Health Education

 

The following Health Education Outcomes have been developed from the National Council for Accreditation of Teacher Education and those of the National Health Education Standards.

National Council for Accreditation of Teacher Education (NCATE) Standard for Health Education - Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

Supporting Explanation

Candidates understand the foundations of good health, including the structure and function of the body and its systems and the importance of physical fitness and sound nutrition. They help students understand the benefits of a healthy lifestyle for themselves and others as well as the dangers of diseases and activities that may contribute to disease. Teacher candidates are alert to major health issues concerning children and social forces that affect them, and of the need to impart information on those issues sensitively. They address issues in ways that help students recognize potentially dangerous situations, clarify misconceptions, and find reliable sources of information.

National Health Education Standards

The standards that follow form the basis for the comprehensive school health and instruction from pre-primary through grade 12. Each standard and its rationale have been developed by the American Association for Health Education in conjunction with National Council for Accreditation of Teacher Education (NCATE). These are the standards used for curriculum development by the Maryland State Board of Education.

 

Standard 1: Students will comprehend concepts related to health promotion and disease prevention. -- Basic to health is a foundation of knowledge about the interrelationship of behavior and health, interactions within the human body, and the prevention of diseases and other health problems. Experiencing physical, mental, emotional, and social changes as one grows and develops, provides a self-contained "learning laboratory." Comprehension of health-promotion strategies and disease prevention concepts enables students to become health-literate, self-directed learners which establishes a foundation for leading healthy and productive lives.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. Teacher candidates will know and understand that basic to health education is a foundation of knowledge about the interrelationship of behavior and health, interactions within the human body, and the prevention of diseases and other health problems.

2. Teacher candidates will be aware that experiencing physical, mental, emotional, and social changes as one grows and develops, provides a self-contained "learning laboratory."

3. Teacher candidates will know that comprehension of health-promotion strategies and disease prevention concepts enables students to become health-literate, self-directed learners, which establishes a foundation for leading healthy and productive lives.

a. Describe how personal health behaviors influence the functioning of body systems, including the immune system

b. Describe actions to take to delay the onset or reduce the risk of health related problems and disease during adulthood

c. Describe knowledge of standard disease processes which influence how and why diseases develop and spread

d. Explain how prevention and control of health problems are influenced by research and medical advances at the local, state and federal levels

e. Cite examples of accurate and inaccurate information about nutrition, physical fitness, and weight control

f. Explain how community agencies, services and laws promote a safe and healthful environment that require citizens support

Multiple choice tests

Extended response questions

Restricted response questions

Written journals

Class discussion

Oral presentation

Role playing

Identify communicable and noncommunicable diseases, their causes and characteristics

Identify measures for prevention, treatment and control of disease

Evaluate the physical, social and emotional effects of disease

Explore roles and responsibilities of public and private health-related agencies

Demonstrate knowledge of minor consent laws

Identify and use community resources and services that promote a safe and healthful environment

Examine behaviors and risk taking behaviors that affect an individuals susceptibility to disease

Describe the relationship between abstinence and the prevention of STDs

Recognize disease prevention as essential to life-long wellness

 

 

Standard 2: Students will demonstrate the ability to access valid health information and health-promoting products and services. -- Accessing valid health information and health-promoting products and services is important in the prevention, early detection, and treatment of most health problems. Critical thinking involves the ability to identify valid health information and to analyze, select, and access health-promoting services and products. Applying skills of information analysis, organization, comparison, synthesis, and evaluation to health issues provides a foundation for individuals to move toward becoming health literate and responsible, productive citizens.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. Teacher candidates will be recognize that accessing valid health information and health-promoting products and services is important in the prevention, early detection, and treatment most health problems.

2. Teacher candidates will know that critical thinking involves the ability to identify valid health information and to analyze, select, and access health-promoting services and products.

3. Teacher candidates will know and understand that applying skills of information analysis, organization, comparison, synthesis, and evaluation to health issues provides a foundation for individuals to move toward becoming health literate and responsible, productive citizens.

