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76 Cards in this Set
- Front
- Back
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The 6 organ systems:
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>Circulatory System
>Respiratory System >Digestive System >Immune System >Skeletal System >Nervous System |
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The heart pumps blood through the circulatory system....
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From the right chamber of the heart blood is pumped through the lungs into Arteries that carry the blood to capillaries that provide oxygen to tissue, and the blood then captures the waste product left from the oxen deposit and sent by veins to the left chamber of the heart.
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The respiratory system involves the introduction of oxygen by the lungs...
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When you inhale you draw air that is high in oxygen and lower in carbon dioxide, and when you exhale the air that is high in carbon dioxide and low in oxygen is exhumed from the lungs.
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The digestive system uses saliva when you chew.....
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to break down food so it can pass through the esophagus into the stomach, where the the gastric and intestinal juices continue digesting the food. The mixture of food and juices are then go down the alimentary canal that use peristalsis. The smallest particles of food are then absorbed into the blood stream for utilization.
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In the digestive system what is the (rhythmic contraction of the smooth muscle of the gastrointestinal tract):
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Peristalsis - this occurs in the alimentary canal.
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This organ system defends itself against foreign proteins and infectious microorganisms.......
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The Immune system - is composed of a dual system that recognizes the surface pattern of the invader and the generation of lymphocytes and antibody molecules to destroy invading molecules.
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Somatic, voluntary control over skeletal muscle and autonomic or involuntary control over muscle are part of this organ system.
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Nervous System - Various nerve terminals, called receptors, constantly send impulses to the central nervous system.
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Pace at which the body burns the vast majority of calories efficiently at rest.
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BMR-Basil Metabolic Rate
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The food groups indicated on the USDA Food Pyramid are:
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>Grains (6-11 DS)
>Vegetables (3-5 Daily servings) >Fruits (2 - 4 DS) >Oils (Sparingly >Milk (2-3 Daily Servings) >Meat and Beans (2-3 DS) |
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Nutrients are divided into 2 types:
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>Macro-nutrients
>Micro-nutrients |
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These nutrients consists of carbs, proteins and fats)
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Macro-Nutrients
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These nutrients consist of (vitamens and minerals)
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Micro-Nutriants.
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Why are fats important for the body?
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>regulate blood pressure,
>form cell structures >transport vitamens >trigger immune system responses |
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build strong bones and teeth, aid in muscle function, and help the nervous system transmit messages:
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Minerals.
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Sickness and physical injuries are an example of:
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Physiological factors.
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Identify stress:
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>recognize the role that stress plays in our daily lives
>Discuss positive ways of coping with stress: positive self-talk, physical exercise, proper nutrition, adequate sleep, balanced activities, time management techniques, good study habits and relaxation exercises. |
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According to the (TEKS) these topics should be covered from grades k-6:
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>Identify and consume healthy food choices
>Strategies to avoid health and safety risks >Strategies for protection against sexual predators >Role of media and internet influencing health decisions >Assertive behaviors and strategies to deal with risky situations >Gang prevention programs >Drugs and alcohol prevention programs >Knowledge of the human body >Safety procedures in school and the community |
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Key abilities to be taught to Kindergarten:
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>Identify types of foods that help the body grow such as a healthy breakfast foods and snacks.
>Identify the purpose of protective equipment such as a seat belt and a bicycle helmet >Identify how to get help from a parent and/or trusted adult when made to feel uncomfortable or unsafe by another person/adult >Demonstrate procedures for responding to emergencies including dialing 911 >Demonstrate how to seek the help of parents/guardians and other trusted adults in making decision and solving problems. |
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Key abilities to be taught to First Graders:
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>Name safe play environments
>Explain the harmful effects of , and how to avoid, alcohol, tobacco and other drugs >Identify and practice safety rules during play >Identify common illnesses and diseases and their symptoms >Name various members of his/her family who help him/her promote and practice healthy habits. |
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Key abilities to be taught to Second Graders:
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>Describe and demonstrate personal health habits such as brushing and flossing teeth and exercise
>Identify the major organs of the body such as the heart, lungs, and brain and describe their primary functions. >Apply practices to control spread of germs in daily life such as hand washing and skin care >Demonstrate refusal skill >Identify various media that provide health information |
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Key abilities to be taught to 3rd Graders:
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>Describe ways to improve personal fitness
>Identify types of nutrients >Explain the body's defense systems and how they fight disease >Relate how protecting the environment promotes individual and community health >Describe how the media can influence knowledge and healthy behavior |
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Key abilities to be taught to Fourth Graders:
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>Identify information on menus and food labels
>Explain how to develop a home-safety and emergency response plan such as fire safety. >Explain how sleep affects academic performance >Identify the importance of taking personal responsibility for developing and maintaining a personal health plan such as fitness, nutrition, stress management, and personal safety. >Identify ways to avoid drugs and list alternatives for the use of drugs and other substances. |
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Key abilities to be taught to Fifth Graders:
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>Apply information from the food guide pyramid to make healthy food choices.
