Health 3244 Study Guide

3. Apply the instructional strategies discussed in the course packet readings.

1. Alternative Scenarios 2. Brainstorming 3. Case Studies 4. Draw Something 5. Four Corners 6. Role Playing 7. Sort Cards

5. Apply the 6 steps of the lesson plan model used in this course.

1.Focus and Review 2. Statement of Objective 3. Teacher Input a. Outline with Focus Point b. Description of Methods 4. Guided Practice 5. Independent Practice 6. Closure

Health Content

Content refers to factual and conceptual content.

7. Summarize the NC Healthy Active Children's Policy.

Local education agencies (LEAs) should establish a School Health Advisory Council (SHAC) of school, community and health representatives, families and students. SHACs should oversee the Healthy Active Children Policy, Local Wellness Policy (LWP) and coordinated school health. * LEAs should have a LWP that includes goals for nutrition education and promotion, physical activity, and other activities to promote student wellness. * K-8 schools should offer 30 minutes of physical activity every day. Elementary schools should move toward 150 minutes/week of physical education and middle school 225 minutes/week of health education with certified teachers. * Recess and physical activity should not be taken away as a form of punishment. * LEAs should have guidelines for all foods and beverages on campus, offer healthy food/beverage options for students, limit marketing to only healthy foods/beverages, offer nutrition education and choose options other than food to reward students. * LEAs should evaluate progress, complete annual reports, and share the results.

Health Content

Mental and Emotional Health Personal and Consumer Health Interpersonal Communications and Relationships Nutrition and Physical Activity Alcohol, Tobacco, and Other Drugs

Health Skill Goal Setting

• Students will demonstrate the ability to use goal-setting skills to enhance health. • Show all the steps in a goal-setting process. • Write a clear goal statement. • Be sure the goal is realistic. • Make a plan for meeting the goal. • Show how to evaluate and adjust the plan if needed. • Realistic goals

Health Skill

Skills refers to procedural knowledge.

6. Summarize the Whole School, Whole Child, Whole Community model and discuss how it relates to Health Education.

The model redirects attention onto the ultimate focus of the two sectors- the child. It emphasizes a school wide approach. The focus of the WSCC model is an ecological approach that is directed at the whole school, with the school in turn drawing its resources and influences from the whole community and serving to address the needs of the whole child. The whole initiative is an effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long-term development and success of the whole child. It calls for great alignment, integration, and collaboration between education and health to improve each child's cognitive, physical, social, and emotional development.

Health Skill Decision Making

• Students will demonstrate the ability to use decision-making skills to enhance health. • Show all the steps of the decision-making process. • Identify the decision to be made. • Identify options and possible consequences. • State the decision clearly. • Evaluate and reflect on the decision.

4. Describe authentic assessment and discuss why it is important to use in the health education classroom

• Alternative assessment that integrates the assessment of content with knowledge and skills. (McREL Institute, 1993). • For an assessment to be ntic, the context and purpose should connect in some way to real world situations and problems. • Its aim is to assess many different kinds of literacy abilities in contexts that closely resemble actual situations in which those abilities are used. For example, authentic assessments ask students to read real texts, to write for authentic purposes about meaningful topics, and to participate in authentic literacy tasks such as discussing books, keeping journals, writing letters, and revising a piece of writing until it works for the reader.

Why teach both and example

• In order to change behavior, educators must teach BOTH concepts and skills. • If students understand the value of making health enhancing choices, understand critical health information and the risks associated with certain behaviors but lack the necessary skills to apply the knowledge then the behavior may not change. Examples: students know that using tobacco can harm one's health (content); however, they must develop, practice, and utilize goal setting, decision making, and interpersonal (assertive/refusal) skills in order to abstain from using tobacco.

8. Discuss the benefits of incorporating literacy into Health Education and how literacy can promote health awareness?

• Infusing reading and language arts into the health curriculum can offer significant reading gains without sacrificing time or curriculum content and academic success. • Health concepts can provide authentic content and meaningful messages to children who make daily decisions about their health and well-being. • about health concrete, relevant, and personal. • Provides opportunities for students to explore health related attitudes, values, options, choices, and coping strategies from human perspective,. • Provides access to various points of view, behaviors, and lifestyles of people from various backgrounds and cultures. • Reinforces the concept that health is a continuously evolving process which involves constant decision-making and lifestyle choices which can promote or hinder wellness. • Helps young people see that they are not alone regarding their emotions, problems, concerns, and questions as well as their triumphs and successes concerning life and living. • Stimulates young people to discuss and perhaps find solutions to health problems and concerns they might not otherwise talk about openly or even acknowledge. • Reinforces language skills and reading skills within the context of health-related topics and issues. • Introduces young people to a wide variety of literature which can enhance various aspects of their personal and social development while they learn health-related content.

9. List and describe teaching strategies that can be utilized to reinforce reading comprehension and deeper understanding.

• Literature Circles- Try a web-based literature circle, blog, or chat room if possible. • Jigsaw o Divide the class into equal groups Each group reads a different passage, either a section of a longer piece or a short piece. o Students who have read the same passage compare notes to confirm main ideas. o Students then group so that each member has a different passage. As experts, they share what they have learned. o The group then determines the main ideas from the combined reading and shares in some way with the entire class. • Paired Reading o Each student reads a short assignment silently. o When both are finished reading, the speaker tells the listener what was read without looking at the text. The listener should only interrupt for clarification. o After the speaker is finished, the listener should point out and correct any ideas that he/she believes were incorrect and add any ideas that were not included in the speaker's comments. The goal is for the two to come up with as many ideas possible from the passage. o Students then refer back to the text to confirm the correct information. Students alternate roles to read the next segment or passage. • Venn Diagram • Problem Solution • Story Boards- o Have students draw a storyboard to show the major story elements. o Example - Students can draw the main character, setting, problem situation, important events, and solution OR o Students can write phrases and details on their storyboards to prepare for retelling the story. o Tell the story to a partner to confirm or clarify details presented. •

Health Skills Analyzing Influences

• Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. • Show a variety of influences • Show both internal and external influences • Show how the influences affect health choices

Health Skill Assessing information

• Students will demonstrate the ability to access valid health information and products and services to enhance health. • Identify sources of information. • Explain how to find the needed help. • Explain what type of help this source offers. • Explain why it is a good source.

Advocacy

• Students will demonstrate the ability to advocate for personal, family, and community health. • Take a clear stand for a healthy choice. • Explain why the stand taken is good for health. • Show awareness of the audience for the message. • Be persuasive. • Show conviction about the message.

Health Skill Self-Management

• Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. • Demonstrate habits that contribute to health. • Describe or demonstrate specific first aid and safety techniques. • Identify strategies to avoid or manage unhealthy or dangerous situations. • List the steps in the correct order if there is one.

Health Skill Interpersonal Communication

• Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. • Show dialogues that express needs, ideas, and opinions. • Be clear and organized. • Show effective ways to say "no" - otherwise known as assertive refusal skills. • Use appropriate and effective verbal and nonverbal strategies.