 

a. Evaluate the validity, cost, and accessibility of health information, products and services

b. Locate and utilize resources from home, school, community and technological sources that provide valid information concerning health issues, services, and careers

c. Access school and community health services for self and others

d. Evaluate how factors such as culture, media, and peers influence health information, perceptions, behaviors, and product and service selection

e. Analyze situations requiring professional health services

f. Evaluate the impact of technology, research and medical advances on personal, family and community health

Multiple choice tests

Extended response questions

Restricted response questions

Written journals

Class discussion

Oral presentation

Role playing

Evaluate personal health habits

Demonstrate the ability to discern valid health care products and services

Analyze situations that require personal health care and identify appropriate practitioners

Examine society's responsibility for maintaining and improving the quality and availability of health care

Explore and evaluate careers in the health care field

Identify regulatory agencies that contribute to the consumer's knowledge and protection

Recognize the impact of media and cultural influences on health care and consumer decisions

Evaluate methods of providing and paying for health care

 

 

Standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. -- Research confirms that many diseases and injuries can be prevented by reducing harmful and risk-taking behaviors. More importantly, recognizing and practicing health-enhancing behaviors can contribute to a positive quality of life. Strategies used to maintain and improve positive health behaviors will utilize knowledge and skills that help students become critical thinkers and problem solvers. By accepting responsibility for personal health, students will have a foundation for living a healthy, productive life.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. Teacher candidates will know and understand how recognizing and practicing health-enhancing behaviors can contribute to a positive quality of life.

2. Teacher candidates will know and understand how strategies used to maintain and improve positive health behaviors will utilize knowledge and skills that help students become critical thinkers and problem solvers.

3. Teacher candidates will know and understand that by accepting responsibility for personal behavior, students will have a foundation for living a healthy productive life.

 

 

 

 

 

a. Identify appropriate and responsible health behaviors

b. Identify skills and strategies to improve or maintain personal health, family and community health

c. Discuss ways to avoid and reduce threatening situations and harmful relationships

d. Identify rules that promote health

e. Explain the importance of assuming responsibility for personal health

f. Discuss how health-enhancing behaviors reduces health risks

g. Analyze how public health policies and government regulations influence health promotion and disease prevention

h. Analyze the short-term and long-term consequences of safe, risky, and harmful behaviors

 

Multiple choice tests

Extended response questions

Restricted response questions

Written journals

Class discussion

Oral presentation

Role playing

Explain the benefits of exercise and heart fitness

Explain when risk taking is appropriate and inappropriate

Discuss the consequences of drug abuse.

Explain why abstinence is best for teenagers

Evaluate personal health habits for safe, risky and harmful behaviors

List the common STDs and effective methods for preventing their transmission

Develop and implement a personal plan to improve and prevent pollution

Develop and use skills for making decisions about sexual behavior and its consequences

 

 

 

Standard 4: Students will analyze the influence of culture, media, technology, and other factors on health. -- Health is influenced by a variety of factors that co-exist within society. These include the cultural context as well as media and technology. A critical thinker and problem solver is able to analyze, evaluate and interpret the influence of these factors on health. The health-literate, responsible, and productive citizen draws upon the contributions of culture, media, technology, and other factors to strengthen individual, family, and community health.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. Teacher candidates will know and understand how health is influenced by a variety of factors such as culture, media and technology that co-exist within society.

2. Teacher candidates will know and understand how a critical thinker and problem solver is able to analyze, evaluate, and interpret the influence of culture, media and technology on health.

3. Teacher candidates will know and understand how the health-literate, responsible, and productive citizen draws upon the contributions of culture, media, technology, and other factors to strengthen individual, family and community health.

 

 

 

 

 

 

 

a. Predict how health decisions are influenced by individuals, families, and community

b. Describe ways to express needs, wants, emotions, opinions, and information

c. Use asking, listening, and responding skills to build and maintain healthy relationships

d. Analyze various communication methods to convey accurate health information and ideas

e. Use resistance, refusal, negotiation, collaboration skills, and conflict resolution strategies to enhance health

f. Describe how the behavior of family, peers, media figures, and community affect interpersonal communication

g. Apply the decision-making process to personal issues and problems

Multiple choice tests

Extended response questions

Restricted response questions

Written journals

Class discussion

Oral presentation

Role playing

Discuss how media and advertising can effect health behaviors

Identify consumer appeals with positive and negative messages

Analyze advertisements for target audience, appeal, medical problem, hidden messages and health content

Describe sound decision-making steps to be used before using a health care product or service

 

 

 

Standard 5: Students will demonstrate the ability to use interpersonal communication skills to enhance health. -- Personal, family, and community health are enhanced through effective communication. A responsible individual will use verbal and non-verbal skills in developing and maintaining healthy personal relationships. Ability to organize and convey information, beliefs, opinions, and feelings are skills which strengthen interactions and reduce or avoid conflict. When communicating, individuals who are health literate demonstrate care, consideration, and respect of self and others.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. Teacher candidates will be aware of how personal, family and community health are enhanced through effective communication.

2. Teacher candidates will have an understanding of how the use of verbal and non-verbal skills is essential to developing and maintaining healthy personal relationships.

3. Teacher candidates will know and understand that the ability to organize and to convey information, beliefs, opinions, and feelings are skills which strengthen interactions and can reduce or avoid conflict.

