uniondale union free school district

Transcription

Uniondale 1
UNIONDALE UNION FREE SCHOOL DISTRICT
933 GOODRICH STREET, UNIONDALE, NEW YORK 11553-2499
Website: uniondale.k12.ny.us
BOARD OF EDUCA TION
TERRI M. MANGUM, Ph.D., President
EMERSON MOTT, Vice President
BRUNO CUBAS, Trustee
NEVILLE G. GEORGES, Trustee
JAMES M. SHARPE 11/, Trustee
KAREN S. MARTINEZ, Student Member
WILLIAM K. LLOYD, Ph.D.
Superintendent of Schools
516-560-8824 • FAX 516-292-2659
E-MAIL: [email protected]
DISTRICT CLERK
SELMA RUBIN
516-560-8945 • FAX 516-918-1060
ADMINISTRA TIaN
JACQUELINE PEEK-DAVIS, Ed. D.
Assistant Superintendent for Curriculum and Instruction
516-560-8825'
FAX 516-560-8917
BANCROFT BURKE
Assistant Superintendent for Business Affairs
516-560-8801 • FAX 516-539-1743
MYRTLE E. DICKSON
Assistant Superintendent for Human Resources
516-560-8822 • FAX 516-560-8927
June 23, 2011
Alexis Karteron, Esq.
Staff Attorney
New York Civil Liberties Union
125 Broad Street, 19th Floor
New York, NY 10004
Dear Ms. Karteran:
I hope this letter finds you in good health and spirit!
In response to your request, please note that the Uniondale Union Free School District
(UFSD) did not create any documents, or policies, in connection with health education
for grades 7-12 during the 2009-2010 or 2010-2011 school years. The most current
updates to the District's health curriculum were created during the 2007-2008 school
year. Included with this letter, please find curriculum items currently in use in the
Uniondale UFSD that are related to your request.
Please let me know if I can be of any further assistance.
Sincerely,
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Director of Health, Physical Education, & Athletics
(516) 560-8855 office
(516) 918-1020 fax
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A Comprehensive K - 12
Health Education Program
Developed by ETR Associates
a nonprofit organization
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The Program
• Lays foundation for healthy behaviors
• Supports academic achievement
• HealthSmart students learn to:
- Make responsible health choices-with confidence
- Be self-directed in their health actions
- Apply personal and social-skills to enhance health
- Advocate for and support healthy choices of others
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Program Focus
• Risky behaviors of youth identified by CDC
• National Health Education Standards
• Characteristics of effective health education
programs
• Developmental characteristics of children and
adolescents
• Cultural strengths of students and families
• Behavioral and educational theory
• Personal, social and health skills
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Outcomes for Students
• Enables students to:
- Be tobacco and alcohol free
- Establish healthy eating patterns
- Be more active and increase physical activity
- Act in ways to stay safe from violence and injury
- Resolve conflicts peacefully
- Manage stress and seek help for troublesome feelings
- Practice abstinence and prevent HIV, STO and
pregnancy
- Protect themselves from disease
- Act in ways that respect their bodies and their futures
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Outcomes for Teachers & Schools
• Helps teachers and schools:
- Teach essential health and social skills
- Shape healthy peer norms
- Meet the National Health Education Standards
- Support students from varied cultural backgrounds
- Maximize lesson effectiveness
- Prepare all students to learn and succeed
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Outcomes for Families
• Helps families:
- Partner with schools to support their children's
healthy development
- Build a value for healthy behaviors
- Improve communication and clarify expectations
- Support their children's healthy choices
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Student Assessment
• Clearly defined student objectives
• Assessment benchmarks with clear criteria for
assessing student performance
• Connections to the National Health Education
Standards
• Actions workbooks with authentic examples of
student work
• Optional assessment tools to evaluate student
mastery
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Teacher Support & Training
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• Teacher Background Book (Grades K-6)
• 8 Health Facts Books (Middle Schoof and
High School)
• Program Foundation Book (each level)
• Scope and Sequence Charts (each level)
• 4 Teach and Talk Books (Grades K-6)
• 5 Teach and Reach Books (Middle School and
High School)
• Teacher training available
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Middle School
HealthSmart Middle Schoof responds to the challenges facing youth
today and enables them to establish healthy behaviors.
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Middle School
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Overview
• For students in 7th or 8th grade
• Designed to be used as a comprehensive
program in 1 semester
• Total of 84 classroom activities
• Includes 7 subject units that can also be used
as stand-alone programs
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Middle School
7 Subject Units
• Abstinence and Puberty
15 activities
• Emotional and Mental Health
15 activities
• HIV, STO and Pregnancy Prevention
12 activities
• Improving Health Behaviors
4 activities
• Nutrition and Physical Activity
13 activities
• Tobacco, Alcohol and Other Drug
Prevention
12 activities
• Violence and Injury Prevention
13 activities
Subject units address priority areas set by the CDC.
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Middle School
What You Get
• Teacher Guide for each unit
- Includes Transparencies and Blackline Masters
• HealthSmart Actions Student Workbook for each
unit
• Family materials for each unit
• 8 Health Facts Books that provide concise
background information on health areas covered
in the units
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High School
HealthSmart High School enables students to establish healthy
behaviors and avoid risks.
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High School
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Overview
• For students in 9th or 1Dth grade
• Designed to be used as a comprehensive
program in 1 semester
• Total of 78 activities
• Includes 7 subject unit that can also be used
as stand-alone programs
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High School
7 Subject Units
• Abstinence and Sexual Health
11 activities
• Emotional and Mental Health
12 activities
• HIV, STO and Pregnancy Prevention
12 activities
• Improving Health Behaviors
4 activities
• Nutrition and Physical Activity
13 activities
• Tobacco, Alcohol and Other Drug
Prevention
13 activities
• Violence and Injury Prevention
13 activities
Subject units address priority areas set by the CDC.
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High School
What You Get
• Teacher Guide for each unit
- Includes Transparencies and Black/ine Masters
• HealthSmart Actions Student Workbook for
each unit
• Family materials for each unit
• 8 Health Facts Books that provide concise
background information on health areas
covered in the units
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'Skills
Ijectives
The student will:
Contem
Sexual'Violence
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7. Identify sources of help
8. Identify safety p
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9. Disc
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able to adults who abuse children.
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ways to stay safe in the home when
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how to make an emergen
1. Discuss safety rules for using the
12. Identify safety rules when a
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telephone
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GRADE:7
Self-Esteem
l. Discuss the importance
of self-love and a positive self-concept
in the
formation of healthful relationships.
2. Identify activities that promote
a positive self-concept.
3. Define sex role, sexuality, and
sexual orientation:
4. Identify .the four types of loving behavior.
5. Explain how relationships and peer pressure may affect self-esteem.
6. Demonstrate
the use of the Responsible Decision-Making Modei to
make healthful choices.
7. .Demonstrate the use.of resistance skills to say "No" to tisk behaviors
• Develop strengths and work on weaknesses
to develop a positive self-
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concept
• Engage in a variety of activities that promote self-esteem.
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Discuss sexual orientation with parents.
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Show respect, understanding,
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responsibility, and self-discipline in
relationships.
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• Use the Responsible Decision-Making Model to make healthful choices.
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• Use rasistance skills if pressured to engage in risk behaviors.
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and 'to avoid risk situations.
Growth and Development
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1. Describe the structure and function of the organs of the male
reproductive" system.
2. Describe the changedhat·occur
in males during puberty.
and explain why noetumal
during menstruation
if I am a girL
if I am a girl.
• Focus <?n good habits to avoid vaginal.infection
3. Explain how and why an erection occurs.
4. Describe the process of.ejaculatíon
• Practice testicular self-examination if I am a boy.
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Change tampons frequently or use sanitary napkins
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• Avoid the use of feminine hygiene sprays, perfumed
douches,
and
bubble bath to prevent vaginitis if I am a girL
emissions may oeeur.
5. Tell the effect of temperature
• Practice breast self-examination
on sperm production:'
6. Explain why circumcision is performed and the Importance of careful
• Discuss concerns
on a monthly
basis
about growth and, development
if
I ain a girl.
with my parents.
cleaníng undér the foreskin for uncircumcised m3Ies.
7. Discuss the importance of testicular self-examination
detection of testicular cancer. ..'
8. Identify the signs andsymptoms
in the early
.
of prostate cancer.
9. Describe the structure- and functions of the female reproductive organs.
10. Discuss the changes that occur dtiring puberty in females and the role
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that estrogen plays.
11. Describe the three phases of
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cycle.
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12. Describe the cause and symptoms of menopause.
13. Identify menstrual conditions such as amenorrhea,
menorrhagia,
oligomenorrhea, and dysmenorrhea
14. Identify menstrual health products and discuss their proper use and disposal.
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15. Identify procedures
that reduce the risk of toxic shock syndrome.
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GRADE: 7 (cant)
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Content Area
Growth and Development (cant.)
Relationships and Sexual Behavior
Objectives
The student will:
16. Define vaglnitis and identify ways to avoid this condition.
17. Explain the importance of breast self-examination in the early detection of
breast. cancer.
18. Discuss the importance of mammography in the early detection of breast'
cancer.
19. Explain the importance of regular pelvic examinations.
20. Discuss concerns about breast size.
Life Skills
I will:
1.. Identify relationships which are inspiriting.
2. Identify skills that increase the chance of success in relationships.
3. Describe the characteristics of a loving, functional family.
4. Define sexuality and sex role.
5. Demonstrate healthful ways to eXPress feelings.
6. Discuss the importance of values and faith in t~e development of
healthful relationships.
7. Demonstrate the use of the Responsible Decision-Making Model to
make a healthful choices .:
8. Demonstrate the use of resistance skills to say "No" to risk behaviors
and to avoid risk situations.
9. Identify characteristics of a dysfunctional family.
10. Identify and discuss the characteristics of co-dependence.
11. Identify sources of help in the community for: co-dependent persons.
12. Explain the advantages and disadvantages of dating for adolescents,
13. Discuss the responsibilities to self and others that accompany dating.
14. List desirable characteristics in a potential dating partner.
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15. Explain why it is important to place limits on the èxpressíon of physícal
affection irr a dating relatíonshíp.
16. Identify the benefits "of abstinence for a~olescen.ts:-~
17. Describe life skills which support the choice of abstinence for
adolescents.
18. Discuss the influence of hormones on sexual arousal.
19. Explain how learned behavior influences sexual arousal.
20. Discuss the Influence of drugs on .sexual arousal and sexual behavior.
2l. Explain how the body senses influence sexual arousal.
22. Define masturbation.
23. Identify th~ four stages of the fexual response in maies.
24. Identify the four stages of the sexual response in females,
25. Discuss the jnfluence of aging on sexual respqnsiveness.
26. Define sexual dysfunction.
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Show care and concern for others.
Accept my sex role and participate in a variety of activities.
Use "I" messages to communicate my feelings.
Use active listening skills.
Use the Responsible Decision-Making Model to make healthftù choices.
Use resistance skills when pressured to engage in harmful behaviors.
Choose behaviors consistent with my values.
Select friends who 'Choose abstinence.
Choose to date persons who have chosen abstinence ..
• Abstain from the use of alcohol and other drugs,
• Select entertainment that promotes sex within a monogamous marriage.
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Marriage, Parenthood,
Families
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1. Explain why íntímacy is important in marriage.
~. Iden-tify factors that contribute to success in marriage.
3. Discuss the risks of teenage marriage.
• Choose abstinence to avoid teenage marriage and parenthood.
• Participate in activities that involve relating to small children such as
child-sitting oi camps.
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Content Area
Marriage, Parenthood, and
Families (cont.)
Objectives
Tile student will:
4. Describe motives for choosing to have children.
5. Identify characteristics of successful parents.
6. Discuss the risks of teenage parenthood.
7. Identify the most common causes of marital conflict
8. Des'cribeadjustments family members may need to make as a'
consequence!'of marital separation' and divorce.'
9. Discussthe adjustments family members may need to make as a
consequence of livingin a single-custcidyfamily.
10. Discussthe adjustments family members may need to make as a
consequence of parental dating and ·remarriage.
11. Discuss adjustments family members may need to make when a
blended family is formed.
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Ufe Skills
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• Discuss family changes such as separation, divorce, parental dating,
remarriage, and the formation of a blended family with trusted adult
family members.
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Pregnancy and Childbirth
Birth Control
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• Choose abstinence in order to delay parenthood.
1. Descrïbe the process of conception. .
Explain how multíplebírths mayoccur.
3. Discuss tbii"ïn.1íeritance.of parental characteristics.
4. Explain' how pregnancy is determined ..
5. Describe the development of the embryo and fetus.
6. Discuss the importance of prenatal care.
7. Identify behaviors that are healthful to the pregnant female and/or
developing fétus.
8. Identify behaviors that are harmful to the pregnant female and/or
developing fetus.'
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9. Define miscarriage:
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10. Explain how birth defects may be detected during pregnancy.
lL Identify problems. associated. with teenage pregnancy.
12. Describe the process .of childbirth.. ' .
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13. Discuss the importance of bonding between family members and the
new baby..
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14. Define spontaneousabortion.
15. Discuss family/religious beliefs regardirig induced abortion with parents.
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• Discuss contraceptive use and guidelines for sexual behavior with my
l. Explain why <¡tbstinenceis the most responsible choice for adolescents.
2. Identify considerations for choosing birth control,
3. Explain how hormonal contraceptives'work; combination pill, progestinonly pill.
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4. Identify barrier birth control ~~th~:· diaphragm, vaginal sponge,
cervical cap, male condom.rfernale condom.
.
5. Discuss the use of spermícídal preparations' as a method of birth
control.
6. Identify the intrauterine device as il method of birth control.
7. Explain why douching is an ineffective method of birth control.
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parents.
• Use information about birth control to make responsible decisions at the
appropriate time.
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GRADE: 7 (cont.)
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Content Area
Birth Control (cant)
STDs and HW / AIDS
Objectives
The student will:
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Life Skills
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8. Discuss the use of the basal body temperature, calendar, and mucus
methods of birth control.
9. Explain why withdrawal is an ineffective method of birth control.
10. Explain the benefits of using two birth control methods simultaneously.
11. Identify the sterilization procedures commonly used for males and
females.
1. Identify ways SIDs may be transmitted.
2. Explain how a baby may be infected with an SID during pregnancy.
3. Explain how a baby may be infected with an STO during vaginal
delivery.
4. Discussthe cause, signs and symptoms, and treatment of STOs such
as chlamydia, gonorrhea, syphilis,genital herpes, genital warts, and
pubic lice.
5. Identify and discuss risk behaviors for SID transmission.
6. Explain how infection with an STO may be avoided by choosing
abstinence until marriage and commitment to a monogamous marriage.
7. Explain how the immune system helps to protect the body from
disease.
8. Describe how HIV destroys the human immune sYstem.
9. Describe risk behaviors and risk situations for HIV infection.
10. Explain that the latex condom with nonoxynoJ-9 reduces but does not
eliminate the risk of HIV transmission.
11. Identify ways that HIV infection does not occur.
12. Explain why an HIV-infectedperson is susceptible to opportunístíc
infections.
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• Avoid SIDs and HIV by practicing abstinence.
• Discuss concerns about STOs and HIV with my parents or other trusted
adults.
• Avoid HIV infection by never sharing a needle to inject illegal IV drugs,
design a tattoo, or pierce ears,
• Show compassion for persons with AIDS and their families.
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13. Describe treatment aveilable to an HIV-infectedpersq!}
14. Identify life skillsan HIV-infectedperson may practice to help keep his/
her immune system healthy,
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Sexual Violence
1. Provide a definition and examples for sexual harassment
2. Describe the difference _between a healthful flirtation and sexual
harassment
3. Identify guidelines to follow should sexual harassment occur.
4. Provide a definition and examples of child sexual abuse including child
molestation, incest, and pedophi'll'a.
5. Identify guidelines to follow should child sexual abuse occur.
6. Provide a definition of rape and identify guidelines to follow to reduce
the likelihood of being a rape victim.
7. Provide a definition of acquaintance rape and identify guidelines to
follow to avoid acquaintance rape.
• Firmly resist and report sexual harassment to an appropriate person.
o Firmlyresist and report child sexual abuse to a trusted adult
• Follow guidelines to reduce the likelihood of being a rape victim.
• Set clear limitsfor sexual behavior and share these limitswith
acquaintances and dates.
• Stop sexual advances when a partner says "No" or resists,
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GRADE: 8
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Content Area
Objectives
The student will:
Self-Esteem
1. Discuss the importance
of self-love and a positive self-concept
in the
I will:
• Develop strengths and, work on weaknesses
concept
formation' of healthful relationships.
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to develop
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a positive self-
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" êngage
3. Define sex tole, sexuality, and sexual oñentation.
• Discuss ~hual oríentatíon with'p~rents.
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; Show respect; understandíng, ,r~sponsibility"and',selt-discipline
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7. Demonstrate
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1. Describe the anatomy
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• Use resistance skills îf pressured to engage in risk behaviors.
