TOTAL WELLNESS

1. understand that well-being is the integration of health knowledge, attitudes, and behaviors a. describe the interrelationships of physical, social, emotional, mental health, and spiritual health throughout adulthood 2. understand the relationship between decisions and consequences a. use a decision making model(5-step method for example)in class using role-playing and case study techniques to arrive at sound decisions 3. be aware of the risks associated with drugs, tobacco, and alcohol and the preventative behaviors needed to avoid sexually transmitted diseases, cancer, and heart disease a. conduct debate and do laboratory experiments(smoking,dose-response) 4. recognize patterns of abuse directed at self or others and be aware of how to break these patterns a. locate, gather,and evaluate information from home, school, and community agencies 5. demonstrate knowledge and skills which better enable participation in individual, dual, and team sports and activities a. participate in gym instruction, practice, and lead-up games related to the sport. B. Influence of relationships on Total Wellness
   
   

1. develop positive relationships with yourself and others, including self-esteem, coping skills, adaptability to change, and making and maintaining friends 2 possess an awareness and respect for individual differences and for cultural differences through a variety of sports and activities 3. know how choice of friends, activities, and chemical use can affect sexual decision-making 4. resolve conflicts responsibly using conflict resolution techniques practiced in class 5. be familiar with types of conflicts(confrontation, avoidance, and problem solving) and demonstrate strategies for solving these types of conflict without harming themselves or others 6. communicate effectively within relationships by understanding the consequences of passive, aggressive, and assertive communication and be able to demonstrate skills for effective communication in a variety of role-playing situations C. Developing personal responsibility for Total Wellness
   
   

1. make responsible decisions by discriminating among risks and by identifying consequences through an analysis of the short-term and long-term consequences of safe, risky, and harmful behaviors(practice decision -making model in class drills) 2. evaluate what is viewed, read, and heard for its effect on personal well-being by being able to evaluate the factors that influence their personal selection of health products and services 3. strive to live an emotionally, nutritionally, and physically healthy life(journal self-analysis) 4. apply prevention and treatment strategies for accidents, injuries, and infectious diseases 5. assess physical fitness needs (heart rate, fitness levels, know differences between aerobic and anaerobic conditioning, relationship between body composition and fitness) 6. manage personal health, wellness, and fitness needs (prevention and care of injuries, nutrition and diet, commitment necessary to gain and maintain fitness) D. Expanding Total Wellness to the family and community
   
   

1. utilize various strategies when making decisions related to health needs and risks of family and community(case studies,decision-making model,research) 2. understand how public policy affects the well-being of families and communities by being able to analyze how public health policies and government regulations influence health promotion, and disease prevention and be able to describe how to advocate for policy changes 3. demonstrate sportsmanship in sports (benefits of competition, value of winning and losing, united goal-setting, ground rules for team play, basic social and cooperative skills) 4. volunteer for and be a member of school and community groups such as: Natural Helpers, Upward Bound, Onward To Excellence, etc. 5. organize and be part of community or school clean-up projects
   
   

1. apply a variety of mathematical concepts and skills (logic, statistical interpretation, plotting and analyzing graphs, concluding, predicting trends) to solve common day-to-day problems
   

1. set and achieve goals (brainstorm, envision, plan, research, manage time, persist, complete)
   
2. produce quality products (plan, organize, draft, evaluate, revise, improve, persist, complete)
   
B. Technological Skills

1. use modern technology (computers, scanners, copiers, printers, calculators, audio/visual tools, telephones, fax machines, calculators) to solve common, day-to-day problems
   
2. apply basic computer applications (word processing, spreadsheet, database, graphics, desktop publishing, Internet, e-mail) to produce quality products, including
   
• multimedia presentations (speeches, demonstrations, lectures)
  
• reports, bids, proposals, instructions, manuals
  
• research polls, surveys, checklists
  
  • graphs, tables, charts, maps, illustrations, photographs
    

• expository essays, research papers, literary works related to Total wellness
  

1. behave responsibly and produce quality products related to Skills for a Healthy Life
   

1. work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
   
2. relate Total Wellness content and skills to your personal life and the lives of others
   

• responsibly examine (be aware, know resources, research, consider, discuss) current Total Wellness issues and/or events that personally affect you or others
  
• effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)
  
• use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices , and predict logical consequences or possibilities
  
• . acquire career knowledge and skills related to employment opportunities in health related organizations
  
  • compare colleges, technical, or business schools (locations, size, costs, special programs)
    
  • apply for admission, complete applications for scholarships or other financial aids
    
  • develop a four-year schedule of classes, including alternatives for those not available 6. present oneself in an employable manner
    
  • wear appropriate dress and be physically well-groomed demonstrate good speaking and/or interviewing skills
    
  • complete all written forms (letter of application, resume, required forms, legal documents) provide a portfolio that shows special products, skills, experiences, achievements, awards
    
    

1. respect ones own cultural heritage, traditions, and language
   
   • interview elders in order to compile personal genealogies and/or a local history
     
   • identify local cultural values and traditional responsibilities to the environment
     
   • respect and live in tune with local cultural values and traditions
     
2. build on local knowledge and skills to achieve future success in the world at large by
   
