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					Health Education Elementary-
level Curriculum, Lessons, &
Websites: An Overview

      Dr. Donna Videto
Introduction

   Curriculum Qualities
   Commercially-prepared Curricula
   Benefits of using Commercially-
    prepared Curricula
   Health Education Lesson
   WWW as a source of Lessons and
    Learning Experiences
Health Curriculum
HECAT – Health Education
Curriculum Analysis Tool (CDC)

   Tool for analysis of health education
    curricula
   Used to select or develop appropriate,
    effective curriculum
   Strengthen delivery of health instruction
   Improve ability to influence healthy
    behaviors
   Based on scientifically demonstrated
    evidence of effective curricula & NHES
CDC Characteristics of Effective
Health Education Curriculum

   Focus on specific behavioral outcomes
   Is research-based and theory-driven
   Addresses individual values and group
    norms that support health-enhancing
    behaviors
   Focuses on increasing perceptions of risk
    and harmfulness of engaging in specific
    high-risk behaviors as well as reinforcing
    protective factors
CDC Curriculum Characteristics

   Addresses social pressures and
    influences on behavior
   Builds personal and social
    competence to avoid health risks
   Provides functional health knowledge
    that is basic and accurate, and directly
    contributes to health-promoting
    decisions and behaviors
CDC Curriculum Characteristics

   Uses strategies designed to
    personalize information and engage
    students
   Provides age-appropriate and
    developmentally appropriate
    information, learning strategies,
    teaching methods, and materials
CDC Curriculum Characteristics

   Incorporates learning strategies,
    teaching methods, and materials that
    are culturally inclusive
   Provides adequate time for instruction
    and learning
   Provides opportunities to reinforce
    skills and positive health behaviors
CDC Curriculum Characteristics

   Provides opportunities to make
    connections with influential others
    (e.g., parents, teachers, youth leaders,
    etc.)
   Includes teacher information and
    professional development and training
    that enhances effectiveness of
    instruction and student learning
Commercial Curricula


     Samples
The Great Body Shop

   www.thegreatbody
    shop.net/
   Comprehensive
    health & substance
    abuse prevention
    (prek-6th grade)
The Great Body Shop

   Meets National Standards
   Cross-curricular approach
   Includes teaching & training material,
    materials for parents, & on-line
    services
The Great Body Shop

   Sample Concentrations Areas:
       Substance Abuse Prevention
       Character Education
       Violence Prevention
       Critical Thinking
       Reading, Communication, Technology &
        Other Learning Skills
Growing Healthy
   www.nche.org/nch
    e_gh_highlights.as
    p
   Comprehensive
       K-6
Growing Healthy

   Foster competencies for health
    enhancing decisions
   Planned sequential curriculum, 10
    content areas
   Variety of teaching methods
   Teacher Training Program
Growing Healthy

   Strategies for community support
   Group & individual activities
   Learn about self by learning about
    bodies
   Unit focus differs per grade
Growing Healthy

   Utilizes opportunities to integrate
    health education into other subject
    areas (reading, writing, arithmetic, etc.)
   Demonstrated increase in knowledge
    & health-related attitudes
KYB - Know Your Body
   www.kendallhunt.c
    om/kyb/
   Comprehensive
       K-6
   Addresses CDC
    content areas
   Empower students
    w/ skills to make
    positive health
    choices
KYB

   Cross-curricular
    approach makes it
    easy to integrate
    activities (science,
    math, social
    studies, language
    arts, & physical
    education).
KYB

   Includes HIV/AIDS & Conflict
    Resolution/Violence Prevention Modules
   Includes family letters & family/community
    interactive activities
   Research indicates positive impact on
    knowledge, behavior, & biomedical risk
    factors (blood pressure, diet, smoking, etc.)
Health Teacher
   From ToucanEd at
    www.toucaned.com
    /
   278 lessons for K-
    12, 5 classroom
    ready binders
Health Teacher

   Addresses knowledge, attitudes, &
    skills
   Provides opportunities for skill practice
    & uses a variety of instructional
    approaches (role play, cooperative,
    independent work & demonstrations)
Health Teacher

   Meets National Health Education
    Standards
   Provides skill-based assessment
    methods
   Easy to integrate into English,
    Science, Social Studies, etc.
The Michigan Model
   www.emc.cmich.ed
    u/mm/
   K-6 comprehensive
    curriculum
       7-8, 9-12 Modules
The Michigan Model

   Once a model for curriculum
    development - now includes curriculum
   Parent/Family Component
   Building on age appropriate knowledge
    & skills
The Michigan Model

