California State University, Chico
DEPARTMENT OF HEALTH AND COMMUNITY SERVICES
HCSV 260 - 99 Intersession 2005
Health Education for the Elementary School Teacher
Class Time: MTWTHF
Instructor: Vic Sbarbaro, Dr. EdD CHES
Office: Butte 622
Office Phone: 898-6330 Messages: 898-6661
Office Hours: TBA
Required Texts:
Health
Framework for California Public Schools Kindergarten through Grade Twelve,
California Department of Education, (latest
edition).
Online: http//www.cde.ca.gov/ci/he/cf (click on framework)
Anspaugh, DJ & Ezell, GO. Teaching Today's Health Merrill Publishing, 2001. (latest edition).
Course Description: Addresses major health issues affecting the
child 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. Identify functions of the school health program.
2. Identify appropriate health education scope and sequence for the elementary grades.
3. Examine techniques for health appraisal of the child.
4. Given a cumulative health record, interpret health information.
5. Distinguish between normal and abnormal growth and development.
6. Choose appropriate health education lessons based on growing and developing characteristics.
7. Distinguish between those situations likely to result in litigation with those situations unlikely to result in litigation.
8. Identify physical, social and emotional conditions that contribute to optimal learning.
9. Given a student health problem, identify appropriate community resources for referral.
10. Identify characteristics of common health problems in children.
11. Select appropriate classroom and curricular adaptations for students with physical disabilities and health impairments.
12. Explain implementation of mandatory and permissive emergency procedures in schools.
13. Demonstrate infant and child CPR skills, rescue breathing and obstructed airway skills.
14. Describe appropriate first aid responses for common classroom and school site accidents.
15. Explain implementation of specific school-based screening procedures.
16. Demonstrate use of the Health Instruction Framework in curriculum planning.
17. Identify motivations for student drug use.
18. Select appropriate drug education/prevention strategies for school based programs.
19. Identify psychoactive substances in terms of their use, abuse and effect on human potential.
20. Describe techniques for teaching decision-making, problem solving and values clarification skills in relation to health behaviors.
21. Identify eating patterns which contribute to wellness.
22. Suggest nutritional modifications to school lunch, school party and fund-raiser practices.
23. Explain nutrition education strategies for elementary students.
24. Describe the role and responsibilities of the family life educator.
25. Explain educational strategies in family life education.
26. Identify signs and symptoms of and prevention techniques for sexually transmitted diseases.
27. Describe integration of health-related physical fitness concepts into the health education curriculum.
28. Describe strategies for mental health promotion and suicide prevention.
29. Explain appropriate management of controversial health issues in schools.
STUDENT RESPONSIBILITIES
Attendance: Prompt
attendance is mandatory. Attendance is
required and will be taken at each class meeting. Students may miss no more than one day
session.
Two absences (excused/unexcused) will result in a reduced full letter
grade.
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.
Grading Policy: Final grades will be calculated from scores received on two 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 March 11, 2005. 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.
If you have a documented disability that may require reasonable accommodation, please contact Disability Support Services (DSS) for coordination of your academic accommodations. DSS is located in Building E, adjacent to Meriam Library and Bell Memorial Union (BMU). 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 (Monday)
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
Reading: Framework Chapters 1 & 2
WEEK 1 (Tuesday)
Health instruction scope and sequence, introduction to the health instruction framework
Reading: Anspaugh Chapter 3
Reading: Framework Chapter 3
Health Screening, cumulative health records, growth and development
related to scope and sequence; Dealing with Controversy in Health
Education
Reading: Anspaugh Chapter 3 & 4
Writing objectives
Reading: Anspaugh Chapter 3 & 4; Framework Chapters 4 & 5
Evaluation of health education and educational materials
Reading: Anspaugh Chapter 5 & Framework Chapter 6 & 7
Legal Aspects of the School Health Program
WEEK 1 (Wednesday)
Legal Aspects of the School Health Program
Review video presentations
Intro to Personal Health/Body Systems
Reading: Anspaugh Chapters 6 & 7
WEEK 1 (Thursday)
Personal Health/Body Systems
Reading: Anspaugh Chapters 6 & 7
Stress Management & Mental Health
Reading: Anspaugh Chapters 8 & 9
Suicide prevention
Nutrition Education Copncepts and Principles
Reading: Anspaugh Chapters 16 & 17
WEEK
1 (Friday)
Exam #1
Nutrition Education Concepts and Principles
Reading: Anspaugh Chapters 16 & 17
Emergency and Disaster Preparedness; First Aid
Reading: Anspaugh Chapter 18 & 19
WEEK 2 (Monday)
Emergency and Disaster Preparedness; First Aid
Reading: Anspaugh Chapter 18 & 19
Sexually transmitted diseases and AIDS
Intro to Substance Use & Abuse
Reading: Anspaugh Chapter 12 & 13
WEEK 2 (Tuesday)
Substance Use & Abuse
Conflict Management & Violence Reduction
Intro to Family Life Education Concepts and Principles
WEEK 2 (Wednesday)
Family Life Education Concepts and Principles; Child Abuse
Reading: Anspaugh Chapter 10 & 11
Aging, Dying, and Death
Reading: AnspaughChapters 21 & 22
All
written projects are due regardless of presentation date
WEEK 2 (Thursday)
Management of Chronic health concerns; asthma, epilepsy, diabetes,
ADHD
Reading: Anspaugh Chapters 14 & 15
Physically challenged students
WEEK 2 (Friday)
Exam #2
Oral Presentations
WEEK 3 (Monday)
Martin Luther King Holiday
WEEK
3 (Tuesday)
TBA
WEEK
3 (Wednesday)
Oral Presentations
WEEK
3 (Thursday)
TBA
WEEK
3 (Friday)
Oral Presentations
Note: Due to scheduling difficulties of speakers, films, etc., the following activities and sequence may change according to instructional needs. Check with the instructor.
Health Education For Elementary School
Teachers (HCSV 260)
SEMESTER PROJECT
This project has four parts:
Part 1: (30 points) Creation of an age-appropriate, active, fun, learning tool for use in a grade kindergarten through six. 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 three to five 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.
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. Suggestion: incorporate at least two references.
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. Suggestion: dress accordingly as you would for a national education conference. 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. Twoexams @ 100 points each 200 pts.
2. Proof of CPR completion 10 pts.
3. Semester project / oral presentation 90 pts.
300 pts.
A- to A = 270 points - 300 points
B- to B = 240 points - 269 points
C- to C = 210 points - 239 points
D- to D = 180 points - 209 points
F = 179 points and below