Course Syllabus: HSc 411B

Health Science for Secondary Teachers,

Spring, 2010

Nathan Matza, MA, DrPH(c), CHES

California State University, Long Beach

College of Health and Human Services (HHS)

Department of Health Science

Click here forversion of syllabus

General Information

Units:	3 units-Meets California State Teacher Credential Requirement Commission on Teacher Credentials (CTC)
Professor:	Nathan Matza, MA, DrPH(c), CHES IMPORTANT: Papers via e-mail encouraged INCLUDE IN SUBJECT: name.411b/Tu 5pm, etc.	E-mail & website: nathan@nmatza.net nmatza.net
Faculty Office:	HHS # FOA 14 (In patio area)	South of the Gym
	Office Hours: Tuesday 11:30-12:30, 4-5 PM Wednesday 6-7 PM & by appointment	Please send E-mail for appointments.
Health Science Department	Emergency Only Messages: (562) 985-4057 HHS 2 Room 115	Dept. FAX: (562) 985-2384 Matza: (562) 985-8192

TEACHERS: Please read this syllabus thoroughly. Arrive to class on time, be responsible for your work and turn in assignments on the due dates. Expect the same from you students.

Catalog Description:

Prerequisite: Upper division Standing. Co-requisite: Current CPR Certification required. Contemporary teaching of health education in the secondary schools; emphasizes coordinated school health, integrating health content and instruction into other subjects, drugs, sexuality, nutrition, child abuse prevention, violence, community and human ecology. Includes practical classroom problem solving. Based upon California Health Framework, meets state credential requirements. Not open for credit to health science majors or minors.

Attendance:

This course is required to complete the teaching credential, and students are expected to attend all sessions and arrive on time. Please turn off or mute all cell phones/pagers/and gizmos! CSULB has increased class sizes and space will be limited, please respect others and avoid distractions, text messaging etc., during class. Call and leave messages should any genuine emergency arise. Pop quizzes may occur unannounced, anytime during class (20-50 points).

Textbooks: Required Reading

Matza, N. (2010). Health Science for Teachers. 4^th Ed. Copy Pro. Long Beach, CA.

ISBN: 0-615-12320-1. The textbook is available at Copy Pro on Palo Verde & Atherton. Call for credit
card or shipping. (562) 431-9974. ($49).

NOTE: State budget cuts (7/09) eliminated website source for two booklets below. Both are now on Matza’s website as free PDF downloads.

California Department of Justice, (2000). Law in the School. California Attorney General’s
Office. ISBN: 0-8011-9718-X . Click on Laws for PDF.

California Department of Justice, (2007). Child Abuse: Educator’s Responsibility. Attorney
General’s Office. Click on Laws for PDF.

For your Professional Library & Highly Recommended

Edell, D. (1999), Eat, Drink, and be Merry. Harper Collins, New York, NY.

Available on-line http: healthcentral.com ISBN: 0-060191955-4

Edell, D. (2004), Life, Liberty, and the Pursuit of Healthiness: Dr. Deans Commonsense

Guide for Anything That Ails You By Dr. Dean Edell. ISBN: 0-06-0577231

Available on-line http: healthcentral.com

Barrett, S., Jarvis, W., Kroger, M. (2002). Consumer Health. Mc Graw-Hill. New York,
NY. ISBN: 0-07-248521-3.

California Department of Education, (2003). Health Framework for California Public
Schools: Kindergarten Through Grade Twelve, Sacramento. CA. Free Download Health Framework

Di Clemente, R., Santelli, J., Crosby, R. (Ed) (2009), Adolescent Health: Understanding and Preventing Risk Behaviors. Josey-Bass. San Francisco. (Outstanding Research).

ISBN: 13:978-0-4701-7676-4.

Lewis, K., Bear, B. (2009). Manual of School Health, 3^rd Ed. Saunders/Elsevier. Philadelphia.
ISBN: 978-1-4160-3778-1

Nestle, M. (2002) Food Politics. University of California Press. Berkeley, CA. ISBN: 0-520-22465-5

Nestle, M. (2006) What to Eat, North Point Press. New York. ISBN: 13:978-0-86547-704-9

On-line Reading Required:

On the Internet: Several Internet sites will be used throughout the course. The following links will be used for reference throughout the course. Click on Matza’s web page: recent data link for details. Click on HKRC, Healthy Kids Resource Center, websites etc. You may wish to save files on disk, print hard copies or attach to e-mail for later reading (Project B).

