Our presentations and materials are designed to align with current education standards/learning results. In general we seek to reinforce and compliment classwork. Supporting experiential learning is one key way. Our online trackers for health experiments and service projects help students develop and complete them with teacher supervision. We promote using the trackers and engaging in healthy behaviors in general in presentations, songs, and more. Below are lists of ways what we do reinforces current Maine education standards.
To promote literacy:
- Providing trackers requiring basic reading skills to follow and writing skills to complete
- Showing lyrics on screen during songs performed in presentations
- Introducing certain challenging terms (e.g., fitness training progressions) and defining them clearly
- Promoting reading and books in slideshows and the song “Only in a Book”
To promote scientific competency:
- Having students think like scientists while designing and completing personal health experiments (including observing, collecting data, and interpreting results)
- 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, or composting)
Alignment with Maine Health Education Standards (by standard):
| EXPLAIN/ANALYZE THE IMPORTANCE OF TAKING RESPONSIBILITY FOR PERSONAL HEALTH (A1a) |
| Health experiment trackers | Goal-setting and providing a reason for conducting each experiment |
| 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) |
| PLACEHOLDER DUE TO WEIRD PLUGIN FORMATTING CHALLENGE |
| More useful things below | We promise |
| UNDERSTAND THE RELATIONSHIP BETWEEN BEHAVIORS AND PERSONAL HEALTH (A1b) |
| Experiment trackers | Tracking health behaviors like eating and sleep alongside energy levels, ability to focus, etc. |
| 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) |
| 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) |
| Experiment trackers | Prompts to enter any challenges faced that week or month |
| 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) |
| Service project trackers | Prompts to note possible environmental impacts on personal health (when topical) |
| 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) |
| Experiment trackers | Tailored to experiments on nutrition; family life; personal health, safety, and injury prevention; prevention of use or drug abuse |
| 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) |
| Web page | List of healthy action ideas and related research (see http://3dhealthalliance.org/action-ideas-research/) |
| 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) |
| Experiment trackers | Facilitation of a healthy food-related, exercise, or other experiment |
| 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) |
| Experiment trackers | Facilitation of experiments including ones related to unsafe chemical or physical situations |
| Service project trackers | Facilitation of projects including ones to improve community health and safety |
| 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) |
| Experiment trackers | Facilitation of experiments including related to reducing stress, prompting regular assessment of stress levels |
| 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 |
| Experiment trackers | Summaries provide overviews to help in making presentations or reports |
| Service project trackers | Include guidance for learning about health challenges from community members (for health-related topics) |
| 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) |
| Service project trackers | Facilitation of community health-related projects, including structure for communicating in designing, completing, and reporting |
| 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) |
| Experiment trackers | Prompts to record behaviors and energy level, sleep quality, etc. |
| 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) |
| Experiment trackers | Prompts to record actions, data summaries and graphs to understand potential cause and effect |
| Service project trackers | Prompts to evaluate outcomes of interventions or other efforts |
| 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) |
| Experiment trackers | Prompts to set goals and assess health indicators |
| 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) |
| Experiment trackers | Facilitation of experiments of 2 or more weeks, including for a variety of possible health practices |
| 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) |
