1. THE GREAT BODY SHOP
Grade 6

2. 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.

3. 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

4. Venn Diagram and GBS

5. 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

6. 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

7. 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.

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

9. 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

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

11. 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 -

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

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

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

15. 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)

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

17. 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

18. 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

19. 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

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

21. 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.

22. 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

23. Sensitive Issues…
What are
sensitive issues?

24. Teaching Sensitive Issues
Challenges
Benefits

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

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Canby Power Standards (revised 2009-outdated)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