© 2011 mcgraw-hill higher education. all rights reserved. 1 the comprehensive school health...

© 2011 McGraw-Hill Higher Education. All rights reserved.

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The Comprehensive School The Comprehensive School Health Education Health Education

Curriculum:Curriculum:A Blueprint for Implementing A Blueprint for Implementing the National Health Education the National Health Education

StandardsStandards


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The Comprehensive School Health The Comprehensive School Health Education CurriculumEducation Curriculum

This is an organized sequential K-12 plan for teaching This is an organized sequential K-12 plan for teaching students the information and skills they need to students the information and skills they need to become:become: Health literateHealth literate Maintain and improve their healthMaintain and improve their health Prevent diseasePrevent disease Reduce health-related risk behaviorsReduce health-related risk behaviors

As teachers, you have the important role of teaching As teachers, you have the important role of teaching your students these skills that will enhance the quality your students these skills that will enhance the quality of their lives for years to comeof their lives for years to come


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Framework for the CurriculumFramework for the Curriculum

Ensure commonality of purpose/consistencyEnsure commonality of purpose/consistency Improve student learningImprove student learning Provide foundation for student assessmentProvide foundation for student assessment Provide foundation for curriculum developmentProvide foundation for curriculum development Provide enhanced teaching preparation and Provide enhanced teaching preparation and

continuing educationcontinuing education

Having National Health Education Standards will:


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Health LiteracyHealth Literacy

Competence in:Competence in:Critical thinking and problem solvingCritical thinking and problem solvingSelf-directed learningSelf-directed learningResponsible and productive citizenshipResponsible and productive citizenshipEffective communicationEffective communication


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The National HealthThe National HealthEducation StandardsEducation Standards

Standards that specify what students should know and be able to do. They involve the

knowledge and skills essential to the development of health literacy. Those “skills” include the ways of communicating, reasoning,

and investigating which characterize health education

(Joint Committee on Health Education Standards, 2006)


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8 National Health Education 8 National Health Education Standards: Achieving Excellence Standards: Achieving Excellence

(ACS, 2007)(ACS, 2007)

1.1. Comprehend concepts related to health Comprehend concepts related to health promotion and disease preventionpromotion and disease prevention

2.2. Analyze the influence of culture, media, and Analyze the influence of culture, media, and other health factorsother health factors

3.3. Demonstrate the ability to access information, Demonstrate the ability to access information, products, and services to enhance healthproducts, and services to enhance health

4.4. Demonstrate the ability to use interpersonal Demonstrate the ability to use interpersonal communication skills to enhance healthcommunication skills to enhance health

Students will . . .


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8 National Health Education Standards: Achieving 8 National Health Education Standards: Achieving Excellence (ACS, 2007) cont’d.Excellence (ACS, 2007) cont’d.

5.5. Demonstrate the ability to use decision-Demonstrate the ability to use decision-making skills that enhance healthmaking skills that enhance health

6.6. Demonstrate the ability to use goal-setting Demonstrate the ability to use goal-setting skills to enhance healthskills to enhance health

7.7. Demonstrate the ability to practice health-Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce enhancing behaviors and avoid or reduce health riskshealth risks

8.8. Demonstrate the ability to advocate for Demonstrate the ability to advocate for personal, family, and community healthpersonal, family, and community health

Students will . . .


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The Performance IndicatorsThe Performance Indicators

These are a series of specific concepts and skills These are a series of specific concepts and skills students should know and be able to do in order students should know and be able to do in order to achieve each of the broader National Health to achieve each of the broader National Health Education StandardsEducation Standards

1.1. Understanding the relationship to behavioral Understanding the relationship to behavioral objectivesobjectives

2.2. Developing behavioral objectivesDeveloping behavioral objectives3.3. Classifying behavioral objectivesClassifying behavioral objectives


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The Domains of HealthThe Domains of Health

HealthHealth is the quality of life that includes the is the quality of life that includes the following domains:following domains: PhysicalPhysical Mental/emotionalMental/emotional Family-socialFamily-social

WellnessWellness is another description of quality of life is another description of quality of life which encompasses the above domains of health which encompasses the above domains of health


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The Model of Health and Well-BeingThe Model of Health and Well-BeingIncludes the 3 domains of health and 10 content areas that influence health concepts


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Scope and Sequence ChartScope and Sequence Chart

This blueprint divides the charts into This blueprint divides the charts into separate grade levelsseparate grade levels

