ALEX Resources

   View Standards     Standard(s): [HE] (6) 21 :

6.7.2) Describe practices to avoid to reduce health risks to self and others.

Examples: smoking or vaping, drinking alcohol, using illegal drugs, texting while driving

[HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 7 :

7.2.2) Explain how communities can affect personal health practices and behaviors.

Examples: public policies regarding water pollution, air quality, tobacco use

[HE] (7) 8 :

7.2.3) Describe how the media can send mixed messages about health.

Examples: advertisements concerning tobacco, alcohol, and nutrition

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 9 :

8.2.4) Explain how societal perceptions influence healthy and unhealthy behaviors.

Examples: acceptance of teenage smoking and teenage pregnancy by peers, certain communities, and cultures

[HE] (8) 10 :

8.2.5) Give examples of how substance abuse can increase the likelihood of other health risk behaviors.

Examples: alcohol consumption lowering inhibitions, e-cigarettes or vaping leading to smoking

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[HE] HED (9-12) 8 :

HE.2.1) Analyze the influence of external factors on health beliefs and behaviors.

a. Analyze how family, culture, school, and community influence the health practice and behaviors of individuals.

Examples: explaining how holiday celebrations and traditions such as over indulgence in eating and consuming alcohol affect health behaviors; explaining how extra-curricular activities and schedules result in over-consumption of fast food

b. Examine how peers influence healthy and unhealthy behaviors.

c. Examine how peers influence healthy and unhealthy behaviors.

Example: influence of media on teen body image, sexual activity, drugs, alcohol, violence, cyber-bullying.

d. Cite evidence of how public health policies and government regulations can influence health promotion and disease prevention.

[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) 2 :

HA.2.1) Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.

Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.

[HE] HA (10-12) 5 :

HA.5.1) Identify decision-making skills used in situations that put adolescents and teens at risk.

Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations

a. Identify consequences of making poor decisions to join in or ignore risky situations.

b. Recognize the differences between situations in which one has control vs. a lack of control.

c. Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 2. To access videos and lesson materials go to: https://www.projectalert.com/account

   View Standards     Standard(s): [HE] (6) 21 :

6.7.2) Describe practices to avoid to reduce health risks to self and others.

Examples: smoking or vaping, drinking alcohol, using illegal drugs, texting while driving

[HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 8 :

7.2.3) Describe how the media can send mixed messages about health.

Examples: advertisements concerning tobacco, alcohol, and nutrition

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 9 :

8.2.4) Explain how societal perceptions influence healthy and unhealthy behaviors.

Examples: acceptance of teenage smoking and teenage pregnancy by peers, certain communities, and cultures

[HE] (8) 10 :

8.2.5) Give examples of how substance abuse can increase the likelihood of other health risk behaviors.

Examples: alcohol consumption lowering inhibitions, e-cigarettes or vaping leading to smoking

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[HE] HED (9-12) 8 :

HE.2.1) Analyze the influence of external factors on health beliefs and behaviors.

a. Analyze how family, culture, school, and community influence the health practice and behaviors of individuals.

Examples: explaining how holiday celebrations and traditions such as over indulgence in eating and consuming alcohol affect health behaviors; explaining how extra-curricular activities and schedules result in over-consumption of fast food

b. Examine how peers influence healthy and unhealthy behaviors.

c. Examine how peers influence healthy and unhealthy behaviors.

Example: influence of media on teen body image, sexual activity, drugs, alcohol, violence, cyber-bullying.

d. Cite evidence of how public health policies and government regulations can influence health promotion and disease prevention.

[HE] HED (9-12) 10 :

HE.2.3) Analyze how the perceptions of norms influence healthy and unhealthy behaviors.

Examples: addressing topics such as wearing safety equipment, teen pregnancy, drug abuse, suicide, cyber-bullying, weight management, potentially dangerous social media trends

[HE] HED (9-12) 12 :

HE.2.5) Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

Examples: assessing the effects of driving under the influence, drinking alcohol which can lead to poor choices such as sexual behavior, poor nutrition, sedentary lifestyle

[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] HED (9-12) 32 :

HE.8.3) Work cooperatively as an advocate for improving personal and community health.

