SEXUAL HEALTH GRADE 7 AND 8 TEACHER S MANUAL 2011
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1 Barrie 15 Sperling Drive Barrie, Ontario Phone: (705) Fax: (705) SEXUAL HEALTH GRADE 7 AND 8 TEACHER S MANUAL 2011 Resource is available online at
2 TABLE OF CONTENTS Table of Contents...2 INTRODUCTION...3 Curriculum Expectations... 4 Healthy Living Education, Grade Healthy Living Education, Grade Decision-making Framework... 6 TOOLS - Decision Tree... 9 Grade 7 #1 Decision-making and Effective Relationships...10 Grade 7 #2 STIs Sexuality & Communication...14 Grade 7 #3 Numeracy Probability...18 RUBRIC - GRADE 7 and 8 NUMERACY PROBABILITY Grade 7 #4 STI Prevention and Abstinence...22 Grade 8 #5 Decision-making and Abstinence...26 Grade 8 #6 Decision-making and Relationships...30 Grade 8 #7 Decision-making and Sexuality...34 Grade 8 #8 Decision-making Personal Health and Well-being...45 Grade 8 #9 Probability and STIs...49 Risky Non Risky ACTIVITY...53 Risky/Non-Risky Game Pieces Showing Love without Having Sex WAYS to Show Love without Having Sex...64 RESOURCES...67 Useful websites for Teachers Community Contact Information...69 The Ontario Curriculum Grades 1 through Page 2
3 INTRODUCTION According to Public Health Agency of Canada, Sexual health is a major, positive part of personal health and healthy living (2008, p. 8). Students should begin early in life to obtain basic knowledge about health-related subjects to acquire relevant skills. According to the Ontario Curriculum Grades 1 to 8: Students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. It is important that students see themselves in what is taught, how it is taught, and how it applies to the world at large. and Physical Education, 2010, p. 4). (Health Sexual health is one facet of learning and it is important that individuals are given the necessary information about sexual health issues in order to make informed decisions to avoid negative sexual health outcomes and enhance sexual health (SIECCAN 3 rd ed., 2010). The Simcoe Muskoka District Health Unit (SMDHU) Sexual Health Program has provided workshops in both Simcoe County and Muskoka District for more than a decade, offering information and teaching tools for both elementary and secondary school teachers. In 2010 SMDHU partnered with the Simcoe County District School Board (SCDSB) to collaborate and develop user friendly lesson plans that reflect current best practices and high yield instructional strategies. The process drew on technical and academic expertise of Grade 7 and 8 teachers and secondary school department chairs in tandem with sexual health expertise of public health nurses (PHNs). As a result of this cooperative relationship, the team was able to create a number of user-friendly lesson plans that follow the Ontario Curriculum Guidelines. These lesson plans incorporate sexual health education into the numeracy and literacy components of the curriculum and can be used throughout the school year; thus keeping sexual health as an integral part of the entire learning experience. The lesson plans and student activities provide flexibility for the teacher to choose those tools that will best meet student-centered learning. The Decision-Making Framework for the Prevention of Pregnancy and Sexually Transmitted Infections (STIs) provides a foundation for the context of the lessons and direction for the promotion of sexual health. Why promote sexual health education in elementary and secondary schools? Most people require three (3) exposures to new information before they really hear it. Therefore, it is important to offer sexual health messages early and to repeat them often. Students who receive sexual health education are more likely to postpone sexual intercourse than those who receive abstinence-only or no sex education. (Kohler, Manhart and Lafferty 2007 as cited in The Journal of Adolescent Health Volume 42, Issue 4, pp , April 2008). Benefits of sexual health messages: Improved general health through the life span Fewer sexually transmitted infections Decrease in the number of unplanned pregnancies Decrease in health care costs related to the treatment of STIs and unplanned pregnancies. Page 3
4 Curriculum Expectations Healthy Living Education, Grade 7 Overall Expectations Healthy Living By the end of this course, Grade 7 students will: Describe age appropriate matters related to sexuality (e.g. the need to develop good interpersonal skills, such as the ability to communicate effectively with the opposite sex). Specific Expectations Growth and Development By the end of this course, students will: Specific expectation Explain the male and female reproductive systems as they relate to fertilization. Use effective communication skills (e.g. refusal skills, active listening) to deal with various relationships and situations. Identify methods of transmission and symptoms of common sexually transmitted infections (STIs) describe symptoms and how to prevent. Discuss the term abstinence and the importance of having a common understanding about delaying sexual activity. Identify sources of support related to healthy sexuality issues (e.g. counselors, parents/guardians). Component that fulfills the expectation Refer to Grade 7 OPHEA Unit 4 (refer to pages ). Always Changing (OPHEA website re body changes use as review). Vibrant Faces: Resources and Materials (OPHEA website- body and self-image). Decision-making framework (refer to page 6). #1 Decision-making and effective relationships (refer to page 10). #2 Sexuality and Communication (refer to page 14). #3 Numeracy and Probability (refer to page 15). Risky/Non Risky Activity (refer to pages 54). #4 STI Prevention and Abstinence (refer to page 22). List of community supports (refer to page 69). Page 4
