East Greenbush - New York Civil Liberties Union

Transcription

East Greenburgh 1
East Greenbush Central School District
ADMINISTRATION CENTER
East Greenbush, New York 12061
Phone (518) 207-2535 • Fax (518) 477-8124
:lYSGRå
Lawrence A. Edson, Jr.
Assistant Superintendent for School Business Finance
March 8, 2011
Alexis Karteran
New York Civil Liberties Union
125 Broad Street, 19th Floor
New York, NY 10004
Dear Ms. Karteron:
I am in receipt of your check for $71.12 for your freedom of information law request. As
requested, attached is a copy of the documents. If you have any questions, please contact me.
Sine ely,
o
L wrence A. Eds ,Jr.
sistant Superintendent for School
Business Finance
Att.
A School and Community Working Together
\
East Greenburgh 2
0150
HIV/AIDS POLICY
The Board of Education recognizes the public concern over the health
issues surrounding Human Immunodeficiency Virus (HIV) and Acquired Immune
Deficiency Syndrome (AIDS). The Board recognizes, based upon the current state
of medical knowledge, that the virus associated with AIDS is not easily
transmitted and there is no evidence that AIDS or the HIV virus can be
transmitted by casual social contact in the open school setting.
The Board further recognizes the privacy rights of students diagnosed with
HIV infection or AIDS and their right to a free appropriate public education; the
rights of HIV infected employees to privacy and reasonable accommodations; the
rights of all non-infected individuals to a safe enviromnent free of any significant
risks to their health; and the rights of all students to instruction regarding the
nature, transmission, prevention, and treatment of HIV infection, pursuant to the
Commissioner's Regulation, Part 135.3.
No individual shall be denied access to any program or activity sponsored
by or conducted on the grounds of the district, solely on the basis of his/her status
as an HIV -infected individual.
Students
It is the policy of the Board that:
1.
2.
3.
4.
A student's education shall not be interrupted or curtailed solely on the
basis of his/her HIV status. HIV -infected students shall be afforded the
same rights, privileges, and services available to every other student.
No student shall be referred to the Committee on Special Education solely
on the basis of his/her HIV status. A student who is infected with HIV
shall be referred to the Committee on Special Education (CSE) only when
the student's disability interferes with his/her ability to benefit from
instruction. Such referral shall be made in accordance with Part 200 of
Commissioner's Regulations.
If a student who is HIV-infected requires special accommodations to
enable him/her to continue to attend school, the student shall be referred to
the appropriate multi-disciplinary team as required by §504 of the
Rehabilitation Act.
No disclosure of HIV -related information involving a student shall be
made without first obtaining the informed consent of the parent, guardian
or student on the Department of Health (DOH) approved form.
1-;
East Greenburgh 3
0150
Employees
It is the policy of the Board that:
1.
2.
3.
4.
No employees shall be prevented from continuing in his/her employment
solely on the basis of his/her HIV status; such employees are entitled to all
rights, privileges, and services accorded to other employees and shall be
entitled to reasonable accommodations
to the extent that such
accommodations enable such individuals to perform their duties.
No disciplinary action or other adverse action shall be taken against any
employee solely on the basis of his/her status as an HIV infected or a
person with AIDS. Such action will only be taken where, even with the
provision of reasonable accommodations; the individual is unable to
perform his/her duties.
All employees shall have access to the district's exposure control plan as
required by the federal Occupational Safety and Health Administration
(OSHA).
In accordance with OSHA regulations, training in universal precautions
and infection control shall be offered to all employees and shall be
provided to every employee with potential occupational exposure.
Confidentiality
Any information obtained regarding the HIV status of an individual
connected to the school shall not be released to third parties, except to those
persons who are:
1.
2.
3.
named on an Authorization for Release of Confidential HIV Related
Information form;
named in a special HIV court order; or
as indicated in Public Health Law §2782, when necessary to provide
health care to the individual (i.e., to the school physician and the school
nurse).
Any employee who breaches the confidentiality of a person who is HIV
infected shall be subject to disciplinary action in accordance with applicable law
and/or collective bargaining agreement.
To protect the confidentiality of an HIV infected individual, any
documents identifying the HIV status of such individuals shall be maintained by
the school nurse (or another authorized individual) in a secure file, separate from
the individual's regular file. Access to such file shall be granted only to those
persons named on the Department of Health approved Authorization for Release
of Confidential HIV Related Information form, or through a special HIV court
order. When information is disclosed, a statement prohibiting further redisclosure,
except when in compliance with the law, must accompany the disclosure.
'»---
East Greenburgh 4
0150
HN /AIDS Testing
No school official shall require a student or employee to undergo an HIV
antibody test or other HIV -related test. In accordance with OSHA regulations in
the event of an incident involving the exposure one individual to a potentially
infectious body fluids of another individual, particularly blood or any other fluid
which contains visible blood, an HN test may be requested but NOT required.
The request and refusal must be documented.
However, school officials shall not be precluded from requiring a student
or employee to undergo a physical examination pursuant to Education Law §§903
and 913, when other illness is suspected (e.g., tuberculosis), as long as no HIV
antibody test or other HN-related test is administered without the individual's
informed consent as required by Public Health Law §27-F.
To implement this policy, the Superintendent of Schools is directed to
arrange for staff training, to distribute copies of this policy to all employees of the
district, and to include it in the district's student handbook, and to establish an
advisory council to make recommendations on the development, implementation,
and evaluation of HIV/AIDS instruction as a part of comprehensive health
education.
Cross-ref:
Ref:
5420, Student Health Services
29 USC §§794 et seq. (Rehabilitation Act of 1973)
20 USC §§1400 et seq. (Individuals with Disabilities Education Act)
42 U.S.C. §12132, et seq. (Americans with Disabilities Act)
34 CFR Part 104
29 CFR Part 1910.1030
Executive Law §296 (Human Rights Law)
Education Law §§903; 913
Public Health Law, Article 27-F
8 NYCRR §§29.1(g); 135.3; 136.3
An Implementation Package for HN/AIDS Policy in New York State
School Districts, NYS HIV/AIDS Prevention Education Program, June 17,
1998
Adoption date: December 20, 2006
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East Greenburgh 5
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HEALTH EDUCATIONiv
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Health Education is required for groduation.
,HLTHl
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II~
Vz Credit
20Weeks
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HEALTH EDUCATION-R
(Ç1rades lO-121
Topics covered in the course
ii
or study are:
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ALCOHOL.
DRUGS and
TOBACCO
The .consequences
of alcohol,
drug, and tobacco use are taught from psychological
and sociologlCàl perspectives.
This
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unit .includes basic. instruction in the pharmacology of drugs.
I
MENTAL HEALTH and FAMILY EDUCATION -$
A study of adolescent confliCts, peer. relationships, family relationships, masculinity and femininity, and human, sexuality
are components in this unit.
NUTRITION
This unit includes the science offood.and
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its effects on the body. The importance
ofreguliting
and proper dieting are d~scùssed.
the amounts ofnutrlents
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AMERICAN RED CROSS -AD-qLT CPR/AÈD wnw INFANT AND CHILD CPR-'
All Health students are required to successfully cOplplete the American Red Cross - Adult CPR/AED with Infant and
Child' CPR. This includes instruction .and successful p'erformance testing of artificial respiratio~, artificial circulation,
and the clearing of an obstructed airway, students must also demonstrate how to properly utilize an automatic external
Defibrillator (AED). '
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Students will also be instructed and tested on the proper techniques for CPR on lnfants and Children.
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East Greenburgh 7
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B: FAMILY, AND CONSUMER SCIENCES
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The study of Family and Consumer Sciences prepares students with' a concentration for graduation; background for college studies
,and job skills and experience for cafeers ü;t culinary arts, fashion and interior design, and child and family studies. Courses are open
to all students for elective or a concentration.
FAMIL \' AND CONSUMER SCIENCES PROGRAM MAJORS
The following Family and Consumer Sciences courses are available for student selection at Columbia for a Career and Technical
S-unit career cluster.
Fashion Design and Sewing, Interior Designand Housing all satisfy the State artJmusic mandate for students intending tö pursue an
Career and Technical Education career cluster. '
,ParentingIFihancial Life Skills is a graduation requirement that students need to complete during their junior or
senior years.
,
Credit
FOOD AND NUTRITION PROGRAM CONCENTRATION:
Career and Financial Management
Basic Foods
Advanced Foods
International Foods
Gourmet Foods
Creating Your
Food Business
,,
Food SciencelNutcltion '
1/2
1/2
1/2
1/2
1
1/2
own
.cnn,n
-
1/2
AÑ'Jj FAMILY STUDIES PROGRAM CONCENTRATION:
, Career and.Financial Management
Early Childhood'Development'
School Age Child Development '
P?l'enting/Financial Life Skills
Adolescent Psychology
FASHION AND DESIGN PROGRAM CONcENTRATION:
Career and Financial Management
Fashion Design and Sewing I'
Fashion Design and Sewing IT
Housing
Interior Design
,
1/2
1/2
1/2
1/2
1/2
1/2
1(2
1/2
1/2
1/2
Work Study programs are available in all areas through Career Exploration Internship Program' and Cooperative Work Study.
Articulation agreements for college credit have been established with the following courses:
•
Schenectady County Community College: 3 credits for a grade of85 or better in Basic Foods and Food Business
'.
State University at Cobleskill: 3 credits for a grade of 85 or better in Basic, Advanced, and Gourmet Foods
34
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East Greenburgh 8
1- PARENTING
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COURSE:
PARENTING:
IS IT FOR \lIE?
CONTE~T
OUTU:-1E
Page
I.
The Choice: Gaining Perspective
A.
Where I Stand
1. Personal Reflection and My Values on Parenthood
2. Enhancing Self-esteem
"
3. P lanrung Long-range Goals
4. \1aking Future Dedsions
5. Sexuality and Personal Behavior
Things Change When You Are A Parent
1. Sex Role Expectations
2. ,Choosing q,oles By Values
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3. Partnerships
Are Possible/Singl~
Parenting
4, Not For Everyone
5. Parenting For Life
;
B.
II.
Being Wellborn is a Right of Birth:
Prenatal
Period
A. Parenting
Too Soon: A National Problem
Teen-parenting
Trends &: Issues
a.
Social and Health Concerns
b.
Social Concerns'
, .. .
2. Hazards to Fetal Development
a.
Nutrition/Eating
Disorders
b.
Environment
c.
Genetic
d.
Social
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Anatomy and Human Development
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1.' Physica:l and Psychological Aspects of, Rëproductive oAna~omy
2. , Reproductive
Organs and Conception
3. Implantation
and Cell-division
,
4. Enviroment for the Ovum, Embryo
'
Prenatal Decisions and Care
' ,
1. Fathers and Mothers as Informed Decision-makers
2. ,Choosing Doctors; Birthing Center
3. Classés in Prepared Çhi¡ç:I-birth; Lamaze
4. Style of Birth and Options 9f Cente'rs
'
,
5. ' .Genetic: Counseling; Amniocentesis;
Ultra-sound; Prematurity
6. Bonding: Attachment
to Neonate, .
.
Pregnancy and Prenatal Care
1. Emotions' Effecting Body Changes
2. Signs and Danger Signals of Pregnancy"
3. Stages of Labor; Terms
"'
4. Trimester Fetal Development
,',
5. Birth Process; Vagina). Birth; Cesal-êå.n Section
L
B.
c.
D.
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East Greenburgh 10
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COURSE:
PARENTING:
CONTENT
OUTLI\lE,
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FOR ME?
continued
6.
Delivery - Choices
7.
Newborn - Basic Needs; Senses; Uniqueness;
8.
Infant Sensory Stimulation
9.
Nurtition - Breast/Bottle
Feeding
10.
Pediatrician
Check-up; Basic Screening
E. Options in Parenting and Birthing
'.
1. Sources of information
for the development
2.
A personal plan for responsible parenting in
III.
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Characteristics
,
of a healthy
my future
baby
"And Baby Makes Thr ee" Infancy
A. Challenges
and Changes for ~ t:;w Par entís)
:,
Impact of ,relationships,
extended family; finances; housing; workplace
4. Parenting Skills to be Developed
a.
Listening
b., Cooperation
and sharing by all members
c.
Encourager of self-reflection
and self-esteem
d.' Ability to empathize
e.
Responsiveness
to cues given by others
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!. Communication
with. family, friends 6: neighbors
g.
Decision-making
for sound health and financial practices
h.
Sharing of hurnor and llfe'slcads
,
.
1.. ' Creating and enhancing committed
relationships
Parenting Skills For Infants
"
,
l , Creating and evaluating infant care environments
a.
Home Routines
b.
Clothing; food
c.
Sleeping habits; crying
.,
.
'd.
Finding competent
care-givers
for infants " .
e.
Day care; family day care
"
,
2. 'The infant grows physlcallyr.
a.
Maturation
'
b.
Growth and development
" "
..
c.
Laws of growth
"
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d.
Daily care
.
3.
The infant grows emotionally
and socially-J Goals:
a.
positive self-concept
"
'b. giving and receiving affection
" ,,'
c.
attachment
to çare-glvers
-' ,
d.
interest in others
~'
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e.
communication
skills ..
4. . The infant grows mentally:'
Brain development
Language deve lcprnerrt " '"
Play - purchasing toys 6: games
How infants learn
Dally care and activities
1.
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East Greenburgh 11
COURSE:
PP\RENT1NG: IS IT FOR ME?
.r:
~ONTENT OUTUNE, continued
C.
Health"
of Infants
l.
CrisesSafety
and streSS
in young familie,:
Child Abuset family vcolence; battering
HSpecial neecs" children
Impact of illness or disability, clinics; dru¡:;s
4.
poverty
5. Inadequate
Single-parent,income,
working
couple, female-head
familles,
"
2.
3.
6.
7.
JV. .
'
poor nutrition & purchasi.ng practices
Time management for work &. sodal needs
Personal,
P\.
focus on fathers
Family and Community.
Networking
for New Familles
Crisis f\~anage!1lent in Young Families
1. Teen marria~esl conflict in relationships
2.
marriages long-term lilness, alcohol and coemical
3. Mixed
Death, conviction
divorce, desertion,
dependence
4..
5.
Styles of communication
Marriage committment
6. Sharing with our elderly
7.
Singel parents
ß... Reaching
Out for management
1. Resources
C.
a. Self
bo'· Family &. friends
c.
Community
The Support Group
,
l, Empowerment of families
2. lmproving family well-being
of crises:
. .. .
prexention model
Q
52-\
East Greenburgh 12
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East Greenburgh 13
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Sixth Edition
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Verna Hildebrand, ph.D.
Fonner Professor of Family and child Ecology
Michigan State University
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mil Glencoe
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tn McGraw-Hili
New York, New York
Columbus, Ohio
Woodland Hills, California
Peoria, Illinois
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Glencoe/McGraw-Hill,.,
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, A Division of TheMcGraw.Hill
Companies
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arVed
, Excep" as pa 'C~pyr19ht
© 2000, \ 991, 1994, 1990,1985, 198ibY GlencoelMcGraw-HIII,ÍIlI
rlghtsras
'ml.ad undar the United Stams COpyright Aet, no part of this publicatlon may be raprodù""d or dlstribùtéd In,
MY tOrmorbY any means, or stored Ih adatsbasè or retrlavàl óystôin,'ivithout prior written permission from ,
me publishér:
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in th~ United States bf Arfli3rica.
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..."Send a.ulnê¡~iriesto:
Gh~hcåe/McGraw-HiII,'"
3008 W.WlllowKnolls
'peoria,IL61614-1038
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East Greenburgh 15
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Unt! 1: Understanding Parenting' '20
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Chapter
Chapter
Chapter
Chapter
1: Why Study Parentmg? " '22',"
2: Developing Parenting Skills', 38
3: Approaches to Parenting ,54
4: Parenting in the Family , 70 '
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Unit 2: Parenting Decisions'
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90 '
Chapter 5: Personal Readiness
92
Chapter 6: Teens and Parenting
111
Chapter 7: planning a Family
128
Unit 3: Becoming a Parent,'
148
"
Chapter
Chapter
Chapter
Chapter
8: Pregnancy
150
9: Prenatal Care
170
10: Preparing for Birth
188
11: The Birth Process' 208
Unit 4: Caring for an Infant
"
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228,'
Chapter 12: Adjusting to Parenthood .',.'230
Chapter 13: Understanding Infants' 250
Chapter 14: Parenting Infants' 272",
Unit 5: Nurturing Chiidren.' 296 " '
Chapter 15: Meeting Physical Nèeds '" 298
Chapter is. Healthànd Safety, '322, .' ' "
"
Ch~pter 17: Mèeting Emotional Needs ,'., 3~6 .'...•
Chapter 18: Helping Children'Relåte: to Gtllets',
Chàpter 19: Helping children Learn "':392 ,':'
Chapter 20: The Value of piây :414 "
Chapter zi: childrèn with SpecÍGtl~ee~s
43~,
Ùnit 6:Guidirtg Children
,;.',456,:~""<"';'
Chapter 22: commuhicatingWithChÜdren,'
458
Chapter 23: CharaCter ))evelO:pni~rt:?47,~: ' . ,,",
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Chapter 24: Promoting pcisitiveBehaVior'"" 496:, ,;,:'
Chapter 25: Handling CamInan parènting-,:'rQbiex,Ils....516"
Û~it 7: M~eting Family
Res;~;';ï1J¡zi~ès···;'38
Chapter 26: Strengthening Families
540,"
,"" "Chapter 27: ManagingLif~ åsa: :pårèrif>:55~
Chápter 28: FÍIlding SolutIons tö :Flimli1)tProblems '5'78
Chapter 29: Selecting childCare,600
Chapter 30: Early Childhood Edùcat:tån: .'"."616"-':"
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Contents in Brief
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Unit:l::Underst~nding Parenting "
CllAPTER Ï: WHY STUDY
PÂnENTIN~?
Is Parenting Instinctive?"
24
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The Reasons'for pàrenting Education
Tinie for EducatiOJ;l 33
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Chapter Review,'. 36 '
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Special Features,
25
Building Parenting Skills: Knowledge'
Spotlig~t On: Careers
31 .
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CHAPTER 2: DEVELOPING PARENTING SKILLS
Exploring Parenting skills' ' 40
Ways to Learn skills
48
A Candidate for Parenting
51
Chapter Review
52
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Special Features
Parenting Q & k Sorting Through 'Advice
45'
Raising Children with Character: This Years Crop
,47
CHAPTER 3:A]?t1B.OACHES'TO PARENTING
~:.
What InfhiericeS Patenting? .' 56 ..
Developing a Parenting Style ' ',61'. :
Forming äParentingPhilosophY'
'67
Chapter Review,' 68··.·',:'.'. "', .' ..
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Raising Children with Character: A Change in' Plans"
Building Parenting Skills':
Ari
Open
Mlnd'
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CHAPTER 4:
. ~.
pARENTING IN THE FAMILY
A Parent's Roh~~ 72'
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Leading a Family , 72 .. ,:'
Managirig Pamily Life " 80
Providing for a Family:' 81.
Rights and Responsibilities
85
Chapter Revievv
86,
Special Features .
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Parenting Q& A: Finding Role Models
73
Building Parenting skills: Cooperation
74
Raising Children with Character: A Matter of Values
The Career Corner: publications Writer
77
88
Contents
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East Greenburgh 17
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Unit 2: Parenting Decisions
CHAPTER 5: PERSONAL READINESS
I, ' .'.
Choosing to Parent
94
Readiness Matters
95
Exarnining Readiness
96
The Decision~Making Process,'
c~aPter Rey-iew 108 '
105
Special Features
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Raising Children with Character: A plan
for Tomofrow96
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Parenting Q & A: putang the Past in Its place ' .' 99'
Building Parenting skills: Confidence,', 103'"
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CHAP'fER 6: 'fEENS
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sp~ci'alFeatures
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Spotlight On: Abstinence'liS":'
He¿ûth & Safety: Teen pregnanèy', ' 116'
Butldi11gParenting Skills: Commitm:ent,
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~arerits TobS~ol1' 112'
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Roots of,Teen Pregnancy '112
,Effects of Teen Pregnancy '.116 -:
Options for Teen Parents, 122,'"
Looking for Solutions '125
ChapterReview
126, "
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cHAPTER 7:PLÅNN1NGAFAMILY
Fo~in~li plan '130'.: :: " "",'
Undershinding HurnånRepróducÚoÍÏ'
plamiing Pregnancy.· -:·,,132 ' " ' '
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Dnderstariding'Beredity':" ,135
Understanding GènetiêS138,
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Roads to Parenthood' '142,'
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Chapter Revie~': ,144" " "
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S~~eiaÏFèatures, . '.
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Spotlight On: conçeption.
132 :'
Buildin~ Parentirig'Skills: Realism
14Ö
ParentingQ & A:Ju5t Your Siie: ,':141: " ' .:
TheCareer
co~~é~~teniEd~cator
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Contents
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East Greenburgh 18
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'Un~t~:Becoroing a Parent··
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8: PREGNANCY
\\J
,Early Signs of Pregnancy
152
,156'
Prenatal Devdopment
Characteristics àf Pregnancy
156
Prè~~talTests
,162'
. Whena pregnancyEnds
166
,'A Natural Process . 167."
'Chapter Review, 'i68
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".' Health & Safety: The Rh Factor
155
spotlight On: The Due Date
156
spotlight On: Morning Sickness
162,
, spotlight On: Warning Signs
163
165
Parenting Q & A: Technology and Dectsions '.'
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cHÄPTER 9: PRENATAL
, Eatulg Right
172,,'
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CARE
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Adequâte Rest arid Activity
177
Clotlllng Choices' 178,' '. '
Understànding Emotions,'
178
Dangers to the "fetuS: ,',.180
'DeliveryCountdown
'i8s
Chapter RevieW . 186 ' '.",
, specialFe~tures
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Food Guide pyramid
174,'
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. Parenting Q & A: Changing Tastes?' . 17
Health &: Safety: Exercise' 178'
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spotlight On: STD's -.183, .' .
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cHAPTER 10: PREPARING FOR BIRTH
Preparation Pays off
190
Selecting a Birth Location
193
Finding a Pediatrician
195
Choosing a Feeding Method
196
supplying Infant Necessities
198
Making Work Arrangernents
202
Preparing Siblings for the Birth
203
Making Final Preparations
205
Keeping Focused
205
Chapter Review
206
Special Features
Parenting Q & A: Childbirth Choices
192
Spotlight On: Birth plans
194
Spotlight On: Clothing (For Infants)
198
Health & Safety: Crib Safety
200
Raising Children with Character: First Things First
203
CHAPTER 11: THE BIRTH PROCESS
The End of the Beginning
210
Stages of childbirth
210
Caring for the Mother after D~livery
Caring for the Newborn
219
Only the Beginning
223
Chapter Review
224
'.
218
Special Features
spotlight On: Medication During Childbirth
213
spotlight On: The Newborn's Appearance
215
The Literature Connection: A Promise Kept 218
Health & Safety: A Delicate Condition
222
The Career Corner: Ultrasound Technologist
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':'
Unit 4: Caring for an Infant'
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cHAPTER 12: ADJUSTING TO p1\RENT110
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What's Ahead? zsz
Physical Adjustrnents
232
Ernotional Adjustrnents
235
Adjusting As a Couple 238
Adjusting As a Single Parent
242
Adoptive Parents
243
Adjustrnents for Farnily Mernbers 243
Coping Strategies
246
Chapter Review
248
8
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Spe~iaI FeatUres
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Building Parenting skills: Optimism
236.
spotlightQn: Fathers
239
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Parenting Q &1: '[he Internet pilemma
247
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CHAPTER13: UNDERSTANDING INFANTS
What Is Typièal?
252
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Physical Development
252
Intellectual Development ,260'
Emotional Development' 265'
Social Development. 268
Moral Development
269'
C1Ill-pteTReview
270
Special Featùres
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Raising Children with Character: Teaching Compassion
Building Parenting Skills: Love .. 264: -. "
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.'Health & Safety: Failure to Thrive, 269
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CHAPTER 14: PARENTING INFANTS
What Infants Need
274.
Meeting Physical Needs
274
Promoting l'40tor Development
282
Promoting Intellectual Development
283
Promoting Emotional Development
285,
Promotillg Social Development '289
The Beginning of Moral Development
291
The Right Start
291 .
Chapter Review.'
292 .
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Special
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Health and Safety: Bath TIm~Safety
282
Spotlight on: Touch .. 285 '
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Building parenting Skills: Alertness
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The Career Corner: Neonatal Nurse
294
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Unit 5: Nurturing Children
CHAPTER 15: MEETING PHYSICAL NEEDS
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Beyond Infancy
300,
The Growing child,
300
Promoting Good N:utritiön
302
Promoting Motor skills
307
Teachillg Flygierie Skills
313
, Selecting Clothing
'317,
parental Examples
319 , '
Chapter Review
320
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Spedal Features
Spotlight On: 'Snacking ,306
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Health & Safety: Guiding Food Choices' 307,
Building parênting Skills: Enthusiasm'
313,
, spotlight On: Clothing (Safety) "318
CHÅPTÈn'
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16: HEALTH ANn' SAFETY
Protecthig Health
324 "
,Practicing Wellness
324 . ,
Treating CoinnionChildhbod illnesses
Taking Safe-tyPrecautions '329
, Hanè1.lihgEmergencies'·,\'.338
Chapter Review ' '344'" , .
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SpèëiälF~atI&~s. '.
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327
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, He'!lth& Safety: A'friptothe'Doctor'
325
Spotlight On: Fire'$afety. ':''.335 ',' .:
Spotlight Ori: riad Poisoning' 336
ParèntirigQ& k Raised Safe 'Raised Scared? " 337 .'
Spotlight ofï/MotorVehicle Seirety'" 338,' ':' ,
First Aid for Chok{ng .o34Ö::.'
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, Respori.dilig Einotions, '349
. 356 -.
" InfluençingPèrsOnall1:Y
parental Impaët";357'.
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Airoingfor Indep'eüdence. ," 362'"
Helping Children With Sttess.. 363.
Chapter Review . 368.·'
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Building Parenting 'Skills: Patience" '352·
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Raising Children with Character: The Music Lesson
355,
spotlight On: Eriks0l1,af¡.4p~~sónality" . 356"
Parenting Q & k LookiriirCriticalliat Praise '360
Leading a Child Toward Independencè .: 364
Spotlight On: sigri~'of Stress '366
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CHAPTER 18:HELPING CHILDRENRELATE
'fOOTHERS.
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Problem prevention.'
372
The Socialization Process
373 .
Relating to Family Members '. 373
Relating to Other children '. 378
Dealing with Diversity
385
Learning Other Social Skills '387"
Chapter Review.
390.. . .
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Special Features' .
Spotlight On: Multiples .. 375
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Parenting Q &A:Whento Step In
~76
Spotlight On: Identity.
379'
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Raising Children with Character:' A Moment of Sharing . 381
Health & Safety:
Bullies 'ond the Bullied , 382,'"
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HËLPINGCHÍLUREN ."
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"M~kin~aDifference'
394,'
Building the child's Brain" 394,
Piäget's TheoIy
399. .
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.' Helptng children Learn contépts'
401
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. Promoting TlÚnkingSkill ., 403
EncouragingLanguage skills ". 406'
C1:l pter Rtwiew" 412
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Wiring the Brain'
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..Parenting Q & A: Playing Computer Games
398
Spotlight On: Learning with Campúters .'. 404
Building Parenting Skills: creativity
405
'Health
&
Safety:
speech
Dlsórd¿rs
409'
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, Unit 7: Meeting Family'
Responsibilities
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CllAPT:El126: STRENGTHENING
FAMILIES
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Family Fitnéss . 542'
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What are Families For?
543'
What Makes
~ Families Strong? . 543
Locating Resourcès .' 552···· . ',.'
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Chapter Review . 556
Special FeatUres' ',.
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Raising Children with Charader: Fålnily'··.··
Character,. 545'·
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The Time crunch
560 .:
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work, Family, and personal. Life
560
.•ManagingWork Life .' . 563
, Managing Family Life
567
. , M.artågingi'eI'sonal Life
571 .
Chapter Review . 576 '
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par.enting Q & A: Not in Front
Children
548
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The Problem~Solving Process
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Building' Parenting Skills: Resourcefulness
spotiight On: time M.anagement
573'
571
CIIAi'TER 28i~iNDINGSOLlJ'hONS
FAMILy'PROBLEMS '.'
TO
FaCing Cha~ges in the F~miiy '., 580
. Unemployment
580 ' "
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Separation and Divorce'. 582,
Remârriage" 585 '. . . , .'
pealing with Fàinily Crisès' 587
Substance Abusè587
.
Faroily\llàlence'
.589,'
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Serlotts Illríes~~d Accidents·' 592
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'Raising çhildhinwith Character: The Gift 584
Health & Safety: Codependency' 589,'
,Spotiight On/A.nger' " 590." '
Parentiiig Q &: A: Childrerl.ånd Violence 592
Spotltght Or!:Resoz,ircesfor Battered Women
593
' 597 ,
Sp(jtlightOn: The Grieving Process
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CHAP'TER 29: SELECTING CHILD CARÈ
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for
A Need
Care .' 602 ,,' , ,
Type~ of child Care, ' 602,
'
Evaluating child Care services
Issues in Child Care
613
Chapter Review
614'
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Spechù F~~tuJ:es :,',
Råising Childr~n with
Mistakë
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Character: An Honest '
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spotlîghi
On:
GobdbYf?s'
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634
GLOSSARY
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INDEX
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East Greenburgh 25
Page 1 of 8
National Data
~
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..II
NATIONAL STANDARDS FOR
FAMILY AND CONSUMER SCIENCES EDUCATION
CONTENT STANDARDS
CAREER, COMMUNITY, AND FAMILY CONNECTIONS
1.0 Integrate multiple life roles and responsibilities
community roles and responsibilities.
in family, career, and
1.1 Analyze strategies to manage multiple individual,
and community roles and responsibilities.
1.2 Demonstrate transferable
and workplace settings.
and employability
1.3 Analyze the reciprocal impact of individual
in community activities.
family, career,
skills in community
and family participation
CONSUMER AND FAMILY RESOURCES
2.0 Evaluate management
environment recourses.
practices related to the human, economic, and
2.1 Demonstrate management of individual and family resources,
including food, clothing, shelter, health care, recreation, and
transportation.
2.2 Analyze the relationship
resources.
of the environment
to family and consumer
2.3 Analyze policies that support consumer rights and responsibilities.
2.4 Evaluate the impact of technology on individual
resources.
http://www.facse.org/nat.htm
and family
4/2/2003
t.(q
East Greenburgh 26
National Data
Page 7 of 8
13.4 Evaluate effective conflict prevention
and management
13.5 Demonstrate teamwork and leadership
workplace, and community.
13.6 Demonstrate
relationships.
standards
techniques.
skills in the family,
that guide behavior in interpersonal
NUTRITION AND rVELLNESS
14.0 Demonstrate nutrition and wellness practices that enhance individualand
family well-being.
14.1 Analyze factors that influence nutrition
across the life span.
and wellness practices
14.2 Evaluate the nutritional needs of individuals and families in
relation to health and wellness across the life span.
14.3 Demonstrate ability to acquire, handle, and use foods to meet
nutrition and wellness needs of individuals and families across the life
span.
14.4 Evaluate factors that affect food safety, from production
consumption.
through
14.5 Evaluate the impact of science and technology on food composition,
safety, .and other issues.
PARENTING
15.0 Evaluate the impact of parenting roles and responsibilities
the well-being of individuals and families.
15.1 Analyze roles and responsibilities
15.2 Evaluate parenting
development.
on strengthening
of parenting.
practices that maximize human growth and
15.3 Evaluate external support systems that provide services for
parents.
15.4 Analyze physical and emotional factors related to beginning the
4/2/2003
''5\
East Greenburgh 27
National Data
Page 8 of 8
parenting process.
TEXTILES AND APPAREL
16.0 Integrate knowledge, skills, and practices required for careers in textiles and
apparel.
16.1 Analyze career paths within the textiles and apparel design
industry.
16.2-Evaluate fiber and textiles materials.
16.3 Demonstrate apparel and textiles design skills.
16.4 Demonstrate skills needed to produce, alter, or repair textiles
products and apparel.
16.5 Evaluate elements of textiles and apparel merchandising.
16.6 Evaluate the components of customer service.
16.7 Demonstrate general operational procedures required for business
profitability an-d career success.
FOR FURTHER INFORMA1-'ION OR MATERIALS
RELATED TO THE NATIONAL STANDARDS SEND A
NOTE VIA WEB PAGE
<$>
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©1997 FACSE All Rights Reserved
This page created by Cor.D oCorn.ppter & Int~.met S.~rvices
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STRAIGHT TALK:
The Truth about STOs
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Please return to:
Columbia High School
East Greenbush School District
962 Luther Rd,
.., .... .E. Greenbush, NY 12061
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ISBN-13: 978-1-55548-684-6
ISBN: 1-55548-684-3
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Syphilis
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Genital Herpes
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6. Human Papillomavirus (HPV)
7. Hepatitis B (HBV)
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HIV/AIDS
9.
Trichomoniasis
10.
Pubic Lice C'Crabs")
11.
Common Signs of STDs
12.
What Teens Should Know
13.
FAQs on HIVand AIDS
14.
Let's Talk About It
15.
Bibliography
Other Products from Human Relations Media
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TABLE OF CONTENTS
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DVDMenu
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Learning Objectives
Program Summary
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1. Pre/Post Test
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2.
Research Praj ect
3.
The Advice Dude
4.
Myth or Fact?
5.
Class Debates
6.
The Superhero Syndrome
7.
Online Rumors
8.
Make Your Own Choice
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9. People in the News
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Student Activities
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Introduction
11
1
10.
Choosing Abstinence
11. Write a Letter
12. Making the Call
13.
Condom Talk
14.
Spread the Word
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7
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10
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15
16
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20
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MAIN MENU
PLAY
CHAPTER SELECTION
From here you can access many different paths of the DVD, beginning
with the introduction and ending with the credits.
.
l.
Introduction
2.
Jamal
3.
Eric
4.
Michael
5.
Nurse Rodriguez
6.
Asha
7.
Conclusion
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TEACHER'S RESOURCE BOOK
A file of the accompanying Teacher's Resource Book is available on the
DVD. To open the file you need to load the DVD onto a computer that
has a DVD-ROM and Adobe Acrobat Reader. Right click on the DVD
icon and then double click on the file titled "Teacher's Resource Book."
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HUMAN
RELATIONS
MEDIA
D
STRAIGHT
TALK:
THE TRUTH ABOUT STOs
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East Greenburgh 32
INTRODUCTION
Despite enormous efforts in prevention, diagnosis and treatment, the incidence of
sexually transmitted diseases (STDs) has not dramatically declined in recent years, with
the exception of gonorrhea.' While prevention messages are working to a degreetoday, 70 percent of sexually active teens report using condoms-the fact remains that
over 67 million people in the United States are currently living with an incurable
sexually transmitted disease (STD). The Centers for Disease Control estimates that an
additional19 million people in the United States become infected with one or more
STDs each year. Further, more than half of all sexually active people worldwide will
become infected with an STD in their lifetimes.
Although 15- to 24-year-olds comprise only one-quarter of the sexually active population
in the United States, according to the CDC National Prevention Information Network, in
recent years they account for nearly half of all new STDs each year.' Why are teenagers
at such a high risk, in spite of continuing education efforts?
~
Many STDs can be "silent," which means that people who are
infected may not know it. For example, 75 percent of women and
half the men diagnosed with chlamydia experience no symptoms.'
Teens may think that a person is STD-free merely because he or
she "looks healthy."
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Too many young people do not understand what STDs are or
how to prevent their spread. Although 70 percent of sexually
active teens report using condoms, this means that another 30
percent are sexually active without a condom.
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Sexually active teenagers often are reluctant or unable to obtain
appropriate health services.
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Teens often have an "it-can't-happen-to-me" attitude and may
engage in high-risk behaviors. They experience a great deal of
peer pressure to engage in sex and experiment with alcohol and
other drugs-behaviors
that are linked to an increased risk of
acquiring a sexually transmitted infection.
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In spite ofthe billions of dollars that have been poured into prevention efforts in the three
decades since AIDS was first diagnosed in the United States, 56,000 new cases of HIV
infection are diagnosed in this country each year" and half of all new HIV infections
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<·www.cdc.gov/STD/stats04/trends2004.htm>
<www.cdcnpin.org/scripts/std/std.asp>
<www.cdc.gov/std/chlamydia/STDFact-Chla711ydia.htm#Common>
<'www.cdcnpin.org/scripts/hiv/hiv.asp>
HUMAN
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MEDIA
D
STRAIGHT
TALK:
THE TRUTH ABOUT STOs
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East Greenburgh 33
INTRODUCTION
'CONTINUED
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are believed to occur in people under the age of25.5 Since most teenagers do not know
anyone living with HIV infection or AIDS, they may feel especially detached from the
danger of becoming infected with HIV. AIDS is the biggest epidemic in human
history, but clearly many people are still engaging in high-risk behaviors and infection
rates remain alarmingly high among young people.
The video Straight Talk: The Truth about STDs will help your students become
aware of facts, risks and consequences of sexually transmitted diseases. The activities
in this Teacher's Resource Book are designed to give your students the most current
information about STDs, and to encourage discussion and awareness.
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<www.cdcnpin.O/'g/scriptslhivlhiv.asp>
. STRAIGHT TALK: THE TRUTH ABOUT STDs
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HUMAN RELATIONS MEDIA
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East Greenburgh 34
LEARNING OBJECTIVES
After viewing Straight Talk: The Truth about STDs and participating in the activities
provided in this Teacher's Resource Book, your students will be able to:
,
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learn about the prevalence of sexually transmitted diseases (STDs)
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identify the most common STDs, including HIV/AIDS? along with
the symptoms and health consequences
associated with
each one
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understand how STDs are transmitted and prevented
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list risk factors that increase a person's chances of getting an STD
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recognize that STDs can be transmitted through oral sex as well
as sexual intercourse
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learn that certain STDs can lead to infertility and other
reproductive
problems, especially if not treated promptly
a doctor
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recognize that early testing, diagnosis and treatment of STDs
can improve and extend a person's life
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acknowledge the responsibility
of honestly approaching
the topic of STDs with their future sexual partners
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identify and correct myths and rumors about STD transmission,
prevention and treatment
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'explore how the media, peer pressure and other factors cause
some teens to feel "immune" to the risk of STDs
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accept that it is okay not to be sexually active as teenagers
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improve their decision-making skills about sexual peer pressure
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learn how to speak comfortably and confidently about ways to
prevent STDs, such as abstinence and safer sex
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know that only abstinence prevents STDs 100 percent of the time
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STRAIGHT TALK: TH E TRUTH ÄBOUT STDs
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East Greenburgh 35
PROGRAM SUMMARY
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The video Straight Talk: The Truth about S'I'Ds follows a multi-ethnic group of teens
who are dealing with the effects of STDs. This is put in the context of receiving medical
care to show viewers what they might expect if they go to an STD clinic.
While listening to a peer educator talking about STDs, Jamal realizes that he might have
herpes. We see him in a clinic waiting area and learn that teens can access care without
parental permission.
Michael shares with peer educator Asha the news that he has just learned that he has gotten
HPV from his boyfriend.
Eric discusses his sister's HIV infection during a class presentation. Of the man who
infected his sister, he says, "she got HIV from this guy we all thought was so great."
We see Marisol go through an exam for STDs and hear her confusion when she says she
never had sex but is diagnosed with oral gonorrhea. Nurse Rodriguez corrects her
misunderstandings about how STDs can be transmitted. The nurse also explains that
Marisol's boyfriend must be notified so he can be treated and encourages Marisol to
discuss her diagnosis with her mother.
N ext we see Asha with a group of girls talking about bacterial STDs, chlamydia and
syphilis, and fielding questions about treatment and prevention.
.
Jamal tells his girlfriend, Stacey, about his diagnosis and we see them going to the clinic
together so she can be checked out.
In the final section of this video, Nurse Rodriguez and the teens we've met give viewers
messages to think about.
STRAIGHT TALK: THE TRUTH ABOUT STDs
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Just for the HEALTH of It!
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ABOUT JUST FOR THE HEALTH OF IT!
Just for the Health of It! was developed to give you, the health teacher, new ways
to present difficult-to-teach subjects and to spark your students' interest in day-today health classes. It includes over 540 ready-to-use activities organized for your
teaching convenience into six separate, self-contained units focusing on six major
areas of health education.
Each unit provides ninety classroom-tested
activities printed in a full-page
format and ready to be photocopied as many times as needed for student use. Many
of the activities are illustrated with cartoon figures to enliven the material and help
inject a touch of humor into the health curriculum.
The following briefly describes each of the six units in the series:
Unit 1: Consumer Health and Safety Activities helps students recognize advertising techniques, compare various products and claims, understand
consumer
rights, distinguish between safe and dangerous items, become familiar with safety
rules, and more.
Unit 2: Diet and Nutrition Activities focuses on basic concepts and skills such as
the four food groups, caloric balance or imbalance, the safety of diets, food additives,
and vitamin deficiency diseases.
I
Unit 3: Relationships and Communication Activities explores topics such as
family relationships, sibling rivalry, how to make friends, split-level communications, assertiveness and aggressiveness, dating, divorce, and popularity.
Unit 4: Sex Education Activities teaches about the male and female reproductive
systems, various methods of contraception ranging from abstinence to mechanical
and chemical methods, sexually transmitted diseases, the immune system, pregnancy, fetal development, childbirth, and more.
.
Unit 5: Stress Management and Self-Esteem
signs of stress and teaches ways of coping with
on various elements of building self-esteem
concept, success and confidence, personality,
Activities examines the causes and
it. Along with these, the unit focuses
such as appearance, values, selfand character traits.
Unit 6: Substance Abuse Prevention Activities deals with the use and abuse of
tobacco, alcohol, and other drugs and examines habits ranging from occasional use
to addiction. It also promotes alternatives to drug use by examining peer pressure
situations, decision-making, and where to seek help.
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About Unit 4
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Sex Education Activities, Unit 4 in Just for the Health of It!, gives you ninety
ready-to-use activities for teaching one of the most difficult subjects in an organized, comfortable manner. The activities include reproducibles to hand out to
students, innovative games, puzzles, and other techniques to enhance your presentations.
You can use these aids in any way you wish-to introduce a particular subject,
to heighten student interest at a given point in a lesson, or to reinforce what
students have already learned. Complete answer keys for the activity sheets are
provided at the end of the unit. You may keep these for your own use or place a copy
at some central location for student self-checking.
For quick selection of appropriate activities, the table of contents provides
general and specific topic heads and a complete listing of all worksheets and other
activities in the unit. The ninety activities are organized into seven main sections,
including:
Puberty. This section helps students learn about changes that take place in the
niale and female body during puberty. The main topics include:
• Understanding Bodily Changes
• Hormones
Reproductive Systems. More than ten activities in this section help students
understand reproduction by focusing on these and other topics:
.
• The Female. Reproductive System
• The Male Reproductive System
• Diseases and Disorders
Pregnancy and Childbirth. Pregnancy and development of the embryo and
fetus are covered in this section under two main topics:
• Signs and Stages of Pregnancy
• Pregnancy and Childbirth
Contraception. This section offers more than fifteen activities that focus on
contraception. Some of the main topics are:
• Chemical Methods of Contraception
• Mechanical Methods of Contraception
• Abstinence Methods of Contraception
Sexually Transmitted Diseases. The twenty. activities in this section cover
one dozen sexually transmitted diseases under two main topics:
• STD Signs, Symptoms, and Solutions
• AIDS
Sexual Decision Making and Topics for Discussion This section provides
fifteen activities to promote student decision making with topics such as:
• Teen Pregnancy Options
• Consequences of Intercourse Before Marriage
• Practicing Refusal Skills
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General Review Activities. The final section features additional supplemøn,
tary activities such as a bingo game to review sex education vocabulary and a
question-and-answer ~ame.
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All of the reproducíbles and activities in this unit 'are numbèred consecutively
and keyed to the unit with the letters SE, representing'the Sex Education
component of the series. These worksheets, games, and activities can be put
directly into your lessons.
Motivating students isn't always easy, but I hope this resource will make a
"difficult" subject one you'll love to teach.
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CONTENTS.
PUBERTY
1
Understanding Bodily Changes
Activity 1. GROW UP!
SE-1 Puberty in Females
SE-2 Puberty in Males
2
3
4
Hormones
SE-3
SE-4
SE-5
Endocrine Functions
Understanding Hormones
Endocrine Match-Up
5
6
7
REPRODUCTIVE SYSTEMS
9
The Female Reprod.uctive System
SE-6
SE-7
SE-8
SE-9
Female Reproductive System Diagram
Female Reproductive System-c-External
The Menstrual Cycle
The Female Reproductive System
10·
View
11
12
13
The Male Reproductive System
SE-lO
SE-U
Male Reproductive System Diagram
The Male Reproductive System
14
15
Comprehension Check
SE-l2
SE-13
Who's Who Vocabulary Worksheet
Anatomy Challenge
SE-l4
SE-l5
Vocabulary Challenge
You're Dutta Here
16
17
18
19
Diseases and Disorders
SE-l6
Reproductive
System: Diseases & Disorders
20
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UNIT4
21
22
23
Development of the Embryo and Fetus
Pregnancy and Childbirth
Pregnancy and Childbirth Stages
Childbirth Crossword Challenge
CONTRACEPTION
Contraception
SE-2l
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Signs and Stages of Pregnancy
SE-17 Signs of Pregnancy
SE-19
SE-20
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PREGNANCY AND CHILDBIRTH
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Terminology
Contraceptive Match-Up
Chemical Methods of Contraception
SE-22 Pill
SE-23
Vaginal Suppositories
SE-24
SE-25
Spermicidal Foams, Jellies, Creams
Norplant Implant
Mechanical
SE-26
SE-27
SE-2B
SE-29
SE-30
Methods of Contraception
Condom
Diaphragm
Cervical Cap
IUD
Sponge
Abstinence
SE-3l
SE-32
SE-33
Methods of Contraception
Abstinence
Withdrawal
Rhythm
Permanent Methods of Contraception
SE-34 Tubal Ligation
SE-~5 Vasectomy
2B
29
30
31
32
33
34
35
36
37
3B
39
40
41
42
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East Greenburgh 42
SEX EDUCATION ACTNITlES
xiii
Contraceptive Comparison and Discussion
Activity 2. WHAT'S THE DIFFERENCE?·
SE-36 Contraception Comparison Chart
SEXUALLY TRANSMITTED DISEASES
43
44
45
STD Signs, Symptoms, and Solutions
SE-37 STD Symptoms Seek 'n Find
SE-38 AIDS, Chlamydia, GenitalHerpes, Syphillis Fact Chart.
SE-39 Gonorrhea, Genital Warts, Hepatitis, NGU Fact Chart·
SE-40 Vaginitis, Pubic Lice, Trichomoniasis, Scabies Fact Chart
SE-·H Ways to Avoid STDs .
SE-42 STDs: Getting Help
$E-43 AIDS/STD Crossword Challenge
SE-44 What Is AIDS?
SE-45 The Healthy Immune System .
SE-46 AIDS-Infected Immune System
SE-47 How AIDS Is Spread
SE-48 How AIDS Is Not Spread
SE-49 How the AIDS Virus Can Affect You
SE-50 AIDS True/False Worksheet
Activity 3. WHAT ARE YOU GONNA DO? (AIDS Dilemmas)
SE-51 Dilemma 1
SE-52 Dilemma 262
SE-53 Dilemma 3
SE-54 Dilemma 4
SE-55 Dilemma 5
SEXUAL DECISION MAKING AND TOPICS FOR DISCUSSION
46
.47
48 ..
. 49
50
51
52
53.
54
55
56
57
58
.59
60
. 61 .
63·
64 .
65·
67
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Teen Pregnancy Options.
Activity 4. IT'S UP TO YOU
SE-56 Teen Pregnancy Options
68
69
Consequences of Intercourse Before Marriage
Activity 5. LET'S TALK ABOUT SEX
70
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UNIT4
Skits and Raps
Activity 6. THINGS THAT MAKE YOU GO HMMMMM ...
