ALEX Resources

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Classroom Resources (12)


ALEX Classroom Resources  
   View Standards     Standard(s): [PE] (2) 28 :
2-4.4) Develop effective coping skills for dealing with problems.

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

[PE] (4) 28 :
4-4.4) Apply conflict-resolution skills.

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

[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

[HE] (0) 14 :
K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 22 :
1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :
3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :
3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

[HE] (4) 14 :
4.4.3) Demonstrate how to avoid conflict and explain when it is necessary for an adult to intervene.

[HE] (5) 13 :
5.4.2) Compare positive and negative ways to respond to conflict and bullying.

Subject: Physical Education (2 - 5), Health Education (K - 5)
Title: BrainPOP Conflict Resolution
URL: https://www.brainpop.com/health/personalhealth/conflictresolution/
Description:

Life can be frustrating. You’re not always going to get along with your friends and family, and they won’t always get along with you. And anger and frustration are natural human emotions, so there’s no way you can avoid feeling them. But there are ways to disagree without being disagreeable—and in this BrainPOP movie on conflict resolution, you will learn all about them! First, you’ll find out why it’s a good idea to take a deep breath and collect yourself before you respond to a situation you’re not thrilled about. You’ll discover different ways to compromise, and how placing yourself in another person’s shoes can change a potential screaming match into a friendly discussion. Why risk alienating your friends and hurting people’s feelings, when you can settle your differences fairly



   View Standards     Standard(s): [HE] (0) 14 :
K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 22 :
1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :
3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :
3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

[HE] (4) 14 :
4.4.3) Demonstrate how to avoid conflict and explain when it is necessary for an adult to intervene.

[HE] (5) 13 :
5.4.2) Compare positive and negative ways to respond to conflict and bullying.

Subject: Health Education (K - 5)
Title: Conflict Resolution for Kids
URL: https://www.centervention.com/conflict-resolution-for-kids/
Description:

Conflicts in the classroom happen, and when they do, respectful relationships and orderly routines can quickly be set off track, as can be the perfect lesson plan. It can be tempting to dismiss disagreements and move on, settle them yourself as the adult, or even penalize students for a disruption, but it’s important to develop conflict resolution skills with students so they can work through sticky situations.



   View Standards     Standard(s): [PE] (0) 28 :
K-4.4) Demonstrate willingness to seek help for solving problems and making decisions.

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

[PE] (1) 28 :
1-4.4) Identify alternative solutions to a given problem.

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

[PE] (2) 28 :
2-4.4) Develop effective coping skills for dealing with problems.

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

[PE] (3) 28 :
3-4.4) Use a decision-making and problem-solving model.

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

[PE] (4) 28 :
4-4.4) Apply conflict-resolution skills.

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

[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

[HE] (0) 14 :
K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 14 :
1.4.3) Interpret the feelings of and describe ways to show empathy for others.

[HE] (1) 22 :
1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :
3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :
3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

[HE] (4) 14 :
4.4.3) Demonstrate how to avoid conflict and explain when it is necessary for an adult to intervene.

[HE] (5) 13 :
5.4.2) Compare positive and negative ways to respond to conflict and bullying.

[HE] (5) 14 :
5.4.3) Develop a class plan to prevent bullying in the school.

Subject: Physical Education (K - 5), Health Education (K - 5)
Title: A Conflict Resolution Protocol for Elementary Classrooms
URL: https://www.responsiveclassroom.org/a-conflict-resolution-protocol-for-elementary-classrooms/
Description:

A basic belief underlying The Responsive Classroom approach to teaching is that how children learn to treat one another is as important as what they learn in reading, writing, and arithmetic. We believe that social skills such as cooperation, assertion, responsibility, empathy, and self-control are essential to children’s academic and social success and we emphasize the teaching of these skills, along with academics, throughout the school day.

This resource provides teachers with classroom strategies to build community, improve communication, and enhance classroom discussion. This resource also has a listing of professional books related to these topics. 



   View Standards     Standard(s): [HE] (0) 14 :
K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 14 :
1.4.3) Interpret the feelings of and describe ways to show empathy for others.

