SCHOOL HEALTH EDUCATION - HLSC 136
Distance Learning Course
John Tamblyn, Ed.D.

Spring 2003

Section 4
Mondays, 4:00-5:40 PM

Tahoe Hall 1007

California State University, Sacramento

Make appointment with professor

Kinesiology and Health Science Department

Office: Solano Hall 5006

Please use e-mail to communicate with professor

Fax: 278-7664

e-mail: tamblyn@csus.edu

Course Texts	Course Goals	Units of Instruction	Objectives of Course
Course Expectations	Course Rationale	Course Philosophy	Course Requirements
Tips for Course Success	Health Journals and Associations	Administration of  Final Exam

Course Description

This course provides candidates an understanding of the education methods, processes, and content of the scope of health education as provided in the Health Framework for California Public Schools. Kindergarten through Grade Twelve (1994). This course offers an understanding of current problems related to school health education. General theories and organization for teaching health education are discussed. Two (2) unit course.

This course meets the credential requirement under California State Education Code, §44261 and §44261.5 mandating all prospective elementary and secondary (K-12) teachers to complete a course in health education.

This course is part of the Liberal Studies elementary subject matter program for students who are preparing to become K-12 teachers in California. HLSC 136 (School Health Education) provides important subject matter study in the health portion of the curriculum.

1. Course Texts

Required: Weinstein, Estelle and Rosen, Efrem, Teaching Children About Health, Morton, second edition, 2003.

Dietary Guidelines For Americans, United States Department of Health and Human Services, fifth edition, 2000. Home and Garden Bulletin No. 232

HLSC 136 School Health Education Course Packet. Tamblyn, J. Fall/2002

Recommended: California State Department of Education, Health Framework for Public Schools, Kindergarten through Grade Twelve, Sacramento, 1994. (in Reserve Bookroom. Three copies, three day checkout)

2. Course Goals

   The overall goal of this course is to enhance the student's ability to recognize child and teenage health problems and to become capable of implementing Comprehensive School Health instruction in the public schools. The more specific goals to be met in completing this course are: 

1. Acceptance of personal responsibility, including responsibility for personal lifelong health, acceptance of the concept that each individual has some control over his or her health, and incorporation of health-related knowledge into everyday behavior.
2. Respect for the promotion of the health of others, including an understanding and acceptance of the impact of one's behavior on the health and well-being of others, the interconnectedness of human beings, the impact of humankind on the environment, and ways in which elements within the environment affect the health of groups and individuals.
3. An understanding of the process of growth and development, including the importance of universal aspects of physical, mental, emotional, and social growth and development, as well as the importance of aspects that are unique to individuals.
4. Informed use of health-related information, products, and services, including the ability to select and use health-related information, products, and services carefully and wisely.

3. Units of Instruction

Alcohol Education	First Aid
Asthma	Loss, Dying, Death
Cancer	Mental Health
Child Abuse	Nutrition
Community Health Services	Over-the -counter Drugs
Consumer Health	Preventing School Violence
Diabetes	Safety, Injury Prevention
Environmental Health	Seizure Disorders
Exercise/Fitness	Sexuality Education
Heart Disease	STDS
Hepatitis	Stroke
HIV/AIDS	Tobacco
Illicit Drugs

4. Course Objectives

• Identify and describe the eight components of the comprehensive school health program.
• Identify the nine units of instruction for this course.
• Analyze the responsibilities of the classroom teacher concerning the health of the school-aged child.
• Identify appropriate community health agencies related to the total school health program.
• Describe the components that are essential to a healthful school environment.
• Identify deviations in physical appearance and emotional behavior among students as they relate to growth and development.
• Discuss the importance of learning healthy life skills for children in grades K-12.
• Prepare three lesson plans for a specific health education activity to be implemented in grades K-12.
• Demonstrate the ability to infuse health-related activities into the K-12 curriculum.
• Demonstrate competency in accessing resources from the World Wide Web.
• Demonstrate the ability to present a Lesson Plan incorprating health education concepts as a member of a student group.
• "Post" responses to class assignments in the "Discussion" communication icon.
• Identify the common causes of and interrelationships between mortality and morbidity among children, youth, and adults; connections between health and learning: and scientifically-based principles of health promotion and disease prevention.
  