5 Healthy Living Education, Grade 8 Overall Expectations Healthy Living By the end of this course, Grade 8 students will: Identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality (e.g. respect for life, ethical questions in relationships, contraception). Apply living skills (e.g. decision-making, problem-solving and refusal skills) to respond to matters related to sexuality. Specific expectations- Growth and Development By the end of this course, students will Specific expectation Component that fulfills the expectation Explain the importance of abstinence as a positive choice for adolescents. Identify and explain factors that can affect a persons decision about sexual activity. Decision-making framework (refer to page 6). #5 Decision-making and Abstinence (refer to page 26). #6 Decision-making and relationships (refer to page 30). #7 Decision-making sexual education focus (refer to page 34). Identify methods used to prevent pregnancy. Apply living skills (e.g. decision-making, assertiveness, and refusal skills) in making informed sexual decisions. Analyze the consequences of engaging in sexual activities. #8 Decision-making Personal Health and Well-being (refer to page 45). Identify symptoms, methods of transmission, prevention, and high-risk behaviours related to common STIs including HIV/AIDS. Identify the consequences of engaging in sexual activities while using substances (drugs, alcohol). Identify sources of support (e.g. counselors, parents/guardians) related to healthy sexuality. for information about drugs and alcohol. #9 Probability and STIs (refer to page 50). List of community supports (refer to page 69). Page 5
6 Decision-making Framework Outline Teaching about Birth Control and Sexually Transmitted Infections Purpose: To provide a preamble for teaching about birth control and sexually transmitted infections (STIs), stressing the importance of decision-making prior to engaging in sexual activity. Equipment Required: Decision Tree diagram (page 8) Chalkboard/overhead projector/powerpoint Chalk/markers Time Required: 5-10 minutes Instructions: 1. Discuss the decision-making process using the following: a) Draw two happy faces interconnected by a squiggle of hair, with question marks and the word sex (Follow Decision Tree diagram-(page 9). b) Explain that this couple is trying to make a decision as to whether they should have sex or not. (Sometimes students will comment that they look like two girls or two guys; this presents an excellent opportunity to indicate to students that parts of the lesson will be pertinent only to opposite-sex couples, but some parts will also pertain to same-sex couples. This will normalize and demonstrate inclusion of gay/lesbian/bisexual people. Use of the term partner instead of boyfriend or girlfriend may also be a consideration. 2. Have the students identify the choices (YES or NO) and put them on the board, with NO on the far left and YES toward the right. 3. Discuss Abstinence ( NO option) (Number 2 on Decision Tree diagram - page 9). If a couple has decided not to have sex: a) Explain that abstinence means refraining from any sexual activity in which there is an exchange of body fluids, or in which there is any genital contact (genital-to-genital, or skin to genitals). b) Explain that a woman can become pregnant even without intercourse if any sperm meets the vaginal area. A virgin can become pregnant in this manner. 4. A virgin is defined as a person who has never had intercourse. 5. Explain that other forms of sexual contact also carry risks of STI s and pregnancy. Page 6
7 6. Explain that people, who are not virgins, can choose to be abstinent and that they should not be pressured into having sex because they are not virgins. 7. Engage students in a discussion about abstinence including: a) The reasons people might abstain (e.g. religious or moral beliefs, parental influence, not ready, not old enough, not with the right person, don t want to risk pregnancy or infections). b) The benefits of choosing abstinence (e.g. no risk of pregnancy or sexually transmitted infection, less complicated relationship, allows time for the couple to get to know each other better, experience the benefit of delayed gratification). c) The possible consequences of choosing abstinence (e.g. a partner who wants to have sex might leave the relationship). d) Why it might be difficult to remain abstinent in a relationship (e.g. judgment impaired by drugs or alcohol, pressure from partner or others everyone is doing it, fear of losing one s partner, strong need to feel loved, strong sexual urges). e) Point out that making a decision to abstain does not mean a person will never have sex; it just means postponing sex for now. f) It is important to discuss abstinence as the only 100% effective method of birth control. 8. Discuss Sexual Activity (YES option) (Number 3 on Decision Tree diagram - page 8). If a couple has decided to have sex: a) Elicit potential negative consequences of having sex: b) Pregnancy c) Sexually transmitted infections (STIs) d) Emotional changes in the relationship e) Guilt. 9. Discuss the importance of having open discussion about these issues before having sex. 10. Considering the consequences of having sex. Sexually Transmitted Infections (STIs) (Number 4 on Decision Tree diagram (page 9)). 11. Refer to the STI Lesson Plan in the Sexually Transmitted Infections section of your Choices not Chances kit. 12. Pregnancy (Number 5 on Decision Tree diagram (page 9)). 13. If a couple has decided to have sex, they now have another decision to make to use contraception, or not to use contraception. Continue with the Birth Control Lesson. 14. Emotional Change (Number 6 on Decision Tree diagram (page 9)). 15. Discuss the impact on the emotions when youth engage in sexual activities before they are ready. 16. No Birth Control (Number 7 on Decision Tree diagram (page 9)). 17. Discuss the possible outcomes - may become pregnant or contract an STI. 18. Discuss options if No Birth Control is used. Page 7
