This virtual textbook on Public Health teaches strategies for disease prevention. The website explains disease prevention using three categories - primary, secondary, and tertiary. In the description of each one, the website includes several examples like vaccination, regular tooth brushing, screening, environmental modifications, and check-ups. The website also provides a chart with three medical conditions and the stages of disease prevention. As an interactive activity, teachers can print out this chart for students, leaving the stages of disease prevention boxes blank. Students can brainstorm what methods of disease prevention would fall under each category of each medical condition. At the end, the teacher can review some correct examples, using the key provided on the website. The goals of this activity are for students to identify methods of disease prevention; identify if the method is primary, secondary, or tertiary; gain an understanding of what primary, secondary, and tertiary mean; and be able to list some strategies of disease prevention for example medical conditions.

Teaching can be a beautiful, playful, and life-giving profession—but it also can be very, very stressful. You are in charge of so much, and so many people depend on you, but a lot of factors are out of your control. And often, in the face of stress, you power through and be the best you can for your students because they are so important. But guess what? YOU’RE IMPORTANT, and we know it’s sometimes easy to neglect taking care of your own needs in favor of others.

Discover what Matt Hirshberg, a former middle school educator and current postdoctoral research associate at the Center for Healthy Minds has to share about this topic in a short video and companion essay on the aka Teacher blog.

Hosted by PBS Wisconsin Education, and created with and for Wisconsin educators, the aka Teacher blog offers a space for exploring the many hats educators today wear, and the topics that aren’t covered in teacher preparation programs. Blog posts include videos featuring educators around the state, and resources you can share with learners and use to continue your own learning.

This website provides information regarding the indicators of intellectual, emotional, social, and physical health. A description of the indicators of health in each of these areas is provided, along with tips on how to reach optimal wellness. The website is very clear and informative to educate students regarding dimensions of health, how to recognize intellectual/emotional/social/physical health, and how to achieve wellness. As a supplemental activity to check for understanding, teachers can distribute the worksheet quiz linked in WISELearn. The worksheet provides 8 scenarios, and students must identify if the scenario describes physical, emotional, social, or intellectual indicators of health. The student must also identify if the patient is in good or poor health in that dimension. An answer key is provided on WISELearn.

This course provides a study of fitness and wellness and their relationship to a healthy lifestyle. Defines fitness and wellness, evaluates the student's level of fitness and wellness, and motivates the student to incorporate physical fitness and wellness into daily living.

Students are tasked with selecting an outdoor activity that they would like to engage in for at least 20 minutes  every week over the course of the semester and reflect upon their experiences before, during and after the activity.  For example, they might choose to go for a walk, seek out a hike in different parks each week, relax by the lake, or go for a swim.

 Over the course of the semester students will create, maintain, and compare a nature journal and digital science notebook.  The intent of this activity is for them to become familiar with how journals/notebooks can be used by learners to facilitate scientific inquiry endeavors from both nature-based and technology-based perspectives.

Through this experience, preservice teachers will learn about and experience the benefits of nature journaling, supports for beginning nature journaling, and how to successfully take children outdoors to learn.

This nature journaling unit is intended for use in an upper division early childhood education science and environment methods course; and will occur in three steps, likely during three consecutive class periods. The intention of this learning sequence is to prepare early childhood pre-service educators to implement nature journaling experiences in order to facilitate emergent cycles of inquiry that will extend theory build and wonder in young children. First the pre-service educators will learn about nature journaling, how to engage with the practice themselves, and how to facilitate nature journaling with young children. Then, through a series of nature journaling practice activities, the pre-service educators will engage in their own nature journaling practice as it connects to the broader early childhood science question of ecological perspective taking and participation with nature. Finally, they will explore how to facilitate and observe children’s nature journaling practice, and how to utilize the questions that emerge from this recurrent practice in cycles of inquiry planning.

Social Emotional Learning in Virtual classroom focuses on integrating three main routines to support SEL in a virtual classroom The three routines are check-in, community building, and mindfulness.  The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social-emotional learning (SEL) as “an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”