Dr. R. Fopeano                                                                                3 Semester Hours
856-256-4500 ext 3740                                                                   Monday  and Friday
Fopeano@Rowan.edu                                                                      Wilson 203
 Office Hours Monday and Wednesday 2:00-3:00 and by appointment

Required Textbooks:
  Meeks, L., Heit, P., Comprehensive School Health Education, Totally Awesome Strategies for      Teaching Health, Meeks/Heit Pub Co., 1996
 Orlando, F.J., Levy, L., Tools for Teachers, Revised Edition Kendall/Hunt Pub Co., 1996
 
 *Additional supplemental reading will be assigned

This is a required course for the Health and Exercise Science major with the Teacher Certification Specialization.  Prior to taking this course, the student must have achieved junior status, completed the Foundations of Health and Physical Education course, passed the praxis test, achieved a 2.5 or higher cumulative average and have been advised to enroll in the course through the Health and Exercise Science Departmental Advisor.

Introduction:
The primary focus of this course is devoted to providing the background information and skills future teachers need to deliver Comprehensive School Health Education at the K-12 levels. Emphasis will be placed upon defining the proper model of School Health Instruction and how to develop and implement lesson plans which reinforce the latest and most effective theory and practice. Using a variety of technologies and teaching strategies, students will be asked to participate in a number of classroom activities as well as to create and demonstrate their own lessons pertainment to the relevant topics presented in School Health. The New Jersey Core Curriculum Content Standards along with the Comprehensive School Health Instruction Models will be used as a theoretical overview.

Course Objectives:
By the completion of this course, students will be able to:
1. Define Comprehensive School Health Instruction and discuss it's importance.
2. Identify the holistic nature of health and the various components of it
3. Identify how School Health Education is different than Physical Education.
4. Discuss the School Health Educator's role in a Comprehensive School Health Program.
5. Discuss Howard Gardner's Multiple Intelligence Theory and how the brain in involved in the          active learning process
6. Define Experiential Education and how it can be used in the Health Education classroom.
7.   Demonstrate various educational technologies which can be used in the Health Education  Classroom
8.   Recognize the importance of promotion of Health Literacy
9.   Define appropriate Values Clarification techniques to be used in the classroom
10.   Define Self Esteem and its relationship to health status and teaching techniques
11.   Define the components of the New Jersey Core Curricular Content Standards
12.   Demonstrate various interactive teaching techniques
13.   Demonstrate effective lesson plan writing

Class Polices:
*This class is has been designed to actively engage the student in the latest School Health Education Teaching techniques.  In order for this to occur, the student is expected to attend each class and to actively participate in the activities.
*The  number of written assignments are specifically geared to provoke personal thought and introspection of the part of the student. While you will not be criticized for your opinion, your best work is expected!
*All assignments are to be typed and completed by the assigned dates.
*Students will be asked to meet with the instructor during the semester.
*Questions are encouraged! Students should E-mail the instructor whenever possible. Your E-mail will be responded to as soon as it is possible.
*All tests are to be taken on the assigned dates.
*If a student has a problem, they should contact the instructor immediately.

Since this course meets only on Mondays and Fridays, students will be given a number of outside class assignments. Students should come to class having read the assigned material and able to discuss the topic.  The dates of  scheduled quizzes and tests will be assigned as the schedule permits.

Evaluation:
Requirements for the success completion of this course are as follows:

Participation and Attendance:
 All students are required to attend class daily and to actively participate in the discussions and activities          50 points

Assignments:
 A number of small assignments and self assessments will be provided throughout the semester.  All written work should be typed and handed in by assigned dates.  Late work will result in loss of points.
           100 points
Lesson Plans
 Each student will be asked to develop two original health education lesson plans.  The format for each will be discussed in class and the topic will be assigned by the instructor. Strict attention to the details of the lesson plan model will be used for grading purposes.
     (Two Lesson Plans at 50 points each)           100 pts
Exams:
 Two  non-cumulative exams will be given throughout the semester on assigned dates.
The topics to be address on each exam will be discussed and students will be given a variety of opportunities to discuss any questions with the instructor.
  (Midterm exam - 150pts;  Final 100 points each)   250
        Total Points  500
 

Grading Scale:
   465 and above = A          450 to 464 = A-
   435 to 449 = B+              415 to 434 = B
   400 to 414 = B-              385 to 399 = C+
   365 to 384 = C               350 to 364 = C-
   335 to 349 = D+             315 to 334 = D
   300 to 314 = D-              Below 300 = F