| Preface |
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xiii | |
| PART ONE: HEALTH SCIENCE FOUNDATIONS |
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1 | (104) |
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CHAPTER 1 Education and Health: A Natural Relationship |
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3 | (21) |
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4 | (3) |
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Health Status: An Overview |
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7 | (4) |
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The New Morbidities and High-Risk Behavior |
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11 | (1) |
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12 | (2) |
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Putting the Health in Education |
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14 | (5) |
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Meeting the Challenge: Education and Health Reform |
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19 | (1) |
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Implications for Elementary and Middle-School Teachers |
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20 | (1) |
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21 | (3) |
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CHAPTER 2 The Teacher and Comprehensive School Health |
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24 | (14) |
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The Need for Comprehensive School Health Programs |
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25 | (2) |
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Comprehensive School Health Programs and Outcomes |
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27 | (3) |
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Comprehensive School Health Education |
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30 | (3) |
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The Teacher and Comprehensive School Health |
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33 | (2) |
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Implications for Elementary and Middle-School Teachers |
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35 | (1) |
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36 | (2) |
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CHAPTER 3 The School Health Education Curriculum |
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38 | (24) |
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The Elementary-Middle-School Curriculum |
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39 | (1) |
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Traditional Curriculum Framework: Health Education Standards |
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40 | (1) |
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A New Curriculum Framework: Health Education Standards |
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41 | (1) |
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The Structure of the National Health Education Standards |
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42 | (5) |
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Organization of Health Instruction Using the Standards |
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47 | (4) |
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51 | (7) |
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Parent Involvement in the Curriculum |
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58 | (1) |
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Implications for Elementary and Middle-School Teachers |
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59 | (2) |
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61 | (1) |
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CHAPTER 4 Learning Strategies and Controversial Issues |
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62 | (23) |
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63 | (1) |
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The Challenge to Teaching Methods |
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63 | (1) |
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Nature and Application of Methods |
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64 | (2) |
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Learning Experiences for Health Instruction |
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66 | (13) |
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Relationship between Methods and Materials |
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79 | (2) |
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Controversial Issues in Health Education Instruction |
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81 | (2) |
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Implications for Elementary and Middle-School Teachers |
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83 | (1) |
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84 | (1) |
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CHAPTER 5 Instructional Accountability |
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85 | (20) |
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86 | (3) |
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Evaluation and National Health Education Standards |
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89 | (3) |
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Methods of Appraising: Test Procedures |
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92 | (5) |
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Methods of Appraising: Nontest Procedures |
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97 | (4) |
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Evaluation and Problem-Based Learning |
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101 | (1) |
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Implications for Elementary and Middle-School Teahers |
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102 | (1) |
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103 | (2) |
| PART TWO: Content Strategies, and Skills |
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105 | (286) |
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CHAPTER 6 Growth, Development, and Personal Health and Fitness |
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107 | (12) |
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Holistic Development-An Overview |
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108 | (5) |
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113 | (1) |
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Growth and Development: Terms and Principles |
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114 | (1) |
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Physical Development and Growth Cycles |
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115 | (3) |
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Mental-Emotional Development and Growth |
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118 | (1) |
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118 | (1) |
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119 | (1) |
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Section I: Health Status, Deficits, and Learning |
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119 | (1) |
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Section II: Personal Health and Fitness Teaching Information |
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120 | (12) |
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Lifestyle, Health Habits, and Taking Responsibility |
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120 | (1) |
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121 | (1) |
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122 | (6) |
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128 | (2) |
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130 | (1) |
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130 | (1) |
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Implications for Elementary and Middle-School Teachers |
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131 | (1) |
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Section III: Teaching Strategies for Growth, Development, and Personal Health and Fitness |
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132 | (3) |
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135 | (1) |
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136 | (20) |
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Section I: Health Status, Deficits, and Learning |
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137 | (1) |
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Section II: Nutrition Teaching Information |
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138 | (14) |
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138 | (1) |
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139 | (3) |
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142 | (4) |
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146 | (3) |
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Implications for Elementary and Middle-School Teachers |
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149 | (3) |
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Section III: Teaching Strategies for Nutrition |
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152 | (2) |
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154 | (2) |
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CHAPTER 8 Illness and Disease |
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156 | (36) |
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Section I: Health Status, Deficits, and Learning |
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157 | (1) |
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Section II: Illness and Disease Teaching Information |
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158 | (30) |
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Distinguishing between Illness and Disease |
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158 | (1) |
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159 | (1) |
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Staying Healthy: The Body's Defenses |
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160 | (1) |
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171 | (8) |
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Noninfectious and Chronic Diseases |
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179 | (5) |
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Inherited (Genetic) Diseases |
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184 | (1) |
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Implications for Elementary and Middle-School Teachers |
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185 | (3) |
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Section III: Teaching Strategies for Illness and Disease |
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188 | (3) |
