ALEX Resources

   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

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] WH (10-12) 2 :

WH.2.1) Examine the health challenges facing the world today.

a. Collect statistical data about health issues within various countries.

b. Investigate the influence of family, peers, and culture on possible solutions to world health issues.

c. Examine the links among health, economic development, media, and technology.

d. Research how disparities in socio-economic status can adversely affect health and access to health care globally.

e. Analyze the roles and responsibilities of government and non-governmental organizations in achieving global health.

[HE] WH (10-12) 3 :

WH.3.1) Critique health intervention programs worldwide.

a. Examine possible solutions to world health issues through available intervention programs.

[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

[HE] WH (10-12) 6 :

WH.5.1) Evaluate alternatives to current world health programs and practices.

[HE] WH (10-12) 8 :

WH.5.3) Predict the potential short- and long-term impacts of poor decision-making on world health issues.

Examples: rising cost of medical care

[HE] WH (10-12) 9 :

WH.6.1) Research the needs, strengths, and risks of long-term goals for addressing world health issues.

[HE] WH (10-12) 14 :

WH.8.3) Adapt health messages and communication techniques to a specific global audience.

In this lesson, students will explore the structure of the World Health Organization (WHO) and its role in the Ebola epidemic in West Africa. Students will be expected to discuss challenges the WHO has faced in responding to the Ebola outbreak. This lesson will culminate with the students creating a poster to help the WHO get more people involved in the effort to stop the Ebola epidemic.

   View Standards     Standard(s): [HE] WH (10-12) 1 :

WH.1.1) Research the history of disease in the world.

a. Identify causes of major outbreaks and epidemics in the history of the world.

b. List major breakthroughs in the prevention and cure of disease.

c. Assess the effects of current health issues on world populations.

[HE] WH (10-12) 2 :

WH.2.1) Examine the health challenges facing the world today.

a. Collect statistical data about health issues within various countries.

b. Investigate the influence of family, peers, and culture on possible solutions to world health issues.

c. Examine the links among health, economic development, media, and technology.

d. Research how disparities in socio-economic status can adversely affect health and access to health care globally.

e. Analyze the roles and responsibilities of government and non-governmental organizations in achieving global health.

[HE] WH (10-12) 3 :

WH.3.1) Critique health intervention programs worldwide.

a. Examine possible solutions to world health issues through available intervention programs.

[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

[HE] WH (10-12) 6 :

WH.5.1) Evaluate alternatives to current world health programs and practices.

[HE] WH (10-12) 7 :

WH.5.2) Examine barriers that hinder decision-making skills related to world health issues.

Examples: politics, religious beliefs, culture

[HE] WH (10-12) 8 :

WH.5.3) Predict the potential short- and long-term impacts of poor decision-making on world health issues.

Examples: rising cost of medical care

[HE] WH (10-12) 9 :

WH.6.1) Research the needs, strengths, and risks of long-term goals for addressing world health issues.

[HE] WH (10-12) 10 :

WH.7.1) Analyze individual responsibility for enhancing global health.

Example: explaining how individual actions can help or hinder the eradication of communicable diseases

[HE] WH (10-12) 14 :

WH.8.3) Adapt health messages and communication techniques to a specific global audience.

This guide uses biology, health, and world study topics to engage students in global health issues and solutions from experiential and multidisciplinary perspectives. The guide offers an outline of how to organize and host a "Global Health Conference," and provides suggestions regarding logistics and instructions as well as resource materials for preparing and organizing a student conference. The Global Health Conference is a school event where students present display boards and two-page essays on various countries and their health challenges, very much like a science fair.

As a template, the guide can be modified to suit each educator's goals, student needs, and school policies. The guide is designed to involve all students from a single grade level—e.g., all seventh-grade students. However, educators can use pieces from the guide or tailor it to one class or a whole school. It is recommended that each educator adapt this guide to the most appropriate scale for his or her own school environment and policies, student needs, and learning outcomes.

   View Standards     Standard(s): [PE] LS1 (9-12) 9 :

LS-5.1) Discuss how participation in individual, dual, and team sports assist in developing positive self-image and awareness.

[PE] LS1 (9-12) 10 :

LS-5.2) Discuss and evaluate the benefits of socialization and self-expression in individual, dual, and team sports.

[PE] LS2 (9-12) 8 :

LS-4.2) Identify and describe examples of positive and negative behaviors in individual, dual, and team sports.

[HE] HED (9-12) 7 :

HE.1.7) Analyze the potential susceptibility to and severity of injury or illness if engaging in unhealthy behaviors.

Examples: possible consequences of driving under the influence, distracted driving, not taking required medications

a. Explain the progression of HIV and AIDS.

b. Explain the progression of Type II diabetes.

[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

Students watch a short film, A Game for Life by Emmanuel Vaughan-Lee, about an innovative soccer program in the poor neighborhood of Port Elizabeth, South Africa, that helps to educate local youth about HIV/AIDS prevention.

In this lesson, students explore how participation in team sports can help empower youth in other areas of their lives. Students identify principles of how young people learn and discuss the ties between sports, civic engagement, and HIV/AIDS prevention. Reflective writing prompts are also included for students to demonstrate their understanding of the story.

   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

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) 7 :

HE.1.7) Analyze the potential susceptibility to and severity of injury or illness if engaging in unhealthy behaviors.

Examples: possible consequences of driving under the influence, distracted driving, not taking required medications

a. Explain the progression of HIV and AIDS.

b. Explain the progression of Type II diabetes.

[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

This TED-Ed learning activity guides students through the explanation of HIV and global efforts toward eradicating the disease.

The world is getting closer to achieving one of the most important public health goals of our time: eradicating HIV. And to do this, we won’t even have to cure the disease. We simply have to stop HIV from being transmitted until eventually, it fizzles out. Philip A. Chan explores the preventive strategies helping us tackle HIV and the possibility of ending the epidemic.

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.