4. Course Expectations

Readings:  Students are expected to prepare for each class session by completing the required textbook readings and selected readings from the Course Packet related to the designated topic. 

Class Participation:  Since much of this course is related to the presentation of health content through interactive application, student participation is vital to maximize learning. The majority of student interactivity will be in the form of "postings" using the course page "Discussion" icon.

6. Course Rationale

The future of this nation depends upon the mental and physical health of its people.  With over 60 million children and youth attending school in the United States, our best opportunity for promoting optimal health comes through the health education classes offered in the school setting.  Schools afford us our greatest opportunity to influence the development of positive health attitudes and behaviors.  This course will provide health content, activities, and resources that will enable the future teacher to present vital and necessary health information to today's youth.  By skillful integration of a variety of health teaching strategies, today's children may have the information they need to make positive health choices tomorrow.  The student will demonstrate knowledge of the components of a comprehensive school health program, including healthful school environment, school health instruction, school health services, staff health promotion, integration of school and community health programs, school food service, school counseling, student assistance, and prevention and intervention techniques.

7. Course Philosophy

Class activities include discussion, student group presentations, guest speakers and group work.  These strategies are intended to promote active participation and experiential learning.  Learning should be interactive and dynamic.  The process of learning will be emphasized in addition to the content of what is being learned.

8. Course Requirements

1. Attendance:

Five points earned for each class session attended, for a possible 75 points (15 class meetings). In registering for this class you accepted the responsibility for attending class for each meeting and arriving to class in a punctual manner.

2. Website/Evaluations

   1. Evaluate three health-related websites using the Web Page Evaluation Worksheet provided in the Course Packet (pages 3 & 4).Websites available for this assignment are located online ( see Health Websites icon on the course page), in the Course Packet (pages 11 -18) and at the end of the textbook chapters (Weinstein).
   2. Print  the home pages for each of the three websites. (turn in these pages with your packet stapled to the completed web site evaluation word processed pages).
   3. There is a possible 60 points for this website evaluation assignment, 20 points per evaluation.
      
      
3. Health Lesson Plans

1. Using the Lesson Plan format included in the Course Packet (pages 6 & 7), you are to develop three Lesson Plans. Each student will be a member of a prearranged group which will develop and present a Lesson Plan on an assigned topic.Your group will choose one of its member's Lesson Plans on the assigned topic for its presentation to the class. There are 25 points possible per group member for the Lesson Plan presentation to our class and 50 points possible for the other two Plans.
   
2. Use any of the topics listed under "units of instruction" on the syllabus for Lesson Plan topics for the other two Plans not under consideration for student group presentation.
   
3. The health content included in your Lesson Plans is to be integrated into your already existing curricula.
   
4. Please prepare your Lesson Plan with the intent that the product will be used in your instruction.
   
5. There is possible 75 points for this Lesson Plan assignment; 25 points per Lesson Plan. This includes the Lesson Plan discussed for possible selection for group presentation.
6. A rubric is provided in the Course Packet (page 8) to evaluate Lesson Plan presentations. This rubric will be used by the professor to evaluate the student group presentations. There is a possible 25 points per student for this assignment.
   
7. Your course text, Teaching Children About Health (2003), has some excellent lesson plans you can modify to your grade level, discipline. These plans appear at the end of the text chapters.
4. Personal Health Plan 

1. Develop a Personal Health Plan describing what your present behavior is in each of the areas of health as indicated on pagse 19-33 in the Course Packet. (this is an excerpt from the California Health Framework)
2. Using these areas of health, you are to prescribe appropriate interventions or recommendations for improvement and plan timelines. 
3. It is best to use a spreadsheet format for this assignment, but you may use any other format that suits your style of presentation.
4. The goal of this assignment is for you to institute better self-care in various aspects of your life related to health. Disclose only that information that you feel is appropriate for an academic assignment. 
5. There is a possible 100 points for the Personal Health Plan assignment.  The grading criteria will focus on:
   Did the student include the nine areas of health included in the Health Framework (pages 19-33 in the Course Packet).
   Are reasonable and appropriate interventions and recommendations for improvement cited?

