# data[].attributes.body
SEX EDUCATION/PUBERTY RESOURCES FOR INDIVIDUALS WITH SPECIAL NEEDS/DISABILITIES AND FOR THEIR FAMILIES, PARTNERS, CAREGIVERS, AND EDUCATORS

# data[].attributes.body
Discussion Questions/Scenarios/Role Playing

# data[].attributes.attachment_caption
Rights,  Respect,  Responsibility A K-12 SEX EDUCATION CURRICULUM Teacher’s Guide Supplement for Students with Disabilities 

# data[].attributes.body
Sexual Health Glossary

# data[].attributes.body
Content area: Health

Unit Name: Human Sexuality

Instructional days needed: 7 Days (more if you decide on projects)

Big Idea: Developing an effective understanding of basic health concepts and influences on health is the foundation for achieving and maintaining personal health and well-being.  Students will learn the physical, social, mental, and emotional aspects of human relationships and sexuality and apply these concepts to support a healthy lifestyle.

Essential Questions:

1)       What overarching questions will guide exploration in this unit?

2)       What questions will help students connect to a "big idea"?

3)       How does your essential question connect to your assessments?

4)       What will I be able to do when I’ve finished this lesson?

●        What are the physical, emotional, and social effects on puberty?

●        What is the purpose of the male and female reproductive systems?

●        What are the specific parts to the male and female reproductive systems?

●        What is the menstrual cycle and why is it important?

●        What is the process of conception and fertilization?

●        What is the relationship between abstinence and its relationships to understanding sexual health?

Learning Targets #1: Standards/Strands

What Students Should Know

1)      Vocabulary

2)      Facts and Information

This Unit is Based Upon the Following Standards:

NHES #1: Comprehend concepts related to health promotion and disease prevention to enhance health.

NHES #2: Analyze the various influences on health behaviors.

NHES #4: Demonstrate the ability to use interpersonal communication skills to enhance health.

NHES #5: Demonstrate the ability to use decision-making skills to enhance health.

Essential Vocabulary:

Puberty, Hygiene, Male Reproductive System/Organs/Parts, Female Reproductive System/Organs/Parts, Conception, Egg, Sperm, Semen, Abstinence

Learning Targets #2: Understanding/Knowledge

What Students Should Understand

1)      What broad topics will you cover?

Learning Targets - Mastery

1)       I can accurately identify and/or utilize all concepts related to health promotion and disease prevention.

2)       I can effectively analyze internal and external influences on my physical, mental, emotional, and social health.

3)       I can effectively advocate for myself and/or others that will have a healthy impact.

4)       I can implement a complete and effective decision making process that promotes a positive impact on others or myself.

Learning Targets #3: Skills

Relate to Content Targets & Essential Questions

1)      Students should be able to...

2)      What skills do students need to be successful in demonstrating mastery of the targets for learning?

3)      What idea, topic, or subject is important for me to learn and understand so I can do this?

Students Will: (Reinforce prior skills and understandings)

Strand: Explain/describe how to influence others to make healthy choices.

Strand: Explain the basic functions of the reproductive system.

Strand: Discuss physical, mental, emotional, and social changes that occur during puberty.

Strand: Explain the relationship between conception and the fertility cycle.

●        Understand the path of the egg and sperm.

Strand: Discuss how emotional and social changes that occur during puberty affect decision-making.

Strand: Define reproductive organs and identify their roles.

Strand: Review the functions of the reproductive system.

Assessments: Evaluation

Formative:

1)      What will you accept as evidence throughout the unit to show students understand the content central to the unit as it is being taught?

2)      What will I do to show that I can do this, and how well will I have to do it?

Summative:

1)      What product will student produce to demonstrate mastery?

2)      What assessment measures will be used to measure progress towards learning targets?

Formative (exit slips, homework: written response, study guide)

●        Pre-Test: Menstrual cycle, sperm, egg, connections between physical, mental, emotional and social changes and puberty, reproductive system.

●        Puberty WebQuest

●        Post-Test

Summative (tests, projects, debates, Final DBQ paper, etc.)

●        End of the Trimester Test

NHES: #1, #2, #4, and #5

CCSS: Writing - W4, W6, W7, W8, and W9; Reading - R2, R3, and R7

Activities: Evaluation

1)      Activities?

2)      Opportunities for practice?

3)      Differentiation?

●        Class discussion

Resources:

1)      What specific materials, equipment, or resources are needed during this unit?

Blank white paper, Markers, Crayons, Colored Pencils, Laptops, File Folders, Various Notes for educational purposes, Worksheets, Packets, etc.

Notes/Reflections:

●        Discuss Learning Targets and how they play a role in SBRG and grading for the year.

●        Overarching Goals: To ensure that students are able to detect certain qualities that they have and direct themselves on how to use those qualities in situations where they need to make decisions for their own health benefits.

# data[].attributes.body
Content area: Health

Unit Name: Mental and Emotional Health

Instructional days needed: 17 Days

Big Idea: Develop an effective understanding of basic health concepts, influences on health, and mental and emotional health as a foundation for achieving and maintaining personal health, well-being, and active lifestyle.  Additionally, students will learn and apply health promotion concepts and skills to take responsibility for one’s own health through critical thinking, decision-making, and problem solving.