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191 | (1) |
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CHAPTER 9 Safety, Injury Prevention, and Emergency Care |
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192 | (26) |
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Section I: Health Status, Deficits, and Learning |
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193 | (1) |
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Section II: Safety, Injury Prevention, and Emergency Care Teaching Information |
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194 | (18) |
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196 | (1) |
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197 | (1) |
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Safety with Bicycles, Roller Skates, and Skateboards |
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198 | (3) |
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201 | (1) |
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201 | (9) |
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Implications for Elementary and Middle-School Teachers |
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210 | (2) |
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Section III: Teaching Strategies for Safety, Injury Prevention, and Emergency Care |
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212 | (5) |
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217 | (1) |
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CHAPTER 10 Emotional Well-Being and Stress Reduction |
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218 | (23) |
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Section I: Health Status, Deficits, and Learning |
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219 | (1) |
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Section II: Emotional Well-Being and Stress Reduction Teaching Information |
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220 | (15) |
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The Concept of Emotional Well-Being |
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220 | (6) |
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226 | (4) |
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Stress and Stress Reduction |
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230 | (3) |
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Implications for Elementary and Middle-School Teachers |
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233 | (2) |
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Section III: Teaching Strategies for Emotional Well-Being and Stress Reduction |
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235 | (4) |
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239 | (2) |
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CHAPTER 11 Alcohol, Tobacco, and Other Drugs |
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241 | (28) |
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Section I: Health Status, Deficits, and Learning |
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242 | (3) |
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Section II: Alcohol, Tobacco, and Other Drugs Teaching Information |
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245 | (18) |
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Drugs and Drug Terminology |
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246 | (6) |
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252 | (8) |
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Progressive Drugs: Beyond the Gateway |
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260 | (2) |
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Implications for Elementary and Middle-School Teachers |
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262 | (1) |
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Section III: Teaching Strategies for Alcohol, Tobacco, and Other Drugs |
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263 | (4) |
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267 | (2) |
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CHAPTER 12 Family, Relationships, and Sexuality |
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269 | (32) |
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Section I: Health Status, Deficits, and Learning |
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270 | (1) |
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Section II: Family, Relationships, and Sexuality Teaching Information |
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271 | (22) |
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271 | (4) |
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275 | (5) |
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280 | (11) |
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Implications for Elementary and Middle-School Teachers |
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291 | (2) |
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Section III: Teaching Strategies for Family, Relationships, and Sexuality |
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293 | (7) |
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300 | (1) |
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CHAPTER 13 Violence Prevention |
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301 | (16) |
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Section I: Health Status, Deficits, and Learning |
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302 | (1) |
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Section II: Violence Prevention Teaching Information |
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303 | (9) |
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303 | (3) |
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306 | (1) |
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307 | (2) |
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Strategies and Interventions |
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309 | (2) |
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Implications for Elementary and Middle-School Teachers |
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311 | (1) |
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Section III: Teaching Strategies for Violence Prevention |
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312 | (3) |
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315 | (2) |
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CHAPTER 14 Consumer Health |
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317 | (16) |
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Section I: Health Status, Deficits, and Learning |
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318 | (1) |
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Section II: Consumer Health Teaching Information |
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319 | (11) |
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Becoming a Wise Health Consumer |
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319 | (4) |
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Consumerism in the Health-Care Industry |
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323 | (6) |
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Implications for Elementary and Middle-School Teachers |
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329 | (1) |
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Section III: Teaching Strategies for Consumer Health |
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330 | (2) |
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332 | (1) |
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CHAPTER 15 Environmental Conservation |
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333 | (21) |
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Section I: Health Status, Deficits, and Learning |
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334 | (1) |
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Section II: Environmental Conservation Teaching Information |
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335 | (12) |
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Environmental Hazards to Health |
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336 | (1) |
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336 | (3) |
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339 | (1) |
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339 | (2) |
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341 | (1) |
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342 | (1) |
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343 | (1) |
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343 | (3) |
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Implications for Elementary and Middle-School Teachers |
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346 | (1) |
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Section III: Teaching Strategies for Environmental Conservation |
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347 | (5) |
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352 | (2) |
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CHAPTER 16 The Human Body |
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354 | (37) |
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Section I: Health Status, Deficits, and Learning |
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355 | (1) |
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Section II: Human Body Teaching Information |
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356 | (28) |
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356 | (4) |
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360 | (1) |
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361 | (6) |
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367 | (3) |
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370 | (4) |
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374 | (1) |
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375 | (4) |
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379 | (1) |
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380 | (2) |
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382 | (2) |
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Implications for Elementary and Middle-School Teachers |
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384 | (1) |
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Section III: Teaching Strategies for the Human Body |
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384 | (5) |
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389 | (2) |
| Appendices |
|
391 | (14) |
| A National Health Education Standards for Students |
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393 | (6) |
| B Health Education Resources |
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399 | (3) |
| C Electronic Resources for Health Education Information |
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402 | (3) |
| Index |
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405 | |
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