ICHABOD CRANE 4315.1 HIV INFECTION INSTRUCTION ...

\ 

Ichabod Crane 001 

ICHABOD CRANE 4315.1 

HIV INFECTION 

INSTRUCTION 

Incompliance with the regulations ofthe Commissioner of Education, the District will provide 

classroom instruction concerning Acquired Immune Deficiency Syndrome as part of a sequential and 

comprehensive health program for all students, K-12. Instruction must be offered during regularly 

scheduled classes. Such instruction will be age-appropriate, and include the following information: 

1. The nature ofthe disease 

2. Methods oftransrnission of the disease; and 

3. Methods of prevention of the disease (stressing abstinence as the most effective and appropriate 

protection 

against HIV). 

A pupil may be excused from the segment of HIV instruction regarding methods of prevention of the 

disease if his/her parent/guardian files a request with the Superintendent of Schools. The request must 

give assurance that such instruction will be given at home. 

The Board shall establish an ad hoc advisory council as needed which shall be responsible for making 

recommendations on content, implementation, and evaluation of the HIV instructional program. The 

advisory council must consist of Board members, appropriate school personnel, parents and community 

representatives, including representatives from religious organizations . 

. Cross-ref: 1210 Citizens Advisory Committees 

8123.1 Contagious Diseases 

Ref: Education Law §3204(5) 

8 NYCRR §§16.2; 135.3 

Ware v. Valley Stream High School District, 75 NY2d 114 (1989) 

New York State School Boards Association v. Sobol, 168 AD2d 188 (1991) 

Matter of Ware, 28 EDR 415 (1989) 

Effective Date: August 3,2010


ICHABOD CRANE CENTRAL SCHOOL DISTRICT 

TEACHING ABOUT CONTROVERSIAL 

ISSUES 

4810 

As a natural part of preparation for assuming an adult role in society, matters of a 

controversial nature will arise and may be dealt with as part of the student's learning 

experience. 

The Board of Education recognizes that controversial issues deal with matters about which 

there are varied levels of opposing views, biases, emotions and/or conflict. Therefore, it is 

essential that the classroom teacher have guidelines in order to prepare and execute lessons 

that will be as objective as possible while considering the nature ofthe subject matter. It is 

important that students and staff recognize the following responsibilities: 

1. In the classroom, matters of a controversial nature shall be handled as they arise 

in the normal course of instruction and not introduced for their own sake. 

Such issues shall be neither sought nor avoided. 

2. When presenting various positions on a controversial issue, the teacher shall take care to 

balance major views and to assure that as many sides of the issues as possible are 

presented in a fair manner, with no position being espoused by the teacher as the only 

one acceptable. 

3. When materials dealing with controversial topics are to be used, assigned or 

recommended, such materials must: 

- balance major views and provide as many sides of the issue as possible 

in a fair manner, with no position presented as the only one acceptable; 

- be appropriate to the maturity level of the students; and 

- not adversely affect the attainment of the District's instructional goals 

or result in substantial disruption of the normal operation of the classroom 

Prior to presenting materials on such an issue, the classroom teacher shall present the 

materials to the Department Chairperson for prior approval. The Chairperson will 

review the materials pursuant to the guidelines above. 

4. Before a guest speaker is permitted to address the students, approval must be granted by 

the Building Principal, who must be informed of the scheduling of all guest speakers at 

least three (3) days prior to their presentation. 

Ref: Educational Law 414 

Hazelwood v. Kuhlmeier, 484 US 260 (1988) 

Tinker v. Des Moines Independent Community School District 393 US 503 (1969) 

Board of Ed., Malverne UFSD v. Morgan, 3020-a panel decision; Howard 

C. Edelman, Esq., chairman (Feb. 2, 1990) 

Matter of Morgan, 29 EDR 363 (1990) 

Malverne v. Sobol (RH #01-90-ST2690) Sup. Ct. Albany County 

G. Cobb, J.S.C., 04/01/91 

Effective Date: November 1, 1994 

3


Middle Level Education Page 1 of 13 

HYllED N,ewYork ItateEd¡ucathlil t 

Back ill 

çJY)-ºQ 

Home 

SED Hom 

Disclaims 

and 

Notices 

Middle Level Indicators of Achievement Checklists for the Non-Tested Content Areas 

B. Health Education 

(Scroll down to view the entire document or click to view the following program indicators) 

Student Performance 

Collaboration 

Curriculum/Integration 

Youth º-~veloRmJl!1J 

Professional Staff 

Administrative SURRort 

Scheduling/Student Access 

Instructional Technology 

Facility and EmtiRment 

Resources 

Link_~_tº_R~sourç.~~1QLEducators. 

Action Plan Template 

I 

LEVEL OF PERFORMANCE 

GJ 

I 

1 2 4 

Acceptable 

Indicators Falls Below Approaches Exceeds Evidence 

Student Performance A. Health A. Health A. Health A. Curriculum, All students 

Education Education Education instruction and know and can 

Students will have the 

Program does Program meets Program is assessment are demonstrate the 

necessary knowledge and 

not meet the at least two of aligned with congruent as personal health 

skills to establish and 

NYS Learning theNYS all of the NYS well as clearly skills listed 

maintain physical fitness, Standards for Learning Learning and explicitly below within the 

participate in physical Health Standards for Standards for aligned with all overarching 

activity and maintain 

Education Health Health oftheNYS skills of self 

personal health. 

performance Education and Education, Learning management and 

(Standard l, Intermediate 

indicators or related skills Standards for relationship 

Level) 

skills as and performance 

Health 

management: 

outlined in the performance indicators, 

Education, 

Guidance indicators. related skills 

performance Communication, 

Students will acquire the 

Document for Program is and the 

indicators, 

knowledge and ability Achieving the content based related skills and 

necessary to create and 

-1 Decision 

New York and/or loosely the 

maintain a safe and Guidance 

making, 

State aligned with 

healthy environment. 

Document for 

Standards for the Guidance 

Guidance 

(Standard 2, Intermediate 

Achieving the 

Health 

Documentfor 

-2 Planning and 

Document for 

Level) New York 

Education. Achieving the 

goal setting, and 

State 

Achieving the 

New York 

Standards for 

New York State 

Students will understand State Standards for -3 Stress 

Health 

and be able to manage 

Standards for 

Education. 

Health 

management. 

I 

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5

Middle Level Education 

Page 2 of 13 


their personal and 

community resources. 

(Standard 3, Intermediate 

Level) 

Student Performance 

cont'd. 

Health 

Education. 

Education. 

The health skills 

are integrated 

with the nine 

health functional 

knowledge areas 

to develop a 

lasting 

understanding of 

the Guidance 

Document for 

Achieving the 


Standards for 

Health Education 

for the 

intermediate 

level: 

-4 Physical 

activity and 

nutrition, 

-5 Unintentional 

injury, 

-6 Violence 

prevention, 

-7 Alcohol and 

other drugs, 

-8 Family 

life/sexual 

health, 

-9 Sexual risk, 

-10 HIV/AIDS, 

-11 Tobacco, and 

-12 Other 

required health 

areas. 