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'~ Practice testicular self-èxamínatíon,
• Change tampons-frequently or use sanítary napkinsduririg
if I.~ a girl.
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3. Iûentify,thèfunctions
• Focus on good ha-bits to avoid,:Va9mal infection if I am a girl.
of the teStes;:
4. Explain the role of testosterone
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in the development
occurs.'
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importance, of careful'
and'the
about growth and development
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with my parents.
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in the early
ol-prostate
of the female reproductive
11. Identify the rur;ctionsohhe
" Discuss concerns
on a monthly 'basis if I am
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uSed for early-detedion
10. Describe the anatomy
'douches,
malés.' -
of tésticular self-exari1inatton
deteètion, of testicular ,carteer.
procedures
, ,( Avoid the use of feminïDè hygiene sprays, perfumed
" Practic~ breastself-examínatíon
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cleaning under the fot:eskin for unci!,cumcised
9. Descnbe
of male secondary
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Describe the proeess of ejaculation.
Explain why circumciSiort is performed
8. Discuss theimpórtaDcë
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menstruation
. bubble bath to prevent vagiNtls:if I am a girl. ,
sex characteristics.
5. Explain how spermatogeneSis
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2. Describe the role óf the scrotum in regmating the temperature ~f the
testes: '.
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of the male reproductive
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self-esteem.
the' use of resistance skills to say "No" to' ,risk behaviors
and to avoid risk situations.
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," Use the 'Responsible DeciSion-Making Model to make healthful choices.
the use of-the ResponSible Decision-Making Model tq,
make healthful' choices.
promote
relationships ..... ,,' ,,;
5. Explain how relationships and peer pressure maY:affect,self-esteem.
6. Demonstrate
in a variel:y¡of adivitiè$Jhat
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2. Identify activities that promote: a, positive self-concept,
4. Identify the four types of loving behavior.
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Life Skills
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caneer.
organs.
vagina.
12. Identify the functions of the ,uterus, ovaries, and Fallopian tubes.
18. Explain the role
characteñstics
of estrogen
on'the development
of seconda;;y ~x
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in females. '
14. Describe the three phases of the menstrual cycle.
15. Dîscuss the caus~, symptoms, and treatment of menopause.
16. Idelltify menstrual conditions such as amenorrhea,
,
menorrhagia,
oligomenorrhea, and dysmenorrhea.
17. Identify'menstrual
health products and discuss their proper use and
disposaL
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18. Identify procedures
that reduce the risk of toxic shock syndrbme.
19. Define vaginitis and identify waysÏo
avoid this condition.
20. Explain the ÙTIportance of breast self-examination
in the early detection
6f breast cartcer.
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of mammography
breast cancer.
22. Explain the importance
of
in the early detection of
regular pelvic examii11¡tions.
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Uniondale 23
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GRADE: 8 (cant)
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Content Area
Relationships
and Sexual Behavior
Objectives
Life SkiUs
The student will:
I will:
1.
2.
3.
4.
5.
Identify relationships
which are inspiriting.
Identify skills that increase
Describe the characteristics
o
the chance of success in relationships.
of a loving, functional
family.
Define sexuality and sex role.
Demonstrate healthful ways to express feelings.
6. Discuss the importance of values and faith in the development
of
7. Demonstrate
the use of the Responsible Decision-Making Model to
the use of resistance skills to say "No" to a risk behavior
or to avoid a risk situation.
9. Identify characteristics
10.
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of a dysfunctional
Identify and discuss the characteristics
for others.
in a variety of activities.
• Use "I'.,messages
my feelings.
to communicate
~
o
Use active listening skills.
o
Use the Responsible Decision-Making Model to make healthful choices.
o
Use resistance skills when pressured to engage in harmful behaviors.
o
make a healthful choice.
8. Demonstrate
Show care and concern
• Accept my sex role and participate
• Choose behaviors
healthful relationships.
""Z
O
...
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consistent
with my values.
Select friends who choose abstinence.
o
Choose
o
Abstain from the use of alcohol and other drugs.
to date persons who have chosen abstinence.
o
Select entertainment
that promotes
sex within a monogamous
marriage.
family.
of co-dependence.
11. Identify sources of help in the community
for co-dependent
,',
c.
persons.
12. Discuss the advantages and disadvantages of daJ:ing for adoleScents.
13. Identify desirable characteristics in a potential dating, partner.
14. Explain why it is important to place limits on the expression of physical
~
affection in a dating relationship.
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15. Explain the advantages of engaging in sexual intercourse within a
monogamous
marríege.
16. Identify the benefits of abstinence for adolescents.
17. Describe life skills which support ,the choice of abstinence for
3:
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adolescents.
q
18. Discuss the influence of horrnones.on sexual arousal.
19. Explain how learned behavior influences sexual arousal.
20.
:r:
Discuss the influence of drugs on sexual arousal and sexual behavior.
C
21. Explain how the-body senses influence sexual arousal.
22. Describe the four stages of the sexual response in males.
23. Describe the four stages of the sexual response
~
Z
in females
(f)
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24. Discuss the influence of aging on sexual responsiveness.
25. Discuss thé causes and treatment
Marriage,
Families
Parenthood,
and
X
C
of sexual dysfunction.
f:
1. Identify four types of intimacy and explain why intimacy is important in
o
3. Discuss the risks of teenage
to success in marriage.
-
marriage.
7. Discuss the risks bf teenage
8. Identify the most common
consequence
of parenthood.
parenthood.
of marital separation
may need to mak
and divorce.
to supervise
~
small
that result from separation,
with a trusted adult family member.
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causes of marital êonflíct,
9. Describe adjustments, family members
about family changes
divorce, and remarriage
of successful parents.
6. Identify and describe the responsibilities
marriage and parenthood.
children.
• Discuss concerns
4. Describe motives for choosing to have children.
5. Identify characteristics
to avoid teenage
• Discuss marriage with my parents.
• Participate in activities that provide an opportunity
marriage.
2. Describe factors that contribute
Choose abstinence
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Uniondale 24
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GRADE:' 8 (cont)
Oo.·
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The student will:
m
~
10. Discuss-the adjustments family members may need to make as a
and
consequence
Families (cant)
remarriage.
1.
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of conception.
of parental
characteristics.
4. Identify and discuss causes of infertilitY
5.
'
-in males,
use and gUidelines for sexual behavior
induced
with my ,
,
abortion with my,parents.
7. Identify alternate
methods
Describe the development
~
't'
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"
of the embryo
c:
:;¡::¡
and fetus.
;J:l
10. Discuss the Importance 'bf prenatal care.
11. Identify behaviors that are healthful to the pregnant
ñ
female and/or'
c:
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developing fetus,' ,
,
12. IdeptifY penaviors that are harmful to the pregnant female and/or
develbping fetus;
, ,'. , '
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~
Cl
13. Descríbethe effects of pregria:ncY on the moth~i.,
14. IdeniliY siSns thatmay
IS. Deñne reasons
indicate a problem
whyspontaneous
.
"
cœurs.
5
tn
',
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16. Explain how birth defects may be detected
17. Discuss the problems
associated
18. Describe the process
ofchîldbirth.
19. , Identify problems
C
during 'pregnancy.
abortion
during pregnancy.
with teenáge
pregnancy,
- ,
that may -occur during childbirth.
of bonding
between
family members
new baby.
and the
'
o
1. Identify consideràtions for c~oo~Îrig birth control.
2. Ëícplain why, abstinence is the most responsible choice for adolescents.
Birth Control
3.
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of fertijization.
is determírïed,
8. Explain hOl!Jpregnanty
Cf)
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of conception,
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Identify and discuss causes of infertilitYir¡ females.
6. Identify ways to íncrease the probability
,9.
Discuss contraceptive
,p~entS.;
"
o Diseu~
fámily beliefs regarding
2. Explain 'how multiple bírths may occur.
3. Discuss the ínherítance
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of parental dating ~nd
-, ,
Describe the process
:r:
the a"djustments family
members may need to make as' a consequence
and Childbirth
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l.~ ,.,
of living in a single-custody 'fam"ily:
11. Descríbehow a: blended ,falI!i!Y is formedand
Pregnancy
3::
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Life Skills
I will:
Objectives
Content Area
Identify and' discul's the ·use of homion~l
contraceptives.',
Clarify faÍ-iuly/religiCius guidelines regarding
sexual behavior
c~ritraceptive
.
u~';'with my,parents.
and
'
4. Id~ntifY anc). discuss -the use of barrier birth control methods.
5. D~cuss the use of spermicidal prepaÏ:atiqrui as a method of birth
colitrol"
-
-
"
'
8. Discuss the use of the basal body temperature,
z
of
0\
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I
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-
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methods of birth control.
,
9. Discuss the use of withdrawal as a method
10. Identify the advantages anel disadvantages
birth control.'
'
Cl
-
6. Di~cuss ille use of the intrauterine device as a method of birth control
7. Discuss the use of douching '¡¿S a method of birth control. '
;'c~lendar, and mucus
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of birth coiltrol.
~f.steri!iz~tion
'. .
,
as a method
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Uniondale 25
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GRADE: 8 (cant)
~
Content Area
Birth Control (cont)
life Skills
Objectives
The student will:
11. Ideritify the sterilization procedures commonly used for males and
females.
m
-
Z
O
I'will:
X
$
STOs ånd HIV/AIDS
"',
~
l. Explain how pathogens that cause STOs are transmitted during sexual
activity.
2. Describe how a baby may be infected with an STO, durínqpregnancç,
3. Explain how a baby may be infected with an SID during vaginal
delivery.
. '!
4. Discuss the cause, signs and symptoms, and treatment of the following
STOs: trichomoniasis, chlamydia, gonorrhea, syphilis, genital herpes;
genital warts, pubic lice, and viral hepatítís,
j_~
5. Identify and discuss risk behaviors for STO transmission. .
. 6. Explain how infection with an SID may be avoided by ch0C!?ir\!f
abstinence until marriage and commitment to a monogamousmarríaqe.
7. EXplain how the immune system helps to protect the boåy from
disease.
.
8. Describe how HIV destroys the human immune system".
9. Describe risk behaviors and risk situations for HIV infection.
10. Discuss the correct procedure for using a latex condom with
nonoxynol-S and recognize that the condom is not 100 percent
effective in preventing HIV transmission.
Il. 'Identify ways that HIV infection isnot believed to occur.
12. Identify the diagnostic tests fôr HIV infection.
13, Discuss why an HIV-infectedperson is susceptible to opportunistic
infections.
.
14. Discuss treatment for an HIV-infectedperson.
15. Identify life skillsan HIV-infectedperson may practice to help keep his/
her immune system healthy.
W
• Avoid SIDs and HIV by practicing abstinence.
• Discuss concerns about STOs and HIV with my parents or other trusted
adults.
• Avoid HiV infection by never sharing a needle to inject illegal IV drugs,
to design a tattoo, orto pierce ears.
• Show compassion for persons with AIDS.
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Sexual Violence
I. Define sexual assault
2.
3.
4.
5.
6.
7.
8.
9.
10.
Differentiate between healthful communication and sexual harassment
Describe what to do if s~xual harassment occurs.
Describe what to do if child molestation, incest, or paraphilia occurs..
Discuss rape and identify ways to avoid being a rape victim.
Explain behaviors that reduce the likelihood of acquaintance rape.
Explain reasons why rape and acquaintance rape should be reported.
Describe how persons differ in degree of sex drive.
Describe two forms of hypersexuality.
Discuss prostitution and the health-related risks.
,'§
• Refuse sexual harassment and report it to an appropriate person.
• Refuse sexual activí1ywith adults, family members, and siblings, and tell
trusted adults when pressured.
• Take precautions toavoid beíngraped,
• Set clear guidelines and communicate these guidelines.to dates and
acquaintances.
• Report rape and rape attempts.
• Seek medical attention should sexual assault occur.
• Follow' guidelines to reduce the risk of advances that may be
acquaintance rape.
• Avoid people and places associated with prostitution.
• Avoid spending time and/or money consuming pornography.
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GRADES: 9-:t.2
ObjeCtives
Content Area
l wílh-
1. Dífferentíate between self-loving and self-centered behavior.
,,2, Explain' the.ímportance of a positive self-concept in the development
Self-Esteem
3:
m
Life Skills
".,'
T¡1e studentwíll;
• Devèlop strengths and work on weaknèsses
of
relationships.
'
3. lcÍentify activities that promote a' positive self-concept
concept
• Engage in activities which promote
• Show fespect,
understanding,
to develop
rn
G3
a positive self-
feelings of self-worth.
responsibility,
~
and self-discipline
:::j
in
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relationships.
• Use the Responsible Decísíon-Makíng Model to make healthful choices,
4. Define sex role, sexuality; and sexual oríentatíon,
.5.
Identify the. .four ty,pes., cif loving behavior.
6. ExplaiJ), hoW;,relationships 'and peer pressure may affect self-esteem.
o
Use resistance skills if pressured to engage in risk behaviors.
~
7. Demonstrate.the use of the Responsible Decision-Making Model to
(fl
mcl<e healthful choices,':
8. Demonstrate the use of resistance skills to say "No" to risk behaviors
and -to avoid risk situations.
-
~
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¡,:."
l. Describe the'ànatorriy'of the-male reproductive system.
2, Describe the role' '¿f' the scrotum in regulating the temperature
testes)
'~
• Regularly clean under my foreskin jf
of The
,'"
o
Practice testicular selí-examínation
o
Change tampons, frequently
"
3. Identify the functíons of the testes. '
4. Explain therole of testosterone in the development
sex characteristics.
7.
Disctisi'c~inm';n
8. Explaínwhy
concerns
performed
or use sanitary napkins
(J
C
during menstruation
o
Focus on: good habits to avoid vaginal infection jf I am
o
Avoid the use of feminine hygiene sprays;,-perfùmed
"
• Practjce breast. self-examínatíon
o
and the importance
cleaníng under th.{.;fores~ih' for uncircumcised
~
boy.
~
a girl.
douches,
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E,
and
bubble bath to prevent :vägïnijjs if I am' a girl. '
~bout penïs .size.
circurr¡cisiortîs
an uncircumcised
if I am a girL
of male secondary'
''',
5. Explain how spermatogenesis occurs.
6. Descríba.fhè process of ejaculati6n:
!am
on' a monthly basis if I am a male.
Have regular checkups.
ön a monthly basis if I am a girl.
i
of careful
,~
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~
males.
9. Discuss the importance '~f testi~ular self-éxarrÎination in the early
detecñon
oftestícular
cancer,
" ":'" ;:'
"
'
10. Describe procedures used for early detection of prostate cancer.
11. Describe the: anatomy of the extemaÙemale reproductive organs.
12. Describe the structure endfuncüons'of the vagina
13. Describe the structure and functions of the uterus, ovaries, and Fallopian
tubes.
' .'
14. Dísçuss the,influ~nceof
characteristics in females:
estrogen on the development
of secondary sex
,
15. Describe tre three phases of the menstrual cycle. ,
16. Discuss the cause, symptoms, and treatment of menopause,
17. Discuss menstrual, conditions such as amenorrhea, menorrhagia,
IR
;;¡;;.
olígomenorrhea, and dysmenorrhea
Identify menstrual health products
and discuss their proper use and
disposaL
19. Idëntify procedures that reduce the risk of toXic shock 'syndrome, '
20. Discuss vaginitis and identify ways to avoid this condition.
21. Explain the importance of breast self-examination in the early detection
c.n
0\
~
of breast cancer,
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Uniondale 27
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Cl GRADES: 9::"'12 (cant)
'0'1
..
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~
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Content Area
Objectives
The student will:
Growth and Developinent
22,
(cont.)
-e
Life Skills
I will;
Discuss the importance of mammography
m
..
Z
in the early detectión=of
,O
breast Cancer.
23. Describe 'procedures
used
tri a
pelvic' examination.
~
te
ilia
24. Identify reasons why dilatation' and curettage may be performed.
- "
Relationships
and Sexual
Behavior
25. Discuss concerns about breast~ïZe.
1. Differentiate between inspiriting and dispiriting relationshíps,
2.ldentify
• Show 'care and 'concern för others.
skills that increase the chance of success in relatíonshíps,
• Accept my sex role and' participate ína variety of activities.
3. Describe the characteristics of a loving, functional family.
o
4. -Deñne sexuality ~nd 'explain how a person's sexuality is influenced by
~ Use äctive listeniiig'· skills.
the family,'
~. Use the-Responstble
5. Demonstrate
healthful ways 'to express feelings.
7'- Demonstrate
• Choose behaviors consistèrifwitlillly,ovalues.
the use of the Responsíble Decísíon-Makïng Model to
risk
situation.
9. Discuss -the importance
"
of delayed gratíñcation
• 'ÀbstairÍ from the use
.o
of a dysfunctional
to the achievement
of
o
of co-dependence.
