Course Syllabus: HSc 411B
Health Science for Secondary Teachers,
Fall,
2010
Nathan Matza, MA, DrPH(c),
CHES
California State University, Long Beach
College of Health and Human Services
(HHS)
Department
of Health Science
General Information
|
Units: |
Three 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: |
|
Faculty Office: |
HHS # FOA 14 (In patio area) |
South of the Gym-Lower campus |
|
|
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. 4th Ed. Hygiapedo Publishing, 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).
California
Department of Justice, (2000). Law in the School. California Attorney GeneralÕs
Office. ISBN: 0-8011-9718-X
. Click on Laws for PDF.
(Free download).
California Department of Justice,
(2007). Child Abuse: EducatorÕs
Responsibility. Attorney
GeneralÕs
Office. Click on Laws for PDF.
(Free download).
For your Professional Library Highly Recommended
Barrett, S., Jarvis, W., Kroger, M. (2006). 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.
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
Lewis, K., Bear, B. (2009). Manual of School Health, 3rd 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 MatzaÕs web page: recent data link for online reading 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 MatzaÕs 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:
- Explain contemporary concepts of
coordinated (comprehensive) health education. (10c, TPE 11).
- Identify major causes of adolescent
student morbidity and mortality.
(10c, i TPE 8). - List practical management techniques
for the secondary school classroom.
(10a, i, TPE 12). - Anticipate, recognize and diffuse
situations leading to student conflict. (10c, 10e, TPE 12).
- Locate appropriate community health resources.
(10a, v; 10C, ii, 10e, TPE
5,8,11,12).
- Describe risk factors, physiological
and sociological effects for abuse of tobacco, alcohol and other drugs. (10a,v; 10C,iv, TPE 8,9,11).
- Classify psychoactive drugs, define
their use, abuse and effect on human potential. (10a,v; 10C,iv, TPE 8,9,11).
- Describe the impact of nutrition on
learning related to youth. (10c, i,
iii, TPE 6B, 6C, 8,9).
- Research on-line databases related
to adolescent health. (10a,i; 10C,
(i) iii).
- Analyze positive, negative and political aspects of family
life and sex education.
(10a,iii,iv; 10C, iii,iv; 10D, TPE 11, 12. - Apply problem-solving techniques related to student
health. (10d TPE 6B,6C, 12).
- Identify symptoms, treatment and
prevention of sexually transmitted disease, (STDs) related to the
adolescent population. (10C, ii,
10e; TPE 8,9,11).
- Describe the anatomy and physiology
of human reproduction as it relates to sexual responsibility. (10a, (i) iv,v; 10D,iv, TPE 11,12).
- Discuss family planning methods,
techniques and devices. (10a, iii,
iv,v; 10e, TPE 11).
- Clarify the educator's role
pertaining to child abuse prevention. (10a,
iii iv,v; 10C, (i), TPE 11, 12).
- Describe methods to prevent teen
pregnancy. (10a, (i) iv,v; 10e, TPE
11)
- Analyze major California laws, concepts
and principles related to student health and safety. (10C, 10E; TPE
12) .
- Distinguish between situations
likely and those unlikely to result in litigation within the school
setting. (10C, 10E; TPE 12).
- Synthesize practical teaching
methods, techniques and management skills.
(10c, ii,10e; TPE 8). - 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). - Discuss how culture, heritage, race,
gender, and heredity influence health behaviors. (10a, iii, iv,v; TPE 8,9).
- Practice situations related to
student health literacy, culture, heritage, race, and gender. (10a, iii, iv,v; TPE 8,9).
- 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/Also see recent data link on nmatza.net
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
D.
Classroom management techniques,
discipline
E.
Coordinated health education, state
health standards
F.
Professionalism-teacher role modeling
G.
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
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/gender issues
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, related to common teen diseases.
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/gender issues
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 ÒHealthy
LawsÓ
D. Campus
safety, cyber-bullying, and violence prevention
E. Child
abuse, sexual abuse and the law, prevention methods
F. The Health Framework for California Schools
G. 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, parenting education, environmental health, anabolic steroids, gang
violence, sexual assault and rape prevention, mental health, personal beliefs
and comprehensive school health education.
*Note: Law in the School nmatza.net
totals 152 pp. (Free
download). Teachers may wish to print the entire document or print only required reading below (approx 98 pp.)
