Health 386 - Elementary and Secondary
Health Education Methods
Instructor: Larry Papenfuss,
Ph.D., CHES (“Dr. P”)
Office: Outreach Center, Second Floor, Room 223
Phone: 299-4440 or messages at 299-4434, e-mail: papenfus@cord
Office Hours: M-F 10:45-11:45 and 1:30-2:30 and by appointment. Please try to schedule appointments in advance
(supervising student teachers can take precedence over my office hours).
Health methods explores the science and art of teaching health. Included in this course are the skills of planning teaching lessons, developing objectives and assessing learning for K-12 and adult learners. Most importantly, this course focuses on learning and applying various teaching methods and strategies to social skills and MN content standards in Health. It is the knowledge and practice of these skills that separate the excellent teacher from the mediocre. Dare to be more than mediocre! Be enthusiastic, learn how to involve learners, care enough to assess learning and become a true teacher.
Honesty and integrity are important values in this learning community and are expected in this course. Violations of this policy (e.g. cheating or plagiarism) will result minimally, in failure of the exam or assignment, and maximally, in failure of the course and report to the Academic Dean.
1. Activities That Teach by Tom Jackson, Red Rock Publishing, 1993, ISBN 0-9664633-1-5.
2. Personal & Social Skills by Joyce Fetro, ETR Associates, 1992. ISBN 1-56071-078-0.
3. Education majors Only - A Framework for MN Standards Based Education in Health & PE, MN Dept. of Children Families and Learning $10 from Dr. P.
Upon completion of H 386, the student will be able to:
1. describe the characteristics of good teachers & supportive learning environments
2. develop a listing of web resources that support health curricula and topic.
3. prepare and present a 10 minute lecture on an assigned health related topic
4. present a lesson from Activities That Teach
4. prepare and facilitate a lesson teaching an assigned social skill
5. prepare and deliver a health-related presentation for older adults
6. summarize and present an example of an assigned teaching method
7. review and describe a sample performance package from the MN Grad Rule Standards
8. develop a performance based assessment for a concept and/or skill
9. develop a unit plan for a specific target population designed to impact a health behavior
10. develop and post a health-related bulletin board
11. observe approximately 20 hours of teaching in an educational setting (required of education majors) OR 2 hours in a non-school setting (for non-teaching majors).
12. develop a philosophy of classroom management (education majors)
13. identify strategies for networking with parents and/or preparing for parent-teacher conferences (education majors).
* An important part of this course is peer teaching. You are expected to be present in class even when you may not be presenting. If you are not in attendance and have not made prior arrangements with Dr. P., points will be deducted from your presentation grades.
1. Activities That Teach
Throughout the course we will begin many days with one of you presenting a lesson from the text "Activities That Teach". You are responsible for setting the context (ex. I would use this lesson to start a unit on alcohol), teaching the activity, and most importantly, leading the following discussion. Resp. 3 c, 6 d, and 7 c, Outcomes 1, 2, & 3, HT Outcome 4
2. 10 Minute Lecture - Summary
& Transparencies 10 pts.
You will prepare a 10 minute lecture on an assigned health topic. At your presentation you will submit 22 copies of a typed summary that includes: a.) your name; b.) the title of your topic; c.) the grade level or audience for which you prepared your lecture; d.) 2-3 objectives that describe what your audience should know or be able to do after your lecture; e.) an outline of your lecture; and f.) a list of the sources you used for your information. You will also develop at least two overhead transparencies to use with this presentation and turn in a hard copy of each to Dr. P.. Presentations will be evaluated on content and presentation skills. A separate evaluation sheet will be given to you in class. Practice and be enthusiastic! Resp. 3 c, 6 d, and 7 c, Outcomes 1, 2, & 3, HT Outcome 4
3. Quizzes 3
@ 10 pts. 30 pts.
Three quizzes will be given throughout the course of the semester. They are objective including multiple choice, T/F and fill in the blank. See tentative schedule. Quiz 1 Study Guide Quiz 2 Study Guide Quiz 3 Study Guide
4. Walking Club Presentation
Your group will develop and deliver a 20 minute presentation to members of the Moorhead/Concordia Continuing Education Walking Club. More information will be provided in class.