8 19. Emergency contraceptive Pill (ECP) or not. 20. No ECP taken - and pregnancy occurs. 21. Keep baby. 22. Adopt. 23. Abort. 24. Birth Control (Number 8 on Decision Tree diagram (page 9)). 25. Now you are ready to address available birth control options to prevent an unwanted pregnancy - these can be completed during the Birth Control Lesson. Page 8
9 TOOLS - Decision Tree 1.??SEX?? 2. NO 3. YES 4. STI s 5. Pregnancy 6. Emotional Change 8. Birth Control 7. No Birth Control f. Condoms f. Condoms a. ECP b. No ECP g. The Pill c. Keep baby h. Contraceptive Patch d. Adoption i. Contraceptive Ring e. Abortion j. Depo-Provera k. Spermicides l. Diaphragm m. Intrauterine Device n. Sterilization Page 9
10 GRADE 7 #1 Decision-making and Effective Relationships Differentiated Instruction Teaching/Learning Examples Duration: Three - 50 minute periods 1 Flexible Groupings *Marzano s Categories of Instructional Strategies (See Resources below). **Differentiated Instruction Structure. Differentiated Instruction Details Knowledge of Students Differentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know Students comfort level with sensitive topics. Student interests. How to Find Out Conversations with students. Interest surveys. Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment Overall Expectation(s): Curriculum Connections Describe age-appropriate matters related to sexuality (e.g. the need to develop good interpersonal skills, such as the ability to communicate effectively with the opposite sex). Specific Expectation(s): Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations. Page 10
11 (Drama) B1.1 Engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes and relationships from a wide variety of sources and diverse communities Writing 2.1 Write complex texts of a variety of lengths using a wide range of forms Learning Goal(s): Students identify and demonstrate the difference between healthy and unhealthy relationships and how communication is a key factor. Assessment and Evaluation Assessment/Success Criteria Success criteria should be created in collaboration with the students prior to beginning the lesson. Rubric should be created with students based on success criteria. Assessment Tools (i.e. checklist, rubric, checkbric, rating scale, anecdotal comments, marking scheme): Rubric for presentations (understanding concept, application to new situation - creation of a scenario). Prior to this lesson, students will have: Prior Learning Knowledge of growth and development through the Health and Physical Education Curriculum, Grades 1 through 6. Knowledge of the creative process through the Arts Curriculum, Grades 1 through 6. Materials: Chart paper Markers Appendix A: Internet Resources: Materials and Resources (search Friends with a Girl) healthy relationship resource. (search Building Good Relationships: Evaluating Relationships ) unhealthy relationship resource. Resources: OPHEA Ministry of Education Health and Physical Education curriculum 1998 and interim document Page 11
12 Subject/Course Code/Title/Curriculum Policy Minds On Establishing a positive learning environment. Connecting to prior learning and/or experiences. Setting the context for learning. Lead discussion on what different types of relationships there are and how our interactions change based on the nature of the relationship. Lead students to identify that communication is a key component in relationships and how communication can change the nature of a relationship. Connections L: Literacy ML: Mathematical Literacy AfL, AoL: Assessment for/of Learning AfL: Strategy/Assessment Tool Action Introducing new learning or extending/reinforcing prior learning. Providing opportunities for practice and application of learning (guided > independent). Whole Class and Small Group Description: Show the learn 360 videos on relationships (healthy and unhealthy). Discuss each relationship individually determine if they are healthy or unhealthy. Divide students into small groups. On chart paper, each group will determine the characteristics of healthy and unhealthy relationships based on the video and their knowledge. Discuss as a class the characteristics then create anchor charts for each. Imbed the idea of what healthy communication is in the discussion. Graffiti activity - what does an effective relationship look like, feel like, sound like and what does an ineffective relationship look like, sound like and feel like? Whole class discussion on how communication ties in with effective and ineffective relationships. Resources: Learn 360 videos Helping students demonstrate what they have learned. Providing opportunities for consolidation and reflection. Consolidation and Connection Groups of 3 or 4? Acting out a scenario Have students create their own groups of 3 or 4. Have students create a scenario to act out that has effective or ineffective communication and its impact on a relationship. Students will demonstrate through role play different relationships and how to communicate effectively. Examples for students who are struggling with where to start they can decide if they want to make the conversation effective or ineffective: AoL: Knowledge of effective and ineffective communication and how it is related to relationships. Create success criteria and rubric for evaluation with students based on knowledge of content and application to new learning. Page 12
13 Somebody is pressuring another to have intercourse. One partner in a relationship is overbearing/controlling. A group of friends is talking to a classmate about their boyfriend/girlfriend. A group of friends is discussing a class outing. Page 13