Important Websites for the course:

Nathan Matza’s Homepage, Healthy Kids Resource Center (HKRC), California Laws

Objectives Note Credential standards. Commission on Teachers Credentials, CTC/S, follows each listed objective below. This course stresses that teacher candidates will practice Lifelong Learning, Professional Growth, Social Responsibility, as they enter the teaching profession. (numbers below refer to CTC objectives).

At the completion of the course students will:

1. Explain contemporary concepts of coordinated (comprehensive) health education. (10c, TPE 11).
2. Identify major causes of adolescent student morbidity and mortality.
   (10c, i TPE 8).
3. List practical management techniques for the secondary school classroom.
   (10a, i, TPE 12).
4. Anticipate, recognize and diffuse situations leading to student conflict. (10c, 10e, TPE 12).
5. Locate appropriate community health resources. (10a, v; 10C, ii, 10e, TPE 5,8,11,12).
6. Describe risk factors, physiological and sociological effects for abuse of tobacco, alcohol and other drugs. (10a,v; 10C,iv, TPE 8,9,11).
7. Classify psychoactive drugs, define their use, abuse and effect on human potential. (10a,v; 10C,iv, TPE 8,9,11).
8. Describe the impact of nutrition on learning related to youth. (10c, i, iii, TPE 6B, 6C, 8,9).
9. Research on-line databases related to adolescent health. (10a,i; 10C, (i) iii).
10. Analyze positive, negative and political aspects of family life and sex education.
    (10a,iii,iv; 10C, iii,iv; 10D, TPE 11, 12.
11. Apply problem-solving techniques related to student health. (10d TPE 6B,6C, 12).
12. Identify symptoms, treatment and prevention of sexually transmitted disease, (STDs) related to the adolescent population. (10C, ii, 10e; TPE 8,9,11).
13. Describe the anatomy and physiology of human reproduction as it relates to sexual responsibility. (10a, (i) iv,v; 10D,iv, TPE 11,12).
14. Discuss family planning methods, techniques and devices. (10a, iii, iv,v; 10e, TPE 11).
15. Clarify the educator's role pertaining to child abuse prevention. (10a, iii iv,v; 10C, (i), TPE 11, 12).
16. Describe methods to prevent teen pregnancy. (10a, (i) iv,v; 10e, TPE 11)
17. Analyze major California laws, concepts and principles related to student health and safety. (10C, 10E; TPE 12) .
18. Distinguish between situations likely and those unlikely to result in litigation within the school setting. (10C, 10E; TPE 12).
19. Synthesize practical teaching methods, techniques and management skills.
    (10c, ii,10e; TPE 8).
20. Identify common chronic and communicable disease of adolescents and locate specific referral sources when these diseases are recognized at school.
    (10a, iii, iv,v; TPE 8,9).
21. Discuss how culture, heritage, race, gender, and heredity influence health behaviors. (10a, iii, iv,v; TPE 8,9).
22. Practice situations related to student health literacy, culture, heritage, race, and gender. (10a, iii, iv,v; TPE 8,9).
23. Develop a lesson plan or activity incorporating health education, including state health standards information within a designated subject matter area. (TPE 4, 6C, 8,13).

Course Outline & Assigned Readings

Unit 1 The Art of Teaching (Matza, Chapters 1,2,3,4)

A. Introduction, Trends/Adolescent Health

B. Communicating, cultural implications

C. Listening, modeling

D. Motivation and student self esteem

E. Classroom management techniques, discipline

F. Coordinated health education, state health standards

G. Professionalism-teacher role modeling

H. Practical tips for secondary educators

Unit 2 Tobacco, Alcohol and Other Drugs (Matza, Chapters 5,6,7)

A. Motivations for use, abuse and risk factors

B. Classification, use and abuse of tobacco, alcohol, inhalants & psychoactive drugs

C. Problem solving techniques, conflict resolution

D. Prevention, treatment, referral services

E. Political implications of tobacco, alcohol and drug addiction

Unit 3 The School Health Program (Matza, Chapter 8)

A. Overview, student health services, instruction, State Framework

B. Teacher's role in health problems: identification vs. diagnosis

C. Selected health problems:

1. nutrition

2. U.S. obesity epidemic, eating disorders

3. teen suicide

4. unplanned pregnancy

5. homosexuality

6. chronic and communicable diseases

7. confidentiality and student rights

D. Legal Implications

E. Problem solving techniques

F. Health Framework for California Schools, state health standards. Mandates:

1. personal health, consumer and community health

2. injury/violence prevention

3. tobacco, alcohol and other drugs

4. nutrition

5. environmental health

6. family living, individual growth and development

7. communicable and chronic disease.
Note: See Manual of School Health (Lewis/Bear) above, for detailed data related to common diseases, etc of teens.

