Resources: Graphic Organizers

NOTE: Due to technical difficulties, I wasn't able to scan the documents I needed for the marijuana vocabulary activity. I'm hoping to get that done this week before AAHPERD. Here's a quick post I had started a while ago and left unfinished.

Graphic organizers allow students to visualize main concepts or ideas before diving into a written piece of work. Long used by language arts teachers and elementary school teachers, graphic organizers also have their place in a health classroom. In my health class, I try to add writing to our lessons and units whenever I can. Students have written letters to the editor about school lunch, discussed how song lyrics may influence sexual behavior, and have written mini-persuasive essays about why they should help stop bullying. This is in addition to any reflective writing that accompanies some other projects, too.

Using graphic organizers prevents problems from occurring in the latter stages of a paper. Students are allowed to organize their thoughts and link them together before they begin to write their final product. Graphic organizers are often needed for students on IEPs/504s, but they can assist all students with their learning.

Below are three resources I've used when I need a graphic organizer:


Holt Interactive Graphic Organizers. The graphic organizers on this website can be edited with text on your computer. This makes it easy to personalize graphic organizers to your own classroom or specific topic. Approximately forty different graphic organizers are organized by category.

Education Place: Graphic Organizers. This is the first site that pops up on Google if you enter "graphic organizers" into the search box. Like Holt Interactive, Education Place includes approximately forty different graphic organizers, all conveniently available in PDF form to download. There are no preview options on this page, so you'll have to take a stab at what a graphic organizer will look like based on its name. Each graphic organizer is also available in Spanish.

If you're trying to use electronic graphic organizers, there are a few options that I'm less familiar with. Bubbl.us is one I have blogged about in the past. Inspiration is another program to check out that many educators are familiar with.

I make sure to model how to use the graphic organizer before students begin brainstorming. I'm lucky enough where I can throw one up on the Smartboard and fill one in with the markers; I could also project the editable graphic organizers from Holt on the board and type the information in from the computer. Bubbl.us, mentioned above, is another one I have used with my classes. No matter how they are used, graphic organizers can help students streamline their thinking, make connections between ideas, and help students create better pieces of written work.

As always, please e-mail me with any questions, comments, or concerns!

HIV Transmission Simulation (And, More Posts ARE Coming!)

NOTE: As long promised, here is my updated take on the HIV Transmission Simulation as created by the fine folks over at Advocates for Youth.

Despite my absence from blogging here, this blog still attracts roughly twenty unique visitors a day. Traffic mainly comes from Google, and after being made aware of this information I'm going to make an effort to contribute to this blog more often. With the AAHPERD Convention coming up, I'm back on a professional development kick! 

The HIV Transmission Simulation is easily one of my favorite activities I've used in my career as a health educator. Originally created by the organization Advocates for Youth, I have used this lesson successfully many times. I've also added some enhancements to the lesson. It does require some initial set-up time, and you'll probably have to buy most of the materials yourself. But, it always leaves a big impact in the minds of my students, and it helps to bring a very important point close to home. Check out the reactions of some of my students from when I first used this activity in 2010.

I've embedded the lesson plan in PDF form below. If you want to see a copy you can print out, please click here. I've also taken it upon myself to identify, in red writing, things that I myself have added to this lesson. Some of these ideas were my own, and others from past professors/teachers/friends. I will be teaching this lesson in the near future to one of my eighth grade classes that is behind the others, so I hope to put up some pictures in the near future.

The original lesson plan from the Advocates for Youth website can be found here. As educators, we are very fortunate that organizations provide teaching materials on their website for free that can enhance what we do in our own classrooms. The original activity is fantastic in itself, I just added some tweaks in order to create different experiences in my classroom. I do not take credit for the original lesson at all; in fact I've seen this concept done in many ways: using index cards and shaking hands, with liquid and chemical indicators, etc.

Future Posts (already written and scheduled to post!):

Saturday 2/25: Sticky Notes (classroom management technique)

Wednesday 2/29: Marijuana Vocabulary Activity (applicable to all levels)

As always, please e-mail me with any questions, comments, or concerns. Also, be sure to check out another blog I co-created with my roommate, Matt: Positive Living. 

Puberty Education Resources: Part 1

It's been a while since I've posted any sort of information relating to what I've done in my classroom. There's really no reason, but between teaching, head-coaching a team of 75 kids this fall, and grad-school, things get pretty busy. With that being said, I ran into some grad school classmates of mine who are student teaching and we were exchanging teaching ideas, which lead to my thinking about posting again. Combine that with my PLN on Twitter, and there's a whole-lotta information being exchanged that I want to get in on once again. I'm still getting hits every week from Google, so it's time to shake of the cobwebs and get back into blogging.


Given that I have just taught puberty to the sixth graders this year, I figured I would post some of my favorite resources for puberty education that I use in my classroom.


NOTE: I have posted about some of these before. Links to old posts are provided, but when I have changed things I've made notes in this post.


PBS Kids: It's My Life: "Puberty: Whole Lotta Changin' Goin' On"

PBS Kids is one of my favorite resources to use in the classroom. When I started teaching, I found it difficult to break down certain body processes (nocturnal emissions, menstruation, etc.) down into language that sixth grade students would understand. Looking back on it, it's not too difficult to do; I was still in the college mindset my first year and now I have no problem doing so. By the name, you may have surmised that PBS Kids is written for kids. The information about puberty is part of a larger PBS Kids website called, "It's My Life." It's my life contains information for kids on topics such as puberty, depression, staying home alone, school, family, and emotions. The website is very content rich and contains numerous videos, games, and interactive activities. Off-line activities are also available on the website.


The website is a helpful resource that children can check out on their own time if they need more puberty information. It is an accurate, safe resource for kids.


KidsHealth.org Reproductive System Diagrams.