Resp. 3a & c, 7 c, Outcomes 1, 2, & 3
5. Web Resource Lesson Plans
You will bring a lesson plan from HealthTeacher.com, MN MERC, and one other web lesson plan resource to class to share. Criteria will be given in class
6. Social Skill Activity
You will choose one of the social skills activities described in the Fetro text to teach to a small group of peers. Remember to: A. Introduce the skill; B.) Model the skill: C.) Gives the class a chance to practice the skill (or some portion of it): and D.) Provides feedback and reinforcement to participants (see pp. 28-32). Summarize the lesson by reviewing the key concepts and procedures with the group. Presentations will be evaluated on content and presentation skills. A separate evaluation sheet will be given to you in class. Practice and be enthusiastic! Resp. 3 c, 6 d, and 7 c, Outcomes 1, 2, 3, & HT Outcome 4
7. Lesson Plan #1
You are responsible for preparing a lesson plan using the lesson plan format presented in class. This lesson should address a topic related to your groups unit and be designed for a 45 minute class period. Each lesson is to be typed and any handouts or activity materials attached. You will provide a 2-3 minute overview of your lesson plan to the class. Resp. 3 a, b & c, Outcomes 1, 2, 3, and HT Outcome 4
8. Rubric Sample 10
You are to prepare a rubric to use in evaluating student/audience performance using the elements discussed in class.
9. Lesson Plan #2
You are responsible for preparing a lesson plan using the lesson plan format presented in class. This lesson should teach a specific social skill and be designed for a 45 minute class period. Lesson Plan #2 must also contain a performance based evaluation (with evaluation criteria and rubrics) to be used to determine proficiency with this skill. Each lesson is to be typed and any handouts or activity materials attached. You will provide a 2-3 minute overview of your lesson plan to the class. Resp. 3 a, b & c. 4 a, Outcomes 1, 2, 3, and HT Outcome 4
10. Educational Diagnosis and Objectives
for Unit Plan 15 pts.
Your group is to complete an educational diagnosis to determine what is most important and relevant to teach to this audience regarding your topic. Criteria will be discussed in class.
11. Unit Plan & Notebook
Each person will submit a notebook on the due date of the group presentations that includes copies of each of the following:
1. Your outline for the Activities That Teach Lesson
2. Your 10 min. Lecture outline and visual
3. Your outline for the walking club presentation & any visuals
4. Copies of the three web lessons you found
5. Your Social Skill Activity outline and any worksheets
6. The two lesson plans you developed
7. Your rubric sample
8. A copy of your groups educational diagnosis and objectives
9. A copy of your groups unit plan as described below:
The unit plan will be completed in groups. You will prepare a 6 lesson (45 minutes each) unit plan designed to improve the health problem of your target population. Lessons should include both knowledge and skill development. Attention should be paid to social skill development where appropriate. Each member of the group is responsible for preparing at least two of the lesson plans. Each lesson plan must follow the lesson plan format discussed in class, be typed, and have any handout or activity materials attached. 10 copies of your unit plan are due when you present including:
A.) an introduction that identifies:
1.) your topic area;
2.) your target population;
3.) an educational diagnosis (PRE) identifying what is most important to teach in this topic area
B.) the six lesson plans; and
C.) a performance based assessment that includes evaluation criteria and rubrics.
Remember Enthusiasm, Involvement, & Assessment!!!
Resp. 2 b, c & d, HT Outcome 1-4, H Outcome 1-3
12. Unit Plan Presentation
Your group will present your unit plan to the rest of the class on the assigned date. Each presentation should include the following segments and each member of the group should contribute equally to the presentation.
A.) Overview of the topic & target population
B.) Description of unit objectives and brief summary of the lessons that are not being taught.
C.) The objectives of the lesson being presented
D.) Actually teach two of the lessons
E.) Explain the performance based assessment
Remember Enthusiasm, Involvement, & Assessment!!!