Unit 4 Human Sexuality and Family Living (Matza, Chapters 9,10)

A. Fundamentals-anatomy, physiology, student sexuality

B. Adolescent sexuality, abstinence and mixed media messages

C. Family planning methods, techniques, devices

D. Hot Topics and the role of the teacher:

1. controversial issues

2. condom education

3. homosexuality

4. abortion

5. politics in the school

E. Sexually transmitted diseases (STDs), HIV disease

Unit 5 Health Education & the Law
(Matza, Chapter 11, Law in the School, Chapters 1-7 {selected reading*} HKRC [on-line] Laws), & Matza, Chapter 12, Common Health Problems

A. Teacher and administrative responsibility: in loco parentis

B. The school setting, physical and health environment

C. Legal aspects: computer lab research of “Healthy Laws”

D. Campus safety, cyber-bullying, and violence prevention

E. Child abuse, sexual abuse and the law, prevention methods

F. Education code requirements-Health mandated topics:

family life education, morals manners, citizenship, personal and public health, tobacco, alcohol and drugs, excuse from health instruction, sex education notification, STD, HIV/AIDS education, nutrition, birth defects, personal beliefs, sexual assault and rape prevention, parenting education, environmental health, anabolic steroids, gang and violence prevention, mental health, personal beliefs and comprehensive school health education.

*Note: Law in the School nmatza.net totals 152 pp. Teachers may wish to print the entire document or print only required reading below (approx 98 pp.): (Note: readings below are from Law in the School, not Matza text)

CHAPTER	Law in the School REQUIRED READING-	Titles
1	All, Important pages = 13-15, 22-24 Note: page numbers are approximate due to downloading	Duty to protect students
2	Read only pp. 31-33 and 38-39	School attendance
3	All, Important pages = 47,51,54-57	Disciplining students
4	All, Important pages = 64,69,72-73	Limits of discipline
5	All	Crime on campus
6	Read only pp. 99,100,102,105, 106,107,108,117-118,120,123,125-126	Criminal procedures
7	Read only p.146, Duty to inform teachers…	Collaboration confidentiality

Evaluation and Grading/Assignments

Assignments (Note: guest lecture data, videos, etc., all included on exams)

A. Exams Exam 1-Objective/Essay format (Cp. 1-5, Matza) Scantron # 886 (mini essay type)	Points 150
Exam 2- Objective /Essay format (Cp. 6-9, Matza) Scantron # 886 (mini essay type)	150
Final Exam (Objective/no essay) (Review Matza, Cp 1-9, 20%, Matza Cp 10-11, 12, Law in the School, Cp 1-7. 80%. Scantron #882 (No essay on final)	150
Participation /Attendance = 16 x 5 = 80 (Summer Session, 12 x 5= 60)	80
Projects: Regular sessions, complete total of 3 projects (Summer session students only complete a total of 2 projects one from group A) & project B required for all.	150
CPR Certificate (Photocopies both sides) must be valid throughout this current semester	25
“Pop” Quizzes, miscellaneous, (20-50/ea points) Tot. points estimate =	700-750

B. Projects. Three projects required. Select any two from Group A in any order. (Summer session only 2 projects total). Plus all students will complete project B (legal research) 50 pts.

GROUP A (Select any two from below & turn in one project in any order on two

separate due dates, (Summer Session only one from A, plus legal project B). Project details discussed below.

*HIV LAB test

*Internet Research

*Child Abuse Report

*Consumer Health/Quackery

*Wheelchair Assignment

*My Pyramid Tracker (Interactive) Click here-MyPyramid Tracker (Please make an appointment to review this assignment) See course docs/mypyramid.doc PPT link/Matza

*Health education Lesson Plan/Activity

(Experienced teachers/advanced assignment)

GROUP B Healthy Legal Research (required of all students). Details, page 16 below.

C. Grading scale (%) 90 = A, 80 = B, 70 = C, 60 = D. 59 = F. (Credit/No Credit not available for this course)

D. CPR Certification-State mandated, required to pass the course. (25pts)

California state law requires that students complete Cardiopulmonary Resuscitation (CPR) training that meets standards established by the American Heart Association (Heartsavers) or the American Red Cross (community CPR), or equivalent, and must include instruction in BOTH child and adult CPR. American Heart Association has a link to classes in your area. Click here for CPR from American Heart Association, or check American Red Cross. Students are required to turn in a photocopy (both sides) of CPR certification. Documents must be presented by the final exam to pass this course. Call Quality Health Educators for CSULB special $25 rate @ (562) 493-0170. Lack of CPR will result in Incomplete grade. (Online CPR classes not acceptable).

