ALEX Resources

   View Standards     Standard(s): [CE] (0-12) 9 :

9 ) Self-respect

[CE] (0-12) 10 :

10 ) Self-control

[CG1] (0-12) 78 :

78 ) PS:A1.1 - develop positive attitudes toward self as a unique and worthy person

[CG1] (0-12) 85 :

85 ) PS:A1.8 - understand the need for self-control and how to practice it

[HE] (1) 12 :

1.4.1) Identify ways listening skills can be used to build and maintain healthy relationships.

Example: taking turns talking and listening

[HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (6) 1 :

6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (7) 1 :

7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[HE] (7) 16 :

7.5.1) Distinguish when a self-decision should be made or if help should be sought from a responsible adult.

Examples: friends begin drinking, unsafe situation arises at school, suicidal friend, suspected abuse, seat belt use, suicidal thoughts

a. Determine when it is necessary to ask for assistance when making a health choice.

Examples: friend begins to self-harm, negative peer pressure

[HE] HED (9-12) 2 :

HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 20 :

HE.4.3) Develop strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.

a. Identify warning signs of unhealthy relationships.

b. Differentiate between negative and positive behaviors used in conflict situations.

[HE] HED (9-12) 23 :

HE.5.2) Develop a thoughtful decision-making process in health-related situations.

a. Predict the potential short-term and long-term impact of various alternatives on self and others.

b. Identify warning signs of suicide in self and others and discuss effective coping skills.

c. Demonstrate refusal skills and explain when to use them in high risk situations.

Examples: Saying no to sex, alcohol, and other drugs

[HE] HED (9-12) 29 :

HE.7.1) Analyze the role of individual responsibility for enhancing health.

a. Describe healthy practices and behaviors that will maintain or improve the health of self and others.

Examples: effective communication skills and safety techniques, reading and understanding medicine labels, immunizations, wellness checkups and compliance

b. Identify negative behaviors that increase health risks to self and others.

Examples: distracted driving, drinking and driving, illegal drug use, vaping, smoking, unprotected sex, behaviors resulting in intentional or unintentional injuries, poor eating habits, physical inactivity

c. Compare and contrast the responsibilities of both parents in teen parenting.

Examples: shared responsibilities; social, financial and educational challenges

[HE] HA (10-12) 11 :

HA.7.2) Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and peers.

[HE] HA (10-12) 12 :

HA.7.3) Identify a variety of behaviors to avoid or reduce health risks to self and others.

a. Plan a school or community campaign designed to encourage health-enhancing behaviors.

You may not find it as a stand-alone class in the curriculum, but social and emotional learning is an integral part of education.

Social and emotional learning (SEL) means teaching students how to manage their emotions and how to collaborate and empathize with others. Also known as soft skills, character education, and good citizenship, it’s all about getting along with others and knowing oneself, abilities everyone needs to function in a social setting. These skills also help students do better academically.

The most popular framework for SEL instruction is the CASEL 5. CASEL is the Collaborative for Academic, Social and Emotional Learning, a group that provides free online instructional resources for SEL. The CASEL 5 are the five SEL core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. You can find the CASEL Framework Handout here.

This resource for educators provides background information, discussion questions, and a vocabulary glossary as supplemental material.

   View Standards     Standard(s): [CE] (0-12) 8 :

8 ) Cooperation

[CE] (0-12) 10 :

10 ) Self-control

[CE] (0-12) 12 :

12 ) Compassion

[CG1] (0-12) 82 :

82 ) PS:A1.5 - identify and express feelings

[CG1] (0-12) 83 :

83 ) PS:A1.6 - distinguish between appropriate and inappropriate behavior

[CG1] (0-12) 95 :

95 ) PS:A2.6 - use effective communications skills

[CG1] (0-12) 120 :

120 ) PS:C1.11 - learn coping skills for managing life events

[HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 13 :

3.4.2) Discuss healthy ways to express needs, wants, and feelings.

Examples: using appropriate refusal skills, manners, communication

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (5) 13 :

5.4.2) Compare positive and negative ways to respond to conflict and bullying.

It’s time to let your creativity shine with the Mood & Mindfulness Journal from On Our Sleeves! These fun activities for grades 3-5 will help you better understand why you feel emotions like happiness and sadness, and help you describe how you are feeling.

This journal includes the following:

• • A page to identify words that describe emotions.
  • A mood meter to help students identify ranges of emotions as positive/negative and high energy/low energy.
  • A page to create a drawing of themselves experiencing an emotion related to a recent event.
  • Emotional conversation cards that support the discussion and demonstration of cooperating with others in a positive manner.
  • A fill-in-the-blank page for students to develop positive strategies to enlist when experiencing a negative emotion.

   View Standards     Standard(s): [HE] (2) 14 :

2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

The Brain Bites video series teaches physical education concepts in short video bites! In this bite, Bee Respectful teaches students what respect looks like, sounds like, and feels like.

   View Standards     Standard(s): [HE] (3) 19 :

3.6.2) Identify barriers to achieving personal health goals, determine how to achieve, and monitor progress.

[HE] (4) 10 :

4.3.1) Locate reliable health resources from home, school, and community.

Examples: parent, school nurse, counselor

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

Learn about the field of therapeutic recreation and how it helps people. Rochester Rehabilitation's SportsNet program is featured which uses adaptive and inclusive recreation for people with disabilities or medical conditions to improve their quality of life and meet their goals.

   View Standards     Standard(s): [HE] (4) 8 :

4.2.1) Explain the influence of culture on health practices and behaviors.

a. Explain the importance of good communication within the family unit.

