1:00-1:50 MWF
Room 218 Education Center

Deborah A. Miller, Ph.D., CHES

10:00-11:00 M, 3:00-4:00 TR,  & by Appointment

Room 310, Silcox Physical Education & Health Center

(843) 953-8248         OR           (843) 953-5558  (Sec)    (843) 953-6757 = Fax
millerd@cofc.edu = email       www.cofc.edu/~millerd = web address

PREREQUISITES:

EDEE 327 Field Experience

A,  B+, B, C+, C, D, F

Development of physical, health, and safety education as an integral part of the life of an elementary age child  and the curriculum of the school.  The relationship between organization, development, and instruction in health and physical education activities and safety practices are explored.
 

COURSE TEXTS:

Meeks, L.B., Heit, P., and Page, R. (2005).  Comprehensive School Health    Education: Totally Awesome Strategies for Teaching Health (4th Ed.).  Blacklick, Ohio:  McGraw-Hill Publishing Company.

Pangrazi, R.P.  (1997). Teaching Elementary Physical Education:  A Handbook for the Classroom Teacher. Needham Heights, MA:  Allyn and  Bacon.

COURSE
OBJECTIVES:    * The appropriate Teaching and Learning Standards are indicated by the Roman Numerals *                                

Upon the successful completion of this course, the student should be able to:

   1.    discuss the objectives for children in Healthy People 2010 and interpret its impact on education.
         (II) &  (VII)
   2.    explain the implications of the S.C. Comprehensive Health Education Act and P.L. 94-142.  (I) & (II)
   3.    explain basic legal terms associated with the teaching profession.(V) & (VII)
   4.    discuss the integration of health and physical education concepts into the school's curriculum. (I) &
          (IV)
   5.    provide a rationale for mandatory comprehensive school health education K-12.  (III)
   6.    describe typical changes in children's health needs and interests, appropriate motor skill development
          and movement education experiences. (I) & (III)
   7.    demonstrate proficiency in Standard First Aid, which includes First Aid and CPR, through current
          certification. (II)
   8.    outline a model for the comprehensive school health program and explain the three divisions:  school
          health services, school health  environment, and school health education. (V) & (VII)
   9.    demonstrate one of the following teaching strategies and identify its strengths, weaknesses, and helpful
          hints  for using it:  lecture, lecture/discussion, role play, brainstorming, buzz groups, panel discussions,
          debate, cooperative learning, problem solving/decision making, self appraisal/health inventories, student
          presentations, field trips, demonstrations, and guest speakers. (II) & (III)
   10.  provide a rationale for the inclusion of daily physical activity.(I) & (III)
   11. describe the coordinated school health program. (III)

REQUIREMENTS:

         50% Written Examinations
         28%  Web CT Quizzes
         22%  Teaching Lesson, First Aid Certification, Critique of Internet Lesson Plan, Reflective Paper, Article Critique
                      

DESCRIPTION
OF PROJECTS:   

1.  Critique of Internet Lesson Plan: (25 points) Due date:  February 1st  (III) & (VI) [AAAHE/ASHA Responsibility IV]

     Using the internet, select a health education teaching lesson which is of interest to you.  Complete a critique of the lesson
     using the evaluation instrument discussed and provided in class.  Provide a  copy of the lesson, including the web site  
     address with the critique.  Provide a 1-2 page written overview of the lesson identifying its key strengths and weaknesses 
     for the designated grade level.   (Teaching lessons on physical education games/activities may NOT be used.)

2.  Journal Article Critique  (10 points)  Due Date:  February 22nd

3. Teaching Lesson  (50 points)  (II) & (III)    [AAAHE/ASHA Responsibility II-V]

                                                                                 Due Date:  Randomly selected in class and posted in WebCT       

    Each student will work with a partner and teach a 20 minute health lesson to his/her peers.  Topics for the lesson will be randomly  
    selected.  Once the topic has been determined, pairs will select a lesson from the Meeks health textbook or the internet and revise it to 
    meet the grade level they want to teach. You are responsible for bringing all of the materials needed to implement your lesson.  In
    addition, you must be sure to plan for diversity issues and be inclusive.  This may require the two of you to be creative and expand the
    lesson.