>Calculate the relationship between caloric intake and energy expenditure >Explain strategies for avoiding violence, gangs, weapons and drugs >Assess the role of assertiveness, refusal skill, and peer pressure on decision making and problem solving. |
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Key abilities to be taught to Sixth Grade:
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>Analyze healthy and unhealthy dietary practices
>Explain the consequences of sexual activity and the benefits of abstinence; >Seek the input of parents and other trusted adults in problem solving and goal setting. >Make healthy choices from among environmental alternatives such as leaving a smoke-filled room or selecting healthy snacks >Describe chemical dependency and addiction to tobacco, alcohol and other drug substances. |
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Students from Kindergarten to 6th will undergo physiological changes....
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such as the ability to grip a pencil, jump a rope. It all depends on their age group. Therefore, playground and classroom activities need to be developmentally appropriate for students' various skill levels.
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Consist of multiple dimensions (physical, mental, emotional and social). The teacher must appreciate a dynamic and interactive view of human development.
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The principles of human development -
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What we think and believe to be true about ourselves, not what we think about others and not what they think about us.
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Self-concept
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Confidence you have in your ability to cope with life's challenges. Your control over life or over your responses to life. This occurs by age 4.
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Self-efficacy-
>because this is crucial for children to posses these skills, it is import to attempt to help students achieve coping skill and a sense of self-efficacy. |
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Certain identifiable risk factors for this include individual, family, social and cultural characteristics.
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Drug and Alcohol Abuse
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Personal characteristics linked to substance abuse are:
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aggressiveness, emotional problems, inability to cope with stress and low self esteem. These results also occur in someone with low self-esteem.
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Signs of abused children:
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Show signs of stimulation: "wired", unruly, and/or belligerent.
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Signs of neglected children:
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Show signs of under-stimulation: all they want is to be left alone and typically they are unsociable, sedated and/or withdrawn. They learn this behavior at home.
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Common amongst both Abused and Neglected:
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they feel hopeless and cannot adequately control their thoughts and emotions.
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Child abuse and neglect can also be seen through these behaviors:
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>frequent illness
>hyperactivity disorders >depression >bowel or bladder control problems >impassivity, aggressiveness, or defiance >academic difficulties. |
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Managing child abuse or neglect:
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>Following the disclosure of abuse from a child, it is important for teachers to respond in a calm manner and than/support the child for bringing this important matter up.
>The teacher should not question the child about details. >Gather info and follow-up with administrators, counselor, and/or nurses. >Make an immediate referral or report of these suspicions. >After the report the child may feel that the educator has exposed the child's private life. try to make the child understands the benefits of just knowing that others do care and that it was your job to do this or you would get fired. |
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Teachers in Texas are required by law to report any suspicion of child abuse or neglect to the Department of Human Services. Failure to file...
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a report of suspicion of child abuse or neglect has consequences, and it can result in legal action against the teacher.
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The methods of peer counseling, mediation and leadership have come into question regarding its effectiveness in reducing violence, safety and preventing accidents.....Research show that successful programs do exist that are multifaceted and linked to a variety of services. What are the characteristics of these programs....
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>early start and long -term commitment
>strong collaborative leadership that enforces explicit disciplinary policies >ongoing staff development >parental involvement and parental education (home visits) >role-modeling activities designed to be culturally relevant. |
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This is manifested in our ability to practice good social skills and maintain comfortable relationships with other.
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The social domain
>Socially healthy people are effective at communicating respect for others, being tolerant and patient, and accepting differences without compromising relationships. |
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Ultimately good educators should be able to.....
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ways to enrich and are enriched by their relationships and use these skills to role-model appropriate behaviors.
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To become effective communicators, students need a variety of learning opportunities to practice interpersonal skills in a variety of situations they are likely to encounter such as.....
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As a result of practicing such methods, a natural link is established for students to express their healthy intentions when the correct event arises.
>communicating empathy >resisting peer-pressure, >managing conflicts >asking for help |
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Educators should....
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constantly look for ways in which to practice assertive communication including starting a position, offering a reason that makes sense or is healthy, and acknowledge other's feelings.
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In 1990 the United States Department of Health and Human Services published.....
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"Promoting Health/Preventing Disease: Objectives for the Nation"
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This outlined specific objectives for the meeting those goals identified in the earlier Surgeon General's Report and led to the development of Healthy People 2000....
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a document that aimed to reduce preventable death and disability and enhance the quality of life for American society.
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This sets the disease prevention agenda for the United
States using science, technology, and education. Administrators, teachers, and health professionals have to become familiar with the policy of the federal government and incorporate its principles in school. |
Healthy People 2010
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Who sets policies and programs that assess and protect the health of students.
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School Health Services - The School Nurse
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What responsibilities does the School Nurse hold?
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>direct patient care
>screen and diagnose systems >promote health counseling services >participate in health promotion and disease prevention |
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What responsibilities do the School Administrators hold?