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (5) 8 :

5.2.1) Describe how the school and community can support personal health practices and behaviors.

a. Describe how positive and negative influences from family, peers, and culture affect adolescents' body acceptance during the changes of puberty.

[HE] (5) 12 :

5.4.1) Utilize effective verbal and nonverbal communication skills to build and maintain relationships and enhance health.

[HE] (6) 6 :

6.2.1) Examine how family and peers influence the health of adolescents.

Examples: inactivity, fast food consumption

a. List personal family guidelines and rules that enhance health.

b. List peer situations that enhance health.

Meet the GIRLS!:  Lexi (9) and Lauryn (14) are sisters and are each other's biggest cheerleaders. Lexi is a strong gymnast and Lauryn is right there encouraging her and helping her every step of the way. Lauryn is a musician and shares her talent in her community. Lexi supports her sister’s efforts. Sometimes our greatest power is empowering others!

   View Standards     Standard(s): [HE] (4) 1 :

4.1.1) Describe school practices that promote a safe and healthy environment.

[HE] (4) 8 :

4.2.1) Explain the influence of culture on health practices and behaviors.

a. Explain the importance of good communication within the family unit.

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (5) 8 :

5.2.1) Describe how the school and community can support personal health practices and behaviors.

a. Describe how positive and negative influences from family, peers, and culture affect adolescents' body acceptance during the changes of puberty.

[HE] (5) 12 :

5.4.1) Utilize effective verbal and nonverbal communication skills to build and maintain relationships and enhance health.

[HE] (6) 9 :

6.2.4) Explain the influence of values and beliefs on individual health practices and behaviors.

Examples: family values, religious beliefs

Meet the GIRL!: Sasha is 17 years old and had a difficult time in school due to being bullied. She found her outlet through art. She painted her feelings and then decided to share her art with others. She leads art classes at her local boys and girls club with an emphasis on bullying awareness and education. She wants to make sure others feel empowered to speak up for themselves and take action. She leads by example. 

   View Standards     Standard(s): [HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 13 :

3.4.2) Discuss healthy ways to express needs, wants, and feelings.

Examples: using appropriate refusal skills, manners, communication

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (5) 20 :

5.7.1) Implement a variety of healthy practices and behaviors that avoid or reduce health risks.

Example: executing a plan to manage academic, extracurricular, and family

Learn how to teach children ways to manage their feelings and turn them into positive actions, including creating a calm and regulated environment, showing how to manage impulses, and discussing ways to resolve conflicts.

   View Standards     Standard(s): [HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (4) 14 :

4.4.3) Demonstrate how to avoid conflict and explain when it is necessary for an adult to intervene.

[HE] (5) 12 :

5.4.1) Utilize effective verbal and nonverbal communication skills to build and maintain relationships and enhance health.

[HE] (6) 13 :

6.4.1) Apply effective verbal and nonverbal communication skills to enhance health.

Examples: praise, high-five, fist bump, thumbs up

a. Demonstrate appropriate nonverbal communication skills someone could use when upset.

Examples: walking away, remaining calm and quiet

[HE] (6) 15 :

6.4.3) Determine when and how to utilize different communication strategies to deal with a variety of situations and conflicts.

Examples: compromising, apologizing, addressing the issue

Meet the GIRL!: Caraline is 17 years old and is a musician and nail technician student. She shares how she enjoys doing others’ nails as she gets to listen to them express themselves and share what is important to them. She shares that she enjoys that people see her as a trusted ear. By listening to others she gets to connect with people in an authentic way.  

   View Standards     Standard(s): [HE] (4) 8 :

4.2.1) Explain the influence of culture on health practices and behaviors.

a. Explain the importance of good communication within the family unit.

[HE] (4) 10 :

4.3.1) Locate reliable health resources from home, school, and community.

Examples: parent, school nurse, counselor

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

Learn about Down Syndrome from Mary Ann Schluier, a habilitator at CP Rochester. Next, hear from Patrick Hurley, an individual with Down Syndrome, and his family as they talk about their day to day lives, his activities, and skills to participate in numerous activities in the community.

   View Standards     Standard(s): [HE] (2) 12 :

2.4.1) Demonstrate techniques of effective listening.

Examples: body language, eye contact

[HE] (2) 14 :

2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

With so much emphasis placed on improvements in math and science, skills like compassion often receive less classroom time. This unintended trade-off may be short-sighted, as compassion is an important social-emotional skill that begins to develop in early childhood and is essential for lifelong health and success.
Learning compassion increases students’ own sense of well-being and improves the learning environment for all learners. By teaching kindness, empathy and compassion in the classroom, educators set their students up for long term success in every aspect of life.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.

   View Standards     Standard(s): [HE] (0) 14 :

K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 8 :

1.2.1) Contrast tattling with reporting aggression, bullying, and violent behavior.

a. List healthy foods served by the school cafeteria.

[HE] (2) 13 :

2.4.2) Explain ways that bullying and excessive teasing can be hurtful.

[HE] (2) 14 :

2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 14 :

3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

[HE] (4) 12 :

4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (4) 13 :

4.4.2) Describe the various types of bullying and effects on the victim.

Examples: types -through social media; effects--depression, suicide, eating disorders

[HE] (5) 13 :

5.4.2) Compare positive and negative ways to respond to conflict and bullying.

This is a free interactive from PBS Kids that can be used to teach students about bullying. Explore the topic of bullying in this interactive comic, So Funny I Forgot to Laugh, based on the characters and storyline from the PBS children’s series ARTHUR. When Arthur takes his teasing too far, it upsets Sue Ellen. Can Arthur find a way to apologize for bullying Sue Ellen and save their friendship? The interactive pauses at important scenes for discussion questions and allows students to choose their own ending.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.