Classroom 

instruction is 

student-centered 

and inquirybased 

and driven 

by the essential 

question: "What 

health knowledge 

do I need to 

know and be able 

to use to be safe, 

healthy and 

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Page 3 of 13 

achieve the New 

York State and 

national 

standards." 

Student Performance B. Student B. Student B. Student B. Student work All students 

work work work demonstrates that demonstrate the 

demonstrates demonstrates demonstrates students have acquisition of 

cont'd. 

that students that students that students met the NYS knowledge and 

have not met have met less have met the Learning skills to multiple, 

all or most of than half of NYS Learning Standards for personally 

theNYS theNYS Standards for Health complex and 

Learning Learning Health Education challenging real- 

Standards for Standards for Education through multiple life or "near" 

Health Health through the real-life authentic 

Education or Education and application of applications of situations. 

performance related skills personal personal health 

indicators. and health education skills 

performance education as outlined in the 

indicators. skills as Guidance 

outlined in the Documentfor 

Student work 

Guidance Achieving the 

Document for New York State 

is contentbased, 

teacher- 

Achieving the Standards for 

centered, 

New York Health 

contrived and State Education. 

not related to 

Standards for 

personal 

Health 

health skill 

Education. 

development 

and attainment 

with 

functional 

knowledge. 

Student Performance C.No C. C. Ongoing C. Ongoing Assessment is 

assessment or Assessments authentic authentic ongoing and 

only paper and measure performance includes real-life 

cont'd, 

pencil tests are mainly health assessments diagnostic, 

or 'near" real-life 

used. content demonstrate formative and 

opportunities 

Assessments knowledge, student summative 

such as: 

do not align memorization attainment of performance 

with the NYS or student the NYS assessments -Simulations, 

Learning reverberation Learning demonstrate and 

Standards for of teacher- Standards for measure student -Logs, 

Health generated Health growth and 

Education, information. Education, attainment of the 

performance performance 

-Plans, 

NYS Learning 

indicators Some skill 

indicators, Standards for 

and/or related knowledge 

related skills Health -Role plays, 

skills. 

and other areas 

(not 

Education, 

performance) 

of the performance -Demonstrations, 

is assessed. 

Guidance indicators, 

Document for related skills and -Service learning, 

Achieving the other areas of the 

New York Guidance 

State 

Document for 

-Reflective 

Standards for journals, and 

Achieving the 

Health 

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Page 4 of 13 


Education. New York State -Advocacy 

Standards for products or 

Health 

feedback. 

Education. 

Collaboration A. Health A. Health A. Health A. Health Health Education 

Education Education Education Education teachers are 

teachers are teachers are teachers are teachers are an included in all 

not viewed or viewed only as often viewed integral part of professional 

treated as health as educational the educational development. 

educational professionals professionals, learning 

professionals and not as included in all community, Health Education 

and integral educational professional included in and teachers provide 

members of learning development often providing a wide array of 

the community and included professional professional 

educational team on several development, development. 

learning members. district- and and acting as 

community. school-based resources to 

Health teachers 

teams. 

other content 

are active 

area or 

members of 

educational team 

school-based 

members, school 

planning teams, 

building and 

district policy 

teams. 

professional 

development 

teams and 

policy-making 

teams. 

Curriculum/Integration A. Health A. Health A. Health A. Health Class time aligns 

educatíonis education is education education with research on 

viewed by viewed as an instruction is instruction is effectiveness and 

A. Curricular 

most extra course viewed as a recognized as a achieving 

Integration 

administrators, that students valued valuable knowledge and 

counselors, take, with component of component of behavior change. 

teachers and limited value student student 

school staff as to student achievement achievement and Health education 

an extra, fun achievement and success. success, and is integrated into 

class with little and success. Class appropriate time and reinforced in 

or no value to The course placement and is devoted to other content 

students, placement is time devoted classroom areas. 

student based on is based on instruction based 

achievement factors research and on research. 

Health education 

and student unrelated to effectiveness Health education 

is integrated into 

success. the research on of student is integrated into 

the school and 

health attainment of and reinforced in 

district through 

effectiveness theNYS other content 

instruction, 

for students. Learning areas, cafeteria, 

modeling and 

Standards for school plans, 

reinforcement, 

Health 

policies and 

before and after 

Education. procedures, 

school, in the 

classroom 

hallways, in 

management, 

counseling, food 

after school 

service, on the 

programming, 

school bus, etc. 

etc. 

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Page 5 of 13 

I LJLJLJI I 

B. Program B. Health B. Teachers B. Health B. All instruction Health education 

Integration Education from other Education integrates learning includes 

teachers content areas teachers make learning meeting 

receive little or communicate a collaborative standards from standards and 

no information with and effort to other content performance 

about school include Health support other areas, such as indicators from 

or district Education content area English language other subjects, 

projects or teachers learning arts (ELA), especially ELA. 

initiatives, and occasionally to standards and Family and 

are not collaborate on show students Consumer Other content 

included. supportive the "real-life" Sciences areas include 

learning application. (FACS), physical meeting the NYS 

initiatives. education, social Learning 

studies and Standards for 

science. 


and performance 

indicators in their 

learning 

experiences, such 

as health 

education in 

ELA,FACS, 

physical 

education, social 

studies and 

science. 

C. Coordinated e.A C. The district C. The school C. The school CSH Team 

School Health committee has a few staff district has a district has a membership 

exists on paper members who Coordinated CSH Team that 

only, or one take interest in School Health meets regularly CSH Team 

person, with selected (CSH) Team and conducts assessments 

little or no health-related that meets on a ongoing CSH 

support, topics, based regular basis, assessments as 

Meeting minutes 

addresses all on a crisis or is comprised well as develops, 

health issues identified of diverse implements and 

and concerns. need, and who staff, parents, evaluates related CSH plan and 

occasionally students and goals and action steps 

work together agencies. The initiatives that 

to resolve the CSHTeam are directly Evaluations that 

issue or meet a develops and aligned with the measure health 

State implements district impact and 

requirement. assessments, vision/mission. connections to 

and evaluates 

student learning 

related goals 

and achievement 

and initiatives. 

Youth Development A. Health A. Health A. Health A. Youth Student-centered 

Education Education Education development and student-led 

Program is Program Program has a philosophy learning, 

deficit-based, provides clearly drives the Health planning, 

and its limited articulated Education implementation 

relationship to opportunities youth Program, and assessment 

youth for students to development supports and of authentic real- 

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development demonstrate philosophy enhances the life learning, 

is vague or youth that supports district projects and 

missing. development and enhances philosophy, initiatives. 

competencies the district vision and 

and leadership philosophy, mission, and Students 

(e.g., vision and provides advocate 

internships, mission, and opportunities that enhancing the 

mentoring, provides build upon health and safety 

service opportunities students' existing of themselves, 

learning). that build upon strengths, skills others, the 

students' and school, family or 

existing competencies. It community. 

strengths, allows them to 

skills and play a pivotal 

competencies. leadership role 

It allows and successfully 

students to advocate for and 

demonstrate secure authentic, 

practices and healthy and safe 

advocate for school, family 

health 

and community 

enhancing environments. 

behavior in 

authentic 

situations in 

the school, 

family and 

community. 