14 GRADE 7 #2 STIS SEXUALITY & COMMUNICATION STIs-Sexuality/Communication Differentiated Instruction Teaching/Learning Examples Health and Physical Education Growth and Development Duration: one 50-minute period 1 Flexible learning groups *Marzano s Categories of Instructional Strategies (See Resources below.) **Differentiated Instruction Structure Differentiated Instruction Details Knowledge of Students Differentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know Students knowledge of data management. Students knowledge and comfort level with sensitive topics. How to Find Out Surveys, prior assessment. Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment Curriculum Connections Overall Expectation(s): H & PE: Describe age-appropriate matters related to sexuality (e.g. the need to develop good interpersonal skills, such as the ability to communicate effectively with the opposite sex). Mathematics: Data Management Apply a variety of data management tools and strategies to make convincing arguments about data. Page 14
15 Specific Expectation(s): H & PE: Identify the methods of transmission and the symptoms of sexually transmitted diseases (STDs), and ways to prevent them. Mathematics: Read, interpret and draw conclusions from various data sources. Learning Goal(s): Students will look at trends in sexual health data, to help make informed decisions about engaging in sexual activity. Assessment and Evaluation Assessment/Success Criteria Thinking and Inquiry Math: Use of processing skills (inferring, making conclusions): Student can identify at least 2 trends from the graph they have been given. Student can identify a biased piece of data from the graph. Student can identify the population from which the data was taken. H & PE: Use of processing skills (problem solving and decision making). Communication Math: Organization of ideas and appropriate vocabulary use (discussions surrounding trends). Success criteria should be created in collaboration with students prior to beginning the lesson. Assessment Tools (i.e. checklist, rubric, checkbric, rating scale, anecdotal comments, marking scheme): Success Criteria Chart. Exit ticket. Prior to this lesson, students will have: Prior Learning Background in determining information from graphs (bar, line, circle, etc.). Background on different issues related to sexual health (STIs, pregnancy, relationships, contraception, etc.). Materials: Materials and Resources Variety of graphs (line, bar, circle, etc.) from the Simcoe Muskoka District Health Unit, that contain data about sexual health trends of the area youth located at Sheet of guiding questions (What trends do you see? Is there bias? Etc.). Projector or overhead Chart paper Markers Masking tape Sticky notes Internet Resources: Simcoe Muskoka District Health Unit website at Canadian Youth and Aids Study. Resources: Ministry of Education Health and Physical Education curriculum 1998 and interim document Page 15
16 Subject/Course Code/Title/Curriculum Policy Minds On Establishing a positive learning environment. Connecting to prior learning and/or experiences. Setting the context for learning. Whole Class discussion and review (approximately 10 minutes) Description: Put up graph of a particular STI rate (e.g. Chlamydia statistics) on overhead or projector Provide students with a brief definition (reminder) of what the specific STI is Ask: o What trends do you see? o What other information does the graph tell you? o What do you know about the population? o Is there bias in the graph? Connections L: Literacy ML: Mathematical Literacy AfL, AoL: Assessment for/of Learning Assessment for Learning: Teacher will know how comfortable students are with various graphs and data Action Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent) Small Groups Students discuss STI data (approximately 30 minutes) Description: To each group, distribute a graph and the following guiding questions: o What are the demographics for the graph (population, gender, age, location)? OR What do you know about the population? o What are the trends that you see? o What could this information be used for? o How does this information help you to make important decisions regarding sexual activity? o Identify if there is a bias in the graph. If so, what is it? Students examine the graphs and answer the questions based on their findings. Record the trends and information that they see from the graph on chart paper. Post graphs and trends up around the classroom. As a whole group, discuss the trends from each of the graphs. Ask: o How does this information impact you as a student? o What are the factors that could have been the reason for the trends (e.g. age groups out in unsupervised social settings, alcohol, etc)? o What might the graphs look like for other areas (e.g. consider big city vs. small town)? AfL: Strategy/Assessment Tool Listen to student discussions, specifically listening for appropriate communication of concepts Page 16
17 Consolidation and Connection Helping students demonstrate what they have learned. Providing opportunities for consolidation and reflection. Whole Class and Independent Discussion and Exit Ticket (approximately 10 minutes) Description Discussion: How does the information from today, affect your thoughts about sexual health? Were there any surprises? Did your opinion change about something? * Exit Ticket: How will you stay sexually healthy and safe based on information learned from today s discussion? Assessment as Learning: Exit ticket students reflect upon newly gained knowledge. Page 17
18 GRADE 7 #3 NUMERACY PROBABILITY Communication Skills and Relationships Differentiated Instruction Teaching/Learning Examples Growth and Development/Making Healthy Choices Duration: Three - 50 minute periods 1 Non linguistic representations (graphs) 2 Cubing 3 Co-operative Learning 4 Summarizing 5 6 *Marzano s Categories of Instructional Strategies (See Resources below.) **Differentiated Instruction Structure Differentiated Instruction Details Knowledge of Students Differentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know Students comfort level, religious background, family beliefs. How to Find Out Letter home, student profile. Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment Overall Expectation(s): Curriculum Connections Healthy Living OE C3 Mathematics: Apply a variety of data management tools and strategies to make convincing arguments about data. Page 18