   Interdisciplinary learning through
    lessons that integrate health into other
    curricula
       Language arts, social studies, science,
        math and art
   Training for teachers
   Nationally recognized, research-based
Voluntary Health Agency

   Curriculum Example
AHA Heart Power

   www.americanhear
    t.org
   Science-based On-
    line program by the
    AHA
       Free, printable
        materials for Pre-K,
        K-2, 3-5, & 6-8
AHA Heart Power Continued

   Children learn habits & choices that
    reduce risk of CVD
   Teaches healthy habits & choices to
    improve quality of life
   Lessons focus on nutrition, physical
    activity, living tobacco-free, & how
    heart works
Benefits of Using
Existing/Commercially
Prepared Curricula
Benefits

   Evidence-based
       Evaluations at a state or national-level
       Contact personnel for implementation
        suggestions
   Expert involvement
       Curriculum development specialists,
        health education professionals, &
        education & assessment experts
Benefits Continued

   Desirable elements
       Up to date, reflective of best practices
   Support from Producers/Distributors
       Training, Updates, On-line Lessons or
        Support, etc..
Funding for purchase

   District vs. school approach
   Partnerships with local agencies or
    institutions (businesses, colleges, etc.)
   Work with State Education Department
   Grant money
The Health Education Lesson


     Or learning experience
Desirable qualities for a lesson
or learning experience

   Does the lesson support Healthy
    People 2010, CDC 6, the NHES
    standards?
   Are the written materials appropriate to
    the level of the intended learner?
Qualities

   Would the lesson be considered fun
    and educational to the learner?
       Do they learn something? Is it important
        that they know that information?
   Does the instructional material reflect
    current health education theories and
    recommendations?
       Skill-based, behavior-change, outcome-
        based
Qualities

   Would the learner actively participate -
    finding the lesson challenging yet do-
    able?
       Success is possible, but not too easy
   Would the lesson/material meet the
    needs of a diverse classroom
    population?
     Different types of learners
     Different abilities
Qualities

   Skill-development, functional
    knowledge
   Lessons that reflect authentic
    experiences, authentic assessment
    opportunities
Authentic Assessment

   Assessment or Instruction – meaningful,
    significant for students & families
   Assessment planned concurrently
    w/teaching
   Assessment provides opportunities for
    students to demonstrate ability to meet
    standards
   Standards based education is about
    assessment
Authentic Assessment

   Keeping it real!!!!
Assessing Student Work

   Standard-based assessment
   Responding to performance tasks
   Performance Assessment Template
       1. Select NHES & priority content
       2. Construct the prompt or item (product
        or performance)
       3. Determine criteria for success (of both
        skills & knowledge)
Criteria for Success

   What concepts should they know
   What skills should they be able to
    demonstrate
       CCSSO-SCASS or State-level Scope &
        Sequence or Requirements
       What the student has to show so that the
        teacher knows she/he has the knowledge and
        the skill
CCSSO-SCASS

   Council of Chief State School Officers
    –State Collaborative of Assessment
    and Student Standards
Components of a health
education lesson plan
Lesson Plan Components
   Links to standards, content, age group
   Objectives (ABCCC)
   Teacher background/resources
   Introduction – anticipatory set
   Body – teaching steps, content,
    activities/task
   Closure/Assessment of Objectives
   Needed Materials – transparencies,
    handouts, etc..
Lesson Plan Components

   References
   Suggestions for special needs learners
   Teacher Reflection
Looking at the WWW as a source
of lesson plans & teaching
materials
Where? WWW
   Lesson plan websites
       google by health education, content area, or grade cluster
   Multiple lesson plan sites (healthteacher.com)
   Voluntary Health Agencies
       American Heart Association www.americanheart.org
   Government Agencies
       FDA www.fda.gov
       EPA www.epa.gov/kids
WWW

   Home sites for commercially-prepared
    curricula
       Growing Healthy (www.nche.org), The
        Great Body Shop, Know Your Body,
        Michigan Model, etc..
   Content specific sites as well as
    general sites
       Drug prevention, death & dying
Website Considerations

   Are the materials from a reliable and
    reputable source?
       Posted criteria for submission, updates
       Government agency (.gov)
       higher education institution (syu, msu, indiana)
       “About Us” (political agenda, economic agenda,
        religious affiliation, links/advertising funding
        source, background)
Submission Criteria

   Encourages current high quality submissions
    (submission criteria?)
       Links to NHES & reflects appropriate skills
       Challenging, realistic plans
       Needed & necessary
       Fun & Educational
       Infusion (integration) Potential
Concluding Points

   Considerations:
       Local needs & student interests
       State mandates and requirements
       Current research and “best practices”
           Websites, professional journals, professional
            agencies & associations

				
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