4.  Reflective Paper  (20 points)   Due Date:  Class immediately after your Teaching Lesson

     Each student will write a 1-2 page reflective paper that identifies the strengths and weaknesses of his/her micro-teaching
     lesson.  In addition, the student is to describe what modifications s/he would make to the lesson when teaching it to a   
     classroom of students for a class period.

5.  First Aid/CPR Certification  (25 points)  (II)       Dates:  April 10th & 17th

     Each student must pass the Standard First Aid/CPR course as outlined by the Green Cross, Red Cross, or the American Heart
     Association.  If you are in Early Childhood, you may want to be certified in infant CPR as well.  You may become certified in
     any area that meets your future teaching needs.  Half of the class will complete First Aid/CPR on April 10th beginning from  
     12:30-5:30 in our regular classroom while the other half has class next door beginning at 1:00.  We will then switch the
     following Monday and do the same thing.

WRITTEN EXAMINATIONS:

    Three written exams, weighted equally, will be administered.  Exams will be derived from information included
     in class notes, handouts, web sites, and the class texts.

Exam 1 will cover (Chaps. 1- 4 -M; [p 41-52]-M; Chaps. 2 & 4 - P) (100 points)
Exam 2 will cover  ([Chaps. 6, 9, 10, 11, - M] [Chaps. 3, 7, 8 - P] and SC Law  (100 points)
Final Exam will cover (Chaps. 7, 12, 13, 14 -M] & Objectives/Assessment (100 points)

CLASS EXPECTATIONS:

1. Active participation by each student is demonstrated by his/her attendance as well as oral contributions to class 
    discussions. Therefore, students must read all assignments BEFORE coming to class.
2. All assignments (written and oral) should reflect knowledge, current research in the field and its application, appropriate
    use of technology, and creativeness.
3. All written assignments should be developed on a computer using a word processing program. Work should be typed
    neatly, grammatically correct and presented on time.
4. All cell phones and other electronic devices will be turned off once you have entered the learning environment.
5. Students with special needs will meet with the professor to determine what accommodations are required to successfully
    complete the course requirements.
6. Appropriate attire will be worn at all times and cover the private areas of the body. Hats should be taken off when entering
    any building, therefore they are not allowed in class. Any behavior or attire that detracts from the academic learning
    environment may result in the student being asked to leave the room.

Required Technology:

Enrollment in this course requires you to utilize the following computer applications:

a. Internet (www)
b. WebCT via Internet
c . Word Processing

All of the above listed computer applications are available in the College of Charleston managed computer labs located in JC Long, the Library, and various other campus locations. Therefore, if you do not have reliable access to the above computer applications, you should plan to use the campus computer laboratories. It is expected that you can utilize the above listed computer applications. If you do not know how to use one or more of the above listed computer applications, please consult with a lab assistant in one of the computer labs

We will follow this outline in the order presented, although the dates are tentative and subject to change.  Note that specific textbook readings and class activities accompany each topic.

