Hlth 322 Syllabus
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California State University, Channel Islands
Course:
HLTH 322: Health Issues in Education
Tuesday Night 4-5:50pm
Professor:
Melissa Stone, M.A. Education, CNA
Cell Phone: 805-701-2649
E-mail: Melissa.Stone@csuci.edu
Office Hours: 3-4pm Tuesdays
Required Course Texts:
Pateman, B., Symons, C. W., & Telljohann, S. K., Health Education: Elementary and
Middle School Applications, 6th ed Boston, MA, McGraw-Hill
Mission Statement:
Placing students at the center of the educational experience, California State University
Channel Islands provides undergraduate and graduate education that facilitates
learning within and across disciplines through integrative approaches, emphasizes
experiential and service learning, and graduates students with multicultural and
international perspectives.
Course Description:
Principles of effectively teaching topics related to health that addresses health
screening, illness prevention, and strategies for intervening with deviations in health
status. A survey of school health programs with in-depth study of selected health
education curricula and topic areas pertinent to developmental levels of children
attending grades K-8th grades. Focus on the dynamics of health, health practices, and
deviations from health in relation to child development. Topic areas will include
alcohol, tobacco, drugs, communicable diseases, and nutrition. Also, development of
strategies and methods for teaching controversial areas.
Course objectives:
 Recognize conditions that affect a child’s health, and their ability to learn in the
classroom.
 Provide quality and age appropriate instruction to children and adolescents on
health related topics, including prevention education.
 Recognize age appropriate health activities for children and adolescents.
 Identify factors and issues regarding child abuse and neglect.
Hlth 322 Syllabus
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 Provide support to families of children on health related topics.
Students with Special Needs:
Individuals who have disabilities, either permanent or temporary, that might affect
their ability to perform in this class, are requested to inform the professor and the
campus Disability Accommodation Office in writing. Adaptation of methods, materials,
testing, or practicum may be made as requested and required to provide for equitable
participation in the course. For information about the University’s Disability
Accommodations Services office please contact 805-437-8528.
Instructions for Students on Academic Honesty:
All work that students submit, as their own work must, in fact, be their own work. For
example, if a paper presents ideas of others, it must clearly indicate the source. Wordfor-word language taken from other sources – books, papers, web sites, people, etc. –
must be placed in quotation marks and the source identified. Likewise, work on tests
and exams must be the student’s own work, not copied or taken from other students’
work, and students must comply with instructions regarding use of books, notes, and
other materials.
In accordance with the CSU Channel Islands policy on academic dishonesty, students in
this course who submit the work of others as their own (plagiarize), cheat on tests and
examinations, help other students cheat or plagiarize, or commit other acts of academic
dishonesty will receive appropriate academic penalties, up to and including failing the
course. Papers with plagiarized ideas or language will be graded “F” and must be
rewritten with proper use of quotations and referencing. The grade of “F” will remain
the recorded grade on that assignment. Plagiarism or cheating on tests and exams will
result in an “F” on the test or exam, very likely resulting in a lower or possibly a failing
final grade in the course.
Completed Work:
It is expected that all assignments will reflect university-level composition and
exposition. Use of electronic spelling and grammar check is strongly recommended. The
expectation is that papers will have a cover sheet, be typewritten, 12pt sized font, Times
New Roman font, double spaced, with 1 inch margins.
Late Assignments:
To be fair to classmates who make sacrifices to finish assignments on time, all
assignments are due at the beginning of class, but may be collected at any time.
Assignments turned in late can only receive half credit. Assignments turned in over one
week late will receive no credit. Online discussions will not be accepted late. This
includes assignments due on days you are absent. As a prospective professional it is
assumed that you will miss class only if you have a valid reason. Let me know (in
advance, if possible) if you are ill, or out for a professional event, etc.
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Attendance: Consistent attendance is required to pass this course. More than 2
absences/tardies will affect your grade. Please make every effort to be at each class and
to be on time.
Grading Scale:
100-95 A
76-73
C
94-90
A-
72-70
C-
89-87
B+
69-67
D+
86-84
B
66-63
D
83-80
B-
62-60
D-
79-77
C+
59 or < F
Course Activities:
1.
2.
3.
4.
5.
Blackboard Discussions (3 @ 20pts each= 60 pts)
Final/Group Project: (50 points)
Community Health Resources (25 points)
School Health Laws (25 points)
Physical Education Resources (25 points)
POINTS POSSIBLE: 185
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Description of Course Activities:
Assignment #1: Blackboard Discussions
Students will log onto Blackboard three times throughout the semester (on designated
dates) and participate in the threaded discussions. Students must provide their own
response and also respond to at least 2 others students to receive full credit. Each initial
response must be at least a paragraph and demonstrate understanding of the chapter
through your response. When responding to other students, responses must share
personal experience, reflect educated opinions, or pose questions for further thinking.
Assignment #2: Group Project/Final
Each group will prepare a ten to fifteen minute presentation teaching an assigned
preventative health topic. The presentation will be directed at an identified grade level
from grades K-8 and reflect the level of appropriate development for that age group.