E. Statement Regarding Students with Disabilities.

Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the course instructor. If a student with a disability requires that modifications, special assistance, or accommodations offered are inappropriate or insufficient, they should seek the assistance of the Director of Disabled Student Services (DSS) on campus. Please contact DSS and make arrangements before exam dates. DSS runs the High Tech Center equipped with hardware and software that meet the needs of students with disabilities. Assistive devices include raised tables, JAWS (screen reader application), Zoomtext (large screen enhancement software), closed circuit televisions, alternative keyboards, Braille embossers, scanners with Kurzweil 1000, and Dragon naturally Speaking.

Disabled Student Services

Office: BH-270

Phone: (562) 985-5401

FAX: (562) 985-7183

Web site: http://www.csulb.edu/depts/dss

Administration: David Sanfilippo, Director (dsanfili@csulb.edu)

PROFESSOR MATZA’S CLASSROOMS: TUES: 12:30-3:15 (SPA 210), & TUES: 5-7:45, (SPA 210),

WED 7-9:45 (HHS1 #204). Lessons, lectures will be adjusted each meeting. Please plan carefully.

Date Meeting #1	Lesson	Assignments
1/26 (Tues) &1/27 (Wed.)	Introductions, Syllabus	Read Complete Syllabus
	Teenage concerns, trends So you Want to teach?	Purchase books Read Matza Cp 1
	Teacher Introspection Note: Full versions of each unit lecture also at same link to the right as pdf	Arrange for CPR (Due Final Class) Click here for lectures, welcome.09pdf, unit1.09.pdf (All lectures folder) Print exam reviews, 1,2 FYI

Date Meeting #2	Lesson	Assignments
2/2 (Tues) & 2/3 (Wed.)	Agree/Disagree Lesson "Art of Teaching" Listening, Motivating Professionalism, Classroom Practical Tips	Bring name tags (file folders) Read Matza Cp 2 Download YRBS, 2007 (FYI) Download: Law in the School  (Matza website, PPT link/laws folder)
	Reminder:	CPR Photocopy/2 sides (Due Final Class)

Date Meeting #3	Lesson	Assignments
2/9 (Tues) & 2/10 (Wed.)	Meet in Computer Labs Tu/12:30 = Etec 109 Tu/5 PM = LA1-#200 Wed 7 PM = LA1-#200 Technology/Health Part 1 Practice Legal Research Internet Surfing/Health ed NO FOOD/DRINKS IN LAB	Read: Matza Cp. 3,4 Read Recent Data (nmatza.net) Sur. Gen. 6 Conclusions/Smoking (2007) Read SG Report Tobacco (2004) (Dr. Carmona Remarks) Internet Lectures PPT: unit2.09.pdf (All lectures folder) Download: tech.pt 1& 2.pdf (All lectures folder)

Date Meeting #4	Lesson	Assignments
2/16 (Tues) & 2/17 (Wed.)	Coordinated School Health Art of Teaching (con’t) Discipline Methods Classroom Management Teacher Introspection, Listening and Motivation Framework & Politics Video: Smoking/Truth/Dare	Read Role Playing Problems # 1,2,4,5 Read: Matza Cp. 5 Matza, p. 386

Date Meeting #5	Lesson	Assignments
2/23 (Tues) & 2/24 (Wed.)	Video: Smoke and Mirrors Measure Lifespan Introduction Drug Abuse Tobacco, and Politics Classroom Discipline	Project # 1 Due Review Unit I Class discussion Read Exam 1 Review on Matza's website Read Recent Data Unit 1

Date Meeting #6	Lesson	Assignments
3/2 (Tues) & 3/3 (Wed.)	"School Health" Selected Topics: Adolescent, Nutrition, Suicide Prevention Unplanned Pregnancy	Exam 1 (Cp. 1-5) Read HSc 411b updates Website Read CDC: Nutrition Success Stories (2005) (executive summary only) Read Matza Cp 6,7

Date Meeting #7	Lesson	Assignments
3/9 (Tues) & 3/10 (Wed.)	"School Health" Continued: Asthma, Epilepsy, Diabetes in Schools Obesity Trends	Read HSc 411b updates Website Read CDC: Nutrition Success Stories (2005) (executive summary only) Download & print FASD.pdf + alcohol.cns.pdf (Course docs folder) Download USDA Dietary Guidelines, 2005 Read short & long term Complications/obesity P 146 (Matza)
	Agree/Disagree Part 2	Internet Lectures PPT: Unit 3.09.pdf

