1. The Comprehensive School Health Education Curriculum:
A Blueprint for Implementing the National Health Education Standards

2. The Comprehensive School Health Education Curriculum
This is an organized sequential K-12 plan for teaching students the information and skills they need to become:
Health literate
Maintain and improve their health
Prevent disease
Reduce health-related risk behaviors
As teachers, you have the important role of teaching your students these skills that will enhance the quality of their lives for years to come

3. Framework for the Curriculum
Having National Health Education Standards will:
Ensure commonality of purpose/consistency
Improve student learning
Provide foundation for student assessment
Provide foundation for curriculum development
Provide enhanced teaching preparation and continuing education

4. Health Literacy Competence in: Critical thinking and problem solving
Self-directed learning
Responsible and productive citizenship
Effective communication

5. The National Health Education Standards
Standards that specify what students should know and be able to do. They involve the knowledge and skills essential to the development of health literacy. Those “skills” include the ways of communicating, reasoning, and investigating which characterize health education
(Joint Committee on Health Education Standards, 2006)

6. 8 National Health Education Standards: Achieving Excellence (ACS, 2007)
Students will . . .
Comprehend concepts related to health promotion and disease prevention
Analyze the influence of culture, media, and other health factors
Demonstrate the ability to access information, products, and services to enhance health
Demonstrate the ability to use interpersonal communication skills to enhance health

7. 8 National Health Education Standards: Achieving Excellence (ACS, 2007) cont’d.
Students will . . .
Demonstrate the ability to use decision-making skills that enhance health
Demonstrate the ability to use goal-setting skills to enhance health
Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks
Demonstrate the ability to advocate for personal, family, and community health

8. The Performance Indicators
These are a series of specific concepts and skills students should know and be able to do in order to achieve each of the broader National Health Education Standards
Understanding the relationship to behavioral objectives
Developing behavioral objectives
Classifying behavioral objectives

9. The Domains of Health
Health is the quality of life that includes the following domains:
Physical
Mental/emotional
Family-social
Wellness is another description of quality of life which encompasses the above domains of health

11. The Model of Health and Well-Being
Includes the 3 domains of health and 10 content areas that influence health concepts

12. Scope and Sequence Chart
This blueprint divides the charts into separate grade levels
The Components of Health Literacy drives the following:
The Content Areas
Health Goals
The National Health Education Standards
The Objectives

13. Performance Indicators
A Behavioral Objective is a statement of what a learner should be able to do after a learning experience
There are 5 rules for writing these objectives
1) expectation is clearly stated for who?
2) specify the kind of behavior that will be accepted
3) include content about the specific learning experience
4) describe a condition which the behavior will occur
5) specify the criteria for acceptable performance
Examples are provided in Figure 3-3

14. Classifying Behavioral Objectives
Different types of desired behaviors are identified to classify objectives into 3 domains
Cognitive: thinking behavior
Affective: feelings and attitudes
Psychomotor: action behavior

15. Health Topics
A subject within each content areas that need to be taught so students will have health knowledge to practice and master the performance indicators of the health standards
Life skills should be taught within each content area
Health goals should be identified by the student
Select each health topic carefully with regards to scope
Health topics should be placed in a sequence that fosters preventive approaches

16. How to Introduce and Teach the National Health Education Standards?
Prioritize the “self-responsibility for health” concept
Focus on “Health Promotion” by allowing the students to use environmental constructs and enables them to act on their knowledge and skills
Promote the 8 National Health Education Standards

17. How to Teach Health Education Standard 1: Comprehend Health Concepts
Students will comprehend concepts related to
Health promotion and disease prevention
Study health knowledge
Ask questions about health knowledge you don’t understand
Use health knowledge to form health concepts
Use health concepts to promote health and prevent disease

18. How to Teach Health Education Standard 2: Analyze Influences on Health
Students will analyze the influence of family, peer
culture, media, technology, and other factors on health behaviors.
Identify people and things that might influence you
Evaluate how the influence might affect your health behavior and decisions
Choose positive influences on health
Protect yourself from negative influences on health

19. How to Teach Health Education Standard 3: Access Health Information
Students will demonstrate the ability to access
information, products, and services to promote health
Identify health information products, services that you need
Find health information, products, and services
Evaluate health information, products, and services
Take action when health information is misleading and/or products and services are not satisfactory

20. How to Teach Health Education Standard 4: Communication Skills
Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce health risks.
Discuss communication and types of communication skills
Develop resistance skills or refusal skills
Identify conflict resolution skills or steps

21. How to Teach Health Education Standard 5: Make Responsible Decisions
Students will demonstrate the ability to use decision-making
skills to enhance health
Describe the situation
List possible decisions you might take
Share the list of possible decisions with a parent, guardian, or other responsible adult
Evaluate possible consequences of each decision
Decide which decision is most responsible and appropriate
Act upon your decision and evaluate the results

22. How to Teach Health Education Standard 6: Set Health Goals
Students will demonstrate the ability to use goal-setting
skills to enhance health
Write the healthful behavior you want to practice as a health goal
Make an action plan to meet your goal
Identify obstacles
Set up a time line to meet this goal
Make a specific plan for recording your progress
Build a support system
Revise your action plan or timeline
Reward yourself when you reach your health goal

23. How to Teach Health Education Standard 7: Practice Healthful Behaviors
Students will demonstrate the ability to practice health
enhancing behaviors and avoid or reduce health risks
Explain a health behavior contract and devise a written plan
Write specific statements to describe how this behavior would reduce health risks
Make specific plans for recording your progress
Complete the evaluation of how the plan helped you accomplish your health goal

24. How to Teach Health Education Standard 8: Be a Health Advocate
Students will demonstrate the ability to advocate for
personal, family, and community health.
Select a health related concern
Gather reliable information
Identify you purpose and target audience
Develop a convincing and appropriate message
A health advocate is a person who promotes health for self and others

25. Totally Awesome Teaching Strategies: Creating Lesson Plans
Creative and motivating concepts that you should include:
Clever title
Designated content area
Designated grade levels
Infusion into other curriculum areas other than health
Health Literacy
Health education standard(s)
Performance indicator(s)
Health goals
Materials
Motivation
Evaluation
Multicultural infusion
Inclusion

26. Assessment Techniques
Opportunity-to-Learn Standards:
specifies directions for the policies, resources, and activities to be conducted in schools to implement the National Health Education Standards
Curriculum:
The Comprehensive School Health Education Checklist (Box 3-9) could be used

27. Assessment Techniques
Students
Observation, Cooperative Learning, Different forms of exams or testing, Performance Activities, Projects, Portfolios, Attestations, and Rubrics
Teachers
Likert Scale to Measure Teacher Effectiveness [Box 3-11]
Semantic Differentials [Box 3-12]

28. The Comprehensive School Health Education Curriculum:
Chapter 3
The Comprehensive School Health Education Curriculum:
A Blueprint for Implementing the National Health Education Standards