Middle School Health Program Mike Curry Dave Hanzlik Emilee Hoff David Iversen Rhonda Landwehr.
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Transcript of Middle School Health Program Mike Curry Dave Hanzlik Emilee Hoff David Iversen Rhonda Landwehr.
Middle School Health Program
Mike CurryDave HanzlikEmilee Hoff
David IversenRhonda Landwehr
Overview
Lessons Taught Mental Health Relationships First Aid/CPR Substance Abuse Disease Control &
Prevention Personal Health & Safety Consumer Health Human Sexuality Growth & Development Fitness & Nutrition
Time Approx. 150
minutes/week 2 trimesters Both 7th & 8th Grades
Required Skills
Mental Health Gain access to
professional health Rationale: to save lives
(suicide prevention) and provide overall wellness. Standard 3 & 8
Proper coping strategies Rationale: to help them
constructively deal with issues (i.e. stress, relationships, death, etc.). Standard 7 & 8
Relationships Decision-making skills
Rationale: to understand the necessity for good choices/deal with peer pressure and deal with consequences of poor choices. Standard 2, 4, 5, 7, & 8
Effective communication skills Rationale: use appropriate
communication strategies to solve problems and also to help prevent bullying & violence. Standard 4, 5, 7, & 8
Develop positive relationships Rationale: to enhance good
relationships & terminate unhealthy ones in order to live a happier life. Standard 4, 5, & 8
Required Skills Cont. (First Aid/CPR)
Properly perform CPR, rescue breathing, & the Heimlich maneuver.
Properly respond to an emergency. (Ex. Responding cold temperatures)
Properly control bleeding, including proper safety protection. Rational
Because we never know when an emergency will strike, it is particularly important for students to know how to respond properly. Being able to apply these skills are important because they can potentially save someone’s life.
Standard 1.8.5 -Describe ways to reduce or prevent injuries and other
adolescent health problems.
Required Skills Cont. (Substance Abuse)
Apply refusal skills when faced with peer pressure to try alcohol or drugs. Ex. Switch topics, walk away, state the facts, ect.
Recognize signs and symptoms of abuse, & know whom to contact for help. Rational
Substance abuse affects almost every family, so knowing techniques that help students to never start is very important for not only their health, but also the people around them.
Standard 1.8.8 Examine the likelihood of injury or illness if engaging in
unhealthy behaviors. 1.8.9 Examine the potential seriousness of injury or illness if
engaging in unhealthy behaviors.
Required Skills Cont. (Disease Control & Prevention)
Proper hand washing techniques. Rationale: Washing your hands is an effective way to minimize
the spread of infections, bacteria, and germs. Standard 1 Proper use of body temperature devices.
Rationale: Knowing how to take your own temperature & temperature of others will give the student the knowledge of when to get help from a qualified person. Standard 1
Proper ways to cover their nose & mouth when sneezing/coughing. Rationale: Knowing the proper procedure will help diminish the
spread of infections. Standard 1 Properly apply sunscreen with correct SPF.
Rationale: Properly applying sunscreen can help diminish the development of skin cancer. Standard 1
Use & interpret results of a blood pressure device. Rationale: Will help the students recognize high blood pressure
readings which could be a symptom of other serious problems. Standard 1
Required Skills Cont. (Personal Safety)
Properly fit & wear a helmet. Rationale: Will reduce the chance of head injuries in case of
a fall or crash. Standard 7 Know standard bicycle safety procedures & rules.
(hand signals) Rationale: Will help to reduce the risk of injury while riding a
bicycle. Standard 7 Properly use kitchen utensils. (using a cutting knife)
Rationale: Will reduce the risk of personal injury while preparing a meal. Standard 7
Take pulse readings from themselves & others. Rationale: To check if another person is in need of medical
attention. Standard 7
Required Skills Cont. (Consumer Health)
Analyze validity of health information, products, & services. Rationale: Be able to make informed decisions when
dealing with health products and services. Standard 3 Access valid health information from home, school, &
community. Rationale: Will not have to rely on others to find health
information and will have to ability to find information for others that are not as informed. Standard 3
Locate valid & reliable health products and services. Rationale: To be more informed to make responsible
decisions. Standard 3
Required Skills Cont. Human Sexuality
Refuse sexual advances/pressure
Rationale: This helps students stick up for themselves and teaches them to resist peer pressure. Standard 2
Growth & Development Basic childcare skills
(changing diapers, feeding, carrying/holding)
Rationale: Students will better understand the care involved in raising a child. Standards 7 & 8
Medical Terminology/Anatomy Use proper common
medical terminology in conversation.
Rationale: This will allow students to more effectively communicate with their healthcare providers. Standard 4
Required Skills Cont. (Fitness & Nutrition)
Develop & utilize lifelong fitness program & diet (according to Pyramid). Rationale: will be able to
maintain an active & healthy lifestyle. Standard 6, 7, & 8
Choose nutritious foods. Rationale: to live a healthier life
& feel better. Standard 5, 7, & 8 Proper food preparation &
storage. Rationale: to prevent
unnecessary illnesses related to food. Standard 5, 7, & 8
District Health Educator
Credentials 5-12 Health Education
Licensure CPR/First Aid
Certification Member of state
organization Willingness to coach Willingness to become a
Certified Health Education Specialist (CHES)
Continuing Education Requirements State requirements
125 hours within 5 years
At least ⅓ of hours related to health education
Performance Evaluation
Periodic observations by supervisor Advisory committee (peers, administrators,
community members, & students) Analyze curriculum with the Professional
Performance Evaluation Report every 3 years
Student Issues
Address issues individually & find appropriate resources for help
Examples Behaviors
Nonverbal Verbal Remove from situation
Remove from class Detention & Parent Communication
Alternatives: teaching environment, school demographics, age/maturity level, prior problems (family, friends, etc.), special education needs, district policies
Outcomes: follow the classroom rules, get them necessary assistance, etc.
Legal Issues
Taboo curriculum topics Religion/evolution Discipline Mgmt Confidentiality Violating IEP
procedures Proper equipment
sanitation
Funding resources (i.e. Coors)
Physical contact “2 Deep Leadership”
Program Policies
Provide safe & comfortable learning environment
Involve community in health (advocate for healthy lifestyles)
Open door policy for students & community
Healthy choices in vending machines, lunch program, & concession stand
Staff wellness program Incorporate health &
physical activity into other classrooms
Follow designed curriculum
School policy re: fighting Develop behavior mgmt
plan No cell phone usage