0016, Part#2: Health Education Curriculum Worksheet

A teacher should modify a lesson plan to respect cultural health practices by:

• incorporating students' cultural beliefs and practices into health discussions

• ignoring cultural differences to maintain uniformity

• focusing only on mainstream health practices

• discouraging students from sharing their cultural health practices

A new state law might require a curriculum change by:

• Mandating the inclusion of new subjects or topics.

• Reducing the number of school days.

• Eliminating all standardized testing.

• Allowing students to choose their own teachers.

Evaluating a curriculum involves ensuring it meets which of the following criteria?

• Both state standards and community needs

• Only state standards

• Only community needs

• Neither state standards nor community needs

What must you understand about Legislation in health education?

• Know what Illinois and federal law requires in health ed.

• Understand only local community opinions.

• Focus solely on international guidelines.

• Rely on personal beliefs rather than laws.

What must you understand about Community Values in health education?

• Respect and reflect local concerns and priorities.

• Ignore local traditions and beliefs.

• Focus only on national health policies.

• Disregard community input in planning.

What must you understand about Cultural Diversity in health education?

• Ensure curriculum is inclusive and non-biased.

• Focus only on one culture's perspective.

• Ignore cultural differences in teaching.

• Assume all students have the same background.

What must you understand about Curriculum Alignment in health education?

• Link to NHES and state standards.

• It is only about lesson planning.

• It ignores student assessment.

• It focuses solely on teacher preferences.

What must you understand about Flexibility in health education?

• Adapt while maintaining educational integrity and accuracy.

• Change information frequently regardless of accuracy.

• Ignore educational standards for convenience.

• Focus only on student preferences, not content accuracy.

Demonstrate knowledge of the efficacy of various curricular models pertaining to key content health education areas and risk factors identified by the Centers for Disease Control and Prevention (CDC).

• Understanding the effectiveness of curricular models in addressing CDC-identified health education areas and risk factors.

• Focusing solely on physical education without considering CDC guidelines.

• Ignoring CDC-identified risk factors in curricular planning.

• Relying exclusively on outdated health education models.

A logical scope and sequence for a meaningful and comprehensive health education program should be designed by:

• Organizing content in a progressive and developmentally appropriate order.

• Randomly selecting topics based on teacher preference.

• Focusing only on physical health topics.

• Repeating the same content every year without variation.