[HE] (1) 22 :
1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :
3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :
3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

Subject: Health Education (K - 3)
Title: Conflict Resolution Activities: Effective Ideas for Classrooms
URL: https://proudtobeprimary.com/conflict-resolution-activities/
Description:

Conflict resolution is an important skill that students need to learn – beneficial to them within the classroom as well as in everyday life. Not only will kids use conflict resolution in the classroom, they will also continue to use these skills as they grow. The conflict resolution skills they learn in elementary school will help them solve problems as adults. So how do we teach conflict resolution in the classroom?

There are many steps to teaching conflict resolution. To truly teach conflict resolution, you’ll need to teach your students how to analyze the conflict. They’ll need to be able to identify the problem and try to understand what’s causing it.



   View Standards     Standard(s): [PE] (5) 24 :
5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

[PE] (6) 27 :
6-3.8) Recall each component of the FITT formula (frequency, intensity, time, type) for physical fitness.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 27 :
7-3.8) Apply FITT formula to components of health-related and skill-related fitness, using the overload principle.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 28 :
7-3.9) Explain how the Rate of Perceived Exertion (RPE) scale can be used to determine the perception of the work effort or intensity of exercise.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 28 :
8-3.9) Apply concepts of physical fitness to adjust physical activity intensity.

Examples: RPE, FITT formula

APE accommodation suggestions: Visual aids and cues

[PE] ACA2 (9-12) 5 :
AC-3.1) Apply skills learned to execute a higher level of physical fitness while participating in outdoor activities.

[HE] (0) 14 :
K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :
3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :
3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

Subject: Physical Education (5 - 12), Health Education (K - 3)
Title: Visuals for #PhysEd
URL: https://thephysicaleducator.com/visuals/
Description:

This website has a series of visuals that can be downloaded, printed, and displayed in the physical education gymnasium or class. These visuals range cover varying topics such as the FITT Principle, BORG Rating, and the Conflict Corner.



   View Standards     Standard(s): [HE] (0) 13 :
K.4.2) Name various emotions and feelings.

Examples: anger, sadness, joy, fear

[HE] (0) 14 :
K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 13 :
1.4.2) Discuss ways to express feelings to peers in a healthy way.

Example: speaking calmly

[HE] (1) 14 :
1.4.3) Interpret the feelings of and describe ways to show empathy for others.

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 13 :
3.4.2) Discuss healthy ways to express needs, wants, and feelings.

Examples: using appropriate refusal skills, manners, communication

Subject: Health Education (K - 3)
Title: A Collection of Social Emotional Lesson Plans & Activities
URL: https://healthsmartva.pwnet.org/uploads/rteditor/file/BASIC%20-Collection%20of%20Social%20Emotional%20Lesson%20Plans%20K-3%20.pdf
Description:

This 32 page resource is full of learning activities appropriate for Kindergarten through 3rd grade that focus on social-emotional learning. These learning plans and activities focus on feelings, communication, controlling our behaviors, and being flexible.



   View Standards     Standard(s): [HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (4) 12 :
4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

Subject: Health Education (2 - 4)
Title: Respect
URL: https://www.youtube.com/watch?v=QXc3LGo9WJs
Description:

The Brain Bites video series teaches physical education concepts in short video bites! In this bite, Bee Respectful teaches students what respect looks like, sounds like, and feels like.



   View Standards     Standard(s): [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] (1) 13 :
1.4.2) Discuss ways to express feelings to peers in a healthy way.

Example: speaking calmly

[HE] (1) 14 :
1.4.3) Interpret the feelings of and describe ways to show empathy for others.

[HE] (2) 12 :
2.4.1) Demonstrate techniques of effective listening.

Examples: body language, eye contact

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 13 :
3.4.2) Discuss healthy ways to express needs, wants, and feelings.

Examples: using appropriate refusal skills, manners, communication

[HE] (3) 14 :
3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

Subject: Health Education (1 - 3)
Title: Happy Healthy Kids | Extra, Extra, Talk All About It!
URL: https://thinktv.pbslearningmedia.org/resource/hhk-extra-extra-talk-all-about-it/happy-healthy-kids-extra-extra-talk-all-about-it/
Description:

In this episode of Happy Healthy Kids, Miss Kelsey encourages kids to explain how they feel to their grown-ups. Watch a clip from Arthur and see how sharing his feelings make him feel better.



