ALEX Resources

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Learning Activities (3) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (21)


ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 22 :
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[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] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[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) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: Digital Literacy and Computer Science (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: How Plugged In Are You?-- Part 1 of Unplug: The Digital Diet Plan
Description:

Students will identify their current daily usage of digital devices through a personal log or estimation. Then, students will read an article and watch the corresponding video which describes a recent report that found the average American spends more than 12 hours a day on a digital device, not including time spent on school work. Students will discuss their opinions with a classmate. The teacher will lead students in a discussion regarding the impact of this digital consumption. Finally, students will brainstorm and discuss other activities they could do in a day if they spent less time on their devices.




   View Standards     Standard(s): [ELA2021] (6) 11 :
11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.
[DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[ELA2021] (6) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[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.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[ELA2021] (7) 11 :
11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.
[ELA2021] (7) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[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

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2021] (8) 25 :
25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Examples: a day or two, a single sitting
[ELA2021] (8) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[ELA2021] (9) 24 :
24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
[ELA2021] (9) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (10) 24 :
24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
[ELA2021] (10) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (11) 24 :
24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
[ELA2021] (11) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (12) 24 :
24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
[ELA2021] (12) -3 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[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) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: English Language Arts (6 - 12), Digital Literacy and Computer Science (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
Description:

Students will be introduced to five negative consequences of a poor "digital device diet." The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The activity will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the five consequences of a poor digital diet and their effect on all aspects of health. 




   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[ELA2021] (6) -2 :
R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.
[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.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[ELA2021] (7) 28 :
28. Incorporate research into oral presentations, summarizing and supporting opinions and ideas with relevant details.

a. Collect information through the research process to answer follow-up questions and participate in discussions about their research findings.
[ELA2021] (7) -2 :
R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.
[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

[ELA2021] (6) 26 :
26. Utilize research findings to communicate relevant details, opinions, and ideas about a topic or text in oral presentations.

a. Answer questions in discussions about their research findings.
[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2021] (8) 27 :
27. Synthesize and present information during the research process to answer follow-up questions and participate in both informal and formal discussions about research findings with grade-appropriate command of language.
[ELA2021] (8) -2 :
R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.
[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[ELA2021] (9) 10 :
10. Present research findings to a peer audience, either formally or informally, conveying credible, accurate information from multiple sources, including diverse media.
[ELA2021] (9) 20 :
20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.
[ELA2021] (10) 10 :
10. Present research findings to peers, either formally or informally, integrating credible, accurate information from multiple sources, including diverse media.
[ELA2021] (10) 20 :
20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions when indicated or appropriate.
[ELA2021] (11) 13 :
13. Synthesize multiple sources of information (including diverse media), evaluate the credibility and accuracy of each source, and share information orally.
[ELA2021] (11) 23 :
23. Deliver a speech suitable for an authentic audience for a specific purpose, demonstrating command of formal English when indicated or appropriate.

Examples: student-led conference, public meeting, community-based group
[ELA2021] (12) 13 :
13. Evaluate the credibility and accuracy of sources from diverse media and/or formats and then use multiple suitable sources of information to develop an idea or further a position.
[ELA2021] (12) 23 :
23. Deliver a speech suitable for a professional audience of college and/or workforce stakeholders for a specific purpose, demonstrating command of formal English.
[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) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: Digital Literacy and Computer Science (6 - 12), English Language Arts (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
Description:

Students will be introduced to a five-step action plan to reduce their use of digital devices and decrease the negative consequences of a "poor digital diet." Students will analyze the relationship between all aspects of social and emotional health and describe how the use of digital devices can affect their health. Students will write and present a personal pledge to improve their "digital diet," demonstrating their command of the formal English language and presentation skills.




ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [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) 14 :
HE.3.2) Analyze valid resources from home, school, and community that provide health information.

Examples: websites, phone apps, media ads; rape, crisis, and suicide centers

[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

Subject: Health Education (9 - 12)
Title: Personal Health and Wellness
URL: https://www.youtube.com/playlist?list=PL2SgL8sFniOwZdKjB13W_OtfINdi9wk3U
Description:

This is a YouTube playlist of videos focusing on personal health and wellness. These videos can be used in a health classroom setting or assigned for students to view outside of class. 

Topics in this playlist include: goal setting, growth mindset, mental health, and transformative moments.  



