04.23.14
Health, Safety, and Physical Education

Health & Safety   7th  Grade

Unit: Family Life Education
7.17 The student will identify the issues associated with friendships and peer pressure.
Performance Indicator Resources Teaching Strategy

A. Establish Classroom ground rules.

B. List the qualities students look for in a friend.

C. Discuss the reasons why many friendships dissolve.

D. Define peers and peer pressure. List examples of positive and negative peer pressure.

Learning About Reproduction & Birth, page 19.

Teen Health, Course 2, pages 249-250.

FLE Curriculum Guide, appendix 7-1 and 7-2

FLE Curriclum Guide

Teen Health, Course 2, pages 251-252.

Concept map 41.

Enrichment activity 41.

Let students determine class ground rules.

Have students read pages 249-250 and complete the personal inventory.

Have students complete 7-1 "Qualities You Look for in a Friend."

Using 7-2 as a guide, have students name the qualities they feel are important in a friend.

Compile a list on the board for students to discuss.

Have students list five former friends. Beside each name, explain why they are no longer friends with that person. Then list some ways that you might have maintained the friendship.

Have students discuss the situation on page 252. Ask volunteers to role play specific examples of each situation.

Have students complete Activity 41, Concept Mapping.

Have students complete the Enrichment Activity 41 and then show their responses.

Health & Safety   7th  Grade

Unit: Family Life Education
7.18 The student will realize that physical affection is not all sexual, but that it is also can be an expression of friendship, happiness or a loving family.
Performance Indicator Resources Teaching Strategy
A. Define non-sexual physical affection.

B. Discuss the types of relationships with others.

- Family

- Peers

- Other adults

FLE Curriculum Guide Glossary

Abstinence Comprehensive, Health for Middle Grades - Unit 1.

After the students define the words, discuss why these traits are necessary for a positive relationship.

Have students make a collage using pictures that show people interacting in various ways.

Discuss ways parents and friends show affection or love.

List holidays and special days on the board. Have students discuss the affection that is shown on these days. (Ex. fourth of July, birthday, birth of a new baby, wedding).

Have students divide into groups of 4-4 and come up with different types of expression of affection. To get them started, use these examples: gifts, hugs, cards, calls, touching.

Brainstorming and class discussion activity.

"How do you show you care?"

Small group activity.

"Assessing affectionate behaviors"

Family discussion - family letter

"Talking about appropriate behavior"

Class discussion activity

"Expressing your affection"

Health & Safety   7th  Grade

Unit: Family Life Education
7.19 The student will identify messages in society related to sexuality.
Performance Indicator Resources Teaching Strategy

A. Identify gender stereotyping.

B. Explain how the media influences peoples attitudes towards sexual activity.

FLE Curriculum Guide, Appendix 7-5.

Abstinence: Health Facts, page 43

Teachers Annotated Edition, Abstinence

Have students do 7-5 for homework so that it can be discussed the next class.

Discuss the different view points about whether "standard" sex roles are useful or harmful.

Discuss and give examples of how the media represents sexual roles.

Overhead/notes on Interpreting Media Images, Sex in the Media Health Facts

page 27, Discuss Sex in Advertising & Discuss #1

Health & Safety   7th  Grade

Unit: Family Life Education
7.20 The student will identify the effects of discrimination.
Performance Indicator Resources Teaching Strategy

A. Define racism, ethnic, ageism and discrimination.

B. List some consequences of discrimination.

FLE Curriculum Guide Glossary

Have students give examples of each type of discrimination.

Have students share what ethnic groups they are related to and how.

Have students discuss whether they or someone they know has ever been discriminated against and how it makes them feel.

Health & Safety   7th  Grade

Unit: Family Life Education
7.21 The student will examine values, morals, and ethics essential to the growth and maintenance of positive human relationships.
Performance Indicator Resources Teaching Strategy

A. Define values, morals, ethics, trustworthiness, self-control, integrity, self-esteem, honesty, responsibility, and respect.

B. Discuss positive and negative character traits and how they affect relationship.

C. Understand where your values come from.

FLE Curriculum Guide Glossary

Teen Health, Course 2, pages 47-48

Concept Mapping 8

After defining the words, students will use each word in a sentence to show their understanding.