19 Specific Expectation(s): Growth and Development 1998 SE 4 Mathematics: Make inferences and convincing arguments that are based on the analysis of charts, tables, and graphs (Sample problem: Use data to make a convincing argument that the environment is becoming increasingly polluted.). Learning Goal(s): (Big Idea) Make appropriate healthy decisions. Assessment and Evaluation Assessment/Success Criteria Achievement Chart Category Should be created in collaboration in students prior to beginning the lesson. Assessment Tools (i.e. rubric, checkbric, rating scale, anecdotal comments, marking scheme): Rubric Numeracy Probability (attached). Prior to this lesson, students will have: Prior Learning Explored the IDEAL decision making model (go to website for printing purposes). Discussed what age appropriate decisions might look like. Discussed what constitutes a healthy relationship. Materials: Materials and Resources Thompson Educational Healthy Active Living Student activity handbook 9, Page 84, Pages 67, 68. Simcoe Muskoka Health Unit Birth Control Resource Kit for Teachers *will be available for download in future. Simcoe Muskoka District Health Unit Sexual Health Program Relationship Quiz. Internet Resources: Resources: Simcoe Muskoka Health Unit Birth Control Resource Kit for Teachers. Thompson Educational Healthy Active Living Student activity handbook 9. Page 19
20 Subject/Course Code/Title/Curriculum Policy Minds On Establishing a positive learning environment. Connecting to prior learning and/or experiences. Setting the context for learning. Connections L: Literacy Oral, Reading ML: Mathematical Literacy AfL, AoL: Assessment for/of Learning. Groups of 4 Leaving Things to Chance (10 minutes ) ML Probability dice game: Each group gets dice, each number on the die represents a different sexual health situation (e.g. specific STI, Pregnancy, Safe this time, Break-up, Partner Pressure, Abuse). Cubing: Each student rolls the dice 10 times. Different member of group records the results on a t-chart Tabulate results and share with whole class as a percentage. Action Introducing new learning or extending/reinforcing prior learning. Providing opportunities for practice and application of learning (guided > independent). Groups of 4 Activity Two - 50 minute periods Groups will be given one topic to research (STI, Pregnancy, Safe this time, Break-up, Partner Pressure, Abuse) Students will review and analyze data collected by a region such as Simcoe Muskoka and Peel Region (preferably Simcoe Muskoka to keep it meaningful and real). Teacher can assign internet research or print available data prior to lesson. Students will organize information and use critical thinking processes to communicate their results (in oral, visual or written format). AfL: Strategy/Assessment Tool Consolidation and Connection Helping students demonstrate what they have learned. Providing opportunities for consolidation and reflection. Groups of 5 One - 50 minute period Present their findings to whole class or at specified time to teacher using scenarios, Power Point presentation, backboard presentation, written mathematical report, oral report. Debrief: In real life, these situations do not have to be left to chance. How can we use effective decision making to prevent unwanted situations? AfL: Strategy/Assessment Tool Rubric (attached and can be amended). Page 20
21 RUBRIC - GRADE 7 and 8 NUMERACY PROBABILITY Knowledge and understanding Understanding of content: relationship among facts and concepts Demonstrates limited understanding of content Demonstrates some understanding of content Demonstrates considerable understanding of content Demonstrates thorough understanding of content Thinking Use of planning skills: gathering information, focusing research, organizing information Uses planning skills with limited effectiveness Uses planning skills with some effectiveness Uses planning skills with considerable effectiveness Uses planning skills with a high degree of effectiveness Use of processing skills: interpreting, analyzing, evaluating, forming conclusions Uses processing skills with limited effectiveness Uses processing skills with some effectiveness Uses processing skills with considerable effectiveness Uses processing skills with a high degree of effectiveness Communication Expression of ideas and information in oral, visual and written forms, including media forms Expresses ideas and information with limited effectiveness Expresses ideas and information with some effectiveness Expresses ideas and information with considerable effectiveness Expresses ideas and information with a high degree of effectiveness Page 21
22 GRADE 7 #4 STI PREVENTION AND ABSTINENCE Differentiated Instruction Teaching/Learning Examples Growth and Development/STIs, Protection and Abstinence Duration: 1 x 50 minutes period 1 Questions 2 Non-linguistic representations 3 Identifying similarities and differences *Marzano s Categories of Instructional Strategies (See Resources below.) **Differentiated Instruction Structure Differentiated Instruction Details Knowledge of Students Differentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know Students comfort level, religious background, family beliefs. How to Find Out Letter home, student profile. Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment Overall Expectation(s): Describe age-appropriate matters related to sexuality. Specific Expectation(s): Curriculum Connections Identify the methods of transmission and the symptoms of sexually transmitted infections (STIs), and ways to prevent them. Learning Goal(s): Discover that abstinence is the only true form of prevention from STI s. Page 22
