ALEX Classroom Resources

   View Standards     Standard(s): [HE] HED (9-12) 13 :

HE.3.1) Evaluate the accessibility and validity of health information, products, and services.

Example: determining the credibility of resources both online and offline

[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

This is a comprehensive resource center for teens to have access to numerous topics related to mental, physical, and emotional health. This would be a good site for students to be made aware of adolescent health issues.

   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] HED (9-12) 13 :

HE.3.1) Evaluate the accessibility and validity of health information, products, and services.

Example: determining the credibility of resources both online and offline

[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

The World Health Organization has now declared the coronavirus outbreak in China to be a global health emergency. Officials in China confirmed more than 7,800 cases today (updated from the video which states 6,000), with 212 deaths. The WHO said the virus is spreading worldwide, despite China’s efforts. “It’s not actually because China is not doing what it can. It’s actually doing more than China is required to do,” according to Tedros Adhanom Ghebreyesus, Director-General of the World Health Organization (WHO).

   View Standards     Standard(s): [HE] HED (9-12) 13 :

HE.3.1) Evaluate the accessibility and validity of health information, products, and services.

Example: determining the credibility of resources both online and offline

[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

[HE] HA (10-12) 15 :

HA.8.3) Communicate to peer or community groups on health-related topics.

Two doctors explain that, while antibiotics have helped protect people from infections since becoming widely available after World War II, this unique class of drugs is losing its effectiveness from overuse. The more exposure bacteria have to an antibiotic, the more likely they will develop resistance to the antibiotic. Because as much as half of all antibiotic use in the United States is either unnecessary or inappropriate, more and more people may die of infections that were once easily treatable. 

   View Standards     Standard(s): [HE] HED (9-12) 13 :

HE.3.1) Evaluate the accessibility and validity of health information, products, and services.

Example: determining the credibility of resources both online and offline

This resource is information provided by Jaramy Connors from WhoisHostingThis.com. He says, "With so much content and so little oversite, determining which information is reliable can be a daunting task. But failing to do so could leave you looking foolish or worse. Thankfully, there are some easy steps you can take to evaluate the credibility of a website." The resource provides information, a graphic, and other resources to help educate students on evaluate the accessibility and validity of health information online.

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

   View Standards     Standard(s): [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) 13 :

HE.3.1) Evaluate the accessibility and validity of health information, products, and services.

Example: determining the credibility of resources both online and offline

[HE] HED (9-12) 16 :

HE.3.4) Explain current laws related to underage drinking, distracted driving, and driving under the influence.

[HE] HED (9-12) 22 :

HE.5.1) Examine barriers that can hinder healthy decision-making.

Examples: peer pressure, cultural pressures, socio-economic status

[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

This activity is designed to open students' eyes to the consequences of binge drinking and bad choices. A secondary purpose is to have students use critical thinking skills to try to determine if the information given to them is credible.

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

   View Standards     Standard(s): [HE] (6) 22 :

6.8.1) State a health-enhancing position and support it with accurate information.

Example: applying sunscreen has been proven to help prevent skin cancer

[HE] HED (9-12) 13 :

HE.3.1) Evaluate the accessibility and validity of health information, products, and services.

Example: determining the credibility of resources both online and offline

[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

The Skin Cancer Foundation has developed the free Sun Smart U education program to help teachers expose students to the importance of sun protection and give them the tools they need to prevent skin cancer.

Sun Smart U is consistent with the CDC’s National Health Education Standards for middle school and high school students. The interactive lesson plan features true stories from young skin cancer survivors, medically reviewed Prevention Guidelines, handouts and activities, and can be taught in one or two class periods. Sun Smart U is available in a variety of formats.

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