The Components of Health Literacy The Components of Health Literacy drives the following:drives the following:The Content AreasThe Content AreasHealth GoalsHealth GoalsThe National Health Education The National Health Education

StandardsStandardsThe ObjectivesThe Objectives


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Performance IndicatorsPerformance Indicators

A A Behavioral ObjectiveBehavioral Objective is a statement of what a learner should is a statement of what a learner should be able to do after a learning experiencebe able to do after a learning experience

There are 5 rules for writing these objectivesThere are 5 rules for writing these objectives 1) expectation is clearly stated for 1) expectation is clearly stated for whowho?? 2) specify the kind of 2) specify the kind of behaviorbehavior that will be accepted that will be accepted 3) include 3) include content content about the specific learning experienceabout the specific learning experience 4) describe a 4) describe a conditioncondition which the behavior will occur which the behavior will occur 5) specify the 5) specify the criteriacriteria for acceptable performance for acceptable performance

Examples are provided in Figure 3-3


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Classifying Behavioral ObjectivesClassifying Behavioral Objectives

Different types of desired behaviors Different types of desired behaviors are identified to classify objectives are identified to classify objectives into 3 domainsinto 3 domainsCognitive: thinking behaviorCognitive: thinking behaviorAffective: feelings and attitudesAffective: feelings and attitudesPsychomotor: action behaviorPsychomotor: action behavior


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Health TopicsHealth Topics

A subject within each content areas that need to A subject within each content areas that need to be taught so students will have health knowledge be taught so students will have health knowledge to practice and master the performance to practice and master the performance indicators of the health standardsindicators of the health standards

Life skillsLife skills should be taught within each content should be taught within each content areaarea

Health goalsHealth goals should be identified by the student should be identified by the student Select each health topic carefully with regards to Select each health topic carefully with regards to

scopescope Health topics should be placed in Health topics should be placed in a sequencea sequence that that

fosters preventive approachesfosters preventive approaches


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How to Introduce and Teach the How to Introduce and Teach the National Health Education National Health Education

Standards?Standards?

Prioritize the “self-responsibility for health” Prioritize the “self-responsibility for health” conceptconcept

Focus on “Health Promotion” by allowing the Focus on “Health Promotion” by allowing the students to use environmental constructs and students to use environmental constructs and enables them to act on their knowledge and skillsenables them to act on their knowledge and skills

Promote the 8 National Health Education Promote the 8 National Health Education StandardsStandards


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How to Teach Health Education How to Teach Health Education Standard 1: Comprehend Health Standard 1: Comprehend Health

ConceptsConcepts

1.1. Study health knowledgeStudy health knowledge

2.2. Ask questions about health knowledge you Ask questions about health knowledge you don’t understanddon’t understand

3.3. Use health knowledge to form health Use health knowledge to form health conceptsconcepts

4.4. Use health concepts to promote health and Use health concepts to promote health and prevent diseaseprevent disease

Students will comprehend concepts related to

Health promotion and disease prevention


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How to Teach Health Education How to Teach Health Education Standard 2: Analyze Influences on Standard 2: Analyze Influences on

HealthHealth

1.1. Identify people and things that might Identify people and things that might influence youinfluence you

2.2. Evaluate how the influence might affect Evaluate how the influence might affect your health behavior and decisionsyour health behavior and decisions

3.3. Choose positive influences on healthChoose positive influences on health

4.4. Protect yourself from negative influences Protect yourself from negative influences on healthon health

Students will analyze the influence of family, peer

culture, media, technology, and other factors on health behaviors.


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How to Teach Health Education How to Teach Health Education Standard 3: Access Health Standard 3: Access Health

InformationInformation

1.1. Identify health information products, services that Identify health information products, services that you needyou need

2.2. Find health information, products, and servicesFind health information, products, and services3.3. Evaluate health information, products, and servicesEvaluate health information, products, and services4.4. Take action when health information is misleading Take action when health information is misleading

and/or products and services are not satisfactoryand/or products and services are not satisfactory

Students will demonstrate the ability to access

information, products, and services to promote health


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How to Teach Health Education How to Teach Health Education Standard 4: Communication SkillsStandard 4: Communication Skills

1.1. Discuss communication and types of Discuss communication and types of communication skillscommunication skills

2.2. Develop resistance skills or refusal skillsDevelop resistance skills or refusal skills

3.3. Identify conflict resolution skills or stepsIdentify conflict resolution skills or steps

Students will demonstrate the ability to use interpersonal

communication skills to enhance health and avoid or reduce health risks.


