HLM203: Health Ed 8 AB (2014-2015)
CURRICULUM PROGRAM: Health Education
COURSE TITLE: Hlth 8 AB
CALENDAR YEAR: 2014-2015
GRADE LEVEL: 8
COURSE LENGTH: 18 weeks
Major Concepts/Content: This semester course is designed to help eighth grade students obtain, process and use basic information, skills, and services related to health issues of adolescents and the pre-cursors of adult health problems that have risk factors that may emerge during adolescence. Developmentally appropriate concepts of personal and community health; safety and injury prevention; nutrition and physical activity, mental health; alcohol, tobacco and other drug use; and family life and human sexuality are taught in this course. Students apply health education concepts and health literacy skills, e.g., practicing interpersonal communications that promote health; analyzing positive and negative, internal and external influences on health decisions; and demonstrating self-care practices in managing personal daily activities related. Students conceptualize health knowledge related to issues of adolescents and apply health literacy skills in making appropriate, healthful decisions.
Major Instructional Activities: Instruction is aligned to the development needs, interests, strengths, and cultural diversity of students. Students gather valid information; communicate thoughts and feeling; analyze influences; demonstrate health care and disease prevention practices; and make decisions that focus on continuous progress toward improved competency in physical, intellectual, emotional, spiritual, and social health. The application of health concepts and literacy skills through student self or group directed and differentiated learning activities and the use of appropriate resources and technology are emphasized. Ultimately, parents are viewed as the primary health educators of young people; and, along with community resources, they are encouraged to be partners in the school-based health education program.
Major Evaluative Techniques: Student assessment focuses on the health knowledge and skills that are prerequisites for becoming health literate. Multiple authentic formative and summative assessment strategies are used for diagnostic purposes and to enable students to demonstrate their progress toward achievement of health knowledge and literacy skills; e.g., written and oral presentation, quizzes and tests, portfolio assessment, performance or product assessment, rubric scoring scales, and assessments by the teacher, self, or peers.