23 Assessment and Evaluation Assessment/Success Criteria Achievement Chart Category Should be created in collaboration in students prior to beginning the lesson Assessment Tools (i.e. checklist, rubric, checkbric, rating scale, anecdotal comments, marking scheme): Formative assessment with sticky notes or orally Prior to this lesson, students will have: Discussed age-appropriate matters related to sexuality. Discussed living skills to deal with peer pressure. Discussed living skills to deal with information sources. Prior Learning Materials and Resources Materials: STI Pamphlet from the Public Health Agency of Canada Sexual Health Fact Sheets from the Simcoe Muskoka District Health Unit (in kit or online links below) Internet Resources: Resources: Teacher created checklist chart showing the STIs, how they re transmitted, prevented symptoms and treatment. Page 23
24 Subject/Course Code/Title/Curriculum Policy Minds On Establishing a positive learning environment. Connecting to prior learning and/or experiences. Setting the context for learning. Connections L: Literacy oral communication ML: Mathematical Literacy Whole Class or Groups of 5 Questions, non-linguistic representations Description: Ask students from where they get their information: Give them basketballs, phones, TV, computers to represent different forms of situations, groupings or media where students might get their information from. Purpose: show that students are juggling all this information and that it is hard to figure out what is true and untrue information. Talk about how teens may brag or lie so they don t look stupid or inexperienced, and that anybody can create a website. Address peer pressure in groups and intimate relationships. AfL: Strategy/Assessment Tool Action Introducing new learning or extending/reinforcing prior learning. Providing opportunities for practice and application of learning (guided > independent). Whole Class or Groups of 3 or 4 Questions, non-linguistic representations, identifying similarities and differences AfL: Strategy/Assessment Tool Whole class to begin lesson and then move into groups of 3 and 4 Post on poster paper, board, individual sheets, questions that students will ask of their Non-Fiction text. Example: 1. Why does the pamphlet look the way it does? 2. How do students know it is credible? 3. Is it appropriate for their age? 4. Why are particular colours used? 5. What is the mission of the pamphlet? 6. Who is the target audience? Small Groups: Each group is given one STI to look at in the pamphlet, fact sheet and chart. Use teacher directed questions in regards to the pamphlet creation. Discuss reliability of the information on the pamphlets and answers to questions above. Next: Have the students in the groups stand up when questions apply to their STI Page 24
25 Questions teachers can ask: Stand up if 1. You can get your infection from kissing 2. You can get your infection from touching 3. You can get your infection from unprotected oral sex 4. You can get your infection from unprotected vaginal sex 5. You can get your infection from unprotected anal sex 6. If you feel pain from this STI 7. If it can be treated and cured 8. If it can be treated but not cured 9. If it has symptoms 10. If it doesn t have symptoms 11. If the STI can kill you or lead to death 12. If your STI can be prevented. Teacher led discussion with whole class What are some differences with these STIs? What are some similarities with these STIs? What is a common theme with all these STIs? Try to guide students to #12 (abstinence is only prevention method) Consolidation and Connection Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection Teacher led whole class discussion Focus on and encourage abstinence Individual Students provide feedback Description: Exit tickets where students write down the one main idea they learned in this lesson. Questions in private message box (a box where students can leave anonymous questions). AfL or AoL: Exit ticket, private question. Page 25
26 GRADE 8 #5 DECISION-MAKING AND ABSTINENCE Differentiated Instruction Teaching/Learning Examples Grade 8 Health and Physical Education Duration: One - 50 minute period 1 Flexible groupings *Marzano s Categories of Instructional Strategies (See Resources below.) **Differentiated Instruction Structure Differentiated Instruction Details Knowledge of Students Differentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know Students comfort level when discussing sensitive topics. Students trust level with one another. How to Find Out Conversations with students. Anonymous comfort level assessment, such as anonymous post-its with levels (0 NOT comfortable, 5 VERY comfortable). Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment Overall Expectation(s): Grade 8 Curriculum Connections H & PE: Apply living skills (e.g. decision making, problem-solving, and refusal skills) to respond to matters related to sexuality, drug use and healthy eating habits. Language Arts: Oral Communication 1 Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes. Page 26