Examples: student-led events, community fundraisers, national events, signing a pledge to abstain from alcohol

[HE] HA (10-12) 2 :

HA.2.1) Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.

Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.

[HE] HA (10-12) 5 :

HA.5.1) Identify decision-making skills used in situations that put adolescents and teens at risk.

Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations

a. Identify consequences of making poor decisions to join in or ignore risky situations.

b. Recognize the differences between situations in which one has control vs. a lack of control.

c. Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 3. 

   View Standards     Standard(s): [HE] (6) 21 :

6.7.2) Describe practices to avoid to reduce health risks to self and others.

Examples: smoking or vaping, drinking alcohol, using illegal drugs, texting while driving

[HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 7 :

7.2.2) Explain how communities can affect personal health practices and behaviors.

Examples: public policies regarding water pollution, air quality, tobacco use

[HE] (7) 8 :

7.2.3) Describe how the media can send mixed messages about health.

Examples: advertisements concerning tobacco, alcohol, and nutrition

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 9 :

8.2.4) Explain how societal perceptions influence healthy and unhealthy behaviors.

Examples: acceptance of teenage smoking and teenage pregnancy by peers, certain communities, and cultures

[HE] (8) 10 :

8.2.5) Give examples of how substance abuse can increase the likelihood of other health risk behaviors.

Examples: alcohol consumption lowering inhibitions, e-cigarettes or vaping leading to smoking

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[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) 5 :

HA.5.1) Identify decision-making skills used in situations that put adolescents and teens at risk.

Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations

a. Identify consequences of making poor decisions to join in or ignore risky situations.

b. Recognize the differences between situations in which one has control vs. a lack of control.

c. Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 4. To access videos and lesson materials: https://www.projectalert.com/account

   View Standards     Standard(s): [HE] (6) 21 :

6.7.2) Describe practices to avoid to reduce health risks to self and others.

Examples: smoking or vaping, drinking alcohol, using illegal drugs, texting while driving

[HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 7 :

7.2.2) Explain how communities can affect personal health practices and behaviors.

Examples: public policies regarding water pollution, air quality, tobacco use

[HE] (7) 8 :

7.2.3) Describe how the media can send mixed messages about health.

Examples: advertisements concerning tobacco, alcohol, and nutrition

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 9 :

8.2.4) Explain how societal perceptions influence healthy and unhealthy behaviors.

Examples: acceptance of teenage smoking and teenage pregnancy by peers, certain communities, and cultures

[HE] (8) 10 :

8.2.5) Give examples of how substance abuse can increase the likelihood of other health risk behaviors.

Examples: alcohol consumption lowering inhibitions, e-cigarettes or vaping leading to smoking

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[HE] HED (9-12) 8 :

HE.2.1) Analyze the influence of external factors on health beliefs and behaviors.

a. Analyze how family, culture, school, and community influence the health practice and behaviors of individuals.

Examples: explaining how holiday celebrations and traditions such as over indulgence in eating and consuming alcohol affect health behaviors; explaining how extra-curricular activities and schedules result in over-consumption of fast food

b. Examine how peers influence healthy and unhealthy behaviors.

c. Examine how peers influence healthy and unhealthy behaviors.

Example: influence of media on teen body image, sexual activity, drugs, alcohol, violence, cyber-bullying.

d. Cite evidence of how public health policies and government regulations can influence health promotion and disease prevention.

[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) 2 :

HA.2.1) Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.

Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.

[HE] HA (10-12) 5 :

HA.5.1) Identify decision-making skills used in situations that put adolescents and teens at risk.

Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations

a. Identify consequences of making poor decisions to join in or ignore risky situations.

b. Recognize the differences between situations in which one has control vs. a lack of control.

c. Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 5. To access videos and lesson materials: https://www.projectalert.com/account

   View Standards     Standard(s): [HE] (6) 21 :

6.7.2) Describe practices to avoid to reduce health risks to self and others.

Examples: smoking or vaping, drinking alcohol, using illegal drugs, texting while driving

[HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 7 :

7.2.2) Explain how communities can affect personal health practices and behaviors.

Examples: public policies regarding water pollution, air quality, tobacco use

[HE] (7) 8 :

7.2.3) Describe how the media can send mixed messages about health.