4. Teacher candidates will know and understand that when communicating, individuals who are health literate demonstrate care, consideration, and respect of self and others.

a. Describe healthy ways to express needs, wants, emotions, opinions, and information

b. Use asking, listening, and responding skills to build and maintain healthy relationships

c. Use a variety ways to communicate care, show consideration, and respect for self and others

d. Utilize non-violent strategies to resolve conflicts

e. Describe how the behavior of family, peers, media figures, and community affect interpersonal communication

f. Distinguish between verbal and non-verbal communication

g. Apply a variety of methods to convey accurate health information and ideas

h. Analyze how interpersonal communication affects relationships

Multiple choice tests

Extended response questions

Restricted response questions

Written journals

Class discussion

Oral presentation

Role playing

Discuss how media and advertising can effect health behaviors

State and describe different kinds of communication

Identify, develop and practice refusal skills

Identify and describe relationship skills and explain the importance of family

Describe the importance of knowing and using conflict resolution skills

Apply strategies for maintaining positive interpersonal relationships and coping with stressful events.

Role-play a conversation between a teacher and a student who is caught smoking in a parking lot.

 

 

Standard 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. -- Decision-making and goal-setting are essential lifelong skills needed in order to implement and sustain health-enhancing behaviors. These skills make it possible for individuals to transfer health knowledge into healthy lifestyles. When applied to health issues, decision-making and goal-setting skills will enable individuals to collaborate with others to improve the quality of life in their families, school, and communities.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. Teacher candidates will know and understand how decision-making and goal setting are essential lifelong skills needed in order to implement and sustain health-enhancing behaviors.

2. Teacher candidates will also know and understand that decision-making and goal-setting skills make it possible for individuals to transfer health knowledge into healthy lifestyles.

3. Teacher candidates will be aware that decision-making, and goal-setting skills, when applied to health issues, enables individuals to collaborate with others to improve the quality of life in their families, schools, and communities.

 

 

 

 

 

 

a. Demonstrate the ability to apply a decision-making process to health issues and problems individually and collaboratively

b. Explain when to ask for assistance from parents, family members, and other adults when making health related decisions and setting goals

c. Predict how decisions regarding health behavior have consequences for self and others

d. Set a personal health goal and track progress towards its achievement

e. Analyze how health decisions are influenced by individuals, families, and community

f. Formulate an effective plan for lifelong health

g. Describe how personal health goals are influenced buy changing information, abilities, priorities, and responsibilities

Multiple choice tests

Extended response questions

Restricted response questions

Written journals

Class discussion

Oral presentation

Role playing

Describe steps to take in the decision-making process

List various responsible decisions related to nutrition, drugs, disease, consumer health and sexual behavior and analyze the consequences of those behaviors

Set short and long term goals

Explain how adherence to a long term wellness plan may affect the length and quality of one's life

Select a nutritionally balanced meal from a fast food restaurant.

Explain how decision- making is related to drug use and abuse

Develop and implement a personal plan to improve and prevent pollution

 

 

Standard 7: Students will demonstrate the ability to advocate for personal, family, and community health. -- Quality of life is dependant on an environment that protects and promotes the health of individuals, families, and communities. Responsible citizens, who are health literate, are characterized by advocating and communicating for positive health in their communities. A variety of health advocacy skills are critical to these activities.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. Teacher candidates will know and understand how quality of life is dependent on an environment that protects and promotes the health of individuals, families, and communities.

2. Teacher candidates will know and understand how responsible citizens, who are health literate, are characterized by advocating and communicating for positive health in the communities.

3. Teacher candidates will know and understand that a variety of skills are critical to advocating and communicating for positive health.

 

 

 

 

 

a. Explain when to ask for assistance from parents, family members, and other adults

b. Analyze how health-related decisions are influenced by individuals and family

c. Predict how health decisions are influenced by individuals, families, and community

d. Demonstrate the ability to work cooperatively in promoting positive health choice within the school and community

e. Apply a variety of methods to convey accurate health information and ideas

f. Use effective verbal and nonverbal communication skills to enhance

g. Positively influence and support others in making health choices

Multiple choice tests

Extended response questions

Restricted response questions

Written journals

Class discussion

Oral presentation

Role playing

List possible questions to ask a doctor during a physical examination

Explain how to prevent injuries at work and at home

Explain how pollution destroys the environment

Discuss what can be done about overcrowding

Explain how communicable diseases are transmitted from person to person

Discuss how vaccines help prevent disease

Examine personal health attitudes and the steps which may be taken to affect change

Role-play a conversation with a person who had a positive STD test.