   View Standards     Standard(s): [HE] (1) 7 :
1.1.7) Identify positive examples of social and emotional health.

[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] (1) 13 :
1.4.2) Discuss ways to express feelings to peers in a healthy way.

Example: speaking calmly

[HE] (1) 14 :
1.4.3) Interpret the feelings of and describe ways to show empathy for others.

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

Subject: Health Education (1 - 2)
Title: Happy Healthy Kids | Feeling Faces
URL: https://thinktv.pbslearningmedia.org/resource/hhk-feeling-faces/happy-healthy-kids-feeling-faces/
Description:

In this episode of Happy Healthy Kids, Miss Kelsey and some PBS Kids characters, help kids understand how facial expressions reflect our emotions. By recognizing our feelings, we learn how others are feeling as well.



   View Standards     Standard(s): [HE] (2) 12 :
2.4.1) Demonstrate techniques of effective listening.

Examples: body language, eye contact

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[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

Subject: Health Education (2 - 4)
Title: Teaching Empathy in the Classroom
URL: https://everfi.com/offerings/listing/compassion/
Description:

With so much emphasis placed on improvements in math and science, skills like compassion often receive less classroom time. This unintended trade-off may be short-sighted, as compassion is an important social-emotional skill that begins to develop in early childhood and is essential for lifelong health and success.
Learning compassion increases students’ own sense of well-being and improves the learning environment for all learners. By teaching kindness, empathy and compassion in the classroom, educators set their students up for long term success in every aspect of life.

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



   View Standards     Standard(s): [HE] (0) 14 :
K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 8 :
1.2.1) Contrast tattling with reporting aggression, bullying, and violent behavior.

a. List healthy foods served by the school cafeteria.

[HE] (2) 13 :
2.4.2) Explain ways that bullying and excessive teasing can be hurtful.

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 14 :
3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

[HE] (4) 12 :
4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (4) 13 :
4.4.2) Describe the various types of bullying and effects on the victim.

Examples: types -through social media; effects--depression, suicide, eating disorders

[HE] (5) 13 :
5.4.2) Compare positive and negative ways to respond to conflict and bullying.

Subject: Health Education (K - 5)
Title: Arthur Comics: So Funny I Forgot to Laugh
URL: http://grownups.pbskids.org/arthur/games/comic_sofunny/index.html
Description:

This is a free interactive from PBS Kids that can be used to teach students about bullying. Explore the topic of bullying in this interactive comic, So Funny I Forgot to Laugh, based on the characters and storyline from the PBS children’s series ARTHUR. When Arthur takes his teasing too far, it upsets Sue Ellen. Can Arthur find a way to apologize for bullying Sue Ellen and save their friendship? The interactive pauses at important scenes for discussion questions and allows students to choose their own ending.

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



   View Standards     Standard(s): [PE] (2) 32 :
2-5.4) Describe the positive social interactions that come when engaging with others in physical activity.

APE accommodation suggestions: peer assistance and modeling

[PE] (3) 32 :
3-5.4) Identify and compare the positive social interactions when engaging in partner, small-group, and large-group physical activities.

APE accommodation suggestions: peer assistance and modeling

[HE] (2) 12 :
2.4.1) Demonstrate techniques of effective listening.

Examples: body language, eye contact

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

Subject: Physical Education (2 - 3), Health Education (2)
Title: Get Up & Go Play!: Sports Communication | KIDS Clubhouse Adventures
URL: https://aptv.pbslearningmedia.org/resource/69787387-9706-4f4a-85bb-062f3740afce/go-outside-and-play-sports-communication-iptv-kids-clubhouse/
Description:

This free video resource from PBS LearningMedia teaches students the importance of communicating while playing sports.  Playing outside makes kids happier, healthier and stronger! In this segment, Abby Brown visits a softball practice and discovers constant communication is a crucial part of working together as a team in order to succeed.

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



ALEX Classroom Resources: 12

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