Professional Staff A. Health A. Certified A. All student A. All student Health educators 

education is health instruction is instruction is are certified in 

not taught, or educators delivered by a planned, health education. 

is taught by teach at least certified developed or 

non-health 75 percent of Health selected and Health educators 

certified all health Education delivered by a develop or select 

teachers or education teacher. certified Health research -based 

others. classes. Education curricula, 

teacher and 

guided by health 

and academic 

assessments. 

Professional Staff B. B. B. All Health B. All Health Health educators' 

Professional Professional Education Education and CSH Teams' 

cont'd. 

development staff is in the teachers teachers and assessments of 

is unavailable process of develop and professional staff the impact of the 

or discouraged obtaining implement continually self- health education 

for health appropriate professional assess, develop curricula on 

educators or certification. development and implement student health 

others. plans that are related, ongoing behaviors and 

Health 

research-based professional achievement 

Education 

and directly development 

teachers attend 

aligned with plans (including 

little or no 

teaching and mentoring, 

professional student coaching and 

development. 

learning of the other effective 

NYS Learning practices) that 

Standards for are research- 

Professional 

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Page 7 of 13 

Professional 

cont'd. 

Staff 

development 

is unrelated to 

professional 

needs, and is 

disconnected 

from the 

research. 

Health 

Education and 

the Guidance 

Documentfor 

Achieving the 

New York 

State 

Standards for 

Health 

Education. 

Teachers have 

attended 

Health 

Education 

Core Training 

and have 

designed at 

least one 

learning 

experience 

with support 

from the 

Student 

Support 

Services 

Center. 

based and 

directly aligned 

with the NYS 

Learning 

Standards for 

Health 

Education and 

the Guidance 

Document for 

Achieving the 


Standards for 

Health 

Education. 

Teachers have 

attended Health 

Education Core 

Training, a 


Design Institute, 

and have 

designed 

learning 

experiences with 

support from the 

Student Support 

Services Center. 

Professional Staff C. The district C. The Health C. The Health C. The Health Professional 

does not have Education Education Education development 

a Health Coordinator is Coordinator Coordinator has plan 

cont'd. 

Education not health has an extensive 

Coordinator or certified and appropriate health education Progress in 

has one in has little or no health background and relation to 

name only. health education attends ongoing student 

education background achievement of 

and/or CSH and training, professional theNYS 

I research-based and attends development. Learning 

professional ongoing The Health Standards for 

training and Education Health 

experience. professional Coordinator Education, 

development. supports the related skills and 

The Health school program areas of the 

Education and Guidance 

Coordinator collaboratively Document for 

, supports the coordinates Achieving the 

i school extensive school New York State 

program and and community Standards for 

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coordinates efforts. Health Education 

school and 

community 

Teachers attend 

efforts. 

Core Training. 

Teachers attend 

the Design 

Institute. 

Teachers develop 

related learning 

experiences 

aligned with the 

Guidance 

Document for 

Achieving the 


Standards for 

Health 

Education. 

The Health 

Education 

Coordinator is a 

certified health 

educator and has 

extensive 

training in the 

CSHmodel, 

team building, 

data analysis and 

interpretation, 

planning, 

implementation 

and assessment. 

, 

Administrative Support A. A. A. A. CSH plans, 

Administrative Administration Administration Administration goals, 

support is believes there is aware and aligns health philosophy, 

limited and/or is a need for supportive of education and vision and 

crisis oriented. selective, health CSH with the mission are 

i short-term education and district vision, aligned with the 

health CSH program, mission and district's. 

education and provides goals and related 

and/orCSH support to the school plans and Plan is researchprogramming, 

initiative, staff research-based based and 

, and and CSH documents, such aligned with 

demonstrates Coordinator to as the Guidance CSH best 

minimal or meet State- Document for practice and 

fragmented mandated Achieving the Guidance 

support. minimums and New York State Documentfor 

the Guidance Standards for Achieving the 

Document for Health New York State 

Achieving the Education. Standards for 

New York 

Health 

State Administration Education. 

Standards for works with the 

Health Health Education Administrators 

Education. 

1" /I ._ • ~ __ ••• __ ;1 ~~ .. /~:~:/~l~/~lha,..,1+h ht1"Yl 9/4/2007 11

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Page 9 of 13 

Administrators Coordinator and are active 

are active CSH Teams to members ofCSH 

member of assess, plan, Team. 

CSHTeam. implement, 

advocate, 


support, and Coordinator, 

connect 

health education 

outcomes to staff and CSH 

improved health Team are 

and academic supported by the 

success. 

administration. 

',i 

Administrative Support B. B. B. B. Administration 

Administration Administration Administration Administration advocates for and 

provides no supports supports advocates the supports health 

cont'd. 

support for limited and professional importance of education and the 

professional fragmented development health education CSH Team. The 

development professional of all teachers andCSH CSH Team's 

for Health development in a variety of professional implementation 

Education opportunities areas, development for of health 

teachers or for for Health including all staff, and education is 

other teachers Education health strongly clearly connected 

in health- teachers and education, encourages its to the district's 

related areas. other teachers CSH, and their implementation student 

in health- and relationship to to assist students achievement and 

CSH-related student with succeeding success goals. 

areas. success and and meeting all 

achievement. oftheNYS 

Learning 

Standards for 

Health 

Education. 

Scheduling! A. Health A. Health A. Standards- A. Standards- Student 

Student Access Education Education based Health based Health performance 

Program is Program is Education Education assessments 

limited or not available for Program is Program is (student work) 

provided for some or all available for available for all are aligned with 

some or all students; all students at students, exceeds the NYS Learning 

students. however, it State- State- mandated Standards for 

does not meet mandated minimums, and Health Education 

State- minimums. provides for and the Guidance 

mandated additional Document for 

minimums or classes, time or Achieving the 

appropriate integration to New York State 

time meet research- Standards for 

requirements based minimums Health Education 

for the unit(s) for student and clearly 

required for behavior and demonstrate 

instruction. culture change. positive health 

and safety 

change. 

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Page 10 of 13 

I II II II II II I 

Instructional A. No access A. Classes A. Classes A.All Instructional 

Technology to technology have access to have state-of- classrooms are technology is 

or technical technology to the-art equipped with available as 

support for assist technology on state-of-the-art needed for 

facilitating classroom site to assist in technology. student health 

instruction is instruction, but instruction or learning and 

provided. scheduling is have access to achievement. 

difficult or it as needed. 

technology is 

unavailable 

when needed. 

Facility/Equipment A. No rooms A. Some A. Students A. All student Health education 

or equipment dedicated have access to instruction takes has dedicated 

are dedicated space is dedicated place in space and related 

to providing provided for space and dedicated equipment for 

students with health equipment for classrooms with student 

appropriate education, or a health state-of-the-art assessment, 

experiences, as cart is instruction. equipment. health learning 

required in the provided with 

and achievement. 

curriculum a minimum of 

(e.g., no health equipment, if 

education required. 

assigned 

classroom). 

