04.17.14
Health, Safety, and Physical Education

Health & Safety   9th  Grade

Unit: Family Life Education
9.5 The student will describe and assess their own self-esteem.
Performance Indicator Resources Teaching Strategy
  • Define self-esteem
  • Describe how self-esteem develops.
  • Assess personal self-esteem.
  • Discuss ways of enhancing self-esteem.
  • Develop a plan to improve self-esteem.

Holt Health, p. 177

Holt Health, pages 177-178

Holt Health, pages 180-181

Holt Health, pages 182-186

Holt Health, pages 182-187

Sexuality Education A Curriculum for Adolescents, pages 156-187

 

Share and discuss the definition with the class.

Brainstorm words that describe feelings associated with high self-esteem and low self-esteem.

Complete self-esteem scale.

Use transparency 8A to discuss with students ways to build self-esteem.

Have students choose some behaviors or activities they could change in their life to improve self esteem.

 

Health & Safety   9th  Grade

Unit: Family Life Education
9.6 The student will explain how the media can affect self-esteem.
Performance Indicator Resources Teaching Strategy
  • Explain how media messages can affect one's self-esteem

Holt Health, pages 178-179

Abstinence - Choosing Health High School, pages 30-31

Have students bring in examples of media messages and discuss how they affect one's self-esteem.

List as many positive and negative influences of television as possible from commercials and programming.

Complete lesson 7 (Media messages).

 

Health & Safety   9th  Grade

Unit: Family Life Education
9.7 The student will examine values, morals, and ethics essential to the growth and maintenance of positive human relationships.
Performance Indicator Resources Teaching Strategy
  • Define
    • values
    • morals
    • ethics
  • List the universal values.
  • Describe how your value system develops and impacts positive relationships.

Dictionary

Holt Health, page 26

FLE - Appendix 9-2

Sexuality Education: A Curriculum for Adolescents, pages 122-152 

Have students define each word in their own terms.

Have students discuss universal values and explain their importance.

Complete and discuss "Examine Your Values."

Have students write an essay on this topic. 

Health & Safety   9th  Grade

Unit: Family Life Education
9.8 The student will demonstrate the ability to use a decision-making model to make responsible decisions.
Performance Indicator Resources Teaching Strategy
  • Explain how decisions made today can affect your life.
  • Define a decision-making process.
  • Demonstrate the ability to use a decision-making model to make a responsible decision.
  • Demonstrate the pressures of decision making.

Holt Health, pages 20-24

FLE Curriculum, page 3

Holt Health, pages 24-30

Abstinence- Choosing Health High School, pages 44-46

Abstinence-Choosing Health High School, pages 18-35

Unit 2, A World of Pressure

Sexuality Education: A Curriculum for Adolescents, pages 192-219

Have students respond to Richard's dilemma (page 21) and discuss responses.

Use transparency 2A and discuss how these causes could be prevented.

Discuss the decision-making process.

Use transparency 2D as a decision-making model.

Discuss each component assessing the importance of the step and its impact on decision making.

Complete lesson 3 (Making decisions).

Have students complete and turn in two of the activities in this unit.

Have students complete and turn in two of the activities in this unit. 

Health & Safety   9th  Grade

Unit: Family Life Education
9.9 The student will explain the family as a basic unit of society.
Performance Indicator Resources Teaching Strategy
  • List three main functions of a healthy families.
  • Explain how families have changed in recent years.
  • Discuss characteristics of healthy families.
  • Describe problems that could impact a family.
  • Name some actions that could help one cope with a family problem.

Holt Health, pages 402-404

Holt Health, pages 404-408

Holt Health, pages 408-411

Holt Health, pages 410-415 

Discuss functions of families. Have students complete a personal health inventory this unit. (pages 78 and 79)

Use transparency 19A to discuss this issue.

Group work: "Making a Choice" 19A and 19B.

Class discussion

Life Skills worksheet 19A

 

Health & Safety   9th  Grade

Unit: Family Life Education
9.10 The student will describe his or her own attitudes concerning relationships.
Performance Indicator Resources Teaching Strategy
 
  • Describe how to make and keep a friend.
  • Define dating and discuss the pros and cons.
  • List actions one can take that will help cope with a break-up.

Holt Health, pages 364-365

FLE Curriculum, pages 16 and 17

Holt Health, pages 367-369

Network Publication, Teacher Guide and Resource Manual, pages 109-113 

Have students do Journal 17D Activity. Have class discussion on developing friendship.

Use activity A and B from objective 9.17 and appendix 9-10 "The Ideal Partner."

Class discussion on coping actions. Have students list three actions that might be successful for them.

 

Health & Safety   9th  Grade

Unit: Family Life Education
9.11 The student will recognize the importance of setting standards for controlling sexually behavior and be aware of the consequences of premarital sexually intercourse.
Performance Indicator Resources Teaching Strategy
  • Describe the difference between sexual and emotional intimacy.
  • Discuss the consequences of teenage pregnancy.
  • Describe the advantages of sexual abstinence.
  • Discuss the advantages/disadvantages of using birth control as part of the decision making process.

Holt Health, pages 370-372

Holt Health, pages 373-375

Entering Adulthood, pages 97-108, Lesson 7

Holt Health, pages 376-379

Entering Adulthood, pages 109-143, Lesson 8 and 9

Class discussion

Have students brainstorm advantages and disadvantages of teenage pregnancy.

Have students read the background and answer the questions on what they read.

Have students define and list advantage of abstinence.

Go over with students the background information as you show transparencies on the overhead of contraceptives.