A few months into when I first started blogging, I posted a quick post with links to virtual reproductive systems from KidsHealth.org. Their diagrams match up almost perfectly with the diagrams from our puberty curriculum (Michigan Model's "The Wonder Years") making them easy to use in the classroom.  get a kick out of the fact that each part lights up when you click on it, and up pops a quick little summary of each body part. In addition to these diagrams, KidsHealth has a lot of useful information about the changes that occur in both males and females during puberty. With a plethora of information online about puberty and other human sexuality topics, parents can rest assured that the information on KidsHealth.org is medically accurate; it is written and reviewed by doctors. There is plenty of information on the website for students to review containing vocabulary, too.

You can view the male reproductive system diagram here and the accompanying information here. The female reproductive system diagram may be viewed here, while the accompanying information is here. Note that the male diagram contains a side angle view and a front angle view. The female diagram contains an internal view (front angle) as well as an external view. There is also an animation about the menstrual cycle, which is simple yet thorough in its explanation of menstruation.






Reproductive Systems "Mapping Lab"

After we learn about the various parts of the male and female reproductive systems, I have the students complete a "mapping lab" as a review during the next class. This idea was taken from the geography teacher across the hall, who uses this to help her students review countries, capitals, and physical features of the continents. Each group is given a blank copy of the reproductive system diagrams, a sheet protector, and a dry erase marker. Students are to label the reproductive systems using the dry erase marker, which easily erases off the sheet protector when needed. They are provided with a handout where they are to match the name of each body part with its function, too.

KidsHealth.org also has a parent site with useful information parents can use to talk to their children about the challenges of puberty. I don't provide parents with this information directly, but I do mention at open house that I know of some resources in case they feel in the dark about discussing puberty with their child. This feels weird to say to parents because in a lot of cases I'm young enough to be their son, but I put it out there anyway. Planned Parenthood has some great information on the topic, too.

To end on a lighter note, here's a video montage on YouTube containing clips of old-school puberty videos. We no longer use videos in our district at the middle school level, choosing instead to have a unit taught by the health teachers. When looking at these videos, it's hard not to laugh at how tongue-in-cheek they are, and I feel that puberty education deserves more than what those videos provide.







So, best of luck using these resources for your puberty endeavors! Here's a picture of me getting pumped up to teach puberty to my sixth graders:

Please e-mail me with any questions, comments, concerns, or other feedback. People generally don't comment here, but I do receive Tweets and e-mails every now and then. I'm hoping to get two more posts up before the holidays: one a lesson about YRBS data and the second about how my colleague and I are trying some literacy/vocabulary strategies in health education.

Tobacco Education Activities: Sticky Notes, Visuals, and Straw Walk (Oh my!)

NOTE: These are some activities I use in my classroom. I am not sure who initially came up with these ideas, but I've had success with them and in no way am I trying to take credit for inventing them.

I wanted to write a post to share some of my favorite activities relating to tobacco education, after being surprised that I haven't written about these yet. Not all of these activities are "skills based" per say, but they do address the needs of different types of learners while also helping to create meaning among the students. I used these activities for an assignment in a class I am taking (not through BU, through a local education consortium) on brain based learning. We had to think about activities that would create meaning and would be considered relevant by our students. Immediately, these activities came to mind.

In order for learning to be effective, the learning must make sense to the student, and it must have meaning. My personal challenge with everything I teach this year is asking these questions: Does this make sense? Does this have meaning? Is this relevant?

I don't think boring worksheets create meaning; neither do tests or quizzes (for the most part, although they do have their place in the teacher's toolbox). Granted, as a teacher you will never be guaranteed that every single student will always be into what you are teaching, but there are ways (active learning, skills based health education, student involvement) to at least put the ball more in your court. Obviously, I think all of health education is relevant to the lives of teenagers, but part of the trouble is that so many students have heard the same messages over again: don't smoke, don't drink, don't have sex, blah blah blah. No wonder kids tune out! As teachers, we have to give them reasons to tune in instead of tune out to what we are saying.

The nature of these activities is part-lecture, part visual, part hands-on simulation. I really enjoy teaching these activities,  and it seems like most of the students enjoy them as well. The third one, as you'll see below, can be especially eye opening!

Sticky Notes. This sticky notes activity occurs during a lecture portion about tobacco's effect on the human body. I'm not the biggest fan of lectures, but let's be honest: sometimes they have to be done. I provide students with a copy of the notes with fill ins, so they know what information to look for. This was initially done for some special education students, and I decided to use it for everyone, too. As soon as I start the lesson (which includes the visuals mentioned below), I start a timer on my watch to beep every six minutes. I go about teaching the lesson normally: presenting information, checking for understanding, answering student questions, etc. As soon as the watch beeps, I place a stick note on the wall in front of the classroom. Students are initially puzzled, and I move on saying they will find out at a later time. Some students grasp this right away, others do not.

Have an idea where I am going with this? Read on!

My classes are 53 minutes each, and for this activity I'll probably get through 45 minutes of instruction time before I start to wrap things up and end with a summarizer. For the record, I don't get to utilize summarizers all the time, but for this lesson I find it essential. At this point, there's approximately seven or eight sticky notes on the wall. Here's what they mean, and here is more or less what I tell my students:

• Every 72 seconds (1 minute and 12 seconds), someone in the United States dies of smoking related causes
• The watch beeped every six minutes. During that time, five people in the United States have, theoretically, died from smoking related causes
• This adds up to approximately 443,000 people every year
• If each sticky note represents five people, how many people in the United States have passed away during this lesson?

Usually, this point tends to hit home with students, although some of them do question the merit of the data, which I obtained from the CDC and the Campaign for Tobacco Free Kids. I've thought about using one sticky note for each person, but I think that would take away from the mystique.

Visuals. There are many great visuals out there relating to tobacco use: infographics, charts and graphs, pictures of black lungs. These visuals run the gamut from educational and fact based to having a sensational shock value. If I put myself in the shoes of my students, I would probably tune out any sort of visuals I have already seen or ones that don't apply to me. Thinking outside the box and providing students with manipulative visuals is my answer to this problem. Here are two visuals I use; I do use some others, but these are slightly different.