Have students discuss why these characteristics would be important in any relationship.

Divide the class into small groups. Give each group a page of newsprint and a marker. Have them fold the newsprint lengthwise in half. On one side, have the group list characteristics they would like a friend or dating partner to have. On the other side, have them make a list of characteristics they would not like them to have. How do they compare? Do you see yourself in the characteristics listed? Are you more on the positive or negative side?

Read and discuss pages 47-48. Complete Concept Mapping 8.

Health & Safety   7th  Grade

Unit: Family Life Education
7.22 The student will recognize the physical development of his or her sex characteristics and how they affect emotional and social growth.
Performance Indicator Resources Teaching Strategy

A. Explain what adolescence is and how it affects your emotional and social growth.

B. Identify the physical changes that take place in females and males during adolescence.

C. Discuss the mental and emotional growth that takes place during adolescence.

Teen Health, Course 2, page 176-181

Concept Mapping 28

Enrichment 28

Health Lab 7

Reteaching 28

Previous FLE appendix 7-6

Applying Health Skills 28

Decision Making 13

Read pages 176-181.

Complete and discuss Concept Mapping 28.

Divide class into small groups and have students complete Enrichment 28. Each group should agree on their answer. The class will then compare and discuss the questions.

Divide the class into groups of four and have the complete Health Lab Activity 7. "How Do Body Proportions Differ?"

Have students complete reteaching 28 - discuss.

Have the class fill out "Body Clock" worksheets (7-6) and discuss.

Have students complete and discuss applying health skills.

Have students complete and discuss decision making activity.

Health & Safety   7th  Grade

Unit: Family Life Education
7.22 The student will recognize the physical development of his or her sex characteristics and how they affect emotional and social growth.
Performance Indicator Resources Teaching Strategy
D. Discuss the need for privacy and the development of modesty during adolescence. FLE Curriculum Guide Glossary Talk about how teens start developing a need for their "own" space, their secrets, etc. Discuss how feelings change toward parents and siblings during adolescence. (Ex. don't want parents or sibling to see us when we are not dressed - no longer bathe with siblings, etc.)

Health & Safety   7th  Grade

Unit: Family Life Education
7.23 The student will recognize that sexual behaviors are conscious decisions.
Performance Indicator Resources Teaching Strategy

A. List behaviors that could be considered sexual.

B. Differentiate between needs and desires.

C. Discuss ones increasing responsibility for protecting and guiding oneself.

Teen Health, Course 2, pages 48-50.

FLE Curriculum Guide, page 45 of 99.

Teen Health, Course 2, page 254.

Emphasize to students that sexual feelings are normal and to be expected, and that decisions about acting on those feelings can be made with the use of logical decision-making methods.

Possibly revisit decision-making skills - pages 48-50.

Discuss the difference between needs and desires.

Read and discuss.

Health & Safety   7th  Grade

Unit: Family Life Education
7.24 The student will develop skills in saying "NO" to any inappropriate social behavior or activity that he or she perceives as wrong for himself or herself.
Performance Indicator Resources Teaching Strategy

A. List tips for developing and using refusal skills effectively.

B. Explain the benefits of developing refusal skills.

C. Identify effective methods for standing up to negative peer pressure

D. Practice refusal skills.

Teen Health, Course 2, pages 256-257

Enrichment 42

Applying Health Skills 42

Abstinence , pages 28-31

Teen Health, Course 2, page 257

Read and discuss.

Complete and discuss "Learning to Refuse." Enrichment 42.

Divide class into small groups and come to a consensus as to a positive pressure statement for each situation.

Have students brainstorm the benefits of developing refusal skills.

Have students complete the review sections "Reviewing Terms and Facts" and "Thinking Critically." Share the answers with the class.

Role play situations that require the use of refusal skills.

Health & Safety   7th  Grade

Unit: Family Life Education
7.25 The student will identify reasons for avoiding sexual activity.
Performance Indicator Resources Teaching Strategy

A. Explain what abstinence is and how it can protect a teens' health.

B. Explain reasons to choose abstinence.

Teen Health, Course 2, pages 255

Reteaching 42

Into Adolescence: Choosing Abstinence, pages 6 & 7

Abstinence, pages 5-9

Read and discuss.

Complete Reteaching 42. Discuss, display posters created as a result of the assignment.

Make overheads and discuss with class.

Health & Safety   7th  Grade

Unit: Family Life Education
7.26 The student will be aware of the consequences of preteen and teenage sexual intercourse.
Performance Indicator Resources Teaching Strategy

A. Identify the psychological effects of preteen and teenage sexual intercourse.

B. Identify the physical consequences of preteen and teenage sexual intercourse.

C. Discuss the social effects of preteen and teenage sexual intercourse.

Intro Adolescence - Choosing Abstinence, page 15

Teen Health, Course 2, page 356.

FLE Curriculum Guide, Appendix 7-12

Into Adolescence: Choosing Abstinence, pages 21 & 25.

Using review sheet, "Appropriate or Inappropriate Behavior" discuss what constitutes sexual activity and responsible behavior.

Read and discuss

Review "Fact Sheet on Teenage Pregnancy"

Discuss the relationship between sexual activity and pelvic inflammatory disease and cervical cancer.

Distribute a copy of "3 Case Studies" to each group reader. Instruct students to take 10 minutes to discuss the case studies. Students should consider the various choices available and list consequences of each choice.

Health & Safety   7th  Grade

Unit: Family Life Education
7.27 The student will analyze the issues related to teenage pregnancy.
Performance Indicator Resources Teaching Strategy

A. Discuss the social consequences associated with teen pregnancy.

B. Analyze the emotional consequences of teen pregnancy.

C. List physical effects of teenage pregnancy.

FLE Curriculum Guide, Appendix 7-9

Talk about the fact that teen pregnancy often leads to labeling, loss of self-esteem, withdrawal from group activities, and lack of trust in relationships.

Distribute "Scenario" handout and discuss the situations in class.

Discuss the fact that pregnancy often leads to decreased self-image, added responsibilities and increased risk of suicide.

Health & Safety   7th  Grade

Unit: Family Life Education
7.28 The student will develop an understanding of and responsibility for birth control.
Performance Indicator Resources Teaching Strategy

A. Define contraception and birth control.

B. Briefly describe methods of birth control.

FLE Curriculum Guide Glossary Methods of birth control
  • Abstinence
  • Rhythm or natural planning
  • Condom
  • Diaphragm/Cervical Cap
  • Pill
  • Foams/jellies/sponge
  • IUD
  • Sterilization
  • Withdrawal
  • Norplant
  • Emergency contraception

Students complete "Incomplete Sentences":

  • Birth control is . . .
  • Girls who use birth control pills are . . .
  • Young people don't use birth control because. . .
  • The thought of using birth control makes one. . .
  • The man's biggest responsibility in terms of birth control is . . .

After completion, students will share their answers for discussion.

Health & Safety   7th  Grade

Unit: Family Life Education
7.28 The student will develop an understanding of and responsibility for birth control.
Performance Indicator Resources Teaching Strategy
C. Discuss some birth control myths.   Family planning myths:
  • Withdrawal
  • Douching
  • Standing up
  • Others

Health & Safety   7th  Grade

Unit: Family Life Education
7.29 The student will list the adverse consequences of a pregnancy in early adolescence, as well as the benefits of postponing pregnancy until marriage.
Performance Indicator Resources Teaching Strategy
A. Identify the adverse consequences of pregnancy in early adolescence Entering Adulthood Understanding Reproduction, Birth and Contraception, pages 85-87 (1989)

Small group activity on "Signs and Symptoms"

Tell students that they are going to work in small groups to consider the problems associated with teenage pregnancy. Divide students into four small groups and present the following information. The rate of teen pregnancy in the United States in the highest of any industrialize country. If the current rate continues, four out ten girls who are now fourteen years old will be pregnant by the time they are twenty years old." Using this information, groups should discuss and list:

  • Why they think teenage pregnancy rates are so high.
  • Advantages and disadvantages associated with teenage pregnancy.

Complete introductory unfinished sentences

  • Being pregnant is . . . (use pre- and posttest)
  • If a man gets a woman pregnant, he should...
  • The best reason for having children is...
  • The worst reason for having children is...
  • If a 16-year-old girl gets pregnant, she should...
  • Childbirth is...
  • A newborn baby is...
  • Being a parent would be...