Sex Education Discussion Questions
Activity 7. I HEARD THAT!
SE-57
SE-58
SE-59
Fishbowl Class Discussion Topics
Fishbowl Observation Sheet
Sex in Advertising
Analyzing Songs Dealing With Sex
Activity 8. GIMME A BEAT!
SE-60 Song Analysis Sheet
Research Questions for Discussion
Activity 9. WHATTAYA KNOW?
SE-61 Research Questions
SE-62
How to Say "No" and Still Be Friends
Practicing Refusal Skills
Activity 10. PRESSURE POINTS
SE-63 Pressure Cards
GENERAL REVIEW ACTIVITIES
Activity 11. BINGO! (Sex Education Vocabulary Bingo)
SE-64 Blank Bingo Card
SE-65 Sex Education Bingo Checking Chart
Activity 12. WHAT WAS THE QUESTION?
SE-66 Question-and-Answer
Key
Activity 13. SLAM DUNK!! (Trash Can Basketball)
SE-67 Slam Dunk Questions
ANSWER KEYS TO REPRODUCIBLES
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80
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91
93
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Table of Contents
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1. Introduction
1
2. The Scope of the Prob 1em
5
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School-Based
Health Centers .......
.Condom Availability
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Teen Pregnancy In
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HIVand Other Sexually
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Transmitted
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The Social Implications
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Factors Contributing
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37
The Case for Sexuality Education ....
8
The Status of Sexuality Education
in the Schools ..............
9
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7
to
Teen Pregnancy
l¡
32
5. Sexual ity Education ...........
Diseases
I
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31
7
1
\
Programs ......
....................
Confidentiality
The United States
I
Referrals
29
39
Types of Sexuality Education
Programs ..................
3. Role of Schools
15
The Link Between Teen Pregnancy
and Educational Achievement
....
17
Prevention Strategies
18
Youth Development
41
Which Approach Is Best ..........
42
Evaluated Programs .............
44
Incorporating
Teen Pregnancy
Prevention Across Curricula ......
for Schools
Programs
Classroom Instruction
18
19
39
Other Promising Programs ......
46
; .. 47
Resources ....................
48
Sample Lesson Plan .............
49
6. Laying the Groundwork in
Schools and Districts .........
51
.I
Programs for Pregnant &
Parenting Teens
19
School Climate
After-School
Programs
19
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19
Mentors and Role Models
20
Pregnancy Prevention in a
Service Learning
21
School or District ............
Asset Development
21
Physical Activity
22
Students Supporting
Students
A Coordinated
Approach
Assessing the Status of
What Is My School or
District Doing? ..............
Considerations
53
for Developing
23
a Plan ....................
24
Obtaining Administrative
54
Support
How to Prepare a Presentation
4. School-Based Health
53
Policymakers
...............
Services
27
Sample Script ..............
The School Nurse
29
Sample Timeline
............
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55
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58
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Preparing School Staff to Support
10. Specia1 Popu1ations
Teen Pregnancy Prevention
Activities
Students with Special
60
Questions for Planning
Education Needs
111
Gay, Lesbian, Bisexual, Transgender,
Staff Training
61
Worksheet for Planning
and Questioni ng Youth
Interventions
Staff Training
Maintaining
109
62
Administrative
113
for
Young Men
116
Resources
Support
118
63
11. Specia1 Concerns
121
Cultural Competence
123
69
Sexual Assault
126
The Role of Parents
71
Childhood Sexual Abuse.
Parent/Child
72
Date Rape
128
75
Sexual Harassment
,Bl
Sample Policies
64
7. Invo1ving Fami1ies
Communication
Family Involvement
Activities
Resources
:
78
8. Bui 1ding Community
Support
81
Howa Community Coalition
Can Help
83
12. Conclusion
135
Appendices
139
A. National Organizations
141
B. Checklist and Charts
144
Teen Pregnancy
Organizing a Community Coalition
84
Building Consensus
89
Prevention
Involving the Faith Community
90
Chart I. Inventory
Developing Legislative Support
92
Community Programs,
State Partnerships
93
Activities, and Policies
94
.
97
What About the Fathers?
101
Case Management
102
Policy Statement
102
Developing a Plan
104
Resources
Resources for Teen Fathers
148
149
Chart Ill. Community Action
Plan
Teens
145
of School and
Teen Pregnancy Prevention ...
Teen Pregnancy Prevention
Activities
Checklist
Chart II. How We Can Support
Finding Resources to Support
9. Pregnant and Parenting
126
Chart IV. Current Funding
C. References
150
151
152
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ABOUTTHIS
RESOURCE
The Health Teacher's Book of Lists is an all-in-one resource developed to give you-the busy
classroom teacher-a wealth of ideas and information for planning lessons, discussions, projects, reports and activities in grades K-12. The nearly 300 basic and advanced lists, which you
can reproduce for student use or keep on hand as a comprehensive reference tool, have been
organized into fourteen main sections.
"'* Section l, Systems of the Body, provides 25 lists on topics dealing with all of the body
systems, such as "Major Skeletal Muscles, Muscle Types, and Their Functions" (7),
"Main Divisions of the Brain" (IO), ((Functions and Structure of the Digestive System"
(1 and "Interestlng Facts About the Human Body" (25).
n
"'* Section 2, Human Sexuality, offers 20 basic-to-advanced lists including, "Male
Physiology" (30), "Male Sexual Concerns (34), "Organs of the Female Reproductive
System" (internal and external-3S, and 36), "Risk Factors for Breast Cancer (40), and
"Phases of Human Sexual Response" (44).
II
II
111*
Section 3, Diet and Nutrition, offers 2llists, including "Essential Nutrients Found in
Food" (46), "U.S. Recommended Daily Dietary Allowances" (55), "Common Causes of
Overweight and Obesity" (61), and "Common Eating Disorders" (64).
"'* Section 4, Consumer Health, includes 17 lists, such as "Consumer Bill of Rights" (68),
"Health Products Commonly Susceptible to Fraud" (71), "Guidelines for Choosing a
Health Professior:al" (78), and "Ouestlons to Ask About Prescription Drugs" (81).
"'* Section 5, First Aid and Safety, features 28 lists, for example, "Techniques to Control
Severe Bleeding" (93), "Symptoms of and First Aid for Shock" (95), and other first-aid
lists dealing with poisoning, weather-related emergencies, choking, broken bones, and
sudden illness.
"'* Section 6, Diseases and Disorders, offers a comprehensive set of 2llists, such as
"Types of Pathogens and Ways They Can Be Spread" (IB), "Types of Vaccines" (114),
"Three Basic Defenses Against Infection" (122), and "Interestlng Facts About Diseases
and Disorders" (132).
111*
Section 7,
symptoms
Symptoms
Diagnostic
(147).
Sexually Transmitted Infections, HIV, and AIDS, provides l7lists on
of STIs, HIV, and AIDS in general, as well as specific lists, such as "General
in Females" ~134), "Risky Behaviors Known to Transmit HIV" (141), ((HIV
Tests" (145), and "Infections Included in the CDC's Definition of AIDS"
"'* Section 8, Family Planning, features 14 lists, such as "Reasons Why Teens Choose
Abstinence" (152), "Advantages and Disadvantages of Contraceptive Methods" (157),
"Who Should Not Use Oral Contraceptives (162), and "Risk of Death Associated With
Birth Control Methods, Pregnancy, and Abortion" (163).
II
111*
Section 9, Pregnancy and Childbirth, provides 22lists, including "Fetal Development
Stages (166), "Special Food Needs During pregnancy" (171), "Leading Categories of
Birth Defects" (178), and "Teen Pregnancy Statistics (183).
II
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East Greenburgh 49
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ABOUT THIS RESOURCE
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Section IO, Relationships
and Communication,
includes 17lists on topics dealing
with family relationships, friendship, marriage, and methods of communication.
Some
of the lists are "Barriers to Good Communication"
(188), "Refusal Skills" (190),
"Relationship Skills" (192), and "Signs of Troubled Relationships" (196).
-l'
Section II, Stress Management
and Self-Esteem, provides 24 lists, such as
"Adolescent Life-Change-Event Scale" (204), "Pactors Influencing Stress" (205), "TimeManagement Techniques for Students" (212), and "Healthful Ways to Deal With
Emotions" (222).
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Section 12, Violence Prevention,
offers 18 lists, including "Reasons for Teen Violence"
(227), "Pacts About Rape" (235), "Symptoms of Domestic Abuse" (238), and "Public
Health Service Agencies and Sources of Information"
(244).
~
Section 13, Substance Abuse, includes 27 lists dealing with alcohol and other drugs,
tobacco, and decision making. Examples are "Pactors That Discourage Drug Use" (245),
"Sources of Steroids and Reasons for Their Use" (253), "Methods and Programs to Quit
Smoking" (266), and "Common Drug Treatment Approaches" (268).
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Section 14, Aging, Death, Dying, and Suicide, offers 20 lists, such as "Leadíng Causes
of Death" (278), "Stages in the Acceptance of Death" (281), "Ways to Help Others
Grieve" (284), and "Warning Signs of Suicide" (288).
We hope you'll find these collected lists from our years of experience
to be useful in your daily planning and instruction.
in teaching
health
Patricia Rizzo-Toner
Marian D. Milliken
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CONTENTS
ABOUT THIS RESOURCE
ix
• . • • • • . • . . . . . • • . • . • • • • • • • • • • • • • • • • • • •.
SECTION
1
SYSTEMS OF THE BODY
1.
Systems of the Body
3
2.
Types of Body Tissue
3
3.
Functions and Structure of the Skin
4.
Functions and Structure of the Skeletal System
5.
Types of Bones and Joints
6.
7.
Major Bones of the Body
6
Major Skeletal Muscles, Muscle Types, and Their Functions
8.
Functions and Structure of the Nervous System
9.
Functions and Structure of the Neurons
10.
4
4
5
7
8
8
11.
Main Divisions of the Brain
9
Functions and Major Glands of the Endocrine System
10
12.
Functions and Structure of the Cardiovascular System
11
113.
Path of. Blood Through the Heart
14.
Structure of the Blood and Blood Types
15.
Functions and Structure of the Lymphatic System
11
12
12
J
16.
Functions and Structure of the Respiratory System
17.
Functions and Structure of the Digestive System
18.
Functions and Structure of the Urinary System
19.
Functions and Structure of the Teeth
20.
Structure of the Eye
16
21.
Structure of the Ear
17
13
14
15
15
Path o~.~glJnd Waves Through the Ear
23. -----BodySenses
18
22.
18
24.
Body Parts Compared to Automobile Parts
25.
Interesting Facts About the Human Body
19
20
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CONTENTS
XII
2
SECTION
HUMAN SEXUALITY
26.
Organs of the Male Reproductive System
23
27.
Components of Semen
28.
Path of Sperm Cells
29.
Male Changes During Puberty
30.
31.
Male Physiology
25
Problems of the Male Reproductive System
32.
Some Causes of Male Sterility
33.
Signs of Prostate and Testicular Cancer
34.
Male Sexual Concerns
35.
The External Organs of the Female Reproductive System
28
36.
The Internal Organs of the Female Reproductive System
29
37.
Female Changes During Puberty
38.
Female Physiology
39.
Problems of the Female Reproductive System
40.-
Risk Factors for Breast Cancer
41.
Female Sexual Concerns
42.
Symptoms of Menopause
43.
Types of Examinations and Procedures
44.
Phases of Human Sexual Response
45.
Sexual Variations and Paraphilias
24
24
24
25
26
26
27
30
30
31
32
32
33
SECTION
33
35
36
3
DIET AND NUTRITION
46.
Essential Nutrients Found in Food
41
47.
Nutritional Functions and Sources of Protein
48.
Nutritional Functions and Sources of Carbohydrates
49.
Nutritional Functions and Sources of Fat
50.
Nutritional Functions and Sources of Cholesterol
51.
Nutritional Functions and Sources of Vitamins
52.
Nutritional Functions and Sources of Essential Minerals
41
42
42
43
43
46
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East Greenburgh 52
XIII
CONTENTS
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Nutritional Functions of Water
47
54.
Nutritional Functions and Sources of Fiber
55.
U.S. Recommended Daily Dietary Allowances
48
56.
U.S. Dietary Guidelines for Healthy Nutrition
48
57.
Information
58.
Nutritional Information
59.
The Food Guide Pyramid
60.
Classifications of Vegetarians
61.
Common Causes of Overweight and Obesity
62.
Benefits of a Regular Exercise Program
63.
Number of Calories Burned by 1S0-Pound Person in Various Physical
Activities
53
64.
Common Eating Disorders
65.
Symptoms and Causes of Anorexia and Bulimia
66.
Interesting Diet and Nutrition Facts
Included on Food Labels
47
49
on Food Labels
50
51
52
52
52
54
SECTION
CONSUMER
54
55
4
HEALTH
67.
Advantages of Being a Wise Consumer
59
68.
Consumer Bill of Rights
69.
Factors That Influence Buying Decisions
70.
Advertising Persuasion Techniques
71.
Health Products Commonly Susceptible to Fraud
72.
Methods of Recognizing Fraudulent Practices or Products
73.
Agencies That Protect Consumers
74.
Better Business Bureau Services
75.
Federal Government Agencies That Deal with Health-Related Products
and Services
64
-
76.
Steps to Resolve Consumer Problems
77.
Items to Include in a Consumer Complaint Letter
78.
Guidelines for Choosing a Health Professional
79.·
Types of Physicians
80.
Types of Dental Specialists
59
60
60
61
62
63
63
65
66
67
68
69
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XIV
CONTENTS
81.
Questions to Ask About Prescription Drugs
69
82.
Safety Measures for Storing and Handling Medicines
83.
Basics for the Home Medicine Chest
70
70
SECTION S
FIRST AID AND SAFETY
84.
First-Aid Priorities
73
85. What to Report When Placing an Emergency Phone Call
86.
Signals of Breathing Emergencies
87.
Causes and Prevention of Choking
88.
First Aid for Choking
89.
Signs of a Heart Attack
90.
First Aid for a Heart Attack
91.
Cardiopulmonary
92.
Types of Open Wounds
74
74
75
76
76
Resuscitation (CPR)
77
77 .
93. Techniques to Control Severe Bleeding
78
94.
Symptoms of and First Aid for Internal Bleeding
95.
Symptoms of and First Aid for Shock
96.
Types of Burns
97.
First Aid for Burns
98.
First Aid for Fractures, Dislocations, Sprains, and Strains
99.
Ways Poisoning May Occur
78
79
80
80
104. Signals of and Care for Stroke
105. Causes of and Care for Seizures
106.
81
81
100. Signals of and First Aid for Poisoning
82
101. Signals of and Care for Bites and Stings
83
102. Signals of and Care for Sudden Illness
85
103. Signals of and Care for Diabetic Emergencies
107.
73
85
86
87
Signals of and Care for Heat-Related Emergencies
88
Signals of and Care for Cold-Related Emergencies
90
89
108. Safety Tips to Protect Children
109. Water Safety Precautions
91
110.
111.
Safety Precautions in Weather-Related Emergencies
Supplies in a First-Aid Kit
93
92
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CONTENTS
SECTION
6
DISEASES AND DISORDERS
112. Common Communicable
Diseases
97
113. Types of Pathogens and Ways They Can Be Spread
114. Types of Vaccines
100
101
115. Recommended Schedule for Active Immunization
116. Common Examples of Biofeedback
111. Symptoms of Lyme Disease
102
102
118. Steps to Prevent Lyme Disease
103
119. Symptoms of Mononucleosis
120. Symptoms of Hepatitis
101
103
104
121. Common Ways Hepatitis Can Be Spread
122. Three Basic Defenses Against Infection
105
106
123. Guidelines to Reduce the Spread of Infection
106
124. Common Antibiotics and Methods of Administration
107
125. Common Diseases and Disorders ofthe Major Body Systems
126. Risk Factors for Heart Disease
110
121. Steps to Prevent Heart Disease
128. Types of Cancer
107
110
111
129. Warning Signs of Cancer
111
130. Methods of Cancer Treatment
131. Risk Factors for Cancer
112
112
132. Interesting Facts About Diseases and Disorders
114
SECTION 7
SEXUALLY TRANSMITTED INFECTIONS,
AND AIDS
133. Common Sexually Transmitted Infections (STI)
134. General Symptoms in Females
135. General Symptoms in Males
117
117
118
136. Other Symptoms of Sexually Transmitted Infections
131. Modes of Transmission of Sexually Transmitted Infections
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119
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East Greenburgh 55
XVI
CONTENTS
138.
Risky Behaviors Known to Transmit Sexually Transmitted
Infections
120
139.
STI, HIV, and AIDS Terminology
j~
How HIV Infection Can Be Prevented
144.
145.
Symptoms of HIV Disease and AIDS
HIV Diagnostic Tests
126
146.
How AIDS Is Diagnosed
149.
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148.
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122
141. Risky Behaviors Known to Transmit HIV
123
142. How HIV Is Not Transmitted
123
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Medical Treatments for People with HIV Disease
Sexually Transmitted
Infections Fact Chart
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Contraception
Through the Ages
137
151.
Facts About Teen Sexual Behavior
152.
Reasons Why Teens Choose Abstinence
139
140
153. Natural Family Planning Methods
141
154.
Barrier Methods of Contraception
142
155.
Chemical Methods of Contraception
156.
Surgical Methods of Contraception
143
144
157. Advantages and Disadvantages of Contraceptive
158. Effectiveness of Some Contraceptive Methods
159.
Current Use and Nonuse of Contraceptives
Methods
146
147
160. Lubricants That Weaken or Disintegrate Latex Condoms
161. Nonmethods of Birth Control
148
162. Who Should Not Use Oral Contraceptives
145
147
149
163. Risk of Death Associated with Birth Control Methods, Pregnancy,
and Abortion
150
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East Greenburgh 56
XVII
CONTENTS
9
SECTION
PREGNANCY AND CHILDBIRTH
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11
164.
Glossary of Pregnancy Terms
153
165.
Detecting Pregnancy
166.
Fetal Development Stages
167.
Stages of Pregnancy
168.
A Method of Calculating the Delivery Date
169.
Danger Signs During Pregnancy
170.
Things to Avoid During Pregnancy
171.
Special Food Needs During Pregnancy
172.
Atypical Conditions During Pregnancy
173.
Childbirth Preparation Methods
174.
Stages of Labor and Childbirth
175.
Pain Relief During Childbirth
176.
APGARTest
177.
Assisted Reproductive Technology (ART)Methods
178.
Leading Categories of Birth Defects
179.
Tests to Detect Birth Defects During Pregnancy
180.
Birth Defects
181.
On an Average Day in the United States
182.
Impact of Teen Pregnancy
183.
Teen Pregnancy Statistics
184.
Pregnancy Options
175
185.
Types of Abortions
176
155
156
158
158
159
160
161
162
163
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165
166
167
168
169
170
173
174
SECTION
RELATIONSHIPS
172
10
AND COMMUNICATION
186. Types of Communication
179
187.
Levels of Communication
180
188.
Barriers to Good Communication
181
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Communication
190. Refusal Skil~s
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191. Styles of Refusing
192. Relationship Skills
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Reasons for Ending Relationships
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199. The Five Most Common Major Family Crises
200.
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195. Destructive Elements in a Relationship
196. Signs of Troubled Relationships
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194. Constructive Elements in a Relationship
197.
Factors Affecting Marital Relationships
188
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188
201. Social Background Factors of Successful Marital Relationships
202. Communication
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and Relationship Facts
188
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STRESS MANAGEMENT
203.
AND SELF-ESTEEM
Major Causes of Stress for Adults and Teens
204. Adolescent Life-Change-Event Stressors
205. Factors Influencing Stress
206.
193
194
195
Effects of Stress on Health and the Body
207. Guidelines for Coping with Stress
196
197
208. Helpful Hints for Reducing Stress During Test Taking
209.
Signs of High and Low Self-Esteem
210. Skills for Improving Self-Esteem
211.
Guidelines for Goal Setting
199
200
201
212. Time-Management Techniques for Students
213. Abraham Maslow's Hierarchy of Needs
214. Categories of Phobias
215.
Common Phobias
198
201
202
203
203
216. Healthful Ways to Deal with Anger
204
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XIX
CONTENTS
205
217. Types of Mental and Personality Disorders
208
218. Warning Signs of Mental Illness
209
219. Types of Schizophrenia
209
220. Common Signs of Schizophrenia
210
221. Common Symptoms of Depression
211
222. Healthful Ways to Deal with Emotions
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212
224. Types of Treatment for Mental Illness
213
214
225. Characteristics of Good Mental Health
226. Sources of Mental-Health Support and Information
215
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227. Reasons for Teen Violence
228. Types of Violence
219
220
229. Facts About Girls and Violence
220
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231. Cost of Firearm-Related Violence
223
232. Facts About Youth Incarceration
224
..
222
233. Sexual Harassment Definitions
234. Facts About Sexual Assault
235. Facts About Rape
225
226
228
236. Steps for Preventing Sexual Assault or Rape
237. Facts About Domestic Violence
238. Symptoms of Domestic Abuse
239. Recognizing the Batterer
232
240. "Sweet Baby" Syndromes
233
229
230
231
241. Common Characteristics of the Batterer
234
242. Common Characteristics of Battered Women
243. Hotline Numbers
235
234
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244. Public Health Service Agencies and Sources of Information
236
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CONTENTS
13
SECTION
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245. Factors That Discourage Drug Use
241
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246. Factors That Encourage Drug Use
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241
247. Methods of Drug Administration
242
248. Factors That Influence Drug Reactions
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243
249. Controlled Substances-Uses
and Effects
250. Some Sources of Caffeine
246
244
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251. Caffeine Content of Some Beverages and Over-the-Counter
Drugs
246
252. Common Types of Inhalants and Their Effects
248
253. Sources of Steroids and Reasons for Their Use
254. Medical Uses and Effects of Steroids
255. Most-Abused Alcoholic Beverages
256. Physical Effects of Alcohol Use
258. Alcohol Impairment
Charts
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252
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259. Factors That Can Influence the Effects of Alcohol
260. Characteristics of Alcoholism
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249
257. Effects of Blood Alcohol Concentration
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253
!
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261. Common Treatments for Alcoholism
254
262. Factors That Affect Alcohol Use by Youth
263. Common Characteristics of Young Smokers
264. Chemical Components of Tobacco Smoke
265. Effects of Tobacco Use
257
266. Methods and Programs to Quit Smoking
267. Common Signs of Drug Misuse
259
255
256
256
258
268. Common Drug Treatment Approaches
259
269. Common Information Provided on Over-the-Counter Drug
Labels·
260
270. United States Drug Laws
261
271. Sources of Substance Abuse Prevention Education and
Information
262
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East Greenburgh 60
CONTENTS
XXI
,
SECTION
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14
AGING; DEATHt DYINGt AND SUICIDE
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265
273. Major Concerns of the Elderly
265
274. Myths Associated with the Aging
266
275. Reasons for Studying Death and Dying
266
276. Conditions Necessary to Determine Death
277. Definitions of Death
267
278. Leading Causes of Death
267
268
279. Factors That Determine Our Attitudes About Death
280. Development of a Child's Understanding of Death
281 Stages in the Acceptance of Death
269
.
282. Defense Mechanisms Used to Cope with Death
283. Common Strategies Used to Cope with Death
268
269
270
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271
285. Common Methods of Final Disposition of a Body After Death
286. People Most Susceptible to Self-Destruction
272
287. Causes of Teen Suicide
273
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289. Suggestions for Handling Potential Suicides
290. Indirect Forms of Self-Destruction
275
291. Myths About Suicide
275
274
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Heath Education
Instructor
Lifestyle Enhancement
Specialist
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Ms. Deborah L. Tackmann
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East Greenburgh 62
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"Outrageous
Teaching Techniques, in Health Education"
Activity:
1. North High School 9th Health Curriculum'
2. National Health Standards
3. Pyramid of Learning
il
Paze:
2
5
6
4. Unit One: Personal Wellness '
5.
6.
7.'
8.
9.
Letter to Parerit
Attitude/Behavior Adjustment Contract
Activity: Beach BalIJ Trivia Quesfion/Exchange Paper
Student Information Form
Activity: Three Wishes
, to, Top Ten Killers
ll. Ac.tivity: 9th Letter to Self
12. Activity: WelIness Assessment
13. Activity: Concept Attainment
14. Worksheet: Metaphorical Thinking: Wellness and Bicycle
15. Worksheet: WelIness Concept Attainment S.P.B.C.I.B.S.
Iô. Worksheet: Decision Making (Video:' Positive page SO/Sex Ed)
17. Health Education ResourceProject
18. Bonus Bucks
1
2.
3
4
5
6
7
10
15
18
19
20
21
19.Unit Two: Mental and Emotional Wellness
20. Mental Wellness
21. Activity: Band-Aid
22: Stress Buster and Stress Test Assessment
23: Worksheet: Coat of Arms
24. Actívitv: "I Messages ... ."
2S. "I" cards
26. Levels of Communication
27. Activity: "I see .... think ..... feel" ,
28. Active Listening
29. Worksheet: The Power ofI
30. Communication
31. Activity: Biodots
32. Worksheet: Life Change Stress Units
33. Worksheet: Collaborative Negotiation
34. Suicide Prevention Strategies
.3S.'Poem: Please Listen to What.. ..
36. Worksheet: Letter from Paula
37. Suicide Intervention Steps
38. Activity: Mental Outburst
39. Metaphorical Thinking Ideas
40. Activity: Pat on the Back
l,
,,2
3 and 17
4
5
6'and7
,S'
'9
12
13
14
15
16
19
20
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' 21
22
24
25
26
27
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East Greenburgh 63
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41.Unit Three: Nutritional Wellness
42. Worksheet: 'Nutrition Assessment
43. Actâvíty: Cups, of Calcium
44. What shape are your bones in?
45. What takes calcium out of vour bones?
46. Activity: Rubber Bones
47. Activity: Name that Food
48. Activity: Camping Trip
49. Activity: Rate That Snack
50. Worksheet: Rate That Snack
51. Activity: Fat in a Bun
52. Worksheet: Fat Math
53. Activity: 'Fat for Lunch?
54. Water or Coke
55. Eating Disorders
56. Nutrition Assessment Project (ESHA)
1
2
3
~
6
8
10
12.
13
14 .
15
16
17
,
20
57.Unit Four: Alcohol, Tobacco and Other Drugs
58. Activity: Fish Hooks
59. Activity: Letter from a Fish
60. Activity: What's in a Hook
61. Activity: What Does a Bodv Really Need?
62. Marijuana and the Brain
.63. Activity: Tobacco Death List
64. Activity: Tobacco Jeopardy
65. Activity: Tobacco and The Body
66. Activity: 'Mr. Gross Mouth
67. Activity: Jar Of Tar
¡ 68.Activity:
Straw and Emphysema
69. Activity: -Alcohol Jeopardy
70. Activity: Fatal Vision Goggles
71. Activity: Mission Impossible
72. Chemical Dependency Signs
73. Activity: Alcohol Outburst
74. Activity: Alcohol Role Plays OWl
,75. Worksheet: Decision Making OWl
76. Arrive Alive Contract
77. Activity: ATOD Risky Ranking
78.Activity: Tic Tac Toe for Alcohol
79. Activity:" Top Ten
80. Activitv: Hotline
81. Activity: Do You Know Your Neighbor
82 . .t).ctivitv: You Need To Know
83. Activity: ATOD Family Sculpture
84. Worksheet: The Letter OWl
4
5
1
2
3
9,
10 '
11
...
,:13
.; 18
.19
20
21
22
28
29
31
.32
35
41 .
42
43
45
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46
48
49,
50
51
52
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East Greenburgh 64
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85.Unit Five: Human Sexuality and Health Relationships
;
86. Stats 101
87. Activity: Bowl of Milk
88. Activity: . Silhouette Activity
89. Worksheet Reproductive System
90. Activity: Reproduction Production
91. ACtivity: Who's Who
92. Activity: Sperm Bank
93. Activity: How Much Rice?
94. Activity: $250,000 Question
95. Activity: How Much Does a Baby Cost?
96. Worksheet: How Much Does a Baby Cost
97. Worksheet; $ of Baby Web wi WelIness
98. Actívity: Personal Experience Contract
99. Activity: The Dice Game
100.
Activity: , Bag of Beans
101.
Worksheet: Birth Control .
102.
Abstinence
103.
Are We In Love? (Love and Infatuation)
104.
Worksheet: Talking to your Parents
105.
Activity: Sexual Harassment Sequence Cards
106.
Activity: Trip to an STn Clinic
107.
. Worksheet: Trip to an S'I'D Clinic
IOS-.
Activity: Two Hours to Kill
109.
Activity: Sexy Label
110.
Aetivity: SEXO
111.
. Activity: How Does it Feel to Have AID?
,112.
Activity: Sip Some Spit
113.
Activity: Positive (video) (worksheet page 19)
114.
Actiyity:· Candle Ceremony
115.
ActiVity: AIDS Egg
116 ..
Activity: Peer to Peer (poster Presentation! ATaD)
117.
Activity: Sexual Contract
118.
Activity: STD in a Handshake
119.
Activity: Risky Business (Risky 18)
120.
Activity: STD and Black Light
121.
Unit Six: Emergency First Aid/CPR
122.
123.
124.
125.
126.
Activity: There Has Been An Accident
Activity: Emergency Scenarios
Activity: CPR S.equence Cards
Activity: FBAO Sequence Cards
Worksheet: CPR Check Off Rubric .
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East Greenburgh 65
cr-
Health Education Curriculum
North High School
2002-2003
.InstructorrMs. D. Tackmann, B.S., M.E.P .D.
Instructor: Ms. E. Gunderson, B.S.
j~
Unit: Personal
, Lesson:
ane
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten '
Eleven
Twelve
Thirteen
Fourteen
Wellness ,
Topic:
Introduetion toWellness
SPECIES and Wellness
Concept Attainment
Decision Making
Lifestyle Choices
6th and 9th Letter
Self Assessment and 24 Hour Wellness Contract
Fitness and Personal Fitness Plan
Care and Prevention of Athletic Injuries
Bone Health
First Aid for Heat and Cold Exposure '
AOD and Steroid Use w/Physical Wellness
Skin Care/Skin Caneer
Personal Wellness Self-AssessmentlExam
e '
Unit: Mental ånd E~otional Wellness
Lesson :
' Topic,
"
,
One
' Mental Wellness and Emotions
Two'
Effective Communication
Three
, Effective Communication "I" vs You
Four
'
Active Listening
Five
Stress and Wellness
S'ix
Stress Management
Seven
Relaxation Techniques
Eight
Suicide Prevention
Nine
Suicide Intervention
Ten
Suicide InterventionIPostvention
Eleven
Conflict
Twelve
Conflict Resolution
Thirteen
CollaborativeNegotiation/Peer Mediation
F ourteen
Review
Fifteen.
Mental Health Exam/Assessment
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Activity:,
Three Wishes
Concept Attainment
Concept Attainment
Video: Positive
Video: Dear God ...
Letter to Self
Contract
Fitness Testing
Scenarios
Bag of Calcium/Chicken Bones
Scenarios
Video: Aaron Henry Story
Jigsaw.
Skill:
National Health Standard:
Goal Setting
A,F
Concept Attainment
A,F
Concept Attainment
A,F
Decision Making
A,F
Decision Making/Prediction
A,F
Self-Assessment/Decision Making
C,F
C,F
Self-Assessment
, A,C"F'
A,B,C,D,F,G
Decision Making/ Self-Assessment
A, B, C,D,F, G
Decision MakinglPrediction/Problem
Solving
A,B,C,F,G
Decision Making!I Messages
A,D,E,F,G
Decision Making/Self-Assessment
A,B,D,E,F,
G
Activity:
Swiss Cheese/Cipher in Snow
I see..I think ... I fed ...
CampFire
Laser and The Power ofI
Balloon/Biodots
Bag of Books
Relaxation/Stress Cards/Test
Video: Is Anybody Listening
Letter from Paula
Letter from Paula
Fist Activity
Laser
Bunny Suit/Self-Assessment
Pictionary
-
Skill:
Goal Setting
,
A, E
'
1 & 2'Way/Kneeto Knee
C, E, F,~G
Camp Fire You vs I
' C, D, E, F, G
Co~unication·
, A, E
Goal Setting/Self-Assessment
A, C, E, F
Decision Making/Se1f-Assessment
A, C, F, G
Relaxation Skills
'A,
C
Se1fEvaluationiCommunication
A, B, C, 'E, F, G
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Decision Making/Communication
DecísionMaking/Communication
A, B, C, E, F, Q
A, B, ~, E, F, G
A, B, C, E, F,'G
A, B, C, E, F, G
'Goal Setting/Predíctiou/Communicatíon
A, B, C, E, F, G
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Lesson:
One
Two
Three
'
Four
Five
Six
Seven
Eight
Nine
Ten
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Tapie:
Nutrition and Wel1ness
Food Pyramid/Fat Math
Label Reading
Weight Management Media and Fad Diets
Disordered Eating
Disordered Eating
ESHA
ESHA
ESHA
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Activity:",
Trip to :J'..t:Donalds
Fat MatltfJars afFat
Camping Trip
Scenario'
-Laser/ Ad$
Posters/Video: Oprah
Confrontation
'
Computer Program
Computet Program
Computet Program
~
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Skill:
,
Prediction/Decision Making
~
, Decision Making/Team Work'
'
Self-Assessment/Prediction
'
,
IMessages/ActiveListening
,
I Messages/Active Lístening/Intervention
Self-Assessment and Prediction
Self-Assessment and Prediction,
Self-Assessment and Prediction
A, C, D, F
B, C, F
A, B, C, D, F, G
A,
C, D, F, G
A, B, C; D, F, G
A, B, D, E, F, G
A, B, C, E, F, G
A, B, C, F, G
A, B~C, F, G
A, B, e, F, G
B;
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Unit: Aleohot and Other Drog Abuse
Activity:
Lesson:
Topie~,
One
,Introduction
to'AOD/ Media Influences Fishhooks
Classification
Two
' Classification
Student Presentations
Three
'Presentations
Student Presentations
Four
Presentations
Video: Drug Knot '
Five,
Inhalants/Pot/Cocaine
Jar'ofTarlStraws/Limgs
Six'
Tobacco
Fetal Lungs/Video
Seven
Tobacco and Wellness
Mr . .Gross Mouth
Eight Smokeless Tobacco
SAM
Nine
Alcohol and Wellness
Video:
w/o Warning
Ten
Alcohol Poisoning
Fatal Vision Goggles
Eleven
Alcohol and the Brain
Green Beans
Twelve
, Chemical Dependency
Family Sculpture
Thirteen
Enabling and Co-Dependency
Video
Fourteen
"Shattered Spirits"
Video
Fifteen
"Shattered Spirits"
InterventionSixteen
Treatment/Intervention
Video:
ER
Seventeen
Impaired Driving
Outburst
Eighteen
Arrive Alive
Scenarios'
Nineteen
Arrive Alive
Video and The Letter
Twenty
Arrive Alive
Video/Stories/Tape,
Twenty-One ,N atural High Day
.Twenty-Two _ ATOD Assessment/Exam
Skill:
,Metaphorical Thinking
Critical Thinking/Decision Making
Communication/Advocacy for Health
Communication/Advocacy for Health
D, F, G
B, C, F
A, B, C, D, E, F,' G
A, B, C, D, E, F, G
A, E, F, G '
A, B, C, D, E, F, G
A, B, C, D, E,-F, G
Decision Making/Prediction/Communication
Self-Assessment/Prediction
Self-AssessmentlPrediction
Se1f-AssessroentiPredictionIDecisionMakingA,
B, C, D, E, F, G
A, B, C, D, E, F, G
,A,
B,C, D, E, F, G
Se1f~.ASsessmentiPredictionJDecisionMaking A, B, C, D, E, F, GDecision Making/Prediction
A, B, C, D, E, F, G
Self-Assess-qlent/Interpersonalcommunication
' A, B, C, D, E, F, G
Prediction
A, B, C, D, E, F, G
Prediction
A, B, C,'D, E, F, G
Intervention/InterpersonalCommunícationJ
A, B, C, D, E, F, G
I
A, B, C, D, E, F, G
Decision Making/Interp~rsona1 Communication
A, B, C, D, Ej F,-G
Decision makinglInterpersonal'Conununic¡ttionIPrediction
Aj B C, D, E, F, G
Decision makíng/Interpersonal Communication
A, B, C, D, E, F, G
Self-Assessment
A, e, Ej F, G
Decision Making/Team Work
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East Greenburgh 67
Unit: Healthy Relationships
Lesson:
One
Two
Three
Four
Five .:
. Six Seven
Eight
Nine
Ten
Ten
Eleven
Twelve
Thirteen
Fourteen
Fifteen
Sixteen
Seventeen
and Human Sexuality
Tapie;
Sexual and Wellness
Male Reproductive System and Wellness
Female Reproductive System and Weílness
Human Reproduction and Conception
Fetal Development.
Cost of an Infant
Sexual Behavior and Control
Pregnancy Prevention
Birth Control vs. Abstinence
Sexual Behavior and WI Law
Sexual Harassment and Assault
Date Rape and Prevention
Love and Infatuation
STD's and Prevention
STD's andIDV
AIDS-
STD Treatment and Resources
- UNITEXAM
Activity:·
Skill:
'.
Bowl of Milk . ' Decision Making/Prediction
Sperm B'ank
Knowledge/Self-Assessment
Cups
Who's Who/Beach Balls KnowledgeIDecision1tiaking/Sequencïng.
Laser/Posters/ Apron
Knowledge/Decision Making
.
Catalogs
. Knowledge/Decision Making/Prediction'
Dice Game/Envelopes
PeerPressure/De~ionmalcing/RefusalSkills
Bag of Beans
Sequencing/DecisionMakinglPrediction
Posters
. Decision Making/Prediction/Knowledge
Speaker
.
Knowledge/Decision Making
String Game
Decision making/Team Work/Prediction
Vídeo: But He Loves .... Point of view/Decision Making/Intervention
'Compare/Contrast
Compare.and Contrast/Prediction
Black Light/Tide
Dedsionmaking/GoalSettinglRefusal Skills
Classification
Classification/Presentation
PowerPoint/Egg
·SEXO/SexyLabel
Critical. Thinking/Knowledge
A, B, D, E, F, G
A, B, C, F, G .
A, B, C, F, G
A, B, C, F, G
A, B, C, F, G
A, B, C, F, G
A, B, C, F, G
A, B, C, F, G
A, B, C. F, G
A, B, C, F, G
A, B, C. F, G
A, B, C, F, G
A, B, C, F,.G
A, Bt C, F, G
At B, C, F, G
A, 'B, C, F, G
A, B, C, F.G
Unit: First and CPR Certification
Lesson:
One
Two
Two
Three
Four
Five
Six Seven
Eight
Nine
Ten
·Eleven
Twelve
Thirteen
.,.. Fourteen
,V"
~
~
Activity:
Topic:
There has been an Accident
Emergency Procedures
Video: Check/Call/Care
Triage
Video: News Caster'.
Sudden Illness/Heart Attack
Video/Demonstration
Rescue Breathing/ Adult/Child/Infant
Chest Compressions/ Recovery Position Video/Demonstration
Pop Gun/Video/Demonstration
Obstructed Airway/Adult/ Child/Infant
Video/Demonstration
ABD
Scenarios
ABD
Scenarios
CPR Skill Practice
Scenarios
.
CPR Skill Testing·
Scenarios .
CPR Skill Testing
AHA CPR EXAM
Self-Assessment
Prepare for Semester Final Exam/Letter to Self/Reflections.
, FINAL EXAM
-
--
-
Skill:
Decision
Decision
Decision
Decision
Decision
Decision
Decision
Decision
Decision
Decision
Decision
making/Team Work
Making/Intervention
Making/Intervention
Making/Intervention
Making/Intervention
Making/Intervention
Making/Intervention
Making/Intervention
Making/Intervention
Making/Intervention
Making/Intervention
A,B,. C,E,F, G
A,B,C,EtF,G
A,B,C~E,F,G
AtB,C,E,F,G
A,B,C,E,F,G
A,B,C,E,F,G
A,.B,C,E,F,G
A,B,C,E,F,G
A, B, C, E, F, G
A,B,C,E,F,G
A,B,C,E,F,G
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N atianal Health Standards
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A. Students will comprehend concepts related to health promotion and disease prevention.
--
B.: Students will demonstrate the ability to access valid health information
-products and services --
arid health-promoting
C. Students will demonstraie the ability to practice health-enhancing behaviors and reduce health risks,
D.Students will analyze the influence of culture, media, technology-arid other factors on health.
E. Students _willdemonstrate the åbility to use ínterpersonalcommunicntíon
skills to enhance health.
-
-
F. Students will demonstrate the ability to use-goal setting and decision-making skills to enhance-health.
.
,
~
.
G. Students will demonstrate the ability to advocate for personal, family and community health.
Vi
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East Greenburgh 69
EXPERIENCE
and LEARNING
I
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OUR'LEVEL\'O:F
I'NVOLVEMENT
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Verbal Receiving
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Visual Receiving
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WE TEN,DTO.
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,REMEMBER,.u
~%
of what we read
120%
of what we hear
LHearing Words \.
~%
of whatwesee
Looking
at Pictures
, Watching
a Movie'
Soolo,of what we
hear and see
I
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Reading ~
Looking at an Exhibit,
Watching
' '
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a Demonstration
Seeing It Done on Location
, Partleipatine in Discussion
'70%Ofwhat~~~~~~~~~~~~~~~and
we say
,
Giving a Talk
L-
90% of
what weJ-~
both
say
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and
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' Receiving
Participating
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D_oi...;n_g_a_D_r_a_m_a_t'_lc_p_r_e_se_n_ta_t_io_,n
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Simulating
the Real Experience
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the Real Thing
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East Greenburgh 70
II
N am,e
Grade
. Unit:
Topic:
of Activity:
:-
liThe Dloce' Game"
Level: 8th grade-12th grade ,
Human Sexuality
STD and Pregnancy Prevention
Peer Pressure
General Purpose:' T o increase student awareness regarding risk
simulation activity,which demonstrates how easy it is to cause
acquire an STD if one chooses to be sexually active and not use
contraception. The second part of this activity is to process the
effects that peer pressure can have on decision making.
READY-Materials Needed:
. 1. Each student needs a piece of paper and a pen/pendl
2. Each student needs one die.
3. Each student needs one plastic cup..
4. Teacher needs Bonus Bucks
taking through a
a pregnancy or
a reliable form of
positive and negative
to record scores.
SET -Background Information: This activity was anadaptation.of an activity created
by Jackie Pederson, Health Educator in Ladysmith, Wisconsin and adapted by Ms.
Deborah L. Tackmann, Health.Educator in. Eau Claire, Wiscónsin. It is best used to
reinforce the concept that abstinence is the safest and healthiest choice for teenagers.
GO':'InsrructÎons:
1. Each student receives a plastic cup with one die inside it.
,2. Each student is asked to roll the die six times and record what number they
rolled in the order that they rolled them on their piece of paper.,
3. After each student rolls their die, they are asked to put the cup and die aside.
4.' The instructor gives a mini-leeturette about the consequencesthat may occur
. and the decisions one has to make if they 'choose to have sex or if they choose
, to abstain. (See enclosed diagram.),
'.
'
5. Teacher asks students.to revisit the six numbers that they rolled.
6. The teacher explains to the .students that every time they rolled the dice they were
having sex.'
,
7. Every time a person has unprotected sex, they have a 1:6 chance of a pregnancy.
8. Those students that rolled a six at least once are asked to stand.
9. The teacher shares with them that if they rolled a six they just got pregnant or
just got a girl pregnant. The te'acher asks the students who are standing how
',
they feel just finding out that they are a teen parent!
"
io, The teacher fum asks those students that rolled a six the first time to stand up
and asks them how they feel about getting pregnant the first time~, Can this
,happen?
,"
,.
11. Finally the teacher asks those students who rolled more than one six to stand
and how those students feel about that! "
.
12. Process
faet that 'every time a person has Unprotected sex they have a greater
the
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chance of contracting an STD! If the student rolled a S, they contracted an STD
three of which we have no cure for and one we have CAN DIE FROMI
13. .'Teacherprocesses thenumber five the' same way with the students as th.e ..'_
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14. If a person rolled more than one five, is it possible to contrad an STD from
partner ónéand pass it to partner two and than get another STD frompartner"
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three?
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'15. 'the teacher asks if there is a student who did- not roll a five or SL'X? If there
is, the teacher .asks the student if they would take a chance and roll again. If they
choose to roll and do NOT roll a five or six, the teacher offers them one or .:
two bonus bucks to roll again. This' continues until either the student stops
rolling or rolls eventually. a.five or six .....than they Iosel
. .
.
16. Often times the class "pressures" the person who has not roUéd 'a,' five or six. .
to take the risk and roll. If the teacher facifitates this .•md plays into it, the.
- class continues to pressure the person and the person continues to roll until they lose by rolling a five or six.'
..
," ,
.
17. The teacher helps the class process the l'peer pressure" and its impact on others.
18. Bottomline, the dassmates lose nothing, the person rolling the dice ·WILL. .
EVENTUALLY :LOSE!!Just like the person who continues lo be sexually active
without using reliable birth. control will eventually get pregnant or acquire an
STDf
Expected Outcomes: This activity helps students understand the risks they take if
they choose to be sexually active. Students will also understand 'the impact that peer
pressure can play in making sexual and other lifestyle choices.
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East Greenburgh 72
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The Sexual Decisions·
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(Abstinence is a healthy cboíceí)
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destroying their body!
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one or both partners were drunk or high at .'
the time of conception.
..
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engage in sexual behavior, the higher their
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~-~"~
. Activity:
Bowl of Milk
Grade Level: Middle School-High School
Unit Human Sexuality
Touic: NIedia Messages and Sexual Behavior
_,.' ..
General Purpose for Activity:
.
.
. ..
The-purposeof this activity is to generate "mixed messages"·that teens are
constantly exposed to regarding sexuality and sexual behavior. It also helps teens
"visually" see how these mixed messagesmay impact their sexual dedsions.the the
role that hormones may play in, those decisions.
.
READY-Materials Needed:
1. Large glass bowl
.
2. One gallon of WHOLE Milk (2% or skim will nofwork!)
3. One package of four different colored food coloring bottles
4. A bottle of DAWN PISli soap (Dawn is the only dishsoap that will work)
5. Optional: sexual pictures from common magazines (ie: People, McCalls,
Seventeen, ThI, etc. and/or ads from TV or a snippet from a daytime soap opera
showing sexual or seductive behavior)
.
GO-Instructions: .
.
...
1. In the large glass bowl pour one gallon of Whole Milk
2. Explain to the class that the bowl represents your teenage body and the milk
represents a teenage brain.
.
.
3. Ask the students to identify the messages that the following resources may send:
MEDIA/TV/Magazines .....Parents ......Church .....Friends
4. Take one color of the food coloring (BLUE) and using only' that color to represent ...
Media, ask the students to share with the dassthe MESSAGES, that they receive from:
media regarding sexual behavior. (ie: just do it, don't get caught, it feels good, etc.) ",
5. Each time a student shares a message they receive from the media, the instructor , ..
drops a drop of BLUE food coloring into the milk.
"il. . ".. '.'
6.. Take another color of.food coloring (RED) and ask the class to identify whåt.their
parents/family says about sexual behavior and drop a drop of red dye in the milk ~oi.:,
each message.' (ie: Iwill kill you if you do, please be careful, do it carefully, etc.) "',
7. Take another color to represent church (GREEN) and than friends (YELLOW).
8. The bowl of milk will be full of colorful and J/mixed" up drops.
9. Ask the' students to describe what they 'see in the bowl of milk. Ask the students to
identify !iHOW IS THIS WLK WITH THE MULTIPLE-COLORS LIKE YOUR BRAIN,
REGARDING ALL TIlE MESSAGES YOU RECEIVE DAlLY REGARDING SEXUAL
BEHA VIOR?'"
....
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.
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10. Final step in the activîty, take the Dawn Dish Soap and tell the students that this
represents HORMONES!!' Squeeze the Dawn in the middle of the mille.