12.
on relationships.
o
irr
16. Describe desirable characteristics
17. Explain why it
is irriportant
in
a potenttel
persons.
mariagamaus
to place limits on the expression
of physical
19. DisêLíss the' benefits of abstinence for adolescents.
20. Describe life:skills which support the choice of abstinence
'.
for
.
on male' sexual arousal.
22. Discuss the influence of estrogen ¡md testosterone
on female sexual
'
23. Give examples
of how learned behavior influences sexual arousal.
24. Discuss the influence of drugs on' sexual arousal and sexual behavior.
25, Explain how the body senses influence sexual arousal.
26. Discuss the ·role'of pheromones
help for co-dependent
-l
tendencies:- ..
Select dates who are worthy of respect.
within my family
:r:
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màrriage.
adolescents..
healthful sexuality.
in my family and make a plan to learn them.
(fJ
of only engaging in sexual intercourse 'within a
21. Diséuss the influence of testosterone
and otherdrugs.
:c
C
dating partner.
affection in a dating relationship.
18. Discuss the advantages
of alcohol
that promotes
• Dlscuss d'!ting gUidelines ~ith my parents.
13. Identify sourcesof help the community for co-dependent
i4. Discuss the benefits of dating for adolescents.
IQ_ Déscríbè risks af dating for adolescents.
.
Obtain help it harmful ways of relating were learned
setting.
. ' , ':,
.:.
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'Seek
family.
11. Identífy and discuss the 'characteristics
Describe the effects of codependence
Select entertainment
• Recognize s~ills not lærned
long terni; goals;
iD. Identify characterístícs
Decísíon-Makínq Model t~ make healthful choices.
'. ' Select.:tiends who choose,;~älJs.tin;~ce..
,:'~,'
'. Choose to date persons who 'have chosen-abstirience.
make a healthful choice.
"
8. Demonstrate the use of resístance skills to say "No" 'to a risk behavior
6i to avoid a
my feelings.
.
, U~e r~istance skiÍis wh~np~<1S~ured to enga~e in harmful behaviors.
6. Discuss theírnportance of valuesand faíth in the development-or,"\'
.heelthful relatíonshíps,
,"
arousaL
Use "I" messages, to co~inw1iëat~
in sexual attracBon.
27. Discuss the influence of sexual fantasies on sex~~ arousal.
28, Describe ways to express one's sexual behavior in healj'
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Uniondale 28
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GRADES: 9-12
(cont.)
~
rn
Life Skills
Content Area
Objectives .
Relationships
29. Identify the four stages of the human
<
The st~dent will: .
and Sexual Behavior
:¿
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,
significance
of the refractory
period in males.
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marriage..·'
Families
23.
4.
5.
6.
7.
i
• Choose
-
Discuss factors that contribute to success in marriage.·.t
Descrlbè fuc1:0rs inv~lved
planning a weddi~g.
_.
-Ó:
marriagej¡~ ',/
Evaluate motives' for ~J:¡q9sing to-have
Discuss' characterístícs
Identify and, d~c~
',,;,- ,
families in crisis.
'"
bfparenthood:
where' support
.'
e,
Obtaín opportunities
e"
Share concerns about family chang~
..
to. work with childrento
is provided
~
()
for
C
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..
build parenthood
.::0
ñ
skills.
C
such as illness, death, separation,
· divorce, parental 'dating; and remarríaqe
',;
and parenthood.
goals, ','.
'. Recogrilze places in the community
-.:.
.:, " .
childr~J\,'._
o{suc;cessful.parents.
thè.resp~nslbjiitie;'
;,
abstinence. to avoid}eenage.marriage
~ Identify. lo~g~ and short-term
'.
in
Describe tI:le risks 'öfteepage
~
• ÁSSes5Íny ability to be intimate within relationships .
1. Identify four types of intimacy and discuss' the. role of intimacy in .
and
==i
$
~
34. DiscÚss. the influence of aging on sexual responsiveness.
35. Define impotence and discuss its two basic. causes.
.
rn
~
sexual response.
30. Describe changes that occur in males and females during the
excítement, phase,
.
31. Describe changes that occur in males and females during the plateau
phase,
32. Differentiate between the orgasmicresponse of males and females.
33. Describe the resolution phase in. males and females anddiscuss the
(cant)
3::
rn
with a trusted
E
adult
3::
8. Describe the characteristics of a potentíally abusiveparent,
risks of teenage parenthood.
9. Identify and dis~'the
10.
11.
12.
13.
Describe the ~ost
common
Causes ofrnarítal
Discuss i~su~învolvedin~aritål
Qescribe~the .•~ges
8
rn
conflict r~ol~tio~.
of divorce.
"; .': '.
CÍiscuss adjus.tments· famil~ members
consequence
C)
C
~onflict.
of mañtai'seParation
~
;'
may need to 'make as a
and .di';orce.
family.
14. Dlscu~s the cçmsequÉmées. of living in a ~gî~:custody
15. Describe how a, b.lended family is formed and the adjustments family
members may i}eed, to make as a consequen~
of parental dating and
remarriage.
Pregnancy
and Childbirth
1. Describe the cellul~r basis ~f human. rep~oduction.
2. Explain how s~
is determined
receives.
3 .. Discuss the inheritance
by the s~
.
chromosomes
a baby
,
'
of,'dominant
4. Explain why some characteristics
e
Choose
e
Discuss contraceptive
abstinence
to avoid teenage
pregnancy.
use and guidelines
for sexual behavio~ with my
parents.
and recessive characteristics.
are sex linked.
>
~
5. Describe the proces$ of conception.
6, Identify and discuss causes of infertility in males,
~
rr1
7. Identify and discuss causes of infertility in females.
8. Describe ways to increase the probability
9. Identify and discuss alternate
C11
0'1
(JI
10. Explain how pregnancy
methods
of conception.
\
is determined.
-
O
of fertilization.
11. Explain how a delivery date is established.
t2
~
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Uniondale 29
~
N
~
GRADES: 9-12 (cont.)
~
0'1
Content Area
Pregnancy and Childbirth (cont.)
Birth Control
.. .
Objectives
The student will:
12.· Describe the development of the embryo and fetus.
~3. Discuss the importance of pre!latal cara
;
14. Identify behaviors that are healthful to the pregnant female and/or
developing fetus.
15. Identify behaviors that are harmful to the pregnant female and/or
developing fetus.
16. Describe the effects of pregnancy on the mother.
17. Identify signs that may indicate a problem during pregnancy.
18. Describe the effects of pregnancy on the father.
19. Discuss sexual activity during pregnancy.
20. Describe how· multiple births may occur.
21. Discuss miscarriage and why it occurs.
22. Define and describe the implications of I?remature birth.
23. Explain how an ectopic pregnancy occurs and its implications.
24. Discuss the significance of the Rh factor during pregnancy.
25. Explain how birth defects may be detected during pregnancy.
26. Discuss the problems associated with teenage pregnancy.
27. Discuss the advantages and disadvantages of different childbirth
options.
28. Identify and discuss methods of prepared childbirth.
29. Describe the different methods of pain, relief during childbirth.
30. Describe the events taking place during the three stages of labor.
31. Identify and discuss problems that may occur during childbirth.
32. Describe changesthat occur in the mother during the postpartum
period.
33. Discuss the importance of bonding between family members and the
new baby.
34. Describe the processes of lactation.and milk letdown.
35. Discuss the advantages and disadvantages of breast feeding.
36. .Identify.considerations in the resumption of sexual activity after
childbirth.
Life Skills
Iwill:
1. Identify considerations for choosing birth control.
2. Discuss the benefits of outercourse as a means of sharing sexual
intimacy.
. 3. Discuss the use, effectiveness, benefits, side effects, contraindications,
and cost of birth control methods such as the combination pill,
progestin-only pill, injectable progestin, and the implantable hormone
system.
4. Discuss the use, effectiveness, benefits, side effects, contraíndícations,
and cost of barrier birth control methods sudtas the diaphragm,
vaginal sponge, cervical cap, male condom, and female
1m.
• Discuss family/religious beliefs regarding birth control with parents.
• Use information about birth control to make responsible decisions at the
appropriate time.
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GRADES: 9-12 (cant)
Life
, Skills
Objectives
ContentArea
The student will:
5. Discuss the u:,e, effectiveness,
Birth Control (cont.)
(
rn
~
benefits, side effecÏs, contraindications,
and cost of spermicidal preparations.
6. Discuss the use, effectiveness, benefits, side effects, contraindications,
and cost of the intrauterine
tTl
l will:
'X
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X
-$
device.
benefits, 'side effects, contraindications,
7. Discuss the use, effectiveness;
and cost of douching
8. Discuss the use, effectiveness,
benefits, side effects, 'contraíndícatíons,
and cost of birth control methods
9.
C
as a method. of birth control.
~
such as the basal body temperature
en
.
method, the calendar method, and the mucllS method.
Discuss the use, effectiveness, benefits; side effects, cçmtraindications,
and cost of withdrawal
as a method
of birth control..
tTl
2
.
~
~
10. Discuss the benefits of using two birth control m~thods sírnultaneeasly,
11. Discuss the advantages and disadvantages of sterilization .as a method
of birth -control,
.,
.
. :;
12. Describe the sterilization procedures commonlyused for males and
-.'.
females.
STDs and HIV lAIDS
1.
Explain how pathogens'
that cause STDs are transmitted
intercourse.
2. Describe how congenital
during sexual
infection with an SID· may occur,',
3. Explain how a baby 'may be' infected with
"delivery,
an STD
during vaginal
v
4. Discuss the cause, signs and symptoms, 'and treatment; of the following
SIDs: bacterial vaginosis, 'Candidiasis, trichomoniasis, chlamydia,
gonorrhea,
o
C
nongonococcal
urethritis, syphilis;:genital'herpes',
genital
warts, pubic lice, and viral hepañtís.
• Avoid STDs and HIV by practicing abstinence.
• Discuss concerns about SIDs and HIV with my parents
or other trusted
adults.'
.
• Avoid HIV infection by never sharing a needle to inject illegal IV drugs,
to design a tattoo, '~r to píarceears,
• Recognize that thelatex condom with nonoxynol-9
reduces
but does not
~
C
r
~
G')
§
tTl
eliminate. the risk-of Hl'{ infection.
• Show cornpassíonfor
persons with AIDS and their families.
.,..
'¡
5. Identify the symptoms and treatment of less. common SIDs such as
molhiscum contagiosum,
scabies, and shigellosis:
6. Identify and discuss .rísk behaviors forS'If) transmission.
7.
Explain how infection with an .SID may be avoided by choosing
abstinence.
8. Differentiate between the terms HIVand AID$ ..-,
9. Explain how the immune system. helps to protectthe
Iû,
pathogens.
Describe how HIV destroys the human immune
11. Discu~ the epidemiology
world.
12. Describe risk behaviors
13. Identify the diagnostic
body from
system.
of HIV infection in the United States and the
:x>
lot:j
lot:j
and risk situations for HIV infection.
tT.l
tests for HIV infection.
-
Z
O
14. Identify opportunistic infections commonly associated with AIDS.
Ol
0'\
""-l
:x
15. Discuss treatment for an HlV-infected person. .
16. Identify life skills an HIV-infected person may J~c1ice to help keep his/
~
her immune system healthy.
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Uniondale 31
ri::::--.
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:::t>
GRADES: 9-12 (cont.)
"ti
00
Content Area
Sexual Violence
Objectives
The student will:
1. Examine the relationship between.sexual assault and violence.
2. Identify and discuss three ambiguiííes regarding sexual harassment.
3. Identify guidelines to follow should sexual harassment occur.
4. Identify and discuss kinds of child sexual abuse: incest, child
molestation, and statutory rape.
5. Dïscusslong-term effects of incest
6. Identify physical and ,behavioralindicators of child sexual abuse.
7. Identify guidelineS tö fo!low should child sexual abuse occur.
8. Define rape and provide statistics about the incidence of rape.
9. Identify reasons why rape is often unreported.
10. Describe guidelines to follow to be less vulnerable to the act of rape.. ,
11. Discuss acquaintance rape and the communication problem often
associated with it
12. Identify guidelines to follow to protect against acquaintance rape.
13. Explain suggested behaviors for males to follow to prevent their
behavior from becoming acquaintance rape.
14. Explain why it is important to report rape and seek medical attention
promptly.
15. Describe the rape trauma syndrome.
16. Describe ways a maie Partner) can be supportive of a female who has
been raped.
17. Discuss treatment for repeat offenders who rape.
18. Identify actions to take after receiving an obscene phone call
Ufe Skills
I will:
• Firmly resist sexual harassment.
• Document and reportsexual harassment to the appropriate person.
• Follow gw.~elinesto protect myself around adults who are abusive.
, Report child sexual abuse to a trusted' adult.'
• Follow guidelines to reduce the likelihood of being raped.
, Set limits for sexual behavior and communicate these to dates and
acquaintances.
,
,
• Report rape a~d seek prompt medical treatment should sexual assault
occur.
" Recognize violent and inappropriate sexual behavior and seek treatment
if tendencies eldst.
, Avoid people and places associated with prostitution.
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Uniondale 32
HIV lAIDS UNIT ACTIVTIES
(MIDDLE SCHOOLS)
• HIV/AIDS notification letter
-:- Graph of spreading tree, "How well do you know the 63 people you
had sex with last night ?"
• KWL worksheet
• "What do you know about AIDS?" worksheet
• Video
• "How HIV is spread?" worksheet true and false
• HIV/ AIDS fill in paragraph "Understanding AIDS" worksheet.
•
Graphs of towns in Nassau (HIV cases)
• AIDS timeline 1959-
]1--
Uniondale 33
HIV/AIDS LETTER
(
Dear
,
Your name
Hello, this is the Department of Human Services. I
regret to inform you that you have tested positive for the hand
shakes disease. Please get in touch with all the people you have
came into contact with. Please call us to set up an appointment
for counseling, ASAP. Thank you for your concern.
<"-.,,,
Sincerely
'3'5
•
Uniondale 34
o
HOW WELL DO YOU KNOW THE 63 PEOPLE
YOU
HAD
S~X WITH LAST NIGHT?.
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Uniondale 35
Namß~
(
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I
'Oa:te
7ti.. G to.de -Health
_
Ms. Neg ton
HIV - .aIDS
-'- .
....
Compl.e:te. the. ~
lmow, wh.a:t !f ou want
below by wrLt1.ng in. speclfœ. ck1:D.i.lS 01l. what !fou..
tty flntL' 01.d: o.nti oí tM. en.cL of the, ~,
what !fou.
frurts
h.twe. learned. about .J-IIV-QIDS. WrLte. ns ~
WhotI Know
.Whot I Want
as !fou.
know•
Whot I h.cwe.
leru-nd
to'
ftncL out
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Uniondale 36
HIV/aroS Vick&
~,
011 of the fn.l.kwtng questlons whlle, w~
the. vtc.le&. 'ReM
oll q ue.rti.o1\S fLrst belote VLewing tk·vltle&. a.nd. be.. Pt'efruW. Ur ClIlSWe.t
the.m.. alL tk o.t'lSWetS W ill. be. in. C>tCler es ~ou. woic.k the. vtcle.&.
lWwe.t
1.
Who-
2.
W h.o.t
g.
How ~
vtc.le.&1
4.
Is there
5.
Whed does
is
the. kest of the. vufe.o.?
is
the.
nllhU?,
of the. doot&t
white, b~
Ct
drug
...;.,..-.
in. the. viI1e.&~rese.ntmg
_
the. fœts?
cR1k hru,.e, just been. rnrule wh.de, !!oü. wåtche4 the.
_
fot HIV
01' Il. ~
aros
,
01'
aros ~?
~
rtMt1 fot?
aI'DSS.
Whed cl&es HIV rto.ncL fot?
.ul-
V.
7.
Whnt
are. the. t\ll.lJteS
.
of the. O1'~orl.u.rú.rtlc, ~
~?
~ln.e.
~-------------
8.
Where. does the vírus
a.
Can. Y(Kt get HIV ~
h the
petSOfL. i.tJec.:t..e.d. IN tth HIV?
,
10.
'Dr.
lM, ÏJt th
How lcmg does ii tole. to- ~
b~?
cúr, shruing
_
eaíl1t9 utens ils
01' ~
o-
\.,
full. blown.QIDS1:
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Uniondale 37
t o You 'Know
ut AIDS?
b
(
Almost everyone has heard about AIDS. Thi
disease has been widely talked about in newspa-
than 300,000 people in the United States were
found to have AIDS. Of these people, more than
pers, on TI, and on radio. Most people know
half-about 194,OOo-are dead. It's as if all the
that AIDS is a deadly disease and that there is
no cure for it. And they know that the number
of people who have AIDS keeps rising. The
rapid spread of AIDS is being called an epidemic. An epidemic is an outbreak or rapid
spread of a disease that affects large numbers
of people.
AIDS is a fairly new disease. The first AIDS
case in the United States was discovered in
1981. From that year through June 1993, more
people in a small city had been wiped out in just
a few years by a single disease.