27 Specific Expectation(s): (H & PE) Explain the importance of abstinence as a positive choice for adolescents (H & PE) Apply living skills (e.g., decision-making, assertiveness, and refusal skills) in making informed decisions, and analyze the consequences of engaging in sexual activities and using drugs. (Language Oral Communication 1.2) Demonstrate an understanding of appropriate behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups. Learning Goal(s): Students will develop decision making skills with regards to abstinence. Assessment and Evaluation Assessment/Success Criteria Knowledge and Understanding H & PE - understanding of content (abstinence) Thinking and Problem Solving H & PE - use of planning skills (problem solving and decision making) Communication Language - communication for different audiences and purposes (discussion with peers and teacher) Success criteria should be created in collaboration with students prior to beginning the lesson. Assessment Tools (i.e., checklist, rubric, checkbric, rating scale, anecdotal comments, marking scheme): anecdotal comments exit ticket Prior to this lesson, students will have: Prior Learning Prior knowledge of Health and Physical Education curriculum. Researched the meaning of abstinence. Materials: Materials and Resources Cards with various scenarios that require assertiveness and decision making skills with respect to abstinence. Exit tickets (post it notes, cue cards, etc). Resources: Ministry of Education Health and Physical Education curriculum 1998 and interim document Page 27
28 Subject/Course Code/Title/Curriculum Policy Minds On Establishing a positive learning environment. Connecting to prior learning and/or experiences. Setting the context for learning. Whole Class Discussion/Small group activity Abstinence Awareness Description: Prior to the day of the lesson, students are asked to find and bring in a definition of abstinence. Think-Pair-Share Students think about their definition of abstinence, and then share with a partner. Whole group discussion follows Discuss terminology (e.g. abstinence, sexual activity, drug and alcohol use and abuse, decision-making) and prior knowledge about abstinence choice (e.g. choosing not to participate in sports activities, choosing not to smoke or do drugs, etc.). Define what we mean by abstinence; does it mean total abstinence or abstinence in terms of any given context such that the abstinence may mean different things in different contexts. Some terms for sexual abstinence include: avoiding any genital contact (direct touching) avoiding vaginal intercourse (penis into vagina) avoiding vaginal, oral, or anal intercourse Connections L: Literacy ML: Mathematical Literacy AfL, AoL: Assessment for/of Learning Assessment For Learning: Through discussion, assess overall understanding of terminology and concepts Students find definitions for new or unfamiliar words. *Reinforce that abstinence may be for as long or as brief as the person decides; that a person may decide to abstain after having engaged in sexual activity (it s not just for virgins). Action Introducing new learning or extending/reinforcing prior learning. Providing opportunities for practice and application of learning (guided > independent). Whole Class and Small Groups (approximately 30 minutes) Description: With students, review decision-making (IDEAL Identify problem, Define alternative goals, Explore possible strategies, Assess and act, Look back and Learn). In small groups (3-4 students), students read the scenario given and discuss how they could assert themselves to maintain abstinence. Students should be given as much time as needed, as long as they are on task. Possible scenarios: If you love me, you ll have sex with me. How would you respond to that scenario and still choose abstinence? You re making out in a private place, you really love the person you re with, but he/she wants you to go further. How do you respond? Your friends are all becoming sexually active and they re encouraging you to do the same. How do you respond to your friends while asserting your values about abstinence? Have each small group read their group s given scenario. Discuss how they responded and how they arrived at those decisions and choices. Assessment for Learning Teacher takes anecdotal notes based on discussions happening within the groups. Oral communication students are appropriately contributing to conversations of a sensitive nature. Page 28
29 Helping students demonstrate what they have learned. Providing opportunities for consolidation and reflection. Consolidation and Connection Small group presentations/whole group interaction (approximately 10 minutes) Abstinence and the decision making process Description: Discuss the following questions with the students: What are some reasons a person would choose to be abstinent? What is required for abstinence to work? Share some reasons that abstinence could be challenging. What are some alternate ways that an abstinent person could express feelings for his or her partner? Exit Ticket: Students write their personal definition of abstinence. Assessment of Learning: Anecdotal notes regarding students communication of required understanding. Written response assess students understanding of concepts taught. Page 29
30 GRADE 8 #6 DECISION-MAKING AND RELATIONSHIPS Differentiated Instruction Teaching/Learning Examples Health and Physical Education Duration: two to three 50-minute periods 1 Flexible grouping 2 Shared responsibility for learning *Marzano s Categories of Instructional Strategies (See Resources below.) **Differentiated Instruction Structure Differentiated Instruction Details Knowledge of Students Differentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know Students comfort level when discussing sensitive topics. Students trust level with one another. Students multiple intelligences styles. How to Find Out Conversations with students. Comfort level surveys or self-ratings. Multiple intelligences surveys completed throughout the year. Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment Page 30