Enter the Tar Jar. The Tar Jar was purchased by another health educator in my building, and is displayed to the right. The Tar Jar that we have contains a representation of the amount of tar that will pass through the lungs of a smoker who smokes half a pack of cigarettes every day for an entire year. It's easy to see that the amount would double if someone were to smoke one pack a day for an entire year. We discuss that tar (Total Aerosol Residue) is produced when tobacco burns, and we also take this time to discuss tobacco smoke in general. I am not sure where we purchased our Tar Jar, but if you would like to create your own Tar Jar, check out this PDF for a recipe! 

Another visual I use is bubble wrap. That's right, basic bubble wrap. Once, I ran out and had to find online bubble wrap to use! I use bubble wrap when we talk about the alveoli in the lungs, which are tiny air filled sacs. Their main job is to exchange oxygen. Alveoli are very stretchy, like tiny balloons. Smoking damages the alveoli by making them less elastic; this damage is permanent and cannot be repaired. Ultimately, this makes it harder to breathe and can lead to COPD. I use the bubble wrap in a demonstration, popping a few of the bubbles and asking students to re-inflate the bubbles I popped. This is impossible, and it emphasizes the point that damage done to the alveoli cannot be repaired. I do point out that the alveoli do not "pop" like the bubble wrap, and that the takeaway point is that the damage cannot be repaired.

Straw Walk. This is one of my favorites; an entire lesson in itself. I am able to tie in information relating to heart rate my students have learned in physical education class. I being by setting the following ground rules: "Students must behave respectfully and responsibly during all activities in class today. While we are in the hallways, there will be no talking, no fooling around, and no immature activity. Any violations of the above or specific rules mentioned by Mr. Bartlett before the activity will result in an immediate detention. No excuses, no exceptions! If at any point you feel dizzy, short of breath, or lightheaded, STOP. Your grade will NOT be negatively affected. Listen to your body!"

Initially, students take their resting heart rate on a thirty second count, and multiply that by two. I the describe a route we are going to take walking through the middle school, finishing with a stair climb from the first floor up to the third floor. When we get to the top, the students take their heart rates again. They also make a note on their worksheets of how they felt in comparison to taking their rest heart in the classroom.


Upon our return to the classroom, each student receives a drinking straw. Now, we complete the same walk as before, but with a twist: students have to place the straw in their mouth and breathe only through the straw. Sometimes, I give students the option of pinching their nose shut, too. We complete the same walk, and for most students it gets tough once we start going up the stairs. We use the same process: take the heart rate again, but I also focus more on how the students feel after this portion of the activity. Sometimes, the heart rate doesn't always increase, depending on a variety of factors (fitness, error in taking heart rate, etc.; in my experience, however, students almost always identify that breathing through the straw simply felt harder.


Once we get back to the classroom the second time, we go through a discussion and the students engage in a reflection about the activity. Some questions I may ask: Which activity felt the hardest for you to complete? How did it feel breathing through the straw? What would your life be like if this was the only way you could breathe? We only walked for this activity, what would it feel like to run, dance, swim, etc. breathing like this? How would regular lifestyle activities be affected?

Sometimes, I offer students the opportunity to go through their normal school day only breathing through the straw, but no one has taken me up on it! When I was student teaching, my cooperating practitioner had the students run laps around the gym. I have thought about doing this, but because not all of my students are athletes, I like this activity as conducted because it focuses on lifestyle activities: we all walk and walk up and down stairs.


Wrap Up. Listen, I'm not saying that these are magical activities that would completely hold the attention of your students for the entire class period. Depending on the population you are working with, they might not even be effective. As a health educator, that is your decision to make. All I know is that I tend to luck out when I use approaches like this. If these types of activities are able to create meaning with the brains of my students, there's a greater likelihood that they will remember the information. So, when the time comes for one of my students to determine whether or not to engage in risky behavior, this information could be recalled and may prevent any negative consequences associated with risky behaviors. Granted, this is only the knowledge side; providing students with skills in health education is the other piece of the puzzle.


Later this week, I'll finally be reposting the HIV Transmission Simulation that I have taken from an excellent online source. I'll be posting the original lesson as well as the one with my own additions. I have to catch up on some work for my class before I head to Vermont for the weekend, so I will try to get it up before I leave, but I can't promise anything. Stay tuned!

AAHE Teaching Techniques Journal

NOTE: Some of my older posts are in the process of being edited so I can update and repost them. My most popular (the HIV Transmission Simulation Activity from the AFY Website and the Alcohol Simulation Stations) are among those. Eventually the old posts will contain links to the new posts. Check back later this week!

One of the best parts of teaching health education is searching for new, interactive, skills-based, hands-on activities that I can use in my classroom to spice up our curriculum. Through networking with other teachers, scouring the Internet, and picking through books, I always seem to find something to try out in the  middle school classroom. This is one reason why I started this website!

So, I was pumped to see that the American Association of Health Education is now publishing an online journal entitled, Teaching Techniques Journal! This resource is located on their website, is free of charge, and can be accessed by anyone. Simply click the "Current Issue" link and read away!

The Teaching Techniques Journal is exactly what our profession needs. The American Journal of Health Education used to publish one or two "Teaching Ideas" and I was disappointed to see that go away. Now, through a separate resource, it's back! The activities in the first issue cover a wide variety of topics, and even if a teacher feels that the specific activities might not fit into their classroom, teachers can take the basic idea or concept and adapt it as they see fit. I already have some ideas about how I can tweak some lessons for my own classroom. Many ideas for the secondary classroom in the first issue were submitted by individuals working in higher education; I hope to see some ideas submitted by secondary teachers in the future as well.

So, what are you waiting for? Check out the first issue of Teaching Techniques Journal now!
 
As always, please feel free to e-mail me with any questions, comments, or concerns.

