Essential Health Knowledge and Skills

Essential Health Knowledge and Skills
Essential Health Knowledge and Skills

Essential Health Knowledge and Skills

Health Education: Essential Health Knowledge and Skills

Essential Health Knowledge and Skills:

At the end of this unit, it is expected that students will have gained essential health knowledge and skills necessary for maintaining personal health and hygiene. Students should be able to:

  1. Investigate and evaluate different types of food labels and/or interpret and understand nutritional content
  2. Apply the food guide pyramid in making healthy food and nutritional choices
  3. Identify and relate different foods to the 6 major nutritional categories learned
  4. Determine and calculate the association between caloric intake and energy expenditure
  5. Distinguish between health and skill related physical activities that are requisite for good human health
  6. Examine a personal health plan and its diverse constituents and differentiate between individual and family health plan

The primary learning outcome: Essential Health Knowledge and Skills

Students should be able to identify the basic structure and anatomy of the human body, and connect the distinct functions of body parts to their personal health.

The specific learning outcomes are: Essential Health Knowledge and Skills

  1. Students should be able to describe the human body, analyses the anatomy and functions of different body parts, and exhibit understating of the correlation between different body systems such as the digestive system, respiratory system and the reproductive system.
  2. Should have thorough knowledge of the changes that occur in male and female body during puberty and should be able to identify and describe the changes.
  3. Students should demonstrate the ability to apply health information and grasp of diverse methods used to access health information.
  4. Should demonstrate understanding of the different methods used to communicate health information that encompass billboards, posters and brochures.

Behavioral learning Outcomes

General behavioral health Outcome:  Students should demonstrate understanding of the different human behaviors that cause diseases and those that inhibit quick recovery. The specific behavioral outcomes are:

  1. The students should be able to vividly describe the process of maintaining a healthy body and have thorough knowledge of behaviors that ruin the health of vital body systems such as smoking, which causes damage to the respiratory system.
  2. Should demonstrate knowledge of the link between immunization and disease prevention
  3. Able to differentiate myth and fact especially in health issues and disease management and prevention
  4. Describe the process of managing common illnesses that includes common colds
  5. Students should demonstrate understanding of health behaviors that reduce common health risks by being able to identify, describe, compare and analyze different types of medications (prescription and non-prescription) and their effect to the human body.
  6. Be able to describe the short-term and long-term adverse effects of alcohol and other substances on the proper functioning of the body systems.

Unit Content Topic Outline

  1. Introduction to Health
  2.  Personal Health Care
  3. Human Growth and Development
  4. Drug Prevention and Abuse
  5. The Human Anatomy
  6. Food and Nutrition
  7. Human Health and Nutrition

Resources needed/preparation:

The technological resources needed will be a projector and electronic human anatomy. The projector will be used during classroom discussion of the unit objectives. It will also be used in other subsequent lessons. The electronic human anatomy will be used in teaching the human body and its functions.

Strategies for communicating unit objectives

Different strategies will be used to communicate the unit objectives to the students. The first strategy that will be used is through a course rubric.  A printed hard copy will be distributed to students at the onset of the first lesson. The second strategy will be through a classroom discussion. The unit objectives will be discussed in the classroom and students asked to indicate their degree of understanding of the lesson objectives.

The evaluation method will also be revealed in advance. The third strategy for communicating the unit objectives will be through group discussions where students will be put in groups and every group asked to make a presentation on the course objectives (Aksoy, 2012).

Rationale for choice of communication strategy

The rationale for choosing the course rubric strategy is that it ensures that the students stay informed about the unit objectives throughout the teaching sessions. Course rubric provides a comprehensive strategy that tutors can use to ensure that learning objectives are clearly articulated to learners (Elliott, 2016). The rationale for choosing classroom discussions is that it is an effective strategy as it ensures that students have the unit objectives explained using a simplified language (Butcher, Davies & Highton, 2016).

It also provides learners with an opportunity to ask questions on unclear aspects of the learning objectives. Since this strategy involves personal explanation by the tutor, it’s the most effective communication strategy since it addresses the different diversities among students.

The rationale for choosing group discussions is based on their efficacy on encouraging information sharing among learners (Butcher, Davies & Highton, 2016). This strategy will accord students with the opportunity to share their different perspectives on each unit objective. Since group discussions are interactive, they allow learners to learn from each other’s personal experiences, which make understanding easier.


The health knowledge acquired should be able to prepare and equip students with life skills necessary for a healthy lifestyle. Students should be able to apply the knowledge gained in the improvement of their personal health and that of their families by adopting healthy lifestyles to prevent health related diseases such as obesity (Lee& Takahashi, 2015).


Students will be evaluated through a short quiz that will test their understanding of the basic concept of human health. The quiz outcome will indicate the success or failure of the lesson in achieving the lesson objectives (Lee & Takahashi, 2015). The quiz will cover all the unit objectives and will test the students understanding of their human health and its subsequent application. The unit will also be evaluated in the final examination where questions will be asked on key unit objectives. The end of term examination will have a practical component that will evaluate practical skills. The quiz and end of term examination will be used to evaluate the student’s skills and knowledge (Sjostrom & Olson, 2014).

Student Diversity Strategy

Student diversity strategy that will be used includes peer tutoring where students will put in groups and asked to use a teach-back approach to teach the rest of the group members what they have learned in the unit (Edwards & Da Fonte, 2012).  Specialized handouts will also be distributed to students to address the different diversity issues. These handouts will be customized to cater for individual needs of different students.


Aksoy, G. (2012). The Effects of Animation Technique on the 7th Grade Science and Technology Course. Creative Education, 03(03), 304–308.           

Butcher, C., Davies, C., & Highton, M. (2016). Designing Learning: From Module Outline to Effective Teaching. Key Guides for Effective Teaching in Higher Education Series, 218.     

Edwards, C. C., & Da Fonte, A. (2012). The 5-Point Plan. Teaching Exceptional Children, 44(3), 6–13. Retrieved from

Elliott, S. (2016). Unit and Lesson Plan Ideas. Teaching Elementary Physical Education, 17(2),    6. Retrieved from

Lee, Y. A., & Takahashi, A. (2015). Lesson Plans and the Contingency of Classroom Interactions. Human Studies, 34(2), 209–227.

Sjostrom, M. P., & Olson, M. (2014). Preparing for lesson study: Tools for success. In Lesson Study Research and Practice in Mathematics Education: Learning Together (pp. 269–277). Springer Netherlands.

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