Prior to starting the presentation the group will describe the grade and developmental
level that the teaching is intended for.
Criteria
Visual tools and variety in teaching strategies
Incorporates developmentally appropriate learning theory
In presentation content, structure, and activities
Engages the student as an active participant in learning
Content and topic are appropriate to developmental level
Includes parent involvement
Total Points
Group Project Choices
Topic
Identification and expression of
feelings
Exercise
Bullying
Health consequences of alcohol
abuse and smoking cigarettes
Safe sex
Total Points
10
10
10
10
10
50
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Assignment #3: Community Health Resources
In this assignment, you will create a list of resources that you can provide to your
students and their families.
1. Choose five of the nine content areas below; find local community resources that
students and their families could access that you feel would be most beneficial.
Family Living and Social Health
Growth and Development
Nutrition Personal Health (Inc. Mental and Emotional Health) and Physical Activity
Alcohol, Tobacco, and Other Drugs
Communicable and Chronic Diseases
Consumer and Community
Health Environmental
Health Injury
Prevention and Safety
2. For each of the five content areas, find a resource and list: the name, contact
information (name, address, telephone number, internet address, email, etc.) and
provide a brief description of the services that this resource provides.
3. Organize the information in a user friendly manner. You may create a brochure,
PowerPoint, or Word document. Be creative!!! (If you choose PowerPoint please print
out each slide individually) Please come to class with at least 3 copies of each of your
resources to share with classmates.
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Assignment 4: School Health Laws
For each of the school situations described: Cite the title and education code number of
the legal reference and provide a brief description to answer the prompt.
Please put this assignment together using PowerPoint and answer one prompt per
slide. Be sure to print out each slide individually, staple together, and bring with you to
class to turn in.
All answers can be found on the Healthy Kids website http://californiahealthykids.org
(click on link to School Health Laws).
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The principal is planning a presentation to the school board and asks you, “are
schools required to teach health, and if so, what content is required?”
You are planning a field trip for your class to the Laguna Mountains. What do
you need to bring?
You are planning to teach human reproduction and sexuality to your 5th grade
class. Is there legally specified content? What else is required prior to the
presentation of the material?
The teacher deducts 10 points every time a student does not dress for PE.
You overhear a group of three boys comment “nice hooters” in unison as a
female student passes them in the hall.
Your school is updating its school meal program. Who will you select to
participate in the review and revision?
The athletic boosters want to sell candy and soda on campus in vending
machines.
Two students approach you about another student. They say he has been staring
them down, making hand gestures at them, and walking up and standing right
in front of them. They are scared.
A 6th grader has a crusty rash on her face and you suspect it may be contagious
A parent brings some medication in a baggy and asks you to give the student her
antibiotic at lunch.
11.
A high school sophomore tells you that she has HIV. The student says that she
has not told anyone else, not even her parents.
12.
A student tells you she thinks she saw a gun in another student’s backpack.
As you walk around the corner, you observe a high school student receive and
pocket a small plastic bag of white powder.
14. You have observed bruises in suspicious patterns and aggressive behavior on
one of your 5th graders and suspect the student may be abused.
15. The PTA asks: “Are there specific state health education requirements for middle
and high schools in California?”
13.
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Assignment #5: Physical Education Resources
Many times, teachers get overwhelmed with the thought of conducting physical
education time on their own. To help alleviate that stress, we are going collaborate as a
class and create a physical education games/activities resource and make it available to
our classmates.
1. Think about a favorite PE game from your past or find one online.
2. Type it out or print it out. Be sure to include:
a. Materials
b. Rules
c. Brief summary of the game
d. Suggested group size
3. Pease make sure that your game is written out clearly and creatively and feel free
to use clip art, interesting fonts, etc.
4. Bring at least 3 copies of your game to class.
Hlth 322 Syllabus
Weekly Course Schedule
Day/Date
Class Work
Homework
Week 1
Jan. 20
Introduction to Course
---
Week 2
Jan. 27
Chapter 1
Read Chapter 1
Chapters 2
Read Chapter 2
Week 3
Feb. 3
*Community Resource Project Due
Week 4
Feb. 10
Chapter 3
Read Chapter 3
Week 5
Feb. 17
Blackboard Discussions:
Chapter 4
Read Chapter 4
Week 6
Feb. 24
Chapter 5
Read Chapter 5
Chapter 6
Read Chapter 6
Week 7
March 3
* Physical Education Resource Due
Week 8
March 10
Chapter 7
Read Chapter 7
Week 9
March 17
Blackboard Discussions:
Chapter 8
Read Chapter 8
Week 10
March 24
NO CLASS:
Spring Break
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Week 11
March 31
NO CLASS:
Cesar Chavez
---
Week 12
Apr. 7
Final Projects Prep
* School Health Laws Due
Read Chapters 9
Week 13
Apr. 14
Blackboard Discussions:
Chapter 10
Read Chapter 10
Week 14
Apr. 21
Chapter 11
Read Chapter 11
Week 15
Apr. 28
Chapter 12
Read Chapter 12
Week 16
May 5
Chapter 13
Read Chapter 13
Week 17
May 12
FINAL PROJECTS DUE
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