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| Most chapters begin with Reflection and conclude with Summary, Critical Thinking Questions, Useful Web Sites, Resources, Discussion Questions, and References | |
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| Preface | |
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| The Need for Health Education | |
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| The Evolution of Health Education | |
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| What Is Health? | |
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| What Is Health Education and Promotion? | |
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| Accomplishing Health Education | |
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| Why Health Education? | |
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| The Coordinated School Health Program | |
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| School-Based Health Center The School Nurse | |
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| The Role of the Teacher in Health Instruction | |
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| The Challenge of Health Education | |
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| Barriers to Successful Health Teaching | |
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| Professional Preparation | |
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| Personal Qualities of the Health Teacher | |
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| The Teacher as Part of the Health Teacher | |
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| Legal Responsibilities of the Teacher | |
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| Working with Students | |
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| Working with Parents | |
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| Working with Other Teachers and the School Administration | |
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| Working with the School or Clinic Nurse | |
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| Working with Outside Agencies | |
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| The Teacher's Responsibility in Education of the Disabled | |
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| Planning for Health Instruction | |
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| Content Areas in the Elementary School | |
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| Grade Placement for Health Education Topics | |
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| Developing Scope and Sequence | |
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| Determining What to Teach | |
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| Social Mores | |
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| Student Interest | |
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| The National Health Education Standards | |
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| Teaching for Values | |
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| Curriculum Approaches | |
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| School Health Education Study (SHES) | |
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| The National Diffusion Network (NDN) | |
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| Health Programs Approved by NDN | |
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| Commercial Programs | |
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| Other Teaching Materials | |
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| Developing a Health Curriculum | |
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| The Michigan Model A State Model | |
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| Teaching Units | |
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| Lesson Planning Selected Strategies | |
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| The Hunter Approach to Lesson Planning | |
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| Deciding Student Outcomes | |
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| Writing Instructional Objectives | |
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| Strategies for Implementing Health Instruction | |
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| The Relationship of Strategies to Learning | |
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| Factors Affecting Strategies | |
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| Decision Making and Health Strategies | |
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| The Power Model for Decision Making | |
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| Learning Styles and Strategies Selection | |
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| A Positive Climate for Learning | |
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| Clarifying Activities | |
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| Simple Value-Related Strategies | |
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| Decision Stories | |
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| Role Playing | |
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| Other Verbal and Discussion-Oriented Strategies | |
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| Brainstorming | |
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| Buzz Groups | |
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| Case Studies | |
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| Cooperative Learning | |
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| Critical Essays | |
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| Debate | |
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| Committee Work | |
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| Lecture, Group, and Panel Discussion | |
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| Resource Speakers | |
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| Action-Oriented Strategies | |
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| Dramatizations | |
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| Storytelling | |
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| Flannel, Felt, and Magnetic Boards | |
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| Crossword Puzzles | |
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| Demonstrations and Experiments | |
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| Exhibits | |
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| Field Trips | |
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| Games | |
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| Models and Specimens | |
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| Peer Helpers | |
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| Self-Appraisal | |
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| The Use of Media in Health Instruction | |
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| Computer-Assisted Instruction | |
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| Television, Videotape, and Videodisk | |
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| Choosing Videotapes and Videodisks | |
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| Filmstrips | |
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| Slides | |
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| Overhead Transparencies | |
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| Audio Tapes | |
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| Selecting Appropriate Media | |
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| Measurement and Evaluation of Health Education | |
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| Measurement and Evaluation | |
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| Teacher Skills Needed for Competent Measurement and Evaluation | |
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| Teacher- | |