of Chronic health concerns; asthma, epilepsy, diabetes,
ADHD
Physically challenged students
WEEK 14 (11/20 -- 11/24) 11/22
Thanksgiving Break
WEEK 15 (11/27 -- 12/1) 11/29
Exam #3
Oral Presentations
WEEK
16 (12/4 -- 12/8) 12/6
Oral Presentations
ALL CPR CARDS ARE DUE
(12/6)
WEEK 17
(12/11 -- 12/15) 12/13
FINAL EXAM (look in class schedule for exact date and time)
Wednesday 12/13 ( time is subject to change)
.
Health Education for Secondary School Teachers (HCSV 451)
SEMESTER PROJECT
This project has four parts:
Part 1: (30 points) Creation of an age-appropriate, active, fun, learning tool for use in grades seven through twelfth. This tool can be used individually, in pairs, small groups or with an entire class at one time.
The tool can be created entirely by you to be used by you to
teach the students health content.
The tool can be created entirely by you to be used by the
students.
The tool can be created by individual students or by groups of
students.
Part 1 of the project requires you to make or prepare a health-related game, activity, art lesson, instructional material, lesson props etc. -- a tangible thing --- that will be used in a lesson or a set of lessons.
Part 2: (25 points) Compose a one to three page handout on how to replicate this item you have created and use it in the classroom as part of the health curriculum. This paper must include the following headings and the appropriate information for each heading:
Content Area: choose one from the Framework
Grade Level: choose the age group you would most like to teach
Objective: (make it measurable) What is the point of doing this activity or making this product. What will the students be able to do afterward that they can't do now.
Content Outline: Provide all the information you expect the students to master because of your product and its use in health curriculum, (content: use summary of key facts in outline form)
Product Replication: Describe how to make it and how to use it in the class. Provide enough detail that another teacher could replicate it. Attach masters for copying or diagrams for recreating the item(s).
Materials: List all the materials one would need to replicate your project.
Bibliography: If you used any references to develop your idea, list their full bibliographical information.
Suggestions for integration into other areas of the health curriculum: List ways one could use this product to bring in content of other health areas. Use complete sentences.
Suggestions for integration into other disciplines: List ways one could use this product to address content in other disciplines. Use complete sentences.
This paper must be typed, double-spaced, with a ribbon bold enough to be read in normal light. Make enough copies for each class member and two copies for the instructor.
Part 3: (25 points) On the presentation date you have been assigned, prepare an exhibit that will allow you to display explain, and demonstrate your tool to the class in five minute intervals. Have enough copies available for distribution.
When planning your presentation, imagine that you are at a national education conference giving a poster session on your project/tool/activity to other teachers who have traveled from all over the country to learn new teaching ideas. Introduce yourself to each group. Wear a name tag. Keep your speaking within the five minute limit. Maintain eye contact with your audience. Avoid using notes when you talk. Encourage and answer questions. Create an experience where they can't wait to try out your idea with their own students.
Part 4: (10 points) On the days that you are not presenting, you will be given peer evaluation forms to complete. Absence on the presentation days or failure to complete the evaluation forms will result in points removed from your project's score.
GRADING:
1. Three exams @ 100 points each 300 pts.
2. Proof of CPR completion 10 pts.
3. Semester project / oral presentation 90 pts.
400 pts.
A- to A = 360 points - 400 points
B- to B = 320 points - 359 points
C- to C = 280 points - 319 points
D- to D = 240 points - 279 points
F = 239 points and below
EVALUATION OF WRITTEN
PORTION OF SEMESTER PROJECT
|
Creator: Topic: Grade Level: |
|
OBJECTIVE _____ Measurable _____ Age-Appropriate _____ Written according to class criteria _____ Represents relevant learning material |
|
CONTENT OUTLINE _____ Matches the objective _____ Includes all the information needed to
teach this lesson _____ Written in outline form _____ Written in an easy-to-read format |
|
PROJECT REPLICATION
and/or METHOD _____ Activity matches objective and outline _____ Step-by-step instructions are given _____ Instructions are easy to read and
understand _____ Activity is age appropriate _____ Essential ditto masters, diagrams, etc.
are attached |
|
MATERIALS _____ All materials needed are listed _____ Amounts, sizes, etc. of materials are
indicated |
|
BIBLIOGRAPHY _____ Complete references are listed _____ References for further information are given _____ References listed reflect those expected
for a lesson of this nature |
|
INTEGRATION _____ Suggestions for integration into other
health areas are given _____ Suggestions for integration into other
disciplines are given |
|
PROFESSIONALISM _____ Paper is typed with clear, bold print _____ Spelling is correct _____ Sentence structure, grammar, etc. is
correct _____ Writing style is concise and active _____ Paper looks professionally prepared |
|
EDUCATIONAL QUALITY OF PROJECT _____ Project is innovative and unique or _____ Project made an old idea interesting _____ Project represents important learning for
this grade |
EVALUATION
FORM
NAME:
TOPIC:
The learning material
was displayed in a visually effective manner.
easy to see and chaotic and
understand confusing
A B C D F
The information
was presented in a logical, organized manner.
very organized very
disorganized
A B C D F
Eye contact with
the audience was maintained throughout the presentation.
yes, there was no, presenter
constant eye contact read from notes
A B C D F
The time allowance
was effectively used.
perfectly timed too long or too
short
A B C D F
Delivery was
clear, audible, and appropriately paced.
A B C D F
Presentation was
interesting.
A B C D F
Presentation would
lead to lesson replication. All necessary information was provided.
A B C D F
A lesson plan was
provided for each member of the audience.
Yes No
Comments: