TEEN SEXUAL
HEALTH – 8TH GRADE (go back)
Synopsis
Adolescents must be prepared to make good choices regarding sexual activity.
We give them the facts about the male and female reproductive systems and
debunk common misinformation about pregnancy. We cover the risks and
consequences of teenage sexual activity, including unplanned pregnancy and
sexually transmitted diseases. Class materials stress abstinence and making
responsible choices.
This program covers the following:
·
educate students about the issue of teen pregnancy by reviewing reproductive
anatomy
·
goal setting
·
myths of how pregnancy can occur
·
abstinence as the only 100% effective method to prevent pregnancy and STDs
·
psycho-social, economic, and academic outcomes of teen parenthood
·
emphasis on protective factors and risk factors as they relate to the issue
of teen pregnancy
·
the spread of sexually transmitted diseases (STDs) through vaginal, oral,
and anal sex
State
learning standards addressed:
Health and
Physical Education Goals
22.A.2b
Demonstrate
strategies for the prevention and reduction of communicable diseases and non
–communicable diseases
22.A.3b
Identify how
positive health practices and relevant health care can help reduce health
risks
22.A.5a
Explain
strategies for managing contagious, chronic and degenerative illnesses
22.B.2
Describe how
individuals and groups influence the health of individuals (e.g. peer
pressure, media, advertising).
22.B.4
Explain
social and economic effects of health problems on individuals and society
23.B.5
Understand
the effects of healthy living on individuals and their future
generations(e.g., not using alcohol, tobacco, and other drugs during
pregnancy).
23.C.2b
Identify
stages in growth and development (e.g. stages in the life cycle from infancy
to old age)
23.C.3
Describe the
relationships among physical, mental and social health factors during
adolescence (e.g., the effects of stress on physical and mental performance,
effects of nutrition on growth).
24.B.1
Recognize how
choices can affect health
24.B.3
Apply a
decision-making process to an individual health concern
24.B.4
Explain how
decision making affects the achievement of health goals.
24.C.2
Describe
situations where refusal skills are necessary (e.g.
pressure to use drugs, sexual activity)
24.C.3
Apply refusal
and negotiation skills to potentially harmful situations.
24.C.4
Formulate a
plan to achieve individual health goals.
Social/ Emotional Learning Goals
1A.4a.
Analyze how thoughts and emotions affect decision making and responsible
behavior.
1A.1b.
Demonstrate control of impulsive behavior.
2B.5a.
Evaluate strategies for being respectful of others and opposing stereotyping
and prejudice.
2D.3b.
Define unhealthy peer pressure and evaluate strategies for resisting it.
3A.4a.
Demonstrate personal responsibility in making ethical decisions.
3A.2b.
Demonstrate knowledge of how social norms affect decision making and
behavior.
3B.5a.
Analyze
how present decision making affects college and career choices.
3B.3b.
Evaluate strategies for resisting pressures to engage in unsafe or unethical
activities.
Science Goals
12.A.2a
Describe simple life cycles of
animals and the similarities and differences in their offspring.
12.A.3a
Describe how cells function as building blocks of organisms.
Math Goals
10.A.2a
Organize and display data using…charts and graphs.
12.A.2a Describe
simple life cycles of plants and animals and the similarities and
differences in their offspring
12.A.3a
Explain how
cells function as “building blocks” of organisms and describe the
requirements for cells to live.
12.A.2b
Categorize features as either inherited or learned (e.g., flower
color or eye color is inherited; language is learned).
12.A.4b
Describe the structures and organization of cells and tissues that
underlie basic life functions including nutrition, respiration, cellular
transport, biosynthesis and reproduction.
12.A.3c
Compare and contrast how different forms and structures reflect
different functions