   • using methods from ones own traditions to learn about the world beyond ones village understanding how the local culture relates to others in the area, state, nation, and world
     
   • making appropriate choices regarding the long-term consequences of ones own actions
     
3. participate in a variety of traditional activities related to the local culture, including
   
   • subsistence activities, arts and crafts, dance and music, sports and recreation
     
   • community government, tribal, and church affairs
     
   • total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
     
4. engage in family-related activities based on traditional ways of knowing and learning, including
   
   • consistent, respectful, loving interactions with Parents and Elders that show appreciation of their roles as providers and care givers, culture bearers, and educators in the community
     
   • self-assess ones own strengths and needs in order to make appropriate life choice
     
     

• interrelationships of the spiritual, natural, and human world
  
• geographical and ecological resources of the local environment
  
• impact of the environment on the origins of culture and ones personal cultural perspective
  
• the nature of diversity and the need for change over time
  
• cross-cultural influences, interactions, conflicts, communications, and resolutions
  
  

INSTRUCTIONAL RESOURCES AND MATERIALS

• Free Federal Resources for Academic Excellence: http://www.ed.gov/free/subject.html ¥ General Health and Fitness resources http://www.capecod.net/schrockguide/health/fitness.htm http://ericir.syr.edu/Virtual/Lessons/Phys Ed/index.html http://ericir.syr.edu/Virtual/Lessons/Health/index.html http://fyiowa.webpoint.com/fitness
  C. Media Center: Southwest Region School District
  

• 
  
• Teaching Study Skills & Strategies in High School (includes activities); Active Learning: 101 Strategies to Teach Any Subject (includes activities)
  
• Reconnecting Youth: A Peer Group Approach to Building Life Skills;
  
• Lion's Quest: Skills for Adolescence (instructional manual/student activities)
  
  

• Videos Related to Course
  The Coming Plague(Turner Prod.) Teenage Alcohol Abuse(EVN) Teenage Alcohol Abuse(EVN) Every Breath You Take(American Lung Assoc) Downfall: Sports and Drugs (EVN) Diet for New America (EVN) The Schlessinger Teen Health Series: Teen Sexuality, Birth Control, Teen Pregnancy, Eating Disorders, Sports Medicine.
  
  
  
• Simulations and/or Activity Packets Related to Course
  

• CD ROMs/Software Related to Course
  

• Text and/or Supplemental Books Related to Course
  

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ASSESSMENT GUIDELINES AND GRADING

• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final trimester exams
  designed to measure student knowledge and comprehension of basic course content.
  
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics,
  check-lists) to evaluate in-progress and summary student skill development.
  
  

• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
  
• periodic reviews and subsequent summary Unit Exams will be given in every course.
  
• comprehensive reviews and summary Trimester Final Exams will be given in every course. Unit and Trimester Final Exams should measure student retention and comprehension of the most important factual content (who, what, where, when, why, how) and improvement of basic skills (recall, reading, thinking, writing, calculating).
  
  
  

• Pretest or use the test-study-test method rather than simply study-test . Pretesting at the start of a unit helps both students and teachers discover What They Already Know and What They Need to Learn .
  
• Wh en necessary develop individualized tests to account for individual learning styles and/or special learning difficulties. Consult Special Education teachers and counselors for help.
  
• Reteach and Retest when needed to improve and/or reinforce student knowledge and comprehension.
  
• Promptly grade and review results of all quizzes, tests, or exams. Students want, need, and have the right to quickly know how they have done on tests.
  
• Use tests as a teaching tool: require students to correct all factual errors and/or process mistakes.
  
• Teach students How to Take Tests . Important skills are involved and students need to learn them.
  
  

• Core Skills Language Arts and Mathematics teachers at the secondary level still have the duty of teaching, testing, and accurately recording student progress on the district's standardized CRT Tests and are accountable for accurately recording student progress on these tests.
  
• Note: Because all secondary teachers are members of collaborative teams, all secondary teachers are expected to assist their team partners help all students successfully complete, at the very least, Banks 7 and 8 of the CRT's .
  
  

• Rubrics will be used to better teach and assess the development of essential Skills (listening, reading, speaking, critical thinking,writing, research, cooperative group work, discussion, problem solving, decision-making, use of technology, social behavior, employability, social behavior/citizenship, cultural relevance) and to determine the quality of final products
  
• Rubrics must include clearly stated, easily understood directions, and specific information about what students will be expected to do and learn. Quality standards and deadlines should be included.
  
• Rubrics will be assigned at the beginning of any activity whose major objective is the acquisition and application of essential Skills. Carefully explain exactly how a particular rubric will be used.
  
• Use rubrics as a teaching tool. Teach all students how to use rubrics to self-assess the quality of their own work and/or that of their classmates--and their teachers.
  
  

• Note that extra does not mean in place of ; rather, extra means in addition to . Students should thus be allowed and encouraged to voluntarily complete additional, challenging tasks that might broaden or deepen their understanding.
  
• Assessment of Extra Credit work should follow the same systematic guidelines and/or utilize the same type of assessment rubrics , tests, or other techniques used to evaluate required work.