Examples: advertisements concerning tobacco, alcohol, and nutrition

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 9 :

8.2.4) Explain how societal perceptions influence healthy and unhealthy behaviors.

Examples: acceptance of teenage smoking and teenage pregnancy by peers, certain communities, and cultures

[HE] (8) 10 :

8.2.5) Give examples of how substance abuse can increase the likelihood of other health risk behaviors.

Examples: alcohol consumption lowering inhibitions, e-cigarettes or vaping leading to smoking

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[HE] HED (9-12) 8 :

HE.2.1) Analyze the influence of external factors on health beliefs and behaviors.

a. Analyze how family, culture, school, and community influence the health practice and behaviors of individuals.

Examples: explaining how holiday celebrations and traditions such as over indulgence in eating and consuming alcohol affect health behaviors; explaining how extra-curricular activities and schedules result in over-consumption of fast food

b. Examine how peers influence healthy and unhealthy behaviors.

c. Examine how peers influence healthy and unhealthy behaviors.

Example: influence of media on teen body image, sexual activity, drugs, alcohol, violence, cyber-bullying.

d. Cite evidence of how public health policies and government regulations can influence health promotion and disease prevention.

[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) 2 :

HA.2.1) Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.

Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.

[HE] HA (10-12) 5 :

HA.5.1) Identify decision-making skills used in situations that put adolescents and teens at risk.

Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations

a. Identify consequences of making poor decisions to join in or ignore risky situations.

b. Recognize the differences between situations in which one has control vs. a lack of control.

c. Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 6. To access videos and lesson materials: https://www.projectalert.com/account

   View Standards     Standard(s): [HE] (6) 21 :

6.7.2) Describe practices to avoid to reduce health risks to self and others.

Examples: smoking or vaping, drinking alcohol, using illegal drugs, texting while driving

[HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 7 :

7.2.2) Explain how communities can affect personal health practices and behaviors.

Examples: public policies regarding water pollution, air quality, tobacco use

[HE] (7) 8 :

7.2.3) Describe how the media can send mixed messages about health.

Examples: advertisements concerning tobacco, alcohol, and nutrition

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 9 :

8.2.4) Explain how societal perceptions influence healthy and unhealthy behaviors.

Examples: acceptance of teenage smoking and teenage pregnancy by peers, certain communities, and cultures

[HE] (8) 10 :

8.2.5) Give examples of how substance abuse can increase the likelihood of other health risk behaviors.

Examples: alcohol consumption lowering inhibitions, e-cigarettes or vaping leading to smoking

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[HE] HED (9-12) 8 :

HE.2.1) Analyze the influence of external factors on health beliefs and behaviors.

a. Analyze how family, culture, school, and community influence the health practice and behaviors of individuals.

Examples: explaining how holiday celebrations and traditions such as over indulgence in eating and consuming alcohol affect health behaviors; explaining how extra-curricular activities and schedules result in over-consumption of fast food

b. Examine how peers influence healthy and unhealthy behaviors.

c. Examine how peers influence healthy and unhealthy behaviors.

Example: influence of media on teen body image, sexual activity, drugs, alcohol, violence, cyber-bullying.

d. Cite evidence of how public health policies and government regulations can influence health promotion and disease prevention.

[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) 2 :

HA.2.1) Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.

Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.

[HE] HA (10-12) 5 :

HA.5.1) Identify decision-making skills used in situations that put adolescents and teens at risk.

Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations

a. Identify consequences of making poor decisions to join in or ignore risky situations.

b. Recognize the differences between situations in which one has control vs. a lack of control.

c. Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 7.  To access video resources and lesson materials: https://www.projectalert.com/account

   View Standards     Standard(s): [HE] (6) 21 :

6.7.2) Describe practices to avoid to reduce health risks to self and others.

Examples: smoking or vaping, drinking alcohol, using illegal drugs, texting while driving

[HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 7 :

7.2.2) Explain how communities can affect personal health practices and behaviors.

Examples: public policies regarding water pollution, air quality, tobacco use

[HE] (7) 8 :

7.2.3) Describe how the media can send mixed messages about health.

Examples: advertisements concerning tobacco, alcohol, and nutrition

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 9 :

8.2.4) Explain how societal perceptions influence healthy and unhealthy behaviors.