-,'
'11. Ask the students IíWhat part does' bU1~hormones play in our ability to make safe,
legalf healthy and responsible sexual decisions?" ~'What happened to the milk?"
.
Assessment
Discuss with the student~ how difficult is can be to måke healthy. decisions .
when you have hormones, physical desires, sexual drive' and multiple influences in
your life: that give you multiple mixed messages, Share that one of the purposes of
the sexuality unit in your health class is to help teens sort outthese messages which
may help enable you to make healthy, safe, légal and responsible choices today and
in the futurell
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. UNIT:
HUMAN SEXUALITY
ACTIVITY:
SipS0m.e
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.Spit
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GRADE:
High School
.. Adult
~
TIME:
10..15 minutes
OBJECTIVE:
Students will become aware of bOdy fluida
and. how they aretransm'itted.
through sexual'
intercourse.
(AIDS/HIV'
transmission)
. MATERIALS:
4. glasse.s
of. water
INSTRUCTIONS:
1. Ask for four student volunteers.
2.
Give each student a glass of water.
,
3. Ask each student to take a sip of water.
.'
4.' The'
Sip
water put in your mouth; swish ~It
around and than spit the water in your mouth back Into
the glass.
,
next'
of
5.
Discuss the bacteria and. germs that- people hava In
their mouths,
semen" mucus, vaginal fluids, etc.
6. Now take the glasses that' the .students spit Into and
one at a time' pour one glass into another, and sO,,9P SCl
that " every glass has' someone etses spit into it.,.,
7~ Now ask the students
how they would feel. abolit;
swallowlnq
the 'water in the gla'ss now.
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to,
Discuss the diseases that we can pass from
person when we exchange body fluids.
(Èx: If yoU Ie .'
someone 'with gum disease, you might get the gum
dlaeasa, . too!!)
8. .
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Grade
Unit:
Topic:
IJp'
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11
of Activity:
.
Level: High School
Human Sexuality/Sexually Transmitted Diseases
HIV/AIDS and Decision Making
General Purpose of Activity:
,,
'
'
,
To teach students the decision making skill that is essential for lifestyle
.choices and overall good health. This activity also helps students identify risk
factors that contribute to the spread of HIVand AIDS.
.
READY-Materials
1. Video:
Needed:
. "Positive"
The GRM Foundation'
, 3 New York Plaza
New York, NY.io004
212-837-4844
.,
,
Running.time: ,14 minutes
VCR and Screen
'
3. Overhead Projector and Screen'
4. "Decision Making" worksheet (one per student) and one overhead
transparency for the instructor. (overhead markers)
2.
SET-Backgr~und Info~à.ti~n~
. .:,.
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.
Healthy DecisionMaking
is' crucial for lifestyle enhancement!
This activity
teaches the students an effective decision making strategy .and sets up a,situation ,.
where the student has to apply-the skilltheyhave learned through the use of a
video "Positive", The video is paused during the viewing ata critical time where
.two teenagers have to make a 'sexual decision, The students are asked to predict
what decisiøn fhetwo teenagers wiU make regarding their sexual behavior and
. support that decision with evidence that they have observed.
,
GO-Instructions: .
1. The instructor has a mini-leeturette about the decision making process and slålis
one can use when making lifestyle choices and the impact that that decision may
have either negatively or positively
a persons health;
on
2. The instructor gives to each student the "Decision Making" worksheet and
explains how it should be-used while the students are watching the video
"Positive",
.
"
3. The instructor show the video for the first 12 or so minutes and STOPS the
video at the scene where the boy and girl are In-the bedroom and the boy
pulls from his pocket.a condom.
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East Greenburgh 76
?iscnssio:", helps t~le st:udents process the decision making model us' \>'
information and SItuations that they observed from the video.
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5. Eachstudent is than asked to predict what choices that they believe th
teenagers will choose regarding their sexual behavior,e
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6. Instructor finishes the video.
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7. Classroom discussion regarding the students predictions.
.
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8. The instructor is also encouraged to ask questions like:
d
How do you think the boy acquired knowledge that he is HIV+?
How did the boy become HIV+?
What contributed to the decision NOT to use a condom?
What contributed to the decision to have' sex?
Predict the future of their relationship.
Predict the future of the health of the boy/girl.
Whatwill happen to the person who transmitted the virus to the hoy?
WI1J.atneeds to happen to stop the cycle of HIV transmission?
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.Expected Outcomes:
.
The students will be able to identify the steps necessary to make healthy
decisions. The students will be able to identify risk factors for the transmission of
HIV~ The students will be able to predict consequences that may occur if one does
not make healthy and safe lifestyle choices. The students .may increase their
knowledge base regarding HIV transmission and AIDS.
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Remember, uihen. you have sex with someone, in. CL wa.y
you're going to bed with aJ.Iyour partner'« pa.st partrL21"S;,
and their past partners, and. their pa.st partner» ...• So, if
, any oftJum had. AIDS, you could get it too. '
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East Greenburgh 77
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On a piece of paper.write 1 - 6 ín a column skipping
, a line between
each number,"' Circle one of the, .
.
numbers 'you listed. Next, roll the dice six times .and
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East Greenburgh 78
EVALUATING
YOUR BIRTH CONTROL
METHOD
1. Does a man or woman use this method?
2. Where can you get this method?
How much does it cost?
3. Does it protect against sexually transmitted
diseases?
4. Does this form of Birth Control use the hormonal
5. Havi do you llse this method?
or barrier method?
(i.e. - Where do you put it?, How often do you take it?)
6. How does it work?
7. How effective is this method?
8. List advantages
to this method.
a.
b.
c.
9. List disadvantages
to this method:
a.
b.
I
c.
ISS-
East Greenburgh 79
,
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Name:
Independent Living and Parenting
--~--------------------
Birth Control Quiz~
"
For each form ofbirth control below:
.
1: . Place an X if it's' a barrier method
2. Place an H if it' s a hormonal method
3.Plac~ an S if it helps prevent
SID"s
.4. list two 'adv~ntages and two d¡~alvantages of this method
..
__ --1.
Birth control pills
Disadvantages
Ad vantages
~
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Condoms' .
Disadvantages
Advantages
;.
_---.....-3. Di~phragnl
Disadvantages
Advantages
:
;
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Spermicide
.Advantages
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Disadvantages
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Advantages
Disadvantages
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East Greenburgh 80
-----
6. Hormone injection
Advantages
Disadvantages
..
-----
7.iAbstinence
~clv~~ges,
,
, . Disadvantages
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- !Advantages
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9\ the Nuevo Ring
Advantages
'10)he female condorn
'Advantages
''':''"'''-:.
,
Disadvantages
:
Disådvantages
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List over-the-counter
1
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methods of contraception prevent ovulation from occurring?
_..
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Name 2 STD's that are transmitted by bacteria:
1
If
forms of birth control:
2
1
'/3
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2
Name 2 SID's that are transmitted by virus:
1
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Topic
Nuva
Ring
Who
Uses
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Get
From
Cost
STD
--
Prote
ction
N
For
ill
.HowTo
'
F
Script
from
doctor
$30$35
per
month
F
Script
from
doctor
$3035 per
month
N
H
F
Hospi
tal or
clinic
for
surgie
al
impla
nt
Script
from
doctor
$500$700
N
H
$1435 per
month
N
H
V
l-\-O"írnonc.J
ß- Ro.n--Icr-
H
V
N
O
R
P
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A
N
T
Pill
F
V
'le
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F
·V
IUD
V
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F
Script
from
doctor
Gyno
cologi
st
$3075
$120$140
visit
N
$150300
N
H
B
Effecti
Advantage
Disadvantage
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Prevents
sperm
from
getting to
uterus
Apply to ..
Prevents
shoulder, arm, the sperm
lower abs or
from
butt for 3
entering
weeks, 1 time . uterus
each week
Lasts for 5
Slowly
years, 5 rods
release
planted under
pregester.
the arm
one
Highly
Does not need to be
fitted, highly effective,
no mess, no effort
Highly
N o pill, ability to become
pregnant easy after use,
no mess, highly effective
Irritation or infection, increase
vaginal discharge, can't use
diaphragm or cervical cap, does
not protect against std's, costly,
uncomfortable
Skin ii:ritation, weight limit, may
dry out eyes, does not protect
against STD, HIV
Highly
Cost effective, highly
effective, no mess,
nothing to do before
having st:x, long lasting
Irregular bleed, depression, scar
at implant site, headache,
nausea, no ovulation, weight
gain, breast tenderness
One tablet
each day
orally
Highly
No mess, nothing to do
before having sex, clears
up skin
Does not protect against STD,
HIV, blood clots, heart attack,
stroke, weight gain
Highly
Effective for 12 weeks,
no medicine every day,
cost
effective
Receive injection, loss of period,
may have difficulty getting
pregnant, does not prevent STD
,
Depo
Shot
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Work
Ring placed
into vagina 3
weeks max
..
Patch
Use
East Greenburgh 81
Every three
month, shot in
the ann or butt
Up to ten
years, dr
places in
uterus
Prevents
ovaries
from egg
release
Prevents
release
from egg,
prevents
egg from
entering
uterus
Release
hormone
to stop
eggs,
hostile
Highly
No interruption, no daily
pill; cost effective,
nothing to remember
Permanent infertility could
occur, does not protect against
STD, created heavy periods, and
spotting in between
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ToriL
S
p
E
V
\JhO
VJ\"~te
\JS{"'S
Çjct
F
Over
The
Count
er
R
c.~
Very
Little
M
I
CIDES
rJ
F
$13 to
Dr or
clinic, $25
need scnpt
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P
H
SID
yro\a:.fOl)
föc«)
It can
if it
has
nonox
anal
B
N
.B
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1.l,,-e
ent
Moder
Stops
ately
sperm
from
entering
Lasts 30 _
minutes
.Spermicide
must be used
anytime sex
occurs, _
•contraceptive
~ i inserted into
the vagina
Lasts up to 10: _ Keeps out
years, kèep in
all sperm
6 houraputin
over the literus
!
Highly
F
F
Over
The
Count
er
Drug
Store
J
M
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Maynot fit all women, messy,
allergies-could causeinfection
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Most
Store
.50
and
up
Messy, takes effort, leave in for
6 hours, rnust be applied before
sex
Use once ,
insert deep
into vagina,
remove
immediately
after
Blocks
Sperm
Moder
ately
Easy to obtain, good for
those with latex allergy,
no erection needed, low
cost, protects against
STD
Breaks easily, difficult to insert,
hard to find, cab. be noisy
Use once,
must be work
every time
during sex
Traps
Sperm
M
Easy to buy.fnexpensive,
helps prevent premature
ejaculation, prevents
STD
Latex allergy; breakage, loss of
sensation.penis-must be erect to
put on
., ..
Yes
B
t
I
Y
B
,
Inexpensive, over the
counter, doesn't interfere
with sensation
Insert every
time before
· sex
-
C
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N
D
O
M
STER!
LIZATI
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"
Moder
ately
B
O
ON
Cheap, no health "'
concerns
Blocks
Sperm
Y
,
$2.50
.
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s:
0
M
Male
\$
.-
Allergy and irritation, causes
UTI's, does not stop STD's, a lot
of effort to use, messy
Prevents pregnancy
Low cost, over the
counter purchase
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Female
C
N
D
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O
MWJf\-1: Jj~
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A
M
Sponge
.,.,
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East Greenburgh 82
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B
Hospi
tal/do
ctors
office
$1500
hospit
al,
$200-
N
B
Surgery
Womenseals
fallopian
tubes,
H
No mess, permanent
protection, no side
effects, no interruptions
Non reversible, risks to minor
surgery, doesnnot protect
against STD
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700
office
F
Clinic
orOr
N
H
Orally take 2
doses 12 hours
aRart o-.itrv
in.hospital
I
Natural
F
Your
cycle
N
East Greenburgh 83
.... :.~~
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Day
- After
Pill
_
Men-v
deferns
tied
Prevents
fertilízatí
onor
implamen
tatiom
Avoid
intercourse
- when
ovulating
,
-,
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Prevents pregnancy,
temporary side effects
--
--
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Nausea, headache, 'bleeding,
does not protect STH' ---
~
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M
No mess, no cost
Accuracy, does _l1ot,protectagainst STD, abstinence may be
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TYPE OF
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ADVANTAGES
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HORMONAL
OR BARRIER
METHOD
PREVENTS
STD'S
YES/NO
Birth Control
Pills
Male
Condoms
Diaphragm
Spermicide
IUD
Hormone
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Abstinence
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East Greenburgh 86
The Patch
Nuevo Ring
Female
Condom
•
Define what is meant by over-the-counter forms of birth control.
•
•
Circle the methodes) of contraception that prevents ovulation from occurring.
(This means that they prevent release ofthe egg or implantation of the egg in the
uterus.)
Choices are hormonal or barrier.
•
How does the treatment of virus and bacterial STD's differ?
•
Can a person be totally cured of a viral STD?
•
Can a person be totally cured of a bacterial STD?
•
Create a "T' Chart below and list all the Bacterial STD's you are aware of on the
left side; List all the Viral STD's you are aware of on the right side.
.
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East Greenburgh 87
I FREQUENTLY
'.-
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WomensHeaIth.gov
1-800-994-9662
TOO: 1-888-220-5446
Control
Birth
I!
Methods
QUESTIONS
Bear in mind that NO method of birth
control prevents pregnancy all of the
time. Birth control methods can fail,
but you can greatly increase a method's
success rate by using it correctly all of
the time. The only way to be sure you
never get pregnant is to not have sex
(abstinence). .
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Q: What is the best method of
birth control (or contraception)?
A:
All women and men should have controlover if and when they become parents. Making decisions about birth
control, or contraception, is not
easy-there are many things to think
about. Learning about birth control
methods you or your partner can use to
prevent pregnancy and talking with
your doctor are two good ways to get
started.
your overall health
~
•
the number of sexual partners you
have
•
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if you want to have children
•
any potential side effects
•
your comfort level with using the
method
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The birth control method you choose
should take into account:
•
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Q: What are the different birth
control methods that I can use?
There is no "best" method of birth
control. Each method has its own pros
and cons. Some methods work better
than others do at preventing pregnancy.
Researchers are always working to
develop or improve birth control
methods.
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page I
ASKED
how often you have sex
how well each method works (or is
effective) in preventing pregnancy
There are many methods of birth control that a woman can use. Talk with
your doctor or nurse to help you figure
out what method is best for you. You
can always try one method and if you
do not like it, you can try another one.
Keep in mind that most birth control
does NOT protect you from HIV or
other sexually transmitted diseases
(STDs) like gonorrhea, herpes, and chlamydia. Other than not having sex, the best
protection against STDs and HIV is the
male latex condom. The female condom may give some STD protection.
Don't forget that all of the methods we
talk about below work best if used correctly. Be sure you know the correct
way to use them. Talk with your doctor
or nurse and don't feelembarrassed
about talking with her or him again if
you forget or don't understand.
Know that learning how to use some
birth control methods can take time
and practice. Sometimes doctors do not
explain how to use a method because
they may think you already know how.
For example, some people do not know
that you can put on a male condom
"inside aut." Also, not everyone knows
that you need to leave a "reservoir" or
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NATIONAL
U.S. Department
WOMEN'S
HEALTH
INFORMATION
CENTER
of Health and Human Services, Office on Women's Health
\1"
East Greenburgh 88
I FREQUENTLY
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your menstrual cycle (or how often
you get your period). To learn about
your cycle, keep a written record of
when you get your period, what it is
like (heavy or light blood flow),
and how you feel (sore breasts,
cramps). You also check your
cervical mucus and take your basal
body temperature daily, and record
these in a chart. This is how you
learn to predict, or tell, which days
I:: til
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you are ter
e or " unsare.
ask your doctor or nurse for more
information on how to record and
understand this information.
space at the tip of the condom for the
sperm and fluid when a man ejaculates,
or has an orgasm.
The more you know about the correct
way to use birth control, the more control you will have over deciding if and
when you want to become pregnant.
Here is a list of birth control methods
with estimates of effectiveness, or how
well they work in preventing pregnancy
when used correctly, for each method:
•
Continuous Abstinence - This
means not having sexual intercourse
(vaginal, anal, or oral intercourse) at
any time. It is the only sure way to
prevent pregnancy and protect
against HIV and other STDs. This
method is 100% effective at preventing pregnancy and STDs.
• Periodic Abstinence or Fertility
Awareness Methods - A woman
.who has a regular menstrual cycle
has about seven or more fertile days
or days when she is able to get pregnant, each month. Periodic abstinence means you do not have sex
on the days that you may be fertile.
These fertile days are approximately
5 days before ovulation, the day of
ovulation, and one or more days
after ovulation. Fertility awareness
means that you can be abstinent
or have sex but you use a "barrier"
method of birth control to keep
sperm from getting to the egg.
Barrier methods include condoms,
diaphragms, or cervical caps, used
together with spermicides, which
kill sperm. These methods are 75
to 99% effective at preventing
pregnancy.
Keep in mind that to practice these
methods, you need to learn about
NATIONAL
U.S. Department
WOMEN'S
HEALTH
QUESTIONS
•
-
The Male Condom - Condoms
are called barrier methods of birth
control because they put up a block,
or barrier, which keeps the sperm
from reaching the egg. Only latex or
polyurethane (because some people
are allergic to latex) condoms are
proven to help-protect against STDs,
including HIV. "Natural" or "lambskin" condoms made from animal
products also are available, but
lambskin condoms are not recommended for STD prevention
because they have tiny pores that
may allow for the passage of viruses
like HIV, hepatitis B and herpes.
Male condoms are 84 to 98% effective at preventing pregnancy.
Condoms can only be used once.
You can buy them at a drug store.
Condoms come lubricated (which
can make sexual intercourse more
comfortable and pleasurable) and
non-lubricated (which can also be
used for oral sex). It is best to use
lubrication with non-lubricated
condoms if you use them for vaginal
or anal sex. You can use KY jelly or
water-based lubricants, which you
INFORMATION
CENTER
of Health and Human Services. Office on Women's
Health
l~
East Greenburgh 89
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Most oral contraceptives areswallowed in a pill form. One brand,
called Ovcon 35, can either be swallowed or chewed. If it is 'Chewed,
you must drink a full glass of liquid
immediately after to make sure you
get the full dose of medication.
There are also extended cycle pills,
brand name Seasonale, which have
12 weeks of pills that contain hormones (active) and 1 week of pills
that don't contain hormones (inactive). While taking Seasonale,
women only have their period 4
times a year when they are taking
the inactive pills. There are many
different types of oral contraceptives
available, and it is important to talk
to your doctor or nurse about which
one is best for you. You will need a
prescription for oral contraceptives.
can buy at a drug store. Oil-based
lubricants like massage oils, baby oil,
lotions, or petroleum jelly will
weaken the condom, causing it to
tear or break. Always keep condoms
in a cool, dry place. If you keep
them in a hot place (like a billfold,
wallet, or glove compartment), the
latex breaks down, causing the condom to tear or break. Latex or
polyurethane condoms are the only
method other than abstinence that
can help protect against HlVand
other sexually transmitted diseases
(lambskin condoms da not).
WomensHeaIt:h.gov
1-800-994-9662
TDD: 1·888-226-5446
•
Oral Contraceptives - Also called
"the pill," contains the hormones
estrogen and progestin and is available in different hormone dosages.
A pill is taken daily to-block the
release of eggs from the ovaries.
Oral contraceptives lighten the flow
of your period and can reduce the
risk of pelvic inflammatory disease
(PID), ovarian cancer, benign ovarian cysts, endometrial cancer, and
iron deficiency anemia. It does not
protect against STDs or HIV. The
pill may add to your risk of heart
disease, iricluding high blood pressure, blood clots, and blockage of
the arteries, especially if you smoke.
If you are over age 35 and smoke, or
have a history of blood clots or
breast, liver, or endometrial cancer,
your doctor may advise you not to
take the pill. The pill is 95 to 99.9%
effective at preventing pregnancy.
Some antibiotics may reduce the
effectiveness of the pill in some
women. Talk to your doctor or
nurse about a back-up method of
birth control if she or he prescribes
antibiotics.
QUESTIONS
•
The Mini-PiIl- Unlike the pill,
the mini-pill only has one hormone,
progestin, instead of both estrogen
and progestin. Taken daily, the
mini-pill thickens cervical mucus to
prevent sperm from reaching the
egg. It also prevents a fertilized egg
from implanting in the uterus
(womb). The mini-pill also can
decrease the flow of your period and
protect against PID and ovarian and
endometrial cancer. Mothers who
breastfeed can use it because it will
not affect their milk supply. The
mini-pill is a good option for
women who can't take estrogen, are
over 35, or have a risk of blood
clots. The mini-pill does not protect
against STDs or HIV. Mini-pills are
92 to 99.9% effective at preventing
pregnancy if used correctly. The .
mini-pill needs to be taken at the
same time each day. A back-up
page 3
NATIONAL
U.S. Department
WOMEN'S
HEALTH
INFORMATION
of Health and Human Services,
CENTER
Office on Women's
Health
\1-1-
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I FREQUENTLY
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1·800-994-9662
TOD: t-888-220-5446
page 4
• Progestasert IUD (Intrauterine
,Device) - This IUD is a small
~plasticT-shaped device that is
placed inside the uterus by a doctor.
It contains the hormone progesterone, the same hormone produced
by a woman's ovaries during the
monthly menstrual cycle. The progesterone causes the cervical mucus
to thicken so sperm cannot reach
NATIONAL
U.S. Department
WOMEN'S
HEALTH
QUESTIONS
the egg, and it changes the lining of
the uterus so that a fertilized egg
cannot successfully implant. The
Progestasert IUD can stay in your
uterus for ane year. This IUD is
98% effective at preventing pregnancy. You will need to visit your
doctor to have it inserted and to
make sure you are not having any
problems. Not all doctors insert
IUDs so check first before making
your appointment.
method of birth control is needed if
you take the pill more than three
hours late. Some antibiotics may
reduce the effectiveness of the pill in
some women. Talk to your doctor
or nurse about a back-up method of
birth control if she or he prescribes
antibiotics. You will need to visit
you doctor for a prescription and
to make sure you are not having
problems.
• Copper T IUD (Intrauterine
Device) - An IUD is a small device
that is shaped in the form ofa "T."
Your health care provider places it
inside the uterus. The arms of the
Copper T IUD contain some copper, which stops fertilization by preventing sperm from making their
way up through the uterus into the
fallopian tubes. If fertilization does
occur, the IUD would prevent the
fertilized egg from implanting in the
lining of the uterus. The Copper T
IUD can stay in your uterus for up
to 12 years. It does not protect
against STDs or HIV. This IUD is
99% effective at preventing pregnancy. You will need to visit your
doctor to have it inserted and to
problems. Not all doctors insert
IUDs so check first before making
your appointment.
ASKED
•
Intrauterine System or IUS
(Mirena) - The IUS is a small Tshaped device like the IUD and is
placed inside the uterus by a doctor.
Each day, it releases a small amount
of a hormone similar to progesterone called levonorgestrel that
causes the cervical mucus to thicken
so sperm cannot reach the egg. The
IUS stays in your uterus for up to
five years. It does not protect against
STDs or HIV. The IUS is 99%
effective. The Food and Drug
Administration approved this
method in December 2000. You
will need to visit your doctor to
have it inserted and to make sure
you are not having any problems.
Not all doctors insert the IUS so
check first before making your
appointment
•
The Female Condom - Worn by
the woman, this barrier method
keeps sperm from getting into her
body. It is made of polyurethane, is
packaged with a lubricant, and may
protect against STDs, including
HIV. It can be inserted up to 24
hours prior to sexual intercourse.
Female condoms are 79 to 95%
There is only one kind of female
INFORMATION
CENTER
of Health and Human Services. Office on Women's
Health
,~.-'\
East Greenburgh 91
I FREQUENTLY
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sensitive to an ingredient called
nonoxynol-9 and need to use spermieides that do not contain it. The
diaphragm is 84 to 94% effective at
preventing pregnancy. The cervical
cap is 84 to 91% effective at preventing pregnancy for women who
have not had a child and 68 to 74%
for women who have had a child.
The cervical shield is 85% effective
at preventing pregnancy. Barrier
methods must be left in place for 6
to 8 hours after intercourse to prevent pregnancy and removed by 24
hours for the diaphragm and 48 for
cap and shield. You will need to visit
your doctor for a proper fitting for
the diaphragm or cervical cap and a
prescription for the cervical shield.
condom, called Reality, and it can
be purchased at a drug store.
• Depo-Provera - With this method
women get injections, or shots, of
the hormone progestin in the buttocks or arm every 3 months. It
does not protect against STDs or
HIV. Women should not use DepoProvera for more than 2 years in a
row because it can cause a temporary loss of bone density that
increases the longer this method is
used. The bone does start to grow
after this method is stopped, but it
may increase the risk of fracture and
osteoporosis if used for a long time.
It is 97% effective at preventing
pregnancy. You will need to visit
your doctor for the shots and to
problems.
".._.Diaphragm,_Gervical Cap or
Shield - These are barrier methods
of birth control, where the sperm
are blocked from entering the
cervix and reaching the egg. The
diaphragm is shaped like a shallow
latex cup. The cervical cap is a
thimble-shaped latex cup. The cervical shield is a silicone cup that has
a one-way valve that creates suction
and helps it fit against the cervix.
The diaphragm and cervical cap
come in different sizes and you need
a doctor to "fit" you for one. The
cervical shield comes in one size and
you will not need a fitting. Before
sexual intercourse, you use them
with spermicide (to block or kill
sperm) and place them up inside
your vagina to cover your cervix
(the opening to your womb). You
can buy spermicide gel or foam at a
drug store. Some women can be
NATIONAL
U.S. Department
WOMEN'S
HEALTH
QUESTIONS
li.
Contraceptive Sponge --This ís a
barrier method of birth control that
was re-approved by the Food and
Drug Administration in 2005. It is a
soft, disk shaped device, with a loop
for removal. It is made out of
polyurethane foam and contains the
spermicide nonoxynol-9. Before
intercourse, you wet the sponge and
place it, loop side down, up inside
your vagina to cover the cervix. The
sponge is 84 to 91% effective at preventing pregnancy in women who
have not had a child and 68 to 80%
for women who have had a child.
The sponge is effective for more
than one act of intercourse for up 24
hours. It needs to be left in for at
least six hours after intercourse to
prevent pregnancy and must be
removed within 30 hours after it is
inse::ted. There is a risk of getting
ToXiCShock syndrome or TSS if the
sponge is left in for more than 30
hours. The sponge does not protect
INFORMATION
CENTER
of Health and Human Services, Office on Women's
Health
l<6\
East Greenburgh 92
I FREQUENTLY
against STDs or HIV. There is only
ane kind af contraceptive spange for
sale in the United States, called the
Today Sponge, and it can be purchased at a drug store. Women who
are sensitive to the spermicide
nonoxynol-9 should not use this
birth control method.
~
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WomensHeaIth.gov
1-800-994-9662
TOO: 1-888-220-5446
I,
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The Patch (Ortho Evra) - This is
a skin patch worn on the lower
abdomen, buttocks, or upper body.
It releases the hormones progestin
and estrogen into the bloodstream.
You put on a new patch once a .
weck fOr three weeks, and then do
not wear a patch during the fourth
week in order to have a menstrual
period. The patch is 98 to 99%
effective. at [email protected],_
but-appears to be
effective in
women who weigh more than 198
pounds. It does not protect against
...- "--5'I'Ds-or-HIV..You-will need to visit
your doctor for a prescription and to
make sure you are not having problems.
ASKED
the hormone estrogen may decrease
breast milk production.
e
Surgical Sterilization (Tubal
Ligation or Vasectomy) - These
surgical methods are meant for people who want a permanent method
of birth control. In other words,
they never want to have a child or
they do not want more children.
Tubal ligation or "tying tubes" is
done on the woman to stop eggs
from going down to her uterus
where they can be fertilized. The
man has a vasectomy to keep sperm
from going to his penis, so his ejaculate never has any sperm in it. They
are 99.9% effective at preventing
pregnancy.
e_
.Nonsurgical Sterilization (Essure..
Permanent Birth Control
System) - This is the first non-surgical method of sterilizing women .
A thin tubeis "used to thread a tiny
spring-like device through the vagina and uterus into each fallopian
tube. Flexible coils temporarily
anchor it inside the fallopian tube. A
Dacron-like mesh material embedded in the coils irritates the fallopian
tubes' lining to cause scar tissue to
grow and eventually permanently
plug the tubes. It can take about
three months for the scar tissue to
grow, so it is important to use
another form of birth control during
this time. Then you will have to
return to your doctor for a test to
see if scar tissue has fully blocked
your tubes, Mter 3 years of followup studies, Essure has been shown
to be 99.8 % effective in preventing
pregnancy.
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page6
less
•
The Hoznaonal Vaginal
Contraceptive
Ring (NuvaRing)
- The NuvaRing is a ring that
releases the hormones progestin and
estrogen. You squeeze the ring
between your thumb and index fmger and insert it into your vagina.
You wear the ring for three weeks,
take it out for the week that you
have your period, and then put in a
new ring. The ring is 98 to 99%
You will need to visit your doctor
for a prescription and to make sure
you are not having problems. This
birth control method is not recommended while breastfeeding because
QlJESTIONS
~
NATIONAL
U.S. Department
WOMEN'S
HEALTH
INFORMATION
CENTER
Health
('1> ~
East Greenburgh 93
I FREQUENTLY
WomensHeaJth.gov
1-800-994-9662
TOD: 1-888-226-5446
Q: Are there any foams or gels that
I can use to keep from getting
pregnant?
A: You can purchase what are called sperpage 7
All spermieides have sperm-killing
chemicals in them. Same spermieides
also have an ingredient called
noiloxjmol-9 thät may increase the risk
ofHIV infection when used frequently
because it irritates the tissue in the
vagina and anus which can cause the
virus to enter the body more freely.
Some women are sensitive to
nonos ..cynol-S and need to use spermicides without it. Spermieides alone are
about 74% effective at preventing pregnancy. Medications for vaginal yeast
infections may decrease effectiveness of
spermicides.
Q: How effective is withdrawal as a
birth control method?
A: Withdrawal is not the most effective
mieides in drug stores. They work by
killing sperm and come in several forms
NATIONAL
U.S. Department
WOMEN'S
QUESTIONS
-foam,
gel, cream, film, suppository,
or tablet. They are inserted or placed in
the vagina no more than one hour
before intercourse. If you use a film,
suppository, or tablet wait at least 15
minutes before having intercourse so
the spermicide can dissolve. Do not
douche- or Finse out your vagina for at
least six to eight hours after intercourse.
You will need to use more spermicide
before each act of intercourse. You may
protect yourself more against getting
pregnant if you use a spermicide with a
male condom, diaphragm, or cervical
cap. There are spermicidal products
made specifically for use with the
diaphragm and cervical cap. Check the
package to make sure you are buying
what you want.
• Emergency Contraception - This
is NOT a regular method of birth
control and should never be used as
one. Emergency contraception,
or
emergency birth control, is used to
keep a woman from getting pregnant when she has had unprotected
vaginal intercourse. "Unprotected"
can mean that no method of birth
control was used. It can also mean
that a birth control method was
used but did not work-like
a condom breaking. Or, a woman may
have forgotten to take her birth control pills, or may have been abused
or forced to have sex when she did
not want to. Emergency contraception consists of taking two doses of
hormonal pills taken 12 hours apart
- and started within three âays after
having unprotected sex. These are
sometimes wrongly called the
- '-"mörning
after'Pill~"--The-pi1ls are
75 to 89% effective at preventing
pregnancy. Another type of emergency contraception is having the
Copper T IUD put into your uterus
within seven days of unprotected
sex. This method is 99.9% effective
at preventing pregnancy. Neither
method of emergency contraception
protects against STDs or HIV. You
will need to visit your doctor for
either a prescription for the pills or
for the insertion of the IUD, and to
make sure you are not having problems.
ASKED
HEALTH
birth control method. It works much
better when a male condom is used.
Withdrawal is when a
penis out of a woman's
"pulls out") before he
an orgasm. This stops
INFORMATION
man takes his
vagina (or
ejaculates, or has
the sperm from
CENTER
Health
r~"5
East Greenburgh 94
I FREQUENTLY
going to the egg. "Pulling out" can be
hard for a man to do and it takes a lot
of self-control. When you use withdrawal, you can also be at risk getting
pregnant BEFORE the man pulls out.
When a man's penis first becomes
erect, there can be fluid called pre-ejaculate fluid on the tip of the penis that
has sperm in it. This sperm can get a
woman pregnant. Withdrawal also does
not protect you from STDs or HIV.
WomensHealth.gov
1-800-994-9662
TOD: 1-888-220-S446
QUESTIONS
Q: Will birth control pills protect
me from HIV, the virus that
causes AIDS, and other STOs?
A:
Q: Everyone I know is on the pill. Is
it safe?
A:
ASKED
Teday's pills have lower doses of hormanes than earlier birth control pills.
This has greatly lowered the risk of side
effects; however, there are both benefits
and risks with taking birth control pills.
Benefits include having more regular
and lighter periods, fewer menstrual
cramps; and a lower risk for ovarian and
endometrial cancer, and pelvic inflammatory disease (PID). Serious side
effects include an increased chance, for
some women, of developing heart disease, high blood pressure, and blood
clots. Minor side effects include nausea,
headaches, sore breasts, weight gain,
irregular bleeding and depression.
Many of these side effects go away after
taking the pill for a few months.
Women who smoke, are over age 35,
or have a history of blood clots or
breast or endometrial cancer are more
at risk for dangerous side effects and
may not be able to take the pill. Talk
with your doctor or nurse about
whether the pill is right for you.
Some people wrongly believe that if
they take birth control pills, they are
protecting themselves not only from
getting pregnant but also from infection
with HIV and other sexually transmitted diseases (STDs). Birth control pills
or other types of birth control, such as
intrauterine devices (IUDs), DepoProvera, or tubal ligation will NOT
protect you from HIV and other STDs.
The male latex condom is the only
birth control method that is proven to
help protect you from HIV and other
STDs. If you are allergic to latex, there
are condoms made of polyurethane that
you can use. Condoms come lubricated
(which can make sexual intercourse
more comfortable and pleasurable) and
non-lubricated (which can be used for
oral sex). It is important to only use
latex or polyurethane condoms to
protect against HIV and other STDs.
"Natural" or "lambskin" condoms
have tiny pores that may allow for the
passage of viruses like HIV, hepatitis B
and herpes. Ifyou use non-lubricated
condoms for vaginal or anal sex, you
can add lubrication with water-based
lubricants (like KY jelly) that you can
buy at a drug store. Never use oil-based
products, such as massage oils, baby oil,
lotions, or petroleum jelly, to lubricate
a condom. These will weaken the
condom, causing it to tear or break.
It is very important to use a condom
correcdy and consistently-which
means every time you have vaginal,
page 8
NATIONAL
WOMEN'S
HEALTH
INFORMATION
CENTER
U.S. Department of Health and Human Services, Office on Women's Health
\l6~
East Greenburgh 95
I FREQUENTLY
WomensHeaIth.gov
1-800-994-9662
TOD: 1-888-220-5446
oral, or anal sex. If you do not know
how to use a condom, talk with your
doctor or nurse. Don't be embarrassed.
Also, do not assume that your partner
knows how to use a condom correctly.
Many men have never had anyone
show them how. The biggest reason
condoms fail is due to incorrect use.
Male condoms can only be used once.
Research is being done to fmd out how
effective the female condom is in
preventing HN and other STDs.
ASKED
QUESTIONS
Q: I've heard my girlfriends talking
about dental dams and I
thought they were something
only dentists used during oral
surgery-what
are theyl
The dental dam is a square piece of
rubber that is used by dentists during
oral sur:gery and other procedures. It is
not a method of birth control. But it
can be used to help protect people from
STDs, including HN, during oral and
anal sex. It is placed over the opening
to the vagina before having oral sex.
Dental dams can be purchased at
surgical supply stores. fiB!
For More Information
You can fmd out more about birth control methods by contacting the National
Women's Health Information Center at (800) 994-WOMAN (9662) or the following
organizationsr+ - - ... _._--.--.
Food and Drug Administration
Phone Number: (888) 463-6332
Internet Address: http://www.fda.gov
Planned Parenthood Federation of
America
Phone Number; .(800) 230-752.6
Internet Address:
http://www.plannedpat'enthood.oFgf
American College of Obstetricians
and Gynecologists (ACOG) Resource
Center
Phone Number: (800) 762-2264 x 192
{for publications requests only)
Internet Address: http://www.acog.orgf
Population Council
Phone Number: (212) 339-0'500
Internet Address:
.http:-/¡WWW.popcouncil.()rgI
July 2005
page 9
NATIONAL
U.S. Department
WOMEN'S
HEALTH
INFORMATION
CENTER
Health
(D'1
East Greenburgh 96
Date
Name
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below as they pertain to your ad.
(Examples: perfume ads, liquor ads, clothing
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6. According to the advertiser, what will this product supposedly do for you?
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BY BARBARA KINGSOINER
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The nuthor,
., began young womanhood as a Barbie doll dis>
such å 'person probably didn't exist, so I would never at home with,
ciple, a true believer in the doctrines of my... go the distance in anyone relationship. Then I met her prince;
" generation: I wore my skirts four inches above
. someone quite wonderful, but sure enough, soon afhus~ånd Joe,
: . the knee¡ I had that Barbie, with her zebra-.
ter we got under each other's skin we started getting
in thå Ctlßary
" striped swimsuit and a figure unlike anything
on each other's nerves. He was good and kind and Islands
found in nature¡ and I swallowed the Mr.
could hold down the most fascinating 'conversation
. Right Theory of Marriage. Somewhere out
this side of Andy Warhol, but even so, I rarely experithere was the one and only guy for me. He'd
enced palpitatioris. He didn't send me flowers. Never
make my heart
pittY-pa~ for the rest of my days. He
mind that I'd ·never asked for flowers; a true Prince
woulçJ transform me. Fidelity was not ~ven diswould be able to read my mind. Anything less wasn't
cussed-that part would be a piece of cake. My man
marriage material; oI,'.l~'.;:;:.:
,
..' '." .. , '....
.'
would dazzle me so, I'd never see anybody else. The ,: ". When I began to drift toward the edge of the pas.,
"',
primary task of my life would be to find this breathtak~ \··:"ture and Joe asked what was wrong, alii could reason~
,.'
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ing Better Half, win ~im and relax beca~s~ then t~e',::·. ably' answer was, ;'You're ~ot perfect,'~ and since I
.. '''. '.
hard part was over. Cinderella had her Pnnce, Barbie: .:.. .was too embarrassed t~ say,that, we went to a cou'n~
had her Ken, and there was a Mr. Right for me-but I"" '·.selor.·1 reported, "Joe' never gives me flowers." :''.,' '-. ~'..~: I., ' '. y lO' ';,'.
had only a limited time to ferret him out and 'make:" 'i:' The counselor sâid;"~Hai¡é you asked for flowers?';' '.:.' . '.:"
him mine. Ladies, start your. engines ...
,;'.
. ... lsaid,"Ofcoursehot.lflhadtoaskforthem,they'·
~~:
In college I went through one unsuspecting pros~.. : l'" wouldn't count. I'mlght as well buy theIT! 'myself and'.' ", . '
.
pect after another. I'd be sweet and attentive·for a, ..... send Joe the bill.~'·:::~·~~~·.·.,.·.:~
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year or so, secretly speculating on the aesthetic possi-: . :': ,"Well, yes,." replied the patient cöunselo¡'; "that is .' .
bilities of our combined genes, and then I'd abruptly'.:; ,another option." " :'., _ . ,
. .", ,: _,o "
defect-usually after meeting someone else who had
Joe didn't say very much, but took on the observant
,
a fresh aura of Mr. Rightness about him. It seems
countenance. of a defense .attorney. The following
cold-hearted in retrospect, but I believe I was being
week, I got flowers;
true to the only logic of relationships I'd ever been
In approximately a decade-I have always been 'e '
taught: If my lover's dazzling high beams were so dim
slow learner in matters of the heart-I learned to ask
that my eye could wander, then this must not be my
for what I wanted. While it wasn't quite as good as.
"
One True Love and I'd better get on.with my quest-.
having my mind read, let's face it, the results were', ..
.,
By my mid-twenties I'd tried on and discarded sq'
the same. And as the years went by we both did less .:...... ,.:,'. .,r,:· .... :.,;..
many prospective better halves that I was.getting cyr,¡- .' asking and more mind-reading, not because we'd .;:'::'.: '''.:
., . " ,
icaI. I knew l'd' never meetthe PerfecU-Aate becawse" " ..., ....: ,,','. ,.. ".;:' :., , PLEASE TURN TO PAGë 28 '.,;,'::':. . ." .. ' ..
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. 'bee; ~;;form~cii~i~'
all'purpose ~er,
. Thr.eeyear,; ag"fter all the Us'úäi al>".:: finding M;. or Ms. Right~ but' P "b bi' :..:
. , fect mates ..but because we were getlmg prehepslOns, :Joeand I became paren"'.," the must Widely held silly idea ro
y ::
'.;; lo know each other well. We madea hob-'. H.Ving ababy is something like hav\ngl'contlrent.
Eve')'. third son on. th on •e ..
'C:" by of it. We i.nstituted a semiannuat !"'/ .y~ur,hO!"e. leveled' by a toma,do ~nd wlfi.;M ~., DOUtthe unspeakable &rill of ~~dlO :'
.·..:Ureat; for -,which' 1'e: d .pack .a·.bag' ..wr.thi.;nr.nl'l.!I" 10tle')'/!J?tJ¡,pn the sa~e. d~~~ ~nally .. "",lIi!ound Tru{ làVe,. ahd
··t ~amPi'gne .an~ ,,~ookles .(clothlng· op' <;',o/e,~·,p,?fp.~ng~, ,.bónded· by...thls. new.~;: o\lier two .are. Woeful ballads 'abóUt how'.,
.'fitional) ,,'rd go :,.omewhere·.!or a. long,· p&,¡.",~'.I!ke.¡ne¡nlie" of a fooibal! team;ifJ.1.6ve ,has!ß)'sterioUsIy GOne Sour'::';" if tt .,.
'" 'weekend ·?f.talkmg, ,ssess"g our prog.:p: :.or.\s.hlPwref k', s·u,rvtvors::'~hd'. we're §were:"l(Ie gounnet food ijith 'öshèn life. ' .
.'
., - ress, andJust enjoymg each ot~e~s COillc,'..a!'!, .•~~. by, ~."h ,ot~er~s wl!·a .nd re"lC love IS n~t qab salad. Irs coinplicated ..
!, .' .··Ù>any ..,qnc~,:In a fit
s~~ a ~.ap change a.•dlaper in 6 ~o"'-""ction th~lIasts as long's the par. .
o of rom~n~c
,.":"
gance, 1 we.ntt ;. HawaII, :,where we .". a. m£~lng,~e.~.I,le 'Js:to , love ·hl\". trul~:R:
Involved Wish for tt Jo last; and are '.:
¡.... -:,'.hiked up the side .of a vobm"nd
siepI,. We:!'Qlso, a\Ved by how :much' time It J willing to attend and maintain It. Nobody"
f
,: .. .:::'."
""'Y night wit~ln :.ea"ho.t .9 the oc"."n:;c takes}to s~ephenI.our, d~ught!" .t~rd,:? would buy ~ terrific ciran~ c;y, ~'Etireka,"
'¡¡,
th;,;
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extraya'r;'?~"'.~·1:o
we.
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Other attractIVe people walked plainly.' aduII\1.00<I.',;;),.2 '.. : 'c' .:è ." "'?"iC"é>,
I've found ItI'~ and then.exp,ct to drive ft
.ii'into my neid ofylsio~, but l,dl~n:t jump .:: ·\Ou"'!rn.diti~ri. of the· 5e!"ia~nual get",:;,!o the VUkon and
willrout ever hav•.
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fo",eIlire hiliti;iand th.sightseeing, Ha..;':. hood. And yet that ~ whatwe'reinclin ed .
'.,1 could.g.fthè,distänce, The haides! Ies:i ',Waii Isntit..t!re:pölnt.I'!~,g~ ~.à h~el anif ~jto d~ Wi~ our ~Iati0n:hip''': I'!.hen the .'
. :,~.son is that; contrary to what J'd been told, .~.. spend the weekend dqlflg everytlllng that ::\';'matrimonial engine begrns to Mock and
{- th, work döesn't end wheq you meet'· can't· be .done willi)'; toddler. aroundi}' ping.. ¡r, æsy to SUspect it wasn't the
,..someone'· WOnderfu I; the work begins' hour ..long bat .. and' two-hour conVersa-.:,:· right on, to.begin with, and start Casting
.. there. The minute the movie fades out on . tlons,: uninterrupted. IVesleep th. clock;.t. an .acquisitive eye toward sonie of the
Cinderella and her Prince, you can bet' ar.ound, and màke loVe noisily. When "" ,~, culanew foreign models. When the going
they're having theirfi'" ugly blowoutover . coine .home; people invariably comment;;" g'ts lough, the tough go shopping.
who takes outthe cinde". Good matches
on hoWdifficultltls to leavea small child ";:,, " Now and again, I stili meet SOmeone
'. are not made in:heavèn but ve')' close to with :. ·sltler. '!'You just end úp tálklngf ció"'ling, and I can't say I'm not tempt.
.. the ear.!h, In jhe kitchen, :the bathroom, abóu!, the ,baby the ,whole time, don'!.X;: ed'.1 .take deep breaths; it passes. I've
the bedroonH,vèry par.!' o! the house you?" Joeand I glance at each other;' by ;' figured th is thing oul Th, desire fors",
..
..where people sort 'Iaund')', Yell, hUg. Ii.... to wip, thé hylnkl, out of our eyes, and ';', with a strang" doesn't mean your. mate
ten to the voice of reason, and forgive . say, morosely ;'~'Oh, yes.'~ .... , .:.
. '... Isn't rightfor you, any InOmthan desiring
each WOMAN'S
other for DAY
not being
It's a silly
idea; '.,this busineSs about ".
' . PlEASE ru'l'no PAGE
ilO
2.8
211002perfecl ':'., .".
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mY.cynrclsm I'd, ..:;away. has tak~n on new urgenCY~.Nowwe':::.; 109 to change the
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~ne
cutouts' ::, çutQuts in desired design. Coat ille back.of ëâch' pieèe .
'" willi gold. (If using felt- . with archival gioe an.d position on lamp;bumishto iron
2. Glue cutouts
to b.ll.~k.~ .:-,.i." èut
':'~ tip ~rIœrs, draw designs .:.. out wrinkles.let dli-... ' .' ":
.'
.
.
"
scissors.··
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.Oll the background paper . , 4. Decorate blank background areas Wl~ pamt
. '... / .
::. instead of the ¡lassJ let : markers..
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5.
Finish
Mtb
M:ld-Podge
applied
as smoothly as
: ....
:.' 3. Place background." possible. let dl)'œ
. . paper under plate or bowl;:
.
. and cut slightly larger." The Prince Thing
Spread glue on ~ntire ", CONTINUED FROM PAGE 28
.", back of plate or bowl;'
.
.
//'
.,.,Starting at center, apply the chocolate mousse passing by on the res3. Back with paper.
.'/'
the paper rrttJe by little, taurant cart means the meal you just ate was
"i" .'
3. Glue in plack. ,'.
. slitting it at intervals
no good. Human adults, unlike babies and
'. . from auter edge in, to fit most other animals, have appetites for.many
.:~.
. smoothly over curved . things we do not need. I'm confident I don't
..'. sides. Overlapslit edges.' need a new partner. .
.
:;. Watch for air bubbles as
Sometimes, if my confidence flags, Ilmag, :': glue driesand press them. ine actually living with this new object of my
.ollÍ. Make SI.Ill! edge is desire: t1Je dirty socks, the flowers I'd hav~ to
\ ..linnly giued down. '.
ask for all over aga in. I get tired just thinking
J;: .
·i,···..·~4. ·Paint back black' about all the arguments we would have to,be.'
.;:~(don't get- paint under gin and end before we could.re/ax and ~e ~ght
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C: "', • .. , ,""',,"'-fo Wh" d".
to""h othee. By com""""n, _fid'''''' ,"m!l
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East Greenburgh 99
• ENRICHMENT
Class Period
Date
Name
ACTIVITY ..