B.Any B. Hands-on B. Health B. All health Space and 

existing experiential education education equipment are 

instruction is learning is instruction and learning and available for 

heavily limited to application are application is student learning 

focused on shared spaces personalized student centered, in the classroom, 

textbook, and/or and authentic, personalized and school building, 

paper and equipment. and include authentically school district, 

pencil. hands-on assessed in the home or 

applications of most appropriate community 

theNYS classroom, setting. 

Learning school or 

Standards for community 

Health 

environment, 

Education in with the 

appropriate necessary 

classrooms, equipment 

school sites available. 

and the home 

and 

community, 

with necessary 

equipment. 

-, 

Resources A. No budget A. Limited A. There is a A. Health education 

is provided for budget is dedicated Administration is and CSH budgets 

health provided, budget for actively engaged are based on 

education or unrelated to research-based in seeking student and 

CSH student health health partners, grants community 

programs. and education and and funding needs. 

1


Page 11 of 13 


Funding achievement CSH sources to Health grants and 

allocations are data and programming, combine with supportive funds 

provided in programming based on an district resources from community 

response to needs. assessment, and commitment agencies, 

State- related data to meet student business, parentmandates 

or and staff health education teacher 

student/school professional CSH organizations, 

crises. development programming, government and 

needs. safety and other entities. 

achievement 

goals and needs. 

This will 

Budget is 

enable 

dedicated to 

students to 

effective 

achieve the 

research-based 

NYS Learning 

best practices. 

Standards for 

Health 

Education and 

performance 

indicators and 

create a 

healthy and 

safe school 

environment. 

I " 

: 

Resources B. Outdated, B. Resources B. A variety of B. Student data Resources are 

inappropriate and materials current and behavioral research-based. 

or no health are limited in research-based outcomes drive 

cont'd. 

education scope, content- resources is the acquisition of Resources are 

and/orCSH based, shared, clearly aligned student and aligned with 

resources or or not and regularly teacher resources behavioral 

materials. research- assessed as to and related outcome goals, 

based, and their impact on assessments. plans and needs. 

there is little student 

connection to attainment of Student data and Resources are 

the NYS theNYS behavioral strength -based 

Learning Learning outcomes are and skill driven. 

Standards for Standards for clearly aligned to 

Health Health theNYS 

Education and Education, 

Assessments are 

Learning 

developed and/or 

the Guidance related skills Standards for 

Documentfor and the 

purchased 

Health 

Achieving the Guidance 

focusing on 

Education and 

New York Document for 

behavioral 

are regularly 

State Achieving the 

outcomes. 

assessed as to 

Standardsfor New York their impact on 

Health State student Resources align 

Education. Standards for attainment of the with those listed 

Health standards, related in the Guidance 

Education. skills and the Document for 

Guidance 

Achieving the 

Documentfor New York State 

Achieving the Standards for 

New York State Health 

Standards for Education. 

Health 

Education. 

1



Page 12 of 13 

11,========:!II"======:=!!II,======:!II"======:=!!II'======i!II======!II\ 


- Additional Resources 

NYS Resources: 

• NYS Learning Standards for Health Education: http://www.emsc.nysed.gov/cíai/pe/pub/hpefcleJ2Qf 

• Guidance Document for Achieving the New York State Standards for Health Education: 

httR:I!emsc,nysed.goy{~§?j 

• NYS Education Department Student Support Services website: hill>J/emsc.nysed.gov/sssl 

• Core Training Materials: !:Jjtp:llem~,nyse.fLgov/ss§L 

• Translation Sheets: bJtR.:ll~m-ª-ç-,..ny~ed.JlQ.YL~ssl 

• Rubric for Authentic and Appropriated Classroom Assessment Tasks: httM~msc.nysed.gov/$ssl 

• Healthy Stars: 'N..W.WJJy..§.O_E¿ªJ1bY§Qb...ºQls.org 

• Navigate By the Stars: Dttpj/www.e.rllsc,nY ..êed,..99y/sss/Presentation s/Nayigate-EditedFolWEBJm1 

• New York Youth Development Policy Paper: h~l/www.emsc ..DYsed.gov/sss!YOU(th)/ho(11e.html 

• NYS Virtual Learning System (VLS): http://eservlº?~lJYsed.gov/VIs/ 

National or Professional Organization Resources: 

• National Health Education Standards: wvyw.ªahp~gJ.org/aahe/pdf files/standards. pdf 

• CDC's School Health Index: h!J:Q)..illPps.nccdsdG..:Q9"y/sh~ 

• Health Is Academic: WWW.§')dc.org/healthisacademif 

_Backto ____ 'l'Oh.1"- of This Pace - -ø~ 

Back tQJn:troductiºnJ~m~º 

The documents posted on this server contain links to information created and maintained by other public 

/' ' 

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9/4/2007 2.1


Page 13 of 13 


and private organizations. These links are provided for the user's convenience. The Education Department 

does not control or guarantee the accuracy, relevance; timeliness, or completeness of this outside 

information. Further, the inclusion of links to particular items in hypertext is not intended to reflect their 

importance, nor is it intended to endorse any views expressed, or products or services offered, on these 

outside sites, or the organizations sponsoring the sites. 

08/03/2005 

(, 

t.++~ .//"".-r.,, £>1'Y'I"" ",,,,,,prJ nrn,/,,;~; Im 1f'lr,lhf'l'llth .htm 9/4/2007 

'7-"1

3\ 


ICHABOD CRANE 

. HIGH SCHOOL 

HEALTH 

CURRICULUM

35 


ICHABOD CRANE HIGH SCHOOL HEALTH 

CURRICULUM 

TABLE OF CONTENTS 

1. Subjects covered in HS Health Curriculum 

2. Philosophy of Health Education 

3. Course Outline for 20 Week Health Course 

4. New York State Learning Standards for Health, Physical Education and Family 

and Consumer Sciences 

5. Standard One, Standard Two & Standard Three of the NYS Standards 

6. Topics of Discussion for Each facet of health education 

7. Unit Objectives for all Seven units 

8. Sample Health Lesson Plans

1'1 


(,:' 

\. . 

Subjects that will be covered in the 

high school health curriculum 

1.MentallSociallFamily Health- 3 week 

unit 

2.Physical fitnesslN utritionlExercise: 3...4 

week unit 

3.Growth & Development/Sexuality- 3-4 

Week unit 

4.Substance AbuselDrugs- 3 week unit 

5. SafetylFirst Aid - 2 week unit 

6.Consumer, Community and 

Environmental Health -1week unit 

7.DiseaseslDisabilities - 3-4 week unit

3'\ 


ICHABOD CRANE HIGH SCHOOL PHILOSOPHY 

OF HEAL TH 

EDUCATION 

As educators, we need to focus on the growth and development of all our students 

mentally, but also physically. 

The need to teach people about nutrition, exercise, and 

how to live a healthy lifestyle are skills that are evading the youth of today. 

In our health 

education program, we focus on teaching how to make healthy choices in every day life, 

not only in the foods we eat and the activities we participate in, but also in stress 

management, conflict resolution and avoiding risky behaviors. We have made a 

concerted effort to teach young people that they must take charge of their health all of 

their lives. 