TENTATIVE COURSE OUTLINE
 

JANUARY	TOPIC	TEXT
9 - M	Introductions & Course Overview
11 - W	A Nation at Risk Introduction to WebCT	1 - M
13 - F	Internet Lesson Critique
16 - M	**  Martin Luther King Holiday **  No class
18 - W	Coordinated School Health Program
20 - F	School Health Services Healthy People 2010/CDC Guidelines	2 - M,  pp 41-52, top
23 - M	Healthful School Environment	3 - M
25 - W	Comprehensive School Health Education Curriculum	4 - M
27 - F	Writing Measurable Objectives Assessment 101
30 - M	Physical Education & Activity	2 - P
FEBRUARY
1 - W	Implementing an Effective Physical Education Lesson  Due:  Critique of Internet Lesson Plan	4 - P
3 - F	**  EXAM 1  **         (Chaps. 1-4-M; [p 41-52]-M; Chaps. 2 & 4-P)
6 - M	S.C. Comprehensive Health Education Act
8 - W	* Stress Demonstration Lesson * Legal Liability, Supervision & Safety	7 - P
10 - F	Legal Case Studies
13 - M	Injury Prevention and Safety *Student lesson*
15 - W	Injury Prevention and Safety *Student lesson*	15 - M
17 - F	*** JUMP ROPE FOR HEART  *** Silcox gym - 2nd floor
20 - M	Personal Health & Physical Activity *Student lesson*	10 - M
22 - W	Motor Skills Due:  Journal Article Critique	3 - P
24 - F	Physical Activity & Fitness	8 - P
27 - M	Physical Activity & Fitness *Student lesson*
MARCH
1 - W	Catch-up day
3 - F	Research Journal Articles
6 - 10	SPRING  BREAK - ENJOY Remember to exercise and eat healthy foods!!!
13 - M	Mental and Emotional Health *Student lesson*
15 - W	Nutrition
17 - F	Nutrition *Student lesson* Journal Article Critique Due **	6, 9 - M
20 - M	Alcohol, Tobacco & other Drugs   *Student lesson*	11 - M
22 - W	Alcohol, Tobacco & other Drugs   *Student lesson*
24 - F	**  EXAM 2  **   ([Chaps. 6, 9,  11, 15 - M] [Chaps. 3, 7, 8 -P] and SC Law
27 - M	Communicable & Chronic Diseases *Student lesson*	10 - M
29 - W	Communicable & Chronic Diseases *Student lesson*
31 - F	HIV/AIDS
APRIL
3 - M	Family and Social Health *Student lesson*	7 - M
5 - W	S.C. Child Protection Act
7 - F	HIV/AIDS Education
10 - M	*FIRST AID   12:30-5:30* Consumer & Community Health	13 - M
12 - W	Environmental Health
14 - F	Environmental Health	14 - M
17 - M	*FIRST AID   12:30-5:30* Consumer & Community Health	13 - M
19 - W	Physical Education in the Classroom Rainy Day Activities Evaluations
21 - F	Physical Education in the Classroom Rainy Day Activities First Aid & CPR Certification due
24 - M	Student Health & Fitness Act 2005 The Clasrrom teacher's Role
1 - May Monday	FINAL EXAM   12:00-3:00 (Chaps. 7, 10, 13, 14 -M]

EVALUATION & GRADING:

Exam  1                               100 pts.                                Critique of Internet Lesson Plan   25 pts.
Exam 2                                100 pts.                                Teaching Lesson                          50 pts.
Final Exam                          100 pts.                                 Reflective Paper                          20 pts.
WebCT Quizzes                  170 pts.                                 First Aid Certif.                           25 pts.
Journal Article Critique         10 pts.

Total ................................  600 pts.
 

MAKE-UP EXAMS:

Make-up exams are given at the discretion of the professor based upon extenuating circumstances.  Each case will be decided upon individually. If there is an emergency or you are ill the day of an exam, it is your responsibility to get in touch with me as soon as possible. According to the Undergraduate Bulletin, it is in your best interest to contact the Undergraduate Dean's office and bring documentation in the case of an emergency or prolonged illness.

ATTENDANCE:

Students are expected to be in all class sessions and on time.  Class participation and attendance is imperative for students to achieve the basic objectives of the course and program.  Any student missing more than 3 classes will not receive course credit and will be assigned a grade of W/F.  Any extenuating circumstances or situations will be handled individually.

HONOR CODE:   See the current edition of the Undergraduate Student Handbook

        As future teachers, I expect your behavior to be beyond reproach at all times.  We are experimenting with several new testing        
        formats and your honesty and integrity will also be tested in these new settings.  Remember, you are the role model for the children
        you teach.
             

SUPPLEMENTAL
READINGS:

Journal of School Health Education
Journal of Health Education
Journal of Physical Education, Recreation, and Dance
Journal of Eta Sigma Gamma
Research Quarterly
Strategies
Web links found on my home page
WEB links found on the School of Education WEB page
             

NCATE PORTFOLIOS:

Each student must develop a teaching portfolio for NCATE.  Assignments from this course should be placed in your portfolio and clearly labeled. Therefore, all assignments should be saved on a disk.  Design how you want to input assusgnments from this course into LiveText .