Date Meeting #8	Lesson	Assignments
3/16 (Tues) & 3/17 (Wed.)	School Health con't. Mixed Messages and Abstinence Human Sexuality: Kids & Sex STDs, HIV/AIDS	Read Matza Cp 9 Read STD Questions Cp. 9 Problems: See Matza p. 288/TBA See STD review /CDC CDC/STD Review Read Abstinence Only Report/Exec. Summary Bush Administration Promoted sex ed. errors!
	Guest Speakers TBA Homosexuality & Teens

Date Meeting #9	Lesson	Assignments
3/23 (Tues) & 3/24 (Wed.)	STDs, Medical Slides/TB	Discussion Facts/Myths STDS Chapter 9
	STDs/Paper Plates, Group discussions	See Matza's bookmarks STD Review

SPRING BREAK = March 29-April 2

Date Meeting #10	Lesson	Assignments
4/6 (Tues) & 6/7 (Wed.)	HIV/AIDS 'Testing' Kids and Sex Is there any change in behaviors?	Read STD Questions Cp. 9 Read Matza p 213-218 Report #2 Due

Date Meeting #11	Lesson	Assignments
4/13 (Tues) & 4/14(Wed.)	Problem solving HIV/Confidentiality Guest Speaker: TBA Group Discussion Violence /Prejudice Prevention/DVD	Read Exam 2 Review on Matza's website Read Recent Data Unit 2,3 Internet Lectures PPT: Unit4.09.pdf (All lectures folder) & unit4.std.09pdf

Date Meeting #12	Lesson	Assignments
4/20 (Tues) Furlough day No class Wed (4/21.)	Human Sexuality & Adolescents Legal Aspects Child Abuse Prevention Sex Ed./ Facts & Myths	Exam 2 (Cp 6-9) Read Matza Cp 10,11 Read Problems Matza pp. 285-288 Health/Legal Aspects Read Matza: Cp 10,11 Review HKRC Read Legal Problems pp 320-323 Read Child Abuse reporting Law PC 11166 (Laws folder) (child abuse summary)

Date Meeting #13	Lesson	Assignments
4/27 (Tues) & 4/28 (Wed.)	Legal Aspects Child Abuse Prevention Jim Mead Part 1 (Physical Abuse, Caution sensitive topics!) DVD also available for viewing library reserve desk, lower floor.	Read Matza: Cp 10,11 Review HKRC Read Legal Problems Internet Lectures PPT: Unit5.09.pdf (All lectures folder)

Date Meeting #14	Lesson	Assignments
5/4 (Tues) & 5/5 (Wed.)	Meet in Computer Labs Tu/12:30 = Etec 109 Tu/5 PM = LA1-#200 Wed 7 PM = LA1-#200 Technology/Health Part 2 Project B in groups	Complete all readings Read Recent Data Unit 4,5

Date Meeting #15	Lesson	Assignments
5/11 (Tues) & 5/12 (Wed.)	Legal Aspects Final Exam Review Jim Mead Part 2 Sexual Abuse (Caution sensitive topics!)	Complete all readings CPR Certificate Due Report 3 (Project B) due

Date Meeting #16	Lesson	Assignments
5/18 (Tues) & 5/19 (Wed.)	FINAL EXAM	SCANTRON #882

*COMPUTER LABS

Please, be considerate! ABSOLUTELY NO FOOD/ LIQUIDS in the computer labs! (coffee will fry the circuits) I.D. Cards required for printing. Notice: CSULB has a campus-wide wireless (WIFI) connection.

Final Exam - Objective format, (no essays) Scantron form # 882 Approximately 80% covers (Matza) Chapters 10,11,12, HKRC Legal Aspects (on-line), & 20%,

Comprehensive Review of course (Matza Cp. 1-9), plus Law in the School,

Chapters 1-7, see reading list under Unit 5 above, plus guest speakers and lectures.

Assignment/Withdrawal Policy Statement

· All assignments are to be typed, 12 font, double-spaced, word-processed.

· Late work will not be accepted, without verification.  Please plan accordingly.*

· Spelling errors will be subtracted on all assignments. Be a role model for your students. (-1).

· Please do not use plastic covers, binders, bluebooks or notebooks for assignments. Staple papers to save trees and fossil fuels.

