Search Our Essay Database

Essay Instructions: Health-Related Questions. Answer each of the five questions listed separately and briefly. Include research evidence in support of your argument(s). Also, state your opinion where applicable. Then move to assignment #2

1) How would I go about creating a mentally healthy classroom?

2) Identify and briefly discuss teaching strategies and activities that can be used to integrate health into the classroom.

3) Cite three areas of health education that should be addressed in the school curricula and offer rationale for each selection as to why that choice bears particular attention.

4) Recommend two ways in which a school could improve the wellness of its students.

5) What three changes would you recommend for yourself to improve your wellness (health)?


Assignment #2

State your goals for health enhancement in both short term and long term goal statements (use approximate time frames).

Minimum of one double spaced page for each content area.

Personal Health Plan. Develop a personalized inventory of your health status including any needed recommendations for self-improvement goals in the areas included under ?Units of Instruction? (see attachment). Please include a time frame for achievement of targeted goals for enhancing your health. You state these ?goals? for both short and long term improvement. Prepare one page for each of the five areas of health you choose from the listing (see attachment)

Essay Instructions: HEALTH ADVOCACY LESSON GUIDELINES FOR 2ND GRADE
Using the concept of health literacy as it relates to high quality service learning, describe a health advocacy project for an elementary, middle school, or high school class. Do not include a lesson plan. Instead, describe in essay form a school or community health issue, correlate it to a content standard such as English Reading Arts, Mathematics, Science, or Social Science and specify student-centered/student-directed projects that can be suggested to students to address the health issue tied to the standard as an extension of the academic program. The projects should fall into one of the suggested categories listed below.

The paper should include a brief introductory paragraph describing why the health issue is a concern for students in the community. The body of the paper should describe how the teacher would encourage student participation, organize student teams, present possible health advocacy project suggestions to students, and ensure that the project was correlated to at least ONE content standard FROM EACH English Reading Arts, Mathematics, Science, or Social Science . The paper needs to connect to existing resources such as the CA. Healthy Kids Survey, the School Site Council or district health committees.

Example of an advocacy topic:
(This does not need to be added to paper. Just the advocacy lesson! This is just a summary of the Sample)
Health Issue:
Tobacco use among school-aged youth is prevalent in the community around the school campus but not on the school campus.
Content Area:
Social Science
Grade Level:
Middle School
Health Advocacy Project Suggestions:
Media Campaigns: informing students of school policies and state laws
Peer Education Programs: work with health classes to create school one act plays or skits
Parent Education Programs: work with parent groups to include information in the monthly principal's bulletin
Media Literacy Campaigns: have analyzing media messages around tobacco lunchtime contests

?? Keep in mind that successful school health education advocacy projects:
?? Emphasize health-promoting behaviors.
?? Reflect broad-based comprehensive skill-based learning.
?? Infuse health concepts into existing programs.
?? Rely on measurable student outcomes.
?? Encourage students to apply health concepts to their everyday living.
?? Reflect school district, state department of education, or national health education standards.