LGBTQ Resources: Classroom Use

Recently the website Sex, Etc. updated their LGBTQ resources section of their website. I started drafting a post about Sex, Etc. this week but want to focus on how their updated LGBTQ section could be used in any health education classroom. Sex, Etc. is run by an orgnization out of Rutgers University called Answer. Answer believes that, "Sexuality should be understood, respected, and celebrated." Answer is a fantastic resource for teenagers, health educators, and others working with teenagers. The website is perfectly geared towards teenagers, with information that is accurate, up to date, and definitely important for their lives. Sexuality education is so much more than sex, sex, sex. Sex, Etc. highlights this important fact, and covers everything a comprehensive sexuality curriculum should cover.

The updated LGBTQ resources are intended for teenagers who are lesbian, gay, bisexual, transgender, or questioning and to help them understand who they are. The resources are also great for family members, friends, and other allies of LGBTQ teenagers. Let's face it, if you're a teacher there are going to be LGBTQ students in your classes. Middle school by itself is a tough experience, and the burden of trying to figure out who they are puts an additional burden on teenagers. The information contained below could very easily be used to help lessen that burden and also help teenagers become more comfortable with who they are.

Books. A list of over one hundred and fifty books are listed on the Sex, Etc. website. Ranging from fiction to nonfiction, and geared towards LGBTQ youth as well as allies, educators, and parents, this list has a little of something for everyone. As a high school track coach, one book about a gay track athlete has peaked my interest. In my classroom, I have a sign saying, "What Is Mr. Bartlett Reading?" with the cover of whatever book I'm reading scanned in color underneath. I collaborate with the middle school librarian, who provides me with young adult novels to read, with the hope that I can engage middle school students in discussions about reading. I've had some great discussions with kids about the books I'm reading (they've read some of them after I have!), and reading a book from this list could allow me to have important sexuality conversations that might not initially come up during class. Ideally, students would also realize that I am promoting discussion about these types of issues, while being accepting of students no matter what their sexual orientation happens to be. I would be more cautious about discussing this with sixth grade than I would with my eighth graders, however. Also, June is Gay and Lesbian Pride Month, and middle school librarians could have a display in their library focusing on LGBTQ literature geared towards youth, allies, and educators. This might be a hot button issue in many communities, but it's an issue people have to stop hiding from and start talking about!

FAQs & Stories. Stories from staff writers and contributors fill a list of stories highlighting a myriad of topics relating to LGBTQ youth: coming out to your parents, being harassed at school, even information about professional athletes dealing with harassment about their sexuality. Making students aware of these stories can help them understand that they are not alone and their experiences are normal. The FAQ section also provides a great starting points for students who are curious and seeking extra information on what they are feeling and going through. This information could be shared in a variety of classroom activities, depending on the content of the story. A post-reading classroom discussion about the stories would be crucial in order to make sure students understand the knowledge and attitudes you want them to learn.

Web Sites and Hotlines. Sex, Etc. provides teenagers with twenty two websites and nine hotlines, such as PFLAG, The Trevor Project, and outLoud Radio. Teenagers can connect with students going through similar experiences, find support, and learn something from all of the listed web sites and hotlines. These organizations are easily made available to all students through a classroom display (it can be as small as one piece of paper on a bulletin board, or a larger display) or even through a classroom project asking students to research the different organizations and what they offer to teenagers.

Forums. The Sex, Etc. forums offer a way for teenagers to connect with others through discussion. It appears that the LGBTQ specific forums don't get too much activity compared to the other sections, but hopefully with the attention around these new resources activity will increase! The other forums are packed with information, with questions answered by an on-site expert. This is a great resource for teenagers who don't want to ask their parents or doctors the "tough" questions. Many teachers would not be able to share the content of these forums in their own classroom due to school policies or parental issues (which is a whole other topic!) but the forums are definitely a "go-to" outside of school resource.

As of right now, my curriculum relating to sexuality includes puberty in sixth grade and HIV/AIDS and other STDs in eighth grade. If I had my way, I would be able to teach everything! I'm hoping to work to improve that in my district, but because I can't right now, Sex, Etc. is a resource that I am comfortable passing along to students if they so inquire when I am teaching the units I mentioned above. So many websites on the Internet contain information that is false, and Sex, Etc. is the type of websites teenagers need to see!

All in all, the LGBTC section of Sex, Etc. provides valuable, must-see information for teenagers, educators, parents, and allies. I can only imagine what it would have been like if teenagers in my parent's generation would have had access to resources like these. It is vital to spread this information so we can prevent more tragedies, promote tolerance and acceptance, and finally be able to accept everyone, no matter what their sexual orientation is, simply for who they are.

As always, please e-mail me with any questions, comments, or concerns.

Great Resource: The Sexuality Information and Education Council of the United States

As my career as a teacher develops, I find myself looking for more ways in which I can be an advocate for my profession. Staying up to date on policy initiatives can be tough to do due to reading through political news and jargon. For issues relating to sexuality education, The Sexuality Information and Education Council of the United States is a fantastic resource to do just that!

SIECUS was founded in 1964 and provides fact based information relating to sexuality and sexuality education, and is recognized as a leader in those fields. Information from SIECUS is geared towards educators and other professionals, the general public, and parents. Information comes in the form of fact sheets, policy updates, special reports, community action updates, research updates, profiles based on specific states, etc. Additionally, SIECUS has other websites under its umbrella containing lesson plans, community action tips, and more. NOTE: Information about these sites should be appearing in posts throughout the first part of 2011!

All information provided by SIECUS is detailed and comprehensive. I checked out the link for the state profile of Massachusetts, and was almost overwhelmed with data and information! State laws relating to sexuality education in public schools (opt out laws), results from recent Youth Risk Behavior Surveys, other sexual health statistics, programs in public schools (with information on submitting information from your district), and Federal funding. It would be interesting to compare your state to other states, noting similarities and differences. College students could look for patterns based on the political landscape, too.

Of particular importance to health educators and others wishing to impose policy change is the contact information on organizations that both support and oppose comprehensive sexuality education. This is helpful to identify allies and opponents, and makes it easier to further research specific stances, policies, and initiatives that organizations have been known to support or oppose. A list of major newspapers in Massachusetts is provided, but local papers are not included.