Examples: acceptance of teenage smoking and teenage pregnancy by peers, certain communities, and cultures

[HE] (8) 10 :

8.2.5) Give examples of how substance abuse can increase the likelihood of other health risk behaviors.

Examples: alcohol consumption lowering inhibitions, e-cigarettes or vaping leading to smoking

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[HE] HED (9-12) 8 :

HE.2.1) Analyze the influence of external factors on health beliefs and behaviors.

a. Analyze how family, culture, school, and community influence the health practice and behaviors of individuals.

Examples: explaining how holiday celebrations and traditions such as over indulgence in eating and consuming alcohol affect health behaviors; explaining how extra-curricular activities and schedules result in over-consumption of fast food

b. Examine how peers influence healthy and unhealthy behaviors.

c. Examine how peers influence healthy and unhealthy behaviors.

Example: influence of media on teen body image, sexual activity, drugs, alcohol, violence, cyber-bullying.

d. Cite evidence of how public health policies and government regulations can influence health promotion and disease prevention.

[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) 2 :

HA.2.1) Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.

Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.

[HE] HA (10-12) 5 :

HA.5.1) Identify decision-making skills used in situations that put adolescents and teens at risk.

Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations

a. Identify consequences of making poor decisions to join in or ignore risky situations.

b. Recognize the differences between situations in which one has control vs. a lack of control.

c. Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 9.  To access video resources and lesson materials: https://www.projectalert.com/account

   View Standards     Standard(s): [HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[HE] HED (9-12) 8 :

HE.2.1) Analyze the influence of external factors on health beliefs and behaviors.

a. Analyze how family, culture, school, and community influence the health practice and behaviors of individuals.

Examples: explaining how holiday celebrations and traditions such as over indulgence in eating and consuming alcohol affect health behaviors; explaining how extra-curricular activities and schedules result in over-consumption of fast food

b. Examine how peers influence healthy and unhealthy behaviors.

c. Examine how peers influence healthy and unhealthy behaviors.

Example: influence of media on teen body image, sexual activity, drugs, alcohol, violence, cyber-bullying.

d. Cite evidence of how public health policies and government regulations can influence health promotion and disease prevention.

[HE] HED (9-12) 10 :

HE.2.3) Analyze how the perceptions of norms influence healthy and unhealthy behaviors.

Examples: addressing topics such as wearing safety equipment, teen pregnancy, drug abuse, suicide, cyber-bullying, weight management, potentially dangerous social media trends

[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) 2 :

HA.2.1) Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.

Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.

[HE] HA (10-12) 5 :

HA.5.1) Identify decision-making skills used in situations that put adolescents and teens at risk.

Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations

a. Identify consequences of making poor decisions to join in or ignore risky situations.

b. Recognize the differences between situations in which one has control vs. a lack of control.

c. Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.

The Mind Matters series is a valued resource for tens of thousands of teachers. Each booklet is devoted to a specific drug or drug group. Hard copies of the booklets in English can be ordered for free, and both English and Spanish booklets are available online as printable PDFs. The accompanying Teacher’s Guide, which includes background information and activities to enhance students’ learning, is available online in a printable PDF format.

   View Standards     Standard(s): [HE] (7) 3 :

7.1.3) Determine barriers to practicing healthy behaviors.

Examples: lack of finances, access to health services, social support

a. Examine how nutritional choices and psychological issues may lead to eating disorders.

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

This resource is full of statistics and informational material related to eating disorders. Included are links about warning signs and symptoms, prevention, body image, and treatment. 

   View Standards     Standard(s): [HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] (7) 7 :

7.2.2) Explain how communities can affect personal health practices and behaviors.

Examples: public policies regarding water pollution, air quality, tobacco use

[HE] (7) 8 :

7.2.3) Describe how the media can send mixed messages about health.

Examples: advertisements concerning tobacco, alcohol, and nutrition

[HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

Before starting the activity, be sure to discuss with your group the dangers of tobacco use and the effects of the tobacco industry’s presence in the retail environment. Use the following as a guide. Refer to CounterTobacco.org for additional interactive materials to help set the stage of the problem.

   View Standards     Standard(s): [HE] (5) 2 :

5.1.2) Utilize information on various food labels to determine nutritional value.