Resp. 3 a & c, HT Outcome 1-4, H Outcome 1-3
13. Video Critique
Your teaching presentations will be videotaped. You are required to view your groups tape before the next class period and critique your teaching using the form provided. Video Critique Form Resp. 3 d, Outcome 3
A requirement for teacher licensure as a health major or minor is the observation of approximately 20 hours of health instruction. You will need to make arrangements for these visits. Opportunities and suggestions will be presented in class. For Spring of 2002 we may be coordinating a service learning project with Moorhead Junior High and Probstfield Elementary that will help satisfy a majority of these clinical hours. Validation form. Non-teaching majors are required to complete observations/interviews of two health professionals and type a summary (non-teaching form). Resp. 1 a, 2 a, 5 b & c, Outcome 1
CDC Home page - source for Health Topics form A-Z, stats & data
2. http://www.cdc.gov/nccdphp/dash/index.htm CDC - Division of Adolescent School Health (DASH) important info on the Youth Risk Behavior Survey - national data for health behavior risks for adolescents
3. http://www.cdc.gov/nccdphp/dash/rtc/index.htm CDC - Programs That Work is a resource for curricula in health that have been shown through research to be effective.
4. http://www.nchec.org/ The National Commission for Health Education Credentialing provides information for healt educators wishing to become Certified Health Education Specialists (CHES)
5. http://www.nche.org/ghfinalpg/ghnhes.html The Growing Healthy Curriculum Homepage describes the National Health Standards. I am still searching for a web site that would delineate these standards by age or grade level. I have a hard copy but have not been able to locate them on the web. I believe that eventually they will be found on the American Cancer Society web pages since ACS is funding the project http://www.cancer.org/cshe/cshestan.html
6. http://mecr.state.mn.us/ The Minnesota Electronic Curriculum Repository contains the MN Graduation Rule Standards in Health Education and Physical Education at each of the four levels: primary, intermediate, middle and high school. It also contains scoring criteria and samples of performance packages. The Standards and scoring criteria can be accessed w/o a password.
7. http://pe.central.vt.edu/lessonideas/middlehigh/middlehighideas.html PE Lesson Plan Ideas
8. http://pe.central.vt.edu/lessonideas/health/healthlp.html Lesson Plan Ideas in Health
9. http://www.nytimes.com/learning/teachers/lessons/archive.html New York Times Lesson Plan Archive
10. http://www.education-world.com/a_lesson/lesson008.shtml Education World Lesson Plans
11. http://cmhs.cabe.k12.wv.us/healtheduc/he_plans.html Lesson Plans for Health
12. http://education.indiana.edu/cas/ttforum/ttforum.html Teacher Talk Forum - with link to lesson plans
13. http://www.uen.org/cgi-bin/websql/lessons/query_lp.hts Utah Link
14. http://school.discovery.com/schrockguide/health/fitness.html Discovery Channel Health
15. http://www.virtualkid.com/p101/p101_menu.shtml VirtualKid - Puberty 101
16. http://www.healthskills.com/curric.htm Healthy Skills For Life Curriculum
17. http://www.mayohealth.org/ Mayo Clinic Health
18. http://www.cdc.gov/nccdphp/dash/activity.htm CDC Guidelines for promoting physical activity
19. http://www.healthteacher.com/ Lesson plans in health education
20. http://www.pelinks4u.org/sections/health/health.htm PE links virtual newsletter - Health subcategory
21. http://www.quest.edu alcohol and social skill curriculum k-12
22. http://fitnessfever.com fitness and nutrition curric. for elem & adults for month of Feb.
23. http://www.disciplinehelp.com/behindex/default.htm Behavior management cues
24. http://www.drkoop.com/ Former Surgeon General - Dr. Koop's website on health information
25. http://www.health.gov Health info resource of government publications
26. http://www.vark-learn.com/ VARK Learning Styles Inventory (take the self-test!)
27. http://www.pbs.org/teachersource/health_fitness/high_anatomy.shtm PBS Teacher Resources in Health
28. http://www.realage.com/index.aspx Realage Health Risk Appraisals
For Walking Club Presentation on Depression see: http://www.depression-screening.org/
Resp. 1 a, 6 a, c & d, Outcome 1
GRADING: 200 Points Possible
93% A 186
73% C 146
90% A- 180 70% C- 140
86% B+ 172 66% D+ 132
83% B 166 63% D 126
80% B- 160 60% D- 120
76% C+ 152 below 60% F
** The responsibility numbers listed after each assignment reflect the entry level competency being addressed by the National Commission for Health Education Credentialing (requirements to become a Certified Health Education Specialist, CHES, and the current NCATE evaluation measure).
** The Outcomes listed after each assignment reflect the Concordia College
Health and Physical Education Departments Assessment Outcomes for Majors
in Health - Teaching (HT) and Health (H).