· Follow APA format for all reference citations. See 2007 APA Format Link,
or APA SAMPLE WORK ON MATZA’S WEBSITE. (Course docs).

· Please do not submit photocopies of original research articles, Internet, etc.

· Withdrawal Policy: Refer to the current California State University, Long Beach Catalog of Undergraduate and Graduate Studies for more detailed guidelines.
*Doctor/medical or other emergencies must be verified for consideration.

SPECIAL NOTE: The instructor was once a student. He will always be a student, and keenly remembers the energy, excitement and pain of working on class projects, papers, tests, degrees, and credentials. (He too recalls a few irrelevant college courses). CAUTION: This course may resurface personal feelings about sensitive health topics or experiences. Your professional role as a teacher requires you to watch for abuse or dangerous situations re your students. Students have the right to pass and avoid discussion or embarrassment on any topic at any time. Please feel free to visit the instructor or make an appointment and discuss any personal problem or emergency that may arise during the course. Good luck. Send e-mail anytime: nathan@nmatza.net

NOTE: Children should not attend this class since many topics are very sensitive and would be inappropriate for kids.

Assignment Details-Students must select one assignment from each “Project section” below. (Summer session select only a total of two projects). Choose projects from below, two from group A PLUS Group B is required for all students. Note: Assignments 1 and 2 can be submitted in any order. Just remember to turn in one project on each of the assigned dates. Project B will be done at the end of the semester with students working in groups.

PROJECT DETAILS Group A (Select any two from 5 projects below. Summer Session select only one)

Project: HIV/AIDS Antibody Test (50 Pts.) (This one may be difficult)

Students must take a blood test for HIV (or oral swab if available) as a project. This test is assigned as a benefit for you. All responses will be kept strictly confidential. Locate the nearest HIV/AIDS testing site near you. CSULB Student Health Center also offers testing (Call 562-985-4771 for hours). Call the American Red Cross in your area or look in the phone book under the Department of Public Health, or search the Internet with Google.com. Visit the clinic, or private doctor, and have your blood tested for the HIV antibody. (It is highly recommended to bring a friend for moral support). Request an anonymous test (difficult to find because of new laws in CA, or just a confidential test). You may have to return in 1-3 weeks for results. Allow enough time to meet the assignment deadline. After the results are given, describe your personal reaction in a 2-3 page summary including: location and time of test, summary of counseling session or video tape review, etc., and your personal reactions, fears and concerns about the entire process. What did you think about while driving to the clinic? What was it like looking at others in the waiting room? How could this experience make you a better teacher? Include the actual documentation form or flyer (even if anonymous) from the clinic. Good luck.

Project: Child Abuse Report (50 Pts.)

Go to any local school (North of 405 FWY, avoid local schools i.e., Wilson HS and Hill JH) and obtain a blank child abuse report form (Penal Code 11166). (Both sides). The principal's secretary should help. Also obtain a copy of the district policy on reporting abuse. Briefly explain PC 11166. You must talk to an employee, not access the Internet. On a separate paper, write up all the possible cases you can that would require you to fill out the report. Create a novel problem and fill out the report. Be prepared to share your findings with the class. Obvious examples include: neglect, physical assault, rape, incest, etc. Also include the phone number of the Child Abuse agency (registry, or Social Service Office, Health and Human Services, sheriff, Child Protective Services, etc.) in your area that you would call as a mandated reporter. Read the backside of the report. Turn in: PC 11166 report filled out, written response and district policy (or a summary of district policy). Report must include: (1) PC 11166 form (front and back sides), filled out (2) district written policy (3) 2-3 page summary of your reaction completing this project.

Project: Health Internet Research (50 Pts.)

Visit any science-based Internet computer on-line source. The instructor has an extensive health education “Bookmark List” that can be accessed on the Internet. See nmatza.net and click on Nathan Matza's Bookmarks. You may use the Horn Center (Mac or Windows format), wireless connection, or any other computer on CSULB campus at no cost with a direct high-speed connection. Students can also open an e-mail account at no charge in the Horn Center (or on line) and save files to their e-mail. CSULB Campus has a campus wide wireless (WIFI) connection.

Investigate a common health problem or developmental condition affecting adolescent students. Prepare a 3-5 page written report of your research and include the full citation or Internet source for full credit. (See Chapter 12 for ideas).

