Health Curriculum Guide - madison.k12.ct.us

1 HealthMadison Public SchoolsMadison, ConnecticutDear Interested Reader:The following document is the Madison Public Schools Health Curriculum GuideIf you plan to use the wholeor any parts of this document,it would be appreciated if you creditthe Madison Public Schools,Madison, Connecticut for the you in OF CONTENTSF orewordAcknowledgmentsIntroductionProgra m OverviewSection 1: Program OverviewRole of the SchoolsPhilosophyGoals of the ProgramSection 2: Program Components and FrameworkComprehensive Health Education ProgramOverview of the Topics of Health and Safety EducationProgram Delivery ModelIntegration of TopicsInterrelationship Among School and Community Health Education ProgramsSection 3: Learner Outcomes (K - 12) Scope and SequenceBLOCK ISelf-ConceptResponsibility and Decision MakingInterpersonal Skills and CommunicationBonding to Family, School, Peers, CommunityBLOCK IINutritionSubstance AbuseGrowth and DevelopmentDisease PreventionBLOCK IIIS afety and Accident PreventionCommunity HealthFirst Aid and Emergency ProceduresConsumer HealthSection 4: Classroom Environment / ManagementTeaching Strategies for Health EducationClassroom EnvironmentIntegrating Reading and Writing Skills in Health EducationComputers in Health EducationHow to Answer Difficult QuestionsDecision Making ModelRefusal Skills ModelSection 5: Assessment Guidelines and ProceduresAssessment GuidelinesSection 6.

2 Resources and MaterialsEquity in Health EducationRelated Issues in Health EducationCSDE Health Education Curriculum Framework 6/98 National Standards Components of the ProgramAppendicesCalciumDetermining Caloric NeedsEnergy (Calories)IronProteinWaterBoard of Education Student PoliciesState of Connecticut Education LawsResourcesDepartment of Public Health Abstinence LetterFOREWORDThis Guide to Curriculum and Instruction in Health and Safety Education has been developedto provide tangible assistance and support to Madison teachers and administrators in theimplementation of a comprehensive K-12 Health and safety education program. While this Guide isnot a day-to-day prescribed course of study, it is intended to assist all involved Madison educatorsin the design and delivery of a meaningful and relevant Health education program that is planned,ongoing, and systematic.

3 The material presented herein reflects the current thinking andexperience of outstanding Connecticut educators interested in and responsible for healtheducation across the Guide provides a helpful framework for implementing a comprehensive Health and safetyinstruction program, but the most critical component of any quality program is teachers who areinterested, prepared, and committed to Health education. With enthusiastic teachers who areworking with the visible support of school board members, administrators, and parents, we reallycan lay the foundation for a healthier generation of Americans who will live in future and safety education cannot be the responsibility of the school in isolation. The schoolsand the community need to foster and maintain close relationships with Health care institutions,community Health agencies, and promote businesses to help Madison Public Schools become thecenter of Health promotion and Health education in the efforts of many individuals contributed to the development of this Guide to Curriculum andinstruction.

4 The members of the Madison Curriculum Management Cycle Phase I: ProgramReview Committee and the Phase II: Program Development Committee deserve a specialexpression of appreciation. They devoted valuable time to preparing, criticizing, and revisingdrafts of this Guide . The composition of these committees assured balanced input fromrepresentatives of elementary teachers, Health teachers, and administrators, and community healthagencies representation throughout the Madison community. Committee membership included thefollowing: Health EDUCATION REVIEW COMMITTEEK aren A. CostelloEllie CleaverRalph WygonikRobert FitzgeraldJean Schiess-MenziesSue McDermottWilma MausEileen CunninghamSusan QuinnMarian MarcinkiewiczWe would also like to thank the following people for their past contributions to this Guide :Sara BenedettoH. Kaye GriffinMartin Sklaire, Ray EzellDavid MelilloJoanne SullivanConstance FuscoGary MeunierEdward VallaAppreciation must also be expressed to the Health education staff at the Connecticut StateDepartment of Education for providing expert leadership and guidance in the design anddevelopment of the program described in this Guide :Barbara WestwaterBonnie EdmonsonINTRODUCTIONI ntended Use Of This GuideThis Curriculum Guide was designed to be used by Madison teachers and administratorsresponsible for the implementation and evaluation of a K-12 Health and safety instructionprogram.

