KINE 370-SCHOOL HEALTH EDUCATION MISSOURI SOUTHERN STATE UNIVERSITY SCHOOL OF EDUCATION DEPARTMENT OF KINESIOLOGY SCHOOL: Education DEPARTMENT:

Kinesiology COURSE TITLE: School Health Education (WI) COURSE NUMBER: KINE 370 CREDIT HOURS: 3 INSTRUCTOR: Dr. Sheri Beeler OFFICE PHONE: 417-625-9544 OFFICE: Y217 OFFICE HOURS: Posted outside Office Door CAMPUS EXTENSION: 9544 EMAIL: Beeler-S@mssu.edu

I.

CATALOG COURSE DESCRIPTION: This course provides the background information and skills teachers need to implement comprehensive school health education at the grade levels in which they are certified. Prerequisite: EDUC 329 or concurrent enrollment in EDUC 329. PROGRAM STANDARDS: QUALITY INDICATOR 1: The preservice teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students. knows the discipline applicable to the certification area(s) presents the subject matter in multiple ways creates interdisciplinary learning. The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. connects instruction to students prior experiences and family, culture, and community The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards. selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. encourages exploration and problem solving, building new skills from those previously acquired) creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance The preservice teacher uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs engages students in active learning that promotes the developmental of critical thinking, problem solving, and performance capabilities. The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation. manages time, space, transitions and activities effectively The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and

II.

1.1 1.2 1.5 QUALITY INDICATOR 3: 3.4

QUALITY INDICATOR 4: 4.1

4.2

QUALITY INDICATOR 5: 5.1 5.2

QUALITY INDICATOR 6:

6.2 QUALITY INDICATOR 7:

7.1 7.2 7.3 7.4 QUALITY INDICATOR 8: 8.2 to

supportive interaction in the classroom. models effective verbal/non-verbal communication skills demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students communications. supports and expands learner expression in speaking, writing, listening, and other media uses a variety of media communication tools The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. uses assessment strategies to involve learners in self-assessment activities, help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning.

QUALITY INDICATOR 9:

9.1 9.2 9.3

The preservice teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students. applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students growth and learning, and the complex interactions between them. uses resources available for professional development practices professional ethical standards

QUALITY INDICATOR 10: The preservice teacher fosters relationships with school colleagues, parents and educational partners in the larger community to support student learning and well-being. 10.1 participates in collegial activities designed to make the entire school a productive learning environment. 10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential. QUALITY INDICATOR 11: The pres-service teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students. 11.1 demonstrates an understanding of instructional technology concepts and operations 11.5 uses technology to enhance personal productivity and professional practice III. COURSE OBJECTIVES (Discipline) Upon completion of the course the student will: A. B. C. D. E. F. G. list and discuss the six categories of risk behaviors identified by the Center for Disease Control and Prevention. discuss national initiatives the support the cooordinated school health program: Healthy People 2010, The Safe & Drug Free Schools and Communities Act, CDC School Health Guidelines. identify and discuss the eight components included in the coordinated school health program. examine the role of health literacy and The National Health Education Standards in the development of comprehensive school health education. provide a rationale for how comprehensive school health education provides an umbrella of protection that can be used to combat the six categories of risk behavior that threaten the nations youth. describe the schools role in providing school health services. describe the role of the teacher in school health services.

H. I. J. K. L. M. N.

O. P. Q.

R. S. T. U. V. W. X. Y. Z.

describe the role of the school nurse in school health services. Identify the health concerns of school-age youth and discuss the nature of these situations and concerns, his/her limitations, when it is appropriate to request medical assistance, where and how to obtain it, and confidentiality of student health information. identify and discuss factors that contribute to a healthful school environment. describe the teachers role in providing a healthful school environment. describe ways to plan and implement health promotion programs for school staff. formulate a philosophy or vision of health which includes the 12 factors that influence health status, domains of health and promotes development of a health-literate individual. outline the components needed for a comprehensive school health education curriculum including: the goals and philosophy, The Responsible Decision-Making Model, The Model for Using Resistance Skills, childrens literature, curriculum infusion, health literacy, inclusion of students with special needs, multi-cultural infusion, family involvement, evaluation, and The Scope and Sequence Chart. describe ways that the following might be used to evaluate student mastery of the performance indicators, health knowledge, and life skills: observation, health behavior contracts, participation, tests, portfolio assessments, scoring guides/rubrics. identify and describe the purposes of instructional strategies. identify suggestions to maximize the effectiveness of the following instructional strategies: lecture, lecture and discussion, role play, brainstorming, buzz groups, panel discussions, debate, cooperative learning, decision-making, self-appraisals and health behavior inventories, student presentations, field trips, demonstrations, guest speakers, educational technologies. discuss ways that technology such as Internet and E-mail can be used in the classroom. define health knowledge and identify ten areas of health for which health knowledge is needed. identify the needs of people of different ages: infancy, early childhood, preschool, elementary, adolescence, early adulthood, middle adulthood, and late adulthood. identify curriculum areas other than health into which teaching strategies can be integrated. identify types of materials that might be provided by agencies and professional organizations. list the attributes of a critical thinker, responsible citizen, self-directed learner, and effective communicator (health literate individual). explain how inclusion of students with special needs promotes health literacy. explain how multicultural infusion promotes health literacy. identify, compare and contrast the Show-Me Standards, Healthy, Active Living Framework, GLEs; National Health Education Standards; and CSHE when evaluating curriculum models and writing lesson plans.

