THE GREAT BODY SHOP Grade 6

The Children’s Health Market, Inc. THE GREAT BODY SHOP MISSION: to equip children and their families with the knowledge and skills needed to make healthy choices throughout their lives Published by The Children’s Health Market, Inc.

Research-Based Prevention The Great Body Shop… …and in 2004 …finally in 2006 …and then in Chicago In a study in Minnesota Significantly lowers use of alcohol, cigarettes, and marijuana Results in fewer violent acts and conduct problems Produces higher scores on health knowledge, health attitude and health self-efficacy Results in parents reading the materials, using them and changing something at home Significant improvement in the CDC risk areas Significant improvement in 20/24 risk and protective behaviors On National list of Effective Programs and Practices Background Info: The following studies were conducted by… The Impact of The Great Body Shop on Student Health Risk Behaviors and Other Risk and Protective Factors Using the Minnesota Student Survey An Evaluation Report by The Center for Evaluation and Research with Children and Adolescents of the Massachusetts Society for the Prevention of Cruelty to Children, May 27, 1999 Evaluation of the Chicago Comprehensive School Health Education Curriculum Report of Year 2 Findings reported by Child Health Data Lab of Children’s Memorial Hospital, November 2003 THE GREAT BODY SHOP Health Education Evaluation Report, Southern Illinois University, Carbondale, IL Dr. David Birch, Dr. Bart Hammig, Department of Health Education and Recreation, November 2004 A Partial Replication of the Robinson (1999) Analysis of the Minnesota Student Survey and Impact of THE GREAT BODY SHOP on Student Health Risk, David F. Duncan, President, Clinical Associate Professor of Medical Science, Brown University; John B. White, Principal Investigator Associate Professor, Western Kentucky University, Thomas Nicholson, Co-Investigator Professor, Western Kentucky University. Duncan & Associates, November 2006

Venn Diagram and GBS

Formative Assessment Lesson outline is performance based Reinforcement Activities with rubric Pre/post tests End of unit quizzes Many activities promote the “exit card” strategy

Instructional Strategies NMSA – strategies must be highly interactive, engaging, meaningful and relevant Entire program built on Critical Thinking skills KWL w/every lesson Strategies align with Blooms: Knowledge, Value, Life Skills, Critical Thinking

Research-Based Strategies Cooperative learning Goal setting Role Play Discussions Projects Choices Peer teaching Family discussions Creative expressions Authentic assessment Opportunities for personal investigation Multiple Intelligence Self evaluation Higher order thinking Safe risk taking opportunities High expectations Emphasis on understanding Multiple opportunities for success Practice for competence Homework Active participation Monitor and adjust Diagnostic/prescriptive teaching Research-based Strategies Purpose – to build affective alignment between participants and program; to build professional respect Activity: Compare your list of best practices to what research has to say. The bottom line is that kids need a variety of learning experiences, that are engaging, relevant, create and build on success, where students are personally vested in the learning, self motivated, allowed to challenge and explore ideas. Transition: Now let’s see what THE GREAT BODY SHOP does to help teachers create and maintain such a learning environment.

Standards National Health Education Standards ODE Health Standards Canby Mapping of Standards Canby Human Sexuality Inventory

Characteristics of Effective Sexuality/HIV Programs Douglas Kirby, et al Provides basic, accurate information at age appropriate levels Abstinence based, within a comprehensive health program Employs effective skills-based teaching methods demonstrated to reduce other risky behaviors Taught by teachers who believe in the program and are adequately trained Lasts a sufficient length of time Adequately prepares all those involved

Content Age appropriate Within comprehensive approach Abstinence based Skills based Basic, accurate information, annually reviewed