   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.

Subject: Character Education (K - 12), Counseling and Guidance (K - 12), Health Education (1 - 12)
Title: What is SEL? | Social and Emotional Learning: The Arts for Every Classroom
URL: https://aptv.pbslearningmedia.org/resource/what-is-sel-video/social-and-emotional-learning-the-arts-for-every-classroom/
Description:

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): [PE] BK1 (9-12) 8 :
BK-3.1) Explain the benefits of a physically active lifestyle as it relates to preparation for college and/or a career.

APE accommodation suggestions: Physical activity knowledge, engagement in physical activity, participation in fitness activity, fitness knowledge, assessment and program planning, nutrition, stress management- Refer to the IEP or special education teacher for academic and testing accommodations.

[PE] BK1 (9-12) 19 :
BK-3.12) Identify healthy stress-management strategies.

Examples: relaxation, deep breathing, aerobic exercise

[PE] BK2 (9-12) 19 :
BK-3.12) Apply healthy stress-management techniques.

Examples: relaxation, deep breathing, aerobic exercise

[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.

Subject: Physical Education (9 - 12), Health Education (9 - 12)
Title: How Stress Affects Your Brain
URL: https://ed.ted.com/lessons/how-stress-affects-your-brain-madhumita-murgia
Description:

Stress isn’t always a bad thing; it can be handy for a burst of extra energy and focus, like when you’re playing a competitive sport or have to speak in public. But when it’s continuous, it actually begins to change your brain. in this TedEd video, Madhumita Murgia shows how chronic stress can affect brain size, its structure, and how it functions, right down to the level of your genes.



   View Standards     Standard(s): [HE] (8) 15 :
8.4.3) Demonstrate effective communication when confronted with mental or emotional problems in others.

Examples: respect vs. disrespect, empathy vs. complacency, calmness vs. excitability, confronting vs. non-confrontational

[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) 17 :
HE.3.5) Identify the necessity to seek help for mental and emotional health problems.

Examples: mood disorders, depression, anxiety and suicidal ideation

a. Locate information on how to cope with and rebuff unwanted physical and verbal exploitation by other persons.

[HE] WH (10-12) 5 :
WH.4.2) Research the effectiveness of communicating prevention and management strategies to resolve world health issues.

Examples: HIV/AIDS, mental health, substance abuse, obesity, physical activity, nutrition, hunger

Subject: Health Education (8 - 12)
Title: Mental Health Lessons
URL: https://canwetalk.ca/wp-content/uploads/2016/03/COOR-79l-2016-03-CWT-lesson-plans.pdf
Description:

As educators, we have the ability to work towards the elimination of stigma and discrimination by teaching the new generation that people with a mental illness are not to be feared, judged, avoided, or discriminated against. Mental illness and mental health are gaining more traction in our collective consciousness, and we can further that cause by bringing the discussion into our classrooms. These lesson plans, in partnership with our Creating a Compassionate Classroom booklet, were created as resources to do just that.



   View Standards     Standard(s): [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) 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) 14 :
HE.3.2) Analyze valid resources from home, school, and community that provide health information.

Examples: websites, phone apps, media ads; rape, crisis, and suicide centers

[HE] HED (9-12) 21 :
HE.4.4) Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Examples: accessing crisis hotlines for suicide, sexual and physical abuse, and human trafficking; community resource materials

[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

Subject: Health Education (9 - 12)
Title: How to Get Help if You or Someone You Know Is Suicidal
URL: https://teens.drugabuse.gov/blog/post/how-get-help-if-you-or-someone-you-know-suicidal
Description:

If you’re in emotional pain and thinking about suicide, the first thing to know is that there are people in your life who care about you and who want to help you feel better.

They may not know the perfect thing to say or do to make a difference, but they can help you find a trained professional with experience in situations like yours. There is immediate help to keep you safe, and there are effective treatments that can help you get better and stay better.  

This resource provides resources to help.



   View Standards     Standard(s): [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) 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) 21 :
HE.4.4) Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Examples: accessing crisis hotlines for suicide, sexual and physical abuse, and human trafficking; community resource materials

[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

Subject: Health Education (9 - 12)
Title: Suicide Prevention
URL: https://www.adcouncil.org/campaign/suicide-prevention
Description:

Young adulthood is a critical time when many people experience mental health issues and significant stress from life transitions like moving from home and beginning college or a career.