31 Overall Expectation(s): Curriculum Connections H & PE Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being. Language Arts Writing 1 Generate, gather, and organize ideas and information to write for an intended purpose and audience. Language Arts Oral Communication 1 Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes. Specific Expectation(s): H & PE Growth and Development Apply living skills in making informed decisions and analyze the consequences of engaging in sexual activities. Language Writing 1.2 Generate ideas about challenging topics and identify those most appropriate to the purpose. Language Writing 1.3 Gather information to support ideas for writing using a variety of strategies and a wide range of print and electronic sources. (Language Oral Communication 1.2) demonstrate an understanding of appropriate behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups Subject/Course Code/Title/Curriculum Policy Minds On Establishing a positive learning environment. Connecting to prior learning and/or experiences. Setting the context for learning. Partner Activity (5-10 minutes) Description: With a partner, discuss this question: What is a Grade 8 relationship? SNOWBALL Students anonymously write individual responses on a piece of paper, then stand in a circle. All students crumple up their papers; toss them into the middle of the circle, then go retrieve a different paper. Students share the response on the page they retrieved. Discuss the general feeling of the class regarding What is a Grade 8 relationship? Connections L: Literacy ML: Mathematical Literacy AfL, AoL: Assessment for/of Learning AfL: Strategy/Assessment Tool Literacy oral communication Action Introducing new learning or extending/reinforcing prior learning. Providing opportunities for practice and application of learning (guided > independent). Whole Class Reinforce prior knowledge (15-20 minutes) Description: Review problem solving model: 1. Identify the problem 2. List at least 3 options 3. Evaluate options using pros and cons 4. Choose the best option and justify why that was their decision AfL: Strategy/Assessment Tool Page 31
32 5. Reflect What have you learned? Model the graphic organizer (using data projector, SMART board technology, and chart paper whatever you typically use) scenario is Your friends are pressuring you to go into a relationship with someone in your class. Options could include: go out with them, not go out with them, talk to an adult (teacher, parent), pretend to go out with them. Discuss options and possible outcomes with students (pros and cons) as a class, make a choice and reflect upon the decision. Small group or partner Demonstrate learning using Multiple Intelligences (40-60 minutes) Students work in partners. Students create or find a scenario or select one from a teacher-generated list that involves pressure surrounding engaging in sexual activity. For example on the teacher-generated list you could have, Your girlfriend or boyfriend is pressuring you to have sex. What could you do? Using text resources, students must gather data or information that can help them make an informed choice (i.e. thephakz.ca, Simcoe- Muskoka District Health Unit) Things to consider while creating options: Abstinence, STIs, pregnancy, birth control, etc. Students complete the graphic organizer, and then demonstrate their decision making using one of the following (differentiation opportunity): o Drama skit o Comic strip o Write a song o Write an essay defending their choice o Write a story or create a small picture book o Student-generated ideas Students present or hand in their final product with the completed graphic organizer. Literacy Assessment of learning use collaboratively created rubric. Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection Consolidation and Connection Whole class and independent Discuss and reflect Description As a class, teacher guides students through discussion regarding the choices they presented. For example: o How important are relationships? o What things should you consider when thinking about entering a relationship with someone? o What does a healthy relationship look like? o What does an unhealthy relationship look like? Independently - Post-it note exit ticket What factors would affect your decision-making regarding relationships? AfL or AoL: Strategy/Assessment Tool Literacy Assessment for learning post-it note will show how well students have understood the concepts Page 32
33 Learning Goal(s): Students will develop decision making skills and healthy choices regarding relationships. Students will use a graphic organizer to show decision-making. students will demonstrate their knowledge using their multiple intelligences strengths. Assessment and Evaluation Assessment/Success Criteria Knowledge and Understanding H & PE - understanding of content (sources of support). Thinking and Problem Solving H & PE - use of planning skills (problem solving and decision making). Language use of planning skills and processing skills (using graphic organizer to make decisions). Communication Language - communication for different audiences and purposes (discussion with peers and teacher). Assessment Tools (i.e. checklist, rubric, checkbric, rating scale, anecdotal comments, marking scheme): anecdotal comments rubric exit ticket. Success criteria should be created in collaboration with students prior to beginning the lesson. Prior to this lesson, students will have: Prior Learning Prior knowledge of Health and Physical Education curriculum. Prior opportunities to practice decision making in various contexts. Completed multiple intelligences surveys and can identify a variety of ways that they can share their knowledge. Materials: Materials and Resources Computers. Various materials from the Simcoe Muskoka District Health Unit kit, distributed to schools (also available on the Simcoe Muskoka Health Unit s website). Graphic organizers go to and click on graphic organizers. There is a decision-making model that you can create, download and print. Various materials that students might need based on their multiple intelligences (e.g. art materials, musical instruments, etc.). Internet Resources: (to get the graphic organizer for decision-making). Resources: Grade appropriate OPHEA resources. Ministry of Education Health and Physical Education curriculum 1998 and interim document Page 33
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