OAE Health (023) study plan

Map the 12 sub-areas of health promotion and disease prevention (e.g., primary/secondary/tertiary prevention, behavior-change theories such as Health Belief Model, Transtheoretical Model, Social Cognitive Theory, and the ecological model) onto a one-page concept map

Differentiate the six major nutrients, their functions, and dietary reference intakes (DRIs) by writing a comparison table with at least 10 rows

Identify the current national physical activity guidelines for children, adolescents, and adults (moderate/vigorous minutes, muscle-strengthening days) and list at least 5 school-based strategies for increasing activity

Explain how to apply at least two behavior-change constructs (e.g., self-efficacy, decisional balance) to a realistic student nutrition or activity scenario in 150 words

Compare at least 5 instructional models (direct instruction, cooperative learning, role-play, demonstration, inquiry) and match each to a health topic where it is most effective

Design a 20-minute lesson segment that includes a measurable objective, an anticipatory set, a guided practice activity, and a formative check

List at least 6 characteristics of a safe, inclusive health classroom (e.g., confidentiality norms, trauma-informed language, cultural responsiveness) and describe one concrete routine for each

Explain the difference between formative and summative assessment and create 3 sample assessment items (one selected-response, one constructed-response, one performance task) aligned to a single health objective

Analyze at least 3 community health data sources (e.g., CDC YRBS, county health rankings, school climate survey) and describe how each could inform a school health program

Outline the roles of at least 5 health education professional organizations and explain the purpose of a professional code of ethics in 100 words

Describe the steps of an advocacy plan (identify issue, gather data, build coalition, target decision-maker, frame message, evaluate) and apply them to one school health issue

List at least 4 strategies for communicating health information to families and community stakeholders with varying health literacy levels

Identify at least 6 signs and symptoms of common adolescent mental health conditions (anxiety, depression, eating disorders, self-harm) and describe appropriate referral boundaries for a health educator

Explain at least 4 stress-management techniques (e.g., diaphragmatic breathing, progressive muscle relaxation, cognitive reframing, time management) and describe how to teach each in a classroom setting

Compare the health effects of alcohol, tobacco, and at least 3 other drugs (e.g., cannabis, opioids, stimulants) by creating a fact table with short-term effects, long-term effects, and legal considerations for minors

Describe at least 4 evidence-based prevention approaches (e.g., life skills training, normative feedback, refusal skills, policy/environmental strategies) and match each to a grade band

Sequence at least 8 human development and sexuality topics (e.g., puberty, reproductive anatomy, consent, STI prevention, healthy relationships, gender identity) by appropriate grade level and justify each placement in one sentence

Explain at least 3 strategies for teaching sensitive family-life content in a way that respects diverse family values and school policy

List the key components of an emergency action plan for a school (prevention, recognition, response, reporting, recovery) and describe the health educator's role in each

Demonstrate (in writing) the correct response steps for at least 4 emergency scenarios: choking, severe bleeding, suspected concussion, and heat illness

Explain the difference between health education and health promotion and give 2 examples of each in a school setting

Describe at least 4 laws or policies that affect school health education (e.g., FERPA, state sex education requirements, local wellness policy) and summarize their practical implications

Design a rubric for a performance-based health assessment with at least 3 criteria and 3 performance levels, and write one sample student-friendly descriptor per level

List at least 5 strategies for differentiating health instruction for students with IEPs, 504 plans, or English learner status

Complete at least 60 practice questions spanning all content domains and record your accuracy by domain

Identify your three weakest sub-topics from the practice results and write a 5-sentence explanation of each concept in your own words

Re-teach one difficult concept (e.g., the Transtheoretical Model stages, macronutrient energy values, or refusal-skill instruction) by creating a one-page study sheet without looking at notes

Create 5 original test-style questions (with answers and rationales) for your weakest sub-topics

Complete a full-length timed practice test under exam conditions and score it by domain

Review every missed question and classify each error as content gap, misread question, or guessing, then list the top 5 content gaps

Recite from memory the key frameworks: prevention levels, behavior-change theories, nutrient functions, mental health warning signs, drug categories, developmental stages, emergency response steps, and assessment types

Write a one-page exam-day plan that includes timing strategy, a review checklist, and stress-management techniques to use before and during the test