 

Health & Safety   9th  Grade

Unit: Family Life Education
9.12 The student will be able to explain the process of reproduction.
Performance Indicator Resources Teaching Strategy
  • Name the major organs of the male reproductive system.
  • Explain the two functions of the testes.
  • Trace the path of the sperm from the testes to the outside of the body.
  • Describe how the sperm meets and fertilizes the egg.
  • Name the organs of the female reproductive system.

Holt Health, pages 325-330

Entering Adulthood, pages 9-27, Lesson 1

Holt Health, page 326

Holt Health, pages 327-328

Entering Adulthood, pages 29-41, Lesson 2

Holt Health, page 328

Into Adolescence, pages 9-42, Lesson 2

Holt Health, pages 331-333

Entering Adulthood, pages 47-63, Lesson 3

Use transparency to discuss and label parts of the reproductive system.

Students label and discuss the male and female reproductive systems.

Have students write what they know about the reproductive system.

Have students play the "Incredible Journey" game on page 40.

Have students identify the difference between the vas deferens and urethra.

Discuss the fertilization method with students.

Have students complete and turn in worksheets on pages 35, 36 and 37.

Use transparency to discuss and label parts of the reproductive system.

Use transparency to discuss and label parts of the reproductive system.

Discuss the periodic period with the class.

Health & Safety   9th  Grade

Unit: Family Life Education
9.12 The student will be able to explain the process of reproduction.
Performance Indicator Resources Teaching Strategy
  • Trace the path of the egg from ovary to the uterus.
  • Describe the birth process.
  • Explain how the uterus changes during cycle.
Holt Health, pages 332  

Into Adolescence, pages 57-71

Into Adolescence, pages 73-89, Lesson 4

Holt Health, pages 333-334

Entering Adulthood, pages 65-77, Lesson 4

Use worksheet "Wheel of Physiology" (page 57)  

Describe and show through transparencies the birthing process.

Have students outline the changes in the uterus during the menstrual cycle.

Discuss and explain the menstrual cycle to the class.

 

Health & Safety   9th  Grade

Unit: Family Life Education
9.13 The student will demonstrate understanding of specific health issues, including the ability to conduct particular self-examinations.
Performance Indicator Resources Teaching Strategy
  • Describe how to do a testicular self-examination.
  • Describe disorders of male reproductive system.
  • Describe disorders of the female reproductive system.
  • Describe how to do a breast self-examination.
Holt Health, page 330  

American Cancer Society

Holt Health, pages 329-330

Holt Health, pages 334-338

Holt Health, page 337

American Cancer Society

Use the overhead of "how to". Give a handout of procedures.  

Research topics and make written or oral presentations.

Research topics and make written or oral presentations.

Use the overhead of "how to". Give a handout of procedures.

 

Health & Safety   9th  Grade

Unit: Family Life Education
9.14 The student will identify causes, symptoms, treatments, preventions, and transmissions of sexually transmitted diseases, including AIDS.
Performance Indicator Resources Teaching Strategy
  • Define sexually transmitted diseases (STD's)
  • List the most common STD's and how to prevent them.
  • Discuss the transmission of STD's.
  • Describe the signs and symptoms of STDs.
  • Discuss and identify where to get tested for the diseases.
  • Define AIDS.
  • Describe how HIV works in the body.
  • Describe the phases of HIV.
Holt Health, page 463  

Holt Health, pages 464-481

Holt Health, pages 464-481

Holt Health, pages 464-481

Holt Health, pages 478-479

Sexuality Education: A Curriculum for Adolescents

Unit 10: STD pages 342-357.

Holt Health, 484-485

Holt Health, pages 487-490

Holt Health, pages 490-491

Discuss and develop a definition.  

Have students write down any STDs they are aware of and determine the prevention of the disease.

Use figure 22-5 to discuss transmission of STDs.

Use figure 22-5 to discuss signs and symptoms of STDs.

Discuss who should be tested and where to go for testing.

Discuss and explain the different types of STDs in the world to the class.

Have groups of students define AIDS and what concerns they have regarding the disease.

Use the transparencies 23A and 23B, to explain HIV in the body and phases of HIV.

Health & Safety   9th  Grade

Unit: Family Life Education
9.14 The student will identify causes, symptoms, treatments, preventions, and transmissions of sexually transmitted diseases, including AIDS.
Performance Indicator Resources Teaching Strategy
I. Discuss the transmission of HIV.  
  • Discuss behaviors that put one at risk for HIV.
  • Develop a list of behaviors that do not put one at risk for HIV/AIDS.
  • Discuss prevention.
  • Describe medical treatment for HIV infected people.
Holt Health, pages 492-493  

Holt Health, pages 494-496

Holt Health, pages 498-501

Holt Health, pages 502-505

 
Ask students to brainstorm transmission possibilities.  

Use transparency 23D to discuss risky behaviors.

Discuss abstinence when listing prevention options. List ways to reduce risk.

Research treatment options available to HIV infected people. Include side affects and other problems.

Health & Safety   9th  Grade

Unit: Family Life Education
9.15 The student will demonstrate understanding of sexual harassment including behaviors, effects, and legal liabilities.
Performance Indicator Resources Teaching Strategy
A. Describe what constitutes the different forms of sexual harassment.  
  • Physical
  • Verbal
  • Mental

B. List actions one can take to prevent sexual harassment.

C. Define sexual harassment and Title IX legally.

Stop Sexual Harassment Now!, Questions and Answers  

Flirting or Hurting, page 38.

Flirting or Hurting, pages 39-40

Holt Health, page 428

Sexual Harassment: It's Not Academic, pages 5-6

Have students brainstorm what they see as forms of physical, mental and verbal sexual harassment. Teacher should facilitate discussion and make sure all information is correct.  

Working in groups, ask students to write down things they could do if they felt they were targets of sexual harassment.

Read and discuss the law.