Seize the Awkward empowers young adults to help friends who are struggling with mental health issues (and who may be at risk for suicide) by encouraging them to consistently start and sustain conversations about mental health with their friends.

The new iteration of the campaign, “Whatever Gets You Talking,” showcases the variety of ways young people can start and continue those conversations with their friends, whether that be through a GIF, emoji, call, or text.

The campaign drives to SeizeTheAwkward.org, where visitors can explore resources and tools to help them start a conversation with a peer about mental health.



   View Standards     Standard(s): [PE] (5) 28 :
5-4.4) Apply techniques for managing stress and conflict.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] BK1 (9-12) 19 :
BK-3.12) Identify healthy stress-management strategies.

Examples: relaxation, deep breathing, aerobic exercise

[PE] BK2 (9-12) 19 :
BK-3.12) Apply healthy stress-management techniques.

Examples: relaxation, deep breathing, aerobic exercise

[HE] (3) 20 :
3.7.1) Develop a plan for responsible personal health behavior.

Examples: keeping an activity log, planning activities that reduce stress

[HE] (7) 13 :
7.4.1) Discuss effective conflict management or resolution strategies.

Example: five steps to resolve conflict: calm down, state and understand the problem, apologize, promote solution finding, follow-up

[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.

Subject: Physical Education (5 - 12), Health Education (3 - 12)
Title: Counting Down to Restore Calm in the Classroom
URL: https://www.edutopia.org/video/counting-down-restore-calm-classroom
Description:

This simple mindfulness activity can help reset students’ brains (and yours!) when things get chaotic during the school day. Shifting your focus away from anxious thoughts to non-threatening things in your immediate surroundings can help your body stop producing stress hormones. This exercise was inspired by the 5-4-3-2-1 technique, developed by a therapist and former pilot to help people conquer a fear of flying.



   View Standards     Standard(s): [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) 17 :
HE.3.5) Identify the necessity to seek help for mental and emotional health problems.

Examples: mood disorders, depression, anxiety and suicidal ideation

a. Locate information on how to cope with and rebuff unwanted physical and verbal exploitation by other persons.

[HE] WH (10-12) 5 :
WH.4.2) Research the effectiveness of communicating prevention and management strategies to resolve world health issues.

Examples: HIV/AIDS, mental health, substance abuse, obesity, physical activity, nutrition, hunger

Subject: Health Education (9 - 12)
Title: Seize the Awkward
URL: https://seizetheawkward.org/
Description:

Having a conversation about mental health might be uncomfortable, but it can make all the difference. Check out these tools – from conversation guides to tips –that can help you help those in need.



   View Standards     Standard(s): [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) 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) 14 :
HE.3.2) Analyze valid resources from home, school, and community that provide health information.

Examples: websites, phone apps, media ads; rape, crisis, and suicide centers

[HE] HED (9-12) 21 :
HE.4.4) Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Examples: accessing crisis hotlines for suicide, sexual and physical abuse, and human trafficking; community resource materials

[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

Subject: Health Education (9 - 12)
Title: National Suicide Prevention Lifeline
URL: https://suicidepreventionlifeline.org/
Description:

The National Suicide Prevention Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. They are committed to improving crisis services and advancing suicide prevention by empowering individuals, advancing professional best practices, and building awareness.

This is a resource that teachers can make students aware of in the event that a student needs emotional support.



   View Standards     Standard(s): [HE] (3) 20 :
3.7.1) Develop a plan for responsible personal health behavior.

Examples: keeping an activity log, planning activities that reduce stress

[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] (6) 19 :
6.6.2) Describe how setting goals to increase time for physical activity and academic study may reduce stress.

a. List activities that can improve physical and mental health.

[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.

Subject: Health Education (3 - 12)
Title: Busting Stress: Stress Management Lesson Plans
URL: https://www.youthsmart.ca/wp-content/uploads/2020/04/Stress-Lessons-Workbook.pdf
Description:

Attainment of a healthy mind and body begins with understanding how to balance the demands of life. Understanding stress is foundational in maintaining personal health. These activities provide an overview of what the stress response is, and how stress affects the body and mind. Students will demonstrate an awareness of their own levels of stress, develop an awareness of their unique stressors, and how to cope with stress in healthy ways.



