THEME: ENVIRONMENTS IN THE LOCAL AREA FROM A HEALTH PERSPECTIVE

Environments in the Local Community from a Health Perspective are part of the central content I4 in environmental studies for Grade 5:

• "They also investigate the significance of different environments in the local community from a health perspective."

The goals related to I4 in environmental studies for Grade 5 are:

• M1 to spark and maintain the student's interest in the environment and the teaching of environmental studies, and to help the student realize that all subject areas in environmental studies are important for them
• M3 to support the student in developing environmental awareness and to act and influence their immediate environment and various contexts to promote sustainable development and to appreciate the significance of sustainable development for themselves and the world
• M9 to guide the student to explore, act, move, and make excursions in nature and the built environment
• M12 to guide the student to observe the environment, human activities, and phenomena related to them using concepts within environmental studies and to develop their concept constructions from consisting of various preconceptions so that they better match the precise use of the concepts
• M13 to guide the student to understand, use, and create various models through which one can interpret and explain humans, the environment, and related phenomena
• M16 to guide the student in geographical thinking and to observe their environment and the entire world, and to learn how to use maps and other geomedia

K1: "At the same time, students' ability to see things from different perspectives, come up with new ideas, and gradually learn to critically evaluate information is strengthened. Students should be guided to notice the interaction and connections between different phenomena."

K3: "Students should be guided to reflect on their choices from a sustainability perspective."

K7: "Students should be encouraged to participate in student council activities, clubs, and activities like environmental initiatives or other programs offered at school and in the local community, where they can learn to influence and gradually learn to take responsibility. They should be guided to understand the significance of their own choices and actions, as well as their own lifestyle, not just for themselves but also for their immediate environment, society, and nature."

Environments in the Home Region from a Health Perspective are included in the core content I1 in physical education for grade 5:

• "The tasks should provide students with the opportunity to practice observing and selecting appropriate solutions in various physical education situations (e.g., outdoor exercises and ball games) and to enhance their balance and mobility skills and ability to handle equipment through diverse physical activities (e.g., ice, snow, and nature activities, basic exercises, music and dance gymnastics, as well as ball games and apparatus gymnastics) and different sports throughout various seasons and learning environments."

The goals related to I4 in physical education for grade 5 are:

• M2 guide the student to train their sensorimotor skills, i.e., to observe themselves and their surroundings through various senses and to choose appropriate solutions in different physical education situations
• M3 guide the student to strengthen and adapt their balance and movement skills in a versatile manner in various learning environments, during different seasons and situations
• M4 guide the student to strengthen and adapt their ability to handle equipment in a versatile way by using different equipment in various learning environments, during different seasons and situations
• M6 teach swimming skills so that the student can move in and rescue themselves from water
• M11 ensure that the student gains enough positive experiences from their own body, from being capable, and from being part of the community

K1: "At the same time, students' ability to view things from different perspectives, come up with new ideas, and gradually learn to critically evaluate information is strengthened. Students should be guided to notice the interaction and connections between different phenomena."

K3: "Students should be guided to reflect on their choices from a sustainability perspective."

K7: "Students should be encouraged to participate in student council activities, club activities, and for example environmental activities or other activities offered at school and in the local environment, where they can learn to influence and gradually learn to take responsibility. They should be guided to understand the significance of their own choices and actions as well as their lifestyle for themselves, but also for their immediate environment, society, and nature."