SIECUS provides a Community Action Kit for those willing to undertake the role of advocating for sexuality education. A more detailed post on the Community Action Kit will be written; I may blog about my experiences using it as a step by step process during 2011, but considering everything else I have on my plate, no promises!

All in all, SIECUS is a must read website and an organization that can help put accurate information into the hands of those who need it most. More health educators and public advocates need to take it upon themselves to publicly address issues relating to sexuality education! I hope to do the same this year. I only wish that the website would provide contact information for advocates who have undergone he task of creating change in their communities. Collaboration and the sharing of ideas among advocates can only help those new to policy change, but I can see that the SIECUS website might not be an appropriate forum for this sort of information.

As always, please e-mail me with any questions, comments, or concerns.

Note: All information relating to SIECUS was obtained from its website, linked above.

Analyzing Alcohol Advertisements: Resources for Educators

NOTE: I am in no way affiliated with Frank W. Baker or The Media Literacy Clearinghouse. I write this on my own free will with the purpose of passing on an incredible resources to other teachers!

Frank W. Baker is a media literacy expert who runs the Media Literacy Clearinghouse.  The clearinghouse contains information regarding media literacy and its application to a variety of topics, including health topics such as alcohol, body image, food, sex, and tobacco. Each section contains downloadable articles, lesson plans, sample advertisements, and links for more information that every health educator should check out! I frequently use his links to alcohol advertisements for a carousel activity (I should post about that soon...) with my seventh graders. Mr. Baker has all angles covered, and his website is very comprehensive with that information is provides.

Baker also covers additional topics, such as bias, media art, and propaganda, to name a few. This makes it easy for teachers of separate subjects to plan cross-curricular activities relating to their course content with colleagues. His website is a valuable resource for any health educator who wants to tie media literacy into their various units.  Occasionally, some of the links will be broken or outdated; a Google search usually fixes this. It would be relatively easy for teachers to design webquests featuring The Media Literacy Clearinghouse, which could easily work out to the higher level, critical thinking skills that are vital for students to learn. So, please check out The Media Literacy Clearinghouse!

As always, please feel free to e-mail me with any questions, comments, or concerns.

Center on Alcohol Marketing and Youth

The Center on Alcohol Marketing and Youth (abbreviated CAMY) is a must-know resource for any health educator. Part of the Johns Hopkins Bloomberg School of Public Health, CAMY "monitors the marketing practices of the alcohol industry to focus attention and action on industry practices that jeopardize the health and safety of America's youth." The CAMY website is an incredible resource for any teacher, whether their goal is to find information for lesson planning, reading advocacy reports, staying on top of political updates and news reports, or the reading latest research on alcohol advertising.

CAMY contains an expansive section of print alcohol advertisements grouped by brand name or product, and a separate section of television commercials that are similarly grouped. CAMY provides these advertisements with the hope that they will "stimulate discussion, comment, criticism, and public concern about alcohol marketing and youth." I've used alcohol advertisements provided by CAMY in my seventh grade health classes when we deconstruct tobacco and alcohol advertisements. In the past, I have selected a handful of advertisements and used them in a carousel activity. Advertisements are hung around the room, and groups of students go to each one and try to deconstruct the advertisements before we discuss them. This is typically after we have examined advertising techniques, and we expand upon this by critiquing advertisements and analyzing how they effect health behavior. This is an important skill for students to learn because it is one of the National Health Education Standards, and the performance indicators under those standards, which are part of any exemplary health education program.

We haven't entered that part of our curriculum yet this year, but when we do I'll write a detailed post about the actual lesson itself.

Some of the information on the CAMY website might be a little too in-depth for middle school students, but the reports and research provided by CAMY are great opportunities to extend a lesson for students able to continue further than their classmates, or to use in high school as an expansion to what was learned in middle school. Some of the summary brochures and fact sheets are dated, so care should be taken when certain statistics are used in the classroom. The organization has received some criticism from a group that has also criticized Mothers Against Drunk Driving, The Robert Woods Johnson Foundation, and The American Medical Association. I'll let the reader make up their own mind about those criticisms. With any topic, it's important to examine information critically, from multiple viewpoints, especially as a teacher. I feel that I don't need a website trying to discredit organizations (especially ones listed above) to make my own judgements based on the information I have available.

CNN Bullying Resources

Bullying has taken over many news reports over the last few weeks, and conversations about bullying are happening all across the country. Almost every single news feed I subscribe to via RSS had at least one article relating to bullying in the last two weeks. Many news sources have devoted entire sections to the issue, or are choosing to run a special series of articles, videos, and other resources devoted to the topic in order to cover the recent tragedies involving bullying that have occurred in the United States.

Leading the charge in my RSS feeds have been CNN and the blog of Anderson Cooper 360, the website companion of the nightly news show Anderson Cooper 360, or AC360.

Each website contains video, articles, opinion pieces, and resources relating to general bullying as well as to specific bullying cases. I was originally going to embed each video in this post, but there are simply too many! Please check out these resources! Each part of the website will in turn link you to other parts. This would be a great idea for a webquest in class or a homework assignment where students have to dig through all the current information on bullying.

In the past, I have used clips from AC360 in my health classes. Last year I used a segment about the suicide of Carl Walker-Hoover. I believe I used one on smoking advertisements as well, but that may have been from another news source.

Check out CNN's special section Stop Bullying: Speak Up! as well as posts on the AC 360 Blog relating to bullying.

No One Should Feel Alone, Part V: The Trevor Project

NOTE: All information used for this post was obtained from The Trevor Project's website.

The Trevor Project is a non-profit organization which was established with the goal to, "promote acceptance of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth, and to aid in suicide prevention among that group." The Trevor Project provides a 24 hour, free, nationwide, confidential suicide prevention hotline for young people to call where they can talk with non-judgmental, trained counselors. Call 866-4-U-TREVOR (866-488-7386).

