ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [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] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

Subject: Physical Education (5), Health Education (6)
Title: Stress! No Body Needs It
URL: https://healthpoweredkids.org/lessons/stress-no-body-needs-it/
Description:

This lesson helps young people understand the causes and effects of stress and learn some techniques for dealing with it. The youth will identify physical symptoms of stress and list some situations that may bring them on. They will learn some skills for managing stress and make their very own stress ball.



   View Standards     Standard(s): [HE] (3) 20 :
3.7.1) Develop a plan for responsible personal health behavior.

Examples: keeping an activity log, planning activities that reduce stress

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (6) 19 :
6.6.2) Describe how setting goals to increase time for physical activity and academic study may reduce stress.

a. List activities that can improve physical and mental health.

[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.

Subject: Health Education (3 - 12)
Title: Busting Stress: Stress Management Lesson Plans
URL: https://www.youthsmart.ca/wp-content/uploads/2020/04/Stress-Lessons-Workbook.pdf
Description:

Attainment of a healthy mind and body begins with understanding how to balance the demands of life. Understanding stress is foundational in maintaining personal health. These activities provide an overview of what the stress response is, and how stress affects the body and mind. Students will demonstrate an awareness of their own levels of stress, develop an awareness of their unique stressors, and how to cope with stress in healthy ways.



   View Standards     Standard(s): [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

[PE] (6) 38 :
6-5.1) Describe how being physically active leads to stress reduction, social interaction, and an overall healthy body.

APE accommodation suggestions: peer assistance and modeling


[PE] BK1 (9-12) 19 :
BK-3.12) Identify healthy stress-management strategies.

Examples: relaxation, deep breathing, aerobic exercise

[PE] BK2 (9-12) 19 :
BK-3.12) Apply healthy stress-management techniques.

Examples: relaxation, deep breathing, aerobic exercise

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (6) 19 :
6.6.2) Describe how setting goals to increase time for physical activity and academic study may reduce stress.

a. List activities that can improve physical and mental health.

[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.

Subject: Physical Education (5 - 12), Health Education (6 - 12)
Title: STRESSED OUT? Learn How the Body Responds to Stress—and Healthy Ways to Cope
URL: http://headsup.scholastic.com/sites/default/files/NIDA15-INS2_StuMag_DownloadALL_508.pdf
Description:

Stress is a part of life, but students may have difficulty coping and feel overwhelmed, which can increase the risk for drug use. The article “Stressed Out?” helps explain how the body’s stress response system works, as well as the health consequences of ongoing (chronic) stress. Students will learn how their bodies respond to stress, and how they can manage under pressure.



   View Standards     Standard(s): [HE] (5) 8 :
5.2.1) Describe how the school and community can support personal health practices and behaviors.

a. Describe how positive and negative influences from family, peers, and culture affect adolescents' body acceptance during the changes of puberty.

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (6) 4 :
6.1.4) Examine how personal health and wellness are affected positively or negatively by an individual's surroundings.

[HE] (6) 5 :
6.1.5) Identify how positive family practices and beliefs promote personal health.

Examples: regular dental and vision check-ups, regular doctor visits

[HE] (7) 6 :
7.2.1) Describe how family values and behaviors influence the health of adolescents.

Examples: eating family meals daily, participating in physical activity, practicing open communication

[HE] (7) 7 :
7.2.2) Explain how communities can affect personal health practices and behaviors.

Examples: public policies regarding water pollution, air quality, tobacco use

Subject: Health Education (5 - 7)
Title: Our Supersized Kids: Childhood Obesity
URL: https://thinktv.pbslearningmedia.org/resource/our-supersized-kids-childhood-obesity/our-supersized-kids-childhood-obesity/
Description:

Childhood obesity is a crippling crisis of supersized proportions. During the past four decades, obesity rates have soared among all ages, but no more so than in children ages 6 to 11. Today, nearly a third of our children and adolescents are overweight or obese. And the numbers continue to rise.



   View Standards     Standard(s): [HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (6) 16 :
6.5.1) Describe situations that can help or hinder making a healthy decision.

Examples: socio-economic status, access to medical services, availability of healthful foods, sedentary lifestyle

[HE] (7) 3 :
7.1.3) Determine barriers to practicing healthy behaviors.

