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