Critical Thinking Einstein's quote is a profound reminder that teen pregnancy, drug abuse and violence among young people have their roots in in a level of thinking in the 60/70’s that thought sex, drugs and rock and roll were a call to freedom. This level of thinking has led us to a critical cross roads in the health of America. This is not the level of thinking our 90’s /2000 kids can afford to adopt. They must be smarter. Recent efforts to promote school reform have manifested itself in a variety of ways across the country. We hear of money, time, and resources being funneled into programs designed to increase the use of technology, re-structure with block scheduling, integrate curriculum with themes, establish exit outcomes, increase standards, set high expectations, provide for school to work programs, and the list goes on. What is behind such a wide spread effort to reform our educational system? What is the force causing such pressure to change so rapidly? As the 21st century approaches, there seems to be an almost frantic effort to set school reform into motion. No, it is not just the Goals 2000 mandates. The reason goes deeper. The push for change is coming from business and industry - the future employers of our children. As they look ahead to the future employment demands and down the road to future employees, there is a growing concern that the children of today will not be able to keep America competitive and a world leader of tomorrow. Among their concerns for students needing fundamental communication and computer skills, are also basic life skills, cooperation, and most of all the ability to think. Critical thinking, decision making and problem solving are skills our children are not leaving school being able to perform. Not only is the inability to think impacting the future work force, it is impacting the very health of America. Amazingly enough school reform efforts come at a time when Health Education has long been dropped from the school curriculum; let alone be included in the school reform efforts. Our future work force needs to not only think critically on the job, they need to make crucial decisions regarding their personal health; or we risk employing a work force that is drug addicted, more violent, more sedinarty, and more expensive than ever, for health care costs. Today, I would like to talk about the relationship between critical thinking and health education. I would also like to share with you some examples of health curriculum that works to create critical thinkers that will solve and prevent some of the significant problems we have today, brought on by a lack of thinking. The significant problems we have cannot be solved at the same level of thinking with which we created them. - Albert Einstein -

Basic Preparation Know the district policy Administrator support Copy of pertinent policy Know what can be taught

Preparing Community and Parents Parent meetings Curriculum display Opt-out Clear district policy GBS Parent Bulletins Family Activities

Preparing Teachers and Staff How gender segregated? Who classroom teacher? What Communication plan? parent permission? answering questions? required content? referrals?

Preparing Yourself Know ... The district expectations/policy THE GREAT BODY SHOP curriculum How to prepare your students How to answer questions How to deal with disclosures (mandated reporters)

Preparing Yourself Identify own discomfort Learn more Practice saying words Anticipate questions/formulate responses

Questions and Answers Listen Breathe Check and repeat In the classroom Listen Breathe Check and repeat Get more info, if needed Be honest Use correct vocabulary, age appropriate Avoid technical jargon Check for understanding

Preparing Students Establish ground rules Set the tone – respect/safety Establish ground rules Give permission to giggle, then move on Allow for anonymous questions Respect individual experiences

Sample Ground Rules No put downs No question is a dumb question It’s OK to pass Don’t use names – what’s said here stays here Share air time Use I statements Don’t make assumptions Use correct terminology What are you going to do

Questions and Answers Anonymous question box ... Sort questions Be factual and honest Reframe questions Redirect personal inquiries Check student understanding

we do better. When we know better, Maya Angelou Our Future Purpose – to leave participants with the affective message that they are proactively doing something to equip students; motivational thought to ponder while filling out the evaluations Explain: It is hard to believe that although this report was made public in 1990, little has changed today. We at The Children’s Health Market are committed to turning around this trend.

Anonymous “Health has made people think about what’s right to do and what’s wrong. And everyday when I’m faced with a decision, I think.” -High school girl, age 15

Sensitive Issues… What are sensitive issues?

Teaching Sensitive Issues Challenges Benefits

Sensitive Issues Growth and Development (The Reproductive System) Lesson 2, Activity 13 HIV/AIDS (What you need to know now Lesson 3, Page. 33

Other Resources: School Board Policy Oregon Health Standards Website Canby Power Standards (revised 2009-outdated) Canby SD Human Sexuality Inentory Managing Sensitive Issues