   View Standards     Standard(s): [PE] (5) 28 :
5-4.4) Apply techniques for managing stress and conflict.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (6) 38 :
6-5.1) Describe how being physically active leads to stress reduction, social interaction, and an overall healthy body.

APE accommodation suggestions: peer assistance and modeling


[PE] BK1 (9-12) 19 :
BK-3.12) Identify healthy stress-management strategies.

Examples: relaxation, deep breathing, aerobic exercise

[PE] BK2 (9-12) 19 :
BK-3.12) Apply healthy stress-management techniques.

Examples: relaxation, deep breathing, aerobic exercise

[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] (6) 19 :
6.6.2) Describe how setting goals to increase time for physical activity and academic study may reduce stress.

a. List activities that can improve physical and mental health.

[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.

Subject: Physical Education (5 - 12), Health Education (6 - 12)
Title: STRESSED OUT? Learn How the Body Responds to Stress—and Healthy Ways to Cope
URL: http://headsup.scholastic.com/sites/default/files/NIDA15-INS2_StuMag_DownloadALL_508.pdf
Description:

Stress is a part of life, but students may have difficulty coping and feel overwhelmed, which can increase the risk for drug use. The article “Stressed Out?” helps explain how the body’s stress response system works, as well as the health consequences of ongoing (chronic) stress. Students will learn how their bodies respond to stress, and how they can manage under pressure.



   View Standards     Standard(s): [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) 14 :
HE.3.2) Analyze valid resources from home, school, and community that provide health information.

Examples: websites, phone apps, media ads; rape, crisis, and suicide centers

[HE] HED (9-12) 21 :
HE.4.4) Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Examples: accessing crisis hotlines for suicide, sexual and physical abuse, and human trafficking; community resource materials

Subject: Health Education (9 - 12)
Title: What Causes Suicide? / You Are Not Alone
URL: https://thinktv.pbslearningmedia.org/resource/ket-pd-yana2/what-causes-suicide/
Description:

Experts in adolescent medicine and suicide research explain the factors that contribute to the rise in youth suicides. Dr. Hatim Omar, an adolescent medicine specialist at the University of Kentucky, and Melinda Moore, Ph.D., a psychology professor at Eastern Kentucky University, both agree that limiting access to lethal means of suicide is crucial to reducing overall rates. This video segment is part of You Are Not Alone, a youth mental health series produced by KET.



   View Standards     Standard(s): [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] 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.

Subject: Health Education (6 - 12)
Title: Is Your Social Status Making You Sick?
URL: https://thinktv.pbslearningmedia.org/resource/f2a28812-fef9-4783-a683-ba2ea5ec88c8/is-your-social-status-making-you-sick-above-the-noise/
Description:

Financial inequality has been in the news a lot recently. It was the rallying cry for the Occupy Wall Street movement that began back in 2011, and it was at the center of Bernie Sanders’ campaign when he ran for president. This inequality creates what is typically called a social status ladder, with rich people at the top and poorer people toward the bottom. Research shows that your position on the ladder is actually one of the most powerful predictors of health. But it’s so much more than just how much money you have or how fancy your education is. It’s how you feel you compare to other people -- your subjective social status.



   View Standards     Standard(s): [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) 21 :
HE.4.4) Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Examples: accessing crisis hotlines for suicide, sexual and physical abuse, and human trafficking; community resource materials

[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) 24 :
HE.5.3) Justify the appropriateness of individual vs. collaborative decision-making in various situations.

Example: explaining when input from a health professional, counselor, or trusted adult would be helpful

Subject: Health Education (9 - 12)
Title: Time to Talk: Talking to Your Parents
URL: https://www.mentalhealthamerica.net/conditions/time-talk-talking-your-parents
Description:

The resource is informational material about communicating to trusted adults, specifically your parents, about mental health. The information provides strategies on communicating effectively to adolescents parents. The resource is from Mental Health America and gives other resources about mental health. The overview is about how to communicate effectively to parents, but it also includes teachers, relatives, and guidance counselors. This is a great resource on explaining when input from a health professional, counselor, or trusted adult would be helpful.

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



   View Standards     Standard(s): [HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 15 :
8.4.3) Demonstrate effective communication when confronted with mental or emotional problems in others.

Examples: respect vs. disrespect, empathy vs. complacency, calmness vs. excitability, confronting vs. non-confrontational

[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.

