Our presentations and materials are designed to align with current education standards/learning results. In general we seek to reinforce and add to work already being done in classrooms. That includes providing a list of list of possible project ideas by class subject.
To promote literacy:
- Showing lyrics on screen during songs
- Introducing certain challenging terms (e.g., progressions) and defining them clearly
- Promoting reading and books in slideshows and the song “Only in a Book”
To promote scientific competency:
- Discussing scientific concepts in presentations: water pH, species health/extinction risk, soil biodiversity, role of phytoplankton in oxygen production, carbohydrate metabolism (in relation to Type 2 diabetes)
- Promoting service-learning projects to build environmental health (e.g., waste management, gardening, composting)
- Promoting and providing a guide for conducting personal health experiments (including observation, other data collection, and interpreting results)
Alignment with Maine Health Education Standards (by standard):
| EXPLAIN/ANALYZE THE IMPORTANCE OF TAKING RESPONSIBILITY FOR PERSONAL HEALTH (A1a) |
| Video | "Rise of the 3D Health Alliance" (responsibility listed as a key project concept) |
| Website | Responsibility included as crucial for standing for 3D Health (see http://3dhealthalliance.org/about-us/keyideas/) |
| Slideshow | “About Tyson Weems and the 3D Health Alliance” (discussion of ways the speaker takes responsibility for his own health) |
| T-shirt | “It’s Our Watch" (with image of Earth on the front) |
| Song | "A Garden in 3D" (lyrics about growing and preparing some of your own food) |
| Rap | "Living in 3D" (lyrics about taking care of yourself to be great) |
| UNDERSTAND THE RELATIONSHIP BETWEEN BEHAVIORS AND PERSONAL HEALTH (A1b) |
| Video | Underlying Theory for the 3D Health Alliance Project (http://3dhealthalliance.org/theory/) |
| Song | The song “What Are We Made Of?” about being made from what we eat |
| T-shirt | “I am what I eat” designs |
| Slideshow | “Physical Activity: Possibilities and Progressions” (throughout) |
| Slideshow | “Standing for 3D Health” (sections on building personal health) |
| Printout | Ideas to Promote 3D Health (including personal health experiment ideas) |
| Slideshow | “Eating in 3D” (to promote 3D Health) (throughout) |
| Slideshow | “Personal Health Experiments: It’s Go Time” (throughout) |
| Printout | “Reasons to Get After It” (about exercise benefits) |
| IDENTIFY POSSIBLE BARRIERS TO PRACTICING HEALTHY BEHAVIORS (A1c) |
| Slideshow | “Eating in 3D” (discussion of complications and challenges) |
| Worksheet | Accompanying "Standing for 3D Health" slideshow (question about perceived barriers in students' lives |
| Worksheet | Accompanying "Eating in 3D" slideshow (question about perceived barriers in students' lives |
| Song | "Calling All Heroes" (featured in the lyrics) |
| Song | "Rise" (featured in the lyrics) |
| DIMENSIONS OF HEALTH (A2) |
| All materials | How health has different interrelated dimensions |
| T-shirt | "I See Health in 3D" (naming the dimensions) |
| Rap | "Living in 3D" (lyrics about dimensions of health and their importance) |
| RECOGNIZE DISEASES THAT CAN EFFECT ADOLESCENTS (CAUSES AND PREVENTION) (A3) |
| Slideshow | “About Tyson Weems and the 3D Health Alliance” (discussion of Type 2 diabetes as an example of a serious health challenge for this generation) |
| ANALYZE HOW ENVIRONMENT IMPACTS PERSONAL HEALTH (6-8) AND HOW THE TWO INTERRELATE (9-12) (A4a) |
| Slideshow | “Standing for 3D Health” (including examples of interrelationships) |