Scientists say that by the end of 1994, the
number of AIDS cases may reach more than
500,000. Who will the new AIDS victims be?
They could be anyone. People of all ages and all
races have the AIDS virus. People who are rich,
people who are poor, and people throughout the
world can develop AIDS.
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Uniondale 38
Name
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_
Date
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Communicable and Chronic Diseases Unit
71
HIV Infection and AIDS
J
m
How HIV Is Spread
Many people have mistaken ideas about how HIV is spread. Twenty ways that HIV
mayor may not be spread are listed below. Write Y on the line in front of each way
that HIV is spread. Write N on the line in front of each way HIV is not spread. Then,
on the lines below, list three ways in which health care workers can protect themselves
from contracting HIV.
1. Attending school
2. Donating blood
3.
4.
5.
6.
7.
8.
--,
Injecting steroids with a contaminated needle
Using a computer used by someone else
Swimming in a pool
Having an organ transplant
Sharing a pen or a pencil
Coughing or sneezing
9. Sharing needles for tattooing, just once
10. Sharing towels or combs
Il. Hugging
___
12. Sharing a needle for ear-piercing, just one hole in one ear
13. Having sexual contact with an infected person
14. Using a telephone used hy someone with HIV
15. Having a blood transfusion
16. Using someone else's sports and gym equipment
17. Sharing food or eating utensils
___
18. Helping someone take care of a cut or a nosebleed
19. Being bitten by insects
20. Having casual contact ~th friends
.1.
.
2.
"
,)
3.
._---
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© Meeks Heit Publishing
Company
13S
Name
__
Date
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Uniondale 39
HIV Infection and AIDS.
Iunn
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W•
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HIVandAIDS
Complete the following paragraph
destroy
noncommunicable
immune system
helper T. cells
breast milk
using the words listed below.
vaginal secretions
genetic
mv
AIDS
semen
______
is a pathogen that destroys infection-fighting
initials stand for
'.
sick to the healthy through body fluids like
_______
reproduce
c
its own
it has invaded.
______
As T
T cells in the body. The
JllV is spread from the
,
, and, in a few cases,
virus attaches itself to the new host's
virus
human immunodeficiency
opportunistic
blood
pathogens
,
_
. Once in the system, the lllV
--------
material.
---------
where it will
--------,
Even~al1y, it will
I
the helper T cells •
cells are killed, their number falls. This leaves the
. 'Vhen this happens, fue body is less
weaker, unable to fight off
able to fight off infection and disease.
present in a person when
This is how JllV causes
'.'
infections and
found in the system. There is no cure for AIDS. So it is important
behaviors that would expose your body to the cause of AIDS-
. AIDS is
diseases are
to avoid the risk
.
c
134
© Meeks Heit Publishing Company
31
Uniondale 40
Underslan $ogAIDS
(
Many people are frightened by AIDS. They
+on't understand what causes the disease or
.( it is spread. There is no need to be frightened. However, because AIDS is so deadly, it's
important for people to know how to protect
themselves from the disease. To do that, people
need to understand
:g:
c:
IIl,II Total cases
.~
Ill.
,
.Ci)
,
diagnosed
11II Total deaths
'Ei
.§.
If)
.\1)
·tu
Ul
!
1. what AIDS means.
~
2. what causes AIDS.
.£Ô
~
1U
3. how AIDS is spread.
ID
'O
¡g
;¡;.
4. what AIDS does to the body.
]
æ
5. who can get AIDS.
~
(f)'
Cl
;¡;
6. how AIDS can be prevented.
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.
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1980-81 1982
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~,~
(~
.aec "
1984
1986
1'988
1990
. 1992 1993
Source: Centers for Disease Control and PrevenIlon (as of June 30, 1993)
Questions and Activities
1. When was the first case of AIBS discovered
in the United States?
2. In your own words, write a definition of AiDS.
AIDS is a disease that a person gets from
c_
someone else. The body of a person who has
AlDS is no longer immune to, or safe from,
attack by germs. Why? The AIDS patient's body
is deficient: It lacks something that would help it
fight off other diseases. In time, the person
'fected with the AIDS virus shows certain
btoms, or signs, of diseases that result from
a lack of immune protection.
3. Draw a line from each word on the left to its
meaning on the right.
1. acquire
2. AIDS
(a) a sign of a disease
(b) to get
3. epidemic
Cc)the rapid spread of a
disease
4. symptom
(d) a deadly disease
5
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Uniondale 41
Nassau County Department of Health
Page 4 of7
!lamier tlf AIDS Casl'i$
Nassau amI Sl/frolk t01./lll'ties, NY
(
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cummat'¡w
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AlOS cas\\!S by S:iH.lim~tJLOcations With fl\lQ (jr M(jreC'b,ses, 1996..2fJOQ
N'4:SSIW. CU\tnly, :l'N
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Uniondale 42
Name
(
Communicable and Chronic Diseases ~
Lèsson
HIV Infection and AIDS
__
Date
_
A Secret Message About AIDS
Replace each letter in the coded message with a different letter. The new letter must
be five letters forward or backward in the alphabet. Here are some clues to help you
get started. The letter I in the message really is the letter N (five forward from I).
The letter X in the message really is the letter C (five forward from X).
DIAZXODJI RDOe CDQ GZVVN OJ
oez )ÇflYDODjI KVGGZY VDYN.
--------------- -------- --- ------ ------ -------------- -----.
c
Knowing how HIV is not spread keeps people informed.
one way HIV is not spread.
In each bubble below, write
f
f'
f
I
I
I
L
f
'(
I
I
(,
133
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Uniondale 43
Communicable and Chronic Diseases ~
Name
Date
Lesson
HIV Infection and AlOS
_
HIVand AIDS
Complete the following paragraph using the words listed below.
destroy
noncommunicable
immune system
helper T cells
breast milk
____
vaginal secretions
genetic
HIV
AIDS
semen
human immunodeficiency virus
opportunistic
blood
pathogens
is a pathogen that destroys infection-fíghtíng T cells in the body. The
initials stand for
sick to the healthy through body fluids like
,
. HIV is spread from the
,
_
____
, and, in a few cases,
. Once in the system, the HIV
virus attaches itself to the new host's -------------, where it will
reproduce its own
material. Eventually, it will
the helper T cells
it has invaded. As T cells are killed, their number falls. This leaves the
_
____
weaker, unable to fight off
. When this happens, the body is less
able to fight off infection and disease. This is how HIV causes
. AIDS is
present in a person when
infections and
diseases are
found in the system. There is no cure for AIDS. So it is important to avoid the risk
behaviors that would expose your body to the cause of AIDS-
.
..,,
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134
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Uniondale 44
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Page 1 of3
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!Intlttït~~ o01f H€iQlîh
DE!Jl!¡l\lRTM§Iff{
o¡; HIIALTH
AMD j"¡UMM~$1:H;VtCES
July 2004
HIV/AIDS Statistics
HIV/AIDS WORLDWIDE
• As of the end of 2003, an estimated 37.8 million people worldwide ~ 35.7 million
adults and 2.1 million children younger than 15 years - were living with HIV/AIDS.
Approximately two-thirds of these people (25.0 million) live in Sub-Saharan Africa;
another 20 percent (7.4 million) live in Asia and the Pacific..cO
• Worldwide, approximately 11 of every 1000 adults aged 15 to 49 are HIV-infected.
In Sub-Saharan Africa, about 7.5 percent of all adults in this age group are HIVinfected. Woman account for nearly half of all people worldwide living with
HIV/AIDS. {il
c.
• An estimated 4.8 million new HIV infections occurred worldwide during 2003; that
is, about 14,000 infections each day. More than 95 percent of these new infections
occurred in developing countries ..ill
.In
2003, approximately 1,700 children under the age of 15 years, and 6,000 young
people aged 15 to 24 years became infected with HIVevery day.tt)
• More than 20 million people withHIV/AIDS
were identified in 1981 ..(1)
have died since the first AIDS cases
• In 2003 alone, HIV/AIDS-associated illnesses caused the deaths of
approximately 2.9 million people worldwide, including an estimated 490~OOO
children younger than 15 years.ill .
HIV/AIDS IN THE UNITED STATES.
• The Centers for Disease Control and Prevention (CDC) estimate that 850,000 to
950,000 U.S. residents are living with HIV infection, one-quarter of whom are
unaware of their infection ..(2}
".
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• Approximately 40,000 new HIV infections occur each year in the United States,
about 70 percent among men and 30 percent among women. Of these newly
infected people, half are younger than 25 years of age_.(~Al
c.
• Of new infections among men in the United States, CDC estimates that
approximately 60 percent of men were infected through homosexual sex, 25
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percent through injection drug use, and 15 percent through heterosexual sex. Of
newly infected men, approximately 50 percent are black, 30 percent are white, 20
percent are Hispanic, and a small percentage are members of other racial/ethnic
groups.Ml
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• Of new infections among women in the United States, CDC estimates that
approximately 75 percent of women were infected through heterosexual sex and
25 percent through injection drug use. Of newly infected women, approximately 64
percent are black, 18 percent are white, 18 percent are Hispanic, and a small
percentage are members of other racial/ethnic groups.(4l
• The estimated number of AIDS diagnoses through 2002 in the United States is
886,575. Adult and adolescent AIDS cases total 877,275, with 718,002 cases in
males and 159,271 cases in females. Through the same time period, 9,300 AIDS
cases were estimated in children under age 13.tm
• The estimated number of new adult/adolescent AIDS diagnoses in the United
States was 43,225 in 1998,41',134 in 1999,42,239 in 2000, 41,227 in 2001, and
42,136 in 2002.HH
• The estimated number of new pediatric AIDS cases (cases among individuals
younger than age 13) in the United States fell from 952 in 1992 to 92 in 2002:(tt)
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• The estimated rate of adult/adolescent AIDS diagnoses in the United States in
2002 (per 100,000 population) was 76A,among blacks, 26.0 among Hispanics,
11.2 among American Indians/Alaska Natives, 7.0 among whites, and 4.9 among
Asians/Pacific ls/anders.æ
• From 1985 to 2002, the proportion of adult/adolescent AIDS cases in the United
States reported in women increased from 7 percent to 26 pereent.!.lil
people in the United States were
• As of the end of 2002, an estimated-384¡906
living with AIDS ..(5}
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• As of December 31, 2002,an estimated 60t,669 people with AIDS in the United
States had died,!ID
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• The estimated annual number of AIDS-related deaths in the United States fell
approximately 14 percent from 1998, to 200.?" from 19,005 deaths in 1998 to 16)371
deaths in 2002,.(2}'.'- .,;,:':~"o:-'-'"'-;-;'''''t-~''~¡r!f~.iLJ;:~:;-¡
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• Of the estimated 16,371 AIDS-related deaths in the United States in 2002,
approximately 62 percent were among blacks, 28 percent among whites, 19
percent among 'Hispanics, andless than-1'percent among Asians/Pacific Islanders
and American Indians/Alaska Natives.L5.1 '
REFERENCES
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U~i~::tate, had beenr~portedwith~lJ)Sto
.• Through
DeC~~b.==:t
ti,H:: Centers fro, Disease Control and preve~tio;, ~CD~). Ofthe~e, o:er 318,361~(62%) had died,
1 he annual estimated number of new HlV Infectlons m the United Stats bas decreased from
approximately
1OO~OOO
severl years ago 'to 40,000. Regardless of this decrease, CDC currently
estimates that approximately 600~000 to 900,000 Americans are Infected wit~ HIV. The number of
peple infected represents only a small fraction of the number of people who are affected by the
epidemic, including family members, friends, and loved ones of infected individuals. Large
.metrcpclltan areas contínue to bear a large portion of AIDS cases. Regardlessef rhls trend,
smaller communities are 110t free from this disease, and must confront HIV ¡AI])S as a-pressing
public health challenge.
8:Highest Annua] AIDS Rates (number
of new reported
cases per 100,000. population)
ín
metropolitan areas of 500,000 or more.
Il # of New Cases II Rate I
760
II L~8.11
1
]Yletrop~litanAl'ea
Jersey City, N.T
San Francisco,
CA
2,135
'New York, NY
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110,496
I Miami, FL
l
129.71
11
122.51
11
112,381
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Ft. Lauderdale, FL
111,271
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Newark, N.J
111,681
West'PahniBeac,h,
FL
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1,502
Baltimore, MD
1,715
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New Haven, CT
948
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.'Who is at risk?
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The population most affected by AIDS in the United States, continues to be men who have sex with
men, (42%l of all new AIDS cases in 1995), Recognizing this epidemic, the gay community has taken
action to.curb the furtherspread ofBIV I AIDS between men who have sex with men. by promoting the
practice of safer sex, and putting a steng emphasis on communicating openly about sex issues, The
result has been il decrease in, the transmission ofFIIV among men who have sex with men. Injecting
drug users, also a high-risk group, accounted for 26% of all new AIDS cases reported in 1995, Most
Americans have regarded these as the major populations at risk. The beliefthat TnCD who have sex wiü:
men, and injecting drug users are the only ones infected with HJV I AIDS, however 1S a false on.
Demographics continue to change, WiÜ1 the munber ofHJV / AIDS cases in the United Stales caused by
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MIDDLE SCHOOL HEALTH CURRICULUM
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Seventh Grade 10 weeks
MENT AL AND EMOTIONAL HEALTH
· Identify the four parts of health
· Explain the difference between health and welIness
· Identify ways to improve their emotional health self-esteem
· Discuss
selves how thoughts, behaviors and attitudes affect the way they feel about them· List ways to express emotions in healthy ways
· Recognize different types of emotional problems
SAFETY AND LIFE SKILLS
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· Define the various life skills
· List the various life skills
· Discuss how home accidents may occur
· Identify ways to prevent home accidents
· List safety and traffic rules for bicycles, skates, skate boards and scooters
· Identify ways to stay safe during weather emergencies
· Perform basic first aid
· Demonstrate universal precautions when performing first aid
· Follow basic steps when responding to emergencies
· Recognize life threatening emergencies and respond accordingly
BODY SYSTEMS
· List the systems of the body
· Explain the function of each system
· Identify ways to protect the body from disease
NUTRITION AND FITNESS
· Explain how the body Usesfood
· Explain how nutrition affects our overall health
· Identify factors that affect food choices
· Explain how feelings may affect food choices
· Identify resources that may be used to make wise food choices
· Use the Pyramid to plan daily meals and snacks
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DRUGS (PRESCRIPTION)
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· Explain what a drug is
· Describe five different ways in which drugs can enter the body
· Define prescription and non-prescription drugs
· Explain the difference between drug use and drug abuse
· Describe how medicine affects the body
HIV/AIDS
· Define HIV/AIDS
· Identify the causes of HIV
· Explain the difference between HIVand AlDS
· List the ways that HIV can be transmitted
· Discuss the signs ofHIV/AIDS
· Discuss the strategies for prevention of HI V
· Explain the treatment for HIV/AlDS
· Discuss the data on reported cases in the Uniondale Community
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Seventh Grade Health Edu.cation
Curriculum:
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Unit 1: Mental ..Emotional Health
Your mental and emotional health.
li
Students wm learn of ways to improve dub: mental emotional health and self-efltteem,
They will learn hew their thoughts, behavíors, and attitudes affect the way tbey feel
about who tbey are.
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Understanding
Studwóts
wm learn
Your Emotions
how to express emotions In hf;\slthy ways,
needs in bealth ways.
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'fhey win meet enulti());'Ial
Mental Emotional Problems
problems. Tbe will learn to
recognize when a person is sliltiously depressed and the warning signs of suleide.
Students willi discuss types of mental and emotional
Unit 2: Safety and Life Skills
ê
Safety at Home and at School
Students wul understand why accldents happen and how to break the accident chain.
They will learn how to avoid 'being injl1fèd at Mme and how to $t~y safe in school.
ill
Safety on the Road and Outdoors
Students win learn about salet)' and traffic rules for bicycJM~skates, skateboards, and
seeeters. They will also Iearn pedestrian safety and how to 8'foid in,juries in the water
and outdo on.
• Safety in Weather Emergeneíes
Stud~nt$ will learn about staying ¡¡¡sTeduring severe weather. They wílí learn how
protect themsetves during a nood, earthquake, tornado, hurrícase, blizzards l'loreal"thquakc.
1/1
Basic First Aid
about how to be prepared for emergencies. Tbe~' will learn how to take
untversal precuutíens when giving first aid. The win also learn the basic steps to follow in
emcrgenci.es.
Students wHl learn
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CPRlF'irst Aid
Students wiU ]¡;;ar.nbow to recognize life threatentng emergencies and ~H¡Wt~ react to
emergencies. 1'hey are eneonraged to become certified jn both CPRIFlf!.t Ald.
Unit 3: Body Systems
* Skeletal System
• Muscular System
* Circulatory System
.. Respiratory System
• Digestive System and. Excretory System
é
Nervous System
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Endocrine System
Stud!/Jnts wAlllearn about each body system, bow they function and how to take care of
each system.
