The Comprehensive School Health Education Curriculum:

1. Chapter 4 The Comprehensive School Health Education Curriculum: A Blueprint for Implementing the National Health Education Standards

2. Framework for the Curriculum National Health Education Standards • Ensure commonality of purpose/consistency • Improve student learning • Provide foundation for student assessment • Provide foundation for curriculum development • Provide enhanced teaching preparation and continuing education

3. Health Literacy • Competence in: • Critical thinking and problem solving • Self-directed learning • Responsible and productive citizenship • Effective communication A health-literate individual fits the above standards

4. The National HealthEducation 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, 1995)

5. 7 Health Education Standards Students will . . . • Comprehend health promotion and disease prevention concept • Demonstrate ability to access health information and services • Practice health behaviors to decrease risks • Analyze the influence of culture, media, and other health factors

6. 7 Health Education Standards (cont’d) Students will . . . • Demonstrate interpersonal skills and communication to enhance health • Demonstrate the ability to goal set and make proper decisions that enhance health • Demonstrate the ability to become a health advocate for personal, family, and community health

7. Performance Indicators • Understanding the relationship to behavioral objectives • Developing behavioral objectives • Classifying behavioral objectives

8. Domains of Health • Definition of health – quality of life including the following domains: • Physical • Mental/emotional • Family-social • Definition of wellness – another description of quality of life that encompasses the above domains of health (figure 4-1 refers to the Wellness Scale)

9. Comprehends health facts Accesses health information, products, and services Practices healthful behavior Manages stress Analyzes influences on health Uses effective communication skills Uses resistance skills when appropriate Resolves conflict in healthful and responsible ways Sets health goals Makes responsible decisions Advocates for health Demonstrates good character The Wellness Scale

10. Mental/emotional health Family/social health Growth/development Nutrition Personal health/activity Alcohol, tobacco, drugs Communicable and chronic diseases Consumer/community health Environmental health Injury prevention and safety Model of Health and Well-BeingFigure 4-2 Includes the 3 domains of health and 10 content areas that influence health status

11. Developing Behavioral Objectives • A statement of what a learner should be able to do after a learning experience • 5 rules for writing these objectives • 1) Expectation is clearly stated for who? • 2) Specify the kind of behavior that will be accepted • 3) Include content about the specific learning experience • 4) Describe a condition in which the behavior will occur • 5) Specify the criteria for acceptable performance Examples are provided in Figure 4-3

12. Classifying Behavioral Objectives • Different types of desired behaviors are identified to classify objectives into 3 domains • Cognitive: thinking behavior • Affective: feelings and attitudes • Psychomotor: action behavior

13. Cognitive Domain • Learning and problem-solving tasks are divided into 6 classifications • Knowledge objectives [low level] • Comprehensive objectives [low level] • Application objectives [higher level] • Analysis objectives [higher level] • Synthesis objectives [higher level] • Evaluation objectives [higher level]

14. Affective Domain • This domain contains emotional overtones and attitudes that are divided into 5 classifications • Receiving objectives [low level] • Responding objectives [low level] • Valuing objectives [higher level] • Organizing objectives [higher level] • Characterizing objectives [higher level]

15. Psychomotor Domain • Muscular or motor skills divided into 4 classifications • Gross bodily movement objectives [low level] • Finely coordinated movement objectives [low level] • Nonverbal communication objectives [higher level] • Speech objectives [higher level]

16. Health Topics • Subjects within each content area that needs to be taught so students will have health knowledge to practice and master the performance indicators of the health standards • Life skills should be taught within each content area • Health goals should be identified by the student • Select each health topic carefully with regard to scope • Health topics should be placed in a sequence that fosters preventive approaches

17. How to Introduce and Teach the National Health Education Standards • Prioritize the “self-responsibility for health” concept • Focus on “Health Promotion” by allowing the students to use environmental constructs and enabling them to act on their knowledge and skills • Promote the 7 National Health Education Standards

18. How to Teach Health Education Standard 1 Students will comprehend concepts related to health promotion and disease prevention • Comprehend health facts • Ask questions about health knowledge you don’t understand • Use health knowledge to form health concepts • Use health concepts to promote health and prevent disease

19. How to Teach Health Education Standard 2 Students will demonstrate the ability to access -alid health information and health-promoting services • Identify health information products, services that you need • Find health information, products, and services • Evaluate health information, products, and services • Take action when health information is misleading and/or products and services are not satisfactory

20. How to Teach Health Education Standard 3 Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks • Start a health behavior contract by writing your name and date • Write the healthful behavior you want to practice as a health goal • Write specific statements that describe how this healthful behavior reduces health risks • Make a specific plan for recording your progress • Complete the evaluation of how the plan helped you accomplish the health goal

21. How to Teach Health Education Standard 4 Students will analyze the influence of culture, media, technology, and other factors on health • Identify people and things that might influence you • Evaluate how the influence might affect your health behavior and decisions • Choose positive influences on health • Protect yourself from negative influences on health

22. How to Teach Health Education Standard 5 Students will demonstrate the ability to use interpersonal communication skills to enhance health • Be able to say “no” when pressured to do harmful actions • Practice “resistance skills” to say “no” • Use conflict resolution skills to settle disagreements in a responsible way

23. Write a health goal. A health inventory could assist with identifying possible goals Make an action plan to meet the goal Identify obstacles to the plan Set up a timeline to accomplish the goal 5. Keep a chart or diary to record progress 6. Build a support system 7. Revise your action plan or timeline, if needed 8. Reward yourself when you reach your health goal How to Teach Health Education Standard 6 Students will demonstrate the ability to set goals and make responsible decisions

24. How to Teach Health Education Standard 7 Students will demonstrate the ability to advocate for personal, family, and community health • Select a health-related concern • Gather reliable information • Identify your purpose and target audience • Develop a convincing and appropriate message

25. Clever title Designated content area Health education standard(s) Performance indicator(s) Life skills/health goals Materials Motivation Evaluation Multicultural infusion Inclusion Totally Awesome Teaching Strategies Creative and motivating concepts that you should include:

26. Assessment Techniques • Opportunity-to-Learn Standards: • Specifies directions for the policies, resources, and activities to be conducted in schools to implement the National Health Education Standards • Curriculum: • The Comprehensive School Health Education Checklist Box (4-18) could be used

27. Assessment Techniques • Students • Observation, cooperative learning, different forms of exams or testing, performance activities, projects, attestations, and rubrics • Teachers • Likert Scale to measure teacher effectiveness [Box 4-20] • Semantic differentials

28. Chapter 4 The Comprehensive School Health Education Curriculum: A Blueprint for Implementing the National Health Education Standards