DEPARTMENT OF HEALTH AND COMMUNITY SERVICES
HCSV 450 - 01 Spring 2009
Health Education for Elementary School Teachers
Class Time: Wednesday 6:00 pm - 8:50 pm
Instructor: Vic Sbarbaro, Dr. EdD, CHES
Office:
Office Phone: 898-6330 Messages: 898-6661
Office Hours: TBA
vsbarbaro@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/ci/he/cf (click on framework)
or: http//www.cde.ca.gov/cfir/health/ (click on framework)
Anspaugh, DJ & Ezell, GO. Teaching Today's Health Merrill Publishing,
(latest
edition).
A. You will need to
get acquainted with
B.
1. Syllabus. Access to course syllabus.
2. Mail. Email function.
3. Discussion. Post and respond to postings from your instructor and classmates.
4. Assignments. (note: the instructor will let you know when to use this tool.
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 four
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 May 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:
PLEASE NOTE: Dates & information may be subject to change due to instructional needs. The instructor will keep you posted of any changes.
WEEK 1 (1/28)
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 (2/4)
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 (2/11)
Writing objectives; Designing lesson plans
WEEK 4 (2/18)
Evaluation of health education and educational materials
Legal Aspects of the School Health Program
WEEK 5 (2/25)
Personal Health/Body systems
WEEK 6 (3/4)
Personal Health/Body Systems
Workshop: Lesson Plans
WEEK 7 (3/11)
Note: You will need to preview
in advance: The Secret Life of Boys,
which will be accessible on the course home page in
Suicide prevention
Stress Management & Mental Health
Nutrition Education Concepts and Principles
WEEK 8 (3/18)
Spring Recess
WEEK 9 (3/25)
Exam #1
Techniques in Nutrition Education
Emergency and Disaster Preparedness; First Aid
WEEK 10 (4/1)
Emergency and Disaster Preparedness; First Aid
Sexually transmitted diseases and AIDS
WEEK
11 (4/8)
Exam #2
Substance Use and Abuse
Conflict Management and violence reduction
All written projects are due
regardless of presentation date (4/8)
WEEK 12 (4/15)
Service Learning Project (place to be
determined)
Please note: date is subject to change)
WEEK 13 (4/22)
Family Life Education Concepts and Principles; Child Abuse
Aging, Dying, and Death
WEEK
14 (4/29)
Management of Chronic health concerns; asthma, epilepsy, diabetes,
ADHD
Physically challenged students
WEEK 15 (5/6)
Exam #2
Oral Presentations - ALL CPR CARDS ARE DUE (5/6)
WEEK 14 (5/13)
Oral Presentations
WEEK 17 (5/20)
FINAL EXAM (look in class schedule for exact date and time)
Wednesday 5/20 TBA
Health Education for Elementary School Teachers (HCSV 450)
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. -- that will be used in a lesson or a set of lessons.
Part 2: (25 points) Compose a three to five page written project to include 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.
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 and dress accordingly for a national conference. 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. Two exams @ 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
SERVICE LEARNING
PROJECT
A designated school / center will be the host school / center for this service learning project. You will be part of a team responsible for a specific class/grade. Each team will develop a written lesson plan (refer to part 2 of the written semester project in the syllabus) Each group will use their written project for the implementation of their health lesson. This plan will be detailed to the degree that an educator could read the plan and successfully recreate this health lesson experience.
The service learning project lesson plan will be composed of individual lesson plans created by the group members.
n each group will divide the service learning project time equally
n each member holds the responsibility of completing their formal lesson plan for his/her time slot
n individual plans will be taught to small sub-groups at the designated school / center
n group members will co-teach the full group activities (e.g. intro, getting to know you, conclusion, etc.)
A written copy of the final plan will be submitted on the date identified in your syllabus. (Note: this date is subject to change due to instructional needs). Each group member should also create a complete copy of the final plan for his/her professional portfolio.
The Service Learning Project plan will have:
-- a colorful title page
-- listing of the names of group members
-- event (Service Learning Project)
-- health content area
-- name of school / center served
-- grade, room, teacher
-- class served (HCSV 450)
-- above items will serve as your cover page
SPECIFIC DIRECTIONS
Page 1: Colorful
Cover Page
Page 2: Table of contents – Provide a list of all
the pieces of the Service Learning Project for your specific classroom (Rules,
Intro, Activities, Getting to Know You Activities, worksheets, etc.) and their
page numbers. List each rotation/station
and the student responsible for that segment.
Be certain to identify the Art, Values, and Physical Team—Building
activities.
Page 3: Rules/Discipline
– list the rules that your group has chosen to enforce throughout this
experience
Page 4: Schedule:
create a schedule for your service learning project experience. On the left, list the time slots. Across from the times, list all activities.
Sample: 8:00 am Meet
at Flagpole
8:15 am Introduction to the Service Learning
Project and the Health Leaders
8:25 am Rules
8:30 am Getting to know
you activities (name game, spider web, rock/paper/scissors, songs / rap
9:00 am Small group lessons
Rotation #1:
Emergency
First Aid –- Joe Smith
Be
True to Your Teeth—Pat White (Art)
Landfill
in a Bottle—Sue Jones
9:30 am Recess
9:40 am Rotation #2
10:10 am Heart Smart Outdoor group
Activity (Physical)
10:30 am Rotation #3
11:00 am Closing Activity (Values)
Review
of day, snack, awards, goodie bags
Make a schedule that reflects
the needs of your age group. Be sure to
vary the types of activities throughout the day to ensure attention and
enthusiasm. (Remember the One Minute
Rule – one minute per one year = attention span).
Page 5: Lesson Plans (Individual Lesson Plans must
have student name identified)
Please
note: Younger children need to shift
activities sooner than older children, so the number of lessons may be larger
in plans for the primary grades than in the upper grades.
Within the Product
Replication (the learning opportunity should include):
A. information section – explain exactly what students WILL DO
B. activity section – step by step explanation of what students DO
C. list the questions you will ask
D. include directions for activities and demonstrations
E. include when you will ask for volunteers
F. describe examples you may use when explaining a point
G. give brief directions clear enough that you would feel comfortable having someone who had not been involved in the planning teach your lesson
H.
this section is very much like a script
IMPORTANT!!!
Don’t just lecture during the information section: ask questions, do a demonstration, perform a role play, ask the students to read facts from cards, show a video clip, etc. (make certain equipment is available first). If you do lecture, only talk for three minutes maximum before involving your students in some way.
For the activity section, choose activities that allow every student to participate. Choose active, moving things rather than sitting, writing things if possible. Incorporate other disciplines like music, art, physical education, literature, reading, writing, math, etc. Be creative. Take a few risks. Have enough equipment, supplies, etc. for all students to participate with minimum waiting.
Finish each of your lessons with some type of review to make sure the students learned what you think they learned.
Indicate the resources you will need in order to fully
implement your lesson. Imagine yourself
in an empty cell. What would you
need? List everything, no matter how
obvious it may seem, (ex. Indoor, outdoors, grassy area, tables/chairs, floor
space, sink, extension cord, overhead projector, T.V. / VCR, CD player, etc.)