Chapter 4: Personal Readiness
,~
Is It Love or Infatuation?
~
.- ...
.-
_._~
.....
'V
"As of last night, we're going
together!" Maria told her friends
with excitement. Maria and Joe
had been dating for three weeks.
fil can't believe it," Samantha
respon d ed . "U'
De s sa gorgeous. ,J
fiIt must
be love, Sammie,
because he doesn't want me t:o
even look at another guy. He get»
real upset when I talk to Hector,
so I don't go near him any more.
Dating Scene
Joe is everything I've ever
toanieâ.L get goose bumps every
time I see him."
Esther listened as her two
friends talked. She didn't know
whether to tell Maria what she
had heard about Jae-abaut what
he had done to his last girlfriend.
"Maria," she said, "lheard something about Joe that I think you
should know. I don't like to
spread rumors, but this is serious.
Your safety ... "
"Oh, don't be silly, Esther,"
Maria interrupted. "Forget it.
Okay? Joe is perfect. All right? I
don't need to know any more
than I already know."
How can you tell whether the feelings you
are experiencing are based on love or infatuatian? On· the surface they appear much the
same. Look a little deeper, however, and you
will discover some very real -differences.:
•'Infatuation
Some relationships,
like
many things in society, are
instant. They require little time
and effort to create. That's what
infatuation is like. Although it
may be mistaken for love, ínfa tuation is not the real thing.
Often it is based on a need for
instant gratification. There rna y
"--..- 'be strong physical desires and
a yearning for physical intimacy. Feelings of excitement
and eagerness are common, yet
genuine happiness may not be
present.
,,4.
With infatuation, concerns
are more focused inward. The
•
other person. Nagging doubts, unanswered
questions, and uncertain feelings may be present but pushed aside. Even a fear of unfaith£Ulness may be overshadowed by not wanting
to know the truth. Troublesome qualities may
be overlooked. A desire to maintain the rela"'Â
"",iv
tionship overrides the danger
If
signs.
Expres~ Yourse
Infatuation can lead a person
1. What advice would you
to act in ways that are regretted
give to Maria in t~e Da~later. This is the real danger with
ing
. f tu a t'Ion. It can d es t roy a
h Scene
d t? that begins this
ID a
an ~u
.'
sense of purpose and ambition,
2. Descnbe a relatlOnshlp
. causing goals to be abandoned
based on infatuation and
or ~hanged. Rushing toward
one based on love.
.
intimacy or marriage may result
3. Why does a person who IS
from the belief that all will be
involved in a relationship
lost if you don't hurry; but this
b~s:d on infatua~~n have
action can result in la;er dísapdifficulty
recogruzmg
the
.
..?
pointments
and problems.
sItuatIOn...
Infatuation
is not always
W,hat negatI~e
things
__,çharacterized
by negatives.
ght happen if a 'person
Infatuation can be exciting and
mistakes
infatuation for
l
?
pleasurable. As an early step to
rn:
person looks for what he or she
ave.
wants from the relationship.
Moodiness and insecurity may be accompanied
by a feeling of possessiveness
toward the
(Continued
PARENTING:
Copyri-ght©
REWARDS & RESPONS IBILITlES Enrichment
Glencoe
\
real love, it can also be a useful
learning tool. Infatuation helps
a person learn about close relationships. How
do you make them work? What do you want
on next page)
Activities
13
t'~rl
East Greenburgh 100
........... --
Name
__
- ..-
.......
----..;' •.-..:...-
., ENRICHMENT
... '"
øB,:.:Pl
\.···:>: ..-;.,ói?A.....
ACTIVITY.
/s It Love or Infatuation? contimied
'.'$.!S;;;.~
in a long-term partner? When recognized as a
preliminary to love rather than love itself, infatuation
serves ..'a--purpose
.
. - .... - ....
, ....... __ ..... ..... ~
'_
"
trustworthy and unselfish a~d able to rela te to
many friends ..
_1-ºy.~.dQS!1? ):}ºj ça-q$.~_Feo.ple.
Jo .do.fhings
they will regret. Instead, love promotes pride
and ambition. Love elevates and makes each
partner a better person than before.
t",
Love
Love is the real thing. It grows slowly and
steadily with time and effort. Love is based on
Know~ng the Difference
friendship, not sex. People feel a strong personal
attachment to each other. They are friends first
Listing the differences between love and
and lovers second. Love is a friendship that has
infatuation is one thing. Recognizing them in
caught on fire. With love, you understand and
real life is another. What insurance do you have
accept your partner as is, imperfections and ail.
against mistaking infatuation for love? The best
Love means that a person's primary concern
insurance is comprised of knowledge, caution,
is for the other's welfare, rather than for his or
and time. Know what the signs of each are. Be
her own. Distance does not cool a real Jove relacareful about how you react so that you don't
tionship. Even when far apart, the feelings of
tum what is a temporary infatuation into a longwarmth and trust survive.
term problem. Finally, give the relationship
Confidence is part of love. Because the relasome time. If it lasts, it is more likely to continue
tionship is based on trust, openness, and
to last, and that can contribute to a happier life.
a~~~:pta~.~~~
__each person becomes even more --- -_._------------ . ----_.- .. -_._.
r---
...
--.----.
------,
O
I
1. Ask an adult you know to
3. Create a chart depicting the
describe a relationship
,.
differences between love
based on infatuation and
and infatuation.
one based on love. Ana4. Develop a self-test teens
lyze the differences be'could use to differentiate between relationtween the two descriptions.
ships based on love and those based on in2. Watch a television show or movie that defatuation.·
piets a relationship between a couple. Decide
5. Write a play depicting differences between
whether the relationship is based on love or
love and infatuation. Arrange to present the
infatuation. Write a paper defending your
play at a school assembly.
position .._ _.---- --..._--.- -.., .. - - . -'--- ..---.----------- ..----.---.'--' ------ - - . '--"
--_.---------------------
t)l
I
PARENTING:
REWARDS & RESPONSIBILITIES Enrichment Activities
Copyright © Glencoe
\~q
East Greenburgh 101
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ACTIVITY 5: LETJS TALK ABOUT SEX
(Consequences of Intercourse Before Marriage)
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Concepti
Description:
If a person chooses to have sex before marriage, there are consequences
that must be considered.,
Objective:
To have students list all the possible questions they must ask themselves
before having sex.
Materials:
None.
Directions:
l. Divide students into groups and have them brainstorm questions that
they must ask themselves before having sex.
2.' .Bring the groups back together as a class and ask each group to write
one of their questions on the board.
3. List as many questions as the class can think of.
4. Discuss. ~ V'Y'\.O'\''\'C\..û.
'
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to teP..L'h-er-
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Examples:
l.
2.
3.
4.
Do I want to have kids?
If not, will I use birth control?
If so, what is available?
.
.
'iJ<
"",.,
,n-Ço
6\@l('#
'
.. -
,
5.
6.
7.
8.
9.
10.
11.
12.
13.,
14.
15.:
16~
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17~
18. ,
19.
20.
70
t2.P\
East Greenburgh 102
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Impress each other 81 Make
a list of things you like
about each other , Read a
book and discuss it 83 Meet
each atlIer' s friends , Go
horseback riding 85 Cookeach
other's favorite.food '.Find
out what makes the other
happy 87 Make each .other
gifts'
Be caring 89 Watch
the sunset , Give dianonds
91 Dedicate a song on the
Iowa high school studentsWere I
asked.to respond Jn writing to the.
Iollowinq qussñon: "If you and
your girlfriend
had
.
. or' boyfriend
..
decided toposípona sexual intercourse, how would you let the
other person know you loved her
lUllA ~.[O
MAKE OVE
--
~a-=_._
_
.
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or him?"
This pamphlet is the result of
their responses. .
The illustrations were created"
by Heidi .Crone, ~a high school
~
student at Washington High
School, Washington, Iowa.
ITHOUr
· . III
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II
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Send a fwmy card 93
Share lifetime
goals with
each other'
Play "footsie"
radio'
'!
,
..
I
j
,
95 Share private
jokes'
Think. about each other 97
Find out what makes the
other sad , Go skating 99
Trade class rings , Share an
ice cream cone 101 Have your
picture
taken together
!
,
I
I
Graphic design by J(Jlia Chiapella.
!
g 1991 ETA Associates. AII·righls reservad.
I
!
!,
This pamphlel is avaHable for' purchase in quanlilies
of 50 or more. To ordar or lor pricing informalion call
.Ioll-fraa
1-800-321-4407
I
.
~
or write ETA Associates, P.O. Box 1830,
Santa Cruz, CA 95061-1830.
,
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.
1 Tell the other person that you.Iove them ,~.\Give or get a hug 3 Makethe other person
feel llnport t and respected ., Kiss ~ ~ve .fun together , Tell ~he other person that you
care 7~Hol hands' Go for a Lonq bike"ride 9 Give a special gift'
Be 'there when a friend
.is. needed 11 Spend tine together , Go to a: nøvíe l'3· Walk arm in ann in the woods , Make
special t pe of iove songs 15 Talk openly about your feelings'
Share dreams with each
. other ·17 ·S~uqgleup togetier , Sit together in the park 19. Take.a walk t~ther
, Go
out to eat ~1 Have a picnic' Playa gæœ of ~risbee 23 Give compli.Iœnts , Relax in a
whirlpool ~~ Go· swimning , Just be close 27 Go' grocery shopping • Cook a meal together
29 Touch
other in a.Iovínq way' DohOIœworktog~t~r 31Plan and go on a road trip
together' ~a·par:Y
together 33 Bake~okies '.Ça to the library35 Br~e in a IlIIlS~um
., Jll;st be ~here' 37 Fl.nd out what's special for ·.the 'other person, and do ~t , 'Exerc~se
together 3 . Gaze at each other' Washeach other' s cars 41 Go fishing' Talk to each other
43 ~sten
o hurts'
Do a work project together 45 Choose a special, favorite song'
Listen -to j ys '47 Hold one another close , Use eye contact; to share a private thought
49 wfi~e ea :other letters 'Till on the telephone·S1 Trust one another' Give or receive
. a promise r' rig 53 Meet each other' s family ., Go hiking toqether ..·55..Makesaczí.fâces for
I
.
. '. .'.
each; other
Send ~~
57 ~~ct
ea~ other , GO for a ~rûi~ht ·wa~ 59 Hide a love
note!where he other w~ll fmd ~t , Gl.veeach other sexy looks 61'W~~te a poem , Send
flowèrs 6· Eat dinner by candlelight , ~ to a concert. 65 Watch the·.,sunrise together
, .Take a i~' together 67 Give each other pet námes." Go sightseeing- '.69 Rent a video
, Do thingi for each other without being asked 71 Propose marriage , ~sper
saœthing
.~ nice, irito t~e other'.s ear 73 Be be~t friends '. Take a··carriage. ricIe thl:-oughthe. park 75
.
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East Greenburgh 104
./
health alert
SEX CHANGES
. EVERYTHING
-,
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It's a myth that you can tell by the way
a girl walks that she's 'a virgin, but
, there are emotional aftereffects of
sex. Things change, such as:
..'II~',",
~~I··Ir
feelings shift Girls often feel closer
to their boyfiiends after sex. But a lot
of times, a guy won't share that feeling
and may view the girl's greater
attachment as "clingy." (See Rob's
quote, below, for evidence of this.)
-----------------------------stakes get higher If a condom
-breaks or sömeonê-errds-ap-with-an--STD, both people are suddenly faced
with an intense, life-altering situation.
This stress is often the reason that
couples break up soon after sex.
--=---;;-,;- --------~----..~~~---\,'
o
friendships evolve Friends who
haven't had sex may press for personal
details. Plus, some girls may feel they
have \ess in common when one friend
Is having sex and the other isn't.
~~""
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Ne,
Por
remember
You have your whole
life to have sex. Even if you have
..__,oone,~pafgr5?y'pu can af~l.s ..:.c~oose
--16 say no-no matter what.
To
:~-::_:-or \
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II
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of sexually active
teens say they
had sex to try to
make their
relationship closer,
~~~.
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Sabrina Weill is author of the book The Real Truth About Teens and Sex, whi'~¡' comes out in September.
6 t5..
fz~
Alle
flOE
.J01-
East Greenburgh 105
~~
o
o
of teens say it would be
easier to delay sex if they
could have more open,
~
,
~~::~¡;~J~t?~:_;!~F::~;T;:;
'.,(~i'
honest talks with parents.
<
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be f ore th e ex-a'm- -----.,
'I
Schedule the appointment for a time when you won't
have your period, and abstain from any sexual activity
for 48 hours beforehand.
¡ ~~!
at the doctor's
• Ask the doctor to explain exactly what she's
going to do before she begins .
• Be honest when asked about habits (such as
smoking) or sexual history-it's not safe to take
,_
1,__ • ~ct~fl ,!Tl~g-,ºª!Lonsif YQ\Ll'!!I!.Q!5.§,
fÇlLi.o§1an~. '"
_. -. : • If 'anYtflirï"g' iiiJrts. say s'ö:"Your doctor will trY to
:
make you as comfortable as possible. Write
:I
down. instructions the doctor gives you
"
--l-because-it..cal=l-be.har.d.to.remember.
: ,. everything-after the appointment.---,
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East Greenburgh 106
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eanhappen to anyone. Get the
',löW:9öWfh, ~:n.dsexually"transmitted diseases
:·n;-t·.~,$.Y¢.V.(:~r()b\em
.. by GayleF~rman
.
;:f:;~¡~i;ti¡~~'.--"'~~~
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,:'~!."II .i '~'l;11: ,'l, ô:: ~;¿:7;t~,F,
icture four friends you think
are sex.uallyactive. Chances
are one of them 'Will have an
STD by September 2002.
'l:"bat!s three million teens
infected in the next: year!
And when sevent~en and the Kaiser
Family Foundation conducted' a nationwide survey of more than 500 kids (between the ages of 12 and 17) as part of
our Sex Smarts health-education campaign. we found that more than half worried about SIDs. So wère bringing you
the 411 on sexually tranSmitted diseases:
one girl's story of getting tested; as well as
six STDs teenS need to be aware of, major
misconceptioDs about them and te"'..ns'
revelations on how to deal with these diseases. Read on-you could Saveyour life.
"I got tested for STDs"
by Arlene Martinez., 18, as' told to G.F.
I've been with my boyfriend for two
years now, and we recently decided to
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me didn't want to know, I plowed through. other bacterial infections, a test
the paperwork, trying' not to dwell on for chlamydia and gonorrhea,
things, and instead focused on all the and a test fat HIV and syphilis.
basic questions I had to answer about
allergies and health conditions. They told exam tírne .
me all this info was for my private file, After I peed in a cup (to cheek: for gonThen a nurse practitioner, Katie, orrhea and chlamydia), I put. on one of
called me into a separate room for more those ugly hospital gowns. Katie did a
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Special Report Continued from page 51
this young would engage in such intimate adult behavior,
but more and more of them are. This comes as no surprise
to the kids who, even if not involved in the behavior, observe it happening around them. "Things seem to have
gotten worse over the last few years," says Anna Bialek,
17, a senior at Princeton High School in New Jersey. "I'd
heard about random kids having oral sex when I was in
junior high. Now it's much more common." In fact, one of
the young boys she baby-sits confided to her recently that
"a friend of his got oral sex from his girlfriend," says Anna,
Researchers are just beginning to document the trend.
A recent University of Maryland study of 335 twelve- to fifteen-year-olds receiving general care at HMOs in the
Washington, D.C., area over a three-year period found that
almost one in five had engaged in this kind of sex. And according to a 2003 Henry J. Kaiser Family Foundation survey of adolescents, 36 percent of 15- to 17-year-olds have
had oral sex, "Kids are not having intercourse as much,
but other forms of sexual behavior have replaced it," says
Laurence Steinberg, Ph.D., author of The Ten Basic Principles of Good Parenting (Simon & Schuster).
What parents find hard to comprehend is that most
children don't consider it sex. "The notion that it is not sex
has become a part of our culture," notes Dr. Steinberg.
"Kids don't put the same meaning on the act that adults
do." According to Robert W. Blum, M.D., M.P.H., Ph.D., of
the Johns Hopkins Bloomberg School of Public Health in
Baltimore, the abstinence message "got translated into No
vaginal intercourse, but everything else is O.K At least that
is how it is understood. What have we said no to? Holding
hands? Kissing? Oral sex? Adults are not clear or concrete
about it, so kids are left to :fill in the blanks."
Earlier puberty plays a role too, as does the 'highly sexualized culture that we live in. Joan,* a mom from Ephrata,
Pennsylvania, is very concerned about her sixth-grade
daughter, Melissa," who already has a womanly figure 'and
sex on her mind. JDan and her husband were shocked last
winter when, at a parent-teacher conference, the teacher
gave them a note written by Melissa and intercepted at
school. It detailed in graphic language the sexual things
she wanted to do to a boy she liked. "I couldn't get past the
first two lines, it was so disturbing," Joan says. Melissa insists there's nothing to worry about "I just wrote the note
to get attention," she says. Still, Joan is not resting easy,
and for good reason. Melissa has gone missing a few times
after school, refusing to disclose her whereabouts. And
her mom recently learned of another shocking note, this
one from a boy asking Melissa for oral sex.
The fact that sexual images and situations abound in
the media gives children the impression that everyone is
doing it "Girls today are coming of age in a more dangerous, sexualized and media-saturated culture," points out
Mary Pipher, Ph.D., in her book Reviving Ophelia: Saving
the Lives of Adolescent Girls (Ballantine Books). "They face
incredible pressures to be beautiful and sophisticated,
which in junior high means ... being sexual."
All of this intimate activity is not without consequence.
According to the' Centers for Disease Control and Prevention in Atlanta, of the estimated 15 million new cases of
52 Family Circle
10/19/04
sexually transmitted diseases reported each year, approximately 3 million occur in adolescents, based on the most
recent research available for this age group. Chlamydia in
particular has been on the rise, and while it's difficult to
pin an exact number on how many tweens are contracting
it, "the fact that cases among 10- to 14-year-olds are reported is of concern," .says Kathleen Ethier, Ph.D., a behavioral
scientist in the CDC's Division of S'ID Prevention.
Therein lies one of the problems. SOme girls view oral
sex as an acceptable alternative to intercourse because
they think they can't contract an STDi·they can't get pregnant, and they can retain, their virginity. But they are tight
"" . 'I,
on only' the iast two counts, It is possible to contract an
STD through oral sex. Gonorrhea, chlamydia, herpes and
human papilloma virus are the ones most likely to be
transmitted orally, according to Dr. Ethier. (See 'The Facts
about STDs, " opposite.) HIV can ,also:h~ transmitted orally.
However, Dr. Ethier points otit,"fue ri~kof transmission of
these STDs is far greater with unpröt~cte'~.iihterco~se.
Why are children experimenting with :suüh an intimate
act? For many reasons, say expf'lxt;s¥1fi@;d§::~ljke.A group
of New York City middle-scho.o¡~+ßrme,~tºAc~ a week as
part of Boys and Girls Clubs ':oiÄIÍfêr1~à'~~r-school pro.;'!:i\. ~·l'S.{:tl~:r:-Œô"./J
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East Greenburgh 110
grams geared to teaching healthy lifestyles and enhancing self-esteem-Smart
Girls for female students and Passport to Manhood for boys. On a recent visit, the girls sat at long tables in the school's
music room, discussing the challenges they face.
Do they know anyone who has given oral sex?
"Some girl did it to my cousin just because he
asked," says Sarah,* 12. "I know someone who got
syphilis," adds another. The majority agree that it is
definitely going on between their classmates. Why
would a girl perform such an act? "Some do it to be
cool," says Ll-year-old Lori.* Others think that girls
may be looking for love that is missing at home or
that they simply don't respect themselves. Experts
also point to the pressure girls feel from boys and,
surprisingly, from other girls too. "They do it to fit
in, to conform to their peer group," explains Nora
Gelperin, a sex educator for the Network for Family
ille Education at Rutgers University in Piscataway,
New Jersey. Unfortunately, girls tend not to anticipate how they will feel after the deed is done, whether it's
a month, a year or more down the road. "In the end they
feel ashamed, lonely and depressed," points out Cheryl
Appel, M.D., who specializes in adolescent medicine in
Tarrytown, New York.
,
What about the boys? "We socialize boys to go out and
try to have sexual encounters," says GeIperin. "The message they get is that's what it takes to be a man." Some boys
in the Passport to Manhood program would concur, admitting that they're leaned on by buddies when it comes to sexual activity. "My friends ask me, 'What's wrong with you?'
or, 'Are you gay?'" says Marcus," 12, of the peer pressure.
Experts agree that it is important for 'parents to become
their child's main sex educators. That way you can communicate your values, along with basic information. Admittedly, it's not easy. "You know at some point you have to
talk to your children about sex," says Floridamom Debbie
King. "You think you're going to talk about intercourse,
but in reality you need to be worried about oral sex.. A lot
of married couples can't even talk about it with each other,
let alone with their fifth-grader."
Difficult as it may be, it's an important conversation
that must be ongoing. Here, expert advice on how to foster
communication, keep track of outside influences, and help
your child make smart decisions:
• Talk to your child about sex in the context of love and
relationships and what it means to wait "Kids today don't
see sex and relationships correlating ... and that's what
needs to be taught," says Dr. Appel.
• Be sure your kids understand exactly what you mean by
sex, as well as your high standards for their behavior. Put
the conversation in a spiritual context if appropriate.
• Have discussions with them about what they see on TV
and in movies. Watch with them. When sexual or suggestive situations come up, such as Janet Jackson's "wardrobe
malfunction" during the Super Bowl halftime show, use
them as teachable moments.
• Keep track of where your child is, who she's with and
when she'll be home. Give her curfews and enforce them.
,. Be aware of what your kids view on the Internet Keep
the computer they use in a visible place like the kitchen.
• Familiarize yourself with the music your child likes and
pay close attention to the lyrics. They may be more suggestive or raunchy than you realize.
FC
*Edltor's note: Because of the sensitive nature of this article, names followed by an
asterisk have been changed to protect the privacy of underage children and their families.
10/19/04
Family Circle 53
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(if your partner
gets cold sores)
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SEVENTEEN SUMMARY There!s
no such thing as a 100% risk-free
hook-up-STDs
can be spread
through any sexual contact. For
more info, go to teenshealth.org
and click on "Sexual Health."
El'J Do you have a question
,I'
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about sex? Ask it at seventeen.com/sexqanda
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" My boyfriend and I
were not even dating for a
year when we started
to experiment with oral sex.
Everything was fun until ,
I noticed that I was getting
really bad sores 'down
there' and went to the
emergency room. I didn't
know you could get genital
herpes 'from a cold sore.
Now I have to worry that no
guy will want to have
sex with me and that I'll
stay a virgin for the rest
of my life;"
anonymous, 17, smithville,
on, canada'
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"In junior high I was
schlumpy and had frizzy
hair and glasses and wanted
to be accepted by the
cool girls. I hung out with
them one night and we
went'to a party with a bunch
of older guys. Everyone
started hooking up and I
felt major pressure to do
something, so I,started
making but with a guy and
-, gave him oral sex. A few
days later Igot these red
sores in my mouth and I
went to see the school
nurse. I had syphilis."
anonymous, 15, universal city,be
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East Greenburgh 113
Name
Date
Class Period
•
_
Text Pages 710-127
Pressures Leading to Teen Pregnancy
Directions: Complete the chart below using information from the text.
Infernal Pressures
Sexual Feelings
•
External Pressures
Societal Pressures
•
PARENTING REWARDS & RESPONSIBILITIES Reteaching Activities
Copyright © Glencoe/McGraw-Hili
15
'}?-5
East Greenburgh 114
Name
Date
Class Period
_
Text Pages 17'0-127
Consequences of Teen Parenting
Directions:
Complete the chart with the consequences of teen parenting.
Consequences?
Who is Affected?
Effects on teens
•
• Medical problems
•
•
•
Effects on children
•
•
•
• Juvenile offenders
• Sexually active at a young age
Effects on families
• Confusion & conflict between teen and parents
•
•
•
• Hostility from partner's family
Effects on society
•
• Dysfunctional families
16
•
Q--?- 't
East Greenburgh 115
Name ~
Date
Class Period
Chapter 7: Planning a Family
•
_
Text Pages 128-145
Medical Counseling
Part A. Genetics and Genetic Counseling
Directions: Answer each of the following questions about genetics and genetic counseling with
yes or no.
___
1. Can genetic counseling prevent birth defects?
___
2. If a genetic defect is caused by dominant genes, can a single gene cause a child to
inherit the disorder?
___
3." "Can medical tests sometimes determine if a person is a carrier of a specific genetic
.dísorder?
•
___
4. If a disease is caused by recessive genes, can the child inherit the disease from just
one parent?
___
5. Are couples who carry genetic disorders allowed to adopt children?
Part B. Methods of Contraception
Directions: -Choose three methods of contraception from the chart on page 134 and describe why
you think they would be the best methods for you and/ or your partner to use.
Method:
1.
Method:
2.
Method:
3.
___
•
'"
--------- -..--
-
----------- ---------
PARENTING REWARDS & RESPONSIBILITIES
.. -----
Reteaching
_
..-
Activities
17
~
East Greenburgh 116
Name
Date
Class Period
Chapter 7: Planning a Family
.__
Text Pages 728-745
Proper Planning
Directions: Using information from the chapter, determine whether the following statements are true
or false. Place a plus (+) in the space provided if the statement is true. Place a zero (O)in the space if
the statement is false.
1. Conception
is the moment when the male and female reproductive
•
cells unite.
2. The cells from the father and mother that unite each hold one-half of the code that
becomes the developing human being.
3. When a female is born, all the egg cells she will ever have are :in her ovaries.
4. When a male is born, all the sperm he will ever have are :in his testes.
5. It takes at least a dozen male sperm to fertilize a female egg.
6. Inherited traits are passed from one generation to the next by genes on the
chromosomes.
7. The sex of a baby is determ:ined by the mother.
8. When two eggs are fertilized by one sperm, the result is identical tw:ins.
9. A child with Down syndrome is mentally retarded.
___
10. Hemophilia
___
11. Cystic fibrosis affects the l:in:ingof the brain.
___
12. It is possible to have no symptoms
___
13. Catholics are more likely than Jews to get Tay-Sachs disease.
___
14. A cure is close for Tay-Sachs disease.
___
15. All states require that newborns be tested for PKU.
___
16. Pregnancy can occur before a female has had her first menstrual
___
17. Pregnancy cannot occur the first time that a female has :intercourse.
___
18. Pregnancy can occur during the menstrual
___
19. Pregnancy can occur even if intercourse
___
20. Hav:ing intercourse while stand:ing up will prevent pregnancy.
___
21. Abstinence is the only method of contraception
___
22. Bathing or urinating after :intercourse will remove sperm and prevent pregnancy.
___
23. Contraception
__
24. Infertility is the inability to conceive a child.
. - --
is a blood disorder that affects only females.
and still have sickle cell anemia.
is the total responsibility
period.
period.
is incomplete.
that is 100% effective.
of the female.
25. Stress and emotions usually cause infertility.
18
•
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.-SEPTE1IBER 1996 - "F':-::-":'
iñtë:'5
Articles al mst¡~
Teen Pregnancv
Lefs Get Real
BY SUz.t..NNE CHAZIN
E
VERY YEAR,
some
350,(X"..rJteen-
. age· girls have babies out of
wedlock-a figure that bas dramatically
increased ooer the
last several decades. It's DOt just Iow-;
income youth. Today IDOre than half
of all teen-agc:rs-boys and girls-ha.~
had sex by the: age of 18~ and more
than 15 percent of teen-age: mothers
come frommidd1c:-das.s. homes,
Middle-class girls, even rnoœ than
those raised in poverty, begin sc::xu2!
oq:>e:~
with romantic DJ)'t:hsthat the')' ,11 marry their boyfri e:nd...
finish school, raise a JO\ing family a.n:i.
ge:t a good job. But as these three white
,
middJe:-dass girls demonstrate, sorne
myths do not confonn to life:'s reali ties,
high-!dlooJ junior Tanya Foœ:aine IIX:t
Bryan ~1kol.aj~ 19, in a car full of
friends going to the mail. With his
hc:fty build, be rc:sc:rnbkd an ~"FL
linc.back.t:r. Tanya pushed a strand of
red-tinred hair behind ber
~ and smiled shyiy. She was
1994
dd.ighted
when
Bryan
~
smiled back. He was the
oew ~
in ~{;;¡ochc:stc:r.
NR., up from Fon
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h-~
Fla.., to \-istt
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16.7
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THE MYTH: ~'l/ ga rn:zrriaL It
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a cold Saturday in January 1995 when
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East Greenburgh 118
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R..E.Al>ER"'S OIGEST· SEPïcMBER 199fo
his .divorced dad and YsttT'S, Sinc'e
dropping out of high school over a
year before, he had ....
rorked sperad-
III
I
ica.lh a t odd jobs,
B~'5
'WOrld 'couldn't ha--.~ been
IJlO("e 'di.ffe:f1!1lt from
Tarrra 's, She Jived
in lx:r parents' comIoct:abIe house,
attended church 00 SundaYS. and go<
good grades in school. id: Bryan fulfilled al! Tanya's girlish f.:tnt:asic:s-a
bad boy vri th a good heart; a wild
sta.l1ion wOOm no girl bad yet tamed.
Her love, Tanya' 'W'aS sure, ~uld.
After a few dares, tbev had sex,
Ther used DO birth ~l.
When
TanYa misr.rd her period, sh=: bought
I
I·I'
an o-er-tbe-counrer pn::::gn.a.ncy test.
It c::a.IIX: out positive.
She shook as she broke the news
ID Bryan, nose
baz.d eyes registered
shock, "If ~
have tbe ~.;~
Bryan
said finally, "T II bd p you. through it,"
Tanya beamed with relief, P~haps
my r:vild stanton is rr:zuiy to ~
doum,
She didn't want a shorgun wedding, but maybe in a' year th=y would
marry. Her head da need with visions
Of bedtime: stories and garrx:s of catch,
Tanya's paretts W'O"\: di.smayed by
. the DCW'S. In Bryan, Tanya saw a
husband in the making; rlx Font; iDC'S
saw.a;t irre:spowibk
boy with no
amtcrlOl'lS..
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his. Stili, be continued to stay at
her apartment and use her car.
On Sepœmber 22, 1995, Tanya went
inro laboc Bryan showed up at
was
me
hospital, then ~
for a sandwich.
He: c:amc: ~
left again, and finally
rerurned to sa: the baby being bom.
Tanya thought her new son, Ari,
vvuuJd keep Bryan in her life. But
Ari's crics to be fed, held and changed
ovcrwhdrncd Bryan. He started coming to the apartment less and less.
. Finally, after months of frustration,
Tanya asked Bryan to move out.
These days, Tanya survives on
roughly
..-:,
from wait-
.
--r-A..
&om her . mother, she was able::o
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$270 a week
ressing and housekeeping.
She can't
IDO"ie back bome with her parents.,
They will give her money when
things get right, they tell her, but
she is 011 her awn. Bryan pays no
lir.
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out
support.
ï wish I could turn back the clock
and be part oC a family again," says
Tanya. -¡ tbooght I ~
what I
was doing wfxn I bad sex. I didn't
think I"d end.up ~ .alone."
• _..
'.
Bryan voiced doubts that Tanya's child
"Life gd3 rougfxr as JOU get om
ArL::oe Foora ine told ba- da1tghta:.
-rIard-woding men Iik.e your father
are difficnh to fiod.'"
.
Tzlra ignos ed the warning. She
W2S c::agcr to start ber own life. By
-wa.íring OD tahk:s and gett ing hdp
7"
J
Tanya's father offered Bryan a job
in his roofing business. He wor ked
rwo days, then quit. "L'rn afraid of
heights," he c:plai.ned. Bryan kept
saying he was looking for work, but
he neva held a job for long.
Friends tokl Tanya things would
gd better ooce Bryan saw rus child.
But lata that summer, when Tanya
told him about a sexual experience
she had shortly before she met him,
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orgaojzarion, more ~
balf.c:i',~:7
age ~
are not loúEng ~
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to~~héwàialïng;Sb:t.fgai,
7.
child's £adxr by the t:ime dm child
reaches grade..ibooJ. ~
than 00:quarter have naer lived With the fadrt:
Nor will tbc farber offer much b:lp:
according to the Coogn:ssional Budgd.
Office; only 20 po a::nt cf De"Ya-mal'ried
mothen receive formal child su¡:.port..
By contr2St, four out of five: ~
who wait until agc: 24 to give birth
arc: still residing with tb:: child's G.I w:r
when the child reaches grade: schooland two OUI of three ofthosc child.rc:l
have: never lived in poverty.
mm--:.
;deng with
~undS. ., dwq;ht
be W2S the sUUI'gt $t man atm:...'
'Three IDlJI1l¡s ÍdD ber rdatioo-
ship with earn.; 9xiley ~ pn:gnaIL The coapL: ~
in -With bis
family, in his OOmcsown c1 ~
Ore, There, Qallic: £dl in with an
old group of f~
put :;ÚU:r
work and coming home: ooIy to sleep.
Shortly afu:r Kira was bom, Sbdley moved to ber pai enrs" hCJU5C in
Idaho. She: assumed Callie would
beg her to rerum... Wecks turned into
months. Callie c-aJ.l.c:cL but he atarle
visits and sem no money. "I don't'··
need aman,'" Sbd.icy VOW'CCi. -x..ïra
and I can 1><= a fa.miIT on our O5Im.'"
For a few years, it "'ooked as if she
v.-cre right. Sbd.1q moved into an
DO
!HE MYTH: My baby and 1don't ~
'a man. On a quid: street in Coeur
di\1enc:, Idaho, a 4Yz-ycar-old girl wñ:b
porcelain skin", big bI uc: t::yeS and a
wavy mop of dark brawn hair plays
,in her grandparc:nts' front yard as ber
mother and grandmothc:r look on. A
a.pa.nmox and bc:gz.n working
t'\VO
jobs. Whol she: ka.rn:=d that Cal.lie had
married and bc::gun a. IXW family, Sbdlt:!}" ~'
s."le bad iD mO't"e on. She
crc:am-col~ pickup clr-iv.:s br· 'î1::w:::rc , gained full a.l:StD<fy of her daUghter
goes my daddy. He's coming to see
by giving up hc:r rigIx to child s~L.
me," the girl says with a smile.
Her mother bites her lip. But the
women say nothing to the bopeful
little girl. There is nothing to sayKira. Wallace has no dadd .....
It -wasn't supposed to ~
out this
way. When Shelley Parsons was a
high-school
junior, 19-year-old Callie
Wallace sec:l1ed ideal to settle down
Kind and soft-spoken, he
appeared to lov~ children. He took
her nephev.· fishing and evc:.n babr-s2L
Hc: reminded Shelley of her clad.
As a little girl, she u.~ to 'watch
for her father to pull up in his b~
Ford pickup. He'd smell of ru.rpentinc: from
job as a pa.inter~ but
with.
rus
Kira., ~,
OXlldn't move OD.
In day ~
th<: ~-oId
nocic.ed
that me:o called ..faI:bcrs" picked up
their childn:n. Hc:r best fric:nd's daddy
often t09k his orde prl to the: super-'
mar keto Seeing t.ha:J one day, Kira
said ori tedly, ~
mc:rc:'s Stq>banie:
and ber daddy ....Socc.dier t:ha4 Kira
a.nr.ouoced that she was going to clxsnperm.arket
to buy a daddy toO.
Kira started icverring a farber. "'My
daddy has a dog,'" ~e tokl Shdlc:y.
Asked to dean bc:r rocnn, Ki.-a rqii~
"M)' daddy dcx:sn't make me."
""If I could \1öÏsh
ODC thing. it
",'Ould be that Kin had öl fatha,"
ror
SJ
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East Greenburgh 120
.•
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~
DIGEST • .5EPfcMéc:
-:';'196
recei ve :Norplatt,
birrh-ccœrol device.
But when he joined ber In the
consulcing room after her .exam, the
anac.bed ro a man wOO Il"~ t DO[ doctor said it was too late to give
Norplant to Katrina, "She's already
srick aro~
Shelley resists ~ything
pregnan4" he announcedr:norc than a casual date.
Katrina, stunned, saw tears run
Beca use Shd.ky works ~
jobs
dow-n ber father's face. With one devto support Kira, the litrl e girl also
'astating pronouncc:ment, his hopes for
spends less rime with her mother
her--col,k:gc:, career, travd, a housethan other children. Soenetiræes Kira
'were lost.
is askep v.~n Shellee picks her up
He knew. He'd been there.
at night. from her parents' bouse.
As a boy, Mroczek used ro dream
-I only thought about m~lf and
of
tra...-ding to the t::'IDtlcplaces his
Callie when 1 got p~n.a.DI.."
says
uncle, a sailor, told him about. StanSbdlq. "1 assumed ~
else
'WOllkl work out. N<J"'N I see bow rnv kr planned to join the Navy too. Then
Tammy
Billiau,
decisions ~
hurt my da. ughter fo"r his girlfriend,
a.n.notmeed she 'WaS pregnant.
the n:st of ber life" Ifed like I cheated
Billiau also had a dream-e-to be
her out of a dad-thc= pa.rt of my
a nurse. Instead, she dropped out of
own childhood I chcrished most."
school and, two months after KatTHE R£AUTY: Fewer than balf the rina's birth, married Mroczek. He
took a factory job. They soon had
tCOl.S who give birth out of ~ock
two more children.
marry within the nc::tt f~
years.
Then Mroczek gee: laid' off. WIthout
'Those who do rnarrv are rwice as
much
education, he found it hard to
Iíkdy to d[.;:on:e in five ~
as W'ODX"Il
find another job. Mroczek hauled
who marrv in their 205.
t..raikrs and worked as a carpenter's
And a ~r
is not c::asi1y n:placed"
hdper. Scil.l, there \V3SD't ~
IIlOOq.
A ~
nu.m.ber of studäc:s sug'1ñei.r car was repossessed, their elec~
that fatherles.s children æ1: more
tricity eut off. Finally, the family
Iik.dy to take drugs,. drop out of
applied for wd.fare. When Mroczek
school., rum to crime and become
saw tr.n'd posters now, they filled
teen pareocs thcm.sd R:S..
him with sadness instead of hope.
Years passed. Mroczek went to
71Œ ~
I am still ga an ab/cation
and a good job. Katrina Mroczek sat scbooi and becune a corrections officet'. But nearly a decade of depriva¡xnously in the ~'s
office
in Gand Rapids, Mich., w'airing for tion ttKlk its toll. When Katrina
ber. &ther. Tbc: .bc2øtifuI sandy-o was 12, Stanky aild "1amtfiy divorced.
blood 15-year-olå bad ad.. Ñft~ to Now', watching Katrina's belly grow"
Mroczek sbudckrul at ber furore.
bo' dad ~
she ~.scrlPDy~
•.
He bad ba. ¡glit bei SD tbc.""~ re .,.;10 ; Jo. ··K~!.!.tafdt nooe'c1ms ou:Wc:ty. "I'll
Shelley- But: having a man in
ber life is, increasingly. a pipe dream.
Afraid to bave her datrlrer
become
~
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52
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East Greenburgh 121
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t:»GEST.SE~R
be o by,- six tried to reassure him..
"T'Il still fmisb high school and get
;J good job," Katrina CIIVÏsioned
buying baby oarilts and sharing child
care with her boyfriend, Doug [ones,
¡
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Iii
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finished high school.
Mroczek says. "Katrina has a fantasy
world and sees great things ahead,
but I just see another welfare: mom."
THEREAlITY: According
Gtttt:macher
to
The Alan
Institute, only 70 percent
of ~men
who give birth as teen-agers
On April 22., -]995. Karr ina's
finish high school, compared to more
daughter, jurnee, carne: into the
than 90 pen:o:lt of women who post'imrlcL The baby clothes were outgrown within three months and Kat- . pene c.hildbi.rth. The teen-age 'mother 's
chance ci' attaining any higher education
rina could afford only thrift-store
is very slim. With littie schooling and
. hand.:..mc-dO"'Wns after that. !urnee
the extra res ponsibili ties of being' a
got sick more often than Katrina
parent, life is a down ward spiral. By
bad ever imagined, and W2.S hospithe t:irnr: her child reaches grade school,
talized at ten moru.h.s beca use of a
a young motber is 25 times less likely
blood infecrion.
to
0'WIl a home
and 50 percent less
Ha strength sapped, Katrina fell
lik.dy to bave savings than mothers
behind in school. Her relationship
who started families after they were 24.
'Wi th Doug fal tered. F mallY:r Doug
moved into his mother s bouse and
ooly saw Ka t rina s poradicall y on
U~"FORn""sA TELY, the inability to foresee
W'CC k eods. He: bought
diapers and
the ofi:.cn-heart:bking
coqsequencc:s
little else.
of sex is common. Many young people
Today, Kærina and [urnee srill live
~
a hard time believing that pregwith ber mother. She: ¡:ian.s to finish
nancy could happen to them. But
high scbool,. but she has a loog way
Tanya, Sbc:Uey and Katrina are living
to go. Katrina has earned three credhard realities, not romantic myths.
it:s; she needs 20 to gradnate.
Their oncc:-bright furures and dreams .
"I wish she rouId have bmed from
DCJIW take a back seat to the day-tomy and Ta.x:m:ny's mistakes," Stanley
d2y scramble to make ends meet ..
Reprints afthis article are available. See page 208.
X
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FINAL REVIEW/PARENTING
Dating
• Dating is the pathway in American culture that may lead to marriage.
• Dating helps people improve communication skills.
• Group dating is the most common way in which teens develop their first personal
dating relationships.
• Double dating is when one couple joins another couple on a date.
• Teens make better choices about sexual activity when they have clear values and
goals.
• Dating promotes personal growth because it can help a person get to know a
variety of people and their points of view.
Relationships/Marriage
• Not waiting until marriage to have sex can result in increased doubts about the
relationship.
• Before deciding to marry, a couple should discuss career goals, role expectations,
housing needs, financial expectations, children, etc.-- This will help to ensure that
they are accepting of each other's views.
• Complementary roles are described as roles in which people work together
successfully because one person's strength compensates for the other person's
weakness.
• An example of a complementary role would be the wife balancing the budget
because she is good at math and her husband is not.
• In order to maintain balance in a relationship people need to possess mutual
respect, realistic expectations, and equal contributions to the relationship.
• When couples compete with one another they deteriorate their relationship.
• When attempting to resolve conflicts in a relationship people need to set aside old
conflicts and identify the real source of the problem and use good communication
skills.
• When problems can't be resolved easily, tension can develop during discussions
towards resolution. Couples should take a break from attempting to resolve a
conflict if they begin to feel annoyed and angry again, and resume discussion after
they have had a chance to calm down.
• When children arrive into a couple's life, the dynamics of the relationship can
.change. Planning for the time and energy that child care requires, increased
expenses of having a child, and accepting that you will have less free time with
friends, will help with adjustments.
• Having a child is not a solution to a troubled relationship.
• It is important that couples set aside daily sharing time and time alone together
(such as establishing a "date-night") to sustain their interpersonal relationship as a
couple.
• Couples need to discuss matters of concern in a relaxed atmosphere of
acceptance, with minimal interruptions and distractions.
• I-statements are a technique used to help resolve conflicts. It includes sending a
clear message that allows communication line to remain open (ex.: I feel annoyed
when you tum away when I speak with you and I need you to look at me and
acknowledge that you hear me when we talk.).
2113
East Greenburgh 123
•
•
•
•
•
•
In order to reach a compromise each person gives up something to reach an
agreement
Placating does not resolve conflicts in the long run. Agreeing with someone or
giving in just to avoid a conflict will usually lead to future problems.
Agression breeds aggression.
Mature love deepens and grows as the relationship grows. It is a long lasting,
caring, and giving type of love.
Infatuation is a strong feeling of attraction between two people that tends to be
self-centered or one-sided.
Romantic love is the exhilarating feeling that can spark a relationship and may
then grow into a deeper, more lasting feeling.
Teen Pregnancy
• Consequences of teen pregnancy includes teen parents incompletion of education;
difficulty with responsibilities of parenting; childbirth difficulties due to the
mother's young age; inability to obtain the resources they need to fulfill the
responsibilities of child care; limited ability to earn an adequate income, etc ..
• Several options currently exist in our culture, for teen mom's. These include
adoption (open or closed), abortion, and keeping/raising their child. These are not
easy decísions for a young person to make and require courage and maturity.
Guidance and support are crucial to success.
Additional studies:
• Baby packet information (formula or breast milk; bathing; head injury; smoking
during pregnancy; vaccinations/shots ARB NOT CALLED ROOTING;
recommended age for introducíng baby food; fevers; dehydration, etc.).
• Got a Match worksheet
• Red Flags in dating
• Child care philosophies
• Contraception (know what abstinence is; Be aware that sexually transmitted
diseases are found at all economic and educational levels.)
• Nutrition: to help children develop good eating habits parents should involve
children in food preparation, serve nutritious snacks between meals and avoid
foods that are high in sugar and salt. Children that skip breakfast do not perform
as well in school as those having eaten breakfast. Fruits and vegetables are
.nutritious snacks and also a good source of fiber.
• People under the age of 24 should have 3 servings of dairy products a day and
everyone should have at least 2 servings.
**Study all work that was returned to you. Be prepared to write 2-3 short answer
responses similar to the essay/paragraph topics we completed in this class.
1-vt,
East Greenburgh 124
I
I{J
Parenting:
Dating, Preparation for Marriage,
Adjustment to Marriage
Name:
---------------------------
True/False: For each statement below, write T if the statement is true, and F if the statement is false.
(1 point each)
l.
_
In American society, dating is generally fue pathway that leads to engagement and marriage.
2.
_
Dating only one person promotes personal growth by providing increased opportunities to
meet new people.
_
Couples can develop skills that will help them keep happiness in their relationship.
,.,
.J.
4.
Getting away from problems at home is a healthy reason for getting married.
5.
_
Couples should honestly evaluate their relationship before marriage.
6.
_
The only factors that will affect a couple's relationship are those that relate to just the two the them,
7.
_
Social :filters increase a person's number of eligible mates.
8.
-
It is more likely for a man to marry a younger woman than for a woman
to marry a younger man.
.
9.
_
Most people marry someone with an educational background similar to their own.
10.
_
Relationships between people who have nothing in common usually last a long time.
Matching: Match the following terms and identifying phrases.
11.
_
Intense, short-term feelings of love.
A. An outgoing, social person
12.
_
Acting in ways that are reasonable & responsible.
B. Maturity
13.
_
In many cases, most people live no farther than this
from the person they marry.
C. From the same age to up to
five years older than they are
14.
_
According to the theory of complementary needs,
a quiet person might be looking for this.
D. Communication
15.
_
The most likely result of marrying your fantasy mate.
16.
_
This system theoretically works to separate eligible
mates from those society considers unsuitable.
E. Infatuation
AB. Commuting Distance
17.
_
The age group from which women are most likely to
Q.Ávn S e, I o-( ¡;r-...~
r 'rYr'f-
ç
AC. Disillusionment
AD. Mature Love
BC. Social Filters
CE. Complimentary Roles
)4j
East Greenburgh 125
True/False: For each statement below, write T if the statement is true, and F if the statement is false.
(1 point each)
18.
_
A popular psychological theory states that many people look for a mate who is in someway like
one of their parents.
19.
_
Having similar values can make people seem more attractive to each other.
20.
_
Living independently before marriage increases one's chance of living a successful married life.
21.
_
When a couple compromises neither one get exactly what he or she originally wanted.
22.
_
Couples are most likely to be disappointed when their expectations about marriage are unrealistic,
23.
_
Choices you make as a young adu1t may affect you for the rest of your life.
24.
_
The most important factor in getting along with a roommate is communication.
25.
_
Today, the average age of first marriage is lower than ever before.
26.
_
It is possible to spend time along without becoming lonely.
, .,
a,
Matching: Match the following terms and identifying phrases:
27.
-
28.
-
29.
30.
31.
32.
_
_
Something you can only do befare marriage which will
probably increase your chances for marital success.
