ALEX Classroom Resources

   View Standards     Standard(s): [HE] HED (9-12) 18 :

HE.4.1) Describe skills for communicating effectively with family, peers, and others to enhance health.

Examples: active listening, friendliness, confidence, positive feedback, empathy, respect, understanding nonverbal cues, responsiveness

[HE] HA (10-12) 4 :

HA.4.1) Execute communication and leadership skills to empower other students to be physically, socially, behaviorally, emotionally, and intellectually successful.

a. Examine the varied roles and responsibilities of student leaders.

b. Design program goals based on YRBS data and focus group results.

c. Research various leadership and peer training programs and opportunities.

d. Apply peer helping training skills in assigned schools settings.

e. Demonstrate leadership skills by advocating for health-related changes in the school or community.

This resource includes 2 videos focusing on the power of giving and receiving compliments. These videos point out the value of meaningful, personal compliments. and suggests that a compliment has the power to increase the level of trust between the complimenter and the complimentee. 

   View Standards     Standard(s): [HE] HA (10-12) 4 :

HA.4.1) Execute communication and leadership skills to empower other students to be physically, socially, behaviorally, emotionally, and intellectually successful.

a. Examine the varied roles and responsibilities of student leaders.

b. Design program goals based on YRBS data and focus group results.

c. Research various leadership and peer training programs and opportunities.

d. Apply peer helping training skills in assigned schools settings.

e. Demonstrate leadership skills by advocating for health-related changes in the school or community.

[HE] HA (10-12) 15 :

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

[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.

The purpose of this lesson plan is to help students synthesize their global health knowledge through visual representation. Students will create a piece of artwork through an iterative process that reflects their personal understanding of global health and participate in a facilitated discussion to reflect on the broader implications of the artwork. Using art to facilitate discussion allows students to process the class material by exploring their personal connections with the complex concepts.

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

HA.1.1) Research national, state and local data from the Centers for Disease Control and Prevention and the Youth Risk Behavior Survey for prioritizing prevention activities for the school and community.

a. Interpret the Youth Risk Behavior Survey data on the six priority adolescent risk behaviors.

b. Recognize the adolescent risk behaviors of high incidence among Alabama's students.

[HE] HA (10-12) 3 :

HA.3.1) Gather information and interpret data for planning prevention activities.

a. Identify concerns, beliefs, and areas of misinformation among peers.

b. Design program goals based on addressing misinformation, beliefs, and concerns among peers.

c. Utilize a focus group to change their school climate.

[HE] HA (10-12) 4 :

HA.4.1) Execute communication and leadership skills to empower other students to be physically, socially, behaviorally, emotionally, and intellectually successful.

a. Examine the varied roles and responsibilities of student leaders.

b. Design program goals based on YRBS data and focus group results.

c. Research various leadership and peer training programs and opportunities.

d. Apply peer helping training skills in assigned schools settings.

e. Demonstrate leadership skills by advocating for health-related changes in the school or community.

This is where students will go to analyze YRBS data.
The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-related behaviors that contribute to the leading causes of death and disability among youth and adults, including:

• Behaviors that contribute to unintentional injuries and violence
• Sexual behaviors related to unintended pregnancy and sexually transmitted diseases, including HIV infection
• Alcohol and other drug use
• Tobacco use
• Unhealthy dietary behaviors
• Inadequate physical activity

YRBSS also measures the prevalence of obesity and asthma and other health-related behaviors plus sexual identity and sex of sexual contacts. YRBSS is a system of surveys. It includes 1) a national school-based survey conducted by CDC and state, territorial, tribal, and 2) local surveys conducted by state, territorial, and local education and health agencies and tribal governments.