TEACHING THE COMMON CORE IN HEALTHStacy Furness

University of Wisconsin, River Falls

Health and Human Performance Department

What are students faced with today if they are

going to make healthy decisions?

Health Advertisements

Health Statistics• Problem

• Drinking and driving can be deadly, especially for teens• Fewer teens are drinking and driving, but this risky behavior is still

a major threat. • Drinking and driving among teens in high school has gone down by 54%

since 1991. Still, high school teens drive after drinking about 2.4 million times a month.

• 85% of teens in high school who report drinking and driving in the past month also say they binge drank. In the survey, binge drinking was defined as having 5 or more alcoholic drinks within a couple of hours.

• 1 in 5 teen drivers involved in fatal crashes had some alcohol in their system in 2010. Most of these drivers (81%) had BACs* higher than the legal limit for adults.

• *Blood alcohol concentration. It is illegal for adults to drive with a BAC of .08% or higher. It is illegal for anyone under age 21 to drive after drinking any alcohol in all US states. (Source cdc.gov)

Interpreting Health Graphs/Tables

Health Calculations

Students must have knowledge in all areas of the curriculum if they are to make informed decisions

about their health.

Why should we integrate additional standards into the health curriculum?

• Teaching the NHES is a lot to ask• We have so much to do and not enough time to do it• I’m already trying so hard to engage my students and use

all of the other best practices in teaching health

But If we do integrate other standards…

• We can build health literacy • Our students will make better health decisions• We are teaching to the NHES • We will be using a best practice in teaching health• Our colleagues and administrators will support us• It’s really not that difficult and….

• We might be doing it already

How do we do it?• Decide on your health objective based on NHES, national,

state and local needs.• Look to ways to incorporate other content areas…reading

writing, math, science, social studies and review their standards to determine an additional standard.

• http://www.corestandards.org• http://education.state.mn.us/MDE/index.html

Example• CCSS.ELA-Literacy.RI.7.9 Analyze how two or more authors

writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

• National Health Education Standard 2

Students will analyze the influence of family, peers,

culture, media, technology, and other factors on

health behaviors.• Student Assignment:

• Read both articles. What do each of the authors say about the way to lose weight? Why might they present information differently? What is each author trying to get you to do?

ChooseMyPlate vs. SENSA

• Weight Management• Why is weight management important?• In addition to helping you feel and look better, reaching a

healthier body weight is good for your overall health and well being. If you are overweight or obese, you have a greater risk of developing many diseases including type 2 diabetes, heart disease, and some types of cancer.

• The secret to success is making changes and sticking with them.

• First - Find out What You Eat and Drink. This a key step in managing your weight.

• Next - Find out What to Eat and Drink. Get a personalized Daily Food Plan - just for you - to help guide your food choices.

• Then - Make Better Choices. Everyone is different. Compare what you eat and drink to what you should eat and drink. The ideas and tips in this section can help you make better choices, which can have a lasting impact on your body weight over time.

• Children and adolescents: The advice in this section is for adults. If your child is overweight or obese, consult a health care provider to determine appropriate weight management for him or her. Because children and adolescents are growing, their BMI is plotted on growth charts for sex and age. You can learn more about BMIs for children and adolescents, and determine your child's weight status using the BMI calculator.

SENSA® is a monthly weight-loss system with each month containing a new, proprietary blend of Tastants.

There are 6-months in the SENSA® weight-loss system. Each month is indicated by the number on the container and contains a new and different blend of SENSA designed to help you lose weight. You are given two shakers for each month. One to use at home, and one to take with you. To achieve the best results, it is important you use SENSA® on everything you eat, and move on to the next month in the system at the end of 30 days. This is so your body does not become resistant to the blend, and you continue to lose weight. If you wish to continue losing weight after month 6, simply start the system over with month 1.

Stations• Spend five minutes at each station• Review the lesson idea given – Discuss…

• What do you like about this lesson?• What would you change or add?

• Now come up with more lesson ideas under the same common core standard but use a new NHES or a different health content areas.

• Write your favorite idea on a post-it and stick it up front under the matching common core standard.

You have just proved how easy it is to incorporate other standards into your health content area.

Teaching health means reaching all areas of the curriculum.

We need to expand health in the curriculum. This doesn’t mean students will be reading less or using less critical thinking. It means they will be building health literacy to

make healthier decisions for the rest of their lives.

Resources 

CDC’s School Health Education Resources. (2011). National health education standards (NHES). Centers for Disease Control and Prevention. Retrieved From http://www.cdc.gov/HealthyYouth/SHER/standards/index.htm

Council of Chief State School Officers. (2004). Policy statement on school health. Retrieved from http://www.ccsso.org/Resources/Publications/Policy_Statement_on_School_Health.html

Kann, L., Collins, J. L., Pateman, B. C., Small, M. L., Ross, J. G. & Kolbe, L. J. (1995), The school health policies and programs study (SHPPS): rationale for a nationwide status report on school health programs. Journal of School Health, 65: 291–294. doi: 10.1111/j.1746-1561.1995.tb03376

Meeks, L, Heit, P, & Page, R. (2003). Comprehensive School Health Education (3rd ed.).Boston, MA: McGraw Hill Higher Education.

Telljohann, S.K., Symons, C. W. & Pateman, B. (2009). Health Education: Elementary and Middle School Applications (6th ed. ). Boston, MN: McGraw Hill Higher Education.