A.
Relationships observed in our
families as we grew up
It is possible for two very dissimilar people to have a
happy relationship, if they are willing to use this technique
to resolve their differences.
.
B.
Role Sharing
C.
Mature Love
This term describes the way a couple handles the amount
of work they have to do.
D.
Social Filters
E.
Their division of labor
AB.
Compromise
According to the social learning theory, this is the
primary basis for our choice of mate.
_
This is when each person in a relationship takes on a
role that supplies what the other person lacks.
AC.
Live a successful premarital
lifestyle
_
A way of handlingresponsibilities,
in which the couple
works together to carry out a task.
AD.
Complimentary Roles
)..ifl
East Greenburgh 126
Multiple Choice: Write the letter of the best response in the space provided. (2 points each)
33.
Which of the following is characteristic of romantic love?
a. it is other-centered
b. it is based on sharing interests and ideas
c. it is based on an instant desire for each other
d. it encourages growth in the other partner
34.
Which of the following is characteristic of mature love?
a. it is possessive and one sided
b. it lacks confidence and trust in each other's commitment
c. it decreases over time
d. it deepens and grows as the relationship grows
35.
Which of the following is a possible consequence of not waiting until marriage to have sexual
relations?
.,
a. i~creased self-respect and respect for partner
b. increased doubts about the relationship
c. allows time to build the relationship
d. contributes to sexual freedom in marriage
36.
Which of the following
a. dating helps people
b. dating helps people
c. dating helps people
d. dating helps people
37.
A person can get to know a variety of people without a commitment to continue any given
relationship through this type of dating.
a. informal
b. pair
c. random
d. steady
38.
Which of the following would help a person begin a dating relationship?
a. having a disheveled appearance
b. being shy
c. waiting for the other person to begin a conversation
d. arranging to spend time with the other person
39.
When ending a relationship, which of the following is recommended?
a. being sensitive to the partner's feelings
b. continuing the relationship in order to avoid hurting the partner
c. spending time at favorite dating spots to relive memories
d. recognizing the feelings of pain and loneliness as a sign that the relationship was a mistake
40.
A
a.
b.
c.
d.
is a function of dating?
improved communication skills
evaluate the way members of the opposite sex dress
get to know their parents
"
learn to be irresponsible
lack of similar values in a marriage could result in which of the following?
a couple attends religious services together each week
a couple chooses to buy a home rather than rent
a couple waits until they have finished college before having children
one spouse wants to live in the city to be closer to work; the other wants to stay in the
country
:V3\
East Greenburgh 127
~
.
Matching: Match the following terms and identifying phrases
41.'
_
Times when you give into your partner's wishes or ideas
on a situation.
A. Mature Love
B. Romantic Love
42.
_
When one couple joins another couple on a date.
C. Double Date
43.
_
Pind a solution on which both can agree
D. Concession
44.
_
Two or more people agree to meet and spend time together
E. Blaming
45.
_
A long lasting, caring, and giving type of love.
A-/3 C. hIM- P r cr-vn
,
l .l' ~
AC. Communication
46.
_
The exlùlarating feeling that can spark a deeper relationship
BC. Informal Dating
47.
_
An exchange of information between two or more people
BE. Infatuation
Multiple Choice: Write the letter of the best response in the space provided (2 points each)
48.
Which is an example of complementary roles?
a. the husband pays all the bills because he earns the money
b. the wife balances the check book because she is good at math and her husband is not
c. the husband and wife take turns cooking the meals because they both work
d. all of the above
49.
Which of the following is a state requirement for marriage?
a. a licensed official to perform the marriage
b. a marriage license
c. a particular marriage ceremony
d. blood test from both male and female
50.
Age is not a major factor in considering marriage if couples
a. have a lot of money
b. have limited finances and a poor source of income
c. are at least 18 years old
d. are emotionally, mentally and socially mature
Sl.
The ability to think what another is thinking, or feel what another is feeling shows
a. cooperativeness
b. empathy
c. flexibility
d. logical thinking
52.
Which of the following topics should not be discussed before marriage?
a. career goals
b. role expectations
c. housing needs
d. none of the above
_
_
1-~
,
,
East Greenburgh 128
53.
Which of the following is an example of good listening skills?
a. helping the speaker finish sentences
b. overlooking the other person's emotions
c. using times of silence to think about what was said
d. while the other person is talking, thinking ahead about what you can say
54.
Which of the following actions conveys a nonverbal message of interest in what a person says?
a. leaning back in a chair
b. looking out the window
c. tapping a foot
d. using direct eye contact
55.
_____
is a communication barrier that"occurs when a person forms 'opinions about others
without complete knowledge or facts.
a. distracting
b. ignoring
c. prejudice
d. reflecting
Matching:
Match the following terms and identifying phrases:
A type of communication in which messages are sent
and received without using words.
56.
A. Blaming
_B.
A form of communication that involves sending messages
through body movements.
57.
-
Body Language
C. Compromise
-
Expressing thoughts, feelings, and ideas from a person's
own point of view.
-
A communication pattern in which people accuse others for
everything that goes wrong.
-
A communication pattern in which people say or do something
just to please others.
AC. Placating
61.
When two people disagree on an issue.
AD. Problem Ownership
62.
The people involved in a conflict identify how the problem
is affecting them:
AE. Reflecting
58.
D. Conflict
E. l-Statements
59.
60.
63.
AB. Nonverbal
Communication
,
A method in which both people give in a little to reach a
solution that is satisfactory to both people.
?-~
East Greenburgh 129
Short Answer:
64.
List the three things that an "1 statement"
should include (2 points each)
1.
1/
2.
3.
65.
Rewrite three of the following statements as "I Statements" (3 points each)
1.
You never call when you say you will.
2.
Why are you such a loudmouth?
3.
You always ruin our plans by being late!
4.
You never do as I ask, what is your problem?
5.
Stop treating me like a baby!
'}s1'
East Greenburgh 130
ACOG Education Pamphlet
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,."~U(:I_-:'t;.,-:
'''''l
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How to. Prevent
Sexuâlly
.
.Trml.smittC'd
Discas~
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....: ..
,.\··'Léi~<
.'<r About Sexually Transmitted
:j;@:' Diseases
\~i~;:·:':·:,:·
,', .k:.:'"
,~~
• Medical Students
• Meetings Calendar
• Membership Applications
•
•
•
•
•
Sexually transmitted diseases (STOs) are infections that are
spread by sexual contact. Except for colds and flu, STOs are the
most common contagious (easily spread) diseases in the United
States, with millions of new cases of STOs each year. Although
some STOs can be treated and cured, others cannot Prevention
is the key to fighting STOs. By knowing the facts, you can take
steps to protect your health. This pamphlet will explain:
• Types and symptoms of STOs
• Risks of getting an STO
• How to prevent STOs
;;á::..
.~:.-?i
a Junior Fellows
Every woman should
know how to protect
herself and her
partners from STOs.
Anyone who has sexual contactvaginal, anal, or oral sex-with another
person may get an STD. People with
an STO may not have any symptoms and may not know they
have it. Even if there are no symptoms, your health can be
affected,
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STOs can cause severe damage to your body-even death. A person with an STO can pass it
to others by contact with skin, genitals, mouth, rectum, or body fluids.
Symptoms of an STO can range from vaginal discharge and mild irritation to severe pain.
Often, symptoms occur only if the disease becomes more advanced. In most cases, the longterm health problems can be avoided by early treatment
STOs are caused by bacterial or viral infections. STOs caused by bacteria are treated with
antibiotics. Those caused by viruses cannot be cured, but symptoms can be treated.
Anyone who is sexually active can be exposed to an STD. Even if there are no symptoms,
tests can be done to diagnose infection.
Gonorrhea and Chlamydia
Gonorrhea and chlamydia are caused by bacteria. These two diseases often occur at the
same time.
Gonorrhea and chlamydia often have no symptoms. When symptoms do occur, they may
appear 2-21 days (3 weeks) after contact with an infected person. Symptoms may include:
http://www.acog,org/publications/patient_educationJbp009.cfm
12/8/2008
~-rJ1
East Greenburgh 131
ACOG Education
Pamphlet
AP009 -- How to Prevent Sexually Transnnttea VIseases
rn!:;o
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A discharge from a woman's vagina or a man's penis
Painful or frequent urination
Pain in the pelvis or abdomen
Burning or itching in the vaginal area
Redness or swelling of the vulva
Bleeding between periods
Sore throat with or without fever
• Swollen or enlarged lymph nodes
•
•
•
•
•
•
•
Gonorrhea and chlamydia can be treated ,atthe same time with antibiotics. It is important to
take all of your medicine. Your partner also must be treated.
You can pass gonorrhea and chlamydia to your partner even while you are being treated. If
you have either disease, avoid sexual contact I:Intit both- you and your partner have finished
treatment
Untreated chlamydia or gonorrhea can cause pelvic inflammatory disease (PIO) in women.
PIO is an infection of the uterus, fallopian tubes, and ovaries. It can cause infertility.
Symptoms of PIO are fever, nausea and vomiting, and pain in the abdomen. It can lead to
long-term pelvic pain.
Human Papillomavirus
Human papillomavirus (HPV) Is one of the most common STOs in the United States. More
than 100 types of this virus have been identified. Some types are spread from person to
person through sexual contact.
Like¡ many STOs, there often are no signs of genital HPV. However, a few types of HPV cause
warts. For women, these warts can appear on the vulva, vagina, cervix, and anus. For men,
they can appear on the penis, scrotum, anus, or anywhere else in the genital area.
Sometimes warts go away on their own. If they do not, there are several treatments for warts
available. However, over-the-counter wart medications should never be used on genital warts.
Even after the wart" have cleared up, the virus may be present. The virus can remain in the
body for weeks or years without any symptoms.
Some types of HPV are linked to cancer in both women and men. Certain types are known to
be a major cause of cancer of the cervix. However, very few women with HPV develop this
type of cancer. HPV also may be linked to cancer of the anus, vulva, vagina, penis, head, and
neck.
There is a vaccine that prevents the two types of HPV that cause the most cases of cancer of
the cervix and the two types that cause most cases of genital warts. You do not need to be
tested for HPV before you get vaccinated. Because this vaccine does not proteet against all
types of HPV, women who are vaccinated should still have regular Pap tests. The vaccine is
not a treatment for current HPV infection and will not prevent all cases of cervical cancer or
genital warts.
Syphilis
Syphilis is caused by a type of baeteria. ff not treated, syphilis can infeet many parts of the
body, causing major health problems-even death.
Most people have no symptoms of syphilis. The first sign of syphilis may be a painless,
smooth sore at the site of the infection. Syphilis is easily treated In this early stage. Other
symptoms of syphilis are warts and a skin rash.
.
Syphilis is passed from person to person through direet contaet with a syphilis sore. It also can
http://www .acog.org/publications/patient_
educationlbp009.cfm
12/8/2008
?~~\
East Greenburgh 132
ACOG Education Pamphlet
AP009 -- How to Prevent Sexually Transmitted VIseases
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be spread by touching the rash, warts, or infected blood during the second stage of infection.
It enters the body through a sore or a eut in the skin or mucous membrane.
Sores often occur on the genitals or in the vagina, anus, or rectum. Sores also can occur on
the lips and mouth. Without treatment, the symptoms may go away, but the disease will
remain. Years later, it can return in full foree.
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Genital Herpes
Herpes VïrLlS
Millions of Americans carry the
genital herpes virus. The most
common symptom of herpes is a sore
on or around the genitals. These
sores appear as red spots, bumps, or
blisters. They can last from a few
days to a few weeks.
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The symptoms go away by
themselves, but the virus remains in
your body. The sores may come back
at any time, usually in the same plaee
they first occurred. Treatment can
help heal the sores, but it cannot kill
the virus. Therefore, once you have
herpes, it is possible to transmit the
infection to others without knowing it.
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thlOOgli your boêi~· (2) Orla' sëttl~ at nef'! e celis near your
spine OJ..). When sometbkx; triqgen a oc.'\' bout of new<.-s, the
v~rusleo ..-es its ttestinq o~aëe oñ,i t{Dvef5 ùionq the t~,-e.. bad:
If you or your partner have oral or
to læ SUrfOLi of the'skjn (4).
•
genital herpes, avoid sex from the
time of first symptoms until a few
days after the scabs have gone away. Not having sex does not mean you cannot hug or
cuddle. Just be sure that lesions and their secretions do not touch the other person's skin.
Wash your hands with soap and water after any possible contact with lesions. This will keep
you from reinfecting yourself or passing the virus to someone else.
Human Immunodeficiency
Virus
The human immunodeficiency virus (HIV) is the virus that causes acquired immunodeficiency
syndrome (AIDS). The rate of HIV infection is increasing most rapidly among women who
have sex with men.
HIVenters the bloodstream by way of body fluids, usually blood or semen. Once In the blood,
the virus invades and kills cells of the immune system-the body's natural defense against
disease.
.
HIV weakens the immune system, which may lead to AIDS. With AIDS. a person's Immune
system is so weakened that other life-threatening conditions, such as infections or cancer, can
occur. Although there is no cure for HIV, treatment may prevent or delay the onset of AIDS,
which can be fatal.
Trichomonas
Trichomonas vaginitis Is a microscopic parasite that is spread through sex. It can be cured
with treatment. Many people have no symptoms of trichomonas. When symptoms do occur,
they include discharge from the vagina and vaginal itching and redness.
Hepatitis
Hepatitis is a serious infection of the Hver caused by a virus. Two types of hepatitis, B and C,
http://www.acog.org/publications/patient_
educationlbp009.cfm
12/8/2008
W
East Greenburgh 133
xcoo Education
J.
Pamphlet
AP009 -- How to Prevent Sexually "1 ransmmeu
u.ö"'".
_........
1.Jl::;t:1;1..~t:::;
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They can be spread by direct contact with the body fluids (blood,
can be sexually transmitted.
semen, vaginal fluids, and saliva) of an infected person.
There is a vaccine available to prevent infection with hepatitis B. There is no vaccine to
prevent hepatitis C infection. Many people infected with hepatitis B or hepatitis C recover
completely. However, some people develop chronic liver infections, which can lead to longterm health problems.
How to Protect
Yourself
from STOs
The factors listed in the box increase the
rísk of an STD. Adolescents
have a higher
risk, and lifestyle factors also can playa
role. There are many ways you can reduce
your risk of getting an STO:
Are You at Risk?
You are at increased risk of getting anSTO if
you:
• Have or have had more than one sexual
Know your sexual partners and limit
partner
their number-Your
partner's
• Have a partner who has or has had more
sexual history is as important as
than one sexual partner
your own. The more partners you or
• Have sex with someone who has an STO
your partners have, the higher your
• Have a history of STOs
risk of getting an STO.
• Use intravenous drugs (injected into a
• Use a latex condom-Using
a latex
vein) or your partner uses intravenous
condom every time you have
drugs
vaginal, oral, or anal sex decreases
the chances of infection. Condoms
lubricated with spermicides do not offer extra protection. Frequent use of some
spermicides can increase the risk of HIV.
• Avoid risky sex practice5-7-Sexual acts that tear or break the skin carry a higher risk of
STOs. Even small cuts that do not bleed let germs pass back and forth. Anal sex poses
a high risk because tissues in the rectum break easily. Body fluids also can cany STOs.
Having any unprotected sexual contact with an infected person poses a high risk of
•
•
getting an STD.
Get immunized-Vaccinations
are avalteble that wilT help prevent hepatitis B and HPV.
Finally ...
Every woman should know how to protect herself and her partners from STOs. If you think you
have an STO, seek medical treatment to avoid long-term health problems.
Glossary
Acquired Immunodeficiency
Syndrome (AIDS): A disease with a group of signs and
symptoms, usually of severe Infections, occurring In a person whose Immune system has
been damaged by infection with human immunodeficiency virus (HIV).
Human Immunodeficiency
Virus (HIV): A virus that attacks certain cells of the body's
immune system and causes acquired immunodeficiency syndrome (AIDS).
Human Papillomavirus (HPV): A sexually transmitted virus that can cause small growths
called condylomas
or !;lenital warts, on or around the genitals.
'
Infertility: A condition In which a woman has been unable to become pregnant after 12
months without the use of any form of birth control.
Pew,ic Inflammatory Disease (P/D!:.~n infection of ~e uterus, fallopian tubes, and nearby
pelvic structures. Tnchomonas Vaginitis: A type of vaginal infection caused by a parasite that
Is passed through sex.
http://www .acog.org/publications/patient_
education/bp009.cfm
12/8/2008
')lPc;
I STOs ttcrn A to 2 continuee'
~~:A,~~U
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J pJ~wed' UlJ'ouf'Î.
'..
[Tying' nal rc dV\lelJ o.,
rhing.s, and insreari focused 011 all rJJ,
basic questions
1 had IO answer ~bou;
t:,), él
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111
called mf into d separare room fOJ morr
personal questions, \l?as.l sexuall)' activt:
Talting conrracepcives?
Did J cie drug[:
blt
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Olle myself.
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nUl sht explained tbar she wasn'¡ )ucigin¡_
me, she jusI needed ro know rhf anS\ven
smeá1. furit
so Shé could help me. From m)' responses,
Wt decided J sh~ufd have Wee rests: a
it
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hurr.
switched
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and
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II of .us know (or should know)'
' that sexually transmitted diseases are an increa~¡nglycommon ,affliction among teenagers. But
despite early sex ëducation in schools,
most of' us' ere :unåy;.areof the many
types of. çiiseases that, exist and how
they affect our bÇ)dles.This is under·
standable considering that most teenagers aren't comfortable having an intl~"
mate discussion about STOs. Admit it,'
most of us are too embarrassed! So
thank God 'we had 8r.ian, Emi.ly and
Dee to talk to.
.
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ab'~~t 'peoPI~'WiÙ(¡'e~p:s;,but l was
AGE: 22','
~'i::':~\¡
':\-,:-.\yrong.
STO:HERPES..~
.' ',,, ....', ,','. When Briari- disèovered the red
Brian ,contracted herpes from sexual spots, he became, suspicious. Unfor.
contact with a girtfriend.o,Theyhad been tunately he' had trouble getting diag.
togetherfor slx'months WhenBrian was nosed correctly. Because his girlfriend
diagnosed in August '92., He describes kept denying that sM had It, Brian was
his ,case of herpes as outbreaks of forced to return to the doctor three
small, red bumps around his penis
times before he was told he had her.
(symptomsvary'from case to case).
pes. Her'lying put Briàn through 3.
Brian's initial reaction when told that tremendous amount of unnecessary
he had ah STD was ~No girl will ever pain. If he had known she was infect.
want me. No matter how much money I ed, he could have received the correct
have,.how good-looking I am, how nieie medication earlier. Brian has to take
l can be, no girl will ever want me now medication during outbreaks and visit
that I have this.· Even though Brian the doctor regularly. His parents have
says this whoie incident was very trau-been very supportive throughout.
matic for him, his feelings about his
Brian's views on relationships seem
\~i.,.
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care~,' to be the part of hl~ life most 6ffec~~,~ ~
:6 co,:!ple.of bflsteC$'won,t- make 'a dlf· .by his STD:t:'My feehngs had been hv,~ _
".-'';'¡',L.',.".,'.r~¿':''''''''''-''
'~~ Ii.:;'('.~~.;
",jti.lle~' • ference',:1had this preconceived notion ,by' a 'girl before ,¡ but not my bOdy, , Er~'i.)i H,.l.,..~:.!''¡.
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Brian
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becom
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East Greenburgh 136
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ter that, you may also find
board. I thought I knew all of them. But
sores-sort
of like blisters-'-: then the teacher wrote down 'genital
.....
either on your mouth or face, warts.' This was the first time I knew
¡ .
or near your genitals, These that I was going to carry this for the rest
'," ".,.,'::
.~.'sores mey ooze or, in rare
of my life. I became depressed and can',.:,:cases, bleed. About 4 days sidered suicide. But the feelings I can't,
.' later they'll heal with scabs,
and probablynever will, get rid of are the
it's hard to determine when' shame and humiliation:
:~_.,:xP.'?tIyyou may experience
Emily has never told her parents. ~I
.~"
• \ .outbreaks, but you'll certainly know that they would support me, but I
>.~r·~b~~,~ware·of·theflrst one.> don't'Want·the-m·tö·have
a negative
-~'sinœ it'll be the most painful. image'of me, Î have'too much pride to
,~;h.Afterthal you could have four, - tell them,· she explains. . '
::~lo..slx a :year, but they'll proba-". . When Emily was diegnosed, she
..(ii.~!y~O&.t.ir,,:!ess
..often,V0h time. showed. no symptoms other :than the
.\(Sometimes,
however, out- warts on her genitals. Now Emilyhas to
. breaks:.c,~n be cycIic.ªI a,nd have a Pap smear done two to' three
',:, retÍJmin fuir force.) Thingsthet times a year (instead of just once), to
. •
• '0 "'''t~ •.
bring 'them on are stress, find out if there is anything that might
" illnèss, menstruation, pregnan- indicate cervicalcancer. _
poor d!et. drugs or a deflEmil~ went through several cha'ngesin
ciency in B vitamins. Since
dealing with her pain. Rrst denial, then
;.0" I ..:. :
,"', ,:".;;j~.
there is no cure for herpes, the
use of a topical cream on
-1'1", .~,;':~::~
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elong with prescribed
o'
,,
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drugs is meant to make you
more comfortable and to help
cantain it Heré's somethingto
\ .
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~
keep in mind: Even if you
r
t,
¡,:t,
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aren't experiencing any symp¡
••• r~' -,' :',: ;.
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toms, you can pass the dis-..t
l'i',
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ease on, to your sexual
:~ , ' • .~.'
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partners. Plus, herpes can be anger, and finally, trying to block it from
transmitted other ways-like
her mind campletely. ~But I bècame an
through mucous membranes. emotional dam, ready to burst," she
(More on this later,)
says. That's when a close friend convincedher to see e psychologist
Brian feels betreyed, as well he NAME: EMILY
The most painful aspect of having an
should. ~Don't trust anyone,·· he says. AGE: 1.8
STO. Emily says, is that she ~feels like
"I don't care how nice they are! Make STO: GENITAL WARTS
damaged goods. Like no one will ever
them have tests before you sleep with Emily was only 16 years old when she wênt me once they know the truth. I'm
them."
contracted genital warts from a boy- scared that there will never be a man
Brian feels up end down. about his friend she had been seeing seriouslyfor 6CCeptingenough, and that I'll neverget
future. ~My support group is like a severalmonths.
married or have kids. I'm scered to get
drug for me. The whole next dey I feel
Emily's reaction to her STOwas very close to a guy because I feel like I'll
high, but then the next few days I get complicated because she was not
never have a normal, healthy sexual repretty down again." When asked if he informed or educated about it. She lërtionship ever again: She adds, "I'm
has eny words of advice" Brian replie?, says, "/viy initial reaction didn't come scared of growing old alone, and that's
"Your life is in your hands. If you take. unm a y.ear.after I was-diagnosed. My--·-a preHy mature thought' feir someo'nè
protection off for a feeling, well, that's
boyfriend noticed some bumps in my who's only 18.·
crazy! Screen your partners before they genital area. so I went to my doctor to
Emily's also started carrying a conbecome sexual partners.
get it checked out. My doctor didn't
dom with her wherevershe goes. ~Iused
Some Info About Herpes
explain to me what it was except to tell to think that only tramps carried conAnywhere from 1 to 30 days efter
me the bumps were warts. She removed doms. Now I know It's the responsible
infection, you. may have a tingling or the warts, and I just assumed my STO girls who are carrying them.·
itching sensation on or near your geni- was gone. A year leter I was in a se~ ed
One thing that riles Emlly is the
tals, or a burning or painfUl feeling on class at school, and the teacher was social stigma attached to having an
your legs or buttocks. Several days af- listing all the viral STDs on the black- STO: "I've survived the rumors >- "..ge 81
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only tramps
carried
.
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East Greenburgh 137
.... _~
....
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. 'ie. -< page 75 GETTING AN STD AND LIVING W/'17{ IT
1a( . ~nd endured b~ing called a slut;' a
l a
tramp and worse! But..r>eople hayé..no
-c: page Bl GEITING AN stt: AN~ UV/NG WITH IT
lee Idea how much pain {hey've caused
complete liar, and remembering that
of
me. ff they weren't so prejudiced,
I
they had engaged in unprotected sex a
se
would not (eel the degree of shame
couple of times, Dee got tested. When
as
and humiliation that I do. I am not a
asked why they risked going at it with'al_ slut. l was going to marry the guy I ! out condoms, Dee snaps, "Gimme a
'0caught my STO from. So did I deservë
i break-it isn't ..:ways a meticulously
¡Dt this? Partially, because" I never made
planned thlng!- Even so, she reallzes '
him wear a condom. But , don't de- I that carrying condoms could .prevent
laf serv~.to be fabeled a tramp. And besuch ~it\lations from occurring.
ny cause I refuse to be portrayed
like
Whell we ask Qee if she confided in
I),
that, I won'tcome forward.
accept the
1 any family members about her STO, she
respOnsibility for my STO .because I am , .responds
a flat no, but then continIn
the one whq has to live-with it. "m just
I ues.,"1 come from a pretty good family. I
ay th~mkful it's not going to take' my life.mean, my parents do well financiallyand,
ut
Some Info About.Genitaf Wc3rts .
i socially. Their attitude toward something
it . Warts or lesions (either bumpy
I.-like a sexually transmitted .dlsease Is
'e
flat) appear
or near your ge'ri'ititsl~ i similar to their attitude about drug
a- about three weeks fo eight 'month~ afabuse. Y'know, it's a problem in the
it
ter exposure; Once you've discovered
ghettos, and it happens to poor people,
If
them, the treatn:tent is basically to burn
with no education. I know it seems ignos
off or surgically remove them. Aff lerant, but I'd take no satisfaction in shat:- sions must be .removed to prevent
tering their little world.·
s
them from spreading. But for women
Dee's ex-boyfriend Is permanent~y
y
who have cervical lesions. detection is
out of her life. But she never told, him
t
difficult because these are internal and
about the chlamydia,
and she is
r therefore not visible to the naked eye.
unsure if he evën knows that he 'is car,
Certain
types of warts hav.e been
rying (and spreading) the infectión.
t
linked to an increased risk of cervical
!,¿ Dee has dèclded to stay away from
l
cancer, so It js vital that ,your doctof
guys for a while. She firmly states, "It
¡ check you thoroughly for the disease.
"
,
¡
I.
i
ï
with
or
op
I
I
I
'NAME: DEE
AGE: 20.
STO: CHLAMYDIA
Of the three Interviewees.' Dee is the
only one whose STO can be cured. She
was very reluctant to' do the interview
. but agreed to ~use
a friend coaxed
her into sharing her story. Chlamydia is
one of the most common forms of STO In
the USA. It is particularly serious for
females because if left untréated, the
bacterial infection can lead to sterility and
severe pelvic inflammatory
disease.
Chlamydia can also be tricky to detect.although some girls experience symptoms such as ~eavy periods, cramping
and paln during intercourse. others like
Dee show none of these symptoms at all.
Dee had dated the guy who gave her
the STO for two. months. She broke up
with him whÈm she found out he was
sleeping around. Says Dee. -When I was
going out with him, I confronted him
the rumors l had heard. He kept trying
to reassure me that he wasn't into casual sex anymore and that I v,-as :the one,'
and all that crap. ~
with
Re alizing
the guy was
a
)o-
page 82
u.s.
POSTAL SERVICE STATEMEN'! Of DWNERSHII'. IMWoGE·
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was Just 'a horrible experience to go
through. H¡:¡ving a boyfriend IS-:ithe last
thing on my mind. I just have no desire
to see a penis these days. ~
Some Info About Chlamydia
Four out of five women with chlamydia have no notleeæble symptoms. If
you do have any, they might include
painful urination, bleeding. after sex,
low-abdornlnal pain or unusual vaginal
discharge.
These are similar to the
symptoms of gonorrhea, SQ if you're
getting tested for a venereal disease,
have your doctor or clinic run tests for
all possible ST-Ds. Once diagnosed,
you can get rid of chlamydia through
..prescrtptlcn
antibiotics.
Make sure
you take all the pills prescribed Dr you
could rIsk not fully eliminating
It.
Here's what could happen if the condition is left untreated:
infection of
the urethra, cervicitis (inflammation of
the cervix), pelvic Inflammatory
disease, Infertility
and difficulties
in
pregnancy and childbirth.
"""'rite""",
STIn.JtAl
stotes:\\Iet!
Burdi"".: [)¡
. '!on: Moe¡~:
Canadian,:.
JeBllCountn
NJ:rURISTJo
bl KJnart W¡¡
l'lite Ald: Ose
Ttvrh Oru¡; i
Fl.M:C*rKWt
Rod<bottom.
H.Rf1.l1r15 I
EcI<err1: CVS:
Mdat
ter (Lewiston.
(B;non Roug,
Plal:o (St 1.00
Moll (HacI<1!tt
(wYeE"S):'
PioneerP\=
Greenbridg. ,
Mall (WíIKes'¡
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Aqu" 'IoNne I
(Mo~iII .. V.
est)'OlJ call[E
tuNA,I'G..:
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COWMBLA
DI1f~iI!I',
ourod for
ITIC
t:A800bU:l
woy;\llal~
ParN·S:WC:
Dru¡:
C
SOopkl>
Geno<e:se: Th
MIHTCOHD
Condition, Fr
If those aren't three excellent reasons
for you té use a cond~m, we don't know
what -it will take to convince you. To reit~
erate a point one last time, two bf the
three 'teens 'we interviewed will carry
their sexually transmitted dÎs-ease for
the rest of their Jives.
If you have våglnal, anal or oral sex.
with someone who has an STO, you
could become infected yo'urself. Also,
because herpes and genital warts can
be transmitted through mucous membranes, it's possible to become Infected
if your hands touch an infected part~
ner's genitals and then end uP. near
your mol!1h or eyes. So keep your hands
. clean and use condoms!
, Before Judging someone who has or
had an STO, think twice. They've endured enough pain-don't
put thèm
through more. Also, the more secretive
you. are, because of embarrassment or
fear, the more at risk you leave yourself
and others. If you or someone you
know has an STO and 'you want someone to talk to, a place to go or simply
more information, try calling the following numbers:
Centers for Disease Control National
STO Hotline: 1-800-227-8922
The National Herpes Hotline: 919361-8488
Plann~ Parenthood: 1-800-23O-PLAN
(this number will get you In touch with
the Plann~ Parenth~
nearest you). ~
chain,
FMHIOH III
Century P\BlI
CT): !lrinon p
SUn..,,""'¡1z
ord", by phor
ShIpping rsnd
ID> Please all
'rOû..,ZCÄ¡
Oise World (N.
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WHJtr .ll!E L
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poo.rly-!öl"""";
stores. 1Jv;nJ:!
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petti<:oa! Ih'aIl
Green=tfigo
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Necessary Db
selected dept.
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sweater IWitlIa
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(PhlilldelphlB~
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East Greenburgh 138
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CONCLUSION OR INTERPRETATION:
A!
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East Greenburgh 139
-----------------_ ...
':.,."'-,,:J
~::-. :Reproductive .Vocal?ulary Challenge
:--:'
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Œ>xtra Credit)
Direciions:
Plåce 1he correct lefler in the blank 10 the left. Letiers rna be us'ed
..-;r'.,j: ~
.:·O·····iI ..:
~
a
·'0
-:-F'-':-','
•
:1..
J",:
:;'.F
,4;-~~~~
_
A.. bring urine and se~e!l out of the body through
1. 1e.stos1~rone
only once. .
the pe:nis .
.
'
---2. fetus
___
B. adds a éhemical fluid to the semen
. . ..
.
c. ";hen the ,pe~is b~c~me,
3. semen
....
----
erection
_~6.
p~ostate
o'.'
I
.
.
a
'.
,l'ri
j •• '~',
I
• '•• :'- o'.·
" 12 .....as
.
'"'
.•
r'
•
•
.
df:fer ens " """. :.':.. L...adds.a:.sm~ai:v
__
15. scrotum
O. cells produced
..:..--16~vagina
, .' . P. cellS produced
.
_17. FallopiJUl t;ube
.'
.-~~.-.-.-..-----"'"
'~..J.'~
the ovan es ,
.',
'I
.",",
.:.
,
",r •
~.
...
:,..
. .
:.t:~r.':\~ .
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•
Q. entrance
in the ovaries
'
in the testes
to thë. ute~us
.
_._--"
--s:..fl~id-;i;~~¡"~ï~d·.f~~~
the penis'" ,.... :., ..:_":::-:--....
..
~r--:III
T.
20. uterus
•
•
'o
organ tbat :p'roduces sperm
U.- male hormones
·ll.labia
22. epididyrous
v. begins
23. ùr'ethra
w. last 7' .monlhs. of prenatal
,
.
. 25. sperm cells
-:-.
about 12-13 years of age'
.
'
development'
.
X. tube that carries sperm from testes
24: clitoris
_26. p12centa.
' .. ~;;;
.
R. wben the semen leaves the penis
18. embryo
.
. .._._. _19. est;~·g'~.~.:~-'.' "-"
-
&'" ~i ..
.;~
o.
.
-
',',",
fluid to semen
a b orm one porndu ced
;
.
,
,.: ;;;..,
..;,0;
~í,~n·~~'~i~~~~;~::~~~:~-·'
': ,';~ ,~'
puberty .'~,.
in
14.
-
•
M. fold:
_
.
•
K. houses the ~".~' .during pregnancy
..'
.-::-ú ¿jO,u;.';on
-
1
..
stores s·~erm'cells·.
'o'
---=---11. ,estes'
.
" .'
'
,.
.,
.
'.
.
. • , female' eredlle
"·r~···· 'J.
tissue beÍ'i'l'een tbe Iabla- ..:
10. seminal vesicle
''''~ "., ... ~.
W~ .
.
I, Femaie' organ of int ere au rse} birth canal
9'~ cervix.
~:.•
•
,.
G. qrgll;ll that nourisheS the fetus
'.
"o
.
'
F. first two months of deY~]oplpent in the uterus
"
.
gland
8. egg cells
___
.
E., gllllld, that produce the egg ~eD, and hormones
---. 7. ovaries
__
~ng'or~ed with ¡'iood an d ha ",-den, •
D. where fertili1:aiion takes pla~e .
4. fertilhation
5.
. .....
Y.' sperm cells joi~ egg. c~ll'
:
Z. saç thàt regulates
t~e temperature
oftb~~testes
6
2--'=]-'7
East Greenburgh 140
2- HEALTH EDUCATION PACKET
2010-2011 School Year
Grades 9-12
1-'14
East Greenburgh 141
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East Greenburgh 142
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About the Author
Mary H. Bronson. Ph.D., has taught health
education in grades K-l2, as well as health
education methods classes at the undergraduate and graduate levels. As health education
specialist for the Dallas School District,
Dr. Bronson developed and implemented a
district-wide health education program, Skills
for Living, which was used as a model by
the state education agency. She has assisted
school districts throughout the country in
developing local health education programs.
She is also the author of Glencoe's Teen
'TllV\.E
TIME is the nation's leading news and information magazine. With more than 80 years of
experience, TIME provides an authoritative
voice in the analysis of the issues of the day,
from politics to pop culture, from historymaking decisions to healthy living. TIME
Learning Ventures brings the strength of
TIME and TIME For Kids editorial and photographic excellence to education resources
for school and home.
¡ :
r
"j
~
\
~
I
ii
Health textbook series.
~
.
Glencoe
"':-};
Copyright" 2009 The McGraw-Hilièompanje" Inc. All rights reserved. No part of thi' publication may be
re~rodu~ed or dIstributed In any form ~r by any mean" or stored in a databa,e or retrieval system, without the
prIOrw:
con,ent of The McGraw-HIliCompanie" tnc., including, but not limited to, network stor age or
,tten
transmIssIon, or broadcast for distance learning.
,
printed in the United States of America.
Send inquiries to:
Glencoe/McGraw-H ilI
21600 oxnard Street, suite 500
woodland Hills, California 91367
ISBN: 978_0-07-875876-8 (Student Edition)
MHID: 0_07-875876-9 (Student Edition)
2 3 4 5 6 7 8 9
043/071
13 12 11 1o 09 08
çi6.
East Greenburgh 143
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Skills for Healthy Relationships
140
Lesson1
Foundations ofa Healthy Relationship
142
Lesson2
RespectingYourself and Others
148
Lesson3
Communicating Effectively
Chapter 6
Chapter 7
·
····
·
152
Family Relationships
164
Lesson1
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Strengthening Family Relationships
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Help for Families
172
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Peer Relationships
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Safe and Healthy Friendships
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Health Education Syllabus '2010
Mr. LeGare
This course is comprised of the following units of instruction:
Well ness
Use and Abuse of Drugs
Mental Health
Human sexuality
Nutrition and Physical fitness
,
Parenting
CPR and Defibrillation
Course Requirements
1. Successful completion of the American Red Cross requirements for CPR
and Automatic External Defibrillation(AED)
2. Completion of research work on: Drugs, Nutrition, Mental Health, and
Well ness
3. Students in this class will earn and receive American Red Cross
Certification in CPR/ AED and INFANT/CHILD CPR
4. Written work that is assigned will be graded with an emphasis on correct
spelling and grammar. Work that's turned in late will result in a ten-point
per day and after the third day a grade of zero will be given
5. Test and quiz grades will also be utilized for consideration of your marks
Basic Course Timeline:
th
September 9 - 11th
nd
September 14th_ october 2
th
october 5th_9
th
october 13th_ 28
th
october 29th_ November 13
November 16th_ December -s"
December 16th_ January
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GRADING:
Participation! attendances
Test!quizzed
Projects
Homework
Course introductions
Mental Health
Well ness
Nutrition and Physical
Fitness
Parenting
Human Sexuality/ Drug Use and Abuse
CPR/ AED/ First Aid
20%
20%
20%
20%
Final Exam 20%
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School Movie List
Topics covered:
Gender Identity
Sexual Anatomy
Sexual Behaviors
Sexual Decision Making
Healthy Relationships
puberty
Contraceptives
Pregnancy, Pregnancy Options and Sexual
Orientations
Preventions, Transmissions and Treatment of
sexually transmitted infections and HIV/AIDS
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The Myths of Marijuana Debunked 1 DVD-2I
min DVD 362.295MYT
Relies upon real-life examples and scientific research to prove once and for all, that it is
not safe to use marijuana. Informative program explains the effects ofTHC and its
relationship to the neurotransmitter, dopamine and the fact that marijuana grown today is
14 times stronger than marijuana grown·in the 60's. A debate between two teenagers
about the harmful effects of marijuana use, provides the framework for the program.
Myths debunked include marijuana doesn't harm your brain, marijuana doesn't made you
forget things, marijuana is safe and natural, marijuana does not impair driving and
marijuana does not influence your future. Includes teacher's guide.
O en A.r.rns?O en E es!: power Control and Abuse in Teen Relationshi s l DVD-27
min DVD 362.88 OPE Identifies the warning signs in teen relationships that set the stage
for adult domestic violence. Based on real scenarios and dialogue suggested by teenagers
themselves. Features high school students and locations, and raises student awareness
about healthy and unhealthy relationships. Dramatizes specific issues of power and
control among teens, to help them spot the signs and avoid the corrosive effects of
abusive relationships. Also includes 25 "red flags" to assist in the awàI'eness of violent
behavior patterns in dating relationships. Includes teacher's guide.
Confronting Drunk Driving.. I DVD and teacher's guide-27 min DVD 363.12 CON
Features the true story of Mike PaverDma, a young man who killed his two best friends in
a drunk driving accident as a teenager. Poveromu now tours high schools to share his
story in an effort to discourage teenagers from drinking and driving. Law enforcement
officers explain the legal consequences of driving under the influence of alcohol and
emergency room physicians describe the traumas and deafua they have seen as a result of
drunk driving accidents. Features interviews with family and friends who have lost a
loved one because of a drunk driver. Also offers important tips on how to avoid getting
into a vehicle with an intoxicated driver.
DUI: the Hard Truth 1 DVD-29 minDVD 363.12 DUl
Communicates the deadly consequences of driving while under the influence of alcohol
or other illicit drugs, using hard-hitting stories to portray drugged driving as the danger it
is. Viewers hear from a careet EMT who tells tragic stories of drugged driving, including
those of a scarred burn survivor who was in a drunk driving crash, a teenager who killed
his two best friends after driving while intoxicated, and a woman who lost her sister
because of a car crash involving a drunk driver. Includes soberting statistics to provide an
unforgettable portrait of the dangers of driving while under the influence of drugs and
alchohol. Includes teacher's guide.
Sudden Impact: After the Crash 1 DVD and teacher's guide-43 min DVD 363.12 SUD
Investigates the aftermath of drunk driving accidents. Tom Brokaw goes behind the
scenes of an alcohoI.:.rela:tedtraffic accident to describe what happens after the crash. His
report reveals how the victims and their families fare, focusing on the medical, amatianal
and financial aspects of recovery. Part one details the true story of a Boston woman and
four friends who were victims of a drunk driver and their intense rehabilitation process.
Part two examines the emotional impact on the individuals and families involved in
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In an ABC News Special Report, jour alis\ Peter Jennings investigates America's drug
Drugs: A Plague Upon the Land 1 vi eo-qrr'min
problem and examines a variety of sql IOns to the social bane, including legalization and
stiffer jail termS for drug peddlers. T
lm provides viewers with a firsthand look at the
seedy side of drug dealing, as Jenni gs t ces viewers to street coniers, school lots, parks,
and other places in large and sm towns here illegal drugs are sold, and where gangs
and guns are a part of the cultur . Will the
dem plague devour the potential of
America's youth or will the
iction be controlled? Drugs: A Plague Upon the Land
e
attempts to shed light on the s
20 Centu
ation.
with Mike Wallace: osin the
on Dru s 1 video-50 min ve 363.4
"drug culture" rose to promi ence in the 1960s, the response from the
th Wherîthe
TWE
authorities was predictable--it had t be st pedo But despite any number of programs
over the last 30 years, a steady flow fill gal drugs continues to reach America's streets,
and it showS no signs of slacking. WI ,commentary from top experts, including former
government officials, and contempor
coverage from the '60s, '70s, 80s and '90s, this is
an uncompromising look at the legac o failure that defines the war an drugs· From
early, reactionary efforts inspired b the etecric rise of drugs in the popular
consciousness during the peace d love e to the creation of the strangely-named office
of "Drug Czar," Mike Wallace
amines the many attempts to limit the drug problem and
explores why they have all met with, at best, limited success.
ßody Story: InfancY l video-2S
min ve 612.6 BOD
Vol. l of this 3 part series. Discover how the brains and bodies of infants begin growing
the day they are born so that they can meet some of their own basic needs.
Body Story: pubertY 1 video-2S
min
ve 612.6 BOD
Vol. 2 of this 3 part series. Watch as two youngsters experience the hormonal changes
that'are part of puberty.
Body Story: Metabolism l video-2S min ve 612.6 BOD
Vol. 3 of the 3 part series. Looks at metabollsm in the human body and how to alter the
metabolic rate by balancing fuel intake and caloric burning. '
6
The Biology of Prenatal DevelopmeIl11 DVD-42 min DVD 612. BIO
Prenatal development through all38 weeks of pregnancy, emphasizing the first trimester
developmental period when all body systems and r,nore than 90 percent of body parts
emerge and begin to function. This documentary features rare imagery of the living
human embryo and fetus. It combines facts gleaned from the medical literature with
images produced from 6 different medical-imaging technologies. Fascination and visually
.. compelling, .this.video provides an overview of key features of human embryonic
development with video sequences of human embryos, animations, and narration.
F
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This award-winning video dramatically
ows what actually happens from conception to
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birth. Fiber optic carneras take vie e i side the womb as an embryo develops. In utero
fetascopy is skillfully blended with tr sound images, schematic drawings, and
animation sequences. Viewers le
11 pregnancy affects the mother's body and the
importànce of keeping the fetus
g free.
Tobacco and Death: Perfect Together 1 DVD-27 min DVD 613.85 TOB
Introduces teens to the types of damage that tobacco causes to the body and presents
interviews with smokers and their families as they battle with smoking-related diseases.
Leading anti-tobacco experts weigh in with the latest statistics on morbidity and mortality
rates, including the rising numbers of deaths of young adults due to tobacco use. Includes
teacher's guide.
.
.
Considering Your Options 1 video-~min
Contains imormation on: Abstinence
on
ProveraINorplant, and Emergency C
ve 613.9 CON
ms, Birth Control Pills, Depoû-
ption.
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What Teens Want to Know about Sex 1 video-28 min
613.9 WHA
Interviewing mini-vignettes with graphic~, this video gives teens the facts about sex they
want to know: the basics of human reproduction and puberty, how to prevent AIDS and
STD's, and details about contraception and pregnancy. Program 'also tells them what they
need to know: the benefits of abstinence and the emotional dangers of sex too soon.
Includes teacher's guide.
Brain Scans: Alcohol and the Teenage Brain 1 DVD and teacher's guide-23 minDVD
615 BRA This prograrn takes viewers on a tour of several labs where doctors are
researching the effects o(alcohol use in teenage brains and dramatically connects long
term brain damage to teenage drinking.
Antibiotics: Man vs. Microbe 1 DVD-24 min DVD 615.32 ANT
Examines how antibiotics work and how' germs continually evolve to evade and survive.
Also' looks at the repercussions of giving antibiotics to farm animals and the way that
hand washing affects germs.
Animated Neuroscience and the Action of Nicotine Cocaine and Marïuana in the Brain
l DVD-25 min DVD 615.78 ANI
Using sophisticated 3-D animation, this program, divided into two parts, takes viewers on
a j ourney deep into the brain to study the effects of the three sRbstan
ces
. The fust part
illustrates the major functions of the brain and shows' how its principal cells, the neurons,
communicate with each other through electrical and chemical signals. In the second part,
animated molecules of nicotine, cocaine, and marijuana travel a route from the external
environment through the body to the brain, where viewers learn about the cellular targets
of these drugs, and how each drug interacts with them and subsequently affects the body.
Images of actual neurons used in the animalions create a realistic effect thai helps viewers
understand the concepts presented. A viewable/printable instructor's guide is available
online.
Body Story: A1lergies 1 video-27
min
ve 616 BOD
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East Greenburgh 152
Learn why a bee sting can cause 'an extreme allergic reaction in certain people.
::;~ti~~
Body StOry: Germs: 1 video-27 min ve 616 BOD
Follows the symptoms of salmonella food poisoning and looks at the science behind how
our bodies respond to it.
Bådy Story: The Flu 1 video-27 min ve 616 BOD
Watch as a woman's immune system worksto protect her body from the influenza Virus.
..
Thin 1 DVD-102 minDVD 616.85 THI
Profiles the Renfrew Center, a residential treatment facility for women with eating
disorders. Follows four women between the ages of ,15and 30 and chronicles their
restrictive, dysfunctional eating behaviors, as well as the failure of the health insurance
industry to address its clients' needs.
The Age of Aids 1 DVD-240 min DVD 616.97 AGE
Frontline investigates the science, politics and human cost of AIDS. Interviews
researchers, leaders, activists and patients to follow the medical mystery that began in
1981 with the first diagnosis, and the ensuing epidemic. Explores the chasm between rich
and poor following the development of the miraculous "triple cocktail" RN treatment.
\
Addiction: Disease or Behavior? 1 DVD-25 min DVD 616.86 ADD
Explores addiction to determine whether it is a disease or a chosen behavior. Hear from
scientists who study thy brain, psychology, social factors and genetics, and view people
who live with substance abuse issues.
Teen Truth: An Inside Look at Drug and Alcohol Abuse 1 DVD-21 minDVD 616.86
TEN In a series of interviews with addicts, teens witness th¿ harsh realities of addiction to
drugs and alcohol. The addicts describe how and why they got started, the rude
awalœning when they realized they couldn't stop, the acitivites they used to enjoy before
they became addicted, and how uncomfortable they eventually felt when they weren't .
high. Next, several addicts describe the personal consequences they endured because of
their habits. A series of before-and-after montages shows pictures of drug addicts.