The Trevor Project also provides TrevorChat, an online messaging service that is free, confidential, and secure. TrevorChat is meant for people who are not at risk for suicide, and is only available on Fridays from 4PM Eastern time through 12:00AM Eastern time. Dear Trevor is an online question and answer resource for young people who wish to ask questions relating to sexual orientation and gender identity. A nifty search tool allows user to search through questions and answered that were posted in the past.

Another service provided by The Trevor Project is TrevorSpace. TrevorSpace is a social networking website that is meant for LGBTQ youth, their families and friends, and their allies. According to their website, TrevorSpace can be used to make friends, connect with young people throughout the country, to find support, to get involved in the LGBTQ community around you, and to stay on top of news relating to LGBTQ youth. Unlike other social networking website, TrevorSpace is monitored by site administrators to ensure that user content is appropriate. This provides a safe and appropriate haven for youth on the internet, which is becoming increasing rare these days.

The Trevor Project really covers all angles and conveniently offers varied ways for teenagers to get help. With social media and social networking a large part of any young person's life, it makes sense to have different avenues people can approach in order to get the help they need.

Additionally, The Trevor Project provides an incredible amount of resources for educators and parents. Their entire website is loaded with useful information, and to be honest I haven't gone through it all just yet. Please check it out and forward the information along to those who may need it. I'm very impressed with the organization and everything that it offers. 

Support The Trevor Project by joining their Facebook page, subscribing to their Twitter account, or by checking out their YouTube channel. Also, don't hesitate to call 866-4-U-TREVOR (866-488-7386).

No One Should Feel Alone, Part IV: To Write Love on Her Arms

To Write Love on Her Arms is a non-profit organization which is dedicated to "presenting hope and finding help for people struggling with depression, addiction, self-injury, and suicide." TWLOHA serves as a bridge for people seeking help, and connects people to various treatment centers, support groups, books, websites, and other such resources relating to a variety of problems.

TWLOHA has a large presence within the music community, and is supported by artists such as Switchfoot, Paramore, Boys Like Girls, and The Rocket Summer. Bands such as these tour in support of TWLOHA and wear TWLOHA merchandise in order to raise awareness and promote discussion about suicide, depression, and other issues that affect young people all across the country. Additionally, they charge people to become "agents of change" in promoting awareness of such issues and adding to the important conversations that need to take place regarding teenagers getting the help they may need. TWLOHA has a substantial website, and is actively involved in social networking to promote their mission and vision. They also appear on musical tours (such as the Warped Tour), college campus visits, and fundraising events. The TWLOHA online store offers a variety of merchandise for sale that also promotes their organization and provides fundraising.

I will say that as a middle school teacher and a high school coach, I do see kids wearing t-shirts or similar merchandise promoting TWLOHA. I think the support various bands provide for the organization have helped increase its visibility among the teenage demographic. This is only a good thing, and hopefully teenagers will continue to spread the word about getting help and letting people know that no one is ever alone. Whenever I see a student wearing something from TWLOHA I try to engage them in conversation about how they found about TWLOHA.

For more information on TWLOHA, check out their Facebook page, MySpace page, YouTube channel, or Twitter account.

TWLOHA was featured this past weekend on CBS Sunday Morning. Check out the video below; TWLOHA is mentioned in the last three minutes:

No One Should Feel Alone, Part III: PFLAG

I was first informed about PFLAG (Parents, Families, & Friends of Lesbians and Gays) in my senior year of college when my advisor gave us a bunch of information about the organization. Realizing the need to be aware of a variety of resource groups for teenagers, she thought it would be beneficial for future educators to be aware of PFLAG and what it offers.

PFLAG is, according to their website, "A national non-profit organization with over 200,000 members and supporters and over 500 affiliates in the United States." PFLAG is a grassroots network that receives support via a national office in Washington, D.C. as well as numerous regional boards.

PFLAG sets out to, "Promote the health and well-being of lesbian, gay, bisexual and transgender persons, their family and friends through: support, to cope with an adverse society; education, to enlighten an ill-informed public; and advocacy, to end discrimination and to secure equal civil rights."

A chapter of PFLAG exists in every single state in the United States, totaling 350 chapters all across the country. Finding one is as easy as accessing their website and entering search criteria. Ten such chapters exist in Massachusetts. Additionally, the PFLAG website contains a list of specific issues relating to the LGBT population, and what advocacy efforts individuals can take on to raise awareness of such issues. Information about education programs is also provided on the organization's website. PFLAG has separate sections on their websites for family members and friends of LGBT loved ones, for gay, lesbian, and bisexual individuals, and a transgender network as well.

PFLAG is a perfect example of the saying, "You Are Not Alone." Their local chapters provide opportunity for individuals seeking support for themselves or someone they care about. This, combined with PFLAG's online resources and commitment to advocacy, make PFLAG a "must-know" as a teacher working with youth at any level.

Website to Use: KidsHealth

Looking for a way to break down content information in a way that's easy for your students to understand? Need a quick brush up on any health topic? Look no further than KidsHealth.org.

KidsHealth encompasses three websites: one for parents, one for teenagers, and one for kids. All three sites contain information on a variety of health topics. As the site information says, KidsHealth is free of "doctor speak." Information is reviewed by medical experts and has received numerous awards for its content.

I've used KidsHealth many times in my middle school classes. Earlier this year, I posted about using their virtual reproductive systems during a unit on puberty. Their information on drugs and alcohol is also used in my classroom. For back to school night, I mention this website to parents as a resource for them to use if they want more information on what we're learning in the classroom to discuss with their kids.

NOTE: I am in no way affiliated with Kids Health or its parent company!

Staying Updated, Part Two

As I mentioned earlier this week, I'm a firm believer in staying up-to-date on topics that I teach about in my classroom. I owe it to my students to provide them with information that is recent, accurate, and reliable. I frequently find myself taking a short minute or two out of class to discuss something in the news. Examples over my first two years teaching include the bullying legislation in Massachusetts, voting on the decriminalization of possession of marijuana, sexual harassment cases at a local school, and articles relating to nutrition.