Criteria:

1. What is the condition? How common is it? Cite prevalence rates.

2. What are the causes of this condition/disorder?

3. How is it treated: Is there treatment? Success rate? Side effects?

4. How does this condition affect the student's behavior at school or academic achievement?

5. How can the educational environment be adapted to assist the student's adjustment to the classroom?

6. How will this report make you a better teacher?
Suggested topics: child abuse, diabetes types I and II, drug abuse, teen, tattoos/piercings, depression, heart disease, homelessness, date rape, obesity, injuries, incest, teen pregnancy, club drugs, gang violence, HIV/AIDS, STDs...many possibilities. For a list of common teen problem see the link: Common Adolescent Health Problems

Project: Consumer /Quackery/Health Literacy (50 pts)

Important Reference = Quackwatch

One of the most difficult topics to understand in health education deals with advertisement, consumer quackery etc. This assignment will help students clarify many of the myths, misrepresentations and outright lies conveyed in the multimedia on health products and health issues.

Students are to investigate a common health topic related to consumer health, fraud or quackery. Try to focus your research on adolescent health topics. Click on Quackwatch website listed above and review the links: questionable products, consumer protection, consumer strategy, questionable advertisement, consumer health promotion, consumer tips, legal/political activities, etc. Read about several diverse topics, especially related to teens, dealing with health literacy or quackery. Topics might include: food supplements, exercise gadgets, diets, colon cleansing, magnet healing devices, etc. Focus on 5 topics and write a one-page summary for each using the criteria below. (5 topics = 5 pages + overall summary equals 6 pages maximum). Include the full citation (APA format) or Internet source for full credit.

Criteria:

1. What is the topic? Explain the myth, or false ad etc.?

2. What is the actual scientific explanation?

3. Is there any legal action pending or law cases posted?

4. How does this issue affect school age students?

5. What do you suggest to change the perception of this topic?

6. How will this data make you a better teacher?

Project: Wheelchair Assignment and students with disabilities (50 Pts.)

During the last 20 years, many schools have undergone major renovations to the physical facilities. During these repairs, students with disabilities, such as those in wheelchairs, may have seen the addition of ramps and elevators as required by law. Your task: Find a wheelchair, preferably in a school setting, and see what it is like from the eyes of the student. Do not park in the handicapped spaces, but spend a minimum of 2 hours in the wheelchair, including restroom breaks! Try to navigate throughout the school setting, or go to a local mall. Enter a classroom, try to use the bathroom, gym, PE class or cafeteria. This assignment may require physical strength, so be cautious. Write up: Prepare a minimum of 4 pages describing your reaction to this experiment. Include a brief paragraph explaining the Individuals with Disabilities Education Act, federal law (IDEA). Could you see the teachers in class? Where there roadblocks on campus? How did others treat you? Did they look in your eyes, or assist you in any way? How will this experience make you a better teacher?

Project: Health Education Lesson Plan or Activity (50 Pts.) (Experienced teachers only)

NOTE: Lesson plan writing is only recommended for experienced teachers or for students that have recently completed EDSS450 (Methods for secondary teaching). Health education related lesson examples can be found at nmatza.net, ‘other links.’

Develop a health lesson plan/ or activity for one class period. (50 minutes or block schedule). Students must integrate the lesson of their subject matter area with health education. The lesson should include a risk reduction/health promotion component and be relevant to adolescents. Choose a content area from the California Framework for health education. Topic suggestions: drug abuse (psychology, science), suicide (English, literature) statistics of health (math, science), disease prevention (science), violence prevention (social sciences) nutrition, (PE). Role-play a visit to a health food store (consumer health, economics).

Follow a Lesson Plan guide using the following elements.

• Lesson Plan Title:
• Concept / Topic To Teach:
• Standards Addressed: (Include CDE 2008 health standards)
• General Goal(s):
• Specific Objectives: (written in specific measurable terms)
• Required Materials:
• Anticipatory Set (Lead-In):
• Step-By-Step Procedures:
• Plan For Independent Practice:
• Closure (Reflect Anticipatory Set):
• Assessment/Evaluation Based On Measurable Objectives:
• Adaptations (For Students With Learning Disabilities):
• Extensions (For Gifted Students):
• Possible Connections To Other Subjects:

A lesson activity could also be used following the same elements above. E.g., role-playing to encourage refusal skills for drug or alcohol use or sexual activity/abstinence. Students should complete EDSS450 (Methods classes) before attempting a lesson plan.

Project: B “Healthy” Legal Search -Required of all students, Summer Session Included

Students are to research and study selected laws related to school health. Please carefully follow the procedures below. You may use a home computer with Internet access or the university computers with high-speed connection. Access to the websites can begin at the Healthy Kids resource Center (HKRC) website. Click on http://www.hkresources.org/ and carefully read the sections that summarize health education laws related to adolescent youth. It is critical that students read these laws before class meets. See the link below:

Link to HKRC Laws/Health Review the pull down menu 'search laws using key words.'