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the legal responsibilities for the safety of all students and for the supervision of the health service program offered in school.
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What diseases should all children be immunized against according to the state of Texas..
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polio, diphtheria, measles, mumps, rubella, chicken pox and hepatitis..
>Teachers should always be proactive in obtaining information when a child who suffers from a communicable disease can safely return to school. |
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Health should be integrated with these.....
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social studies, science, art, and music
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Examples of how to merge health issues with social studies, science, art and music
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>the effects of pollution on health and occupation related diseases (black lung)
>the health care options available to people in different parts of the world and in different economic circumstances. >differentiation between communicable and noncommunicable diseases >the importance of washing hands frequently >older children should be able to explain the transmission and prevention of communicable diseases, and all children should learn which diseases cannot be transmitted through casual contact. |
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Kindergartners and first graders...
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can learn how to recognize advertisements that might lead them to unhealthy behavior
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The 3rd and 4rth graders....
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should be able to demonstrate that they are able to make health-related decision, regarding advertisements in various media.
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Ultimately teachers should encourage students to:
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>avoid alcohol, tobacco, stimulants and narcotics
>get plenty of sleep and exercise >eat a well balanced diet >receive proper immunization >avoid sharing toothbrushes, combs, hats, beverages and food with others. |
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External influences....
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>parents/family
>neighborhoods >larger community influences (consumerism, media and environment) |
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Treat a bone facture....
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Immobilize, use ice to control swelling and seek medical aid. For a compound fracture stop the bleeding.
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Treat traumatic shock....
(severe compression of circulation caused by injury or illness. Symptoms include cool sweaty skin and a rapid weak pulse.) |
Minimize heat loss and elevate the legs without disturbing the rest of the body. Seek medical help.
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Treat a sprain injury...
injury to a joint being moved too far or away from its range of motion. |
Guide the victim to rest, apply ice to the injury, and compression. The use of the acronym RICE-rest, ice, compression and elevation.
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Treat a strained muscle...
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use ice to lessen the swelling and rest. Applying some heat after icing can be beneficial although opinion on the value of heat varies
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Treat a dislocation of a joint....
boine becomes out of place at the joint. As a result, ligaments can be severely stretched or torn. |
Immobilize and seek medical help. Some people advocate "popping" it back into place, don't. This is the job of the medical professional.
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Treat heat exhaustion...
symptoms include cold and sweaty skin, nausea, dissyness, and paleness. |
Increase water intake, replace salt, and get out of the heat.
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Treat Heat Stroke...
High fever, dry skin and possible concussion... |
Attempt to cool off the body gradually, get into the shade and seek medical attention immediately
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Treat a Heart Attack....
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Elevate the head and chest, give cardiopulmonary resuscitation if indicated, and seek medical assistance. Reply resuscitation if the heart stops. Remember the ABS's. A is for airway, B is for Breathing, C is for circulation
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Treat a seizure.....
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clear thee area around the victim to avoid injury during the seizure. Do not place anything in the victim's mouth; seek medical help after the seizure if necessary.
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Competency 045: Physical Education...
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The teacher uses knowledge of the concepts, principles, skill, and practices of physical education too plan and implement effective and engaging physical education instruction.
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NASPE stands for
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National Association for Sport and Physical Education (2009)
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These define a physically educated person
>has learned skills necessary to perform a variety of physical activities >Knows the implications of and the benefits from involvement in physical activity >participates regularly in physical activity and is physically fit; and values physical activity and its contribution to a healthy lifestyle. According to who? |
NASPE (National Association for Sport and Physical Education (2009)
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The 6 standards set by NASPE
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>Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities
>Demonstrate understand of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. >Participates regularly in physical activity >Achieves and maintains a health-enhancing level of physical fitness >Exhibits responsible personal and social behavior that respect self and others in physical activiiy settings. |
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Describes the structures, position, and size of various body parts and organs
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Anatomy
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Name the way joints move.
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>ball and socket
>hinge >gliding(carpel-wrist) >angular(wrist) >partially moveable(vertabrae) >immovable - cranium |
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For teachers to be able to identify patterns of physical development, they must first assess....
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the the level at which students can control specific movement patterns and then create educational activities that are developmentally appropriate for their students physical abilities.
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These skill include the ability to hop on one food and balance, climb stairs without support, kick a ball, etc.
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gross motor skills
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These skills include using scissors, drawing single shapes and copying shapes like capital letters.
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fine motor skills
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As students progress the learn to combine both...
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motor and fine skills for more complex movements.
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The teacher according to (TEKS) must know about what age a student should be using certain movements.
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Furthermore, activities should reflect these skills.
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these are relevant to physical education including those that give attention to balance, coordination, lateral movement, directional movement, awareness of space.
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These can be broken into 3 categories...
>Locomotor skill...walking, running, leaping, jumping >NOn-locomotor skills...kneeling, standing, pushing, pulling, bending over >Manipulative skills....palying with an object, throwing batting, hitting, etc. |
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See pages
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384-386
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