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

Ever heard the saying, "you are what you eat"? Food labels give us important nutritional information to make informed healthy eating decisions. Hear why the FDA decided to give food labels a makeover with this video and educational resources from PBS NewsHour from May 20, 2016. This video can be played during a lesson on using food labels to determine nutritional value.

   View Standards     Standard(s): [HE] (5) 2 :

5.1.2) Utilize information on various food labels to determine nutritional value.

[HE] (6) 18 :

6.6.1) Assess personal health practices.

Examples: food choices, physical activity, hygiene

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

This video helps people of all ages read nutrition labels correctly. Pat Mizerak registered dietician at United Health Services, points out important things on a label such as serving size and calories because the two directly affect each other. She also notes upon bad things we don’t want to see high numbers of such as saturated fat and sodium and the good things that we do want to see a lot of, such as calcium, vitamins A and C and iron.

   View Standards     Standard(s): [HE] (8) 3 :

8.1.3) Create a plan for eliminating personal unhealthy behaviors.

Examples: inappropriate use of needles, tobacco use, physical inactivity, sexual contact, alcohol consumption, inadequate sleep

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

[HE] (8) 20 :

8.7.1) Perform overall self-assessments and identify behaviors that will impact personal health.

Examples: assessing sleeping, eating, and exercising patterns

This TED-Ed learning activity guides students through understanding the importance of positive sleep habits.

In the United States, it’s estimated that 30 percent of adults and 66 percent of adolescents are regularly sleep-deprived. This isn’t just a minor inconvenience: staying awake can cause serious bodily harm. Claudia Aguirre shows what happens to your body and brain when you skip sleep.

The activity includes a video, multiple choice and open-ended questions, additional resources to dig deeper, and a guided discussion.

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

   View Standards     Standard(s): [HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

This activity has students look at how they act, feel, and think. Topics covered include self-esteem, social image, decision-making skills, and personal values (what is important to each student). The activities are designed to provide students with a chance to practice decision making and to empower them to make healthy choices.

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

   View Standards     Standard(s): [HE] (7) 10 :

7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol.

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

You might think that only some types of people can get addicted to drugs. The truth is, it can happen to anyone, whether you're young or old, rich or poor, male or female. This video from NIDA explains addiction in simple terms and offers a hotline to help you or a loved one find treatment.

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

   View Standards     Standard(s): [HE] (6) 16 :

6.5.1) Describe situations that can help or hinder making a healthy decision.

Examples: socio-economic status, access to medical services, availability of healthful foods, sedentary lifestyle

[HE] (6) 17 :

6.5.2) Distinguish between healthy and unhealthy alternatives to health-related issues or problems.

Example: role-playing healthy ways to express anger and frustration

[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] (7) 17 :

7.5.2) Analyze healthy alternatives over unhealthy alternatives when making decisions.

Examples: eating regular meals vs. skipping meals, choosing healthy snacks vs. junk food, getting proper exercise vs. too much screen time

[HE] (8) 16 :

8.5.1) Predict the impact on self and others when making a health-related decision.

Examples: following a time-management plan, walking to school, limiting caffeine intake, riding with an impaired driver

a. Analyze options as well as outcomes, when pressured by peers to perform illegal acts.

Examples: underage drinking leading to being arrested, injury or death when not wearing a seat belt, riding a motorcycle without a helmet resulting in head injury

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

This learning activity provides a role-play scenario for students to apply the decision-making steps outlined in various situations and scenarios. Small groups of students determine lists of options, consequences, and decisions for each hypothetical situation. A digital activity link is included for use.

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

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

8.1.4) Analyze the relationship between engaging in regular physical activity and healthy eating as ways to improve personal health.

[HE] (8) 17 :

8.5.2) Critique the positive and negative outcomes of a health-related decision.

Examples: positive -- keeping calendar to manage time, reading food labels, getting adequate sleep
negative -- tobacco use, eating disorders, drug use

In this blended lesson supporting literacy skills, students watch videos and complete interactive activities to learn how to use fractions to interpret food labels and make healthy eating choices. Students develop their literacy skills as they explore a mathematics focus on proportional reasoning. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. This is a student-directed lesson to be completed online.

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