This syllabus is found on-line at: http://www.wv-hsta.org/cdc_chc/course_syl_sum_03.htm
PURPOSE OF COURSE:
This course is developed specifically for HSTA teachers and provides advanced learning in science and technology related to (a) helping to facilitate HSTA student learning experiences at the Summer Institute, (b) leading HSTA clubs during the school year and (c) integrating content with the regular school curriculum/WV content standards and objectives. Course content varies depending on the summer institute component: Fun with Science, Forensic Science, and Biomedical (Anatomy, Physiology and Physical Activity emphases). All teachers participate in some learning experiences on human energy balance.
COST OF COURSE: Tuition: Waived; Off Campus Fee: $99; Professional Development fee if assessed (see Note below): $10
NOTE ABOUT GRADUATE CREDIT:
If you are not currently a WVU graduate student (either degree or non-degree status), you may take this course for graduate credit ONLY with the permission of the Instructor and the Office of Extended Education, and you also will be assessed the $10 "Professional Development" fee. You may only take advantage of this option one time as a WVU student. Consult Instructor before registering.
INSTRUCTOR:
James A. Rye, Dept Education Theory & Practice, WVU, 604L Allen Hall, Morgantown, WV 26506 Phone: 304 293-3442 x1326; Fax: 304 293-3802; e-mail: jim.rye@mail.wvu.edu
COURSE READINGS:
Handouts/readings assigned in specific components: Fun with Science, Forensics, or Biomedical.
Rye, James. (1999). Exploring Dietary Kilocalories: An Activity Exemplifying the Personal Value of Science and Mathematics. School Science and Mathematics, 99, 94-101.
Biomedical Component Teachers Only:
U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Division of Nutrition and Physical Activity. (2000). Promoting Physical Activity: A Guide for Community Action. Champaign-Urbana, IL: Human Kinetics Publishers. (Chapters 4, 5, 10 and Resources I and J.)
On-line Resources FOR HUMAN ENERGY BALANCE THEME:
Libraries/Pubs/Programs--http://www.wv-hsta.org/chc_cdc/Grant_Proposal_Key_Pubs_Websites.htm
Nutrition Analysis Tool--http://www.nat.uiuc.edu
Nutrition Information--http://www.nal.usda.gov/fnic
Sweet Treats Database--http://www.wv-hsta.org/cdc_chc/Excel/sweet_treat_database.xls
COURSE REQUIREMENTS & GRADING:
To earn credit for this course, you must do the following: (a) attend the introductory course session (June 22), the entire teacher professional development week (June 22 – 28), and one HSTA student week of the HSTA summer institute; (b) provide direct instruction to HSTA students during the student week of the program; and (c) complete the assignments described herein to the instructor's satisfaction and turn them in (instructor must receive by) no later than Friday, July 25. The grade is based on a maximum of 100 points. If a teacher needs to take a grade of Incomplete, the request must be made in writing and approved by the instructor no later than Thursday July 24. The grading scale is as follows:
90-100 points A80-90 points B70-79 points C
Assignments turned in as electronic files will not be returned, so please keep a copy. Assignments turned in as hard copies will be available for you to pick up at the HSTA Teacher Fall workshop, Sept 26-27 (WVU site) or Oct 3-4 (Charleston site).
REMINDER ABOUT DUE DATE FOR ASSIGNMENTS: You may hand in your assignments on the last day of your participation in the Summer Institute. The latest date that the Instructor will accept assignments (must be received by) is Friday, July 25.
ASSIGNMENTS
1. Daily Reflective Journal: 50 points
Maintain a journal (hardcopy or electronic file) during the two weeks of the Summer HSTA Institute. You should have a journal entry for each day of the teacher week (5 days) and the first 4 days of the student week. For each day, you should (a) summarize the sessions you attended or facilitated, (b) discuss what you perceive to be the strengths/highlights and the limitations/ weaknesses, and (c) provide ideas for applying what you learned in your HSTA club and/or classroom. Each of these daily entries should be at least 1 full notebook page in length (if typed, double spaced, size 10-12 font).
At the end of your journal, provide at least 2 pages where you: (a) summarize the knowledge and skills you gained most from attending the summer institute; and (b) provide some tentative plans for applying what you gained in your HSTA club and classroom (please be somewhat specific with your plans).
2. Educational Technology: 20 points
Biomedical Teachers: Construct and present your portion of a web-based presentation that focuses on the biomedical component, and especially your inquiry session, of the HSTA Summer Institute. You will use Dreamweaver to construct your presentation. Your presentation will constitute a folder with several connected web pages, image files, and possibly other types of files (e.g., Excel). Hand in the folder on a disk.
Fun With Science teachers: Construct and provide an "Inspiration" concept map on some aspect of the Summer Institute (could be the science or multicultural component). The Inspiration file needs to contain at least 12 concepts and linking words labeling the connections between the concepts, and some of the concepts should have embedded notes (text). Hand in the Inspiration concept map file on a disk.
Forensic Science teachers: Construct and provide a PowerPoint presentation on some aspect of the Forensics component of the Summer Institute. Your PowerPoint presentation should contain at least 6 slides and incorporate some use of advanced features, e.g., linking out to a URL or another file type.
3. Applications of Libraries, Publications, & Programs Related to Human Energy Balance. 15 points
This course provides a web page listing library databases, publications on obesity and physical activity, and programs related to increasing physical activity:
http://www.wv-hsta.org/chc_cdc/Grant_Proposal_Key_Pubs_Websites.htm
This assignment has three parts related to the use of this web page. The written assignment you turn in for each part should be at least one page in length.
(a) Use two of the three library databases at the web page to find an article related to some aspect of human energy balance. For each of the three articles that you find, provide a summary (a few sentences) of the article along with the citation for each. Describe how you might use one of these library databases in your HSTA club with students.
(b) Scan at least one publication at the web page and provide a summary of the publication. Describe how you might use this publication in your HSTA club activities or regular classroom teaching.
(c) Scan at least one of the programs at the web page and provide a summary of the program. Describe how you might use this program in your HSTA club activities or regular classroom teaching.
4. Human Energy Balance Session Applications. 15 points
Sunday evening (June 22) of the teacher professional development week provided a session on human energy balance. Describe how you might use some of the content from this session in your HSTA club and in your regular classroom. Each description should be at least one page in length, as follows:
(a) For your HSTA club, provide an outline of an educational activity that you might do with the students that would integrate science and math. Provide a brief explanation at the beginning of the outline as to how the activity integrates science and math and list any specific resources you would use in this activity.
(b) For your classroom, describe the human energy balance content you would teach and how you would integrate this content with the regular curriculum subject matter that you are required to cover. In your description, please list at least two related WV Content Standards and Objectives for the grade level that you teach: