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

Spring 2003

Sections 2 and 3
Fridays, 5:00-7:50 PM

January 31 - March 7

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	Sexually Transmitted Diseases
Hepatitis	Stroke
HIV/AIDS	Tobacco Education
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.
• State 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 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.
• Develop a Personal Health Plan outlining present level of functioning, interventions, and timelines for completion.
• Complete the "Community" level CPR course.
  

4. Course Expectations

Readings:  Students are expected to prepare for each class session by completing the required textbook readings and selected readings related to the designated topic from the Course Packet (go to the "contents" icon on the course page to view "class meeting schedule" for assignment information).

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.

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 the teacher's skillful integration of a variety of health teaching strategies, today's children may have the information they need to make positive health choices now and in the future. 

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 student group presentations, and guest speakers.  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. Student group presentations, guest speaker presentations, student introduction and health status postings:

1. You will be using the "Discussion" icon on the course page to access "Discussion" topics. The complete listing of required postings is listed in the "Discussion" forum in chronological order of assignment.
2. a. Your first posting in the "Discussion" forum on the course page will consist of a self introduction. You may choose what to include. Please post in the appropriate menu entitled "Student Introduction". (5 points)

b. Your second assignment is to state a brief summary of your present health status. This posting will be entered in the "Present Health Status". One of the goals of this course is to enhance your level of health functioning. (5 points)

3. This assignment pertains to section 3(off-campus) only:
4. Post one comment for each student group presentation in the "Discussion" forum on the course page for the appropriate group topic. These postings should be a thoughtful analysis of the student group presentation for that evening's meeting. Use the rubric provided in the Course Packet (page 8). Include the total point value in addition to your narrative comments using the rubric criteria (25 points possible per group). There is a 72 hour time frame in which you are to post your comments (following Monday, 8 PM for the previous Friday's meeting). Each posting should be at least a paragraph in length. Each posting is valued at 5 points. There will be a total of eight group presentations for which you must post (40 points possible).
5. Post your reactions to guest speaker presentations. There will be 11 guest speakers participating in the course requiring 11 postings of five points each. Again, you will post your speaker comments in the "Discussion" forum in the appropriate speaker topic (55 points possible).
6. All section 3(off-campus) students are to post their comments for each group and speaker presentation .
7. Excepting for the initial two postings discussed above, section 2 students are encouraged, but not required to post comments relative to guest speaker and group presentations. These students will receive 16 points for each class meeting attended (total of 95 points).

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 also located online ( see Health Websites icon on the course page), in the Course Packet (pages 11 -17) and in the back 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. Do not write or word process directly on the evaluation forms. Word process your evaluations on separate paper (60 points possible).
      
3. Health Lesson Plans/Group Presentations

1. Using the Lesson Plan format included in the Course Packet (pages 6 & 7) or a lesson plan format you were introduced to in your teacher preparation course work, , you will prepare three health-related Lesson Plans. Section 3 (studio) students will be members of a prearranged group with an assigned health-related topic. One of your three Plans will be on the assigned topic. You may choose to use the same or other health-related topics for your other two Plans. Each group member will develop their three individual plans, present/discuss the Plan on the assigned topic with the group deciding which of the Plans will be presented to the class. Students in both sections will each develop three Lesson Plans; section 3 students will present a Plan to the class during our broadcast time (30 minute time limit).
2. Section 2: one of your Lesson Plans will be considered for presenting to the class in collaboration with your student group. You may use any of the topics listed under units of instruction on the syllabus as your topics for the other two Lesson Plans.
3. Section 3(off-campus) students will prepare three Plans but will not come to present the Plan(s).
4. The health content included in all your Lesson Plans is to be integrated into your discipline and/or grade level.
5. Prepare your Lesson Plan with the intent that the product will be used in your instruction in your classroom now or in the future.
6. 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 Plans
   
   1. The student will develop a Personal Health Plan describing what his/her present behavior is in each of the nine content areas of health as included in the Course Packet (pages 19-33).
   2. Using these areas of health, the student is 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. 
   • Did the student include all content areas as cited 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 19-33). There are sample Personal Health Plans available in the CSUS Reserve Bookroom.

5. CPR

Satisfactory completion of the Cardio-Pulmonary Resuscitation requirement (State Ed. Code 44261.5) This is level "B" (infant, child, and adult). 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 at an on campus computer lab. The quiz will include the course syllabus and information from the first class meeting.  The quiz will be available online from 8 AM on Saturday, February 1st to 6PM on Friday, February 14th.. You will have a 10 minute time limit in which to take the quiz.

9. Course Assignments Due Dates

The Websites evaluations, Health Education Lesson Plans, Personal Health Plan, and evidence of CPR certification are to be placed in a 10 x 13" clasp envelope and turned in to the Kinesiology and Health Science Department office in Solano Hall 3002 during the week of April 21 - 25th: no later than 5 PM, Friday, April 25th. Do not place your assignments under any doors. Any assignments left in this manner will not be accepted.

REMEMBER!

There will be a 20 point daily reduction from the the course grade for late assignments

Place your assignments in the clasp folder in the following order:

1. CPR certificate
2. Website evaluations (3). (Include home pages)
3. Health Lesson Plans (3) (Include your three individual Plans)
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 2 or 3
   

10. Evaluation

Total Points	Assignment
60	Three websites evaluations
105	Postings (student group presentations, guest speakers (section 3) and attendance (section 2))
100	Personal Health Plan
75 (section 3), 50 (section 2)	Three health-related Lesson Plans (25 points each)
25 (section 32only)	Student group Lesson Plan presentation
20	Syllabus quiz
Pass/fail	CPR requirement
Total Possible	360 points

Letter Grade	Range	Percentage
A	337-360	93-100
B	306-336	85-92
C	281-305	78-84
D	252-280	70-77
F	251-below	69

11. Tips for Course Success
    
    1. Purchase the required course textbooks immediately. Take time to read and study the assigned readings by their due dates. Completing this work will make your course more understandable, relevant, and applicable to both your personal and professional lives.
    2. Attend each class meeting (Section 3) or view each class in its entirety (Section 4).
    3. Interact, participate, become involved in your course. All of us benefit from an active interchange of ideas.
    4. Your learning will be less interactive and involved if you view taped sessions of the class.
    5. You must be very disciplined and motivated to attend and/or view all class sessions.
    6. Don't assume you will have ready access to a taped class session in the library media center.
    7. You are to arrive in the studio no later than 4:50 for the 5PM start of class. It is distracting to have people arriving at or a few minutes after we go on the air for broadcast.
    8. I will indicate the time for the break. Please be certain that you return to class and are seated prior to going on "air."
    9. No extraneous talking, working on assignments not associated with this class, or engaging in any other activities that interfere with the presentation of this class.
    10. No eating or drinking allowed in the studio classroom.
    11. Workload
        Plan on spending two/three hours on out-of-class research and preparation each week. Produce your best possible work. You are making a statement about your professional competence and professional development with your work product.
12. Administration of Syllabus Quiz 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