| Worksheet | Accompanying "Standing for 3D Health" slideshow (Q about describing a way environmental and personal health interrelate) |
| RECOGNIZE THE IMPORTANCE OF HEALTH CARE AND PROMOTING PERSONAL HEALTH (A4c) |
| Slideshow | “Insights from Tyson’s Life” (discussion of spine and dental issues and strategies for addressing them) |
| UNDERSTAND GROWTH AND DEVELOPMENT (A5) |
| Slideshow | “Insights from Tyson’s Life” (including pictures and discussion of different life stages) |
| EXPLAIN/ANALYZE AND APPLY BASIC HEALTH CONCEPTS RELATED TO NUTRITION, FAMILY LIFE, PERSONAL HEALTH, SAFETY AND INJURY PREVENTION, PREVENTION OF TOBACCO/ALCOHOL/OTHER DRUGS (A6) |
| Slideshow | "Lifestyles that Work for Us" (eating to recover from workouts) |
| Slideshows | “Eating in 3D,” “Standing for 3D Health,” “Lifestyles that Work for Us” (balancing meals and nutrients with non-processed foods and water) |
| Song | "What We're Made Of" (lyrics about using food for fuel and building blocks for muscles, bones, etc.) |
| Slideshow | "Lifestyles that Work for Us" (engaging in a variety of challenging mental and physical activities to develop key skills) |
| Song | "Things I'd Rather Do than Smoke" (lyrics about reasons not to smoke or use other tobacco products) |
| Slideshow | "Physical Activity: Possibilities and Progressions" (using progressions to keep getting fitter/smarter/better at things) |
| Slideshows | “Lifestyles that Work for Us,” “Standing for 3D Health,” “Service-Learning Projects: Powerful Possibilities” (the importance of including others in healthy activities) |
| LOCATE VALID AND RELIABLE HEALTH INFO, PRODUCTS, SERVICES (B2) |
| Printout | Ideas for Promoting 3D Health (challenge to find a local source of food made with respect for people, animals, and the environment) |
| DEMONSTRATE A HEALTHY PRACTICE OR BEHAVIOR TO BUILD HEALTH |
| PERSONAL HYGIENE, HEALTHY EATING, PHYSICAL ACTIVITY (C1) |
| Printout | Ideas for Promoting 3D Health (recommended personal health experiments) |
| Printout | Eating in 3D: Ideas for Actions and Experiments (list of healthy food-related practices) |
| Printout | Physical Activity: Ideas for Actions and Experiments (list of healthy PA-related practices) |
| Printout | Personal Health Experiments (ideas listed for food and physical activity) |
| TOBACCO/ALCOHOL/OTHER DRUG USE PREVENTION (C1) |
| Song | “Things I’d Rather Do than Smoke" (lyrics about a variety of reasons not to smoke and alternatives) |
| Rap | "Big Fish to Fry" (verse about not drinking or using drugs) |
| RECOGNIZE, AVOID, AND CHANGE UNSAFE SITUATIONS (C2a) |
| Slideshow | “About Tyson and the 3D Health Alliance” (highlighting of personal and environmental health challenges including Type 2 Diabetes and ocean acidification) |
| Song | "Rise" (lyrics about unsafe situations) |
| UNDERSTAND STRESS MANAGEMENT (C3) STRATEGY QUALITY (6-8), CREATE/IMPLEMENT/EVALUATE A PLAN (9-12) |
| Slideshow | “Lifestyles that Work for Us” slideshow (explanation and ideas for balancing stress and recovery) |
| EXPLAIN/ANALYZE HOW FAMILY, SCHOOL, AND COMMUNITY INFLUENCE HEALTH BEHAVIORS (D1a) |
| PEERS (D1b), MEDIA (D1c), PERCEIVED BEHAVIORAL NORMS (D1d), CULTURE (D1e), PUBLIC HEALTH POLICIES (D1f) |
| Video | Underlying Theory for the 3D Health Alliance Project (http://3dhealthalliance.org/theory/) |
| COMMUNICATE WITH OTHERS ABOUT HEALTH |
| TO BUILD/MAINTAIN HEALTHY RELATIONSHIPS (E1a 6-8) |
| Slideshow | “Lifestyles that Work for Us” (highlighting communication as a critical life skill) |
| ASKING FOR ASSISTANCE (E1b/a) |
| Slideshow | “Standing for 3D Health” (promoting asking for help and working with others to build 3D Health) |
