|
COURSE SYLLABUS 2007-2008 Health Science is a one-semester course; and is a 1/2 credit toward the graduation requirements. Health Science includes curriculum, instruction, and assessment that are a part of the sequential K-12 Comprehensive School Health Curriculum; and meets the Maine Health Education Standards as outlined in the Maine Learning Results. Instruction encompasses the physical, mental, emotional, and social aspects of health, and provides the knowledge and skills that enhance and promote lifelong health behaviors. Health Science is a sophmore level course. Room 143 "Students will continue their development of Health Literacy." Health Literacy is the capacity of individuals to obtain, interpret, and understand basic health information and services and the competence to use such information and services in ways that enhance health. Instructional content areas include: community health, consumer health, nutritional health, reproductive health, personal health, mental and emotional health, prevention and control of disease and disorders, safety and accident prevention, and substance uses and abuse prevention. Content topics are integrated throughout the semesters work in re-occurring cycles. The curriculum Includes current trends in teen health issues as identified by MYDAUS, the Maine Youth Risk Behavior surveillance system, and student feedback. *As the needs and interests of students may vary, we will exercise flexibility in drawing up the schemes of work. For example, if obesity is an interest in the class, the topic Nutritional Health may be given a greater emphasis. The results of the unit evaluations by students will guide decisions about what may need to be done to enhance the learning experience. A. HEALTH CONCEPTS: Understand health promotion and disease prevention concepts. B. HEALTH INFORMATION, SERVICES, AND PRODUCTS: Know how to acquire valid information about health issues, services, and products. C. HEALTH PROMOTION AND RISK REDUCTION: Understand how to reduce their risks through the practice of healthy behaviors. D. INFLUENCES ON HEALTH: Understand how media techniques, cultural perspectives, technology, peers, and family influence behaviors that affect health. E. COMMUNICATION SKILLS: Understand that skillful communication can contribute to better health for themselves, their families, and the community. F. DECISION-MAKING AND GOAL-SETTING: Learn how to set personal goals and make decisions that lead to better health. Assessment is an integral part of the teaching-learning process. You are assessed on your understanding of health concepts, skill development, and the reflections of your attitudes and beliefs towards health. Also, you are required to attend all guest presentations, and to complete the accompanying reflection and evaluation. Assessments are carried out regularly and a variety of assessment modes are used. Formal assessments include paper and pencil tests, MAP Tasks, and performance tasks. Asking questions in class and offering responses to questions are highly encouraged. Other forms of assessment include: hands-on skills labs, role-plays, and multimedia presentations. Late work is NOT accepted. Core assessments measure student performance in each of the six content standards. Students must achieve a passing score (70%) or "proficient demonstration" (3) on Core Assessments. Students not achieving this level of proficiency are strongly encouraged to re-take and/or re-work assessments tasks in order to meet this standard. Students will have one week to re-take/re-work the Assessment Task. Students may make an appointment to meet with Ms. Allen to review the material and additional instruction. Individual student scores are based upon the accumulation of earned points on assessments. Students may calculate their grades by dividing the number of points earned by the total number of points possible on assessments. For example:
The "Health Literacy Portfolio" represents 10% of the semester grade. The portfolio includes a minimum of six pieces of student work with accompanying reflection sheet, and a Reflective Essay. Students may begin working on the portfolio at any time during semester. Students will select work that demonstrates growth and proficiency in each of the six strands as outlined by the "Maine Assessment Portfolio Health Education Rubric", and demonstrate continued development of health literacy. Students are encouraged to include pictures of their involvement in course work to enhance the overall portfolio presentation. Demonstrate self-reliance and responsibility by arriving on time, and prepared to teach and learn:
Use words and actions that demonstrate respect for you and others.
Maintain a clean, attractive, and safe environment. *Students will be required to follow all school rules and regulations as outlined in the student handbook.
*Students choosing to opt out of a class activity, ensuring emotional safety, are asked to go to pre-designated 'safe zones' within the school: Guidance, Mr. Kenney, Nurse, Main Office, SRO, or Advisor. If possible, Please communicate your intent to 'opt-out' in advance of class activities. If, while participating in an activity you feel emotionally unsafe, please check-in with Ms. Allen after you have arrived at one of the 'safe zones'. * *Please know that, as a teacher, I have a legal responsibility to disclose to appropriate school personnel any information shared that indicates a student is in danger, being hurt, or is hurting another person. |
|