   Were Plan timelines of progress included and reasonably stated?

   Remember: Use the Health Framework handout for reference in developing your plan. This is included in your Course Packet (pages 18-32).

   • There are sample Personal Health Plans available in the Reserve Bookroom.

5. CPR

   Satisfactory completion of the Cardio-Pulmonary Resuscitation requirement (State Ed. Code 44261.5) This is Community CPR and includes infant, child, and adult. It is recommended that the student complete this requirement through The American Heart Association, "Heartsaver" training class. See the website "Heartsource.org." for CPR classes in the Sacramento area.
   

6. Syllabus Quiz

   This is a 20 question multiple choice quiz to be taken online. You must have a saclink account in order to take the quiz. You may obtain a saclink account in an on campus computer lab. The quiz will include the course syllabus information from the first class meeting.  The quiz will be available online from 8 AM on Wednesday, January 29th to 6PM on February 15th.. You will have a 10 minute time limit in which to take the quiz.
   

7. Course Assignments Due Dates

   The Websites evaluations, Health Education Lesson Plans, Personal Health Plan, and evidence of CPR certification are all due in class on Monday, April 28th. All assignments must be turned in together by that date. The packets will be graded and returned by our final meeting.

   REMEMBER!

   There will be a 20 point daily reduction from the total points from your grade if the course assignments are turned in after the due date. Package all assignments in a 10x13 clasp envelope in the following order:

   1. CPR certificate
   2. Website evaluations (3). (Include home pages) Word process your responses to the evaluation form.
   3. Health Lesson Plans (3)
   4. Personal Health Plan

   On the front of the manila envelope include the following information in this order:

   1. Name
   2. Saclink ID
   3. HLSC 136
   4. Spring, 2003
   5. John Tamblyn, Ed. D.
   6. Section four (Monday)
      

8. EVALUATION

Total Points	Assignment
60	Websites evaluation (3 sites)
75	Attendance
100	Personal Health Plan
75	Health-related Lesson Plans (3) (including the team/group presentation)
20	Syllabus quiz
Pass/Fail	CPR Requirement
Total Points Possible	330

Letter Grade	Percentage
A 307-330	93-100
B 281-306	85-92
C 257-280	78-84
D 231-256	70-77
F 230 & below	69

1. Tips for Course Success
   1. Purchase the required course textbooks immediately. Take time to read and study the texts for the upcoming class meeting. Completing this work will make your course more understandable, relevant, and applicable to both your personal and professional lives.
   2. Attend each class meeting.
   3. Complete all assigned work for upcoming class meetings.
   4. Interact, participate, become involved in your course. All of us benefit from an active interchange of ideas.
   5. Workload
      Plan on spending two/three hours on out-of-class research and preparation. Produce your best possible work. You are making a statement about your professional competence and professional development with your work product.

2. Administration of Self Test and Final Examination
   The online component of HLSC 136 is being delivered via the Web-based course management system, WebCT. Your course environment is a closed, secure environment. Your class is only accessible to registered students, the instructor, and the WebCT administrator.
   
   You will be using your Saclink ID and password to access WebCT.
   
   To access the CSUS WebCT environment connect to the Internet using your Internet browser (Netscape or Explorer). The Web address is: http://online.csus.edu
   
   Click on" login my WebCT." You will be asked for a saclink password; this is your saclink ID and your saclink login password .  After you have successfully logged on, click on your HLSC 136 course.

I am very interested in your personal and professional progress, not only in this course but during your student teaching experience. Please feel free to discuss your progress or any difficulties you may be having during my office hours, by arranging a special appointment, or via e-mail, tamblyn@csus.edu.

John Tamblyn

Page updated: February 3, 2003