ALEX Classroom Resources

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): [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) 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): [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) 17 :
2.5.1) Differentiate between situations when a health-related decision can be made individually or when assistance is needed.

Example: when to tell trusted adults about bullying or other abuse

[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.

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

Subject: Health Education (1 - 5)
Title: Bullying Lessons Using Apples
URL: https://www.centervention.com/bullying-lesson-apples/
Description:

Most students know that bullying is bad, and yet bullying still happens in our schools every day.

When we say hurtful things to other people, we often can’t see the damage that we’re doing on the inside. Our classmates may appear fine, but they’re really hurting. On the other hand, our kind words can be used to build someone else up, and make them feel beautiful on the inside.

These bullying lessons use apples to provide a memorable, visual to show the damage that can be done with harsh, unkind words.



   View Standards     Standard(s): [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) 17 :
2.5.1) Differentiate between situations when a health-related decision can be made individually or when assistance is needed.

Example: when to tell trusted adults about bullying or other abuse

[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.

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

Subject: Health Education (1 - 5)
Title: BrainPOP Bullying
URL: https://www.brainpop.com/health/conflictresolution/bullying/
Description:

Anything someone does that makes someone else feel bad or unsafe is bullying. It can take many forms: name-calling, leaving someone out, or hurting them. Kids bully other kids for all sorts of reasons: for having lots of friends or very few friends, or for being different. Bullying is never okay. If you're getting bullied, you can ignore it, surround yourself with friends, try talking it out, or tell a trusted adult. If you're bullying other kids, please stop. It's way cooler to be nice to people!

This resource is a BrainPOP video. 



   View Standards     Standard(s): [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.

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

[HE] (7) 14 :
7.4.2) Model refusal skills that avoid or reduce health risks.

Examples: role playing how to effectively handle bullying, harassment, and peer pressure situations

Subject: Health Education (4 - 7)
Title: Taking a Stand Against Bullying
URL: https://3rs.org/wp-content/uploads/3rscurric/documents/4-Lesson-4-3Rs-TakingaStandAgainstBullying.pdf
Description:

During this lesson, students will differentiate between the terms “upstander” and “bystander" and describe the four steps involved in being an upstander when bullying is happening. Students will learn effective ways of intervening when someone else is being bullied by creating and acting out a skit that integrates the four upstander steps. 



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

Subject: Health Education (5)
Title: Power Up With Confidence!
URL: https://thinktv.pbslearningmedia.org/resource/power-up-with-self-confident/girl-power/
Description:

Chloe-Olivia is 14 years old and is an anti-bullying advocate. She has a strong sense of self-confidence.  Ever since she has been in school other students would call her names and constantly put her down. She used music and writing as a way to express her feelings when others were trying to hurt her.  She assured herself that she is beautiful and talented. 



   View Standards     Standard(s): [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.

[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] (7) 14 :
7.4.2) Model refusal skills that avoid or reduce health risks.

Examples: role playing how to effectively handle bullying, harassment, and peer pressure situations

[HE] (7) 15 :
7.4.3) Demonstrate skills that avoid conflict.

Examples: asking someone respectfully not to smoke, practice active listening, reacting sensibly, communicating clearly, practicing patience

Subject: Health Education (5 - 7)
Title: Social and Emotional Learning for Middle School
URL: https://everfi.com/offerings/listing/character-playbook/
Description:

Character Playbook is an innovative digital character education program that uses engaging social-emotional learning activities to educate students about cultivating and maintaining healthy relationships during their critical middle school years.

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

Examples: conflict resolution, role play

[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: Health Education (3 - 5)
Title: The Heart of Bullying
URL: https://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=11111#.XP5trfU1uUk
Description:

This activity will examine why bullies bully others, to try to build students' self-esteem, and to know what to do if they are being bullied. In addition, this activity will help students find positive ways to deal with their feelings if they are being bullied.

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



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

Examples: conflict resolution, role play

[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.

[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 (3 - 5)
Title: Taking Sides: ARTHUR
URL: https://aptv.pbslearningmedia.org/resource/ac19-sel-sides/taking-sides-arthur/
Description:

Explore the problems and tensions created by misunderstandings and the inability to listen to diverse points of view in this video from the PBS KIDS series ARTHUR.

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



ALEX Classroom Resources: 11

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