Chart below is not for 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 teacherÉ |
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 |
|
ÒPopÓ Quizzes,
miscellaneous, (20-50/ea
points) Total 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 mypyramid.doc on PPT link/Matza |
|
*Health education Lesson Plan/Activity (Experienced
teachers/advanced assignment) |
GROUP B
Healthy Legal Research (required of all students). Details, page 11 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. Contact: Disabled
Student Services, Office: BH-270, Phone: (562) 985-5401
FAX:
(562) 985-7183. Web site: http://www.csulb.edu/depts/dss David Sanfilippo, Director (dsanfili@csulb.edu)
PROFESSOR
MATZAÕS CLASSROOMS:
TUES: 12:30-3:15 (HSD1 #111) & TUES: 5-7:45,
(TA
#33 = Theater Arts, upper campus), WED: 7-9:45 (HHS1 #204). Lessons, lectures
will be adjusted each meeting. Please plan carefully.
|
Date Meeting #1 |
Lesson |
Assignments |
|
8/31 (Tues)
12:30-3:15 & 5-7:45 (2 classes/Tues) |
Introductions,
Syllabus |
Read Complete
Syllabus |
|
9/1(Wed) 7-9:45 PM |
Teenage concerns,
trends So you Want to
teach? |
Purchase/download
books Read Matza Cp 1 |
|
|
Teacher
Introspection
|
Arrange for CPR (Due Final Class) Print exam reviews, 1,2 FYI |
|
Date Meeting #2 |
Lesson |
Assignments |
|
9/7 (Tues) 9/8 (Wed.) |
Agree/Disagree
Lesson ÒArt
of TeachingÓ Listening,
Motivating Professionalism,
Classroom
Practical Tips |
Bring
name tags (file folders) Read
Matza Cp 2 Download: Law in the School
(Matza website, PPT link/laws folder) |
|
|
Reminder: |
CPR
Photocopy/2 sides (Due Final Class) |
|
Date Meeting #3 |
Lesson |
Assignments |
|
9/14(Tues) 9/15 (Wed) Volunteers need to attend large Etec 109 lab sessions. |
Meet in Computer Labs Tu/12:30 = Etec 109 Tu/5 PM = PE 57* Wed 7 PM = Etec 109 Technology/Health
Part 1 Practice
Legal Research Internet
Surfing/Health ed NO FOOD/DRINKS IN LAB *May need few laptops? |
Read: Matza Cp. 3,4 Read Recent Data (nmatza.net) Sur.
Gen. 6 Conclusions/Smoking (2007) unit2.2010.pdf (All lectures folder)
Download: tech.pt 1& 2.pdf |
|
Date Meeting #4 |
Lesson |
Assignments |
|
9/21 (Tues) 9/22 (Wed) |
Coordinated School
Health
Art of Teaching (conÕt)
Discipline
Methods Classroom
Management Teacher
Introspection, Listening
and Motivation Framework
& Politics Video:
Smoking/Truth/Dare |
Read
Role Playing Problems # 1,2,4,5 , p. 386 Read:
Matza Cp. 5 |
|
Date Meeting #5 |
Lesson |
Assignments |
|
9/28 (Tues) 9/29 (Wed.) |
Video: Smoke and Mirrors
Measure
Lifespan Introduction
Drug Abuse Tobacco,
and Politics |
Project
# 1 Due Review
Unit I Class discussion Read Exam 1 Review
on Matza website |
|
Date Meeting #6 10/5 (Tues) 10/6 (Wed.) |
ÒSchool
HealthÓ Selected
Topics: Adolescent,
Nutrition, Suicide
Prevention Unplanned
Pregnancy |
EXAM 1 (Cp. 1-5) Success
Stories (2005) Read
Matza Cp 6,7 |
|
Note: ÒTruthÓ campaign reduced teen smoking > 20%,
nationwide by 2006! |
Framework &
Politics Video: Smoking/Truth/Dare |
|
|
Date Meeting #7 |
Lesson |
Assignments |
|
10/12 (Tues) 10/13 (Wed.) |
ÒSchool
HealthÓ Continued:
Asthma, Epilepsy, Diabetes
in Schools Obesity
Trends |
Download &
print FASD.pdf + alcohol.cns.pdf Download
USDA Read
short & long term Complications/obesity
p.146 (Matza) |
|
|
Agree/Disagree Part
2 |
Internet Lectures PPT: |
|
|
|
|
|
Date Meeting #8 |
Lesson |
Assignments |
|
10/19 (Tues) 10/20 (Wed.) |
School
Health con't. Mixed
Messages and Abstinence Human
Sexuality: Kids & Sex STDs,
HIV/AIDS, Gender (Hennigan DVD) |
Read
Sexy Questions p. 245 (Matza) CDC/STD Review Bush
Administration Promoted sex
ed. errors! |
|
|
|
Google This: (1) Abstinence Only increasing teen pregnancy and
abortions? |
|
Date Meeting #9 |
Lesson |
Assignments |
|
10/26
(Tues) 10/27
(Wed.) |
STDs,
Medical Slides |
STD
Review Chapter 9 |
|
|
STDs/Paper
Plates, Group
discussions |
See
Matza's bookmarks STD
Review |
|
|
|
|
|
Date Meeting #10 |
Lesson |
Assignments |
|
11/2
(Tues) 11/3
(Wed) |
HIV/AIDS
ÔTestingÕ Kids
and Sex Is
there any change in sexual
behaviors? |
Read
Matza p 213-218 re HIV/babies Report #2 Due
Review chart Cp 9 pp 242-244 |
|
Date Meeting #11 |
Lesson |
Assignments |