IV.

COURSE OBJECTIVES (General Education) A. COMMUNICATING The student will: 1. discuss the roots of children choosing risk behaviors instead of protective behaviors. 2. identify the roles of the nurse and other health care providers in school health services. 3. identify the roles of the teacher in school health services. 4. summarize a variety of approaches that are currently being used in health education in the United States. SOLVING PROBLEMS The student will: 1. describe the importance of emphasizing skills learned in loving, functional families and developing skills missing in dysfunctional families. 2. utilize the following teaching strategies being familiar with the strength, weaknesses, and helpful hints for using each: lecture, lecture/discussion, role play, brainstorming, buzz groups, panel discussions, debate, cooperative learning, problem solving/decision making, selfappraisal/health inventories, student presentations, field trips, demonstrations, and guest speakers. 3. identify and practice appropriate ways to handle common emergencies: 1) breathing, bleeding, and shock, 2) injuries to tissues, bones, and the head area, 3) fainting, plant poisoning, and insect poisoning, and 4) heat and cold emergencies, 5) CPR: adult, child and infant, 6) AED: Adult. CLARIFYING VALUES The student will: 1. implement lessons in self-responsibility including health behavior inventories, teaching strategies that promote life skills, health behavior contracts, and staying motivated incentives. 2. choose materials that foster self-responsibility for health. 3. utilize strategies to maintain classroom control and foster preventive discipline. FUNCTIONING WITHIN SOCIAL INSTITUTIONS The student will:

B.

C.

D.

1.

E.

discuss the special health concerns of school age youth and ways to handle these concerns: abuse, HIV/AIDS, asthma, death, diabetes, eating disorders, epilepsy, sexually transmitted diseases, suicide, teenage pregnancy, and depression, ATOD use, misuse and abuse, cardiovascular health and cancer. USING SCIENCE AND TECHNOLOGY 1. identify the objectives for children in Healthy People 2010. 2. utilize instructional aids effectively: printed materials, audio-visual materials, computer

F.

software. utilize effective techniques for evaluation of comprehensive school health education: the curriculum, the students, and the teacher. USING THE ARTS 1. utilize creative teaching master sand student masters. 2. identify and utilize creative resources that enhance the teaching of health. 3.

V.

COURSE OUTLINE 1. A Nation At Risk: The Need for Comprehensive School Health Education. a. Center for Disease Control & Prevention: 6 Categories of Risk Behaviors b. National Initiatives 1. Healthy People 2000 & 2010 2. Safe and Drug Free Schools and Communities Act (SDFSCA) c. Missouri YRBS d. Health Status and Individual Needs ASSESSMENT: Class participation, written assessments, course notebook 2. Coordinated School Health Model a. Coordinated and Comprehensive b. The 8 point CSHP model c. CSH Philosophy ASSESSMENT: Class participation, written assessments, course notebook The Meeks-Heit Umbrella of Comprehensive School Health Education a. Educational Reform b. Content Areas c. Building Blocks to Healthy Living 1. Health Knowledge 2. Life Skills 3. Personal Responsibility 4. Health Literacy d. The Responsible Decision-Making Model e. The Model for using Resistance Skills ASSESSMENT: Class participation, written assessments, course notebook School Health Services a. The Schools Role in Providing School Health Services b. The Teacher & School Health Services c. The School Nurse and School Health Services d. Student Health Concerns ASSESSMENT: Class participation, written assessments, course notebook, bulletin board project. Safe & Healthful School Environment a. Providing a Healthful School Environment 1. Physical Conditions 2. Emotional Environment 3. Teacher and Student Responsibilities 4. Parent and Community Responsibilities 5. Worksite Health Promotion b. Providing a Safe School Environment 1. Teacher and Student Responsibilities 2. Violence Prevention & Intervention 3. Safe and Drug Free Schools Act 4. Sexual Harassment ASSESSMENT: Class participation, written assessments, course notebook

3.