UnH 4: Nutrition and Fitness
.. The Importance of Nutrition
Students will Jearn about why your body needs nutritious food and what influentes their
food choices. The will learn the difference between appetite a.nd hunger and getting the
nutrients you need.
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Nutrients and Wellness
Students will learn bow the bodv uses dífferent nutrients and the source of dlfferent
nutrients. They will learn how inlPortant water and fiber is foJ:"the bódy while ccnsnmlng
snacks and meats,
• Following Nutrition Outdelines
n·sources that can help them
Students wUt lean the
make wise food choices and balance the
different foods they eilt using the n!!'iformathm on the food label and the food g\\.ljdepyramid.
~ Planning Meals and Snacks
Sh¡dentu; '\'I'm learD how to use the Pyramid to plan dally meals and snacks and the benefits
of a llealtby breakfnst.
Unît 5: Prescription Drugs
• Using Medicines Wisely
Students
They
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wm learn
how medicines cUffer from drugs and about different types of medicines.
will learn how medicines affect the body.
Drug Use and Drug Misuse
Students will learn the difference between drugs usc and drug abuse, There win be Il
discussion on teens usiug prescription drugs to get bigh. Children are goi.ng into their
parent's medicine cabinets sreallng drugs to get high and to sell on the streets,
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Uniondale 51
Unit 6: HIVi AIDS
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WhatisH1V
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What is AIDS
Students will learn what causes AIDS and how HIV is lipread and 110W V is not spread.
nl.~ywill also learn bow to avoid getting HIV and what rnedkatiom. are taken to treat t.he
disease. The students
will also learn that thê1"iil1SNO eure for the ditilease.
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Seventh Grade Health Education
Curriculum:
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Unit 1: Mental ...Emotional Health
Your mental and emotional health.
1\
Students win learn of ways to improve theil' mental emoti~JHtl health and setí-eeteem.
They will learn how their thóughts, behavíors, and attitudes aífect the wny they feel
about who they are.
Understanding Your Emotions
I)
Stud~nt(ilwill learn how to express emottons in healthy ways. They
needs in health ways.
q
wm meet
emotíonal
Mental Emotional Problems
Students ",vH!discuss types of mental and emotíonaï problems. l'he wilt Iearn to
recogníee whën a person ís sli:råously depres8ed and the warning signs of suicide,
c--
Unit 2: Safety and Life Skills
• Safety at Home and. at School
Students will understand why accidents happen and how to break the aeeídenr chaln,
They will learn how to avoid being injured 9.t home and how to st~y safe in school.
Q
Safety on the Road and Outdoors
Students will learn about safety and traffic rulés for bleycles, skatéS, skateboards, and
seeeters. They will also Iearn pedestrian safety and how to 8,"01<1 in.turies in the water
and outdoors.
III
Safety in. Weather Emergencies
Studenb¡ will learn shout staying safe during severe weather. They will learn how
proteet tllen'l$elV'es during a flood, earthquake,
tormuia, hurric~ule, bUzzards or earthquake.
.. Basic First Aid
Students wlll learn about how to be prepared
for emergencíes, They will learn how to taka
universal precautions when giving first nid. The will also learn the basic steps to foUow in
emergencies.
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CPRfFlnt Aid
Students wilJ learn bow to ft:lcognize life tbreat~ning emergencies and how to react to
emergencles, Thay art enconraged to become certified in botb CPWFirst Aid.
Unit 3: Body Systems
/fP
Skeletal System
• Muscular System
* Circulatory System
• Respiratnry System
Digestive System-and Excretory System
,. Nervous Systern
&
Endocrin¢ System
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Studmlts will learn about each body system, how they function and bow to take care of
each system,
Unit 4: Nutrition and Fitness
'" The Importance of Nutrníon
Students will Jearn about why your body needs nutritious food and whlU b1fluentes their
fOQdchoices. The will learn the difference between appetite and hunger and getting the
nmrteats you need.
C.,i
• Nutríents and Weliness
Students wíll learn how the body uses different nutríents and the source' of different
nutrients. They will Jearn how important water and fiber is for the body while consuming
snacks and meals.
fil
Following Nutrition Guidelines
Students wUt lean the re:~(lurces that ean help them make wise fond eholces and balance the
different foods they eat u~ing the information on the food label and the food guide pyramid.
o
Planning Meals and Snacks
St.l.ld~nts will learn how to use the Pyr¡\mld to plan daily meals and snacks and the benefits
of a lu:ltdtby breakfast.
Unit 5: Prescription Drugs
• Using Medicines Wisely
Students wm. learn how medlelnes dlXfer from drugs and about different types of medícines,
They wíll leam how medicines dfßct the body.
1\1
Drug
Use and Drug Misuse
Stndents will learn the difference between drugs use and d:fug abuse. There will be It
discussion on tii:CU$ using prescription drugs to get high. Cbildren are going into their
parent's medicine cabinets .stealing drugs to get high and to sell on the streits.
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Uniondale 54
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Unit 6: HIV'!AIDS
VVllat is R1V
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What is AIDS
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Sturleni:s will learn 'what caUSéS AIDS and how IIlV is lipread alid how ilt iii not spread.
They win also learn bow to aVQid g¢tting HIV and what medicatioil$ are taken to treat thi':
disease, The students will also learn that there Î$ NQcure tor the disease.
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Eighth Grade Health Curriculum (ten-week period)
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Emotional and Social Health
Explain the correlation between emotional and social health and welIness.
Name the various emotions.
Identify strategies of properly releasing emotions.
Compare ways of decision-making
List the risky types of behavior.
in differentiated life situations.
Diseases
Define disease.
Name the categories of diseases.
Explain the relationship between risk factors and non-infectious diseases.
Identify strategies for preventing non infectious diseases.
Explain ways of transmitting communicable diseases.
Discuss the means of preventing communicable diseases.
Describe how genes are related to hereditary diseases
List the names of hereditary diseases.
Human Sexuality and Reproductive Systems
Define dating.
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Describe the benefits of dating.
Explain appropriate ways of behaving on a date.
List ways of showing socially accepted affection.
Explain the benefits of sexual abstinence.
Discuss how refusal skills can be used to promote sexual abstinence.
Identify parts of the male and female reproductive system.
Explain puberty.
Discuss decision-making
in dating relatIonshíps.
Substance Abuse
Define substance abuse.
Compare drug Use and drug abuse.
Name the drugs that are abused.
Identify dangers of drug abuse.
Discuss strategies for preventing drug abuse.
Identify community resources for help.
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Environment Health
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Explain the importance of keeping the environment safe.
Identify the sources of environmental dangers.
Describe how environmental poisons may cause disease.
Define global warming.
Identify strategies to prevent global warming.
Define an accident.
List the strategies for remaining safe.
HIV/AIDS
~.
Define HIV/AIDS.
Identify the causes of HIV.
Explain the difference between HIVand AIDS.
List the ways that HIV can be transmitted.
Discuss the signs of HIV/AIDS.
Discuss the strategies for prevention OF HIV.
Explain the treatment for HIV/AIDS.
Discuss the data on reported cases on the Uniondale Community .
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Eighth Grade Health
Unit 1: Emotional Health
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•
•
•
•
•
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3 parts of total wellbeing
Risky behaviors
Decision making
Goals
Values
Communication
Refusal Skills
Emotions
Stress Management
Unit 2: Communicable Diseases
•
•
•
•
Immune System
Various Communicable Diseases
Sexually Transmitted Diseases
Various Communicable Diseases
Unit 3: Human Sexuality and Reproduction
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•
•
•
Female and Male Reproductive System
Stages of Pregnancy
Puberty
•
•
Heredity
Birth Defects
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Unit 4: Substance Use
•
•
•
•
•
•
Drug Use
Drug Misuse
Various classifications of drugs
Withdrawal
Tobacco
Alcohol
Unit 5: Environmental Health
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Global Warming
Greenhouse EffecE-CFC's
Benefits of Going Green
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Unit 6: RN/AIDS
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Immune System
Symptoms
Transmission
Prevention
Living with RN
Influential people living with RN
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GRADE 8
HUMAN GROWTH & DEVELOP.
HEALTH EDUCATION
SCOPE AND SEQUENCE
2003
INJURY & DISEASE PREVENTION
HEALTHY & ACTIVE LIFESTYLE
Explain how family values and cultural
beliefs play an important role in attitudes
and behaviors as they go through
adolescence.
SUBSTANCE ABUSE PREVENTION
Define sexually transmitted disease (STD)
as a communicable disease and list the
more common one's, e.g., chlamydia,
gonorrhea, syphilis, genital herpes, and
genital warts.
Describe the influence of bonding,
communications, and responsibility in
enhandng self-esteem.
Identify ways to channel risk-taking
energies into positive behaviors.
Compare and contrast the similarities and
differences between males and females
and how they relate to personal
achievement and growth.
Describe symptoms, causes, routes of
transmission, treatment and prevention
methods of STD's and HIV.
Identify depression as a possible
outcome/feeling of stress.
Describe how drug use affects one's health
and behavior, e.g., alcohol, nicotine,
marijuana, prescription drugs, and
designer drugs.
Differentiate between behaviors that
protect the body and behaviors that
potentially can harm the body as it grows
and develops.
Identify the male and female reproductive
systems.
Define HIV and AIDS and describe how
HIV attacks the immune system.
*
*
*
Identify the physiological, psychological,
and social effects of AIDS.
*
*
Identify key characteristics of friendship,
various levels of friendship, and personal
strategies to enhance their ability to be a
good friend.
Identify available resources for obtaining
information regarding STO & pregnancy
prevention.
Differentiate between healthy and
unhealthy relationships.
Identify sexual assault and potential risks
ássociated with new roles and activities,
e.g., jobs, camps, babysitting, dating, and
internet use.
Identify and practice skills in order to
handle abusive situations, including
assertiveness, communication, decisionmaking, problem solving, and refusal skills.
State the purpose of dating and that
interest in the opposite sex may vary
among individuals.
State the importance of reporting sexual
assault, including harassment, and the
proper steps to follow.
exercise to theip5Iif,:stvle.
Describe the relevant laws and polides
regarding the purchase, use, and
possession of crack/cocaine and compare
and contrast to the laws regarding
nicotine alcohol inhalants, and marnuana.
State reasons for abiding by the laws in the
framework of the wider community.
Define calorie as a measure of energy and
define metabolic rate as the ~e at which
the body burns calories.
Describe how group pressure to conform
influences dedsions about behavior and
drug use.
Identify and discuss temporary and longterm health problems assodated with poor
food choices, fad diets, and eating habits,
i.e., cardio-vascular disease, ca¡¡èr'5'
diabetes and hypertension.
--Identify reasons for eating, i.e., sustaining
life, enjoyment, habit, boredom, anxiety,
low self-image, etc.
Identify and practice the skills needed to
resist social pressures in real-life situations,
induding those involving drug use.
;utritiOnal
rei.7.:sts
for adolescents.
4 Compare the rela1Jonship between diet and
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Identify the impact the media has on
eating habits and self-image.
dating a more positive experience.
Identify "risky situations" and discuss the
importance of, and ways of, avoiding these
situations.
*
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Describe the synergistic effects of
combining drugs.
*
Describe how group activities are
important in the social and emotional
development of the earty teen.
State that one has control over what
happens before, during and after a date
and identify guidelines that can make
Identify situations in which one is able to
help a friend and demonstrate appropriate
ways to get help using famify, school, and
communitv resources.
~ ~Identify healthy eating and benefits and
evaluate daily food intake in terms of
Identify anorexia, bulimia, and compulsive
overeating as eating disorders and identify
their effects on health .
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Identify appropriate ways to help a friend
who may be using drugs.
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HEALTH EDUCAiíÓNsCOPE
List ways to enhance their self-esteem
through involvement in various activities at
GHS.
Compare the relationship between
behavior and others' perceptions of that
behavior.
Identify the importance of'T' statements
and incorporate these into personal
communication.
AND SEQIÆNCE
HEALTHY & ACTIVE LIFESTYLE
Identify situations in which people need
help and discuss ways to respond (e.g.,
substance use, fights, harassment,
deoression, eatïno disorders.)
List the signs and symptoms of Lyme
disease and explain the course of Lyme
disease from its onset to treatment
Describe the actions to take to prevent
Lyme disease.
Apply conflict resolution and effective
communication skills in response to conflict
with others.
Describe the sodal, emotional, and
educational ramifications of Lyme disease.
Compare and contrast the concept of
human sexuality and sex.
Identify steps to take if a tick is found on
one's body.
~
Compare the relationships between their
knowledge, attitudes, and behaviors
regarding substance use.
Differentiate between drug use, drug
misuse, and drug abuse.
Categorize various drugs under appropriate
classification and discuss their effects on
physical, mental, emotional, and social
health.
Identify the short-term and long-term
effects caused by nicotine use, including
second hand smoke, alcohol use, including
binge drinking and marijuana use.
Identify and practice refusal skills that can
be used to resist substances.
*
Identify the characteristics of self-worth
and self-esteem and how they contribute
to the development of healthy relationships
Describe how alcohol and marijuana use
interferes with regular brain function,
learning ambition and attainment of goals.
*
and positive attitudes toward sexuality.
Compare and contrast gender roles and
their influence on the development of their
Compare physical and psychological drug
dependence and describe the progression
of chemical dependency.
*
sexual attitudes and behaviors.
Identify the physical, mental/emotional and
social aspects of health and how they play
a role In decision-making.
List behaviors that will protect or harm
their reproductive health.
Identify the pressures from peers, which
influence sexual decision-making.
Describe the media's role in shaping
attitudes toward love and sex.
Identify abstinence from sexual behavior
as the healthiest decision for a teenage
relationship.
Descñbe situations in which outside help is
needed for a chemically dependent person
and his/her family.
Ii?J.ify family, ,cha ~~
re
re
SSCIt
lth
e.
r
on, lat
r Y
TAD C, Ki s In Crisis.
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il
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i fra ons
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Identify and discuss personal family values
*
as they relate to their sexual identity.
Describe the interrelationship between
values and decision-making as it relates to
personal, sodal, and life choices.
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Uniondale 61
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GRADE
10
HEALTH EDUCATION SCOPE AND SEQUENCE
HUMAN GROWTH &. DEVELOP.
Describe the importance of cooperation,
respect, and responsibility to the success
of a group.
INJURY &. DISEASE PREVENTION
Identify the cause, transmission,
symptoms, effects on body systems,
diagnosis, treatment, and complications for
these STD's: chlamydia, gonorrhear
syphilis, genital herpes, genital wartsr
trichomoniasis, pubic lice, viral hepatitis,
and HN/AIDS.
Identify the act of giving blood as safe and
discuss the procedure the American Red
*
Describe how emotions affect the mindbody connection.
Identify anger triggers and anger
management skillsr the physiological
response to anger, and positive and
negative ways of dealing with anger.
" J.
~
State the implications of how a person's
behavior affects all those with whom
he/she comes into contact.
'
~ Cross follows for all blood donors.
Identify personal behaviors when dealing
with sexual activity, substance user and
other "rísky" behaviors and discuss
abstinence as the safest and healthiest
decision when confronting these behaviors.
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HEALTHY &. ACTIVE liFESTYLE
Categorize various foods according to their
nutrient value and healthy benefits.
Describe and compare strategies used by
tobacco and alcohol companies to entice
teenagers to smoke and drink.
Ust and describe the Dietary Guidelines
that promote health and reduce the risk of
developing cancer, cardiovascular dtseases,
díabetes, and osteoporosis.
Develop a plan for using the Dietary
Guidelines when eating out at restaurants,
eating fast food, or eating ethnic foods.
Create an advertisement that tells the real
truth about smoking in order to change
society's attitude about cigarettes in order
to live a tobacco free life.
Compare the relationship between alcohol
use and risk taking behaviors, including
driving, boatínq, sexual activity, sporting
events, school eventsretc
Formulate a daily personal nutrition plan
based on health benefits and dietary
quidelines.
Identify ways to determine desirable
weight and body composition and maintain
a healthy weight.
Define anorexia nervosa, bulimia, and
compulsive over-eating, induding obesity
and the causes, symptoms, associated
health problems, and treatment.
Identify strategies to avoid getting into a
car with a drunk driver.
v
Identify the harmful effects of abusing
prescriptions and over- the-counter drugs.
Identify the laws that regulate purchase,
use, and possession of controlled
substances and penalties that pertain to
substance use and youth.
Define anabolic steroids, identify reasons
for steroid use, and identify the short and
long-term effects associated with their use.
List other supplements, such as creatine,
and identify their effects on the body.
,r
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Uniondale 62
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./
GRADE
11
Explain how beliefs and attitudes affect
their behavior regarding conflict, violence
and peaceful resolution.
Review and apply the problem solving
process to given scenarios regarding
conflict.
Identify stereotypical behaviors associated
with target populations that have occurred
throughout historv.