We also must do more than teach, we must set an example in the way we live. 

We are putting an emphasis on developing lifelong positive health related 

attitudes and behaviors. 

These attitudes and behaviors usually start developing in the 

home, but working with the school, we feel that we can double the affect of reinforcing 

these attitudes and behaviors. 

We feel that every aspect of health is connected to a student's life and 

experiences. 

We hope that students will make a commitment to their own health and also 

the health of others, which can enhance the school community and make learning more 

meaningful. 

As educators at Ichabod Crane High School, we are trying to enforce 

previously taught health practices and introduce new and advanced ways for students to 

stay healthy for life.


20 Week Course 

( 

Week 1-3: Students will be introduced to the course. They will be told all of the different topics 

that relate to the course. They will begin right away with a unit on Mental, Socio-Emotional, and 

Family Health. This unít will last the first 3 weeks of the semester. 

Week 4-6: Students will be introduced to the NutritionÆxercise/Fitness Unit. They will keep a 

food diary, learn to read nutrition labels, understand the basic calorie needs or an active and/or 

inactive person, do comparisons of fast food restaurant menus, learn how to eat healthy, 

understand the new food pyramid, and learn about cholestrol, heart disease, and how to make 

healthy choices for life. They will also learn and engage in discussions on exercise and fitness 

and the importance of activity for all. 

Week 7-9: Drugs/Substance Abuse/Alcohol: Students will learn the long and short term effects 

of drugs, alcohol and tobacco. They will do a short project on how the media affects or 

influences the purchase and use of certain drugs, alcohols, and tobacco. We will discuss steroid 

use and the effects it has had on major league sports and what it does to a persons body. We will 

also do involved activites on drinking and driving, talk about illegal drug use, over the counter 

drug abuse, and inhalants. The last thing we will discuss in this unít is risky behaviors that 

become associated with drug and alcohol abuse. 

Week 10-12: Growth and Development/Sexuality: The Growth and Development unit will be 

mostly involved with puberty, hygeine, personal and socio-emotional growth, body development, 

maturity, and the major muscle groups. Students will learn how their bodies grow and move and 

the biological changes that occur when they reach puberty 

The sexuality part of this unit will teach birth control and different forms of contraception, 

pregnancy prevention including abstinence, the male and female reproductive systems, risky 

sexual behaviors, fertilization and fetal development and the consequences and costs ofteenage 

pregnancy. This unit will be a lead in to the next topic of sexually transmitted diseases. 

( 

\. 

Week 13-15: Diseases: This unit will cover sexually transmitted, infectious and some noncommunicable 

diseases. These include but are not limited to HIV/AIDS, herpes, HPV, hepatitis 

C, Cancer, multiple sclerosis, asthma, diabetes, heart disease, and lung disease. We will talk 

about how easí1y disease is spread and how to prevent these diseases. We will discuss many of 

these diseases in specific terms and really focus on preventing the spread of many of these 

diseases. 

Week 16-18: Safety and First Aid: The topics of this unit include injury prevention, concussion 

information and management, school safety, personal safety, and basic first aid 

Week 19 &20: Consumer, Community, and Environmental Health: In this unit, we will wrap up 

the class talking about recycling, how to read medicine labels, opportunites for jobs in the health 

fields, community resources to participate in healthy activities anda knowledge of how the health 

field works outside of a school environment. 

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43 


• 41! • 

41! • 

• 

• 

41! 

Standard 

1: Personal Health and Fitness 

Students will have the necessary knowledge and skills to establish and maintain physical fitness, 

participate in physical activity, and maintain personal health. 

Standard 

2: A Safe and Healthy Environment. 

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy 

environment. 

Standard 

3: Resource Management. 

Students will understand 

and be able to manage their personal and community resources.

~s 


STANDARD 

1 

Physical 

Education 

Personal Health and Fitness 

Students will have the necessary knowledge and skills to 

establish and maintain physical fitness, participate in physical 

activity, and maintain personal health. 

Key Idea: Students will: 

la: perfonn basic motor and manipulative skills. They will attain 

competency in a variety of physical activities and proficiency in a few 

select complex motor and sports activities. 

Ib:design personal fitness programs to improve cardiorespiratory 

endurance, flexibility, muscular strength, endurance, and body 

composition. 

( ~... 

\.. 

ELEMENTARY INTERMEDIATE COMMENCEMENT 

• participate in physical • demonstrate competency • demonstrate proficiency 

activities (games, sports, in a variety of physical in selected complex 

exercises) that provide activities (games, sports, physical activities (games, 

conditioning for each exercises) that provide sports, exercises) that 

, fitness area conditioning for each provide conditioning for 

fitness area 

each fitness area 

i 

• develop physical fitness • know that motor skills • establish and maintain a 

skills through regular progress in complexity and high level of skilled 

i 

: practice, effort, and need to be used in the performance, demonstrate 

¡ 

i perseverance context of games and mastery of fundamental 

i 

sports with additional movement forms and skills 

environmental constraints that can contribute to daily 

living tasks, and analyze 

skill activities 

• demonstrate mastery of • combine and integrate • make physical activity an 

fundamental motor, non- fundamental skills and important part of their 'life 

locomotor, and adjust technique based on and recognize such 

manipulative skills, and feedback, including self- consequent benefits as 

understand fundamental assessment self-renewal, greater 

principles of movement 

productivity as a worker, 

more energy for family 

activities, and reduction ÎI'l 

health care costs 

• understand the effects of • understand the • use the basic principles 

activity on the body, the relationship between of skill analysis to improve 

risks associated with physical activity and the previously acquired skills 

inactiVity, and the basic prevention of illness, and to continue to learn 

components of health- disease, and premature new skills and activities 

related fitness 

death 

(cardiovascular, muscle 

strength, muscle 

endurance, flexibility, and 

body composition 

• demonstrate and assess • develop and implement a • know the components of 

their fitness by performing personal fitness plan based personal wellness 

exercises or activities on self-assessment and (nutrition and weight 

related to each health- goal setting, understand control, disease 

related fitness component, physiological changes that prevention, stress 

and establish personal result from training, and management, safety, and C 

'> 

(

'1'1 


goals to improve their 

fitness 

• understand the 

relationship between 

physical activity and 

individual well being 

understand the health 

benefits of regular 

participation in activity 

• develop leadership, 

problem solving, 

cooperation, and team 

work by participating in 

group activities 

physical fitness), establish 

a personal profile with 

fitness/well ness goals, and 

engage in appropriate 

activities to improve or 

sustain their fitness 

• follow a program that 

relates to weliness, 

including weight control 

and stress management 

• demonstrate competence 

in leading and participating 

in group activities


STANDARD (" 

A Safe and Healthy Environment 

2 

Physical 

Students will acquire the knowledge and ability necessary to 

Education 

create and maintain a safe and healthy environment. 


2a: demonstrateresponsiblepersonaland social behavior 

while engagedin physical activity. They will understandthat 

physical activity provides the opportunity for enjoyment, 

challenge, self-expression, and communication. 

