Department of Health and Community Services
Health
Education for Elementary Teachers (HCSV 450)
Course
Syllabus Intersession 2007
Ayrs 106:
8:30 a.m. 12:45 p.m.
Instructor: Mary Portis, DrPH,
Office Hours: After class
Office:
Phone: 898-4994
E-Mail: mportis@csuchico.edu
(please put the course number in the message line)
Fax: 530.898-5107
Mailbox:
Texts:
1.
Anspaugh, D. & Ezell, G. (2004) Teaching Todays Health. Allyn &
Bacon.
2. Health
Instruction Framework for California Public Schools Kindergarten through Grade
Twelve, California Department of Education. Available online do not
purchase.
3.
Various readings from the internet will be assigned.
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 California State
Health Education requirement for a full teaching credential.
Course Objectives:
·
Identify
functions of the school health program.
·
Identify appropriate
health education scope and sequence for the elementary grades.
·
Examine
techniques for health appraisal of the child.
·
Given a
cumulative health record, interpret health information.
·
Distinguish
between normal and abnormal growth and development.
·
Choose
appropriate health education lessons based on
growing and developing characteristics.
·
Distinguish
between those situations likely to result in litigation with those situations unlikely to result in litigation.
·
Identify
physical, social and emotional conditions that contribute to optimal learning.
·
Given a student
health problem, identify appropriate community resources for referral.
·
Identify
characteristics of common health problems in children.
·
Select
appropriate classroom and curricular adaptations for students with physical
disabilities and health impairments.
·
Explain
implementation of mandatory and permissive emergency procedures in schools.
·
Demonstrate
infant and child CPR skills, rescue breathing and choke rescue.
·
Describe
appropriate first aid responses for common classroom and school site accidents.
·
Explain
implementation of specific school-based health screening procedures.
·
Demonstrate use
of the Health Instruction Framework in curriculum planning.
·
Identify
motivations for student drug use.
·
Select
appropriate drug education/prevention strategies for school based programs.
·
Identify
psychoactive substances in terms of their use, abuse and effect on human
potential.
·
Describe
techniques for teaching decision-making, problem solving and values clarification
skills in relation to health behaviors.
·
Identify eating
patterns that contribute to wellness.
·
Suggest
nutritional modifications to school lunch, school party and fund-raiser
practices.
·
Explain nutrition
education strategies for elementary students.
·
Describe the role
and responsibilities of the family life educator.
·
Explain
educational strategies in family life education.
·
Identify signs
and symptoms of and prevention techniques for sexually transmitted diseases.
·
Describe
integration of health-related physical fitness concepts into the health
education curriculum.
·
Describe
strategies for mental health promotion and suicide prevention.
·
Explain
appropriate management of controversial health issues in schools.
·
Design an active,
age-appropriate health education lesson for use in an elementary classroom.
Course
Schedule
Chapter 1: The Need for
Health Education
Chapter 2: The Role of the
Teacher in Coordinated School Health Programs
Chapter 3: Planning for
Health Education
Chapter 4: Strategies for
Implementing Health Instruction
Chapter 5: Measurement and
Evaluation in Health Education
Wednesday, January 3
Course Expectations, Health
Literacy, The
Service Learning in Health Education,
Health Education Foundations and Philosophy
Thursday, January 4
California
Health Instruction Framework, Scope and Sequence in Health Education, Using the
Internet for Health Education knowledge and strategies, Integration of Health
Education with other disciplines; Thematic Teaching and Health Education
Guest
Speaker: Sean Stickney
Friday, January 5
Writing
Measurable Objectives, Creating Lesson Plans, Legal Aspects of the School
Health Program,
Evaluation
in Health Education; Art Integration Assignment Due
Chapter 6: Mental Health and
Stress Reduction
Chapter
9: Personal Health
Chapter
11: Sexuality Education
Chapter
13: Substance Use and Abuse
Monday Jan 8
Exam
#1 bring a scantron (#882) all week 1 reading and class material
Stress
Management, Mental Health, Suicide Prevention, Depression and Mental Disorders
in Children
Tuesday Jan 9
Family
Life Education Principles and Strategies
Wednesday Jan. 10
Drug
Education and Prevention
Thursday Jan. 11
Disease
Education and Prevention, Sexually Transmitted Diseases, HIV/AIDS
Guest
Speaker: Mike Mann -
Friday Jan. 12
Exam
#2 (covering all week 2 reading and class material); Language Arts
Integration Assignment Due
Chronic
Conditions in Children, Adapting for disabilities, Consumer Health
Chapter 17: Nutrition
Chapter 19: Injuries: Accident
and Violence Prevention
Chapter 21: Consumer Health
Chapter 23: Aging, Dying and
Death
Chapter 25: Environmental Health
Monday Jan 15 No class Martin Luther
King Jr. Holiday
Disaster
and Emergency Planning; Safety Education; Violence Education and Prevention
Wednesday Jan. 17
Nutrition
Education and Activity Promotion, Obesity Prevention and Treatment
Thursday Jan. 18
Environmental
Health
Friday Jan. 19
Exam
# 3 (all the week 3 reading and class material); Migrant Farm Labor Outreach
Project Due; Best Teaching Practices Portfolio Due
Final
Grade Break-Down:
Exam
#1 80 points
Exam
#2 80 points
Exam
#3 80 points
Attendance
and class time work: 25 points
Art
Integration Assignment: 10 points
Language
Arts Integration Assignment: 10 points
Best
Teaching Practices Portfolio: 20 points
Migrant
Labor
320-288
= A
287-256
= B
225-224
= C
223-192
= D
191
and below = F
Note: An infant, child, adult CPR card
must be completed to fulfill the requirements of this class.
Expectations:
Be on time. Coming in late is disruptive and disrespectful.
All assignments are due at the beginning of the class period. Late materials will be dropped to half credit.
Be respectful of others in the class. Turn off cell phones. Refrain from side conversations.
If you must miss a class session, call or email your absence.