Health Leadership High School

Past Student Projects

Eat Hard Play Smart

Driving Questions: How do we as health champions inspire and guide the future leaders at Cien Aguas towards a healthy lifestyle? Como podemos nostoros los campeones de salud insprirar y guiar a los futuros lideres de Cien Aguas hacia una vida saludable?

This project will require the students to implement the Eat Smart to Play Hard initiative at Cien Aguas. The students will be teaching a 5th grade class their PE lessons and will be acting as health champions for the 5th graders. At Exhibitions, the students will be demonstrating their knowledge of the 5 Fitness Components, by sharing their Fitness Lesson Plan Playbook. They will also be explaining why eating smart and exercising is so important throughout a lifetime, by presenting their Awareness Product.

Mental Health

Driving Question: How do we as a community create policy and advocate for change to improve mental health in our city or state? Students are learning about government, policy and the mental health challenges facing our community.

During exhibitions students will present mental health policy recommendations as well as display an art exhibit of their interpretations of the importance of mental health.

History of Outbreaks, Epidemics and Pandemics

Driving Question: Is it possible to prevent the next pandemic in New Mexico?

This class is 0.5 World History Credit. Students take on the role of epidemiologists who discovered an outbreak, epidemic, or pandemic in history and create a potential solution to preventing the condition.

The Birds and the Bees

Driving Question: How do the choices we make about sexuality impact our lives?

Students are learning about comprehensive sex education, healthy relationships, consent, STIs, contraception and birth control. In exhibitions, students are presenting on two sex education topics they learned about during projects.

HLHS 101

Driving Question: How can students new to HLHS best be prepared for PBL and our practices?

This project will require the students to explore Communication & Collaboration, Professionalism & Organization, and Conflict Resolution. They will also be creating toolboxes filled with strategies that they can use to help them be successful in these areas and here at HLHS. At Exhibitions, the students will be sharing their HLHS Toolboxes, Resumes, Cover Letters, Scenario Slides (a presentation about a specific student created scenario focused around conflict resolution), and their HLHS Marketing Product.

Pedestrian Safety Ordinance

Driving Question: How can we, as advocates for people experiencing homelessness, address the stigmas and lack of resources for Albuquerque’shomeless community?

Students are learning about the rights and responsibilities of the Albuquerque community and how laws get passed on a city level. During Exhibitions students will be providing resources through a fair for individuals in the Albuquerque Community experiencing homelessness as well as writing a policy recommendation brief for City Council regarding the Pedestrian Safety Ordinance.

Risky Business and Home Visiting

Risky Business-Driving Question: How can learning about New Mexico and our behaviors helps us to become more resilient? Students learned about New Mexico’s historic places, data about risky behaviors of youth in New Mexico.

In exhibitions students will present a brochure on geographical locations in New Mexico and the three most risky behaviors, including statistical data. They will also exhibit an art display with past as well as present risky behaviors in New Mexico and resiliency.

Child’s Play/Home Visiting-Driving Question: How do early childhood intervention and home visiting programs help enhance family health?

Students have learned about home visiting through a variety of lenses; parents, child, home visitor and other professionals that work with home visitors and families. During the exhibitions students will present work created around child development and the importance of play.

Vision Care (VSP)

Driving Question: How can we provide quality vision health education and access to care?

The class is a 0.5 Biology or 0.5 Anatomy & Physiology, so it ranges from 9th- 12th graders. Exhibition will be 2 parts: Part 1 will be dissecting a cow eye to discuss the anatomy and physiology of the eye. The students will lead the judge in this exploration. Part 2 will be them sharing and educating the judge about how vision is accessed in the US and NM, barriers to access, and how classes are made based on their experience on the VSP mobile unit.

Mental Health, Drug and Brain Chemistry, Genetics and Us

Mental Health-Driving Question: How can we create a social change that will empower people experiencing mental health issues? This project will require students to explore the historical events that have changed the way people experiencing mental illness have been diagnosed, treated, and viewed by the public. They will then be creating their own historical event that will change the world and a “Call To Action!” about this event! At Exhibitions, the students will be sharing their Person First Language Wheels, Mental Illness/Mental Disability Compare & Contrasts, DSM Webquests, Mental Disorders Explorations, Cause(s)/Effect(s) Historical Timelines, and Social Change Creations & Calls to Action!

Drugs and Brain Chemistry-Driving Question: How do we as community health advocate inform the public about how drugs affect our brains? Students have been learning about the drugs such as cocaine, alcohol, LSD, methamphetamines and their negative effects on the brain. During exhibitions students will present on how a normal brain functions as well as a story board geared toward adolescents on how a specific drug affects the chemistry of the brain.

Genetics and Us-Driving Question: How do we as a community make genetic factors more widely understood to better impact family wellness? This class is 0.5 Integrated Physics and Chemistry or 0.5 Science of the Body so it is mostly 9th & 10th graders. Exhibition will be the students acting as genetic counselors to somebody (themselves or a family member) who has just been diagnosed with a genetic factor.

Walkability and Accessibility and Drop in Center (Re-engagement Program)

Walkability and Accessibility-Driving Questions: What makes a community healthy? How can the students from Health Leadership High School community stay healthy? On October 17th, 18th and 19th students will participate in the building and painting of streets in preparation for the CiQlovia event. During exhibitions students will be out in the community at CiQlovia where they will participating in showcasing “open street” to promote and encourage people of all ages to try out and enjoy active forms of walking in a fun, safe, healthy and social environment.

Drop in Center- Driving Question: How do we design, promote and launch a drop in center? Students have been designing the logo, naming of the facility, administering surveys to youth and young adults about resources needed in the center, soliciting donations and developing brochures to outreach to the community to bring awareness of the Drop in Center. For the Exhibition, HLHS students will be working in partnership with New Day Youth and Family Services, Siembra Leadership High School, Health Leadership High School students will be pre- launching the opening of a drop in center for youth experiences homelessness ages 16-22 years old.

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