4.

5.

6.

The CSHE Curriculum a. Content areas and CSHE Philosophy 1. Scope and Sequence 2. Critical Elements in each content area b. Developmentally Appropriate Teaching Strategies c. Developmentally Appropriate Teaching Progressions. d. Technology Implementation e. Interdisciplinary Teaching Strategies f. Utilization of the Health Resource Lab in Health Science Building and MSSU Library g. Multi-Cultural Infusion h. Inclusion i. Health education assessments ASSESSMENT: Lesson plan, class participation, course notebook, health education activity notebook, homemade health activity project, bulletin board project, class participation, written assessments. Instructional Strategies and Technologies a. Lesson plan development b. Locating resources c. Motivating students to learn d. Creating teaching masters, student masters and assessments. e. Classroom management f. Peer teaching and reflection ASSESSMENT: Peer teaching, reflection, health education activity notebook, course notebook, journal, homemade health activity project, bulletin board project, class participation, written assessments. Safety and Injury Prevention a. Certification in Standard First Aid for the Workplace with CPR/AED-Adult b. Certification in CPR/AED Child and Infant CPR ASSESSMENT: American Red Cross written assessments, skill proficiency tests, class attendance and participation.

7.

8.

VI.

TEXTBOOKS RENTAL: Meeks, L., Heit, P. and Page, R. Comprehensive School Health Education: Totally Awesome Strategies for Teaching Health. McGraw-Hill. 2013. 8th Edition. Reading from other sources will be assigned. PURCHASE/PRINT/VIEW ON-LINE: American Red Cross. Standard First Aid for the Workplace with CPR/AED-Adult & Child, and Infant CPR. See additional course handout on web-based blended learning. Purchase at MSSU Bookstore or view/print online. *Participants Manual Digital Edition: http://editiondigital.net/publication/?i=64159 *Adult Ready Reference and Pediatric [child & infant] Ready Reference (formerly called Skills Cards) may be found at http://www.redcross.org/take-a-class/program-highlights/cpr-firstaid/workplaces-schools-individuals *The Red Cross Refresher Center will help you maintain the knowledge and skills you learned during your training course. Youll challenge yourself with interactive quizzes, games, learning activities, videos and more to keep your skills fresh between certifications.http://www.redcrossrefresher.com/ *First Aid App [FREE] http://www.redcross.org/mobile-apps (Android and iPhone)

OPTIONAL MATERIALS: See Instructor before purchasing/printing any of these resources. The Show Me Standards Placemat: Can be downloaded from: http://dese.mo.gov/standards/documents/Show_Me_Standards_Placemat.pdf (NHES Review and Revision Panel) American Cancer Society. National Health Education Standards PreK-12, 2007. Can be downloaded: http://www.cdc.gov/healthyyouth/sher/standards/index.htm or http://opi.mt.gov/PDF/Health/NHES.PDF Healthy Active Living Missouris Health Education Grade Level Expectations. Missouri Department of Elementary and Secondary Education. 2007. Can be downloaded: http://www.dese.mo.gov/divimprove/curriculum/GLE/Healthgle.html Healthy Active Living Missouris Physical Education Grade Level Expectations. Missouri Department of Elementary and Secondary Education. 2007. Can be downloaded: http://www.dese.mo.gov/divimprove/curriculum/GLE/PEgle.html National Sexuality Education Standards: Core Content and Skills K-12, Special Report January 2012 Can be downloaded from the press release: http://www.aahperd.org/aahe/advocacy/pressreleases/education.cfm VII. MAJOR REFERENCES IN THE LIBRARY Documentation available in the Teacher Education Department for MSSU Library. Other resources available in the instructors office #Y217, the MSSU Spiva Library, the curriculum area on the 4th floor of the MSSU Spiva Library and in the HEALTH RESOURCE ROOM, HS 155. VIII. PROCEDURES OR METHODS TO BE USED: A. B. C. D. E. F. G. H. Lecture, Discussion and Interaction Role play, brainstorm, buzz groups Small group activities, cooperative learning Problem solving, decision making, modeling Peer teaching/Team teaching unit Skill proficiency in Workplace First Aid and Safety with CPR/AED Adult and Child, & Infant CPR Technology and media integration and proficiency Group I Informal Writing The student will keep a detailed journal of class activities, summaries of lectures and class discussions and personal perceptions/reflections of PK-12 school health. The journals will be evaluated at mid-semester. They will be part of the course notebook. Group II Extended Assignments The student will write at least one lesson plan and create an integrated resource (typed and double-spaced) lesson with assessments using correct format. The plans will be reviewed and critiqued for grammatical correctness and, if necessary, revised by the students. In addition to the writing style, the lesson plans will be evaluated on the developmental appropriateness, and accuracy of the health principle(s) being taught.