Includes a terrifying true story of a boy and girlfriend, both 20, who got high onmeth and
three days later, got lost in a snow storm. The 911 tapes of their emergency provide an
illuminating understanding of their hallucinations. Both died as a result. Interviews with
police officers and doctors provide the facts about addition. The program concludes with
advice from the addicts who all say that if they had known sooner, theywould never had
used drugs. Includes teacher's guide ..
Unsafe Sex and Its Consequences 1 DVD-20 min DVD 616.95 UNS
Every year, about 15 million Americans contract a sexually transmitted disease. Some of
, these STDs, are curable, some last a lifetime, and others can be fatal. This program
Identifies the most common STDs, other than mv, and their symptoms and treatments. It
emphasizes the need and the means for preventing them; it also illustrates the social
effects of STDs in its focus on a woman diagnosed with an STD who has to decide how
to telÎ a future spouse, and an infected couple who are afraid to show their faces on screen
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because oOhe stigma attached to STDs. The need for better education in schools and at
horne is stressed, as well as the overriding need for STD prevention.
The Dark Side of the Sun: Practice Safe Sun 1 DVD-14 min DVD 616.99 DAR As a
sophomore in college, Mollie discovered a mole on her thigh. In the following six
months, she underwent surgery, chemotherapy and radiation. The Mollie Biggane
Melanoma Foundation was created in her memory after her tragic death at the age of
twenty. Our mission is to increase awareness for melanoma prevention, provide
information and services on skin cancer detection, and support melanoma patients
through education of the latest treatments.
Body StOry: Broken Bones 1 video-26 min ve 617.1 BOD
Vol. l of 3. After a girl breaks her arm, viewers travel inside her bones to see how they
withstand pressure and heal when necessary.
Body Story: Trauma 1 video-26 min ve 617.1 BOD
.
Vol. 2 of 3. Viewers journey inside the body of a 45-year-old man to experience a heart
attack up close.
Body StOry: Heart Attack l video-26 min ve 617.1 BOD
Vol. 3 of 3. Learn how healing sudden and severe injuries in the body becomes a team
effort on the parts of the doctors and the patient.
Body Invaders: Heart Attack 1 video-50 min ve 617.1 BOD
In the U.S., heart disease accounts for thousands of deaths daily, and many experts put the
bulk of the blame on the American diet. Inthis pro gram, host Kat Càrney looks at the
causes symptoms, and treatment of atherosclerosis. Doctors from Massachusetts General
Hospital and other institutions emphasize the importance of healthy eating and prudent
exercise while discussing risk factors, post-attack emotion therapy, and innovative
approaches to heart repair using the Cohn Cardiac Stabilizer and the controversial TMR
technigue. OR footage ofbypa~s surgery, balloon angioplasty, and pacemaker surgery is
featured.
Teenage Depression & Suicide 1 DVD-23 min DVD 618.92 TEE
Looks at the causes and symptoms of depression as well as treatments available for those
suffering from it'
Red Flags: Avoiding Abusive Relationships 1 video-21 min ve 646.7 RED
What if dating were like football, where flags are thrown when the rules are broken? In
this award-winning program, the Love Referee does just that, using his red flag system to
stop the action wheri'abusive dating situations develop. Play-by-play coverage of
scenarios involving sexual pressure, manipulative and obsessive behavior, physical abuse,
lying, and problem.lifestyles help make it easier to recognize and avoid those pitfalls in
real life. The overall message? Everyone deserves to be treated with respect and to feel
safe on a date.
Super Size Me l DVD-lOO
min DVD 647.95 SUP
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AVOIDING THE TEEN PREGNANCY TRAP
CREDITS
EXECUTIVE PRODUCER
Anson W. Schloat
PRODUCER
Peter Cochran
CONSULTANTS
Katherine Svellentrop, M.P.H.
Research and Evaluation Manager
The National Campaign to Prevent Teen Pregnancy
Carl Gaines
Copyright 2008
Human Relations Media, Inc.
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THE TEEN PREGNANCY TRAP
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TABLE OF CONTENTS
DVDMenu
l
Introduction
Learning Objectives
3
4
Program Summary
student Activities
7
1.
PrelPost Test'
2.
Kid Calculator
10
3.
Wise Guy
11
4.
Debate Teams
12
5.
Your Life in Jeopardy
14
6.
Dear Me
15
7.
A Game of Life
17
8.
Egg Babies
18
9.
Goal, Interrupted
19
10.
Letter to the Editor
20
11.
Teens Around the World
Fact Sheets
9
21
1.
International Teen Birth Rates
22
2.
Avoiding Peer Pressure
23
3.
Under the Influence
24
..
4.
The Cost of Teen Pregnancy
25
..
5.
Your Future
26
6. Your Child's Future
27
7. Abstinence Facts
28
8.
29
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Top Myths
9.
Bibliography
Other Programs from Human Relations Media
30
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RELATIONS MEDIA
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DVDMENU
It
MAIN MENU
PLAY
CHAPTER SELECTION
From here you can access many different paths of the DVD, beginning
with the introduction and ending with the credits.
i.
Introduction
2.
Ashley's Story
3.
It's My Life
4.
Matt's Story
5.
Stepping Up?
6.
Caitlin's Story
7.
Let's Talk About It
8.
Myths of Unprotected Sex
9.
Conclusion
TEACHER'S RESOURCE GUIDE
A file of the accompanying Teacher's Resource Guide is available on the
DVD. To open the file you need to load the DVD onto a computer that
has a DVD-ROM and Adobe Acrobat Reader. Right click on the DVD
icon and then double click on the file titled "Teacher's Resource Book."
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CREDITS
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EXECUTIVE PRODUCER
Anson W. Schloat
PRODUCER
John O'Neill, Kinetic Media
Bonnie Denmark
Copyright 2009
Human Relations Media, Inc.
PARENTHOOD:
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ARE
yOU PREPARED?
DVDMENU
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CHAPTER SELECTION
From here you can access many different paths of the DVD,
beginning with the introduction and ending with the credits.
1.
Introduction
2.
Emotional Preparation
3.
Physical Preparation
4.
, Financial Preparation
5.
Social Preparation
6.
Conclusion
TEACHER'S RESOURCE GUIDE
A file of the accompanying Teacher's Resource Guide is available
on the DVD. To open the file you need to load the DVD onto a
computer that has a DVD-ROM and Adobe Acrobat Reader. Right
click on the DVD icon and then double click on the file titled
"Teacher's Resource Book."
PARENTHOOD: AREYOU PREPARED?
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East Greenburgh 162
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MOMMY, DADDY
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The Struggles
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ISBN-13: 978-1-55548-813-0
UMAN
RELATIONS
MEDIA
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East Greenburgh 163
CREDITS
It
Producers
Heidi Knott and Mitch Mendosa
Teacher's Resource Book
Donna Giachetti
Mary Thompson
Copyright 2009
Heidi Knott and Mitch Mendosa
MOMMY
HUMAN
RelATIONS
MEDIA
I
DADDY, WAIT FOR ME
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East Greenburgh 164
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T ABLE OF
CONTENTS
DVDMenu
Introduction
,
Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Program Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
i
1
2
3
Student Activities
1. An Open Letter. ,
, 7
2. First-Hand Experience
3. Talk about It
, 8
9
I
4. Research Project.
5. Job Description
, 10
, 12
6. Parenthood Quotes
7. Class Debate
, 14
, 15
8. Interview with a Teen Parent
9. Dear Answer Dude
, 16
, 18
10. Personal Readiness Quiz
11. Spread the Word
, 19
, 20
Fact Sheets
1. Abstinence
2. The Benefits of Abstinence
·.··························
21
, 22
3. Statistics Tell the Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23
4. U.S. Teen Pregnancy Statistics
24
5. Teen Pregnancy Risks
6. Top Five STDs
7. Top Myths Debunked
25
, 26
, 27
8. Abstinence Facts
28
9. The Future
29
10. Let's Talk about It.
11. Contraception
12. Contraception Effectiveness Rates
30
···························
31
, 32
13. For More Information
14. Bibliography
, 33
·····························
35
Other Programs from Human Relations Media
36
MOMMY,
HUMAN
RELATIONS MEDIA
DADDY, WAIT FOR ME
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East Greenburgh 165
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DVDMENU
t
MAIN MENU
> Play
> Chapter Selection
From here you can access many different paths of the DVD, beginning with
the introduction and ending with the credits.
1.
Introduction
2.
Marilu
3.
4.
5.
6.
7.
8.
9.
10.
Brittney
Judy
Deicy
Christina & Lupe
Sam & Amanda's Story
Katie
Getting Birth Control
Conclusion
> Teacher's Resource Book
A file of the accompanying Teacher's Resource Book is available on the
DYD. To open the file you need to load the DVD onto a computer that has
a DYD-ROM and Adobe Acrobat Reader. Right click on the DVD icon
and then double click on the file titled "Teacher's Resource Book."
HUMAN
RELATIONS MEDIA
B
MOMMY,
DADDY, WAIT
FOR ME
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East Greenburgh 166
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HUMAN
SEXUALITY
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East Greenburgh 167
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HUMAN SEXUALITY
1. UNIT OBJECTIVES:
Within this unit, students will be able to:
1. To critically analyze various aspects of human sexuality, with a focus on
gender roles, stereotyping and equality.
2. Demonstrate knowledge of the functioning ofthll reproductive anatomy.
3. Explain how the hormones playa vital role /n the development of the
primary and secondary sexual characteristics and human behavior.
4. Oeser/be the hormonal interaction during the menstrual cycle.
S. Demons.trate an understanding, recognition and identification of the
biological complexities of the human reproductive process.
6. State the biological roles of the fertilization process.
_
..7. Describe the physiological changes that occur during pregnancy.
8. Identify.the three trimesters of pregnancy and describe prenatal
development from conception to birth.
9. Describe the importance of prenatal care.
10. Describe the importance of genetic counseling.
11. State the problems and physical dangers of adolescent pregnancy.
12. Demonstrate an understanding of the complexity of preventing
conception.
.
13. Identify the risks and benefits of using birth control methods.
14. Demonstrate a working knowledge of the community resources that
provide fertility rated information.
15. Name option available in an unplanned pregnancy.
16. Recognize common sexually transmitted diseases and how they
are spread.
.
17 .. Understand the facts about HIV infection and AIDS hl depth.
2. BASIC UNIT PLAN:
The unit on human sexuality is always a priority. unit. This unit must be taught with
great care and consideration for the values of the community. It is also imperative
that the students need to consider decision making skills. Pregnancy and the area
of sexually transmitted diseases must be considered carefully •. Tm!rre are many
Psychological pitfalls to premature sexual activity, these need to be presllntlld.
The final flva days of the Mental Health Unit are focused on decision making skills .
. The Mental Health Unitshould always precede Human Sexuality. When computers
are available A.D.A.M. THE CD ROM will be utilized.
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East Greenburgh 168
HUMAN SEXUALITY (cont'd)
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TOPIC
PACING GUIDE
1. ,ADVANTAGES AND DISADVANTAGES
Exercise - Sex Stereotyping
1 Period
1
2. MUTUAL FEELINGS OF RESPECT
1 Period
2
3. MALES AND FEMALE REPRODUCTIVE
SYSTEMS
3 Periods 5
4. MENSTRUAL CYCLE
1 Period
6
5. CONCEPTION AND PREGNANCY
2 Periods
8
6. TEST
% Period
9
1 'Yi Period
10
8. PRENATAL CARE,
1 Period
11
9. BIRTH CONTROL
2 Periods 13
10. QUIZ-SEXUALLY TRANSMIITEED
DISEASES
2 Periods 15
11. IMMUNIE SYSTEM-AIDS
1 Period
16
12. HIV-AIDS
1 Period
17
13. TEST ASSERVTIVE SKILLS
1 Period
18
7. MIRACLE MONTHS'
HA-2
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East Greenburgh 169
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LESSON 2: MUTUAL FEELINGS OF RESPECT
TEXT: Health: Choosing Well ness; pg.119-141
Health Promotion Wave; pg.462-472
OBJECTIVES: Students will be able to
1. Define intimacy and distinguish between casual and intimate relationships.
2. To identify characteristics desirable for a partner.
This lesson will consist of two activities.
Activity One:
Brainstorm the definition of mutual 'feelings of:
• Love, Trust and Respect
• 'Emotional Closeness "
• Physical Closeness
• Personal and Private Relationship
• Sharing of Innermost Feetings
Use the following questions as a guide for discussing intimacy.
• With whom do we share intimate relationships?
• How do intimate relationships differ from casual relationships?
• Is love, often confused with infatuation?
• What are some of the risks involved in intimate relationships?
Activity Two:
Describing the ideal partner:
Divide the class into small groups of males and small groups,of females
• Each group is responsible for describing the opposite sex. Allow
students five minutes to complete this activity. Make a list on a
transparency .
• 'On a separate transparency have each group make a list of the
characteristics they look for in the opposite sex. What are some of the'
important qualities they would want in a lifetime mate.
• Compare the descriptions of the opposite sex versus the characteristics
by writing them on transparencies and projecting them on the overhead.
Very often the descriptions of the opposite sex are negative, but the
characterist,ics they look for are positive.
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LESSON 2: MUTUAL FEELINGS OF RESPECT (cont'd)
Discuss the following:
• . Why are the descriptions so negative, but the characteristics positive?
• What factors are important to you in a relationship?
• What role does self-esteem and values play in a relationship? .
• What roles does communication and respect play in a relationship?
• Where would you go to find someone with ideal characteristics.
• What techniques do .you use to meet and individual?
Complete the activity by having students write on blank pieces of paper three
rules or guidelines necessary in a serious relationships.
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East Greenburgh 171
LESSON 3, 4, & 5: MALE AND FEMALE REPRODUCTIVE SYSTEMS
TEXT:
Health: Choosing Well ness; pg. 271-288
Health Promotion Wave; pg. 438-461
OBJECTIVES:
StudÈmts will be able to
1. Describe the anatomy and physiology of the male and female reproductive
, system.
Lesson Three:
Make certain that students have the Human Sexuality Unit packet. Show the video
"Understanding Human Re'production" for the male system. After filmstrip put the
transparency that names the organ's, have thé students fill this out ..
Give brief discussion of the actions of all the organs.
Then discuss the male reproductive system with definitions of all of the organs.
Part of this will take the first part of lesson four.'
'
Lesson Four:
Show the video on the female system. Put both transparencies on the overhead
and have, the students ~ame the 9rgans and fill in the definition.
Lesson Five:
"
Will also be needed to finish the reproductive
systems. There will be time to
start
dealing with the menstrual cycle.
HS-6
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East Greenburgh 172
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LESSON6:
MENSTRUAL CYCLE
TEXT: Health: Choosing Wellness; pg. 283-287
Understanding Human Reproduction - Filmstrip
OBJECTIVES: studente will be able to
1. Explain the menstrual cycle.
2. Understand the,function of hormones in the menstrual èycle.
Show the last section of the filmstrip on "The Female Reproductive System" as it
relates to the menstrual cycle. Utilize the overhead transparencies as it relates to
the Menstrual Oyele.
Emphasize to the students that knowledge of the Menstrual Cycle can aid
conception but utilizing the cycle to prevent pregnancy is very ri~ky.,
Toxic Shock Syndrome - must be emp~asized
Cysts and Oancer - should be discussed
:
PMS-Premenstrual Syndrome - should be discussed '
HS-7
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LESSON 7 & 8: CONCEPTION AND PREGNANCY
TEXT:
Health: Choosing Well ness; pg. 302~313
Health Promotion Wave; pg. 438461
Understanding Human Reproduction - Filmstrip
OBJECTIVES:
Students will be able to
1. Explain the events that lead to prègnancy.
2. Discuss the development of the embryo and fetus.
3. Describe the physical and emotional changes that parents undergo before
I
birth.
4. Identify the components of good prenatal care.
Utilize the video "Understanding
Human Reproduction"
(parts 3, 4)
Utitize overhead transparencies
and the following sheets:
13 Human Reproduction:
Fertilization and Implantation
13 Parenting
13 Human Reproduction:'
The Embryo and Its Surrounding Tissues
CONCEPTION AND PREGNANCY
The following topics need to be discussed.
Fertilization
Zygote
Embryo
Fetus
Zygote, Embryo and Fetus are very important stages during pregnancy.
Utilize the overhead projector when ever possible. Use figures 13-4 and 13-5 on
the transparencies.
Also, review the Menstrual Cycle during the class. This will
reinforce the lesson, aspeolally in the first part of the lesson.
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East Greenburgh 174
LESSON
7 & 8:
CONCEPTION
The three trimesters
of pregnancy
AND PREGNANCY. (c~>nt'd)
need to be stressed
along with the terms:
Blastocyst
Zygote
Embryo
Fetus
Placenta
.
Amniotic Sac- Amniocenteses
Show the students what passes through the placenta to reinforce
Also, discuss terstogenic
effects of drugs on the embryo-fetus
The transparency
Fraternal
and sheet titled "Conception
and identical
Human Reproduction"
The stages of childbirth
and Pregnancy"
twins should be discussed.
prenatal
care.
are very helpful.
The video "Understanding
is helpful in this area.
must also be covered.
During period 8, a review for the
test should be done.
HS-9
~L1ry
East Greenburgh 175
LESSON 9 & 10: MIRACLE MONTHS
This is an outstanding tape, it runs about 65 minutes. It is a good review of
Lessons' 7 & 8.
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East Greenburgh 176
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East Greenburgh 177
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lESSON 11: PRENATALCARE
TEXT:
Health: Choosing WelIness; pg. 302-314
Health Promotion Wave; pg. 438-461
Boston Globe Magazine
OBJECTIVES:
Students will be able to
1. Identify some complications that can arise during pregnancy or birth.
2. Understand some of the responsibilities and complexities of pregnancy and
birth controt.
This is a catch up class:
You may wish to discuss the following terms or topics with the class:
Miscarriage
- various tests APGAR
PUBS
. Amniocentesis
Ultra Sound
Complications during pregnancy and childbirth
postpartum period for the mother
If there is' time go over the principles of contraception with the stùdents. It is on a
slide and in their packet. EMPHASIZE THAT WE ARE SUPPLING INFORMATION,
NOT PROMOTING OR ADVOCATING ANY KIND OF BEHAVIOR !!!!!!!!
.;'.: .
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HS-12
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East Greenburgh 178
lESSON 12 & 13: BIRTH CONTROL
TEXT: Health pr.omotion Wave; Appendix E .. pg.1-14
OBJECTIVES: students will be able to
1. Recognize accurate information about birth control.
2. Demonstrate resistance 'skills.
Utilize the transparency and the sheet of paper in student handout. A summary of
contraceptive methods. The summary is divided into two sections; Methods on
the front and Non-methods in the back. Non-methods are ineffective and risky
methods used often by adolescents. '
'
The methods are listed by their effectiveness, most effective at the top, least
effective at the bottom.
All through this section there are teachable moments. Discuss the Boston Glove
article while discussing Birth Control.' The lack of resiliency, assertiveness and
skills in these youths must be emphasized.
Responsibility for self and others must be stressed.
::~:)\~:
HS-13
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East Greenburgh 179
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LESSON 14 & 15: SEXUALLY TRANSMITTED DISEASES
.'
TEXT: Health: Choosing WelIness; pg. 385-408
Health P.ro~otion Wave; Appendix F -1-10, pg.487-506
.
1. Describe how taking responsibility for ones' personal behavior helps to
prevent STO's.
'
First give a short quiz on Birth Control.
Then utilize text HPW pg. 626 "How Much You KnoWAbout STO's"
HPW pg. 627 "STO's - Recognition and Treatment"
Show the transparency of syphilis outbreak in Ft. Worth Texas. Emphasize the
geometric nature of the spread of STO's.
.
Once critical point that must be stressed. When one has sex with a person, they
also have sex with all of that person's contact and disease causing organisms for
seven to ten years.
Also emphasize that individuals with Human Papiloma Virus (Venereal Warts) and
Herpes have high rates of vaginal and cervical cancer.
The highly contagious nature of these diseases must be stressed. Students need
to know that all treatment for these conditions is confidential by law.
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HS-14
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East Greenburgh 180
..
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LESSON 16:' THE SPREAD OF STD's
TEXT: Health; Choosing Well ness; pg.385-408
Health Promotion Wave; Appendix F -1-10, G -1-17, pg.487-506
OBJECTIVES; Students will be able to
1. Recognize how easily STO's are spread.
2. How taking personal responsibility for ones' behavior helps to prevent the
spread of STO's.
Distribute paper to all of the students with spaces for names to be put on paper.
Some papers will be instructed to shake hands with five different people. Tow
students with M on their papers are to shake hands with only each other. One
person will be given a card with Abstinent, that person shakes hands with no one.
Two students shake hands with gloves on, one for all five times only. One person
receives a papIlr with I-infected.
'
At the end of the exercise - two to four people will be uninfected. The two
monogamOUS persons, the abstinent person and the person who wore the glove
the whole time. This individual used a condom.
DiscuSSthese factors;
• What surprised you most about this activity?
• Do you think many young people who are sexually active are concerned
•
about
STO's? to the immune system when a person is constantly infected
What happened
with STO's?
This exercise will probably take up to 15-10 minutes. The rest of the class can
review the Immune System. HPW; pg. 619-622, Transparency #66, #67
KEY POINTS:
Organs; Bone Marrow - produce white blood cells
Spleen
Lymph Nades
Lymphocytes - T-Cens
B-Cells
.
o
How the Immune System responds to invaders:
.:
1. Identification
2. Multiplication
3. Attack
4. Slowdown
HS-15
'~)'\
East Greenburgh 181
3 - HEALTH EDUCATION
2009-2010 School Year
Grades 9-12
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Ms. Lockwood's Health Syllabus
Welcome to high school Health class. Be!ow yOLl, wil] find the topics we will discuss,
over the next semester as well.cs upcoming projects and my grading policy. I look
'. forward to working with you all thissemester.
"
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IQ.pics Covered
1. WelIness
•
•
•
•
•
2. Nutrition/Physical
•
•
•
•
\
What is Health?
What factors affect one's health?
Personal Health Risk Assessment
Skill-Self Management/Plannirigend GoalSetting
ProJect- Wellness Goal
Fitness
' Essential Vitamins/Nutrients
Obesity Epidemic end preventlon
Reading a nutrition label
Eating Disorders
Components of Fitness and how to make fitness a lifestyle
skill- Self ManagemenT/Planningand GoalSetting
Project- Healthy Menu
'
"
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•
•
•
3. Mental Health/stress
•
•
•
•
•
•
o
CommonStressors and their effects on health
Personal stress analyses
Stress Management Activities and projects
.Characteristics of a mentally healthy person
Mental illnesses
Skill-Stress Management
Project- ,Stress Management Presentation
4. Injury Prevention
•
•
•
•
•
. Seatbelt safety
Accidenf prevention
Bicycle/Sport safety and precautions,
Skill- Decision Making
Project- Seat belt Lab
5. Alcohol and Other Drugs
•
•
•
•
•
•
•
•
How drugs affect the brain
Alcohol and it's consequences
Tobacco
Stimulants
Depressants
Hallucinogens
Inhalants
Prescription and over-the-counter medleetlens
.
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East Greenburgh 183
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• Skill-Decision Making
• '. Project- Decision Making Party Scenario
6. Sexuality'
•
•
o
•
•
•
•
The Reproductive System
Menstru~1 cycle/Pregnancy/Teen
Pregnancy
Sexually Transmitted DIseases
HIV/AIDS
AbstInence/Contraception
Healthy Relationships
Sklll- Communication/Decision
Making/Relationship
Man~gement
7. CPR
8. Advocacy Final Project- The final project for health class willrequire the students
·to pick a health issue they·feel is the greatest problem, They willthen create a
poster, flyer, or PowerPoint that will be posted throughout the school to educate
peers about this particular health issue.'
.
Grading
•
Policy
I expect all projects and assignments to be completed on time. Youwill always be given
ample time to work on projects in doss. If this does not happen for some reason, below you
willsee how my grading policy works. After not turning in assignments for 3 days you will
receive a 'O.'
.
Projects/Assignments
Day 1
Day 2
Full Credit
-lOpt
Day 3
-20pt
Day4
-30pt
Homework (always out of lOpt)
Day 1
Day 2
Full Credit
Bpt
Day 3
6pt
Day'4
4pt
. Grade Breakdown:
25'%-Homework
25%-Class work/participation
. 25%-Projects
25%-Final Exam
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East Greenburgh 184
H-EAl TH AWARENESS weEK
COLUMBIA HIGH SCHOOL
February 22 - 26, 2010
MON.
2/22/10
TUE.
2/23/10
DWI Awareness
Diabetes Education
State trooper, Joe Germano, will be
speaking about the dangers of alcohol
and the effects it can pose when behind
the wheel of a car,
Eric Devine, the author of This
Side of Normal , will talk about
his experience growing up with
type 1 diabetes. His book will
be on sale in the auditorium.
Periods 2,3,4,5,7,8
.WE.D •..
'2/24/10 ..
The Teen Brain
Jill Augustine
Student Support Services
Periods 1,2,3,4
';
South Forum
mv/AIDS
Albany
person
discuss
prevent
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Lindsey Crusan
Sexual Assault Counselor
Samaritan Hospital
South Forum
Drug AddictionlRecoven:
South Forum
Sexual Assault/Date Rapl
Periods 1,2,3,4
Auditorium
Periods 5,6,7,8,9
2/26/10
Periods 1,2,3,4
Auditorium
Representatives from the
Kidney Foundation will be here
to raise awareness about kidney
disease and how to keep your
kidneys healthy.
Awareness
Med students, as well as a
living with HIV/AIDS, will
this illness and how to
it
Periods 1,2,3,4,6,7,8,9
Auditorium
Kidney Foundation
FRI ..
THUR.
.2/25/10
--
Nutrition
Vernon Mi1kins will be talking
about his past drug addictions and
recovery.
Kendra Evans
YMCA
Periods 5,6,7,8,9
Periods 6,7,8,9
Auditorium
South Forum
.
East Greenburgh
185
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Health
List of AV Materials Available in the CHS Library
Online Predators: Invading my Space 1 DVD-20 min DVD 025 DNL
This video guide to online safety will empower young people with the information they
need to stay safe from Online Predators. Law enforcement professionals provide specific
information about what to do and what not to do online. A diverse cast of teenagers
reinforces the safety lessons through real-life testimonials. The upbeat soundtrack and
dynamic visuals help teens retain this life-saving information. Students will learn: to
identify and avoid the predator's grooming process, how to protect yourself when online,
techniques to outwit predators, safe meeting practices.
ve
Inside the Teenage Brain 1 video-60 min
155.5 INS
Explores the brain to explain adolescent behavior and discover new ways to teach and
understand teenagers. Examines research showing that a crucial part of the brain
undergoes extensive changes during puberty, when raging hormones are often blamed för
teenage behavior.
Boys and Girls are Different with John Stasseli video-60 min VC 305.3 BEM
Born, bred, or both? To some people even suggesting there are differences between the
sexes, beyond the obvious ones, is unacceptable. This report shows evidence that our
brains are different and that trying to change these differences would be pointless,
expensive, even hurtful.
Citizenship: Real Change Starts with You l DVD-27 minDVD 323.6 CIT
Part of Character Builders Series. Citizenship will empower students with the ability to
recognize the responsibility they have within any group to affect positive change.
Bullying, drugs and 'alcohol use, and negative peer pressure create apathetic, blameshifting, selfish and disrespectful attitudes. Citizenship will encourage students to be the
best they can be at all times, and in every situation. Instead of pointing out the
deficiencies and differences in others, they will recognize the power that comes from
changing themselves. Citizenship will help students develop their ability to become good
citizens and role models to bring about positive changes to those around them. This
program will motivate students to see that when they respect others and work to change
C(0~
East Greenburgh 186
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themselves, those around them will be positively affected.
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Teenage Suicide: The Silent Threat 1 video-50 min
362.2 TEE
Suicide is the third largest killer of young people in America. Though the danger is
pervasive, it is little understood=experts agree that it can hit any home or family and that
the signs are not always easy to spot. Investigative Reports travels the nation from coast
to coast to focus attention on this overlooked scourge. You'll hear from the families of
those who have taken their own lives, and, in an extraordinary interview, one troubled
teen tells why she tried to kill herself.
](l Who will Cry for Me? Avoiding Suicide 1 DVD-62
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min DVD 362.2 WHO
Through a scenario of a teen suicide attempt, students learn about pressures that may lead
to the attempt to take one's life. Shows alternate modes of coping with pressures and how
family and 'friends can help to prevent this tragedy.
It's Never Too Late: Stopping Teen Suicide 1 DVD-28 min DVD 362.28 ITS
Provides professional advice on how to recognize and respond to suicidal behavior in
teenagers. Identifies how feelings of rage, isolation and depression can be warning signs
of someone who is considering suicide. Explains the differences between normal feelings
of sadness and severe depression and dispels common myths about suicide. Features the
personal narratives of young adults who have overcome their emotional problems through
counseling, and relates the story of teenagers who recognized the warning signs in a
classmate and intervened. Encourages teens to recognize the risk factors in their peers and
discusses where to go for help and how to prevent suicide attempts by others. Includes
teacher's guide.
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Suicide 1 video-59 min
362.28 SUI
Every year, more than 30,000 American men, women, and children take their own lives
an average of one every 17 minutes. Drawing on the experiences of law enforcement
officers, emergency medical personnel, psychologists, neurologists, hotline counselors,
family members of suicides, and survivors of suicide attempts, this emotionally charged
program offers approaches to understanding and preventing.suicide while exploring the
anguish that accompanies it. Groundbreaking brain research, graphic death scene photos,
and actual 911 recordings add powerful support to the case studies and treatment options
documented. Viewer discretion is advised. An HBO Production.
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Abusing Over -the-Counter Drugs 1 DVD-22 min DVD 362.29 ABU
Explores the most common abuses of over-the-counter drugs. Discusses the physiological
and psychological damage that can result from abusing nonprescription drugs. Focuses on
DXM, a legal medication linked to recent teenage' deaths because of its dangerous
qualities. Describes' how the cold tablet form of this drug is the basis of a new and
dangerous form of aTC drug abuse called skittling. Tells the tragic story of a high school
student whose apparent experimentation with this medication caused her death. This
program warns about potential drug overdo sages and complications. Also discusses the
severe legal consequences teenagers can face if found under the influence of these
substances. Includes teacher's guide.
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Alcohol and Sex: Prescription for Poor Decision~Making 1 video-22 min
362.29
ALe This 22 minute VRS video and teacher's guide comprise a classroom-based unsafe
sex prevention program. The objective of the program is to help students make smart,
sober decisions about sexual relations by helping them realize the dangers of mixing
alcohol and sex. The kit includes an introduction, learning objectives, program summary,
teaching instructions for mock trial, instructions for a non-verbal messages activity,
student sheets, fact sheets, and a bibliography.
Club Drugs: The Real Deal I DVD and teacher's guide-27 min DVD 362.29 eLU
This program presents information on the dangers of Ecstasy, OBR, methamphetamine,
Rohypnol, and many other drugs.
Club Drugs 1 DVD-23 minDVD 362.29 eLU
Looks at thé physical and mental effects that designer drugs such as ecstasy, GRB, and
ketamine have on the user. Provides first-person accounts that relate the damaging and
often lethal consequences of use.
Marijuana 1 DVD-23 minDVD 362.29 MAR
Explores the physical consequences of marijuana abuse as well as the controversy
surrounding medicinal uses of marijuana. Includes interviews with users and experts.
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MTV Talks Tobacco 1 video-18 min
362.29 MTV
In the first segment of this two-part video, former cast members ofMTVs Real World
talk candidly about the pitfalls of cigarette smoking, The second part features Gabrielle
Reese, a professional volleyball player, model, and former host ofMTV Sports,
discussing the effects- of cigarette smoking on physical fitness with street luge champion
Roger Rickey. Both parts of the video encourage young people to view tobacco use as a
problem that is relevant to them.
New Club Drugs: Designed for Death 1 DVD-24 min DVD 362.29 NEW
Presents the lastest data on new designer drugs that include PMA, Foxy, AMT, 2C-B, 2CT-7 and Yaba. Medical experts discuss the maj or health risks associated with these
synthetic drugs, including permanent brain damage, depression, and the possibility of
death from overdose. Features interviews with teenagers who describes their experiences
with the rave culture where club drugs are used, including instances of date rape and drug
overdoses. Encourages young people to evaluate their options and make responsible
choices as they confront the issue of drug use. Includes teacher's guide.
Party Smart: Avoiding Party Meltdowns 1 DVD-24 min DVD 362.29 PA,R
Presents actual stories about teenage parties that spiraled out-of-control, Fèatures
interviews with teenagers, parents, prom promoters and law enforcement personnel who
speak to the lethal combination of unsupervised parties, alcohol, drugs, and weapons.
Describes the serious injury, property damage, arrests, and lawsuits that have resulted
from unsupervised parties. The second half of the program teaches SMART strategies to
help teens plan safe celebrations and make responsible choices. Includes teacher's guide.
A Stone's Throw: Adult Alcohol Use and Its Impact on Youth Attitudes and Behavior 1
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video (5:30 min)
362.29 STO Winner of multiple international film awards, this fiveminute film sensitively addresses adult behaviors toward alcohol and their impact on our
kids, our communities and ourselves. The film gently urges us to reflect on our attitudes
toward alcohol and empowers us to take individual and collective action - without
preaching or using hard statistical data. It's a perfect meeting opener to get your audience
thinking and open to new possibilities.
Uncierage Drinking: Know the Facts, Know the Risks l DVD and teacher's guide D VD
362.29 UND Examines the physiological effects of alcohol and relates the number of
deaths caused by alcohol abuse and drunk driving. Describes how alcohol can
permanently damage the adolescent brain and documents the risky trend of teenage binge
drinking which leads to aleohol poisoning. Also discusses the legal aspects of underage
drinking and drinking and driving, and explores how alcohol can be a gateway drug to
other illegalsubstances,
Uppers and Downers: The Facts about Stimulants and Depressants l DVD-16 min DVD
362.29 Upp Hard-hitting docudrama presents the facts and expert commentary about
how the abuse of stimulants and depressants harms the brain and the body. Teen addicts
and an expert narrator talk about the biological impact of using stimulants such as
caffeine, ADHD prescriptions, Ritalin and Adderall; nicotine, amphetamines, cocaine,
crack and Ecstacy (MDMA). They stress the highly addictive nature of tranquilizers,
Rohypnol and GHB and discuss the cycle of uppers and downers as abusers esculate their
habit from lower level drugs like caffeine to more perilous drugs. Includes teacher's
guide.
Without Warning': The Dangers of Alcohol Poisoning and Binge Drinking 1 video-16
min
362.29 WIT Three stories told by surviving family members reveal the
devastating and lethal effects of alcohol overdosing in young people. Deaths from alcohol
poisoning of youths under the age 21 are conservatively estimated at 4,000 annually, and '
can be prevented when students are armed with the proper information. This video will
inform students of the critical signs to look for in alcohol poisoning, and will help deliver
the message that binge drinking can have fatal results. Accompanying teacher's guide
with quizzes and worksheets.
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Drinking it In: Mixing Alcohol images and Kids 1 video-5 min
362.292 DRl
5 minute documentary on advertising and alcohol, what a child sees.
Too Much: The Extreme Dangers of Binge Drinking 1 DVD-26 min DVD 362.292
TOO Investigates the consequences of the actions of underage drinkers who do not
understand the real risks of out-of-control alcohol abuse. Using 3-D images of the brain,
researchers describewhat happens as drink after drink is consumed, causing the brain to
ultimately shut down the autonomic nervous system, eventually causing death. A young
teenage girl who was sexually assaulted during a Spring Break drinking binge presents
her painful story. Also interviews the parent of a student who died from alcohol poisoning
while partying with his friends. Interspersed throughout is footage of alternative, alcoholfree Spring Breaks, featuring real teens who decided to do something constructive with
their vacations, such as building housing for needy families. Includes teacher's guide.
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The Myths of Marijuana Debun1œd 1 DVD-2I min DVD 362.295MYT
Relies upon real-life examples and scientific research to prove once and for all, that it is
not safe to use marijuana. Informative program explains the effects of THC and its
relationship to the neurotransmitter, dopamine and the fact that marijuana grown today is
14 times stronger than marijuana grown in the 601s. A debate between two teenagers
about the harmful effects of marijuana use, provides the framework for the program.
Myths debunked include marijuana doesn't harm your brain, marijuana doesn't made you
forget things, marijuana is safe and natural, marijuana does not impair driving and
marijuana does not influence your future. Includes teacher's guide.
Open Arms? Open Eyes!: Power, Control and Abuse in Teen Relationships 1 DVD-27
min D VD 362.88 OPE Identifies the warning signs in teen relationships that set the stage
for adult dömestic violence. Based on real scenarios and dialogue suggested by teenagers
themselves. Features high school students and locations, and raises student awareness
about healthy and unhealthy relationships. Dramatizes specific issues of power and
control among teens, to help them spot the signs and avoid the corrosive effects of
abusive relationships. Also includes 25 "red flags" to assist in the awareness of violent
behavior patterns in dating relationships. Includes teacher's guide.
Confronting Drunk Driving 1 DVD and teacher's guide-27 min DVD 363.12 CON
Features the true story of Mike Poveromo, a young man who killed his two best friends in
a drunk driving accident as a teenager. Paverarno now tours high schools to share his
story in an effort to discourage teenagers from drinking and driving. Law enforcement
officers explain the legal consequences of driving under the influence of alcohol and
emergency room physicians describe the traumas and deaths they have seen as a result of
drunk driving accidents. Features interviews with family and friends who have lost a
loved one because of a drunk driver. Also offers important tips on how to avoid getting
into a vehicle with an intoxicated driver.
DUI: the Hard Truth 1 DVD-29 minDVD 363.12 DU]
Communicates the deadly consequences of driving while under the influence of alcohol
or other illicit drugs, using hard-hitting stories to portray drugged driving as the danger it
is. Viewers hear from a careet EMT who tells tragic stories of drugged driving, including
those of a scarred bum survivor who was in a drunk driving crash, a teenager who killed
his two best friends after driving while intoxicated, and a woman who lost her sister
because of a car crash involving a drunk driver. Includes soberting statistics to provide an
unforgettable portrait of the dangers of driving while under the influence of drugs and
alchohol. Includes teacher's guide.
Sudden Impact: After the Crash 1 DVD and teacher's guide-43 min DVD 363.12 SUD
Investigates the aftermath of drunk driving accidents. Tom Brokaw goes behind the
scenes of an alcohol-related traffic accident to describe what happens after the crash. His
report reveals how the victims and their families fare, focusing on the medical, emotional
and financial aspects of recovery. Part one details the true story of a Boston woman and
four friends who were victims of a drunk driver and their intense rehabilitation process.
Part two examines the emotional impact on the individuals and families involved in
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drunk driving accidents.
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Drugs: A Plague Upon the Land 1 video-60 min
363.4 DRU
In an ABC News Special Report, journalist Peter Jennings investigates America's drug
problem and examines a variety of solutions to the social bane, including legalization and
stiffer jail terms for drug peddlers. The film provides viewers with a firsthand look at the
seedy side of drug dealing, as Jennings takes viewers to street corners, school lots, parks,
and other places in large and small towns where illegal drugs are sold, and where gangs
and guns are a part of the culture. Will the modern plague devour the potential of
America's youth or will the affliction be controlled? Drugs: A Plague Upon the Land
attempts to shed light on the situation.
ve
20!h Century with Mike Wallace: Losing the War on Drugs 1 video-50 min
363.4
TWE Whenthe "drug culture" rose to prominence in the 1960s, the response from the
authorities was predictable=it had to be stopped. But despite any number of programs
over the last 30 years, a steady flow of illegal drugs continues to reach America's streets,
and it shows no signs of slacking. With commentary from top experts, including former
government officials, and contemporary coverage from the '60s, '70s, 80s and '90s, this is
an uncompromising look at the legacy of failure that defines the war on drugs. From
early, reactionary efforts inspired by the meteoric rise of drugs in the popular
consciousness during the peace and love era to the creation of the strangely-named office
of "Drug Czar," Mike Wallace examines the many attempts to limit the drug problem and
explores why they have all met with, at best, limited success.
ve
Body Story: Infancy 1 video-25 min
612.6 BOD
Vol. 1 of this 3 part series. Discover how the brains and bodies of infants begin growing
the day they are born so that they can meet some of their own basic needs.
ve
Body Story: Puberty 1 video-25 min
612.6 BOD
Vol. 2 of this 3 part series. Watch as two youngsters experience the hormonal changes
that are part of puberty.
ve
Body Storv: Metabolism 1 video-25 min
612.6 BOD
Vol. 3 of the 3 part series. Looks at metabolism in the human body and how to alter the
metabolic rate by balancing fuel intake and caloric burning.
The Biology of Prenatal Development 1 DVD-42 min DVD 612.6 BIO
Prenatal development through all38 weeks of pregnancy, emphasizing the first trimester
developmental period when all body systems and more than 90 percent of body parts
emerge and begin to function. This documentary features rare imagery of the living
human embryo and fetus. It combines facts gleaned from the medical literature with
images produced from 6 different medical-imaging technologies. Fascination and visually
compelling, this video provides an overview of key features of human embryonic
development with video sequences of human embryos, animations, and narration.
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Fetal Development: A Nine~Month Journey 1 video-IS min
612.6 FET
This award-winning video dramatically shows what actually happens from conception to
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birth. Fiber optic cameras take viewers inside the womb as an embryo develops. In utero
fetoscopy is skillfully blended with ultrasound images, schematic drawings, and
animation sequences. Viewers learn how pregnancy affects the mother's body and the
importance of keeping the fetus drug free.
Tobacco and Death: Perfect Together l DVD-27 min DVD 613.85 TOB
Introduces teens to the types of damage that tobacco causes to the body and presents
interviews with smokers and their families as they battle with smoking-related diseases.
Leading anti-tobacco experts weigh in with the latest statistics on morbidity and mortality
rates, including the rising numbers of deaths of young adults due to tobacco use. Includes
teacher's guide.
Considering Your Options 1 video-23 min ve 613.9 CON
Contains information on: Abstinence, Condoms, Birth Control Pills, DepoOProvera/Norplant, and Emergency Contraception.
What Teens Want to Know about Sex Ivideo-28
min ve 613.9 WHA
Interviewing mini-vignettes with graphics, this video gives teens the facts about sex they
want to know: the basics of human reproduction and puberty, how to prevent AIDS and
STD's, and details about contraception and pregnancy. Program also tells them what they
need to know: the benefits of abstinence and the emotional dangers of sex too soon.
Includes teacher's guide.
Brain Scans: Alcohol and the Teenage Brain 1 DVD and teacher's guide-23 min DVD
615 BRA This program takes viewers on a tour of several labs where doctors are
researching the effects of alcohol use in teenage brains and dramatically connects long
term brain damage to teenage drinking.
Antibiotics: Man vs. Microbe 1 DVD-24 min D VD 615.32 ANT
, Examines how antibiotics work and how germs continually evolve to evade and survive.
Also looks at the repercussions of giving antibiotics to farm animals and the way that
hand washing affects germs.
Animated Neuroscience and the Action of Nicotine, Cocaine, and Marijuana in the Brain
1 DVD-25 minDVD 615.78ANI
Using sophisticated 3-D animation, this program, divided into two parts, takes viewers on
a j ourney deep into the brain to study the effects of the three substances. The first part
illustrates the major functions of the brain and shows how its principal cells, the neurons,
communicate with each other through electrical and
chemical signals. In the second part,
,
animated molecules of nicotine, cocaine, and marijuana travel a route from the external
environment through the body to the brain, where viewers learn about the cellular targets
of these drugs, and how each drug interacts with them and subsequently affects the body.
Images of actual neurons used in the animations create a realistic effect that helps viewers
understand the concepts presented. A viewable/printable instructor's guide is available
online.
\
Body Story: Allergies 1 video-27
min
ve 616 BOD
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Body Story: Germs: 1 video-27 min
616 BOD
Follows the symptoms of salmonella food poisoning and looks at the science behind how
our bodies respond to it.
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Body Story: The Flu 1 video-27 min
616 BOD
Watch as a woman's immune system works to protect her body from the influenza Virus.
Thin 1 DVD-I02 minDVD 616.85 THI
Profiles the Renfrew Center, a residential treatment facility for women with eating
disorders. Follows four women between the ages of IS and 30 and chronicles their
restrictive, dysfunctional eating behaviors, as well as the failure of the health insurance
industry to address its clients' needs.
The Age of Aids 1 DVD-240 min DVD 616.97 AGE
Frontline investigates the science, politics and human cost of AIDS. Interviews
researchers, leaders, activists and patients to follow the medical mystery that began in
1981 with the first diagnosis, and the ensuing epidemic. Explores the chasm between rich
and poor following the development of the miraculous "triple cocktail" HN treatment.
Addiction: Disease or Behavior? 1 DVD-25 min DVD 616.86 ADD
Explores addiction to determine whether it is a disease or a chosen behavior. Hear from
scientists who study the brain, psychology, social factors and genetics, and view people
who live with substance abuse issues.
Teen Truth: An Inside Look at Drug and Alcohol Abuse 1 DVD-2I min DVD 616.86
TEN In a series of interviews with addicts, teens witness the harsh realities of addiction to
drugs and alcohol. The addicts describe how and why they got started, the rude
awakening when they realized they couldn't stop, the acitivites they used to enjoy before
they became addicted, and how uncomfortable they eventually felt when they weren't .
high. Next, several addicts describe the personal consequences they endured because of
their habits. A series of before- and-after montages shows pictures of drug addicts.
Includes a terrifying true story of a boy and girlfriend, both 20, who got high on meth and
three days later, got lost in a snow storm. The 911 tapes of their emergency provide an
illuminating understanding of their hallucinations. Both died as a result. Intèrviews with
police officers and doctors provide the facts about addition. The program concludes with
advice from the addicts who all say that if they had known sooner, they would never had
used drugs. Includes teacher's guide.
Unsafe Sex and Its Consequences 1 DVD-20 min D VD 616.95 UNS
Every year, about 15 million Americans contract a sexually transmitted disease. Some of
these STDs are curable, some last a lifetime, and others can be fatal. This program
identifies the most common STDs, other than HIV, and their symptoms and treatments. It
emphasizes the need and the means for preventing them; it also illustrates the social
effects of STDs in its focus on a woman diagnosed with an STD who has to decide how
to tell a future spouse, and an infected couple who are afraid to show their faces on screen
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because of the stigma attached to STDs. The need for better education in schools and at
home is stressed, as well as the overriding need for STD prevention.
The Dark Side of the Sun: Practice Safe Sun 1 DVD-14 min DVD 616.99 DAR As a
sophomore in college, Mollie discovered a mole on her thigh. In the following six
months, she underwent surgery, chemotherapy and radiation. The Mollie Biggane
Melanoma Foundation was created in her memory after her tragic death at the age of
twenty. Our mission is to increase awareness for melanoma prevention, provide
information and services on skin cancer detection, and support melanoma patients
through education of the latest treatments.
Body Story: Broken Bones 1 video-26 min ve 617.1 BOD
Vol. 1 of 3. After a girl breaks her arm, viewers travel inside her bones to see how they
withstand pressure and heal when necessary.
Body Story: Trauma 1 video-26 min ve 617.1 BOD
Vol. 2 of 3. Viewers journey inside the body of a 45~year~0Idman to experience a heart
attack up close.
Body Story: Heart Attack 1 video-26 min ve 617.1 BOD
Vol. 3 of 3. Learn how healing sudden and severe injuries in the body becomes a team
effort on the parts ofthe doctors and the patient.
Body Invaders: Heart Attack 1 video-50 min ve 617.1 BOD
In the U.S., heart disease accounts for thousands of deaths daily, and many experts put the
bulk of the blame on the American diet. In this program, host Kat Carney looks at the
causes symptoms, and treatment of atherosclerosis. Doctors from Massachusetts General
Hospital and other institutions emphasize the importance of healthy eating and prudent
exercise while discussing risk factors, post-attack emotion therapy, and innovative
approaches to heart repair using the Cohn Cardiac Stabilizer and the controversial TMR
technigue. OR footage of bypass surgery, balloon angioplasty, and pacemaker surgery is
featured.