5 It is not a cookbook for day-to-day lesson planning. However, teachers responsible forhealth and safety instruction at every grade level should adhere to the philosophy, goals, learningobjectives, and related information provided in this publication as they plan instruction for addition to being a resource for implementation of the K-12 Health and safety instruction, it ishoped that this Guide will be used by new teachers and their mentors as a basic resource in theinservice preparation of both elementary-level teachers and also secondary-level Health Curriculum Guide offers a comprehensive Health and safety instruction program reflecting thecurrent thinking of national, state, and local Health education leaders . The committees responsiblefor the development of this Guide believe that the components of this Guide have the potential tobe adapted at the building-level for a meaningful Health and safety instruction , this document must be considered a living Curriculum which is subject to change andcontinuous improvement in the information available to educators in regard to contemporaryhealth education.

6 The Department of Curriculum and Instruction for the Madison Public Schoolswelcomes suggestions for improving the Guide from those using it throughout the OVERVIEWThe Madison Curriculum Management Cycle addresses the need for the continual improvementand/or updating of the schools' instructional programs through the periodic reexamination ofcurriculum. The process is recursive and usually occurs within a five year cycle. The full cycleincludes two phases. Phase I: Development/Revision and Phase II: Implementation. Phase I hastwo steps: Step 1: Program Evaluation and Step 2: Research and Development. Phase II has twosteps: Step 1: Implementation and Step 2: a result of careful study, the Health subject area committee has ensured that the revisedcurriculum is in alignment with the state and federal subject area committee throughout Phase I: Step 2: Research and Development of theMadison Curriculum Management Cycle examined several Curriculum guides from school districtswithin the state as well as the most recent Connecticut State Department of Education effort.

7 Thearticulation of the Guide 's goals and objectives across grade levels has been examined carefully andhas been achieved to the satisfaction of the Health subject area committee charged with thedevelopment of the Guide . The committee believes that the Madison Public School System hasdeveloped a quality Health education program that is planned, ongoing, and Kaye GriffinKaren A. CostelloSuperintendent of SchoolsAssistant SuperintendentHealthSECTION 1:Program Overview:Role of the SchoolsPhilosophy of the ProgramGoals of the ProgramROLE OF THE SCHOOLS1 Our schools originally were designed to teach reading, writing, and arithmetic, and to train anddevelop effective and productive citizens. Today, schools are asked to do even more. Over thepast decade, shifting patterns in our society have wrought enormous changes upon the family andits support systems and, therefore, upon and students alike also have been affected by societal changes, and some say theresulting challenge to schools to fulfill these additional expectations has become , teachers and schools often are unable and unequipped to respond to this challengeas quickly as now have the additional responsibility of being available to and supportive of children inmore ways than formerly were required.

8 They need to be more aware of their impact on students,and begin to teach the skills necessary to build self-esteem and self-confidence. The school hasemerged as the central and dominant social setting for some of our youth challenge facing school districts today is to design and implement a Health and safetyeducation program that will meet the needs of all students. As a prerequisite, educators inMadison Public Schools must address cultural and societal changes that have occurred over thepast educators in the Madison Public Schools begin to look at contemporary societal problems andthe frightening statistics that describe them, and at the greater diversity of cultural and ethnicbackgrounds of students, the challenge of educating all children in a relevant manner becomesapparent. While there are no simple answers to the complex problems facing young people today,schools have a great opportunity to enable students to confront and deal more effectively with theproblems they well developed and comprehensive Health and safety education program will provide MadisonPublic Schools with an ideal vehicle with which to teach children the knowledge, skills, attitudesand attributes they will need both now and in the future.

9 1 Adapted from A Guide to Curriculum Development for Health and Safety, Chapter 1, State of Connecticut Board ofEducation, throughout the country, the emphasis on Health promotion and Health and safety educationhas never been greater. educators in the Madison community have the opportunity to make apositive impact on the lives of school-age youth. This is an opportunity we cannot afford toapproach haphazardly in planning or half-heartedly in Health and safety education develops skills for daily living and prepares individualsfor their future roles as parents and citizens. Recent trends underscore the need for informed andeducated individuals who have the knowledge, skills, and motivation to assume responsible rolesin personal, family, and community educators believe that the commitment to comprehensive Health education must bemaintained now and into the next century.

10 educators and all citizens of the community mustguarantee that efforts are made to emphasize Health as a value in life, and to enhance criticalthinking, decision-making, and problem-solving skills regarding Health . Quality Health educationmotivates individuals to take an active role in protecting, maintaining, and improving their overriding emphasis of this philosophy is upon having individuals successfully develop,establish, and achieve positive lifestyle goals. These goals enhance the probability of lifelongparticipation in Health -promoting behaviors, with resulting total Health , this philosophy is grounded in two fundamental principles: The first is that healthissues are approached in a positive manner. Health and safety education is a basic ingredient in aprevention formula. It can encourage the individual and the community to assume responsibilityfor the promotion of well-being and the prevention of disease and second principle is based on the "whole person" concept, on recognizing that eachindividual is multidimensional.