I.

IX.

EVALUATION (Percentages are approximate estimates) A. B. Written Assessments: Quizzes, exams, 30% Quizzes: Announced & Unannounced self & peer assessments. Class Participation and Attendance 10% Punctuality and attendance

C.

D.

E. F.

G. H.

(i.e. class projects, assignments, see policy are expected. To have an excused absence, below,) prior notification is required. Interdisciplinary Peer Teaching 30% Activity format/Lesson Plan 1. Must be typed (no handwritten parts.) 2. No Xerox copies accepted on original. 3. Correct format must be followed. 4. Any parts deleted will be deducted. 5. No excuses will be accepted for computer breakdown, printer not functioning, etc. Computers are available on campus. 6. Teaching presentation to peers. 7. Use of media in presentation. 8. Use of technology in lesson. 9. Reflection & Peer Evaluations Course Notebook 5% 3-ring 3 notebook of handouts, syllabus, class notes; daily journal; homemade health; health education activity notebook; assignments & assessments; my PT; etc. with appropriate dividers, title page and itemized table of contents. Health Education Activity Notebook P/F *Must be included in course notebook* ALL peer teaching lessons/handouts. Homemade Health Activity Project & Fair 15% 1. Must be typed using correct format 2. Presented in the course notebook 3. Include peer activity project sheets 4. Include 3 homemade health projects, class presentation. Current Topics/ Journal 5% *Personal Journal optional for inclusion in course notebook* Standard First Aid, Adult & Child CPR/AED, & Infant CPR Attendance, Proficiency tests & Written Assessments Bulletin Board Project Pass/Fail as per American Red Cross

I.

5% Develop a bulletin board on a current health issue appropriate for a community audience and follow media guidelines.

Faculty in the Department of Kinesiology agree that attendance and participation are essential to success in their classes. Students who are committed to achieving their degree should plan to attend class regularly and take an active role in class activities. The grade earned in the course will be determined based on the total number of points accumulated, demonstration of professional dispositions and attendance. The following percentage will be used to calculate your

grade for course requirements:

92% and Up 91% - 84% 83% - 76% 75% - 68% 67% or below A B C D F

To earn an A in the course, a student will: a. Average an A on all course requirements b. Have no more than 1 absence To earn a B in the course, a student will: a. Average a B on all course requirements b. Have no more than 2 absences

To earn a C in the course, a student will: a. Average a C on all course requirements b. Have no more than 3 absences The instructor retains the right to modify the grading scale and/or assignments as necessary. Late Assignment Policy: Assignments will not be accepted late for a grade.

Should a student miss one or more classes, it is the students responsibility to communicate with the instructor and schedule a time to meet face to face for class assignments and opportunities. This is to be done no later than the next class period!
REMINDER: NO GRADE BELOW C WILL BE ACCEPTED FOR CREDIT IN THE PROFESSIONAL COURSE OF STUDY.

ADA STATEMENT If you have a disability and require an accommodation for this class, please notify the instructor or the Disabilities Coordinator at the Student Success Center (417659-3725) or in Hearnes 301.
ACADEMIC INTEGRITY STATEMENT

Missouri Southern State University is committed to academic integrity and expects all members of the university community to accept shared responsibility for maintaining academic integrity. Students in this course are subject to the provisions of the universitys Academic Integrity Policy, published in the Student Handbook. Penalties for academic misconduct in this course may include a failing grade on the assignment, a failing grade in the course, or any other course-related sanction the instructor determines to be appropriate. Continued enrollment in the course affirms a students acceptance of the university policy. Personal Electronics/Cell Phone Policy Be respectful of the teachers right to teach and the students right to learn! Faculty in the Department of Kinesiology would like to emphasize the importance of attending, participating, and being attentive in classes. Personal electronics (i.e. cell phones, MP3 players, iPods) are a distraction to you, the instructor, and the class. In view of this, cell phones/personal electronics are not to be seen or heard in class for any reason. Cell phones may be on vibrate. Any student using such a device during class time, when it is not part of the lesson, may be asked to leave the classroom. Begin the practice of professional dispositions today!

Revised 1/13