||
|
11/9
(Tues.) HOLIDAY 11/10
(Wed.) (Note: All Thursday
classes will meet on Tues
this week) & All Tuesday classes
cancelled! |
Problem solving
HIV/Confidentiality Guest
Speaker: TBA Group
Discussion Violence
/Prejudice Prevention/DVD |
|
||
|
|
|
|
|
Date Meeting #12 |
Lesson |
Assignments |
|
11/16
(Tues) 11/17
(Wed.) |
Human
Sexuality & Adolescents
(conÕt) UNIT 5: Child
Abuse Prevention |
EXAM 2 (Cp 6-9) Read
Grassley Amendment, Cp 11 Health/Legal
Aspects Read
Matza: Cp 10,11 |
|
Date Meeting #13 |
Lesson |
Assignments |
|
11/23
(Tues) 11/24 (Wed.) CAMPUS CLOSED! WEDNESDAY 11/25 No classes, or services!
Jim Mead Part 1 / or view in Library reserve desk Lower level before final |
Legal
Aspects Child
Abuse Jim Mead
Part 1
DVD also available for viewing
in library reserve desk, lower floor. |
Review HKRC Read
Legal Problems pp 320-323 Read
Child Abuse reporting (child abuse summary) Unit5.2010.pdf (All lectures folder) |
|
Date Meeting #14 |
Lesson |
Assignments |
|
11/30
(Tues) 12/1
(Wed.) Volunteers need to attend large Etec
109 lab sessions! |
Meet in Computer Labs Tu/12:30 = Etec 109 Tu/5 PM = PE 57* Wed 7 PM = Etec 109 Project B in groups NO FOOD/DRINKS IN LAB! *May need few laptops? |
Complete
all readings (Cp 1-12 + legal pdfs) Read Chapter 12 (Matza) Teams will research pp 285-288 Individual
report Proj.
B Due next week Download: tech.pt 1& 2.pdf |
|
Date Meeting #15 |
Lesson |
Assignments |
|
12/7
(Tues) 12/8
(Wed.) |
Legal
Aspects Final
Exam Review Jim Mead Part 2 |
Complete
all readings CPR
Certificate Due Report
3 (Project B) due |
|
|
|
|
|
Date Meeting #16 |
Lesson |
Assignments |
|
12/14
(Tues) 12/15
(Wed.) |
FINAL EXAM SCANTRON #882 |
No Essays on final exam |
*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 Chapters
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
á All
assignments are to be typed, 12 font, double-spaced, word-processed.
á Late
work will not be accepted, without verification. Please
plan accordingly.*
á Spelling
errors will be subtracted on all assignments. Be a role model for your
students. (-1).
á Please
do not use plastic covers, binders, bluebooks or notebooks for assignments.
Staple papers to save trees and fossil fuels.
á Follow
APA format for all reference citations. See 2007 APA Format Link,
or APA SAMPLE WORK
ON MATZAÕS WEBSITE. (Course docs).
á Please
do not submit photocopies of original research articles, Internet, etc.
á 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 or nmatza@csulb.edu.
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 ÒProject sectionÓ 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 or embarrassing)
Students must take a LAB
test for HIV (blood 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 get 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 ÒBookmark ListÓ 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, Ôother links.Õ
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 ÒHealthyÓ 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, or nmatza@csulb.edu.
- Search
and read the selected laws below, before
class meets.
- During
the project you will work in a cooperative-group lab activity to solve the
19 problem questions.
- Answer
all of "Healthy" legal
questions/scenarios. (See
Matza, pp 320-323)
- Participate
in class/group discussion following the computer lab activity.
- 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. Face or nose piercing in school is not permitted because it is dangerous,
unhealthy and ugly! (EC 225).
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 ÒLaws Related to School Health.Ó 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 ÒThe
Comprehensive Sexual Health and HIV/AIDS Prevention Education Act.Ó (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-
- political
affiliations;
- mental
and psychological problems potentially embarrassing to the student or his
family;
- sex
behavior and attitudes;
- illegal,
anti-social, self-incriminating and demeaning behavior;
- critical
appraisals of other individuals with whom respondents have close family
relationships;
- 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."