2b: be able to identify safety hazardsand react effectively to 

ensurea safe and positive experiencefor all participants. 

.. 

ELEMENTARY INTERMEDIATE COMMENCEMENT 

• contribute to a safe and • understand the risks of • know the potential safety 

healthy environment by injury If physical activity is hazards associated with a 

observing safe conditions per-formed incorrectly or wide variety of games and 

for games, recreation, and performed in extreme activities and are able to 

outdoor activities environmental conditions, prevent and respond to 

and recognize the accidents 

importance of safe physical 

conditions (equipment, 

i 

facilities) as well as the 

emotional conditions 

essential for saféty , 

!. 

• come to know and • develop skills of • demonstrate responsible 

practice appropriate cooperation and personal and social 

participant and spectator collaboration, as well as behavior while engaged in 

behaviors to produce a fairness, sportsmanship, physical activities 

safe and positive 

and respect for others 

environment 

• work constructively with • work constructively with • accept physical activity 

others to accomplish a others to accomplish a goal as an important part of 

variety of goals and tasks in a group activity, life. Self-renewal, 

demonstrating 

productivity as a worker, 

consideration for others energy for family activities, 

involved 

fitness, weight control, 

stress management, and 

reduction in health-care 

costs are understood as 

benefits of physical activity 

• know how injuries from • understand the physical • create a positive climate 

physical activity can be and environmental dangers for group activities by 

prevented or treated associated with particular assuming a variety of roles 

activities and demonstrate 

proper procedures for safe 

participation in games, 

sports, and recreational 

pursuits 

• demonstrate care, • understand the role of • understand the physical, 

! consideration, and respect physical activity, sport, social, and emotional 

of self and others during and games as a balance benefits of physical activity 

( 

I 

{~/4

st 


physical activity 

between cooperative and 

competitive behaviors and 

as a possible arena in 

which to develop and 

sharpen leadership and 

problem solving skills, and 

understand the physical, 

emotional, and social 

benefits of participation in 

physical activities 

and can demonstrate 

leadership and problem 

solving through 

participation in organized 

games or activities 

STANDARD 

3 

Physical 

Education 

Resource Management 

Students will understand and be able to manage their personal 

and community resources. 


3a: will be aware of and able to access opportunities 

available to them within their community to engage in 

physical activity. 

3b:be informed consumers and be abie to evaluate facilities 

and programs. 

3e: be aware of some career options In the field of physical 

fitness and sports. 

ELEMENTARY 

• know that resources 

available at home and In 

the community offer 

opportunities to participate 

in and enjoy a variety of 

physical activities in their 

leisure time 

INTERMEDIATE 

• should be Informed 

consumers, aware of the 

alternatives available to 

them within their 

communities for physical 

activity and should be able 

to evaluate facilities and 

programs available 

• become discriminating • demonstrate the ability 

consumers of fitness to locate physical activity 

information, health-related information, products, and 

fitness activities in their services 

communities, and fitness 

and sports equipment 

• demonstrate the ability • know some career 

to apply the decision options In the field of 

making process to physical physical fitness and sports 

activity 

COMMENCEMENT 

• recognize their role as 

concerned and 

discriminating consumers 

of physical activities 

programs and understand 

the importance of physical 

activity as a resource for 

everyone regardless of age 

or ability 

• recognize the benefits of 

engaging in appropriate 

physical activities with 

others, including both older 

and younger members of 

the community 

• identify a variety of 

career opportunities 

associated with sports and 

fitness and understand the 

qualifications, educational 

requirements, and job 

responsibilities of those 

careers

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( 

Topics of Discussion for MentaJ/Socio-EmotionallFamily 

Health Issues 

Mental Health: 

l. Depression & anxiety disorders 

2. Suicide 

3. Schizophrenia, OCD, ADro:> 

4. Self-harm/mutilation 

5. PTSD- Post Traumatic Stress Disorder 

Socio-Emotional: 

l. Cultural issues 

2. Society norms 

3. Peer pressure & media influences 

4. Risk taking & risky behaviors 

5. Communication issues 

6. Anger management & conflict resolution 

7. Body Image/Self-esteem 

8. STRESS 

Family Health: 

l. Gun violence in teens 

2. Increase in violence in teens/high schoolers 

3. Sexual abuse 

4. Positive relationships in the home 

5. Dating violence

s-s 


Topics of discussion for Growth, Development 

and Sexuality 

Growth and Development: 

1. Hygeine 

2. Puberty 

3. Personal and SociallEmotional Growth 

4. Body part development (bone growth, tissue, muscle growth) 

5. Maturity 

6. DigestionlEating right 

7. The endocrine system 

SEXUALITY 

8. Contraception/Birth Control 

9. Pregnancy Prevention 

10. Reproduction systems: Male and Female 

11. Risky Behaviors 

12. Fetal Development 

13. Fertilization 

14. Consequences and costs of being a teenage or single parent

5"1 


NUTRITIONIEXERCISE 

( 

l. Obestiy Epidemic 

2. Diabetes 

3. Eating disorders (bulimia and anorexia) 

4. Food Pyramid 

5. Calorie Needs for teenagers 

6. Cholesterol/heart disease 

7. Importance of Activity 

8. "Do Something, Inc." 

9. Food diaries done by all students 

10. Fast food nutritional info comparisons 

11. Exercise information 

12. How to eat healthy 

13. National Food guidelines 

14. Food safety 

15. Weight Room safety 

16. Supplement information and safety (if/when to use and why) 

17. Importance of exercise 

(

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Drugs/Substance 

Abuse/Alcohol 

1. Alcohol abuse 

2. Tobacco use 

3. Illegal drugs (marijuana, ecstasy, heroin, crystal meth, cocaine, LSD, GHB & roofies 

(date rape drug,) 

4. O.T.C. drug abuse (becoming more common) 

5. Long and short term effects of drugs and alcohol 

6. Media's hype of use of drugs/alcohol and effects on consumers 

7. Steroids- use and abuse (MLB, NFL, etc) 

8. Inhalants 

9. Driving under the influence 

10. Fetal Alcohol syndrome 

11. Risky behaviors associated with alcohol & drug use 

12. Effects oflong term smoking, tobacco (chew) use

l 


DISEASES 

( 

1. Sexually transmitted diseases (AIDS, mv, herpes, gonorheea, chlamydia, HPV, 

hepatitis C, 

2. Prevention of STD's 

3. AID's awareness 

4. Cancer 

5. Diabetes 

6. Infectious diseases (flu, meningitis, ebola, tuberculosis, etc.) 

7. Prevention and treatment of disease 

8. The immune system and it's responses to infection and injury 

9. Lung Disease 

10. Heart disease 

11. How diseases spread 

12. Lyme Disease 

13. Obstacles to preventing infectious diseases 

14. Life Expectancy

~J 


Safety and First Aid 

l. Injury Prevention 

2. Concussion information, symptoms, management 

3. School safety 

4. School violence 

5. Gun violence/increase in violent crimes in youth 

6. Safety in the home 

7. Personal Safety (awareness) 

8. Food safety 

9. Basic First Aid 

10. Drug, fire, automobile, pool safety

l) 


Consumer, Community, and Environmental Health 

c- 

l. Recycling 

2. Global warming effects 

3. Reading medicine labels. 

4. Lifelong health opportunities 

5. Reading food labels 

6. Positive communication for peers 

7. Job opportunities in the Health fields 

8. Community resources to participate in healthy activities 

(

'l 


ICRADOD CRANE mGH SCHOOL 

Health Education Unit Objectives 

Unit 1: MentaVSocial-EmotionaV Family Health 

Unit Length: 3 weeks 

Objectives 

l. Students will identify warning signs of suicidal tendencies and strategies for prevention. 