Differentiate between and describe the
dynamics underlying prejudice, including
differences in assumptions and perceptions
toward various qrouos of people.
Identify the role of leaders and followers
within a group and the dynamics of
diversity within a group.
./
HEALTH EDUCAT~COPE
INJURY &. DISEASE PREVENTION
Identify the relationship between sexual
acts and issues of force, consent, and
power.
AND SEQUENCE
Describe the range of feelings experienced
by individuals in sexual abuse situations.
HEALTHY &. ACTIVE UFESTYLE
Contrast the differences between distress
and eustress and list the changes that are
most stressful for teens.
List the three stages of general adaptation
syndrome as it pertains to stress.
Explain the concept of sexual abuse with
regard to date rape and sexual
harassment.
List Connecticut laws regarding sexual
assault and penalties for sexual assault
climes.
Explain ways prolonged stress can affect
physical, mental, emotional, social and
health.
List and practice stress management skills
that can be used to prevent and control
stress.
Identify possible solutions to potential
sexual abuse situations, including ways to
avoid these situations and ways to say
~NO".
Differentiate between types of depression
(i.e., clinical, bi-polar, SAD., situational)
and identify causes, signs, symptoms and
treatment.
Identify warning signs and symptoms of
youth suicide and ways to get help for
themselves and others.
Identify and discuss various types of
violent acts and why violence occurs.
Identify ways to help friends who may be
victims of sexual abuse•.
Identify factors that increase the likelihood
that a person wH! become a perpetrator or
victim of violence and describe protective
factors that reduce the likelihood that a
person will become a perpetrator or victim
of violence.
Identify and assess the need for
community services and utilize the
services, as needed, including situations
related to the medical, psychological, and
legal needs of a sexually abused person.
2003
. S.J,IßSTANCEABUSE PREVENTION
Describe the implications of underage
L.d!'Inking on physical, mental, emotional
andsocíal health.
!,.a€scribe the effects on the brain of
alcohol, ecstasy, cocaine, and other
designer drua use.
'~cuss
factors that influence underage
drinking, e.q., family, friends, media, and
society.
Stat~the reaulations for the Stataof -,
Conn&tictlt-r.on,,~'¡¡nn o
use,
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.
and
cu vu er
l.1{nafyze the warning signs and progression
of addiction or chemical dependency.
E
personal behaviors that may hurt
others with regard to chemical use
d addiction.
.
~~mpare
enabliflg and confrontive
V
behaviors regarding substance use.
V
Identify and discuss resources that they
can access in the referral process.
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Uniondale 63
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GRADE
12
HEAL TH EDUCATION
SCOPE AND SEQUENCE
Compare and contrast the characteñstics
of a healthy vs. unhealthy relationship.
Define breast cancer; identify the risk
factors associated with the disease, and
describe breast self-examinations and
other practices which promote reproductive
health.
Describe the advantages of sexual
abstinence in teen relationships.
Define testicular cancer; identify possible
symptoms associated with the disease, and
descñbe testicular self-examinations and
other practices which promote reproductive
health.
*
HEALTHY &ACTIVE LIFESTYLE
Define 'responsibility' and apply the
concept of responsibility to the attainment
of present and future goals.
Analyze the need for emotional maturity
and personal grollvth prior to parenthood.
Identify drug testing practices, legal
ramifications, and associated consequences
of drug use in the workplace.
Identify the medical, economic, and social
problems caused by alcohol, nicotine and
other druas.
*
Descñbe various methods of contraception.
*
Describe the growth of a fetus in utero and
the importance of proper nutñtion,
adequate rest, regular doctor visits, and
abstinence from nicotine, alcohol, and
other drugs. *
"-'
2003
Describe the issue of drinking alcohol and
using other drugs in college and its affects
on learning and academic success, and
create drug polides that would help to
decrease college alcohol and other drug
use/abuse.
Explain that using alcohol makes it more
difficult to conduct one's interpersonal
relationships with a sense of respect and
responsibility.
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Uniondale 64
_ i
Uniondale High School 2008-09 Health Curriculum
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One semester of Health is required for graduation which students usually take in
the Tenth grade.
Leading a Healthy Life
Compare the major causes of death in the past with the major causes of death today
Compare the major causes of death for teens wI those for other age groups in the US
List the health risk behaviors that lead to health problems in teens
Name three behaviors you can adopt now to improve your health
Describe each of the six components of health
Describe four influences on wellness
Describe three ways to take charge of your welIness
Name two ways can improve two components of your health
Describe four ways society addresses health problems
List three you can promote an issue to improve the health of others
Self-Esteem
(I
Define self-Esteem
List the benefits of high self-Esteem
Identify factors that influence the development of self-esteem
Describe ways you can improve your self-esteem
Summarize why good communication is important
Name five characteristics of good listening skills
List three examples of body language
List five ways to improve your speaking skills
Managing Stress/ Coping with Loss
Describe five different causes of stress
Describe the body's physical response to stress
Different between positive and negative stress
Describe how stress can make you sick
Describe how you can take care of yourself to avoid stress-related illnesses
Describe two relaxation techniques
List eight skills or resources for building residency
List three ways that you can manage your time more et\!iciently
Describe the effects of loss
Name the stages of the grieving process
Propose three ways you can cope wI the loss of a loved one
List four facts about suicide
State seven warning signs of suicide behavior
Describe why teens should be concerned about suicide
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Uniondale 65
Preventing Violence / Abuse
\,
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Describe how people are affected by the violence around us
Identify five factors that lead to conflict between teens
Describe three ways to resolve a conflict w/o violence
State four ways you can avoid dangerous situations
Develop a personal plan of how to handle a situation in which you is bullied
Identify abusive behavior
Describe four types of abuse
List action you can take to protect yourself from abuse
Derme sexual abuse
Name five things a person should do if he / she has been sexually assaulted
List three ways you can protect yourself from sexual abuse / violence
Physical Fitness for Life
(
(
State the benefits of being fit
Describe the five health-related components of physical fitness
Summarize the role the skill-relation ñtnesses
Name three things you can do to be a good sport
Describe the steps involved in designing a fitness program
Calculate your resting heart rate, target heart rate zone, and max. heart rate
Evaluate the use of the FITT formula in fitness training
Design and implement a person fitness program / set you fitness
Describe six ways to avoid sport injuries
Identify four signs of overtraining
Describe the RICE method of treating minor sports injuries
State the dangers posed by the use of performance enhancing drugs
Nutrition for Life
Name the six classes of nutrients
Identify the functions / foods source of carbs, proteins, and fats
Describe how diet can influence health
Describe the function / food source of seven vitamins / minerals
Name two ways to increase your calcium intake
Identify why certain foods are called junk foods
Identify reasons why vegetarian need to carefully plan their diet
Identify ways to reduce fats, sugars, and salts in your diet
Discuss the relationship between body image / eating disorder
List the symptoms I health danger of the most common eating disorder
Identify health organization in your community that help people wI eating disorder
>
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Uniondale 66
\,
(
.
Alcohol
State why alcohol is considered a drug
List the short-term effect of alcohol use
Describe the long-term damage that alcohol does to the organs of the body
Identity three reasons you should not drink alcohol
State the difference between alcohol/alcoholism develops
Identify the warning signs of alcoholism
List three ways that alcohol use can have a negative effect on family
Summarize two treatment options for overcoming alcoholism
List three ways you could refuse alcohol if it were offered to you
Tobacco
(
List six types of tobacco products
Name six dangerous chemical found in tobacco smoke
Identity four carcinogen found in smokeless
State the short-term effects of tobacco use
Summarize the effects health risk associated w! tobacco use
List three reasons you would give a friend to encourage himlher not to smoke
Discuss the factors that contribute to tobacco use
Summarize three ways that tobacco use affects families / society
List four things a person can do to make quitting smoking easies
Name five benefits of being tobacco free
Illegal Drugs
List six ways illegal drug use be dangerous
State five reasons a person might try illegal drugs
Describe two ways illegal drug abuse conflict w! your value! goals
List three all types of illegal drugs have in common
Describe the effects of marijuana, club drugs, and steroids
Compare the dangers risks of using stimulants, depressants, opiates and
hallucinogens
Identity the ways that drug abuse can affect a family
List four ways that drug abuse impact society
List five ways that you could refuse illegal drugs
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Uniondale 67
Lifestyle Diseases
\
(
Describe how lifestyle can lead to diseases
List four controllable / uncontrollable risk factor for lifestyle diseases
Describe four types of cardiovascular diseases
Identify two ways to detect / two ways to treat card. Diseases
List four things you can do to lower your risk for card. Diseases
Describe what cancer is
Identify three causes of cancer
Describe four types of cancer
List nve things you can do to lower your risk for cancer
Describe the role of insulin in diabetes
Compare type 1 / 2 diabetes
Identify two ways that detect diabetes
Name two ways that you can prevent type 2 diabetete
Family / Society
(
(
Describe the different types of family
Name the characteristics of healthy family
Discuss why family relationships are important
List various ways to cope w/ family problem
Describe various ways which a person can make their families healthier
Discuss why teenage relatîonships are important
List the positive characteristics in a dating partner
Name the socially accepted places to go on a date
Identify correct / incorrect things to do while dating
mV/AIDS
Distinguish between an mv infection / AIDS
Name the three area in the world that have the greatest number people living w/
HIV
Summarize why teens are one of the fastest~growing groups infection w/ mv
Describe how mv infects the body's immune system
Identify three ways that HIV is spread
List nve ways that HIV is not spread
State how a teen can know if helher is at risk for infection
List four ways to protect yourself from HIV infection
State three ways a person living w/ HIV infection can delay progression
Identify four ways you can help an mv / AIDS program in your community
Human Reproduction and Relationships
See Unit Plan
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Uniondale 68
Intel® Teach to the Future Workshop on Teaching Thinking with Technology
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School
Uniondale High School
School I)istrict
U,F.S1.D
School City, State,
Uniondale, NY
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9-12
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Rationale.·
Human reproduction and relationship education is the process of acquiring information, and fonning
attitudes, beliefs, and values about identity, relationships, and intimacy. Therefore, it is imperative that
xlolescents develop sexual literacy to help them establish healthy, positive behaviors.
ihe activities used in this unit will help the students understand not only the anatomy and biological
processes of human sexuality, but also the social, emotional, and psychological processes as well.
Standards'
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1. Standard I: Students will understand human growth and development and recognize the relationship
between behaviors and healthy development.
They will understand ways to promote health and prevent
disease and will demonstrate and practice positive health behaviors.
2.
Standard II: Students will demonstrate personally and socially responsible behaviors. They will care for and
respect themselves and others. They will recognize threats to the environment and appropriate strategies to
minimize them.
3.
Standard III: Students will understand the influence of culture, media, and technology in making decisions
about personal and community health issues. They will know about and use valid health information,
products, and services. Students will advocate for healthy families and communities.
Learning Objectives
~.
1, Students will identify the medical terms, locations, and functions of at least 7 of the structures in the male and
female reproductive systems.
2.
Students will distinguish reproductive system facts from myths.
3.
4.
Students will be able to explain the processes of the menstrual cycle, sperm production, and pregnancy.
Students will be able to identify the qualities and resources needed for parenthood.
5.
Students will be able to define sexuality as more than genital sexual activity.
-;
© 2006 Intel Corporation. All rights reserved.
Paae 1 of:i
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Uniondale 69
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6.
Students will be able to identify qualities that develop and define friendships and romantic relationships
7.
Students will be able to define what date rape is, when it can occur, and how to prevent it.
8.
Students will be able to define STD's, symptoms of those diseases, and how they can be prevented .
.
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Each lesson is approximately
30-35 minutes.
Procedures
Week1
Day 1-Chapter
18: Pregnancy/ Early Development
1.
2.
Discussion of prior knowledge: What Is Your Health IQ Knowledge?
Male/ Female Reproductive Systems
3.
4.
5.
Distinguish among Definitions: fallopian tube, vagina, cervix, uterus, ovary, urethra, vas deferens, prostrate
gland, penis, seminal vesicle, testis, scrotum
Identifying preconceptions
Mini Notes
6.
Q/A! Discussion
Day 2-3 Chapter 18: Pregnancy/ Early Development con't
(
(
1.
Explain the processes of the menstrual cycle and sperm production
2.
3.
Distinguish among definitions of: ovum, ovulation, ejaculation, intercourse, fertilization, implantation,
conception, circumcision, genitals, and semen
Mini-notes
4.
Distinguish reproduction system facts from myths
5.
Demonstration:
6.
Fifm:" Sex IQ", Activity/ QI A! Discussion
Day 4-Chapter
Breast! Prostrate and Testicular Health
18: Pregnancy/ Early Development con'
1.
2.
Distinguish among definitions of: embryo, trimester, placenta, prenatal care, fetus
Mini Notes
3.
Activity: Pregnancy Time Line
4.
Discussion/ Q/ A
Day 5-Chapter
18: Pregnancy/ Early Development can't
1. Review! Quiz
2.
3.
Brainstorming: What Does it Take to Be a Good Parent?
Handout: The Costs of Parenting
4.
Homework Project: "Wanted: a Job as Parent"
Week2
Day 1- Chapter 19: Responsible Relationships
1. Brainstorming: What is Sexuality?
2. Group Activity
3.
4.
Distinguish among definitions of: gender roles, intimacy, sexualization
QI A! Discussion
Day 2-3-Chapter
19: Responsible Relationships
1. Brainstorming: What is a Relationship?
(
2.
(Dating Skills/ Date Rape)
Assessing Relationships
(Dating Skillsi Date Rape) con't
Handout
Page 2 of3
(1
Uniondale 70
I
3.
Film: Lessons in Love
4.
5.
6.
7.
\
(
Distinguish among definitions of: abstinence, internal pressure, external pressure, protective factor, date rape
Preventing Risky Behaviors
Handout: Fact or Fiction: Quiz on Sexual Violence
Discussion/ Q/ A
Day 4-Chapter
20: Risks of Adolescent Sexual Activity
1.
Brainstorming:
2.
Mini-notes: Preventing STD's
3.
Distinguish among definitions of: STO, epidemic, asymptomatic,
Herpes, Hepatitis, HIV
4.
Day5-
Fact vs. Fiction
Chlamydia, PIO, Gonorrhea, Syphillis, HPV,
WEB Quest: STD's iwannaknow.org
1.
2.
Presentation of the students' WEB Quest findings
Review
3.
Quiz
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Printed Materials:
Text Book: Lifetime Health (Holt}, Handout: Male and Female Reproductive Organs (Public
Health, Seattle & King County 2007), Handout: The Costs of Parenting (Life Panning
Education, Advocates for Youth, Washington, DC), Handout: Assessing Relationships (Life
Panning Education, Advocates for Youth, Washington, DC) Handout: Quiz on Sexual
Violence (Ufe Panning Education, Advocates for Youth, Washington, DC), Handout: STO
Web Quest, Examples of Help Wanted Ads (Newsday, March 2008)
Supplies:
Chalk Board, Chalk
Technology Hardware
Computers, Internet, Printers
Internet Resources:
www.iwannaknow.org
Films:
Sex IQ, Lessons In Love
(
\"
© 2006
Intel Corporation. Alf rights reserved.
Page 3 of3
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Uniondale 71
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(
Guidelines for Comprehensive Sexuality Education
(Addition)
Key Concept-
c
...
1) The sexual response system differ from the reproductive system
2) Reproductive functioning is different from sexual functioning
3) Although people stop growing once they reach adulthood, bodies
change shape / size throughout life
4) If an individual is being intimidated ~harassed, or harmed because of
a real or perceived sexual orientation, it is important to tell a trusted
adult, school official , or law enforcement
5) F-r_IDost ~ple , biQ~cal sex and gend~ identifY-are the same
6) Love requires understand oneself as well as other
7) Responsibility for the quality of the relationship is shared by both
dating partners
8) Sexual expression is not a significant part of some people's lives
9) Individual can help fight STDs by serving as a accurate Source of
information, by being a responsible role model, and by encouraging
other to protect themselves.
lO)There are laws in the Untied States to individual wI mv I AIDS
discrimation
11
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Uniondale 72
CURRICULUM - HEALTH EDUCATIOlf.
(
TO: Ms. Maryann Llewellyn
Deputy Superintendent
FROM:
Coach G. Didio
Health Education
07-08 Fall/Spring
Room 127
AlB Alternate Schedules
10 Sections/226 Students:
1) Chapter 1- Leading a Healthy Life (Social)
( September)
a) Section 1- Health and Teens
c
Day 1- List the six risk behaviors that lead to health problems in teens.