Teenage Depression & Suicide 1 DVD-23 min D VD 618.92 TEE
Looks at the causes and symptoms of depression as well as treatments available for those
suffering from it
Red Flags: Avoiding Abusive Relationships 1 video-21 min ve 646.7 RED
What if dating were like football, where flags are thrown when the rules are broken? In
this award-winning program, the Love Referee does just that, using his red flag system to
stop the action when'abusive dating situations develop. Play-by-play coverage of
scenarios involving sexual pressure, manipulative and obsessive behavior, physical abuse,
lying, and problem lifestyles help make it easier to recognize and avoid those pitfalls in
real life. The overall message? Everyone deserves to be treated with respect and to feel
safe on a date.
Super Size Me 1 DVD-lOa
min DVD 647.95 SUP
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Filmmaker Morgan Spurlock explores the American obesity epidemic by interviewing
experts nationwide and subjecting himself to a 'McDonald's on1y' diet for 30 days. The
documentary looks at corporate responsibility, nutritional education, schoollunch
programs and how the nation is nutritionally harming itself.
28 Days 1 DVD-103 min DVD F TWE
Gwen Cummings rides a roller coaster from substance-abusing party girl to scornful
rehab cynic to sober reformed citizen.
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4 - HEALTH EDUCATION
Howard L. Goff School
2009-2010
2010-2011 School Years
Grades 7-8
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Week 1-2
Unit One: Health and
WelIness
• Define the term
"Health"
• Illustrate and
label the "Health
Pyramid"
• Define the term
"Wellness"
• Define "Inherited
Traits"
• Define "Obesity"
• View
Educational
Video "Obesity
in a bottle" 2004
• Obtain
information
regarding the top
3 causes of death
in the United
States.
Tools:
•
Tools:
•
"I cant
Breath; a
smokers
story"
Standards:
• New York State
#1
• National
Standard
Assessment(s):
• Students will be
asked to
construct and
properly label a
"Health
Pyramid"
• Students will
create a list of
inherited traits
they can identify
with parents
during a
homework
assignment
• Students will
take a traditional
quiz based on
information
covered,
Esseutiai Question(s):
What does it mean to
be healthy?
Skills:
SM.I.1
SM,!.2
SM.I.3
SM,!.4
SM,!.S
• Define the term
"Stress"
• Define the term
"Stressor"
• Define Heart
Attack
• View Educational
Video "Heart
Attack-An
inside look" 2000
• Practice healthy
ways to manage
stress (Sounds of
nature, guided
imagery, humor,
exercise)
•
•
Week 5-6
Unit Three: Alcohol
and Other Drugs
• Define the term
"Alcohol"
• Define the term
"Drug"
• Define the term
"Medicine"
• Define the term
• Define the term
"Alcoholism"
Video "Targeted"
2004
• Laws, Rules,
Policies pertaining
to Alcohol in NYS
Standard:
• New York State
#1,2,3
• National
Standard
Assessment(s):
• Students will Log
"Healthy Stress
Management" for
1 week
• Students will take
a formal quiz
pertaining to
Stress,
";','
Week 7-8
Unit Four: Violence
Prevention
• Define the term
"Violence"
• Define the term
"Victim"
• Define the term
"Sexual
Harassment"
• Define the term
"Bullying"
Video "Surviving
Peer Pressure"
2004
Tools:
•
Tools:
•
"An inside
look at a
heart
attack"
video
Sounds of
Nature CD
Zen Garden
activity
"':
...
"
:
Education Curriculum EGCSD
Revised 2007
Week 3-4
Unit Two: Stress
Management
"
•
"Party
Smart"
video
"Targeted"
video
Standards:
• New York State
#1,2,3
• National Standard
Assessment(s):
• Students will be
asked to create an
ideal living
environment with
out the use of
alcohol.
• Students will
successfully
document the
rules, laws, and
policies in a
journal entry,
• Students will write
an essay the
collaborates drugs
with addiction and
decision-making,
Essential
Question(s):
What does stress feel
like?
Essential Question(s):
Are drugs healthy?
Skills:
ST,!.1
ST,!.2
ST.I.3
ST.l.4
ST.I.S
ST,!.6
ST,!.7
ST,!.8
Skills:
DM,!'I
DM,!.2
DM,I.3
DM,!.4
DM,!,S
DM,!.6
DM,!.7
DM.I,g
Functional
Knowledge:
ORH.!.1
ORR,!.2
ORR.1.3
Functional
AOD,I.l
AOD,!.2
AOD,l,3
Knowledge:
"Exploring
Healthy
Relationship
s" video
Standards:
• New York State
#1,2,3
• National
Standard
Assessment(s):
• Students will
label a "Cycle of
Violence"
• Students will
Role play
scenarios and
identify the type
of violence
involved
verbally,
Essential Questiou(s):
What is Violence?
Skills:
CM,!.I
CM,!.2
CM,l,3
CM,!.4
CM,!.S
CM,!.6
CM,I.7
CM,!.8
CM.!.9
Functional
Knowledge:
RM,I.I
RM.l,2
RM,I.3
RM,!.4
RM,!,S
RM,!.6
RM,!.7
RM,!.8
RM,!.9
RM,I.I0
Week 9-10
Unit Five: Infectious
diseases
• Define the term
"Sexually
transmitted
Disease" STD
• Define the term
"Sexually
transmitted
infection" STI
• Symptoms of
"Gonorrhea"
Symptoms of
Harpies 1 and 2"
• Symptoms of
"HIV"
• Symptoms of
"AIDS"
• Transmission of
"HIV"
• Transmission of
"AIDS"
• Define the term
"Abstinence"
• Define the term
"Sexual Contact"
• Define "Date rape
drug"
Video "Journey
into Life" 1990
Tools:
•
"Journey into
life" video
•
"The Flue"
video
Standards:
• New York State
#1,2,3
• N ational Standard
Assessments(s):
• Students will
create a skit
demonstrating
healthy decision
making
• Students will
create a pamphlet
explaining the
facts regarding
HIV / AIDS
Essential Ouestions(s):
Is "Abstinence" a
healthy decision?
Skills:
DM.!.I
DM,!.2
DM.l.3
DM,!.4
DM,!,S
DM,!.6
DM,l.7
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East Greenburgh 197
8th Grade Health Education Curriculum EGCSD
Revised 2007
SM.!.6
SM.!.?
SM.I.8
Functional
Knowledge:
ORH.!.4
ORH.L5
ORH.L6
AOD.I.4
AOD.!.5
AOD.I.6
AOD.!.?
AOD.I.8
AOD.I.9
AOD.LIO
AOD.LII
AOD.1.12
AOD.L13
AOD.U4
AOD.U5
DM.L8
Functional
Knowledge:
SR.I.B
FLS.!.I
FLS.L2
FLS.I.3
FLS.L4
FLS.L5
FLS.L6
FLS.L?
FLS.L8
FLS.!.9
FLS.I.10
FLS.UI
FLS.LI2
FLS.1.l3
FLS.1.l4
HIV.1.l
HIV.L2
HIV.I.3
HIV.L4
HIY.L5
'16.~
East Greenburgh 198
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Joseph M. DeNisia
Class: Health Education
Grade: 8th (EGCSD)
Duration: 42 min.
Date of Observation: 11/12/2008
Time of Observation: 9:41-10:22
Unit: Infectious Diseases
Lesson: HIV/AIDS
Unit Goal: 100 percent of students will choose behaviors that reduce the risk of Infectious
Diseases.
Lesson Goal: 100 percent of students will choose behaviors that reduce the risk of HIV
/AIDS infection.
Objectives:
1. Students will identify transmission ofHIV. (HIV.LI) (HIV.L4) (HIV.L5)
2. Students will identify ways to virtually illuminate becoming infected with HIV.
(HIV.L2) (HIV.L3)
3. Students will discover transmission of HIV to infants. (HIV.L3)
4. Students will identify that individuals using drugs are more likely to acquire
HIV/AIDS. (SR.L8)
NYS Health Education Standards:
See Attached
1. "HIV/AIDS Functional Knowledge"
2. "Sexual Risk Functional Knowledge"
National Health Education Standards:
3.4 Demonstrate strategies to improve or maintain personal and family health.
Motivational Introduction: Pictionary (5 min)
Display pictures 1,2,3 on green board
Ask "what do these picture have in common?"
Handout: (Objective #1,2,3) (lOmin)
Pass out Fact sheet and cover information provided.
Power Point Presentation:
Notes: (Objective #2,3,)
1. Display "Infectious Disease" slide number two and three. (4min)
Read slide to class as they record the definition in their notes.
Display: (Objective #2,3) (l5min)
1. HIV : You have Entered (Meeks, Heit,1992)
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East Greenburgh 199
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Culmination: (3min)
As we continue to grow both physically and mentally we must continue to work
toward a higher level of wellness. It is important that we as individual do not
discriminate against individuals in our society whom may have infectious disease
so we can also help them obtain a higher level of health.
Materials:
-Computer/ TV connection
-Power Point Remote
-Pictures (Tree, hospital sign)
-Hand out "HIV/AIDS Handout
-HIV: You have entered
-2 glasses
-Water
-Plastic wrap
-Knife
-Food coloring
Assessment:
-Signed "Behavior Contract"
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East Greenburgh 200
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Name:
_
Core._----
HIV & AIDS QUIZ
Directions: simply place a "T" on the line next to the statements that are true based on the
information presented in class, and a "F" on the line next to the statements that are
false based on the information presented in class. (10points each)
___
HIV is only transmitted in blood.
___
HIV can pass to an infant durring breastfeeding.
___
HIV can also me transmitted by mosquitoes and other insects.
---
HIVoccurs before AIDS>
___
HIVand AIDS can be prevented by abstaining from oral, anal. And vaginal
intercourse.
Directions: Answer the following question to the best of you ability (50 points)
Based on the "Functional Knowledge" covered in class explain 5 concepts that are related
to HIVand AIDS in the area below.
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East Greenburgh 201
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Using your notes and discussions in class create an informative pamphlet that advocates
for the education ofRIVand AIDS. References of the "AIDS QUILT" and other health
advocating associations are acceptable.
Grade:
25% ELA connection. (Spelling and grammar)
25% Color and Creativity
25 % Correct relevant information
25% presentation to the class (3 min)
Due: -----
NAME:
_
CORE: ---
GRADE -----
%
Using your notes and discussions in class create an informative pamphlet that advocates
for the education ofRIVand AIDS. References of the "AIDS QUILT" and other health
advocating associations are acceptable.
Grade:
25% ELA connection. (Spelling and grammar)
25% Color and Creativity
25 % Correct relevant information
25% presentation to the class (3 min)
Due: -----
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A Guidance Document
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ter Achieving the New
York State Standards
in Health Education
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A Guidance Document for Achieving the
New York State Standards in Health Education
The Guidance Document for Achieving the New York State Standards in Health Education
.> was developed as part of the New York State Education Department
Health Education Curriculum and Assessment Leadership Initiative led by the MidWest New York
Student Support Services Center, Genesee Valley BOCES, 80 Munson Street, LeRoy,NY'14482.
, [email protected]
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Sexual Risk Functional ~~ge
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SR.EJ Some viruses cause
SR.I.1 Adolescents can and
disease and can be transmitted
from an infected individual to an
uninfected individual through
various menns,
';;:;':::
should avoid pregnancy and
STD/HIV/AIDS.
SR.I.2 Most adolescents do not
engage in risky sexual behavior.
SR.I.3 Individuals who are
infected with STD/HIV may not
have any signs or symptoms but
can transmit the infection to
others.
SR.I.4 The risk of pregnancy or
infectIon with STD can be
virtually eliminated by practicing
abstinence, from sexual contact.
SR.I.5 Abstinence is, the only
pregnancy and STD/HIV / AIDS
prevention method that is 100%
effective, 100% safe and 1001'0
free of side effects.
SR.I.6 There are strong
personal, medical and
relationship building reasons for
teenagers to abstain from
sexual contact.
SR.I.7 STD can be transmitted
by sexual contact with an
infected individual or from an
infected mother to her infant
before or during birth.
SR.I.B Individuals who use
drugs, are more likely to acquire
STD/HIV.
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SR.e.1 The rtsk of pregnancy or
infection with STD can be
virtually eliminated by practicing
abstinence from sexual centnet.
SR.C.Z Abstinence is the only
pregnancy and STD/HIV; AIDS
prevention method that is1001'0
effective, 100% scfe and 100%
free of side effects.
SR.C.3 The only two effectlve
ways to avoid pregnoncy, and
most STD tnfecttonore
abstinence or using protection
correctly and consistently each
time an individual engages in
sexual contact.
SR.CA Sexual transmission of
STD/HIV/AIDS
is not a threat
to those uninfected individuals
who engage in a mutually
monogamous sexual relationship.
SR.C.5 Most adolescents do not
engage In risky sexual behavior.
SR.C.6 An índividual isat
greater risk of STD/HIV
infection by having one ör more
sexual partners who are at
increased risk by engaging in
sexual contact that results in
the, exchange of body fluids (l.e.,
semen, vaginal secretions,
blood).
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East Greenburgh 205
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HIV.E.l HIV lAIDS is a disease
that is causing some adults to
get very sick, but it does not
ccmmcnlvaffeef children.
HIV.I.l Individuals who are
infected with HIV may nat have
any signs or symptoms but cch
transmit the infection to others.
HIV.E.2 HIV is the virus that
causes AIDS (Acquired Immune
Deficiency Syndrome),
HIV.I.2 The risk of becoming
infected with HIV/AIDS can be
virtually ellmlnated by o,Voiding
centeer with another individual's
blood; practicing abstinence
from sexual contact end not
sharing needles to inject drugs,
vitamins or steroids.
HIV.E.3 Individuals cannot get
HIV/AIDS by being near or
touching Someone who has it.
HIV.EA Some viruses cause
disease and can be transmitted
from an infected lndividu«] to an
uninfected individual throuqh
various means.
HIV.E.5 HIV/AIDS is caused
by crvirus that weakens the
abil.ityof infected individuals to
fight off disease,
HIV.E.6 Scientists are worki.ng
hard to find a way to stöp
indlviduels from getting
HIV I AIDS and to cure those
who have it.
-:.'
HIV,I.3 HIV can be
transmitted through blood to
blood contact; sexual contact
with an infected individual; by
using needles and other injection
equipment that an infected
individual has used; and from an
infected mother to her infant
before or during birth or
throuqh breest milk.
HIV.I.4 HIV I AIDS cannot be
transmitted by touchinq
someone who is infected or by
being in the same room with an
infected individual.
HIV.I.5 A small number of
individuals including some
doctors, nurses, and other
medical personnel have been
infected with HIV/AIDS when
they were directly exposed to
infected blood.
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HIV.C.l The risk of becoming
infected with HIV! AIDS can be
virtually ellmlnc+ed by practicing
abstinence from sexual contact
and not sharing needles to inject
drugs, vitamins or steroids.
HIV.C.2 Sexual transmission of
HIV is not a threat to those
uninfected individuals who
engage in a mutually monogamous
sexual relationship.
HIV.C.3 An individual is.at
greater risk of HIV infection by
having one or more sexual
partners who are at increased
risk by engaging in sexual
contact that results in the
exchange of body fluids (i.e.,
semen, v.aginal secretions,
blood); and/or by using unsterile
needles cr paraphernalia to
inject drugs, vitamins or
steroids.
HIV.C.4 The risk of becoming
infected with HIV from blood
transfusions and from blood
clotting products is nearly
eliminated.
HIV.C.5 Individuals who engage
in sexual contact need to
properly use a latex or
polyurethane condom to reduce
the likelihood of becoming
Infected,
cp1:J
31
East Greenburgh 206
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Some students may know or
have lost a friend or family
member to AIDS. 1£ you know
of a student in this situation,
privately ask if he or she would
like to speak to a counselor or
attend a support group.
Activity
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to pneumonia. Pneumonia is
a serious lung infection. Often,
pneumonia is the reason
many AIDS patients dle.
.
Digestive system
AIDS can cause many
often get a type
of skin cancer called sarcoma. ~
This cancer creates brown or
blue sores on the skin. Many
AIDS sufferers are covered in
these sores.
Communicating
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Because RN attacks the immune system, it destroys your
ability to fight infections. Once patients develop full-blowr.
their lifespan is usually shortened. Often AIDS sufferers
opportunistic infection, or an infection that happens only
pie whose immune systems are not working very well. Ot'
some kind of cancer, such as lymphoma (cancer of the
nodes) or sarcoma (a caneer of the skin).
Myth: A combination of
many drugs has allowed
people with HIV to live
comfortably for many years.
How HIVand AIDS Are Treated
Fact: The drugs used to
:
,
treat HIV cause people
infected with HIV to feel
weak and physically ill.
People who take these drugs
must take dozens of pills
every day. These drugs are
also extremely expensive.
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The time that passes from when a person is infected with
and when he or she actually gets sick is called the in
period. In AIDS, the incubation period can be over 10 y
only treatment available for AIDS is a combination (
drugs and is called combination therapy. These drugs
reproduction of the HIV virus and lengthens the il
period of RN. A second type of treatment is usually TI
AIDS patients who suffer from opportunistic infections.
types of opportunistic infection require different kind.
ments. Unfortunately, these treatments only delay the ~
the disease, and most patients die from AIDS.
Effectively
Locate a peer education program
and encourage students to become
a trained HIV/AIDS peer educator.
(The school counselor can probably give you suggestions of locating
i'
digestive problems. Th
problems include freqi
diarrhea and intestinal
infections.
The Effects of AIDS on the Body
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AIDS sufferers
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Healthcare Professionals
\ ! Invite a healthcare professional to discuss precautions that
they take while working to protect
themselves, their coworkers, and
the patient from spreading HIV.
Ask the healthcare professional to
discuss the risks of dealing with
AIDS patients. Have students prepare a list of questions before the
healthcare professional visits. The
following are questions that they
may want to ask: "How many
AIDS patients have you treated?
What is the average time before an
HIV-positive person becomes ill
with AIDS? How well are the new
antiviral drugs working? Has medical research come closer to finding
a vaccine for HIV?" Have the students write a report and answer
the questions that were asked to
the professional. I!j Auditory
'1
cause many problems'
nervoUs system. These
problems include ment
problems, loss of vlsloi
and paralysis.
Lungs
AIDS can leave the body open
WAt@tt -
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Nervous system
HIV infection and AIDS
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RrmW~tm-UtmÆm~i=~m~-"m·-·,~~
Memorial Q?i1t
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Th, NAMES Foundation
stitched a quilt as a creatlve means to retnember the lives of people who have died because
of AIDS and to demonstrate the enormity of
the AIDS epidemic. If your students know
of anyone who has or had AIDS, encourage
them to submit a block to the NAMES foundation to honor their life. You may wish
to invite someone from a local NAMES
chapter to speak to the class, or arrange
a field trip to a local showing of a portion
of the quilt.
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East Greenburgh 208
HIVand AIDS
HIVand AIDS,which were only discovered
in the early 1980s, have already killed
millions of people, and millions more are
currently infected.
Overview
What You'll Do
Before beginning this lesson,
review with your students the
objectives listed under the What
You'll Do head in the Student
Edition. In this lesson, students
will learn to distinguish between
HIV and AIDS, and identify how a
person can become infected with
HIV. In addition, this lesson
explains why HIV and AIDS have
become a worldwide problem.
III
Explain the difference
between HIVand AIDS.
r:.1
List four ways that HIV can
be spread from person to
person.
III
Describe how HIVand AIDS
have become a worldwide
problem.
BeHringer
Have students list two ways a person could get AIDS. (sexual contact,
sharing hypodermic needles, mother
to child)
Answer to Start Off Write
Sample answer: HIV is the virus that
causes AIDS.
Terms to Learn
• HIV
• AIDS
Are HIV and AIDS the same thing? The answer is no. HIV arid
~IDS are different, but they are very closely linked. Learning the
difference between HIV and AIDS and knowing how to protect
yourself can help you understand and avoid this deadly disease.
What Are HIVand AIDS?
Acquired immune deficiency syndrome, or AIDS, is a serious
viral disease that destroys the body's immune system. AIDS is
caused by a virw¡"c~~ed human immunodeficiency virus (BYOO
muhn !}¡;J,"'~
dee FISH uhn see VIE ruhs), or HIV.
\~~_ttrft~
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is a virus an~ that AIDS is a disease that
~~fik from infection by the HIV VIruS. A person can be infected
with HIV and not be suffering from AIDS.
~
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G O .-
Start Off."~,
~
How can you get HIV?
.. \
Once a person has been infected with HIV, the virus stays in
a person's body for a long period of time-sometimes
yearsbefore any symptoms appear. This period of time is known as
the incubation period. The majority of people infected with HIV
develop AIDS and die. Since the first four cases of AIDS were
reported in California in 1981, there are now hundreds of millions of cases all over the world. In some parts of Africa, as
many as one in every four people are infected with HIV.
Genetic
material
Discussion ~
Spreading AIDS For the following
discussion, list student responses
on the board under the headings
"Risk" and "Not a Risk." Ask students the following questions:
"Which activities risk spreading
HIV?" (sharing hypodermic needles,
mixing blood via cuts, sexual activity,
and mothers with AIDS who breastfeed or give birth) "Which activities
do NOT risk spreading AIDS?"
(scratches or bites from pets; mosquitoes or other insects; sharing food or
drink; eating food handled by a person with AIDS; swimming pools;
toilet seats; dosed-mouth kissing)
Central core
of virus
Figure 13 HIV is the virus
that causes AIDS.
Inner protein shell
Protein coat
\'~'~'J-------------------------------------------~--------------------• I
Students may be surprised by the following
statistic: Of the 40,000 new HIV infections
every year, half of these infections occur jn
people young" than 25 years of age,
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• Directed Reading IIIll!mJ
• Lesson Plan
• Lesson ûuiz mø
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COMPREHENSIVE·· . l.l.\~
SCHOOL
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HEALTH
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EDUCATION
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CO_MPREHENSIVE SCHOOL
HEALTH EDUCATION
TOTALLY AWESOME STRATEGIES'
FOR TEACHING HEALTH®
Third Edition
Linda Meeks
Associate, Professor Emeritus, The Ohio State University
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(D·" .. ·. .
'~'ií"
Philip Heit
Professor Emeritus, The Ohio State University
Randy Page
Professor, University of Idaho
Material from Comprehensive School Health Education: Totally Awesome
Strategies for Teaching Health® may be reproduced by the teacher for
hisIher individual classroom use only. Material from this publication may
not be adapted or reproduced, in part or whole, for other teachers or
classrooms, or for inclusion in curriculum guides, other printed works,
and other forms of media, without prior written permission from The
McGraw-Hill Companies, Inc.
,~.
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II
Boston Burr Ridge, IL Dubuque, lA Madison, WI New York San Francisco St. Louis
Bangkok Bogotá Caracas Kuala Lumpur Lisbon London Madrid Mexico City
Mllan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto
~13
East Greenburgh 211
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COMPREHENSIVE SCHOOL HEALTH EDUCATION, THIRD EDITION
Published by McGraw-Hill, a business u}}i.t.of The~M~ompanies,
Inc., 1221 Avenue
of the An:ericas, New York, ~y 100~tJ:"'Copyright © 2003 by The M~raw-Hill Co;upanies,
Inc. All rights reserved. Previous edÎfinns'®-:1:996-by-Bveryday-beartung
Corporation and
© 1992 by Meeks Heit Publishing Company, Inc. All rights reserved. No part of this publication'
may be reproduced or distributed in any form or by any means, or stored in a database or
retrieval system, without the prior written consent of The McGraw-HilI Companies, Inc.,
including, but not limited to, in any network or other electronic storage or transmission, or
broadcast for distance learning. .
.
Some ancillaries, including electronic and print components, may not be available to customers
outside the United States.
*
This book is printed on recycled, acid-free paper containing 10% postconsumer
waste.
2 3 4 5 6 7 8 9 O QPD/QPD O 9 8 7 6 5 4 3 2
ISBN 0-07-252130-9
Vice president and editor-in-chief: Thalia Do/wick
Publisher: Jane E. Karpacz
Executive editor: Vicki Malinee
Senior developmental editor: Melissa Martin
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Project manager: Richard H. Hecker
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Library of Congress Cataloging-in-Publication
Data
Meeks, Linda Brower.
Comprehensive school health education: totally awesome strategies for teaching health
/ Linda Meeks, Philip Heit, Randy Page.-- 3rd ed.
p. cm.
Includes index.
ISBN 0-07-252130-9 (alk. paper)
1. Health education (Secondary) 2. Health education (Elementary) I. Heit, Philip. II.
Page, Randy M. III. Title.
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RA440 .M447 2003
613'.071'073--dc21
2002066000
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Scientists have made progress in the treatment ofHIV and AIDS. They continue to test
vaccines and research ways to keep people
with HIV and AIDS as healthy as possible as
lang as possible. Same people may import for
their personal use unapproved, but promising, drugs for HIVand life-threatening AIDSrelated diseases. Because there are many
scams, the FDA initiated an AIDS Health
Fraud Task Force to explain how to identify
phony health products and to distribute general information about HIV infection.
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TREATMENT DURING PREGNANCY
5.
A female who is HIV positive and pregnant
should talk to a physician as soon as possible
about treatment of Hrv. There is no way to
determine for sure if her baby will be barn
HIV positive. However, there are steps that
can be taken to reduce the risk of transmitting HIV to the baby.
6.
Currently, the only drug proven to reduce
the risk of transmitting HIV to the baby is
zidovudine (AZT). Treatment should begin
after the fourteenth week of pregnancy and
continue until delivery. During labor, zidovudine will be given to the mother intravenously. After birth, the baby will receive
zidovudine for the first six weeks of life.
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Reducing the Risk
of HIV Infection
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There are several ways to reduce the risk of
infection with HIV.
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1. Abstain from sex until married. HIV is
transmitted
during intimate
sexual
contact in which body fluids are
exchanged. High-risk behaviors for
HIV infection include having multiple
sex partners and having sex with a
prostitute.
2. Do not engage in open-mouth kissing
with a person who is infected with HIV.
The CDC warns against open-mouth
kissing because of the possible contact
with infected blood.
3. Change behavior if you have been sexually active in the past. People who have
been sexually active in the past should
© Ooovrisht
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be tested forHIV and other STDs. Teenagers who have been sexually active ,
should begin to abstain from sex until :'; -,
marriage. People who have been sexually active should make an appointment
with a physician or go to a clinic and be
tested for HIV and other STDs. Young
people can ask their parents or guardian
to help and support them as they change
their behavior.
Have a monogamous marriage if choosing to marry. A monogamous
marriage is a marriage in which the part, ners have sex only with each other.
Do not inject illegal drugs. Sharing a
needle, syringe, or injection equipment
for injecting drug use is a risk behavior
for HIV infection.
Change behavior if ever have injected
illegal drugs. A person who has injected drugs in the past should be
tested for HIV and other STDs and, if
needed, get help for drug misuse and
abuse.
Do not share a needle to make tattoos or
to pierce ears or other body parts. Sharing a needle to make a tattoo or to
pierce ears or other body parts is a risk<
behavior. Tattooing and piercing should Ill,'
be performed only by qualified people
who use sterile equipment.
Follow universal precautions. Universal precautions
are steps taken to prevent the spread of disease by treating
all human blood and certain body fluids
as if they contain HN, HBV, and other
pathogens. It is important to always
follow universal precautions when having contact with the blood, other body
fluids, mucous membranes, or broken
skin of a person. Disposable latex gloves
should be worn and the hands washed
with a waterless antiseptic hand cleanser after removing them. The use of a
face mask or shield with a one-way
valve when performing first aid for
breathing emergencies also provides
protection. One should not touch objects
that have had contact with a person's
blood.
Ask at the dentist whether dental
pieces and accessories are sterilized
(autoclaved) between patients. To autoclave is to sterilize with steam under
pressure. The FDA, CDC, and Amer- t:
ican Dental Association recommend
autoclaving.
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Section 2
424
8. Following universal precautions.
Universal precautions are steps taken to
prevent the spread of disease by treating all human blood and certain body
fluids as if they contain HIV, HBV, and
other pathogens. Universal precautions
should always be followed when there is
contact with a person's blood and other
body fluids. The wearing of disposable
latex gloves, and washing of hands with
waterless antiseptic hand cleanser after removing, them should always be
practiced. The use of a face mask or
shield with a one-way valve is essential
if performing first aid for breathing
emergencies. Touching objects that
have had contact with a person's blood
should be avoided. When performing
first aid, a person should not eat or
drink anything or touch their mouth,
eyes, or nose.
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HIV Infection
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The human immunodeficiency
virus
(HIV) is a pathogen that destroys infectionfighting T cells in the body. When HIVenters
the body, it attaches to a molecule called CD4
on helper T cells. HIV then takes control of
the helper T cells and reproduces more HN.
As HIV reproduces and makes more HIv, it
attacks the other helper T cells and takes
control of them. Some signs of HIV infection
may include flu-like symptoms, such as fever,
sore throat, skin rash, diarrhea, swollen
glands, loss of appetite, and night sweats.
These signs may come and go as the helper
T cell count fluctuates.
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OPPORTUNISTIC INFECTIONS
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People are susceptible to many opportunistic
infections when they are infected with HN.
An opportunistic infection is an infection
that develops in a person with a weak im-
mune system. The pathogens that cause opportunistic infections already are present in ,
the bodies of most people but usually are i')
harmless unless aperson has HIV or some'
other disease that weakens the immune system. There are many opportunistic infections. Thrush is a fungal infection ofthe mucous membranes of the tongue and mouth.
White spots and ulcers cover the infection.
Infections of the skin and mucous membranes also appear. There may be sores
around the anus, genital area, and mouth.
Oral hairy leukoplakia is an infection with
fuzzy white patches found on the tongue.
Pneumocystis carinii pneumonia (PCP)
is a form of pneumonia that may affect people
infected with HIV
People who are infected with HIVare at risk
for developing tuberculosis. They also are at
risk for developing cancers. Kaposi's sarcoma (KS) is a type of cancer that affects
people who are infected with HIV. KS causes
purplish lesions and tumors on the skin and
in the linings of the internal organs. These lesions spread to most of the linings of the
body.
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EFFECTS ON THE NERVOUS SYSTEM
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HIV destroys brain and nerve cells. AIDS
dementia complex is a loss of brain function caused by HIV infection. There is gradual loss of a person's ability to think and
move, personality change, and loss of coordination. As AIDS dementia complex progresses, confusion increases and memory loss
becomes severe.
WASTING
SYNDROME
People who have AIDS may develop HIV
wasting syndrome, a substantial loss in
body weight that is accompanied by high
fevers, sweating, and diarrhea.
AIDS
To date, half of all people infected with HIV
have developed AIDS within ten years. According to the Centers for Disease Control
and Prevention (1999), a person infected
with HIV who has 200 or fewer helper T
cells (also known as CD4 cells) per micro- {.
liter of blood or has an opportunistic infec- \."
tian has AIDS (acquired immunodeficiency
~_~~drome).
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Communicable
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425
sibility of contact with infected blood if the infected person has open sores in the mouth.
INFECTED PERSON
During sexual contact, HIV from an infected
person may enter the body of an uninfected
partner through exposed blood vessels in
small cuts or tiny cracks in mucous membranes. HIV can spread from male to male,
male to female, female to male, or female to
female. HIV transmission can occur if the
'". male ejaculates or if he withdraws before
:<~,ejaculation. This is because HIV is present in
.' the preejaculatory fluid. Increased risks from
sexual contact include:
1. Having multiple sex partners. The greater
the number of sex partners people have,
the more likely they will have sex with
someone who is infected with HN.
2. Haning sex with a prostitute. Because
male and female prostitutes have a large
number of sexual partners, people who
have sex with them are at an increased
risk for being infected with HN. Prostitutes also are known to use injecting
drugs.
3. Haoing other sexually transmitted diseases. STDs that produce sores or lead to
bleeding or discharge provide body openings through which HIV can spread more
easily. Genital sores provide an exit point
for infected people and an entry point for
uninfected people for transmission af HIV
in blood, semen, and vaginal secretions.
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SHARING NEEDLES,
SYRINGES,
OR
OTHER DRUG iNJECTION EQUIPMENT
An injecting drug user is a person who injects illegal drugs into the body with syringes,
needles, and other injection equipment. When
an infected person injects drugs, droplets of
HIV-infected blood remain on the needle, syringe, or other injection equipment. A second
'person who uses that needle, syringe, or
other injection equipment to inject drugs will
also inject HIV-infected blood. Then this person will be infected with HN.
HAVING SEXUAL CONTACT WITH AN
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People who are infected with HIV have HIV
in, most of their body fluids. HIV is spread
from infected persons to others by contact
with certain body fluids. These body fluids
are blood, semen, vaginal secretions, and, in
'a few cases, breast milk. Minute traces of
HN have been found in saliva, sweat, and
tears. To date, there have been no documented cases of HIV transmission through
saliva, sweat, or tears. HIV is transmitted by
contact with infected body fluids'.
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The Centers for Disease Control and Prevention warns against open-mouth kissing with a
person infected with HIV because of the pos-
SHARING NEEDLES TO MAKE TATIOOS
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OR TO PIERCE BODY PARTS
Droplets of HIV-infected blood remain on the
needle when an infected person uses a needle
to make a tattoo or to pierce ears or other body
parts. A second person who is given a tattoo
using that needle will get the HIV-infected
blood in their body and could become infected.
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HAVING CONTACT WITH THE BLOOD
OR OTHER BODY FLUIDS,
MEMBRANES,
Mucous
OR BROKEN SKIN OF
AN INFECTED PERSON
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People who handle the body fluids of a person who is infected with HIV risk having
HIVenter their bodies through small cuts or
tears on their skin or through blood splashing in the eyes.. People who use something
such as a razor or toothbrush that may have
droplets of infected blood on it risk having
the infected blood enter their bodies through
small cuts or tears in the mucous membranes
or skin. Touching the mucous membranes or
broken skin of an HIV-infected person may
result in contact with exposed blood vessels.
HIV-infected blood can enter the body
through small cuts or tears on the skin.
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RECEIVING A TRANSFUSION
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OF INFECTED BLOOD OR
BLOOD PRODUCTS
In the United States, the FDA controls blood
donations, blood donor centers, and blood
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East Greenburgh 215
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Section 2
Health Content
labs. All donors are screened. After donation,
blood is tested for HIV, hepatitis B, and
syphilis. People traveling to countries other
than the United States should inquire about
the safety of the blood supply. A person cannot become infected with HIV by donating
blood at a proper site that uses only sterile
needles and follows universal precautions
(such as the Red Cross or hospitals).
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A pregnant female infected with HIV can
transmit HIV through the umbilical cord to
her developing embryo or fetus. A baby also
can be infected while passing through the
mother's vagina at birth. Infected blood in
the vagina can enter the baby's blood through
a cut on the baby's body. A nursing baby can
become infected with HIV through the breast
milk of an infected mother. Of pregnant females infected with HIv, 15 to 30 percent infect their babies with HIV through perinatal
transmission. Perinatal transmission is
the transfer of an infection to a baby during
pregnancy, during delivery, or after birth
through breast milk.
WAYS
HIV Is
NOT TRANSMITTED
To date, there have been no documented
cases of HIV transmission through saliva,
sweat, or tears. HIV is not spread through casual contact, such as:
• Closed-mouth kissing
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It is impossible to tell if people are infectar
with HIV by the way they look. They maj
look and feel healthy and not have symptoms
and still spread the virus to others. There.
fore, anyone who has engaged in a risk be.
havior or been in a risk situation for HIV
transmission should be tested for HIV
An HIV antibody test is the only way to tell
INFECTION
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BEING BORN TO A MOTHER
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TRANSPLANT (ORGAN DONATION)
In the United States; screening and testing
procedures have reduced the risk of being infected by human tissue transplants. Potential
donors for all human tissues must be tested
for HIv, hepatitis B, and hepatitis C. They
also must be screened for risk behaviors and
symptoms of AIDS and hepatitis. Imported
tissues must be accompanied by records
showing that the tissues were screened and
tested. Ifno records are available, tissues are
shipped under quarantine to the United
States. People having tissue transplants outside the United States should check screening and testing procedures.
i
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RECEIVING AN INFECTED TISSUE
Coughing or sneezing
Sharing food or eating utensils
Sharing towels or combs
Sharing bathroom facilities or water four
tains
Sharing a pen or pencil
Being bitten by insects
Donating blood
Eating food prepared or served by soms
one else
Attending school
Using a telephone or computer used h
someone else
.
Swimming in a pool
Using sports and gym equipment
t
• Hugging
• Touching, holding, or shaking hands
whether a person is infected with HIV When
HIV enters the body, the immune system responds by making antibodies. The HIV antibody test detects HIV antibodies in the blood
and tells whether people are infected. HIV
antibodies usually show up in the blood
within three months after infection, but
could take up to six months. The test will detect antibodies in most people infected within
six months. It does not tell if people have
AIDS or when they will get AIDS. HIV antibodies do not protect from disease or prevent
someone from infecting others with HIV.
ELISA is a blood test used to check for antibodies for HIV. If an ELISA test is positive; it
is repeated to confirm the result. If two or
more ELISA tests are positive, a Western blot
test is given. Western blot is a blood test
used to check for antibodies for HIV and to
confirm an ELISA test. It is more specific and
takes longer to perform. U sed together,
ELISA and Western blot are correct more
than 99.9 percent of the time.
The FDA has approved use ofa few home colleetion kits for HIVantibody testing. A home
© Copyright by The McGraw-Hill
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You can choose behaviors to reduce the likelihood that you
will become infected with HN and other STDs. You can
choose behaviors to avoid being a teenage parent. You can
choose behaviors to reduce the likelihood that you will be
sexually assaulted and / or sexually assault another.
Responsible behaviors include:
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1.' Be involved in activities that promote self-worth.
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2. Establish goals.
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3. Develop loving family relationships.
4. Select a mentor who is alcohol-free and drug-free
and who has clear values when family relationships
are not strong.
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5. Select friends who are alcohol-free, drug-free and
choose to wait to have sex.
6. Select people to date who are alcohol-free, drug-free
and choose to wait to have sex.
7. Avoid being in situations and going to parties
where there will be alcohol and other drugs.
8. Avoid being in situations where sexual feelings will
be intense and you will be tempted to be sexually
active.
9. Discuss pressure-packed
from trusted adults.
situations
and get advice
10. Choose entertainment carefully avoiding movies,
soap operas, music, and magazines that glamorize
sex and drugs.
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TEXT: Health: Choosing WelIness; pg. 385-408
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Give out quiz and if there is time review HPW- pg. 493 "Assertive Skills"
1. Begin by brainstorming common lines to promote drug i~volvement or
sexual activity.
'
2. Then split class in small groups, let the group pick one or two lines and
create scenario. Group members will act out thé scenario, demonstrating
strong assertiveness and refusal skills.
After role plays, discuss:
e
•
•
•
How realistic
How well did
How difficult
Do you think
were the scenarios?
group members do in resisting these lines?
to say "NO" even role play situation?
practicing these skills will make it easier to resist pressure in
real life situations? Explain.
HS-18
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· .
HUMAN
SEXUALITY
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LESSON 17: AIDS REVIEW
TEXT: Health: Choosing Well ness; pg.385-408
Health Promotion Wave; Appendix G -1-17,
pg.487-506
1. Define AIDS and HIV.
2. Describe how HIV is transmitted.
3. Name ways of preventing AIDS.
Giva to the students on the prior day:
HPW _pg. 637- HIV-AIDS "Exploring Knowledge and Attitudes"
HPW_pg. 639-640 - "How much do you KnoWAbout AIDS"
These will be done prior to class. Review this material with the students. Points of
Emphasis:
Methods of Transmission:
• Blood to blood contact
• Semen to blood contact
• Vaginal secretions
• Infected mother to fetus
How HIVattacks the Immune System. stages of HIV Infection:
Stage 1: Asymptomatic - HIV Infection
stage 2: Symptomatic - HIV Infection
Stage 3: AIOS
Risk Factors:
• Sharing intravenous needles
• Using mind altering drugs
• Engaging in sex without a latex condom
• Multiple sex partners
.
• Sexual intercourse outside of a mutually monogamous relationship
HS-16
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East Greenburgh 220
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LESSQN 17: AIDS REVIEW (cont'd)
How to protect oneself from infection:
•
•
Abstinence
Abstaining from IV drug use .
•
Safe partner-test
negative and refrain from intravenous drug use and
mutually monogamoUS
Safer sex:
•
•
No exchange of body fluids
The use of latex condoms with spermicide
HS-17
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HORMO~¡::LEVEL:
ESTROGEn LEVEL INCREASES DAILY FROMDr\Y 4.or S UNTIL OVULATION ANDTHEN IT LEVELS OFF UNtIL nt! 26th to 27th
PROGESTERONE 'LEVEL INcREASES FROM oVULATION UNTIl. THE 26th
OVUl.l\TION.
TH:: OV.\RlES CON'IROL THE HZNStRUAL
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13
Human Reproduction:
Fertilization and Implantatlon
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East Greenburgh 223
H
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Human Reproduction:
13 The
Embryo and Its
Surrounding Tissues
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13-3
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East Greenburgh 224
."
'.
THE FEMALE REPRODUCTIVE
SYSTEM'
.
.
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LABIA:
;
.
2. CLITORIS:
,
i
..
3. Vb-GINA:
4.
CERVIX:
PAP TEST:
5. UTERUS:
6:
ENDOMETRIUM:
7. FALLJOPlAN
TUBES:
8. OV)!l.RIES:
1.
2.
3.
ESTROGEN:
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?1
THE ~ß~EPRODUCTIVE
SYSTEM
1. SCROTUM:
2.TESTIS(TESTICLE):
3. EPIDIDYMIS:
~
4 •. VAS DEFERENS:
5. SEMINAL
VESICLES:
6. PROSTATE
GLAND:
7. COWPER'S
GLAND:
8.
URETHRA:
9. PEN1S:
TESTOSTERONE:
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East Greenburgh 226
Oate
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12 Th~ Male Reproductive System
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~HANGING
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DIRECTIONS: R.od each of Ih. lollowing siaftln.nls ond dreie Ih. lell" (sl which besl refleds how you
feel: SA = Strongly Agree, A = Agree,
D = Disagree, SD Strongly Disagree
lf~;U~iertain,
q;~::/'i;:;{¡'
1. The man
'
should be the predominant breadwinner.
2. Sex before marriage is stressful and unhealthy.
3. spending quality time with children,is important.
4. It is not that
important for marriages to last a
SA
A
U
D
SD
SA'
A
U
D'
SD
SA
A
U
D
SD
SA
A
U
D
SO
SA
A
U
D
SD
SA
A
U
D
SD
lifetime.
5. Fathers should assume more nurturing roles.
6. Household responsibilities
should be shared by
both marital partners.
.....
,.-,
I,;';}
,',
"
.
SA
A
U
D
SD
SA
A
U
D
SD
SA
A
U
D
SD
10. A man who
SA
A
U
D
SD
11. single-parent
SA
A
U
D
SO
SA
A
U
D
SO
SA
A
U
D
SO
14. The woman
SA
A
U
D
SD'
15. Women should be solely responsible for biñh
SA
A
U
D
SO
7. The woman
should remain at home until the
children are older.
8. Homosexuality is abnormal.
9. The major role
of a woman should be a housewife.
has' worked all day should not be
expected to do work when he gets horne.
households can be just as effective
as two-parent households.
12. Dating begins too early in this society.
13. Being faithful is not that
,
,
important in a marriage.
should decide how many children
a couple will have.
control.
471
© 1996 Health Wave, lnc,
, 3'ß(
:.'
East Greenburgh 228
.
....
.
"
,
RESPONSIBLE BEHAVIOR
..
..
:
DIRECTIONS: Answer each of the following question as honestly as possible .
NOT
1
YES
NO
SURE
O
O
O
O
O
O
O
O
O
Do you plan on having children someday?
O
O
O
Do you know what qualities you want in
your mate?
O
O
Would an unexpected pregnancy disrupt
, your future plans?
O
O
O
Do you plan, on going to college?
2
3
4
5
6
7
Do you plan on pursuing a career?
Do you plan on getting married someday?
Would. you choose to keep the child if it
were an unexpected pregnancy? '
O
Could you afford the pre-natal care
necessary for a healthy pregnancy and
birth?
'
O
could you afford a child at this time in
your life?
'
O
Would your families be accepting of an
unwanted pregnancy
Would it be fair to the child to have
himlher at this time in your life?
O
O
O
O
O
O
O
O
O
O
Are you prepared to "deal with the
physical and psychological consequences
of .contracting an STD?
O
O
Would you many the mother/father
your child?
"
.8
9
10
,',
1 21
13
1
,
,
of
"
496
O
..
O
O
O
O
O
O
;
© 1996 Health Wave, Inc.
~<b3
East Greenburgh 229
Class
Date
Name
- -
Perso~a' lnventory
.
13 Parenting
Many people have'not thought through their feelings about being parents
and taking on the responsibilities of parenthood. To explore your own
thoughts, complete these statements.
1. To me, a family is ...
2.When it comes to planning a family-or just letting things happen -1feel ...
3. The nicest thing about having a baby is ...
4. \\lhen a woman is pregnant, she should ...
5. When 1think about childbirth ...
6. After a baby is born, the parents' responsibilities are ...
7. The idea of
"
my baby inheriting a disease or defect makes me feel ...
"
-,'.,
COPYRIGHTED by Prentice Hall.
Use of this material is restricted to duplication from this master.
Prentice Hall HEALTH 13-1
'?:, 1>S
''''.
nF.TERMINA'IION:
SEX
Last pair
'.
w
t,
(two) chromosomes.
XY MALE
XX FEMALE
. l'iother
X
"
East Greenburgh 230
AND PREGNANCY
~~ ..~~r.~~'
Fether
,
Y
:
ri Boy
XX Girl,
The Father determines the sex of the child.
Fether
,
X
.
Mother
X
,
'-
,.,
.
,.
. HEREDI'IARY CHAltACTERIST:tCSARE DETERMINED BY CHROMOSOMES
M~Rt individuals have 46 Ch~omosomes.
MOTHER
FATHER
46 Chromosomes
Last
pair
..
•
46 Chromosomes
Lest. pair XX
X~.
?-3
:l')+X
-;).J.+1
23 pairs
;)3, ¿
23 pairs
{;lat
Body
Polar ~.1X
Body
MEIOSIS
'\t CHf?OlfID!IJ/
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~-f'A 'RJ of X X
:l.ï. 'f'Mp,)4X14:)~
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The Chromosomes 'that determine .t.he sex of the child are in the last pai;"
MULTIPLE
FRATERNAL
,FRATERNAL TRIPLETS
TWINS
Two separate ovum
fertilized by two
separate sperm
')
.'
BIRTHS
Three separate
ovum fertilized
by three separate
sperm.
Can be of either sex.
.....
~ 'ö1f
(¡;
East Greenburgh 231
"
fRINC!PLES
l
l
• .
..
.
OF CON1'E.ACEPIION
The method 'that.you select. IIl.Y.Ù be used every 'time you have
intercour~e.
"
rhé persons mu~t under~tand exact.ly how and ~hy ~he method ~ork~.
2.
Th'e met.hod 'that t.he couple øeleo'ts Illu~tfi't 'their life-style and
3.
4.
beliefs.
Be prepared
l M P
Q
B T A
ti
'to use alternate zethods as your life-atyle chanIes.
T
INfQRMATION
,."
l.
Abs'tinence 1rom sexual intercourse is 'the ~
~ethod of birth
control 'that is lOO~ e:ffective in preventin¡ pre'IDanc)'
I sexually
~ransmitt.ed diseases and psycholo¡ical problems.
2.
Natul'al family planning is • fairly effective method for a ~a'ture'
couple, The wom~n mu~t learn from a professional (doctor or nurse'
practitioner) how to predict ovulation. The couple must abstain
from intercourse during the fertile time 01 'the Illonth.
"
""
.;
~71)1'
East Greenburgh 232
A Summary of Contraceptive Methods
. Possible Problems
Effectiveness
Physician Assistance
Method
How it Works
ABSTINENCI~ .
Couple has no sex
May be difficult to abstain for long
periods.