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How to Teach Health Education How to Teach Health Education Standard 5: Make Responsible Standard 5: Make Responsible

DecisionsDecisions

Describe the situationDescribe the situation List possible decisions List possible decisions

you might takeyou might take Share the list of Share the list of

possible decisions possible decisions with a parent, with a parent, guardian, or other guardian, or other responsible adultresponsible adult

Evaluate possible Evaluate possible consequences of each consequences of each decisiondecision

Decide which decision Decide which decision is most responsible and is most responsible and appropriateappropriate

Act upon your decision Act upon your decision and evaluate the and evaluate the resultsresults

Students will demonstrate the ability to use decision-making

skills to enhance health


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How to Teach Health Education How to Teach Health Education Standard 6: Set Health GoalsStandard 6: Set Health Goals

Write the healthful Write the healthful behavior you want to behavior you want to practice as a health goalpractice as a health goal

Make an action plan to Make an action plan to meet your goalmeet your goal

Identify obstaclesIdentify obstacles Set up a time line to Set up a time line to

meet this goalmeet this goal

Make a specific plan for Make a specific plan for recording your progressrecording your progress

Build a support systemBuild a support system Revise your action plan or Revise your action plan or

timelinetimeline Reward yourself when you Reward yourself when you

reach your health goalreach your health goal

Students will demonstrate the ability to use goal-setting

skills to enhance health


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How to Teach Health Education How to Teach Health Education Standard 7: Practice Healthful Standard 7: Practice Healthful

BehaviorsBehaviors

1.1. Explain a health behavior contract and devise a Explain a health behavior contract and devise a written planwritten plan

2.2. Write specific statements to describe how this Write specific statements to describe how this behavior would reduce health risksbehavior would reduce health risks

3.3. Make specific plans for recording your progressMake specific plans for recording your progress4.4. Complete the evaluation of how the plan helped you Complete the evaluation of how the plan helped you

accomplish your health goalaccomplish your health goal

Students will demonstrate the ability to practice health

enhancing behaviors and avoid or reduce health risks


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How to Teach Health Education How to Teach Health Education Standard 8: Be a Health AdvocateStandard 8: Be a Health Advocate

1.1. Select a health related concernSelect a health related concern2.2. Gather reliable informationGather reliable information3.3. Identify you purpose and target audienceIdentify you purpose and target audience4.4. Develop a convincing and appropriate Develop a convincing and appropriate

messagemessage

Students will demonstrate the ability to advocate for

personal, family, and community health.

A health advocate is a person who promotes health for self and others


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Totally Awesome Teaching Totally Awesome Teaching Strategies: Creating Lesson Plans Strategies: Creating Lesson Plans

Clever titleClever title Designated content areaDesignated content area Designated grade levelsDesignated grade levels Infusion into other Infusion into other

curriculum areas other curriculum areas other than healththan health

Health LiteracyHealth Literacy Health education Health education

standard(s)standard(s)

Performance indicator(s)Performance indicator(s) Health goalsHealth goals MaterialsMaterials MotivationMotivation EvaluationEvaluation Multicultural infusionMulticultural infusion InclusionInclusion

Creative and motivating concepts that you should include:


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Assessment TechniquesAssessment Techniques

Opportunity-to-Learn Standards:Opportunity-to-Learn Standards: specifies directions for the policies, resources, and activities to specifies directions for the policies, resources, and activities to

be conducted in schools to implement the National Health be conducted in schools to implement the National Health Education StandardsEducation Standards

Curriculum:Curriculum: The Comprehensive School Health Education Checklist (Box 3-9) The Comprehensive School Health Education Checklist (Box 3-9)

could be usedcould be used


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Assessment TechniquesAssessment Techniques

StudentsStudents Observation, Cooperative Learning, Different forms of exams or testing, Observation, Cooperative Learning, Different forms of exams or testing,

Performance Activities, Projects, Portfolios, Attestations, and RubricsPerformance Activities, Projects, Portfolios, Attestations, and Rubrics TeachersTeachers

Likert Scale to Measure Teacher Effectiveness [Box 3-11]Likert Scale to Measure Teacher Effectiveness [Box 3-11] Semantic Differentials [Box 3-12]Semantic Differentials [Box 3-12]


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The Comprehensive School The Comprehensive School Health Education Health Education

Curriculum:Curriculum:A Blueprint for Implementing A Blueprint for Implementing the National Health Education the National Health Education

StandardsStandards

Chapter 3Chapter 3

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