I find out about these stories through many ways: watching the news (although not as much during the school year), by seeing headlines on websites (while checking e-mail or visiting other websites, etc), from my mother (who e-mails me news articles at least once a week...although, I've usually seen them by the time she gets to them!) and through my Google Reader account.

So, what sources do I skim and read for information? Check out the lists below of some sources I use for education and health news, both locally and across the country. This is not an all inclusive list, as I have eleven feeds total relating to education and a few other sections unrelated to work with about 30 different feeds of blogs, news websites, etc. I'm also pretty sure that people won't care that I follow a Bruins blog or two as well as a few running/exercise science blogs.

My (Personal) Top Resources for Education:

1. The U.S. Department of Education. I use this website to stay on top of various topics relating to education policy and research. There's not too much information I share with my students here, but as a teacher I think it's important to try to stay on top of what's going on nationally as far as education is concerned.

2. DetentionSlip.org. Billed as "your daily cheat sheet for education news," DetentionSlip.org focuses on stories that will probably make you simultaneously angry and amused. Sample stories, which are posted from other news outlets, involve students bringing guns to school and a teacher ordering their class to plan a terrorist attack. The authors note, "We mock the public school system because we love the idea of quality, free, public education." This is, according to the authors, done because they want to promote a solution. Regardless of their motives, it's an entertaining read.

3. Boston.com Education news. Teaching about thirty minutes north of Boston means I need to stay up on education issues going on within the local area as well as statewide. Information here is from the Boston Globe, and covers a myriad of topics: MCAS scores, athletics, budgets, community news, etc. National news is featured here as well.

4. Class Struggle: by Jay Mathews. To me, the best part of Jay Mathews' education blog is the commentary provided by readers. Mathews often weighs in on these comments, engaging in conversation with his readers and even admitting his mistake. Mathews writes about a variety of issues, focusing on education policy and education reform.

5. Free Technology for Teachers. Richard Byrne does a fantastic job posting free resources for teachers to use in implementing technology in their classroom. I've posted about his blog every now and then, and have successfully used many resources he posts in my classroom or for personal use. This should be required reading for all teachers!

My (Personal) Top Choices for Health News

1. Fed Up With School Lunch: The School Lunch Project. Mrs. Q, the anonymous author of this fantastic blog (which I've linked here many times) has set out to eat school lunch during every school day during this calendar year. Her blog has been mentioned on the national news and has been instrumental in creating a dialogue about changing the food our children eat in schools. Now that school is starting up again, be prepared to see pictures of the foods our children consume at school. You might be surprised! Mrs. Q has linked up with many other passionate individuals to help bring attention to this important issue. After all, our children all our future; we should feed them well!

2. Well: New York Times Blog. Well contains commentary on stories that are published in the New York Times relating to exercise, nutrition, fitness, science, etc. Frequently, these stories also come up in my RSS feed for the Health section of the Times, but I subscribe to the blog for the commentary provide by the author and the readers who post comments.

3. Boston.com Health Section. I subscribe to this for the same reason I do Boston.com's education section: it's the best source for local news relating to health, with stories from the Boston Globe. It also covers national headlines as well, and the local aspect makes it easy to make connections with students about what's going on a few miles down the road for them.

4. CNN Health. CNN covers a substantial amount of information and often includes interactive images and videos within their news stories. If the story is making news nationally, CNN will cover it and often will have follow-ups or commentary from multiple sources. If I can, I try to use video from Anderson Cooper 360 because he always seems to have both sides represented, with the occasional fireworks from commentators!

For both education and health news, I do see a lot of headlines that pop up in more than one feed. If the story is not an AP story, it's interesting to see the opinions of each writer and the similarities or differences in their reporting. More often than not, AP stories dominate so I'll just read whatever feed I see first. 

Staying Updated: Google Reader & Google Fast Flip

NOTE: I am not affiliated with Google or the blog Free Technology for Teachers in any way, shape, or form. I simply use a lot of Google Products and read Free Technology for Teachers for great information.

I strive to remain up-to-date on health topics that are making headlines in the news. I often incorporate current events into my health classes whenever I can, in order to bring a little "real world" information into my classroom. I use Google Reader as an RSS aggregator to keep myself informed of information that is being published from a variety of resources: newspapers, blogs, government websites, etc. I have multiple sections, including one for "education" and another for "health" related information. I browse through the feeds as soon as I get into my classroom each morning to see if there is anything I can use during the day.

For those who don't know (Hi, Mom!) an RSS aggregator is basically one-stop shopping for customizable news information. News from a variety of sources (websites, blogs, etc) is easily categorized based on how I want to view it. I have thirteen different feeds for education and health, which is definitely enough information for what I am trying to do. The one downfall of not including more feeds is that there is in increased possibility that I will miss a story I might be able to use in class. However, adding additional feeds from all over the country becomes quite cumbersome and there would simply be too many stories for me to sort through. I don't read each and every one now; I scan and read if I am interested. My point is that there becomes a point where there would be an information overload and where time starts being wasted.

Enter Google Fast Flip. I found out about Google Fast Flip (and a lot of other things!) by reading the excellent blog Free Technology for Teachers by Richard Byrne. Google Fast Flip provides news articles in a visual display that the user can scroll through for a quick scan of what's popular in the news. You can select different categories, such as Sports or Health. Fast Flip shows news stories from all over the country, covering local and national news, which allows me to have a greater depth of information without cluttering my RSS feeds. Fast Flip gives me the opportunity to read news from sources I would otherwise not read.

I selected the "Health" section and was immediately able to skim articles from major news outlets and websites. If an article interested me, I clicked on it to read it in depth. In a time where everyone seems to need more than twenty four hours in a day, Google Fast Flip is a great way for me to supplement the information I obtain through RSS. I can easily access this website in class and show my students how health is always in the news, and maybe select and article or two to talk about. I can have students use Fast Flip for their "Health in The News" assignments, and the variety of sources can expose them to different writing styles and opinions. Students could also compare and contrast assignments from different newspapers. Try it out for a quick visualization of what's popular in the news!