None
STERILIZATION
Vasectomy
Tubal Ligation
Laporoscopy
Permanently blocks
passage of spenn or
ovum.
Psychological
Tubal ligation requires general
anesthesia, vasectomy and Iaporoscopy require local anesthesia
and same day surgery.
99.9%
BIRTH CONTROL
Prevents ovulation
by high hormone
level.
Nausea, acne, weight gain, headaches
No protection from STD's
Some risk of blood clots or strokes.
DR's Prescripton, periodic checkups
Mt.JsLtake daily at the same time.
Used to regulate the menstrual cycle.
97-99%
NORPLANT
Prevents ovulation.
Effective for 5 years.
Can breast feed.
Irregular bleeding, headache, weight gain.
No protection from SID"s ..
.Minor surgery to insert and remove.
99.8%
DEPO-PROVERA
Prevents ovulation.
Effective for 12 weeks.
Can breast feed.Protects
From Uterine Cancer.
Weight change, irregular menstruation.
No protection from STD's. Cannot
reverse side effects .
Doctor's injection.
99.96%
LATEX CONDOM
Prevents and kills spemi
from entering vagina.
Allergies to latex or spermicide,
None. Can protect against SID's.
IUD
Unknown, may slop
implantation of
fertilized ovum.
Increased menstrual cramps,may cause
spotting and perforate uterus.
Barrier to spenn
Allergies to spermicide.
must be kept in place 6 hrs.
Fitted by a physician.
Inserted within Z hrs of sex
Allergies to spermicide,
None
DIAPHRAGM
WI SPERMICIDE
SPERMICIDES
-
Kills spenn cells.
Infection
H10%
No guilt, diseases
or pregnancy.
98%
Theere. +1c,o, I
97.4%
Exam, insertion and follow up visit.
Will not stop spread of SID's.
.
90%
Theoretical
75%
RISKY!II
i·
--
\'\\
...
- ..
East Greenburgh 233
.
"
Date
Class
Name
:
Personal Inventory
and Sexual
14 Sexuality
Development
Thoughts and feelings about adolescence, sexuality, and sexual development
can be confusing. To help clarify your own feelings and ideas, complete these
statements.
1. Tome, sexuality means
2. Right now, my best source of information about human sexuality is ------------
3. One thing related to girls' physical development that I would like to know more about is -----
4. One thing related to boys' physical development that I would like to know more about is ----
'5. Talking about sexuality in different situations makes me feel
(in class)
(with my parents)
_
---------
(with close friends) -----------------------------
6. Problems that I think teenagers have about sexuality are ----------------
7. What l'most look forward to learning about in this chapter is --------------
8. I am not sure whether or not certain statements about sexuality and sexual development are true,
suchas
~--------------------
l:,::>
14-1
'?f(h ,
East Greenburgh 234
:,~;~~;~~'4nITUDES
.'
Stigma curtails Single Motherhood in Japan
1,240,172 births to unwed mothers in
1993, the latest year for which official
figures are available.) The japanese
The New York Times,
figure was a slight increase over the
March 13, 1996
previous years, but it was only about
TOKYO, March 12 - This was a
one-tenth the number of births to singrandchild that Mika's parents did
gle mothers in 1947, the first year for
not want.
which figures were made available.
Mika, then 19, was secretly living
Why has japan not had a surge in
with her boyfriend, so her parents
single mothers? For a start, it may be
were startled when she told them she
that Japanese teenagers are less
was eight months pregnant. Her paractive sexually than young people
ents met her at the train station,
, abroad. Moreover, abortions are easwhisked her inside and kept her hid-üy available - and common - for
den from the neighbors until they
those who become pregnant.
.
drove her to the hospital for the delivBut the most important factor is
ery.
social pressure. Single mothers face
"l made a mistake," said Mika,
economic and social discrimination.
now 21, who spoke on condition that
In Japan, having a baby without being
her last name not be used. "At the
married is still a humiliation.
time l was ferocious about raising a
In the. United States there is a
child. l didn't think it would be 50 bad
.: ...
great
debate about whether welfare
for my kid. But now I've cooled down
programs
encourage births to unmarand, as I look back, J think my parents
ried women by creating financial
were right."
incentives for them to have babies.
Mika gave up her baby, and she is
Such an incentive also exists in
not the only one in Japan who thinks
Japan, where a single woman who
that having a baby outside of marwould not get benefits might receive
riage is a terrible idea. Although the
them under certain circumstances if
numbers of single young Women givshe has a baby.
ing birth is soaring in countries all
But even unwed mothers prefer to
over the world, Japan is a striking
ñnd work and day care rather than go
exception.
on welfare, and the result is that less
Only 1.1 percent of births in Japan
than.7
percent of single-parent
were to unwed mothers in J 994, the
households receive benefits.
most recent year for which figures
It is tough to gauge how sexually
are available, compared with 30.1
active
Japanese
teenagers
are.
percent in the United States. In
Certainly
many
japanese
say
that
by
America the proportion has soared in
their
standards
the
young
people
are
recent years, fueling a debate over
very promiscuous.
family values. But in japan it has tum, "1 get 'the impression they have
bled - Japanese women are much
s'ex
very frequently," Kunia Kltamura,
less likely to become single mothers
who
runs a family planning clinic,
in the 1990s than in the unsettling
said of teen-age girls. "Even a 13years after the war, in the late 1940s
year-old once came to me."
and 1950s.
But surveys suggest that Japanese
In 1994, 14,700 babies were born
. ,;:;.,
teenagers
are much less active sexuto unmarried mothers in japan. (The
.alíy
than
young
people in America or
United States, which has twice
Europe.
Japan's
population"
recorded
by Sheryl WuDunn
as it appeared in
r
497
"I don't want to have sex until I
go to college because I'd feel sorry
for my parents:'
said Ayako
Kltagawa, a 16-year-old student at
an all-girl high school. "I'd feel bad
because I'd be lying to them.
"Having sex is just an outrageous
thought for us - we don't even have
boyfriends. Those girls who supposedly have had sex are flashy bad
girls, so I wouldn't pity them if they
become pregnant."
When they do get pregnant,
Japanese girls often get an abortion.
Whíle doctors prefer parental consent from teenagers for abortions,
many perform them without it.
Even if they insist on having the
baby, the mothers often end up buckling to family pressure by marrying
the fathers or by giving up the baby,
as Mika did.
Social pressures are also intense.
Marriage prospects for the children
are slimmer, and sometimes even
funeral services are affected: in one
case relatives refused to enshrine the
ashes of a inan in the family tomb
because he had been born out of
wedlock.
There is ubiquitous name calling
and bullying, high schools sometimeS
tum down the children, and companies often will not hire the parents.
'Some older children .of single
mothers have reported being told by
teachers that even if they excel in
national examinations they will not
get into prominent schools.
And if all these pressures were
not enough, official discrimination
against single mothers and their children is still overwhelming. Children
af single parents, for instance, hav.e
weaker inheritance rights and their
unusual status is recorded on their
family registration, a documen~ the
Government requires every family to ,
file.
p
© 1996 Health Wove, Inc.
~q'')
East Greenburgh 235
.::,; 'niTUDES
::j::.>'
Stigma curtails Single Motherhood in Japan
"
Moreover, 'tax policies discriminate against women who choose
single motherhood.
Mothers who
were divorced or widowed after having children can take a few thousand
dollars in tax deductions
against
their income.
In contrast, mothers single by
choice get none. Not only do they
pay more national and local income
taxes, but by reporting
higher
income because they do not get the
deductions, single mothers also pay
higher public day care fees and, in
some areas, health premiums.
"It
seems
the
national
Government thinks that if you allow
single motherhood to proliferate, it
would damage Japan," said Shuhei
Ninomiya,
a law professor
at
Ritsumeikan University in Kyoto,
who has researched children's rights:
"Japan accomplished
high economic growth through this very established system of families, in which
people took care of their parents.
''The national Government feels
that if single'motherhood
proliferates, Japan's family system would
break down and family morals would
collapse."
Keiko Nakada, a 40-year-old
woman who is raising her l-year-old
boy, Tsukasa, on her own, worries
that he may be mistreated.
"1('1thappens, I will fight for him,"
she said, as she cuddled him in her
studio apartment. But she feels bad
that even her older two children,
who are in the custody of her first
husband and his wife, are being
warned by their relatives: Kids grow
up 'fine when both parents
are
around, but when one is missing,
there are doubts about how they will
.' be raised."
After her first marriage failed, Ms.
Nakada remarried,
got pregnant
again and then, even when her sec-
continued
and husband divorced her, she continued the pregnancy.
She thought she could count on
her experience as a mother, but she
was unprepared for everything else.
Now her parents have refused to
visit, her sister does not help out,
even welfare officials are rude, and
she was turned down by five real
estate agents because she was a single mother.
After she found a place to live
and was late a few times in paying
rent, her landlady complained to Ms.
Nakada about her unstable social
and economic status. Ms. Nakada
has company, at least, for she helped
find an apartment downstairs for her
friend, a single mother with two toddlers. Her 23-year-old friend finally
decided to take a night job and
leaves her children, l and 3, at home
while she goes out to work. So Ms.
Nakada goes downstairs two or three
times during the night to check on
the toddlers.
Most high schools expel pregnant
students, so teenagers sometimes go
to great lengths to disguise their sexual activities.
Kazuko
Yokota,
who
runs
Motherly Network, a small adoption
foundation, described the case of a
16-year-old high school student who
was impregnated in a rape that she
never revealed to her parents.
She always wore loose outfits
and as she grew larger, her parents
thought she was sick so they took
her to the hospital, 'only to find out
that she was due to give birth in a
few weeks. She wanted to continue
'school, so she stayed home, got a
doctor to make up a medical excuse
and then returned to class several
weeks after the birth.
"Single mothers are not permitted
in Japanese society," Miss Yokota
said.
498
But in most cases, the teenagers
have a sense of what they are doing,
though they may deny to themselves
that anything is amiss. A year before
she gave birth, Mika had an abortion.
Her boyfriend, Naoki, paid for it with
$1,000 from his mother's bank
account.
When she became pregnant
again, after she graduated from an
all-girl high school, her boyfriend
began using tranquilizers and she
spent her days in his bedroom, keeping him company. Naokí's mother,
who works long hours and did not
see Mika much at all, finally noticed
Mika's expanding belly, when the girl
was eight months pregnant, and
ordered Mika to go to the hospital.
, For a month after the birth of her
daughter,
Natsuki, both familíe
argued over whether Mika and Nam.
should get married, but in the end,
they did not. Instead they put the
baby up for adoption at Miss Yokota's
Motherly Network.
Even among teenagers who get
pregnant, many do not talk about it,
have never heard of other similar situations and do not think twice about
getting an abortion. When Yuka
Sugimoto, a 19-year-old student, got
pregnant more than a year ago, she
was shocked.
She held a conference with her
boyfriend, her sister and her best
friend, whose father is a gynecologist, and they mapped out a plan.
She found a doctor, but when he
asked for a letter from her parents,
she nearly fainted.
Miss sugimoto ultimately persuaded the doctor to keep her parents out of It. She explained, "If my
parents even knew that I have a
boyfriend, they wouldn't let me PI'
out of the house."
'
© 1996 Health Wove', Inc.
'm---
East Greenburgh 236
Name
~ __
Class __
Date
.,---__
_
Personal Inventory
17 and
Thoughts About AIDS
STOs
It is difficult for most people to think clearly and honestly about emotional
issues such as AIDS and sexually transmitted diseases. To understand your
feelings, list the words you think of when you hear these terms.
Write quickly. Try not to censor your thoughts. Do not worry about spening or neatness. Stop after five minutes.
Acquired Immune Dqiciency
Syndrome (AIDS)
Sexually Transmitted Diseases (SYDs)
Review your lists. What kinds of feelings do you associate with these terms? -------------------
, What did you discover about your feelings about AIDS? ----------------------------
AboutofuerSTDs?----------------------------------------------------------
Did you associate any words that you are not sure are accurate or actually related to the diseases?
What words?
"
COPYRIGHTEDby Prentice Hall.
17-1
~,\Cf
East Greenburgh 237
Name
.
..... ...
. ... ..
Class
17
Chlamydia
Cause:
Bacterium
Genital
herpes
Cause:
Virus
Gonorrhea
Cause:
Bacterium
Syphilis
Cause:
Spirochete
bacterium
,,
,
.-;
,::.
17-2
Overhead
Date
Transparency Master"
Four Common Sexually
Transmitted Diseases
Transmission:
contact
Sexual
Usual Symptoms: Fema/es: Painful
urination, abnormal discharge from
the vagina, bleeding between menstrual periods, abdominal pain
Ma/es: Unusual watery discharge from
penis, painful urination
.
Appearance
of First
Symptoms:
2-4 weeks
after contact
Treatment: Infected persons and their
sexual partners must be tested and
treated with antiblotles. Sexual actlvity muststop until disease is cured.
Transmission:
Contact
with blisters or with
viruses shed by an
infected person
Usual Symptoms:
Cluster of tender,
painful blisters, swollen glands, fever,
achy feeling
Appearance
of First
Symptoms:
Variable,
usually 2-10 days after
contact; symptoms
recur.every so often
Treatment: Infected persons should
avoid sexual activity when blisters are
present or when viruses are being
shed. Condom use is advised. Acyclovir makes symptoms less severe.
Transmission:
contact
Usual Symptoms:
Fema/es: Discharge from vagina, or birth canal
Ma/es: Abnormal pus discharge from
penis, painful urination
Sexual
Appearance
of First
Symptoms:
1-30 days
after contact; on average, 3-5 days
treated with antibiotics. Sexual activity must stop until disease is cured.
Transmission:
Sexual
contact; congenital
Usual Symptoms:
First stage: painless sore that lasts about 1-5 weeks
Second stage: body rash, hair loss, flulike symptoms, swollen glands
Appear.ance
of First
Symptoms:
10-90
days after contact; usually, around 3 weeks
treated with antibiotics. Sexual actlvity must stop until disease is cured.
Use ofthis material is restricted to duplication from this master.
"
0:)\
East Greenburgh 238
Name
_
'17
Class
_
Date
__
Chapter Review
KEY TERMS
Complete the followi17g paragraphs using tne list of words below. Each word may be used once, more than once, or
no! at all.
congenital syphilis
acquired
AIDS-related complex
candidiasis
immunodeficiency
pubic lice
vaginitis
genital herpes
hemophiliacs
genital warts
chancroid
Pneumocystis carinii
scabies
venereal
chlamydia
spirochete
herpes simplex I
sexual fidelity
1.
Trichomonas
cervix
sexual abstinence'
herpes simplex II
syndrome
__
Sexually transmitted, or (1) , disease can be pre2.
__
vented. SID can cause suffering, permanent body damage, and death. Since sexual contact is the primary means
3.
__
of spreading STDs from one person to another, the most
4.
__
effective preventive behavior is (2) . Another way is to
practice (3) , which means to have a caring relation5.
__
ship, such as marriage, with one uninfected person.
6.
__
The infectious microorganisms that cause SIDs live
only a short time outside the body, so spread of the diseases through casual contact is not likely.Syphilis, one of
~
the more serious SIDs, is caused by a (4) . A pregnant
8.
__
woman with syphilis can pass the disease on to her baby,
9.
__
who will be born with
(5) . A bacterial SID with symptoms similar to first-stage syphilis is (6) . Antibiotics
10.
___
can cure this disease.
11.
___
One type of SID, genital herpes, has been linked to
cancer of the (7) . Genital herpes is caused by (8)
12.
__
A disease that causes blisters around the mouth, not the
13.
___
genitals, is caused by (9)
A number of pathogens can be responsible for an
14.
___
inflammation of the birth canal known as (10) . When
15.
__
this disease is caused by (11) , there is a frothy green
discharge from the vagina. (12) , which are also sexu16.
___
ally transmitted, may be removed by freezing, laser therapy, surgery, or spedal ointments. There is evidence
linking this disease with certain cancers.
17.
.
Animals such as (13) can infest the hair in the pubic area. A mite in the same area causes an itchy
rash known as (14) . Since these animals are able to live outside the human body, they can be spread
by contact with soiled bedding and clothes.
A dangerous SID, AIDS, was identified fairly recently, The initials stand for the terms that follow.
(15) means that people get the disease from someone else; (16) means that the immune system is
damaged; and (17) refers to the signs or symptoms that accompany a disease. In addition to sexual
. .... transmission, AIDS can be passed from one person to another by sharing needles for injecting drugs .
',.;
(Continued)
..
---------------------------
.
;,',
17-6
Use of this material is restricted to duplication
from this master.
L10?J
East Greenburgh 239
Name
17
__
Chapter Review
(Continued)
MAIN IDEAS'
Answer each of the following questions in two or three sentences.
1. Describe the similarities between chlamydia and gonorrhea. ---------------------
2. What could you say to try to convince someone that instruction about STDs belongs in the highschool curriculum?
3. Is there any hope for finding a vaccine or a cure for AIDS? Explain your answer.
4. Martin is a homosexual who has had swollen lymph glands, general fatigue, and unexplained
weight loss for the past six months. He strongly suspects he has AIDS, but he prefers not to find out
and wants to carry on his life in a "business-as-usuel" manner. How can you convince him to see a
doctor and be tested?
.
.
5. Why should people in high-risk groups be tested frequently for the presence of HIV antibodies in
. - the blood?
.
':',
COPYRIGHTEDby Prentice Hall.
Use of this material Is restricted to duplication from this master.
17· 7
L·W)'
East Greenburgh 240
~
.
:
.
.
. .
Final Evaluation
HUMAN GROWTH
AND DEVELOPMENT
,
MATCH
A. Aorta
B.
Chromosomes
.
C. Cell
D. Gland
"
--
lo Specialized white blood cells of
the immune system which attack
foreign agents, such as viruses,
--
2. Organ that produces andsecretes
--
3. A nerve cell.
a chemical substance used by
another part of the body.
-- 4.
Soft substance present in bone
cavities responsible for producing
blood cells.
5. A rod-shaped body in the nucleus
E. Alveoli
--
F. Marrow
-- 6.
of a cell which carries hereditary
factors.
Convoluted outer surface of the
brain.
.
G. Peristalsis
'H. T cell
1. Cerebral Cortex
J.
.
Neuron
-- 7.
Microscopic air sacs in lungs
through which oxygen and carbon
dioxide are exchanged.
--
8. The largest artery which carries
-
9. Minute mass of protoplasm
blood away from the heart.
containing a nucleus. '
_10. A wave of muscle contraction
which pushes materials along the
digestive tract.
"
502
Vlöt
East Greenburgh 241
HUMAN GROWTH AND DEVELOPMENT
,
'I
Pinal Evaluation
continued
MULTIPLE CHOICE
1. Which of the following statements is false?
a When used regularly and properly, the condom is 90% effective at preventing
pregnancy.
b. The birth control pill is approximately 98%effective at preventing pregnancy.
c. The rhythm method is approximately 90%effective at preventing pregnancy.
d. a and b
e. b and c
2. The
arteries are the major arteries leading to the brain.
A. Coronary
B. Carotid
C. Subclavian
D. Capillary
3. Smoking greatly increases the risk of stroke and heart disease in women who use
this type of birth control.
C. Norplant
A. Condoms
D. IUD
B. The birth control pill
4. Which of the following statements about Norplant is true?
a. It is the most effective reversible contraception method available.
b. The capsules cannot be removed if a woman decides she wants to become
pregnant.
c. Women who have been advised not to use thebirth control pill should not use
Norplant.
d. a and b
e. a and c
f.' all of the above
5. A substance which stimulates the production of antibodies.
.
, .
A: Antigen
B. Adrenal
C. Estrogen
D. Insulin
503
. 1""
East Greenburgh 242
HUMAN GROWfH AND DEVELOPMENT
," "
nnai Evaluation
.'
,
"
'.'
continued
2. List 2 major functions of the cardiovascular system.
3. List 3 problems associated with stereotyping.
4. List 3 possible disadvantages of using the birth control pill.
5. List 3 advantages of remaining sexually abstinent.
505
l-,\
1\
East Greenburgh 243
HUMAN GROWTH AND DEVELOPMENT
Final Evaluation
continued
6. A large muscle between the abdomen and the chest is the
_
e.
A. Diaphragm
B. Peritoneum
Scapula
D. Pectoral
7. The correct term for the release of the uterine lining every 28-30 days is:
e.
A. Menopause
B. Menstrual Cycle
8. Hormones from the __
Menstruation
r» Menorrhea
gland playa major role in the stress response.
e.
A. Thyroid
B. Pituitary
Pineal
D. Adrenal
9. Major functions of the liver include:
a.
b.
c.
d.
e.
Manufacture bile, cholesterol, and Vitamin A
Release digestive enzymes
Detoxify alcohol and other drugs.
a and b
a and c
10. Sperm are produced in the
_
A.: Ventricles
B. Testicles
C. Pénis
D. Vas Deferens
SHORT ANSWERS
1. list 2 major functions of the immune system.
504
. t1l~'"
East Greenburgh 244
The reproductive systems
MALE
Scrotum: an external skin sac, which houses the testes
Testis: small glands that secrete testosterone and produce sperm
Epididymis: the tubes in each testis join the Epididymis, a larger coiled tube where
sperm mature and are stored
Vas Deferens: the tubes that extend from each Epididymis to the urethra
Seminal Vesicles: As sperm moves through the vas deferens, they are combined with a
fluid produced by the seminal vesicles. The fluid contains nutrients to nourish the sperm
and makes them more mobile
Prostate glandl Cowper's Glands: secretions from the prostates and Cowper's combine
with sperm-containing fluid to form semen.
Urethra: the passageway through which both semen and urine leave the male body
Penis: a tube-shaped organ that extends from the trunk of the body just above the testes
Testosterone: the male sex hormone
Female
Labia: are two pairs oflabia (lips) at the entrance to the vagina. They are the labia
majora (the larger outside pair) and the labia minora (the smaller inside pair). Together
they form part of the vulva (the female external genitalia).
Clitoris: A small-elongated erectile organ at the anterior part of the vulva (crest of the
Libia minora, as sensitive as the head of the males penis, and is usually easily stimulated
Vagina: Is the passageway from the uterus to the outside of the body. It is also called the
birth canal
Cervix: is the opening of the uterus in the vagina
PAP test: is a screening test used in gynecology to detect pre-malignant and malignant
(cancerous) processes in the cervix
lA{'I)
East Greenburgh 245
Uterus: protects and nourishes a developing fetus
Endormetrium: is the tissues that lines the uterus
Fallopian tubes: ova travel from the ovaries to the uterus through the fallopian tubes
Ovaries: contain ova (eggs) and produce hormones.
Estrogen: is a female hormone produced by the ovaries
Progesterone: a steroid hormone produced in the ovary; prepares and maintains the
uterus for pregnancy
Ovulation: is the process ofreleasing a mature ovum into the fallopian tubes each month
\Á''1-
East Greenburgh 246
Puœose of the Male Re}2l"Oductive S'Ystetg
.,./.;'">,"""""'""%:~;.
;A~;j;;~:
..,._. .
c'
1.
......... :;,1{
To produce, maintain, lind tronepert
reproductíve
The Reproductive System
Mr. LeGare
2.
ceUs) /ind protecttve
(the male
T" discbn.rße sperm within the lemal" reproducñve
trecl
durln¿1sex
,,:d
3.
To producoand secrete mlllesex hormones rosponstblo
lor mrunlaininß
Male Reprodùdive
sperm
liuid (semen)
th" male reproductive
systom
Terms to Know
System
Penis .. the exíemel ecale sex
Made "p
ol two
parts-the
orean
in which urine and sewen pass,
shall and the ßlans(head).
Its
purpose is to deliver spenn thronßh the urethra and into
the lemale reproductive
Scrolum-a
treet.
sac which eontams Ihe tesHeles and epidid1Jmis
and hanes under the penis. (Clitnate Con Ito!)
Testes- produce sperm and lesloslerone.
;':;;:
Epididymis-
a tiehtly coiled tube where sperm is
Ejaculatory
Ducl~empties into the urethra
stored for ma tura tian. Pram here it ha ve Is to the vas
deferens.
Bladder~ muscular sac tha t stores urine un til
released throueh the uretlire.
Vas Deferens~the
lhe epididymis
fl;~
tube that trensports spenn from
lo lhe urelhra,
Seminal Vesicle~ secreies a lhick fluid tha t
nourishes the sperm.
~tls;;L
~~/~1:/\
~,.
':::.
Proslaie Gland~ a welnu t-sízed eland lhal
produces some of the fluids in semen. Produces Ihe
lubrica tian for Ihe urethra.
Testostorone~ A hormone which is responsible for
lhe developmenl of male characteristics. (Le.-wuscle
s±ten(5th, bone mass, sex drive)
Vllq
East Greenburgh 247
.....
of the female
Purpose
1.
Produces the Ie male
Reproductive Sllstem
eee cells
necessaru lor reproduction.
called Ihe ova or oocqtes.
Female Rep-roductive System
Ov¡ducl
<
•
Ovary.
, "
Ul'élhQf
".:-'1<,"
Uterue
'2,
Transports
. Fsnbuae
tJrm,;¡ryhlarldp.r
Ihe ova lo Ihe site offertÙization,
P~lbl¢ symphO$IS
•
'"
3.
If lerlilization
andi or ímple.ntntíon does nollake
Ihe syslem is desiened
sheddine
4,
lo menstruate
place.
(Ihe monlhllj
Produces
-Rectum
"
-;.,:
Ie male sex hormones Ihal main lain Ihe
reproductive
,'"
CUloIi!>
Laulunt minora'
ol Ihe u lerine hnlne)
·CeM¡(
~" .
Urethra
Leounnmalera
' ..
VaglnalorJfice'
. "
.... .....
'~
. ,Vagina
"
.
.
'Anus
cuele.
Female Reproductive
Terms to know
System
Labia Majora~ (lare,e lips) E'.ndose and protect the
external sex ore,ans
Ult'mS
hltl"j11:tn
hlllnj11.111 tube
ml",
."
i'1
~~ t ..
.'"
'
Labia Minora~(slllalllips)
Plesh that surrounds the
opening of the vae,ina.
y./
"'+'
(hiu'~
{harI'
\ lh~l'1l~
Cervix
outside
canal which joins the cervix to the
of the
at the folds
of the
is a small sensitive protrusion
labia. The ditoris
that is similar to the
penis in males. Can become erect .
VagiIHl·· ..··....•..·
Vagina~the
C]¡torls~meets
• I.'.ndometrium-
the linine,
of
the uterus.
bodL).
l'aUopian Tubcs~ tubes that are a Hached to the
Uterus~ a hollow, pear-sheped
organ that is the
home to a developine, fetus.
upper part
of the
u tems and serve as tunnels for the
ova (ee,e, cells) to travel from the ovaries to the
uterus, fertilization
Cervix.~a part of the
often happens
here.
u tems which has a canal that
allows sperm in and menstrual blood ou t.
()varlcs~Small,
ove l-shcped e,lands which produce
ee,e,s and hormones.
Pap Smear~ a test which tests a sample of cells for
chane,es in them which mal) lead to cancer.
li(
:L I
East Greenburgh 248
:
"
-:
"
"
:'
"
:
"
,
..
'
"
-.
':tt¡¡
':'/\Female Honnones
,.... '''''''L".I.'r---!
ProBesterone~ naturalIl:] occurril1¡jhormone
,~
which aids ill the menstrual cl:]cleand
pre¡jnanctj.
il,
6~1
'~i\\
I
EstroÂen~ It re¡julat~)s the menstrual cl]cle
and prepares the uterus for pre¡jntll1ct]bl]
enJ'Îchin¡j alld thickenin¡j the endometrium.
l12~
.
.:
:.
,
:'.
:
:
:
:
:
:
'.:"
,
..
:,",;.:"
'.
""
.','
East Greenburgh 249
..
.. '
::
.
;::
..
L'
.. '
,
"If only we had been in Mr. LeGare'S
health clasS ..."
çontrace~
What you need to KnoW
ThinqS to consider
when choo
sinq
a
~
T
eS af Contrace
tian
EffectiveneSS
Dan'l \0\ this t,app¡m lo you
Cost
Side effects
1. Abstinence
(long and shart term)
-"':}:/.:1·'·
How it is used
Z. Barrier Methods
.LI;~~~~~
"~l~\.e-¡~~[.~~~a~~
.
----...
i\Y
'¥;i4
__
\i?4~
¡I~).~
t~'f'?,tl
lY.'
Ease o f usel comfort
\
Availability
Morais, values, bene.fs
3. Hormonal Methods
4. sterílization
Protection
against HIV IAIDS and STD's
frequency
of interCourse
"'When speo\llng aboUt 5TO's In thIs I'I'T. thl$lnellJd~s HIV/AIOS
~
Ç,Qm.
Abstinence
Abstinence is the act of refraining
Er2§.
from any
sort of sexual activity.
DoN'T fORGET- se"uul (lctlvity meuns vaginal, anal. und ORAl. sr.x.
-v-';
f~l~"'~~è:';:
_.~~~ *,2.~~;
... },:,.._,c.7
..."\.:-
,:~!I~:~o:~:,;~J¡m"cYoW~'
l d~ ....
Only 100% method to
prevent pregnancy, STD's,
and HIV IAID 5
Save virginity till marriage or
committed relationship
Self-respect,
respect from
Difficult
to practice
or
maintain
May get picKed on
MaY not learn essential
about birth control
info
otherS
Good reputation
free
Peace of mind
This is the only 100% effective method to
avoid pregnancy, STD's/STI's, and
psychological consequences.
IÆ()-~
,
.
East Greenburgh 250
.'
"
.o",
Male Condom Info
Barrier Methods
1. Male Condom
Disadvantages
Advantages
. i
Use may have a latex allergy
Can be 98'Y, effective
Male form of birth control
Inexpensive and widely
available
No prescription
Can be used with other
methods
Only method that also helps
to protect against STD's and
HIV/AIDS
\1":<
The male condom is a tube of thin material (latex
rubber) that is rolled over the erect penis prior to
contact with the vagina,
Loss of sensation
May be embarrassing to
purchase
Can only be used with waterbased lubricants
Can break
Must be stored in a cool, dry
place
The male condom is the most common barrier method.
Can be 98'/'0 effective
is used correctly.
!:('m~!<:
r,I)"'\')lfl
Female Condom Info
Barrier Method
The female condom is a seven-inch long pouch of
polyurethane with two flexible rings and is inserted
into the vagina prior to intercourse.
1il
>~ •......
,•.•• '
The female condom covers the cervix, vaginal canal.
and the immediate area around the vagina
85-97%
effective
Disadvantages
Advantages
Female Condom
if used correctly
Once learned, insertion is
easy
60-95% effective
Covers more surface area
and protection
Purchased at a drug store or
clinic
No prescription
Can be used with water or oil
based lubricant
May be le ft in for hours
May cause vaginal irritation
Need to hold in place during
insertion
May not be available at all
drug stores
May feel awkward
ineXpensive
spermicide
spermicide
spermicides are chemicals that are designed to kill sperm.
Info
Disadvantages
Advantages
May irritate
sex organs
spermicide chemicals are available as foam. jelly, films, creams
Insertion
learned
and vaginal suppositories,
is easy once
Can be messy
Disrupts heat of the moment
71.657, effective
Low effectiveness
Does not have an effect
on women's hormoneS
$4,00·$6,00
; .Ó:
i
.c,
EaSYto misuse
Does not protect against
. No prescription
needed
STD's
~~'\
{,(:l-î-
East Greenburgh 251
·.'
"
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"
-.
.',;::;.
::,:'
'.:.'.
"
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",-
.'..;::"
~on~
Inf-º.
~
Ihe Spon9~
~
Muy irritate sex argonS
Easy to corry
A soft, solid polyurethane foam that contains
spermicide, haS a nylon loop attached for removal
Is inserted deep into the vagina before intercourse
Con b£'. mesSY
No e.Hed on nolllr'O\ hormonl:'.s
Mny be diHlcuH to removI:'.
Con be Inserted ohr.od o-f limr.,
con be worn up \"0 30 hours
o'fter sex, sex cen br, repeotl:'.d
sf
without prep oration during 1 24
6B-91% effective
Cannol' be
lncreusl:'.d ris\< ot '"aXleshoe\<
fiYndrome
hours,
$7.50-$9.00
Cunno!
Other similar devices are the
cervical cap and a diaphragm
used during v(l91n(11
bleeding
be fel"' by either por'tner
No prescriptionner.dr.d
Ir
gral Contraceptive-liThe
Pi
A pill taken by mouth each day in order to
went pregnancy
Hormonal Methods-
:-----
~>
1. Releasing hormones similar to those made in
the female body- works by preventing
{~7"¡,:;:;1' '.
the
ovaries from releasing an egg.
92.-99% effective
2.. Thickens the cervical mucus to prevent
sperm from joining the egg
3.
Cost: $2.0-$35
if taken consistently
per month supply
Alters the lining of the uterus
Qrtho Evra-"The Patch":'
~The Pill" inN
~ f.w.r
99.7% effective
$:10-$40 p.r monlh
~
PMS symplomS
Helps prevent ovarian cysts and
ovarian and uterine cancerS
Shorter, more regular periods
CI.orS up skin
Easy
to use
,v,,;-,c'
;" \ """¿'\"
"·c,"..
,. ,..lO
";Wi¡¡iißûiíil~~Y'
Breast tenderneSS
Weight gain or' \055
ChangeS in mood
Loss of menli\rua\ cyde
Need to remember lotaKe
The birth control patch is placed directly on the skin with the
hormones
built into the sticky side of the patch.
iI
sume tinw. ewry doy
Requires
Reduce.srlsks of osteoporoSiS
.
gyno exam and
pre.scr1piion
Should not smoke wni!£'. using l'1
Risk of blood clots, hearl' or
slroke
Do.s NOT pro'lr.ct agolns1
STD's or HIVI AIDS
Each week for the first three
hip, buttocks
The fourth
menstrual
weeks a patch is placed on the
or upper arm.
week you are free from the patch allowing for a
period.
Most rigorouSly studl.d and
'-ested pre.scrlption medlcot\c)n
vt2-~
East Greenburgh 252
"
":
...
'
',,'
;'::'
,
'
";'
"
,,'
"
~
vagina.
~g~
B\e~.dingbetween pr.riods
Breast tenderneSS
Mood c\-langeS
Headaches
Nouseo.
Welgh'l guin
Chonge in se)(.uo\ deSlrt'.
Dl'.pre.ssion
'~
Changed once per weeK
Regular cycleS
Safe, simple, convenient
Releases o combination of
hormones for 3 weeks, then
removed for menstruation.
99,7'1, effective-MUST
$30-$35
Tnereose riSK al blood
clot/s1ro\<.e
Cannot use Is over \98 lbs.
Dol:'.S not prated
Helps with PMS
symptoms
BE
CHANGED AFTER 3
WEEKS\\I!
Skin reactions
Easy to remember
.
,,'
A thin, flexible ring that is
inserted deep into the
~
per month
ogo.ins\' 5TD's
~
Injection of progestin every three months
~
~•
~•
Safe, simple, convenient
Lighter
the ring
Bleeding between
periods
More regular
DoeS not interfere
. 97-99.1% effective
periods
Weight gain/loss
Breast tendernesS
periods
with
intercourse
EaSY to use
$2.0-$40 per injection ~,
Nausea
Mood SwingS
Increased
vaginal discharge
DoeS not protect agai nst
Luneiie ts unDther ,¡milur {orm of contrucep,tiv<. that work' for I month
sTD's
A thin fleXible rod
inserted under the sKin
of your upper arm
~
:"
,
~.
Effective for 12 weeks
Can be used by women who
cant take estrogen
Helps prevent cancer of
lining of uterUs
Very private
No pill taking
Can help with pMS symptoms
Only have to remember every
three
",;o.,':~,i":';
_~"W.f;t>;~W~'·
~
~•
-
..
Must be comfortable
touching yourself
Must remember to change
monthS
Must get o shot
Ectopic pregnancies
Mus-I wont 9~\2. manins
Last for 3 yearS
before.
t rying t o get pregnuni'
1rregulur pieeding
Tt'.mporory bone thinning
W•.ight guiniloss
Hoir loss/Irre.gular growth
Depression
Cnonge in sex drive
eS5
NervousneSS.
di'clin
99.9'10 effective
$500-$750 for
,¡t!
,,,gt
, '"
, .... l""
.~,é",""" "Ji,?
A
.Jf,.
,
insertion
$75-$125 for removal
Dor.sn't protect (l90In51"STD's
,,
~0~
':
·'-.
"0:<
East Greenburgh 253
'
':;':,'
Emergenc'i Contraception
"The Morning-after Pill"
1-mplanon InfQ
Prescription medication that prevents the ovary from
releasing an egg, thickenS cervical mucus, or changes
the lining of the uterus in such a way that a fertilized
J¿isadvantages
~
Irregular
Fertility returns
quickly
Can be used while
breastfeedi ng
bleeding-very
heavy
ChangeS In appetite
Cysts in ovaries
and develop.
Must be taken within 72 hours of intercourse
Depression
Scarring at insertion site
Headaches, nausea, dizzineSs
Long lasting birth
control without
sterili:zation
egg cannot attach
Expensive
Doesn't protect against
75-89% effective
$10-$40
or more
STD's
elan B InfQ
!2.Lsadvantag~
Mvantag~
IC;,,, ..
:lnfji,~
(0'1ll"1\\
;'
'
,
Over the counter for
anyone lB and older
¡$',~,\I\¡~I
~I,,,·\ •
Nausea and vomiting
Helps prevent pregnancy
~:~
..~~~~;~~\J\\.f
Breast tenderneSS
Irregular
bleedi ng
Headache or diz:zinesS
DoeS not protect
.•." '", :.l
...:·u":·.,,,.:
..····:,·:·::
against STD'S
,.'
;,.'
Cut-sect\on
1',"\'
Intra-Uterine
A small T-shaped
Prevents
.'
ol' vtewS
,,'
Devic~
device planted into the
,..
uterus
~.-. .' :"
! ,."
sperm from joining with the egg by
changing lining of the uterus
.,\
'~~
:~;~er~\
$1\ ..
:.?,::.
Il1trDuterine devlces ¡iUD'~I ,\I e
molded p\u!.tIC de'l,c.e!o (some
i..'.I)1lu\\nhIU t.opper) whld\'dl~,!\lPt
the normal lIterine p.,wirol,ment
j·ADI\M .
99.2-99.9"10 effective
. $175-$500
"
l.-\1'?;!
East Greenburgh 254
surgical Sterilization
IUD Info
Tubal Ligation-Females
Q.isadvantages
Advantag~
Not recommended for teenS
Some types may reduce
menstrual crampS
Intended to permanentiy
bioek fallopian tubes so the
egg doesn't meet the sperm
Some may lncreuse bleeding and
Ability to become
pregnant returns quickly
Intended to permanentiy
biock the vas deferens so
that sperm isn't reieased
during ejaculation (just
semen)
99.5-99.9'Y, effective
cr-ötnps
Uterine
~sectomy-Males
WCly
moy be punctured
during insertion
99.5-99.9'Y" effective
$ 2000-$6000
$2000-$6000
Ectopic pregnancy risk increases
Tubol or uterine infections
Does not pratedagnins'!'
STD's
Aft~r
Before
c.ol.lterlzatlon of
("Hop\an, tub~:."
~",;I;l
CUlltery
p.
.ri
'1\
H~'~"
't"~
'
. "ri,
u
)!<
Fallopian tubos
SN'Ile{\ ~hut
I
.j
,,/\[)¡\N\.
','.N:lA.lV\.
Sources
• bj:tO://www,americanOregnancy,org/oreven
®9pregnancy/overviewtypesbirthcontrol,ht
mI
II\?/<;
East Greenburgh 255
"
'I
,.
!:
• •
• •
•
.
•
Prevention is the Key
.
•
,
•
•
•
•
••
• •
..
.~~
<1
.)
L
r
• -Abstinence, or not having
anal sex, is the best way t
• It is p ·'L.
....."
havin
conta
• Use latex c
sex (vaginal, finish.
•
ur~elf.
.__rout
-skin
r -
...... ~.,
-
...
_f
----
Common Symptorns for Girls
How do l know if I have an STI?
• Most people who have an STI have no symptoms.
A test from your health care provider or local
health clinic may be the only way to tell for sure i r
-,
you're infected .
• If you do become infected, symptoms may appear
light away. Or, they may not show up for weeks
or months or even years. They may come and go.
Even if the signs and symptoms go away, you call
still infect other people if you have sex with them.
Or, they can still infect you!
Sorne syl11ptoms you muy have are:
• Sores, bumps or blisters ncar your genitals, anus
(butt hole) or mouth
• Burning or pain when you urinate (pee)
• Itching, bad smell or unusual discharge from your
vagina or anus (butt hole)
• Bellyache (pain in your lower abdomen)
• Bleeding from your vagina between your
menstrual periods
• RcmcmlJel': Sometimes symptoms don't show up
for weeks or months or years.
1
Í/\~T
East Greenburgh 256
.. '
i-'
'.'
."
What do 1 do if 1 have .,. I \
• Sores,
I
(butt h I
~
~
" BI
•
_"It
"D
:'.
hI
_]l
u have an STI you need to sec a
..I
.
SOI
I
I
I
I
.'
ment.
:
yu"'"
I
u urinate (pee)
······penis
'" I
are
.. I"~-"-'O'
,.-
l
,
,
• If you feel net VUU~
o'"'u, .. g checked for
STDs, take a few deep breaths and try to relax.
You may be s11yabóut having doctors and nurses
look at your genitals. The tests are usually quick,
and it may help to remember that the nurses and
doctors are there to help you, and do this kind of
r mouth
I
(",lU _.,....¡)
symptoms"?
•
-
Imyour anus (butt
test all the time.
I
ometimes
symptoms dou't
show up
I
for
I wt:t:,,~ '" ,nonths.
How will they know l have an S'Il'?
q
"\;,\:
" The doctor or nurse will probably ask for you to
pee in a cup. They can look under a microscope at
the organisms in your urine.
"
Olne.
vagina 01'1
" Other STI
sores orbllllT
~<;0l11e S1Ts are
ting a swab of the
ons.
Jsed by looking at the
/IlJ.,l'-t'->...",
enitals.
"
sed by testing
-
-"'0
_
_
YOllrblood.
~
I
\
~
~
i
",,-q~
'the mas com
infections.
• Chlamy<
sexually
e.
,vider will give you
• ChIamy'
• Your he
antibil
• Anya
also 1'._--
_
atment.
you've had sex
Jl11
.
will
uw.:eated
2
vt3Q
East Greenburgh 257
•
..
•
-• •
•
•
• •
.
.
.
• •
•
•
•
.
.
• •
•
·
•
.
-
.•
.
.
.
•
. .
•
Genital Herpes (HSV-2)
ï
•
• HSV -2 is caused by the herpes virus.
.
.
• You can still get
! HSV-2 even when you use
a condom.
-
•
.
•
. ••
•
•
• ••
•
•
• . .·
-
• •.
•
..
.
-•
•
•
.. • •
.
3
"'lViI
East Greenburgh 258
I
•
.
...
!
- -
I
•
I
-
• ••
-
-
I
-•
,
, ,
-
.
-
.
I
••
,
•
•
I
•
•
-
I
,
,
"
-.
• • •
I
-
•
-
• •
•
•
!
•
!
I
•
•
•
•
I
I
•!
• •
I
•
I
Hmv do people know they have
HIV?
•
•
•
•
•
..
lO
• •
•
•
-
• Rapid weight loss
• Frequent fevers with
not explanation
• Heavy sweating at
night
• Swollen lymph glands
•
may not appear for up toI 10
-
- I
-
• Extreme weakness and
fatigue
•
•
• Symptoms
, years.
•
Symptoms of AIDS
•• •
• Many people do not know they have it.
• I I
• ••
I
I
- •
• • -
•
II
•
•
•
e
fi.
• Minor infections that
cause skin rashes and
mouth, genital, and
anal sores,
• White spots in the
mouth or throat
• Chronic diarrhea
• A cough that won't go
away
• Short-term memory
loss
v~
4
East Greenburgh 259
;.:.
Pubic Lice (Crabs)
I
t
t
t·
t
•
•
.•
t
t
t
tt
.t
t
t
t
t
.
t
.
t
• Pubic lice are tiny insects that can crawlfrom tile
pubic hail' of one person to the pubic hair of
another person during sex.
• You.will be prescribed Ol' told to buy medication
that kills the lice.and their eggs. _
• You will also need to dry clean or use very hot
water to wash all of your bedding, towelsror
recently worn clothing to kill the lice.
- e . Tell your partner.
-=-• Pubic lice can be spread even when you usc a
condom
t
t
t
..
t t
.
t
t
.
.
t
t
t
t
t
--
.
,
•
•
t
•
othi
• If Y•
•
yOll
cause
rain
arnage an
•
iealth problems.
• ·riosed
• as having .the. disease
•
_atëdwith
antibiotics.
•
•
•
• Anyone with whom you've had sex will
also• need to be treated
•
--
""",,
iomornasis
.d ..trich" it is a parasite that
• sorne
.
t
can bepasse.
om
• person
• to• person• during
•
sexual intercourse.
•
~_
-
•
.
I
t
•
.¿¡
•
t
00
•
·
t
.
I
•
t
!
• •
·
•
• •
•
t
•. •
t;¡~
5
East Greenburgh 260
... : .....
.
.
'
'.'
. '.
"
.'
.....
'
What Happens if I don't get
treated?
it,
N~'
• lf'you have an STO and don't get treatment
you can have some long-term effects such
as:
-Infertility (Unable to have babies)
-
•
prevent STl's
• alintercourse.
•
ALL
· •
• The!
Cancer
Long-term pain
Can pass disease from mother to baby
Death
is to abstain Ir0111
we sex, you must use a latex
• How
rIME. However, condoms do not
cond
'u from STl's such as HSV-2, HPV,
alwa
and I
• Remember, Just because you and your partner may be
monogamous
with each other, the risk of getting an
•
STI is increased by the number of previous sexual
partners
either partner has Ilad,
•
• •
•
·•
1.\41
f)
.
;
East Greenburgh 261
..
. .....
00
",'
.... ::::.
;
,
"
.
.
.,'
00
Mr.LeGare's
Sex Education Exam
~,,,.d,:·::'!l3Y.~~:;';
Name: ------Period:
Date:
_
_
This exam will cover both male and female sexual reproductive systems, STD's,
contraception, and HIV/ AIDS.
Contraception:
1) Ifhandled and worn correctly what percentage do condoms work?
_
2) This is the only 100% effective way to prevent pregnancy and contracting a STD.
3) This prevents ovulation and is effective for 12 weeks. A doctor also injects this.
4) This prevent ovulation by high hormone levels, also requires minor surgery to insert in
a female upper arm.
_
5) This type of contraceptive permanently blocks the passage sperm, or ovum. Ex:
vasectomy or getting your tubes tied)
_
STD's:
6) How are Genital herpes contracted, and what effect does using a condom have on this
STD?
7) What are some the two symptoms of Chlamydia?
q~"1:
East Greenburgh 262
,
: '
,
..
"
..
,
. ';.:.'
,
-.
.'
,
,
,'
. ..'
:,.,'
,
,
"
'.
.,
',,"
,
a.
b.
8) This STD's most common symptom is an abnormal puss like discharge.
9) Describe the symptoms of syphilis.
10) True or False: condoms help prevent from ALL STD's
_
(11-15)Female Reproductive System: (Describe the following terms)
Labia:
Clitoris:
Cervix:
Estrogen:
Ovaries:
r-"
t-{7
East Greenburgh 263
,
.'
'.:
:
"
"
.....
,',
'."
,
"',"
:'
.'
'
..
,.'
,
",
"
,.,'
,.",
"
.,
.'
'
"
'
,
"
,
'.
",',
"
"
..
(16-20) Male Reproductive System: (Describe the following terms)
Scrotum:
Testis:
Testosterone:
Urethra:
Vas Deferens:
PART 2: Label the male reproductive system
BONUS: (lpt. each)
1) What does
mv stand
for?
2) What does AIDS stand for?
Total pts:
_
,..,(2.,.:>
V\'?>
,

East Greenbush - New York Civil Liberties Union

Transcription

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