Subject: Health Education (8 - 12)
Title: Preparing Students for Mental Health and Wellness
URL: https://everfi.com/offerings/listing/mental-wellness/
Description:

Mental Wellness Basics introduces students to concepts related to mental health and wellness. The stigma associated with mental health can have serious and negative impacts on help-seeking behaviors, and many mental health conditions and symptoms can be significantly lessened through prevention.

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



   View Standards     Standard(s): [HE] (8) 5 :
8.1.5) Analyze family history to determine the effects of health conditions that may be chronic or acute diseases.

Examples: diabetes, high-cholesterol, high blood pressure, cancer, mental health issues

[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.

Subject: Health Education (8 - 12)
Title: Bipolar Disorder
URL: https://ed.ted.com/lessons/what-is-bipolar-disorder-helen-m-farrell
Description:

This TED-Ed learning activity guides students through the explanation, possible causes, and treatment for bipolar disorder.  The word bipolar means ‘two extremes.’ For the many millions experiencing bipolar disorder around the world, life is split between two different realities: elation and depression. So what causes this disorder? And can it be treated? Helen M. Farrell describes the root causes and treatments for bipolar disorder.

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] 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) 17 :
HE.3.5) Identify the necessity to seek help for mental and emotional health problems.

Examples: mood disorders, depression, anxiety and suicidal ideation

a. Locate information on how to cope with and rebuff unwanted physical and verbal exploitation by other persons.

Subject: Health Education (9 - 12)
Title: Depression
URL: https://ed.ted.com/lessons/what-is-depression-helen-m-farrell
Description:

This TED-Ed learning activity guides students through the explanation of, possible causes, and treatments for depression.

Depression is the leading cause of disability in the world; in the United States, close to ten percent of adults struggle with the disease. But because it’s a mental illness, it can be a lot harder to understand than, say, high cholesterol. Helen M. Farrell examines the symptoms and treatments of depression and gives some tips for how you might help a friend who is suffering.

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] 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.

Subject: Health Education (9 - 12)
Title: Suicide Prevention
URL: http://www.pbs.org/inthemix/educators/lessons/depression2/
Description:

This resource is a lesson plan where students will use cards to sort and understand a large quantity of information regarding suicidal teens, then apply what they learn to analyses of case studies.

The objectives of the lesson plan are to:

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



   View Standards     Standard(s): [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) 17 :
HE.3.5) Identify the necessity to seek help for mental and emotional health problems.

Examples: mood disorders, depression, anxiety and suicidal ideation

a. Locate information on how to cope with and rebuff unwanted physical and verbal exploitation by other persons.

Subject: Health Education (9 - 12)
Title: Depression
URL: https://kidshealth.org/en/teens/depression.html?WT.ac=ctg#catmental-health
Description:

This free resource from KidsHealth includes informational material to teach students about depression. Depression is more than occasionally feeling blue, sad, or down in the dumps. Depression is a strong mood involving sadness, feelings of discouragement, despair, or hopelessness that may last for weeks, months, or longer. This resource outlines the difference between depression and general sadness, the signs of, and treatment for depression.

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



   View Standards     Standard(s): [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.

Subject: Health Education (9 - 12)
Title: Managing Stress
URL: https://kidshealth.org/en/teens/stress.html?WT.ac=ctg#catemotions
Description:

This informational webpage shares the following resources:

Managing and Preventing Stress for Teens

What is Stress

Symptoms of Stress

Preventing Stress

Informative video for stress and techniques to ease stress in teens

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



   View Standards     Standard(s): [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) 14 :
HE.3.2) Analyze valid resources from home, school, and community that provide health information.

Examples: websites, phone apps, media ads; rape, crisis, and suicide centers

Subject: Health Education (9 - 12)
Title: Suicide Prevention: One Family's Story
URL: https://aptv.pbslearningmedia.org/resource/ket-pd-yana1/suicide-prevention-one-familys-story/
Description:

Pete Jones, of Louisville, Kentucky, died by suicide at age 23. His family talks about his mental health struggles and their work to honor his memory and prevent suicides through the Pete Foundation for Depression Prevention. This video segment is part of You Are Not Alone, a youth mental health series produced by KET. Video Resources are available below the video.

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



ALEX Classroom Resources: 21
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