Teaching Toolbox: Tom Jackson's Books

The following post applies to anyone who works with youth: teachers, counselors, administrators, coaches, parents, etc. All can benefit from these activities! :)

I'm considering adding a category called "Teaching Toolbox." This would combine a few of the other tags I already have, making things less cluttered and more efficient. I'd have to go back and change quite a few entries, so we'll see what happens. So, there's the reasoning behind the post title.

In many of my undergraduate classes at Springfield, my health education professors would teach us using pedagogy methods we could actually use in our own classes when we began student teaching. By experiencing these activities from the perspective of a student, we were better able to grasp each activity and make notes for when we would actually be teaching. It was through this that I first began to hear, read about, and experience the many active learning activities created by Tom Jackson. NOTE: I am not affiliated with Tom Jackson in any way, shape, or form; I'm just a big supporter of his books after using them in my classroom.

Two of my undergraduate professors were big proponents of Tom Jackson. I too became a proponent, and borrowed their copies of his books during my student teaching experiences. Eventually purchasing my own, I now try to use Jackson's activities in each unit that I teach. Jackson's activities are at times deceptively simple. In today's digital age, they serve as reminders that teachers don't need flash and dash to hook students or for students to learn. Most require minimal set-up, although a few will require some preparation work so things run smoothly.

I found great success using Jackon's activities during my first year of teaching, when our health curriculum was pretty bland and needed to be spiced up in order to supplement factual information. Even though our revamped curriculum is better now, I still find myself using Jackson's activities whenever I can. In fact, the alcohol simulation stations lesson (designed by a professor of mine) incorporated many of Jackson's activities rolled into one. I've used his activities in a multitude of units: ATOD, bullying, media literacy, goal setting, gambling addiction, etc.

Tom has four books out; I own three and consider them to be valuable tools in my teaching toolbox. His activities can be used as activators, summarizers, or entire lessons in themselves. If a class is ahead of another one and we have a rare class period to explore outside the curriculum, Jackon's activities fit the bill too. I find that his activities are perfect to emphasize certain points in class, and the post-activity discussions are often the most valuable parts of my classes. The post-activity discussion is critical, because without it, the activity will be meaningless. I have witnessed, on multiple occasions, the awe of absolute silence as students sit in anticipation of the discussion in order to figure out what exactly each activity meant. The activities keep students engaged while they enjoy learning. They can be used in large classes or small ones; counseling groups and peer mediation sessions; anytime youth are learning.

Jackson's first book, Activities That Teach, was what started it all. According to Tom's website, these hands on activities cover topics such as "alcohol, tobacco and drug prevention, and which teach skills related to communication, values, working together, problem solving, stress management, goal setting, self-esteem, decision making, and more."

Jackson's second book, More Activities That Teach include different activities that cover topics like, "alcohol, tobacco and drug prevention, and which teach skills related to anger management, resisting peer pressure, diversity, violence and gang prevention, communication, values, working together, problem solving, stress management, goal setting, self-esteem, decision making, and more."

I also have a third book by Jackson, entitled Activities That Teach Family Values. While designed for parents, this book also has some great activities for classroom use. A fourth book is entitled, Still More Activities That Teach.

Each book contains valuable information on conducting discussions with youth, as well as the importance of active learning and tips for success. I highly suggest that any teacher considers using these activities in the classroom as soon as possible. They can add a lot to any class!

A sample activity from two of the books can be found here or here. Again, trust me: you will not be disappointed if you purchase these books!

As always, please feel free to e-mail me with any additional questions, comments, or concerns.

Brochure: Active Kids and Academic Performance

The National Association for Sport and Physical Education (NASPE) recently released a brochure educating the public about the positive impact school-based physical education and physical activity has in academic performance. In reviewing fifty studies, researchers at the Centers for Disease Control tested 251 associations between academic performance and physical activity. Slightly over half tested to be positive associations, with only four (4) testing negative. Common associations include attentiveness, achievement test scores, and on task behavior.

The "bottom line," according to the brochure, is this: "Substantial evidence suggests that physical activity can be associated with improved academic achievement, including grades and standardized test scores. Increasing or maintaining time dedicated to physical education can help--and does not adversely affect--academic performance."

Click here for a copy of the pamphlet, which I received through the June 2010 NASPE "Academy Scoops" e-mail. Please pass along to anyone interested! Eventually, I hope to write a monster, well-researched post on how a well developed coordinated school health program can help schools increase student attentiveness, improve classroom behavior, and increase academic performance as well. I might try to get to get that published elsewhere, though. I realize this has been done before, so I need to find a different angle to take.

As always, feel free to e-mail me with any questions, comments, or concerns.

Go Ask Alice!

Providing teenagers with accurate, up-to-date health information is critical to any health curriculum. While difficult to do, there are numerous resources available in today's technology-filled world. In addition to using Google Reader, I've been using a resource that has been around since 1993.

Go Ask Alice is run by Columbia University (specifically the Alice! Health Promotion Program, a division of Columbia's Health Services), and the website contains information on a variety of health topics: alcohol & other drugs, fitness & nutrition, emotional health, general health, sexuality, sexual health, and relationships. Users submit questions that are answered by team members who have "advanced degrees in public health, health education, medicine, and counseling." Information is constantly updated, and articles that have new information have their own section. As the website states, "Go Ask Alice! is a health Q&A Internet resource. It provides readers with reliable, accurate, accessible, culturally competent information and a range of thoughtful perspectives so that they can make responsible decisions concerning their health and well-being. Information provided by Go Ask Alice! is not medical advice and not meant to replace consultation with a health care professional."

Users can sign up for e-mail updates as well. This resource has been helpful to me when a student asks a "loaded question" in which I have to tread carefully around my response, especially with sexuality issues. Check out this timely and important resource for accurate information on a variety of topics!

NOTE: Some of the sexuality information is way beyond the curriculum for middle school students. Use your discretion if you allow students to browse the website on their own.