****Here?fs an Example of a good lesson****
I work as a middle school teacher helping students make the transition from elementary to middle school as welcoming as possible. The faculty and staff at the middle school visit the "feeder" schools, meet with parents, and are available to assist with any transition questions.
The middle school also offers a summer program to welcome incoming 6th grade students so they can get to know the 7th and 8th graders. This has been practiced for several years and twenty-five percent of the 6th graders attend the summer program.
Last year was my first year teaching and I am concerned that bullying is not sufficiently addressed during the summer welcoming program.
I teach a core subject, social science, and Ancient Civilizations. During the courses of study, we encounter several civilizations. Many students have commented on the meanness of some ancient rulers and I see this as an opportunity to relate social science to mean/bullying behavior observed among the students.
The terriorist information and the war in Iraq has also become the topic of many of my classroom discussions. The climate of today's world events offer a segue into the bullying behavior displayed in the middle school. The connection of this advocacy lesson would relate to social study standards 6.1, through 6.6 [TO EARN AN A THE STUDENT WOULD HAVE NEEDED TO SPECIFY THE EXACT STANDARD(S)]
I would begin the lesson with a class discussion about the definition of bullying. The class will work together in cooperative groups and identify a definition. Each group will design a chart illustrating their definition and then each group will present their chart to the class. After each group presents their definition, the class will take information from each group and come up with a class definition of bullying.
Awareness of bullying has now been determined in the classroom. The next activity would be to establish classroom rules against bullying. The students will create the rules against bullying in order to develop personal responsibility for conforming to the rules.
Positive and negative consequences will also be determined by the students when the rules are followed and when the rules are broken. I will not just let students create these rules and consequences on their own, but remind them of the purpose of the project and the school policies. This also falls into the social studies lesson, because the students study Hammurabi's Code.
My goal is to have students understand that bullying is not just physical, but also involves any hurtful action or imbalance of power, unjust use of power, satisfaction for the aggressor, and hurt felt by the target.
Once these activities have taken place within the classroom, a question could be posed to the students such as," How do you think the entire school would define bullying and what rules do you think the school would develop to prevent bullying?,". I want the discussion to kick-off a campaign to stop bullying campus-wide.
A student originated story could be conducted school wide to determine to what extent students encounter bullying. Data collected from the survey (THE STUDENT COULD HAVE OBTAINED DATA FROM THE CA. HEALTHY KIDS SURVEY HERE INSTEAD) to establish the need for an anti-bullying program at school.
A committee could be formed to work with the entire school to define bullying, establish policies to eliminate bullying, and identify rules and consequences for unacceptable behavior. (THIS IS ALREADY REQUIRED AT EACH SCHOOL IN THE U.S. THE STUDENT SHOULD HAVE JUST REFERENCED IT). Parents and community members would be involved regarding this concern. They could support the anti-bullying campaign, since the purpose of the advocacy lesson is to involve the community.
This committee which MUST involve students could use my class to institute activities throughout the year to demonstrate ways to deal with bullies, to report bullying behavior, to intervene and help targets when bullying is observed, and to support intervention for the bully and the family.
School assemblies, poster campaigns, slogans could all be connected to the school's mascot (a bull), named Matador. Student contests on developing this media could involve all students not just those in my social studies class.
The development of no tolerance for bullying behavior will begin in my classroom and expand campus and community-wide. The next welcoming meeting I attend for incoming 6th graders will involve working with the school staff, principal, and parents to educate them about these very real issues.
I understand that for this project to be succcessful, all concerned must be involved in the process from the beginning. The students will take responsibility for advocating for zero tolerance for bullying, but I must work to implement and oversee the project to ensure it takes place. Most importantly, it is my awareness of their impact upon others, taking social responsibility, and having ownership in a community project, that are the health-promoting actions. This will be a successful health literacy/advocacy project because it involves the students and addresses a health issue that is present in the school community.

Essay Instructions: The purpose of this paper is to give you the opportunity to critically examine a health promotion problem for an at-risk group or population in your specified Practice Learning Environment or geographic community. You are to develop a health education plan targeted for a specific group in the community.

Georgraphic community : Red Hook Brooklyn NY 11231

1. Identification of Specific Health Promotion Need :

Health Promotion needed : Health awareness - such as routine exam, chronic disease, STD (10 points)


Describe the scope of the need.
Describe why this is a priority problem and the rationale for why you have chosen this health promotion problem.
Use Healthy People 2020 as a resource to identify age specific health risks or needs.
Give an overview of the population or group for which this is a health promotion need. (This data should be taken from the assessment section of your Cultural Assessment or Community Analysis paper.
Identify factors that might affect learning or barriers. (example- values, culture, language, physical or functional issues).

2. Establish Health Education Outcomes (15 points)

Develop two to three appropriate health education outcomes to guide what you plan to do.
What is it that you see as the outcome of the plan? Remember they must be measurable and relate back to the need. ( example ??" for senior women you might want to ultimately see an increase in mobility, flexibility, and physical activity; Therefore, an outcome might be a 10% increase in attendance at an exercise or restorative yoga class you might want to start.

What behaviors do want to see changed in this group?
What health indicators would you like to see changed?

3. Design the Health Educational Plan (20 points)

Describe your health education plan.
Identify what you plan to teach and give rationale for why you are going to present the specific content. (Example: if you are planning a health fair or a series of classes for senior citizen women at the local health center what content will you present and why).
Develop an outline and identify rationale for each section. Describe how this health education plan will reduce risk and promote health in this group.

4. Implementation of the Health Education Plan (10 points)

Identify appropriate methods based on assessment of educational needs, program outcomes and identified content.
Give rationale for using specific strategies. (lecture, video, gaming, role play etc.) Again consider age, functional status, literacy, etc.


5. Evaluation of Educational Effectiveness (25points)

Since you won’t actually be implementing the plan, describe how you would assess the effectiveness of the health education plan.
How would you evaluate your outcomes from section two? In other words, how do you know if what you did worked?
Identify specific health indicators or behaviors you would use to assess learning.
Describe what other services would be necessary to reduce risk in this population.

6. APA and grammar (20 points)

Essay Instructions: Describe how curriculum design and implementation should be addressed given the evolution of technology within Health Education.


Outcome:
Examine how curriculum design and deployment will change based on the evolution of technology in the health education field.

Learning Objective:
Examine how curriculum design and deployment should be addressed given the evolution of technology in the health education field.