Essential Questions:

1)       What overarching questions will guide exploration in this unit?

2)       What questions will help students connect to a "big idea"?

3)       How does your essential question connect to your assessments?

4)       What will I be able to do when I’ve finished this lesson?

●         What is the impact of bullying on one’s overall wellness?

●         What are some factors that influence the development of a healthy self-esteem?

●         How do I have empathy for others?

●         How does bullying/cyberbullying negatively affect one’s health?

●         What is the difference between healthy and unhealthy friendship?

●         How can I make good decisions concerning my friendships?

●         How does bullying affect my friendships?

●         Why is it important to be aware of other people’s feelings?

●         What resources can I use in order to help a friend who is being bullied?

●         Why is it important to overcome hardships?

Learning Targets #1: Standards/Strands

What Students Should Know

1)      Vocabulary

2)      Facts and Information

This Unit is Based Upon the Following Standards:

NHES #1: Comprehend concepts related to health promotion and disease prevention to enhance health.

NHES #2: Analyze the various influences on health behaviors.

NHES #4: Use interpersonal communication skills to enhance health.

NHES #5: Ability to use decision-making skills to enhance health.

ILS #24: Promote and enhance health and well-being through the use of effective communication and decision-making skills.

NHES #8: Advocate for personal, family, and community health.

Essential Vocabulary:

Mental Health, Emotional Health, Social Health, Physical Health, Overall Health, Self-Esteem, Empathy, Friendship, Bullying, Bystander, Clique, Gossip

Learning Targets #2: Understanding/Knowledge

What Students Should Understand

1)      What broad topics will you cover?

Learning Targets - Mastery

1)       I can accurately identify and/or utilize all concepts related to health promotion and disease prevention.

2)       I can effectively analyze internal and external influences on my physical, mental, emotional, and social health.

3)       I can effectively advocate for myself and/or others that will have a healthy impact.

4)       I can implement a complete and effective decision making process that promotes a positive impact on others or myself.

Learning Targets #3: Skills

Relate to Content Targets & Essential Questions

1)      Students should be able to...

2)      What skills do students need to be successful in demonstrating mastery of the targets for learning?

3)      What idea, topic, or subject is important for me to learn and understand so I can do this?

Students Will: (Reinforce prior skills and understandings)

Strand: Identify people within the school who can aid with health-related issues and the procedures for seeing them.

Strand: Reach out to others when you or they need help and/or friendship.

Strand: Understand how proper amounts of rest, sleep, exercise, nutrition promote physical, mental and social well-being.

Strand: Explain the importance of mental/emotional health.

Strand: Recognize the effects of personal health practices/choices on physical, mental, emotional and social well-being.

Strand: Develop the ability to formulate new friendships

Strand: Simulate situations where bullying occurs.

Strand: Discuss consequences of bullying.

Strand: Identify and express acceptable methods of asserting yourself in peer situations.

Strand: Model good relationship skills.

Strand: Advocate ways to promote a safe school environment.

Strand: Explain how to build and maintain healthy relationships.

Strand: Analyze methods to develop healthy relationships.

Assessments: Evaluation

Formative:

1)      What will you accept as evidence throughout the unit to show students understand the content central to the unit as it is being taught?

2)      What will I do to show that I can do this, and how well will I have to do it?

Summative:

1)      What product will student produce to demonstrate mastery?

2)      What assessment measures will be used to measure progress towards learning targets?

Formative (exit slips, homework: written response, study guide)

●        Pre-Test: Empathy, Self-Esteem, Overall Health, Mental Health, Emotional Health, Social Health, Physical Health, Overcoming Hardships, Bullying, Bystander, Clique, Gossip, Friendships

●        What Makes Me, Me? (worksheet)

●        “Finding Nemo” Reflection

●        “Cloudy with Meatballs” Reflection

●        Overcoming Hardship Articles/Article Review

●        Healthy vs. Unhealthy Friendship - Scenarios - Reflection

●        Post-Test

Summative (tests, projects, debates, Final DBQ paper, etc.)

●        Extension Menu Project

NHES: #1, #2, #4, #5, and #8

CCSS: Writing - W3, W4, W5, W6, W7, W8, and W9; Reading - R1, R2, R3, R4, R6, and R8

Activities: Evaluation

1)      Activities?

2)      Opportunities for practice?

3)      Differentiation?

●        Class discussion

●        Articles/Annotate

●        Surveys and Reflect

Resources:

1)      What specific materials, equipment, or resources are needed during this unit?

Blank white paper, Markers, Crayons, Colored Pencils, Laptops, File Folders, Various Notes for educational purposes, Worksheets, Packets, etc.

Notes/Reflections:

●        Discuss Learning Targets and how they play a role in SBRG and grading for the year.

●        Overarching Goals: To ensure that students are able to detect certain qualities that they have and direct themselves on how to use those qualities in situations where they need to make decisions for their own health benefits.  How can they have a more positive self-esteem?  Where does empathy come into play?

# data[].attributes.body
6 Lessons