2. Explain and define the symptoms of mental disorders such as depression, anxiety, O.C.D., 

PTSD, schizophrenia, eating disorders, and self-harm/mutilation. 

3. Explain the ways to control these disorders and keep people with disorders safe so they do not 

harm themselves or others. 

4. Identify factors that promote a positive image (self-respect, respect for others, self-discipline, 

and responsibility). 

5. Demonstrate characteristics of what it means to be a good decision-maker. 

6. Explains how different cultures and the media can influence our take on societal norms. 

7. Identify ways that peer pressure takes a toll on teenagers and youngsters and how to stick up 

for yourself and make your own decisions. 

8. Analyze stress and it's affect on health and wellness. 

9. Develop and practice ways of dealing with stress. Find effective skills to cope with stress and 

prevent self-destructive behavior. 

10. Recognize behaviors that lead to violence, such as bullying, discrimination, and sexual 

harassment and discuss ways to prevent them. 

11. Identify behaviors of angry people and ways in which to manage thís behavior in a positive 

way. 

12. Name types of violence and violent behaviors and how to report and prevent them. 

(Examples, rape, bullying). 

13. Recognize that different people find different issues and actions to be a crisis. Respect that 

difference, but find ways to help people deal with a crisis, large or small. 

14. Describe the stages of crisis and identify helpful resources in the community that deal with the 

crisis. 

15. Analyze strong family and personal relationships 

16. Discuss reasons why these relationships are strong, (communication, goal setting, conflict 

res.) and be able to tell the difference between love and infatuation. 

17. Identify social, emotional, intellectual, and economic aspects of dating. 

18. Identify ways of resisting peer pressure and other pressures regarding sexual involvement. 

("Not me not now"). Learn how to say no and mean it 

19. Be aware of what is and is not acceptable in a relationship. (verbal abuse and/or physical 

abuse) 

20. Name places to get help for people who have experienced or are experiencing dating violence.

~1 


UNIT 2: NUTRITION AND EXERCISE 

3-4 Week Unit 

( 

OBJECTIVES 

l. Evaluate a diet that is relative to a person's need, dietary guidelines, and 

calorie intake and expenditure and be able to evaluate a plan for change, if 

necessary. 

2. Analyze a variety of weight management plans for lifelong benefits to a 

person's health. 

3. Comprehend and understand the food pyramid and its guidelines and be able 

to use that information to determine a nutrition guide for yourself. 

4. Keep a food diary and be able to analyze if you made good or poor food 

choices and if you reached the food pyramids guidelines. 

5. Students will recognize the link between physical education and health 

education. 

6. Calculate their Maximum heart rate and target heart rate and be able to relate 

that to the proper intensity of exercise (also done in PE class). 

7. Analyze different marketing and advertising methods that may influence our 

food choices. 

8. Compare and contrast the typical behaviors and symptoms of persons with 

eating disorders. Discuss treatment options for these diseases. 

9. Identify the affects of these eating disorders, both physical and mental. 

10. Compare the menus and nutritional information of favorite fast food 

restaurants and relate it to actual food pyramid guidelines. 

ll. Explain how to keep yourself safe from food poisoning at home and when you 

are out. 

12. Identify supplements and the benefits and dangers that may come with them. 

13. Analyze the importance of exercise and explain that a person should get 

between 30-60 minutes of vigorous aerobic activity per day for good heart 

health 

14. Explain the signs and symptoms of heart disease and heart attack. 

15. Explain the difference between good cholesterol and bad cholesterol and 

know the healthy range for cholesterol levels. 

16. Understand that the U.S. is facing an obesity epidemic and outline ways to 

prevent and help stop this major problem. 

17. Explain the dangers of diabetes and analyze the fact that diabetes is a rising 

problem occurring in the youth of today. 

( , 

( .

l( 


UNIT 3: Drugsffobacco/Alcohol & Substance Abuse 

Unit Length: 3 Week Unit 

OBJECTIVES 

1. Explain the ways that use of drugs and alcohol can contribute to crime, 

accidents, and suicide. 

2. Understand and explain the affects of all drug types such as inhalants, 

stimulants, depressants and methamphetamines. 

3. Identify the risks of using drugs and alcohol such as injury, paralyzation, 

andlor death. 

4. Demonstrate knowledge that not only illegal drugs are dangerous. 

5. Evaluate different drugs and their interactions, even OTe drugs such as 

Tylenol or Advil have side effects when mixed with other drugs. 

6. Analyze the influence that the media in music, commercials, movies, 

magazines, and TV have over using and abusing drugs, tobacco, and alcohol. 

7. Explain the diseases and side effects that may occur from using and abusing 

drugs, tobacco and alcohol. (Cirrhosis ofliver, COPD, lung cancer, heart 

disease, brain damage, etc.) 

8. Identify rísky behaviors that are associated with use of drugs and alcohol and 

ways to prevent these from happening. 

9. Identify the risks and long term effects of smoking cigarettes and use 

smokeless tobacco (chew, dip). 

10. Explain the effects that steroids have on the body and understand the dangers 

of use far outweigh the benefits that are gained. 

11. Relate the use of steroids to professional sports and discuss the current and 

recent issues that have been in the media. 

12. Know the legal implications that are associated with illegal use of 

alcohol/drug use, possession of these substances, distribution and sales, and 

DUIorDWI. 

13. Understand that addiction is treatable and come up with different treatment 

methods and/or community resources. 

14. Be able to list the warning signs of addiction and plan intervention strategies.

73 


c 

UNIT 4: GROWTHIDEVELOPMENT/SEXUALITY 

Unit Length: 3-4 weeks 

OBJECTIVES 

l. Explore the increased responsibility that comes with reaching adolescence, 

including becoming an adult and ways to make these changes easier. 

2. List different ways that heredity and environment can play apart in affecting 

growth and development. 

3. Explain proper hygiene and grooming habits that a person who has reached 

puberty should attain, and describe how hygiene affects relationships or all 

kinds (business, personal, etc.) 

4. Explain and identify what occurs during puberty in both males and females. 

5. Describe the relationship that the endocrine system's glands and hormones 

have with the secondary sex characteristics. 

6. List and identify the parts of both the female and male reproductive system. 

7. Explain the process of fertilization. 

8. Understand how conception occurs and describe human fetal development 

from conception through birth. 