-Name three behaviors you can adopt now to improve your health.
b) Section 2- Health and Wellness
Day 2· Describe each of the six components of health
- Describe fu!!!: influences on weliness
- Describe three ways to take charge of your wellness
- Name two ways you can improve two components of your health
c) Section 3- Health in Your Community
Day 3- Communicating Effectively- Materials,
" SPEAK OUT! "
Procedure
& Conclusions
Activities including Real Life ,Bellringer, Analyzing DATA,
Identifying Preconception, Review .Standardized
Test Prep, Poster, Film, & Quiz, Folderi File Cabinet
12
Uniondale 73
CURRICULUM - HEALTH EDUCATION
(
TO: Ms. Maryann Llewellyn
Deputy Superintendent
FROM:
Coach G. Didio
Health Education
07-08 Fall/Spring
Room127
A/B Alternate Schedules
10 Sections/226 Students:
1) Chapter 1- Leading a Healthy Life ( Social)
( September)
a) Section 1- Health and Teens
(
Day 1- List the six risk behaviors that lead to health problems in teens.
-Name three behaviors you can adopt now to improve your health.
b) Section 2- Health and WelIness
Day 2- Describe each of the six components of health
- Describe four influences on wellness
- Describe three ways to take charge of your welIness
- Name two ways you can improve two components of your health
-
c) Section 3- Health in Your Community
Day 3- Communicating Effectively- Materials, Procedure & Conclusions
" SPEAK OUT! "
Activities including Real Life .Bellringer, Analyzing DATA,
Identifying Preconception, Review .Standardized
Test Prep, Poster, Film, & Quiz ,Folderi File Cabinet
'13
Uniondale 74
(
Page 2
Chapter 3 - Self-Esteem
(September)
Section 1- Building Your Self-Esteem (Emotional)
Day 1- What's Your Health IQ Behavior 1.4-p.638
-Question Box
- Define self-esteem
-List the benefits of high self-esteem
-Describe ways you can improve your self-esteem
Day 2 -Real Life Activity- " SELL YOURSELF"
- Including Materials, Procedure & Conclusions
(
Day 3 -Integrity - Students write a paragraph describing a person who act wI
Integrity. Have them provide example of behavior that a person wI
Integrity may take part in. Mter Discuss
Day 4- Film" Who am I ?" / Questions/ Answers / Discuss
Day 5 - Review & Quiz
• Including:
Bellringer, Ten Tip, Demonstration, Mirror, Reteaching,
Folder/ File Cabinet
'7~
Uniondale 75
(
Page2
Chapter 3 - Self-Esteem
(September)
.section 1- Building Your Self-Esteem (Emotional)
Day 1- What's Your Health IQ Behavior 1~4~p.638
-Questiou Box
~Define self-esteem
-List the benefits of high self-esteem
-Describe ways you can improve your self-esteem
Day 2 -Real Life Activity- " SELL YOURSELF"
- Including Materials, Procedure & Conclusions
(
Day 3 -Integrity - Students write a paragraph describing a person who act w/
Integrity. Have them provide example of behavior that a person w/
Integrity may take part in. After Discuss
Day 4- Film" Who am I ?" / Questions/ Answers / Discuss
• Including:
Bellringer, Ten Tip, Demonstration, Mirror, Reteaching,
Folder/ File Cabinet
15
Uniondale 76
(
(
Page3
Chapter 4 - Managing Stress
(October)
Section 1- Stress and Your Health
( PhysicaIlEmotionlIntellect/Social)
Day 1- What's Your Health IQ Behaviorl Discuss
- Question Box? I answers
- Describe five different causes of stress
- Describe the body's physical response to stress
- Differentiate between positivet negative stress
Day 2- Stress and Music- Students write a song, poem, or story that DEAL wI a
Situation. Reflect Eustress, Distress or Both / Volunteers/ Illustrated/Díscuss
Day 3- Describe how you can take care of yourself to avoid stress-related illnesses
- Describe two relaxation techniques
- List eight skills or resources for building resiliency
- List three ways that you can manage your time more efficiently
Day 4- Stress Reduction Poster Research! Reduction Techniques/ Create
Day 5- Film" Brad's Journey thru Stress" / Questions-Answers I Discuss
Day 6 - Review / Quiz
Including BeDringer, Mini-Notes, Lecture, Reteaching, Folder-File Cabinet
(
Î(/,
Uniondale 77
Page 4 .
(
*** LIBRARY
- RESEARCH PAPER
BREAST CANCER AWARENESS- Oct. Month
Day 1 - Research awareness facts, causes, and preventions in the library.
Day 2 - Script 2-4 pages on Breast Cancer
Day3- Library - on the computer Final Copy
Dayë- Read the Research Paper
(
Chapter 6- Physical Fitness for Life
(November)
Section 1- Physical Fitness and Your Health
(Body/ Social)
Day 1- What's your Health IQ Behavior Knowledge- TIF # 1-7 P.638
- Define" Key Terms"
- Question Box?
Day2 - State the benefits of being fit
-Describe the five Health-Related component of Physical Fitness
- Summarize the role of the skill-related ñtnesses
- Name three things you can do to be a good sport
Day 3- Fitness for AJI- name activities that all of these people could enjoy together
- List of the vocabulary terms used in the lesson
11
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Uniondale 78
Page 4 .
(
***LIBRARY -RESEARCH
PAPER
BREAST CANCER AWARENESS- Oct. Month
Day 1- Research awareness facts, causes, and preventions in the library.
Day 2 - Script 2-4 pages on Breast Cancer
Day3- Library - on the computer Final Copy
Day4- Read the Research Paper
(
Chapter 6- Physical Fitness for Life
(November)
Section 1- Physical Fitness and Your Health
(Body/ Social)
Day 1- What's your Health IQ Behavior Knowledge- TIF # 1~7 P.638
- Define" Key Terms"
- Question Box?
Day2 ~State the benefits of being fit
-Describe the five Health-Related component of Physical Fitness
- Summarize the role of the skill-related ñtnesses
- Name three things you can do to be a good sport
Day 3- Fitness for AlI- name activities that all of these people could enjoy together
- List of the vocabulary terms used in the lesson
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Uniondale 79
PageS
c
Continuum
Section 2- Planning Your Fitness Program
Day 1 -Define" key terms "
- Describe the important factors to think about starting a fitness program
- Describe the steps involved in designing a fitness program
- Evaluate the use of the F.I.T.T. formula in fitness training
- Design and implement a personal fitness program! set your fitness goal
Day 2- "Develop Your Fitness Plan"- Materials, Procedure, & Conclusions
Day 3 -calculate your Heart Rate
- measure/record their heart rate stand still
- measure /record their heart rate jog in place for 2 minutes
-measure/record their heart rate rest for 5 minutes
- why their heart rate changed during/after exercise
-discuss aboq,t the difference between aerobic/anaerobic
,...
'--
Section 3- Exercising the Safe Way
Day 1 - Describe six ways to avoid sport injuries
- Identffy four sign of overtraining
..Describe the R.I.C.E. method of treating minor injuries
-Section 4Day 1- Film" Looking Feel, Looking Good"
- Questions/ Answers
- FactslMyths
- Discuss
Section 5
**Including BeHringer, Lecture, Mini-Notes
11
Uniondale 80
PageS
c
Continuum
Section 2- Planning Your Fitness Program
Day 1 -Define" key terms "
- Describe the important factors to think about starting a fitness program
- Describe the steps involved in designing a fitness program
- Evaluate the use orthe F.I.T.T. formula in fitness training
- Design and implement a personal fitness program/ set your fitness goal
Day 2- "Develop Your Fitness Plen"- Materials, Procedure, & Conclusions
Day 3 -calculate your Heart Rate
- measure/record their heart rate stand still
- measure /record their heart rate jog in place for 2 minutes
-measure/record their heart rate rest for 5 minutes
- why their heart rate changed during/after exercise
-discuss about the difference between aerobic/anaerobic
1.,\
'-- "
Section 3- Exercising the Safe Way
Day 1 - Describe six ways to avoid sport injuries
- Identify four sign of overtraining
- Describe the R.I.C.E. method of treating minor injuries
Section 4Day 1- Film" Looking Feel, Looking Good"
- Questions/ Answers
- FactslMyths
- Discuss
Section 5
**Including BeDringer, Lecture, Mini-Notes
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,
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Uniondale 81
Page6
Chapter 21 - HIV lAIDS
(December)
Section 1 - HIV/AIDS Today
Day 1- What's Your Health IQ Behavior Knowledge # 1~8 TruelFalse p.638
~Question Box?
~" Key Terms"
- Analyzing DATA- U.S. Teens wI AIDS -Your Turn 1-4
- Reteaching Explaining the difference between mv IAIDS
Section 2...Understanding HIV/AIDS
Day 1- Describe how IllY infects the body's immune system
-, -
-Summarize the symptoms in each of the phrases of mv infection
- Identify three ways that mv is spread
- List five ways that mv is not spread
- State how a teen can know if he or she at risk for mv infection
Section 3 - Protecting Yourself from HIV/AIDS
Day 1- List !'!!ru: ways to protect yourself from mv IAIDS
- Describe the process of getting tested for HIV
- Summarize the treatment for mv infection laids
-Identify .fm!!: ways your can help an IDV lAIDS program in your community
'Section 4Day 1- Film" Don't Forget Sherry"
- Questions/Answers
- FactslMyths
- Discuss
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Page6
(
Chapter 21 - HIV lAIDS
(Decemher)
Section 1- HIV/AIDS Today
Day 1- What's Your Health IQ Behavior Knowledge # 1-8 TruelFalse p.638
- Question Box?
-" Key Terms"
- Analyzing DATA- U.S. Teens wI AIDS -Your Turn 1-4
- Reteaching Explaining the difference between mvIAIDS
Section 2...Understanding HIV/AIDS
Day 1- Describe how
mv infects the
body's immune system
-Summarize the symptoms in each of the phrases of HIV infection
- Identify three ways that mv is spread
- List rIVeways that HIV is not spread
- State how a teen ean know if he or she at risk for HIV infection
Section 3-Protecting Yourself from HIV/AIDS
Day 1- List four ways to protect yourself from HIV IAIDS
- Describe the process of getting tested for HIV
- Summarize the treatment for mv infection laids
-Identify four ways your can help an HIV lAIDS program in your community
'Section 4Day 1- Film" Don't Forget Sherry "
- Questions/Answers
- FactslMyths
- Discuss
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Uniondale 83
Page7
('
Continuum
**Guest Speaker-" Pride for Youth"
Mr. Travis Tucker - RESPECT - Afß
Sections
Section 5Day 1&2 - Poster" Quilts"
16"+24" 2- Day
-
The" BEST" will go outside are classroom
-
" New "
Disulay Cabinet"
4' + 6'
Section 6Day 1 - Review & Quiz
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Including: Bellrínger, Mini-Notes, Activity-Statistics, Reteaching, Onset-T-Cell,
Belief vs. Reality
Chapter 8 - Eating Disorder/Body Image
(January)
Section 3(BodylMind/Social)
between body image/ eating disorder
- Describe the type of individual who is most at risk for an eating disorder
- List the symptoms /health dangers of the most common eating disorder
- Identify health organization in your community that help people wi eating
Disorder
Day 1- Discuss the relationship
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Uniondale 84
Page7
(
Continuum
**Guest Speaker-" Pride for Youth"
Sections
Mr. Travis Tucker - RESPECT - AlB
Section 5Day 1&2 - Poster" Quilts"
16"+24" 2- Day
-
The" BEST" will go outside are classroom
-
" New "
Display Cabinet"
4' + 6'
Section 6Day 1 - Review & Quiz
Including: Bellrínger, Mini-Notes, Activity-Statistics, Reteaching, Onset-T-Cell,
Belief vs. Reality
Chapter 8 - Eating Disorder/Body Image
(January)
Section 3(BodylMind/Social)
Day 1- Discuss the relationship between body image/ eating disorder
- Describe the type of individual who is most at risk for an eating disorder
- List the symptoms /health dangers of the most common eating disorder
- Identify health organization in your community that help people w/ eating
Disorder
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Uniondale 85
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Page8
Continuum
Day 2 - Society and Body Image -Materials, Procedure, and Conclusions
Day 3~Design a Poster about Eating Disorder w! Athletes
Day 4~Film "Anorexia! Bulimia"
~Questions! Answers #1~10
~FactlMyths
-Discuss
**Including Bellringer, Mini-Notes, Making Great Decision
*** REVIEW- MID-TERM -(January )****
Day 1 (January)
*** S.A.D.D.( Students Again Drunk Driving)
Advisor- Ms. Sonia Brown -12 Seniors
" HIV INFECTION - Story's"
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Uniondale 86
(
Page8
Continuum
Day 2 - Society and Body Image -Materíals, Procedure, and Conclusions
Day 3~Design a Poster about Eating Disorder w/ Athletes
Day 4- Film "Anorexia / Bulimia"
- Questions/ Answers #1-10
-FactlMyths
-Discuss
**Including Bellringer, Mini-Notes, Making Great Decision
-------------------------------------------------*** REVIEW- MID-TERM -(January
)****
--------------------------------------------------Day 1 (January)
*** S.A.D.D. ( Students Again Drunk Driving)
Advisor- Ms. Sonia Brown -12 Seniors
" HIV INFECTION - Story's"
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Uniondale 87
(
Page9
Chapter 12- Illegal Drugs
( February)
Section 1...Drugs of Abuse
( BodylMind/Social)
Day 1- What's Your Health IQ Knowledge?
- Question Box?
-Key Terms
Day 2- List six ways illegal drugs can be dangerous
- State five reasons a person might try illegal drugs
- Identify the reason drug abuse is especially dangerous to teens
Section 2- Commonly Abused Drugs
Day 1- " Key Terms"
-List three things all of illegal drugs have in common
- Summarize the effects of fouI commonly abused illegal drugs on the body
- Describe the shortlIong effect of Marijuana
- Summarize the dangerous effect of" Steroids "
Section 4- A Drug-Free Life
Day 1- " Key Terms"
- Summarize how drug abuse can negatively affect a person lífe
- Identify the ways that drug abuse can affect a family
-List four ways that drug abuse impact society
- List five ways that could refuse illegal drugs
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Uniondale 88
(
Page9
Chapter 12- II/ega/ Drugs
( February)
Section 1- Drugs of Abuse
( BodylMind/Social)
Day 1- What's Your Health IQ Knowledge?
~Question Box?
-Key Terms
Day 2- List six ways illegal drugs can be dangerous
- State five reasons a person might try illegal drugs
- Identify the reason drug abuse is especially dangerous to teens
Section 2- Commonly Abused Drugs
Day 1- " Key Terms"
-Líst three things all of illegal drugs have in common
- Summarize the effects of four commonly abused illegal drugs on the body
- Describe the shortllong effect of Marijuana
- Summarize the dangerous effect of" Steroids "
Section 4- A Drug-Free Life
Day 1- " Key Terms"
- Summarize how drug abuse can negatively affect a person life
- IdentifY the ways that drug abuse can affect a family
-Líst fuur ways that drug abuse impact society
- List f!Y'Ë..waysthat could refuse illegal drugs
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(
Section 5
Day 1 - Create poster illustrating how drugs negatively affect people.
Page 10
Continuum
Section 6
Day 1 - Film" The Truth About Marijuana"
~Questions! Answers # 1-14
- FactslMyths
-Díscuss
Section 7
Day 1 - Review /Quiz
r
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Including Bellringer, Lecture, Mini-Notes, If You Hear This vs. You can say this
Mid Winter Break -Feb. 18-Feb.22
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C'
Section 5
Day 1 - Create poster illustrating how drugs negatively affect people.
Page 10
Continuum
Section 6
Day 1 - Film" The Truth About Marijuana"
- Questions/ Answers # 1-14
~FactslMyths
-Discuss
Section 7
c
Day 1 - Review /Quiz
Including BeDringer, Lecture, Mini-Notes, If You Hear This vs. You can say this
Mid Winter Break -Feb. 18-Feb.22
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Uniondale 91
c
Page 11
Topic Discuss After Break:
1) Building Responsible Relationship - Chapter 19
2) Alcohol- Chapter 10
r
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3) Tobacco - Chapter 11
4) Preventing Violence / Abuse- Chapter 5
5) Lifestyle Diseases- Chapter 14
6) Risks of Adolescent Sexual Activity-Chapter 20
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Page 11
Topic Discuss After Break:
1) Building Responsible Relationship - Chapter 19
2) Alcohol- Chapter 10
r
,,3) Tobacco - Chapter 11
4) Preventing Violence / Abuse- Chapter 5
5) Lifestyle Diseases- Chapter 14
6) Risks of Adolescent Sexual Activity-Chapter 20
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Mr. Didio
School
Uniondale High School
School DistrJct
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,
U.F.S.O
.
.
Health
Grade Level(s)
9-12
/II, "U~'n"'itil!l"
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Unit Rationale
Hmnan reproduction and relationship education is the process of acquiring information, and fonning
attitudes, beliefs; and values about identity, relationships, and intimacy. Therefore, it is imperative that
adolescents develop sexual literacy to help them establish healthy, positive behaviors.
,-
I
e activities used in this unit will help the students understand not only the anatomy and biological
jJl'ocesses of human sexuality, but also the social, emotional, and psychological processes as well.
.'
1.