Examples: lack of finances, access to health services, social support

a. Examine how nutritional choices and psychological issues may lead to eating disorders.

[HE] (7) 16 :
7.5.1) Distinguish when a self-decision should be made or if help should be sought from a responsible adult.

Examples: friends begin drinking, unsafe situation arises at school, suicidal friend, suspected abuse, seat belt use, suicidal thoughts

a. Determine when it is necessary to ask for assistance when making a health choice.

Examples: friend begins to self-harm, negative peer pressure

[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

Subject: Health Education (6 - 8)
Title: What is Trauma? - You Are Not Alone
URL: https://thinktv.pbslearningmedia.org/resource/ket-pd-yana5/what-is-trauma/
Description:

A researcher and psychotherapist explains how trauma affects children and teens and describes what can be done to help. Ginny Sprang, Ph.D., executive director of the Center on Trauma and Children at the University of Kentucky, explains how psychiatrists define trauma. Trauma can include direct exposure to physical or sexual harm, witnessing such harm, learning about a life-altering event such as a parent’s death, or repeated exposure to details of a traumatic event.



   View Standards     Standard(s): [HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[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.

Subject: Health Education (6 - 12)
Title: Is Your Social Status Making You Sick?
URL: https://thinktv.pbslearningmedia.org/resource/f2a28812-fef9-4783-a683-ba2ea5ec88c8/is-your-social-status-making-you-sick-above-the-noise/
Description:

Financial inequality has been in the news a lot recently. It was the rallying cry for the Occupy Wall Street movement that began back in 2011, and it was at the center of Bernie Sanders’ campaign when he ran for president. This inequality creates what is typically called a social status ladder, with rich people at the top and poorer people toward the bottom. Research shows that your position on the ladder is actually one of the most powerful predictors of health. But it’s so much more than just how much money you have or how fancy your education is. It’s how you feel you compare to other people -- your subjective social status.



   View Standards     Standard(s): [HE] (5) 8 :
5.2.1) Describe how the school and community can support personal health practices and behaviors.

a. Describe how positive and negative influences from family, peers, and culture affect adolescents' body acceptance during the changes of puberty.

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (6) 4 :
6.1.4) Examine how personal health and wellness are affected positively or negatively by an individual's surroundings.

Subject: Health Education (5 - 6)
Title: Autism in Young Children: Move to Include
URL: https://thinktv.pbslearningmedia.org/resource/mti17.autism.young.children/autism-in-young-children-move-to-include/
Description:

What does autism spectrum disorder look like in young children? Jennifer Rymanowski, a licensed behavioral analyst at Rochester Hearing and Speech Center, will describe how different each case of autism spectrum disorder is for each person they encounter. 



   View Standards     Standard(s): [HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[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.

Subject: Health Education (6 - 12)
Title: Does Being Popular in High School Really Matter?
URL: https://thinktv.pbslearningmedia.org/resource/teen-popularity-kqed/does-being-popular-in-high-school-really-matter-above-the-noise/
Description:

When you’re in high school, it can seem like being popular is the most important thing in the world. But being popular in high school tends to have adverse outcomes once someone enters early adulthood. It all depends on what type of popularity someone has because it turns out there are two types. They are status and likability. 



   View Standards     Standard(s): [HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

Subject: Health Education (6)
Title: The Big Test: How We Experience Short-Term Stress
URL: https://www.cdc.gov/bam/teachers/stress-test.html
Description:

In this activity, teachers will induce mild stress in students by announcing they are about to have a pop quiz that will be a major part of their grade. Once students learn that this is not true, they will describe their physical and mental changes in response to this stress.

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



   View Standards     Standard(s): [HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

Subject: Health Education (6)
Title: The Body Mind Connection of Stress
URL: https://www.cdc.gov/bam/teachers/stress-bam.html
Description:

In this activity, students will fill out their own “physical reactions to stress” inventory and graph the class results. Then they will work in pairs to learn more about the body mechanisms that cause physiological stress symptoms, such as a fast heartbeat, cold hands, and dry mouth, or even longer-lasting symptoms such as a headache and sleeplessness. Finally, students will discuss their own reactions to stress and understand that many physiological stress reactions are part of the body’s normal functioning. Students will also look at ways of dealing with stress

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



ALEX Classroom Resources: 10
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