Note: The following section relates to the textbook (Matza, 2010). See Matza p. 320-323 for 19 questions required for the assignment below. Read Grassley Amendment, p. 321, and on page 14 below. Required Reading, Matza, Chapter 11.

See: http://www.hkresources.org

Healthy Legal Search: Introduction & Research Assignment (Culminating Activity)

Introduction

The Healthy Kids Resource Center (HKRC) has condensed many of the important laws related to youth and health education. Knowledge of these laws can significantly help teachers with their daily classroom routines, and will help teachers make relevant decisions for the protection of their students. These laws may also have profound legal implications on teacher's professional performance. Note: The laws have been edited for clarity and brevity. In the conduct of professional educational policy or practice, you may wish to consult California laws for complete legal text. Send e-mail to Professor Matza for questions: nathan@nmatza.net.

1. Search and read the selected laws below, before class meets.
2. During the project you will work in a cooperative-group lab activity to solve the 19problem questions.
3. Answer all of "Healthy" legal questions/scenarios. (See Matza, pp 320-323)
4. Participate in class/group discussion following the computer lab activity.
5. Edit your answers and write a 1-2 page overall reaction summary describing answers to each problem, the research process, and how it relates to the health needs of your students. Include legal citations (title and number) at the end of each answer. E.g., It is illegal to chew gum because it looks totally gross and bovine, ... etc. Gum chewing in school is not permitted because it is totally dorky and bovine looking... (EC 12345). Total project maximum of 7-8 pages.

Students are to click on www.hkresources.org and carefully read the sections below that summarize health education laws related to youth. Students may wish to copy selected files on health laws in the HKRC to a disk using the university high-speed Internet access, send the laws to their e-mail account, or print a hard copy for later reading and study. All these sites are available on any computer with Internet access, either at home or many places on earth! Class discussion will follow after students complete the legal search and review. Click on "Laws Related to School Health." Use the search tool and you can search by (a) law number, (b) key word, or (c) categories, and review all of the following laws:

California Education Code (EC)

200-202, 35183, 35294, 49426, 49430-49436, 51220, 49423, 44645, 49530-36, 51890-91, 44810-11, 60041, 33041, 48907, 51510-51513, 51240, 48900-26, 49000-01, 49330-34, 44049, 51260-69, 51202, 51280, 35294, 48908, 60044, 44808.5, 51913, 51937-39.

California Penal Code (PC) 260-262, (esp. 261.5), 422.6, 11166

California Health and Safety Code (HSC) 120975-121125, 11605, 22961, 104350-104485, 120230, 22961, 104350.

E.C. 51930-39 - Very Important Law “The Comprehensive Sexual Health and HIV/AIDS Prevention Education Act.” (Effective 1/1/04). Click on Laws folder or on Final Exam Review

Federal Statutes & Health: Protection of Pupil Rights, AKA The Grassley Amendment: Sec/ 1017. Protection of Pupil Rights. (Also Matza, p. 321). Section 439 of the General Education Provisions Act (20 U.S.C. 1232g) is amended to read as follows: "Sec. 439.

"(a) All instructional materials, including teacher's manuals, films, tapes or other supplementary material which will be used in connection with any survey, analysis, or evaluation as part of any applicable program shall be available for inspection by the parents or guardians of the children."

"(b) No student shall be required, as part of any applicable program, to submit to a survey, analysis, or evaluation that reveals information concerning-

1. political affiliations;
2. mental and psychological problems potentially embarrassing to the student or his family;
3. sex behavior and attitudes;
4. illegal, anti-social, self-incriminating and demeaning behavior;
5. critical appraisals of other individuals with whom respondents have close family relationships;
6. legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers; or income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program), without the prior consent of the student (if the student is an adult or emancipated minor), or in the case of an unemancipated minor, without the prior written consent of the parent.

"(c) Educational agencies and institutions shall give parents and students effective notice of their rights under this section. "(d) ENFORCEMENT.--The secretary shall take such action as the Secretary determines appropriate to enforce this section, except that action to terminated assistance provided under an applicable program shall be taken only if the Secretary determines that-- "(1) there has been a failure to comply with such section; and "(2) compliance with such section cannot be secured by voluntary means.
"(e) OFFICE AND REVIEW BOARD--The Secretary shall establish or designate an office and review board within the Department of Education to investigate, process, review, and adjudicate violations of the rights established under this section."