2,
.;'.'~:~
- .. .
Standard I: Students will understand human growth and development and recognize the relationship
between behaviors and healthy development. They will understand ways to promote health and prevent
disease and will demonstrate and practice positive health behaviors.
standard Il: Students wl/l demonstrate persona/ly and socia/ly responsible behaviors, They will care for and
respect themselves
and others. They will recognize threats to the environment
minimize
them.
3,
.":'.' :.
and appropriate strategies to
standard /It Students wi/l understand the influence of culture, media, and technology in making decisions
about personal and community health issues, They will know about and use valid health information,
products, and services. Students will advocate for healthy families and communities.
Learning Objectives
~------.--~-------------------------------------------------------------------1, female
Studentsreproductive
will identify systems.
the medical terms, locations, and functions of at least 7 of the structures in the male and
2.
ª
Students will distinguish reproductive system facts from myths.
to explain the processes of the menstrual cycle, sperm production, and pregnancy,
3,
Students will be able
4.
Students will be able to identify the qualities and resources needed for parenthood.
5.
Students will be able to define sexuality as more than genital sexual activity.
2006 Intel Corporation. All rights reserved.
Pagé 1 of3
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Intel®'Teach to the Future Workshop on Teaching Thinking with Technology
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6.
7.
Students will be able to identify qualities that develop and define friendships and romantic relationships
Students will be able to define what date rape is, when it can occur, and how to prevent it.
8.
Students will be able to define STD's, symptoms of those diseases, and how they can be prevented.
Approximate, Time Needed"
Each lesson is approximately
30-35 minutes.
Procedures
Week 1
Day i-Chapter
1.
2.
Discussion of prior knowledge: What Is Your Health IQ Knowledge?
Male/ Female Reproductive Systems
3.
4.
5.
Distinguish among Definitions: fallopian tube, vagina, cervix, uterus, ovary, urethra, vas deferens, prostrate
gland, penis, seminal vesicle, testis, scrotum
Identifying preconceptions
Mini Notes
6.
Q/A! Discussion
Day 2-3 Chapter 18: Pregnancy/ Early Development can't
1.
Explain the processes of the menstrual cycle and sperm production
2.
Distinguish among definitions of: ovum, ovulation, ejaculation, intercourse, fertilization, implantation,
conception, circumcision, genitals, and semen
Mini-notes
3.
r:
'-~
4.
Distinguish reproduction system facts from myths
5.
6.
Demonstration: Breast! Prostrate and Testicular Health
Film:" Sex IQ" Activity/ Q/ A! Discussion
Day 4-Chapter
con'
1.
2.
Distinguish among definitions of: embryo, trimester, placenta, prenatal care, fetus
Mini Notes
3.
4.
Activity: Pregnancy Time Une
Discussion/ Q/ A
Day 5-Chapter
1. Review/ Quiz
can't
2.
3.
Brainstorming: What Does it Take to Be a Good Parent?
Handout: The Costs of Parenting
4.
Homework Project: "Wanted: a Job as Parent"
Week2
Day 1- Chapter 19: Responsible Relationships
1. Brainstorming: What is Sexuality?
2, Group Activity
3.
4.
Distinguish among definitions of: gender roles, intimacy, sexualization
Q/ A! Discussion
Day 2-3-Chapter
19: Responsible Relationships
1. Brainstorming: What is a Relationship?
2.
(Dating Skil/s/ Date Rape)
(Dating Skills/ Date Rape) con't
Handout
© 2006 Intel Corporation, All rights reserved,
1~
Page 2 of3
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Intel®Teach
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to the Future Workshop on Teaching Thinking with Technology
3.
Film: Lessons in Love
4.
5.
Distinguish among definitions of: abstinence, internal pressure, external pressure, protective factor, date rape
Preventing Risky Behaviors
6.
7.
Handout: Fact or Fiction: Quiz on Sexual Violence
Discussion/ Q/ A
Day 4-Chapter
20: Risks of Adolescent Sexual Activity
1. Brainstorming: Fact vs. Fiction
2.
Mini-notes: Preventing STD's
3. Herpes,
Distinguish among definitions of: STO, epidemic, asymptomatic, Chlamydia, PIO, Gonorrhea, Syphillis, HPV,
Hepatitis, HIV
4.
WEB Quest: STD's iwannaknow.org
Day51.
2.
Presentation of the students' WEB Quest findings
Review
3.
Quiz
Printed Materials:
Supplies:
Technology Hardware
Infernet Resources:
Films:
Text Book: Lifetime Health (Holt), Handout: Male and Female Reproductive Organs (Public
Health, Seattle & King County 2007), Handout: The Costs of Parenting (Life Panning
Education, Advocates for Youth, Washington, DC), Handout: Assessing Relationships (Life
Panning Education, Advocates for Youth, Washington, DC) Handout: Quiz on Sexual
Violence (Life Panning Education, Advocates for Youth, Washington, DC), Handout: STO
Web Quest, Examples of Help Wanted Ads (NeWsday, March 2008)
Chalk Board, Chalk
Computers, Internet, Printers
WWW.iwannaknow.org
Sex IQ, Lessons In Love
Page 3 of3
15
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Family Life and Sexual Health, Grades 4, 5 and 6, Lesson 12
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Reproductive System Worksheet 4
NAME
DATE
__
DIRECTIONS: Put the letter of each word next to the correct definition of the word.
a. circumcision
b. conception
c. ejaculation
d. erection
e. fertilization
f.
genitals
g. implantation
h. intercourse
i.
menstruation
j.
nocturnal
emission
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~,
--
1. The penis or clitoris filling with blood and getting
harder and larger
~
2. The outside parts of the male's or female's
reproductive system
-
3.
~
4. The process of fertilization and implantation
5. A cell from a woman's body that can start a
pregnancy (sometimes called an "egg cell")
6. A cell from a man's body that can start a
pregnancy
---
7. An operation to remove the foreskin from the
--
8. The meeting of the sperm and ovum
9. The penis being inside the vagina
k. ovulation
I.
ovum
m. pituitary
n. puberty
o. semen
p. sperm
Ejaculation during sleep (sometimes called
"having a wet dream")
-
----
penis
10. The gland in the brain that triggers puberty
11. A ripe ovum coming out of the ovary
-
13. The nesting of a fertilized egg in the wall of the
uterus
-
14. The body beginning to change from a child's
into an adult's
-
12. Semen coming out of the penis
15. The liquid that carries sperm
16. The lining of the uterus coming out through the
vagina (sometimes called "having a period")
Public Health - Seattle 8: King County. © 1986, revised 2007. www.metrokc.gov/health/famplan/flash
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Family Life and Sexual Health, Grades 4, 5 and 6, Lesson 12
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F.L.A.S.H.
Reproductive System Worksheet 3
NAME------
DATE
DIRECTIONS:
_
Mark an "M" next to any part of a male's (a boy's or man's) body, an "F"
next to any part of a female's (a girl's or woman's) body, or "E" if the part
eau/d belong to either a male or a female.
So your choices are "M", "F", and "E".
_1.Penis
_2.
_
10. Urethra
_
11. Seminal Vesicle
_
12. Epididymis
_
13. Ovary
_
14. Prostate G/and
Scrotum
_3.Cervix
_4.Bladder
_S.Vagina
c.
_
6. Testicle
_
7. Fallopian Tube
_
8. Cowper's Gland
_15.
_16.Anus
_9.Labia
Public Health - Seattle ft King County.
Uterus
IO 1986, reVised 2007.
_
17. Vas Deferens
_
18. Clitoris
www.metrokc.goV/health/famplan/flash
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Questions for Fact or Fiction
1.
Most teenagers have had sexual intercourse by the time they finish high school.
2.
Once a girt has had her first period, she can become pregnant
3.
A girl can become pregnant before she has her first period.
4.
It is unhealthy for a girl to bathe or swim during her period;
5.
Abstinence is the only method of contraception that is 100 percent effective.
6.
A teenager has to be 18 to get contraception from a dinic, without a parent's consent,
7.
Only females can have sexually transmitted diseases without any symptoms.
8.
A woman cannot get pregnant if she has sex in certain positions.
9.
A woman cannot get pregnant if she has sexual intercourse during her period.
10.
Oral contraceptives (the pill) often cause cancer in women.
11.
Douching will prevent pregnancy from occurring.
12.
Once a person has had gonorrhea and been cured, she or he cannot get it again.
13.
Condoms are not very effective in preventing pregnancy and STOs.
14.
Cancer of the testide is more common among teenage måles than among men over 35.
15.
Teenagers can be treated for STOs without their parents' permission.
16.
A woman is temporarily infertile while she is nursing a baby.
17.
All boys have wet dreams during puberty.
18.
Males need to have sex to keep good health.
19.
Alcohol makes it easier for people to get sexually aroused.
20.
A woman can always ca/culate the "safe" time during her menstrual cyde when she can have
vaginal intercourse and be protected from pregnancy.
21.
There is no known cure for herpes.
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22.
Having a sexual experience with someone of the same sex means you are lesbian or gay;Å
23.
Menis penises are all about the same size when they are ereet
24.
Once a man gets aroused and has an erection, he must ejaculate to avoid harmful effects.
25.
A woman can get pregnant even if a man doesn't ejaculate inside her vagina.
26.
If a penis is touched a lot, it will become permanently larger,
27.
Normal adolescents do not masturbate once they become sexually active.
28.
Women should begin having pelvic exams in their late teen years.
29.
A woman with a heavy discharge from her vagina probably has a sexually transmitted disease.
30.
In a homosexual relationship, one person usually takes the male role and the other takes the
female role.~
31.
For most women, menstrual cramps are very real.
32.
"Crack" cocaine is the only drug that affects an unborn baby's health after the first three or four
months of pregnancy.
33.
In males, one testicle usually hangs slightly lower than the other one.
34.
A woman will always bleed and feel pain when she has vaginal intercourse for the first time.
35.
In some cultures, girls' genitals are mutilated to keep them from having sex before marriage.
36.
Anal intercourse is a safe way for a woman to avoid pregnancy and STDs.
37.
Men who rape generally rape strangers. \I>
38.
A man who has had a vasectomy no longer ejaculates during intercourse.
Life Planning Education, ~vocates for Youth, Washington, DC
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Baby's First Year
Mother's Medical Expenses
Doctor's fees $1,625
Hospital room for three days $3,095
Anesthesia $4,225
The total hospital bill of $7,315 indudes a three-day stay in a semi.private room and fees for the labor
room, delivery room, anesthetist, nursery and routine nursing care. A Caesarian delivery costs $15,642
and requires a five-day stay in the hospital.
Many people have some form of health insurance, but mothers under 18 are not often covered for
maternity benefits. Insurance polides vary: some pay most of the costs of a delivery, others pay only
between one-third and one-half.
\
I,
A mother can lower expenses by having a midwife or a resident in a loeal teaching hospital deliver the
baby, staying in a maternity ward instead of a semi-private room, and/or attending a birthing clinic or
center that sets fees according to the mother's ability to pay.
.
Younger teens and teens who have not received adequate prenatal care may have increased risk for
complications
and deliveries. /f. complications do develop, costs will be much
higher for both dUring
mothertheir
and pregnandes
baby.
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.-
Baby's Medical Expenses
Six well-baby
Immunizations
care visits $360
(shots) $76
These costs assume the baby is weU and neecls no extra visits to the doctor or pharmacy. Some public
clinics provide free or low-cost services and immunizations.
Diapers
Disposable diapers for 12 months $655
Diaper service for 12 months $545
Watching for sales and shopping for diapers in a discount store can save some money.
Baby's Food
Formula and food, if mother does not breastfeed $1,500
Food only, if mother breastfeeds baby $240
Althougt, babies do not eat much, they eat often. The healthiest, least expensive way to feed th. baby is
by breastfeeding exclusively for the first four to six months, with gradual supplementation of cereal and
aft.rwards, Young mothers who must return to school and/or work can still breastleed but wl/l need
support and advice. The la Leche League can advise young mothers about breastfeeding in general, and
about spedfic problems, like combining breastfeeding with a job. Many public health departments
prOVidefree supplemental infant foods, inc/uding infant formula, to mothers who meet low-income
qualifications.
305
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Uniondale 104
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Child Care
During school/work hours (8 hours per day) $9,100-11,700
Evenings (5 hours once each week) $780
Daycare expenses are calculated with infant care costing between $175 and $225 per week; the range
in your area may be very different Evening babysitting calculations assumed a cost of $15 per week.
This large expense assumes the mother is still in school or has taken a full-time job. It is very difficult to
find convenient, full-day infant care: many programs will not take a baby that is not toilet trained, or
approximately two years old. Licensed home day care is available in many areas, but a provider can only
care for one or two infants at a time. The expenses for child care usually continue until a chUp begins
kindergarten; then there may be costs for after-school care. These costs can be reduced if there is a
relative who will care for the baby during the day and/or on occasional evenings. The time allotted for
evening babysitters is minimal and probably will not accommodate' a young parent's social n~~ds.
Parents can save money by trading babysitting with other parents.
. .
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307
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Uniondale 105
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Baby's Clothing
5 changes of clothing for newborn to 3 mos, $50
5 changes of clothing for infant 6 mos. $50
Seasonal items (e.g, winter snowsuit, bathing suit, outfits for religious holidays) $60
Shoes and socks for 6 mos. and 12 mos. $70
These are low estimates: to dress babies in faney clothes or to have more than five changes of clothing
would increase prices considerably. Families can save money by borrowing baby clothing from relatives
and friends, shopping at discount or used clothing stores or garage sales and buying clothes slightly
larger than necessary so they will last more than one season. Clothing needs vary, depending on the
time of the birth and the climate where the baby lives.
Nursery Furnishings
Crib $130
Crib sheets, blankets and bumper pads $48
Infant seat $35
Car safety seat $65
Stroller $60
Dresser/changing table $40
These prices are for the least expensive selections. Fancier items cost much more. Buying used items,
borrowing from friends or relatives or improvising saves money.
c_
Baby-Care Needs
Bottles $40
Feeding dish and baby spoon $16
Baby lotion and powder $30
Diaper ointment $10
Hairbrush $3
Bathing items (bath, shampoo, soap) $25
Baby aspirin, nasal aspirator and rectal thermometer $20
Baby care items listed here are those usually needed at some time during the first year. There are many
others that could be purchased, but they will add to the expense.
Baby Pictures
One set of portraits with multiple photos $25
This cost was ca/culated based on buying the basic package of photos at a local department store. Any
additional portraits or snapshots would increase the cost
'-
.
306
105
Uniondale 106
Handout
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Costs of Baby's First Year
...
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Uniondale 107
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Circle the relationship quality that has been assigned to your group:
RESPECT RESPONSIBILITY
UNDERSTANDING
LABOR CARING
For each of the relationships described below, write in two things individuals can do to demonstrate
the quality you drc/ed.
Theresa lives with her mom and her stepfather, Dwayne. She and Dwayne don't a¡w~ys
get along but she is trying to build a better relationship with him.
(
Glenda and Jeannine have become better friends this year. They try to do things together
on the weekends, but Jeannine has been pretty busy lately with the track team.
Rodney and Malcolm had a tight they both regret They both need to apologize before
their friendship can get back on even ground.
Susan and David have been together for six months and most of the time they get along
really well. Sometimes, though, they argue about stupid stuff. They both want to try to
communicate better and argue less often.
J01
93
Uniondale 108
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Quiz on Sexual Violence~
c_
1.
One out of 20 high school students has experienced physical abuse in
a dating relationship.
__
2.
Rape is the most common violent crime committed on college
campuses.
__
3.
While date rape does happen in high schools and colleges, stranger
rape happens much more frequently.
"~o
__
4.
Sexual violence is most likely to occur to teens in inner city schools.
__
5.
Being drunk and "out of control" is not an excuse for rape and will not
help a rapist escape conviction.
__
6.
Having sexual intercourse with a woman after pressuring her to get
high or drunk is not considered rape.
_
7.
A survivor of acquaintance rape often has further contact, sometimes
daily, with the rapist
__
8.
If a victim of rape gives in and allows sexual intercourse out of fear,
that is legally considered l'consent" and the rapist cannot be
convicted.
_
9.
When rape happens on a date, it is most often because the young
woman actually wants to have sex but does not want to admit it for
fear of being labeled "promiscuous."
_
10. In some states, a man can be convicted of raping his wife if he forces
her to have sexual intercourse.
Ute Planning Education, Advocates for Youth, Washington, DC
347
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Uniondale 109
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11. Men are not ever really raped.
12. Women are most likely to be raped when they are out alone in a
dangerous place, especially late at night.
_
13. Physical force is used in most rapes.
I.
14. Rape is a crime of violence, not passion - the rapist often does not
even ejaculate during the sexual act.
.\'
-
15. Most victims of rape are teens or young adult women.
--
16. Research shows that one in every 20 women will be raped at some
point in her lifetime.
r-
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348
lDe,

uniondale union free school district

Transcription

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