Northern Illinois University
       PHHE 300- Health Education in the Middle and High School
                              Fall 2009

Instructor:     Andrea Hein
Office:         Wirtz Hall 222
Phone:          (815) 753-5653
E-mail:         ahein@niu.edu
Office Hours:   By appointment only


Emphasis on learning and identifying heath needs and problems of middle and high
school students. Study of teacher candidate standards and coordinated school health
programs. Clinical experiences in school health education.

Prerequisite: Cumulative GPA of at least 2.50, completion of PHHHE 206 and PHHE
208with a grade of “C” or better, pass the Basic Skills test.

Credit Hours: 3


Meeks, L., Heit, P., Page, R. (2009). Comprehensive School Health Education: Totally
Awesome Strategies for Teaching Health. New York, NY: McGraw Hill.


Upon completion of the course, students will be able to:

1. Describe the components of a Comprehensive School Health Education Program.
2. Define the role of the health education teacher in the school and the community.
3. Identify the major health and safety problems affecting middle and high school
   students and the relationship to prevention programming.
4. Assess valid and reliable techniques for appraising student health.
5. Identify and apply state and national health education content standards, goals and
   objectives for learning.
6. Analyze techniques utilized to evaluate school health programs.
7. Refine strategies for managing discipline in the classroom setting
8. Develop a middle school and high school health curriculum outline that includes
   scoped and sequenced goals and objectives

1. Class Participation: 30 pts (1 point/class)
      Students will not only be expected to attend class sessions, but to participate in
      class discussions, activities and projects. Students are expected to be
      affective listeners and demonstrate an ability to critically reflect upon
      classroom discussion and assigned materials.

2. Resume: 10 pts
      Students will develop a working resume for clinicals and student teaching.

3. Health Needs Assessment: 10 pts
      Students will complete the web-based research assessment activity

4. Class activities: 10 pts
             Students will be expected to participate in class activities during the

5. Totally Awesome Teaching Strategy: 15 pts
             You will select or be assigned one of the teaching strategies in Section 3
             of the text. You will teach this strategy to the class during a class session.

6. Classroom Observations, Interview & Student Survey: 40 pts
       a. Majors will spend 20 hours and minors will spend 5 hours in school health
          classes. Documentation of hours must be submitted with final report.

       b. Students will interview a member of the CSHP

       c. Students will develop an 8-10 question survey based on the “Health Needs
          and Interests” assignment (#2) using Likert-type questions to administer to
          students in a MS or HS health class. Survey questions must be previewed by
          cooperating teachers.

       d. Students will write a three-part report: DS 3-5 pages
              1) Analysis of classroom observations including curricular content,
              classroom management and motivation issues and suggestions for
              2) Questions and responses from health teacher/nurse interview.
              3) Student survey: questions, responses and summary statistics

7. TWS: Learning Goals, Assessment Plan, Unit Outline: 25 pts
     In small groups, students will develop Learning Goals, an Assessment Plan and
     a Unit Outline for a topic in a 6-12 health class based on given Contextual
     Factors. Include the following:
      a. A list of at least three Learning Goals aligned with the NHES standards, a
      description of the types and levels of learning goals and a discussion of
      appropriateness for students.

      b. An assessment plan to monitor progress toward learning goals. Include an
      overview of the assessment plan, and pre, post and formative assessments
      aligned with learning goals.

      c. A unit outline to include:
         1) A unit overview
         2) At least one activity that addresses each of the three learning goals and
            meets the 8 NHES (one activity per standard)
         3) A description of the use of technology in the unit outline

  8. Bulletin Board Project: 25 points
        a. In small groups, students will develop a bulletin board to be displayed in
            front of the PHHE offices. Topics will be assigned.
     1. Class Participation                                               30 pts
     2. Health Needs and Interests By Age Group                           10 pts
     3. Resume                                                            10 pts
     3. Class activities                                                   10 pts
     4. Teaching Strategy (TBA)                                           15 pts
     5. Classroom Observation, Interview & Student Survey                 40 pts
     6. Learning Goals, Assessment Plan, Unit Outline                     25 pts
     7. Book Review                                                       15 pts
     8. Miscellaneous                                                     20 pts
     9. Bulletin Board                                                    25 pts
                                                             TOTAL        200 points