Health & Safety   7th  Grade

Unit: Family Life Education
7.29 The student will list the adverse consequences of a pregnancy in early adolescence, as well as the benefits of postponing pregnancy until marriage.
Performance Indicator Resources Teaching Strategy
B. List and discuss the benefits of postponing pregnancy until marriage.   Benefits of postponing pregnancy until marriage.
  • Be able to participate in school activities
  • Finish education
  • Have an opportunity to develop you talents, self-respect, and decide on life-time goals
  • Develop a quality relationship built on respect, sharing interest, positive communication and lasting friendships
  • Making personal decisions based on your values not emotions.

Health & Safety   7th  Grade

Unit: Family Life Education
7.30 The student will identify causes, symptoms, treatment, prevention, and transmission of sexually transmitted diseases, including AIDS.
Performance Indicator Resources Teaching Strategy

A. Identify and refute some common misconceptions about STDs.

B. List the common STD's and explain the similarities and differences between the diseases.

Teen Health, Course 2, page 350.

Teen Health, Course 2, pages 351-352

Abstinence, pages 11-12

Have students write everything they know about sexually transmitted diseases on 3"x5" cards, one item per card. Arrange students in small groups and ask them to divide the cards into stacks as to whether the group feels the items are "fact" or "fiction." Have each group present its stacks of cards to you. Go through them and lead a class discussion, making sure that all the facts are correctly identified and that students understand what items are not facts.

Put students in small groups and have them use health books or library health resources to fill out charts which will help them see the comparison of the various STDs, including HIV/AIDS. The charts may contain the following headings:

  • Type of STD
  • Symptoms
  • Transmission
  • Treatment
  • Prognosis

Health & Safety   7th  Grade

Unit: Family Life Education
7.30 The student will identify causes, symptoms, treatment, prevention, and transmission of sexually transmitted diseases, including AIDS.
Performance Indicator Resources Teaching Strategy
C. Explain the relationship between HIV and AIDS. Discuss the effects of AIDS. Explain how HIV is and is not spread.

Teen Health, Course 2, pages 353-355

Mapping Concepts 58

Enrichment Activity 58

Reteaching Activity 58

Apply Health Skills 58

Read and discuss

Complete and discuss

Complete and discuss

Complete and discuss


Divide class into small groups - complete A.H.S. 58 as a group - discuss as a class.

Health & Safety   7th  Grade

Unit: Family Life Education
7.31 The student will develop an understanding of and responsibility for family planning.
Performance Indicator Resources Teaching Strategy

A. Define family planning.

B. Identify the reasons for family planning.

C. Discuss the role of the medical community in family planning.

D. Awareness of the availability of local agencies.

E. Explain reasons to choose abstinence.

FLE Curriculum Guide Glossary

Into Adolescence: Choosing Abstinence, pages 6 & 7.

Reasons for family planning

1. Financial stability
2. Emotional stability of parents
3. Needs of children
4. Spacing of children

Emphasize the need for education and counseling prior to using any type of contraceptive.

The medical community

1. Counseling/education
2. Dispensing of contraceptive

Teacher discusses the public health department, local hospitals, and doctor's role in family planning.

Discuss with class

Health & Safety   7th  Grade

Unit: Family Life Education
7.32 The student will define sexual harassment behavior and compare with flirting behaviors and myths.
Performance Indicator Resources Teaching Strategy
  • Discuss the difference between sexual harassment and flirting.
  • Dispel the myths about sexual harassment.

Teen Health, Course 3, page 155

Sexual Harassment, A Guide for Teens, (VDH)

Flirting or Hurting, NEA Professional Library, pages 12-15

Teen Health, Course 3, page 155

Sexual Harassment, A Guide for Teens, (VDH)

Flirting or Hurting, NEA Professional Library, pages 12-15

Review the definition of sexual harassment with students. Ask students to define flirting. Compare their definitions with the (VDH) pamphlet.

Use an abbreviated form of the activity "flirting or harassment." After the activity has been completed, use the discussion questions to close the lesson.

Complete the "Who Says" questionnaire. Have students defend their responses (agree or disagree). Teacher should facilitate the discussion so students understand the correct answers.