| REFUSAL, NEGOTIATION, COLLABORATION SKILLS TO AVOID OR REDUCE RISKS (E1c/b) |
| Rap | “Big Fish to Fry” (lyric about declining a smoke) |
| BE A HEALTH ADVOCATE BY DEVELOPING MESSAGES (a), COMMUNICATING THEM (b), AND WORKING COOPERATIVELY (c) (E2) |
| TO BUILD PERSONAL AND COMMUNITY HEALTH (E2c) |
| Slideshow | “Service-Learning Projects: Powerful Possibilities" (quality communication in developing projects, ideas for addressing community health issues) |
| Worksheet | Service-Learning Projects (ideas and steps for creating projects) |
| Song | "Calling All Heroes" (lyrics about working with others to build different kinds of health) |
| Rap | "Living in 3D" (lyrics about working with others to build community health) |
| MAKE GOOD HEALTH-RELATED DECISIONS (F1) |
| DISTINGUISH BETWEEN HEALTHIER AND LESS HEALTHY OPTIONS (F1c 6-8) |
| Slideshow | "Eating in 3D" (complications and ideas for choosing foods that promote personal, community, and environmental health) |
| Worksheet | "Standing for 3D Health" follow-up (challenge to identify healthier options in various situations) |
| Rap | "Big Fish to Fry" (lyrics about skipping unhealthy choices and making healthy ones) |
| CHOOSE/JUSTIFY MAKING DECISIONS INDIVIDUALLY AND COLLABORATIVELY (F1b) |
| Slideshow | “Service-Learning Projects: Powerful Possibilities” (best practices for projects, including collaborating with all involved) |
| Worksheet | Service-Learning Projects: (planning for collaborating with all involved) |
| ANALYZE/EVALUATE THE OUTCOMES/EFFECTIVENESS OF DECISIONS (F1 f/e) |
| Slideshow | “Personal Health Experiments: It’s Go Time” (highlighted step of the experimenting process) |
| Printout | Personal Health Experiments Log (section to fill in for each experiment) |
| SET GOALS |
| ASSESS PERSONAL HEALTH PRACTICES (F2a) AND OVERALL HEALTH STATUS (F2a 9-12) |
| Worksheet | The Professor eXercise Fitness Checker (tracking performances in different exercises) |
| Slideshow | "Lifestyles that Work for Us" (challenge to consider things that are likely helping and not in our lives) |
| Worksheet | To accompany "Lifestyles that Work for Us" (list things that are likely helping and not in our lives) |
| DEVELOP A SHORT-TERM GOAL TO ADOPT, MAINTAIN, OR IMPROVE A PERSONAL HEALTH PRACTICE (F2b) |
| INCLUDING ADDRESSING NEEDS, STRENGTHS, AND RISKS (9-12) |
| Slideshow | “Standing for 3D Health” (encouraging personal health experiments) |
| Printout | Ideas for Promoting 3D Health (including several possible personal health experiments) |
| Worksheet | Accompanying "Standing for 3D Health" (listing a new way you could improve personal health) |
| Slideshow | “Personal Health Experiments: It’s Go Time” (encouraging personal health experiments) |
| Worksheet | Personal Health Experiments Log (for selecting and tracking personal health experiment progress) |
| ADDITIONAL ITEMS |
| ANALYZE/EVALUATE THE VALIDITY OF HEALTH INFORMATION RESOURCES (B1) |
| PREVENTION OF STDs, HIV, UNINTENDED PREGNANCY (C1 9-12) |
| DEVELOP INJURY PREVENTION AND RESPONSE STRATEGIES (C2b) |
| UNDERSTAND HOW TECHNOLOGY INFLUENCES HEALTH (D2) |
| UNDERSTAND HOW ALCOHOL CAN INFLUENCE HEALTH-RELATED BEHAVIORS (D3a) |
| UNDERSTAND HOW OTHER DRUGS CAN INFLUENCE HEALTH-RELATED BEHAVIORS (3b) |
| DEMONSTRATE STRATEGIES TO PREVENT/MANAGE/RESOLVE INTERPERSONAL CONFLICTS (E1d/c) |
| DEVELOP AND APPLY STRATEGIES AND MONITOR/ANALYZE PROGRESS TOWARD A PERSONAL HEALTH GOAL (F2c) |
| DESCRIBE HOW PERSONAL HEALTH GOALS CAN VARY WITH CHANGING ABILITIES, PRIORITIES, AND RESPONSIBILITIES (F2d 6-8) |
| DEVELOP A LONG-TERM PERSONAL HEALTH PLAN (F3 9-12) |
