Education
1123
Health, Safety, and Nutrition
Syllabus and Course Calendar
I. INSTRUCTOR
Robin
M. Irving, Ed.D.
101a Gary Hall, 574-1230
EMail: facirvingrm@usao.edu
II. COURSE
DESCRIPTION
This
course will focus on the concepts of health promotion and preventive health
care - approaches that recognize that direct relationships exist between health
status, safety and nutrition. Sources
and uses of nutrients in body metabolism will be discussed. Emphasis is intended for students working in
an educational setting, for adults and parents who desire additional
information about current concepts in the fields of health, safety, and
nutrition and their relationship to the young child.
III. RATIONALE
Nutritional
status is a major factor of an individual’s well-being and health. Teachers and parents must recognize the
relationships between health status, safety and nutrition during a young
child’s development and education. The
course is designed to provide the student with basic nutrition information
based on current, reliable research.
IV. COURSE
OUTCOMES
Upon
completing the course requirements, the students will be able to identify basic
concepts about foods and nutrients and factors influencing health, safety and
nutrition for oneself and for the young child.
V. TEXT
AND REQUIRED
Marotz,
L. R., Cross, M. Z., and Rush J. M.
(2001). Health, safety and
nutrition for the young child. Fifth
Edition.
Guthrie,
Helen A., and Picciano, Mary F.
(1995). Human nutrition. Seventh Edition.
VI. PROCEDURES
The
course is organized to meet four days a week from
VII. CONTRIBUTION
TO THE EARLY CHILDHOOD PROGRAM COMPETENCIES
The
course specifically contributes to the following USAO Early Childhood Program
competencies:
1. To develop an awareness that young children should be
viewed in the context of social relationships and the environment in which they
live and learn.
2. To acquire techniques and skills in writing
behavioral objectives for young children and planning curricular and evaluation
activities in terms of these objectives.
The
course specifically contributes to the following general OSDE competencies:
1. Understands concepts and methods of inquiry of
subject matter discipline.
(Artifact/Abstracts and Food Activity Plan)
2. Creates instructional opportunities that are
adaptable to individual differences of learners.
(Artifact/Passing
Grade/Four Exams; Food Activity Plan)
3. Plans instruction based upon curriculum resources,
goals, and knowledge of the teaching/learning process.
(Artifact/Passing Exams;
Discussion and finding Answers to Issues and Questions in the discipline)
VIII. COURSE
OBJECTIVES
A.
To help students explain how nutrition affects children.
B.
To help students identify physical signs of malnutrition.
C.
To help students classify foods according to the U. S. Basic Food
Groups.
D.
To help students identify nutrients that provides energy.
E. To help students describe how proteins,
minerals, and water play an important role in the growth of the young child.
F. To help students identify nutrients that
performs regulatory functions in the body.
G.
To help students identify safety considerations and guidelines for
nutrition education activities.
IX. COURSE
REQUIREMENTS
1. Each
student will attend class regularly.
(Five absences will result in a drop in grade by one or more letter
grades.) Attendance and participation worth 100
points.
2. Each student will make a passing grade on three
exams. Exams worth 100 each for 300
points.
3. Each student will make a passing grade on the final
exam. Exam worth 200 points.
4. Each student will complete three abstracts concerning
the interrelationship of health, safety and nutrition. Summary statement for possible articles and
abstracts will be distributed during class time. Three typed abstracts worth 100
points.
5. Each student will report to the class one of the
abstract findings listed below in item D.
Oral report worth 100 points.
6. Each student will plan a nutrition education activity
to be used in an individual classroom setting.
The lesson plan will be formulated using the format on page 463, Figure
21-8, of the textbook. Nutrition education
activity worth 200 points.
X. EVALUATION
A. Class attendance and participation - 100 points.
B. Three written exams - 100 points each exam.
C. Final exam - 200 points.
D. Three typed abstracts - 100 points.
E. Oral report - 100 points.
F. Nutrition Education Activity Plan - 200 points.
G. Grades will be assigned:
900 - 1000 =
A
899 - 800 = B
799 - 700 = C
699 - 600 = D
below 600
= F
XI. POLICY
STATEMENTS
Students
are expected to be organized and professional enough to:
1. be in class and on time (five absences will result in
a drop in grade by one or more letter grades);
2. complete and turn in typed assignments on time (late
papers will receive half credit or less);
3. be prepared on assigned day for oral report;
4. make-up exams within one week;
5. inform the instructor no later than the first week
of class of any disabilities or exceptionalities that may interfere with
his/her ability to successfully complete any of the course requirements. The
instructor will work with these individuals to ensure that they have an equal
opportunity to complete the course requirements.
XII. BIBLIOGRAPHY
Berman,
C., Froman, J. (1991). Meals without squeals.
Berman,
C., Froman, J. (1991). Teaching children about food.
Book
Cooks. (1991).
Bruno,
J., and Dakan, P. (1974). Cooking in the classroom.
Carle,
E. (1983). The very hungry caterpillar.
Children
get a head start on the road to good nutrition. (1987).
Creative
nutrition education - An integrated approach. (1981).
Dietary
guidelines for Americans. (1995).
Edelstein,
Sari F. (1995). The healthy young child.
Ehlert, Lois. (1989).
Eating the alphabet: Fruits
and vegetables from a to z.
Food
… early choices. (1980).
Galloway,
J., Ivey, J., and Volster, G. (1990).
Daily plans for active preschoolers. West
Goodwin,
M. T., and Pollen, G. (1981). Creative food experiences for children.
Growing
up with breakfast. (1979).
Guthrie,
Helen A., and Picciano, Mary F.
(1995). Human Nutrition. Seventh Edition.
Kendrick,
A. S., Kaufman, R., and Messenger, K.
(1995). Healthy young
children: A Manual for programs.
Mayesky,
M., Newman, D., and Woodkowsky, R. J.
(1985). Creative activities
for young children.
“More
People Trying Vegetarian Diets.” October
1995. FDA Consumer.
Smith,
Connie J., Hendricks, Charlotte M., and Bennett, Becky S. (1997).
Growing Growing strong: A
whole health curriculum for young children.
Wanamaker,
N., Hern, K., and Richard, S.
(1979). More than graham
crackers: Nutrition education and food
preparation with young children.
Wardlaw,
G. M., and Insel, P. M. (1993). Perspectives in nutrition.
Wardlaw,
G. M., Insel, P. M., and Seyler, M. F.
(1992). Contemporary
nutrition: Issues and insights.
XII. SUGGESTED
Adolescence
Adult
Learning
Aging
American
Journal of Nursing
American
Journal of Psychology
American
Journal of Public Health
Changing
Times
Consumer
Reports
Consumer
Research
Current
Health
FDA
Consumer
Family
Economics Review
Health
Health
Education
Journal
of Family and Consumer Science
Journal
of Nutrition
Nutrition
Today
Psychology
Today
World
Health
Better
Homes and Gardens
Business
Week
Good
Housekeeping
House
and Garden
Ladies
Home Journal
Life
McCall’s
Parents
Magazine
Prevention
Reader’s
Digest
Redbook
Saturday
Evening Post
Time
U.
S. News and World Report
Woman’s
Day
NEWSPAPERS
Anadarko
Daily News
Daily
Oklahoman
New
York Times
Wall
Street Journal