ENVIRONMENTAL WELLNESS

(Health/Physical Education Course) Health -An examination of ways in which the environment affects a studentÕs physical, mental, social, spiritual and emotional health. Students explore new methods of thinking, reasoning, problem solving, and in making improved choices in their lives in relation to their environment. Topics to be explored include: Hazardous Waste Management in Home and School, Toxicology, Air Pollution, Mercury and Lead-Global to Local, Ecological Health=Human Health, Environmental Literacy, Environmental Ethics, Contagious Diseases, Genetics and Cancer Risks, Occupational Health and Safety, and Environmental Careers. Other topics can be substituted depending on student and community needs. Physical Education -The mission of this P.E. course is to increase students sense of personal confidence and mutual support within the group, and to develop an increased level of agility, coordination, and joy in oneÕs physical self and in being with others. Activities emphasize meaningful challenge rather than competition using team building and initiative exercises and activities. Project Adventure and New Games concepts are foundational to the course.
COURSE DESCRIPTION

This integrated, collaboratively taught Environmental Wellness class will provide students an opportunity to understand wellness and its relationship to their environment and the effect of environment on student wellness. Wellness encompasses physical fitness, intra- and inter-personal relations, and all of the knowledge and skills that affect well-being. By satisfying requirements of this course, students will display knowledge of and concern for the natural and man-made environments around them and will seek out opportunities to learn more about their environment.
SWRSD OUTCOMES
Outcome 5: Students demonstrate honesty, respect, concern, and caring for themselves, their environment and others . Outcome 7: Students use a variety of ways to think and to reason when solving problems, and making thoughtful decisions. COURSE OUTLINE

CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher -made and standard tests and rubrics )

Major Units of Study
A. Understanding Environmental Wellness
Alaska Content Standard: Standard A: Skills for a Healthy Life (A student should be able to acquire a core knowledge related to well-being)
Key Elements: Student will know about, understand, and demonstrate the ability to
Alaska Content Standard: Standard C: Skills for a Healthy Life (A student should understand how well-being is affected by relationships with others)
Key Elements: Student will know about, understand, and demonstrate the ability to

Alaska Content Standard: Standard B: Skills for a Healthy Life (A student should be able to demonstrate responsibility for the student's well-being)
Key Elements: Student will know about, understand, and demonstrate the ability to
Alaska Content Standard: Standard D: Skills for a Healthy Life (A student should be able to contribute to the well-being of families and communities)
Key Elements: Student will know about, understand, and demonstrate the ability to
Major Categories of Skills

A. Cross-curricular and/or Integrative Skills

Key Elements: Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day-to-day problems
Key Elements: Student will know about, understand, and demonstrate the ability to
letters (complaints, requests, replies, recommendations, applications, resumes)
C. Life and/or Employability Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
attend, be punctual, follow directions, manage time, stay on task, meet deadlines
safely, effectively, efficiently, accurately use the work area, materials, tools, & technology
set short and long-term goals, plan, use higher order thinking skills, seek help, persist
respect and treat others equally, from the perspective of the needs and rights of all people
D. Cultural Relevance:



Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E
Key Elements: Student will know about, understand, and demonstrate the ability to
5. explain the processes, forces, and interactions of the world and its varied cultures, including the

INSTRUCTIONAL RESOURCES AND MATERIALS


A. Community Resources Related to Course
Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills. If available, specific examples should be included now.
B. Major Internet Web Site Addresses Related to Course (a tiny sample)
(many other sites to be added relating to the environment)
C. Media Center: Southwest Region School District
 Contact Roz Goodman, the Southwest Region Media Specialist, for help. She has lists of materials related to specific subject areas and will help you find Internet resources or other materials
D. Itinerant Travel Kits and/or Permanent Core Skills Instructors' Materials
The Green Kit
Lead Testing Kits (Get The Lead Out)
Water Test Kits


The Ultimate Human Body 2.0 Multimedia
Perspectives on Health D.C. Heath 1998 edition
The Coming Plague Laurie Garrett Penguin Books New York 1994
The Beak of the Finch Jonathan Weiner Vintage Books New York 1994
Stuff, The Secret Lives Of Everyday Things John C. Ryan Northwest Environmental Watch Seattle 1997
The Hot Zone Richard Preston Doubleday Inc. New York 1994

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx


(Assessment Guidelines and Grading still "under construction" and awaiting additional in-put)

Teacher-made tests of content units will be required: pretests, quizzes, Unit Tests, Final Exams

Processes/Skills will be assessed Rubrics, checklists, et.al.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx




(The Following Still Needs Input, Thought, and Work)

ASSESSMENT GUIDELINES AND GRADING
The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.

CONTENT KNOWLEDGE TESTS
Minimum Requirements : At the very least, course Content will be regularly assessed with traditional
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).
Suggestions:
CRITERION-REFERENCED TESTS (CRT's)
 STANDARD PERFORMANCE TESTS
. National Tests such as the AAHPER and President's Council on Physical Fitness Test will be
administered during each trimester to assess where each student falls on a national norm. Results
will also be used to guide students who need to improve their performance on measured fitness traits.

STUDENT PERFORMANCE RUBRICS
EXTRA CREDIT WORK
In order to encourage students to pursue high level performances and quality products, all students who have completed required work, including any expected revisions, should be given an opportunity and encouraged to do Extra Credit work that might increase the depth and/or breadth of their understanding.
GRADING
All students will be held accountable for meeting the minimum requirements of all courses and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Final Grades in all courses will follow on a traditional "A", "B", "C", "D", "F", "I", system.
-------------------------------------------------------------------------------