A = 180-200 points   B = 160-179 points         C = 140-159 points
D = 120-139 points   F = Below 119

This course ascribes to a conceptual framework for all courses offered by the
College of Health and Human Sciences. You should be aware of what we do in
this course that may reflect components of the following:

NIU Conceptual Framework: The NIU community of learners builds on knowledge,
practice, and reflection to produce exemplary educators. The community encompasses
scholars, education professionals, and pre-service teachers in an interaction that
develops the strengths that embody excellence in education. These strengths include
creative and critical thinking, scholarship, and caring. Application of these strengths
emerges through the collaborative efforts of a diverse community that supports lifelong
Academic Integrity: Adherence to academic regulations as stated in the
Undergraduate Bulletin and Student Judicial Code is expected. Violation in the form of
plagiarism or cheating (representing someone else’s work as your own) will result in
filing of an Academic Misconduct Incident Report and grade or other academic

Instructional Accommodations:
Your success as a student is important to all faculty members. NIU abides by Section
504 of the Rehabilitation Act of 1973, which mandates reasonable accommodations be
provided for qualified students with disabilities. If you have a disability and may require
some type of instructional and/or examination accommodation, please contact me early
in the semester so that I can provide or facilitate in providing accommodations you may
need. If you have not already done so, you will need to register with the Center for
Access-Ability Resources (CAAR), the designated office on campus to provide services
and administer exams with accommodations for students with disabilities. The CAAR
office is located on the 4th floor of the University Health Services (815-753-1303).
                                TENTATIVE COURSE OUTLINE
Date                        Topic                     Assignments                      Text
9/24    Course Orientation- Review Syllabus            Health Celebrities Activity   Chapter 1

8/26    Resume Writing-Career Services (Phyl
8/31    Need for Comprehensive School Health                                         Chapter 1
 9/2    The Need for Comprehensive School Health                                     Chapter 1

 9/9    The Need for Comprehensive School Health                                     Chapter 1
        Health People 2010
9/14    School Health Services                         Health Concern Jeopardy       Chapter 2

9/16    A Healthy & Safe School Environment-           Guest Speaker                 Chapter 2
        Safe School Environment
9/21    A Healthy & Safe School Environment-                                         Chapter 2
        Mental and Emotional Climate
9/23    The CSHE Curriculum Implementation-                                          Chapter 3
        Wellness Scale, Model of Health & Well Being
9/28    The CSHE-Implementing the NHS                                                Chapter 3

9/30    Instructional Strategies & Techniques                                        Chapter 4

10/5    Instructional Strategies & Techniques                                        Chapter 4

10/7    The Curriculum Guide                                                         Chapter
10/12   The Curriculum Guide                                                         Chapter
10/14   The Curriculum Guide                                                         Chapter
                                TENTATIVE COURSE OUTLINE
Date                        Topic                     Assignments        Text
10/19   Mental & Emotional Health-Goals, content, &   Teach Lessons   Chapter 5
10/21   Family & Social Health                        Teach Lessons   Chapter 6

10/26   Family & Social Health                        Teach Lessons   Chapter 6

10/28   Growth and Development                        Teach Lessons   Chapter 7

11/2    Nutrition                                     Teach Lessons   Chapter 8

11/4    Personal Health & Physical Activity           Teach Lessons   Chapter 9

11/9    Alcohol, Tobacco, and other Drugs             Teach Lessons   Chapter 10

11/11   Alcohol, Tobacco, and other Drugs             Teach Lessons   Chapter 10

11/16   Communicable & Chronic Diseases               Teach Lessons   Chapter 11
11/18   Communicable & Chronic Diseases               Teach Lessons   Chapter 11

11/23   Consumer & Community Health                   Teach Lessons
11/25   TBA                                           Teach Lessons   Chapter 12
11/30   Injury Prevention & Safety                    Teach Lessons   Chapter 14

12/2    Injury Prevention & Safety                    Teach Lessons   Chapter 14

12/7    Classroom Management                          Teach Lessons

To top