9. Name and explain the function of a variety of different contraceptives. 

10. Identify a variety of ways to prevent pregnancy. 

ll. Understand that contraceptives do not all protect against sexually transmitted 

diseases. 

12. Analyze changes in prospective parents responsibilities and freedoms before 

and after the birth of a child 

13. Explain that having a child is a big decision that should be talked over with 

partners in detail and should be planned when people are ready to commit to 

giving up their time for the baby. 

14. List the costs and consequences of having a child as a teenager or a young 

single parent.


UNIT FIVE: DISEASES AND DISEASE PREVENTION 

Unit Length: 3-4 weeks 

OBJECTIVES 

1. Describe the immune system and its response to infection and injury. 

2. Explain how an infectious disease is spread. 

3. List early symptoms and long-term consequences of sexual transmitted 

diseases such as chlamydia, herpes, gonorrhea, genital warts (HPV), 

mVI AIDS, syphilis, and others. 

4. Demonstrate an awareness of current statistics that are related to STD's, 

including arvlAIDS. 

5. Understand that mvlAIDS is caused by a virus and is incurable and fatal at 

this time. 

6. Discuss the impact that mVIAIDS can have on families and on all different 

types of people who have the disease. 

7. Demonstrate knowledge of the history of the HIVIAIDS virus in the US. 

8. Explain and discuss all the ways that these diseases can be transmitted. 

9. Recognize behaviors that can increase the risk or transmitting and contracting 

all STD's. 

10. Identify obstacles to preventing the spread ofSTD's and other infectious and 

communicable diseases. 

11. Recognize that abstinence and not using IV drugs are the most effective ways 

to prevent yourself from getting and STD and preventing HIV infection. 

12. Identify ways of preventing pregnancy and preventing infection ofSTD's and 

whether or not they are effective. 

13. Describe the benefits of setting a goal for yourself to maintain a healthy body 

and being very serious about that goal. 

14. Identify, describe, and explain the causes, treatments, and prevention 

strategies for cancer. 

15. Explain how cancer infests the bodies tissues and organs and how it 

progresses. 

16. Know cancer rates for New York State and identify ways to increase your risk 

of getting cancer. 

17. Evaluate how a person' s genetics and specific health choices can influence 

obtaining a disease such as cancer, heart disease, and many others. These can 

include diet, stress factors, heredity, environment, and lack of exercise). 

18. Discuss the high prevalence of Lyme Disease in Columbia County and 

explain and identify ways to prevent contracting this disease. 

l ! 

"75

7 "1 


( 

UNIT SIX: SAFETY AND FIRST AID 

Unit Length: 2 Weeks 

OBJECTIVES 

1. Demonstrate the ability to perform basic first aid skills in minor emergencies. 

2. Identify threats to your personal safety and ways to prevent yourself from 

getting into those situations (don't walk alone at night, carry pepper spray or a 

whistle, don't go anywhere with strangers, etc.) 

3. Obtain the skills to de-escalate a situation that may tum violent and be able to 

use those skills in a practical situation. 

4. Identify protocol that a person should go through to help maintain school 

safety. 

5. Identify local support systems concerning a person's safety, (for example, 

family, church group, friend, or counselor). 

6. Describe ways to keep your family safe in the home. (fire extinguisher, fire 

drill planning, pool safety, etc) 

7. Know the risk of taking a prescription drug that isn't yours. Explain how to 

read the label of prescription medicine. 

8. Explain how to maintain food safety in the home. 

9. Understand and discuss what to do if someone has a concussion. Identify the 

best way to know if someone has a concussion is to get him or her to a 

hospital. You can never be too safe. 

10. Explain the risk factors and behaviors that may lead to violence in a school. 

11. Discuss reasons that students may take the law into their own hands. Discuss 

different school shootings and reasons for them. Talk about what you think 

went wrong. 

12. Understand that school violence is a random act and appreciate that schools do 

all they can (lockdown drills, evacuation drills) to maintain student safety. 

( . 

(


UNIT SEVEN: CONSUMER, COMMUNITY AND ENVIRONMENTAL HEALTH 

Unit Length: One Week 

OBJECTIVES 

1. Identify basic social skills that are necessary to develop successful 

relationships in business and personal life. 

2. Understand and explain a variety of food labels and identify what everything 

on the label means. 

3. Describe ways to instill positive communication in their peers. 

4. Understand the effects of global warming and the effects that it may have in 

the years to come. 

S. Analyze a variety of recycling projects and explain the difference that they 

make in protecting our environment. 

6. Look at a variety of local health services and understand the health needs, 

problems and services that they relate to. 

7. Identify job opportunities within your community that are related to the health 

field. 

8. Identify different community resources that can help people achieve a healthy 

body for life. 

9. Explain and describe the role that the media has in making healthy choices as 

a consumer. 

10. List ten different community sources that can be used over the course of a 

year to commit to fitness and gain a healthy lifestyle. 

1~


SAMPLE HEALTH LESSON PLANS 

Mental Health 

Unit 

(: 

Purpose: To help student's understand that they have control over their lives and over 

which aspects of their lives they choose to concentrate on. 

Materials: 

Paper and pen/pencil 

Description: 

Students take out a piece of paper and write something negative on it 

(usually the most negative thing in their life). No names, just the negative thing. 

They 

are told to crumple their paper up into a ball. Then they are told to throw the papers at 

their teacher. 

Focus of Activity: Discuss how the mood of the students changed from concentrating on 

something very negative to concentrating on something fun and/or how much fun it was 

to be able to throw something at their teacher. 

Discuss how everyone has a choice on 

what to focus on in life and that we can focus on the negative or positive in anything. 

It 

all depends how you focus your attention on something. 

Ask questions and discuss how 

people do with positive issues and what they might do in order to stop thinking 

negatively or to look at the positive in even negative situations. 

g(


Scenarios in Mental Health 

Purpose: 

Allows students to fully understand the signs and symptoms of a variety of 

mental disorders. 

Materials: 

Paper or index cards with different mental health scenarios on each and class 

notes. 

Focus of Activity: Class is placed in any # of groups. Index cards are handed to both 

groups with a short story about a person who has certain symptoms of a mental disorder. 

There are questions accompied with each index card that ask questions about the 

disorder. 

Students are given 10-15 minutes to figure out which mental disorder they have 

based on the information on their card. 

Some scenarios: Angela's sister died a year ago, but she can't seem to move on from it. 

She has a hard time sleeping at night and she can't focus on her school work. Last week, 

she was seen crying in the bathroom for no apparent reason. 

What do you think Angela 

could be suffering from? 

What advice would you go to Angela's friends? What advice 

would you give to Angela? (Mental Disorder: Depression) 

Assessment: 

Each group will come to the front of the room to read their scenario and 

explain what the disorder is and why they chose this disorder. 

f{:-S


Mental Health: Dealing with a Crisis 

( 

Purpose: 

To help students in processing their reactions, getting support from others, and 

offering support to others in response to a social crisis. 

Materials: 

video clips, newspaper and magazine clippings that represent images of 

conflict, fear, stereotyping, and anger following a national or local tragedy. 

(Example: 

news reel of militants celebrating the bombing of the World Trade Center). 

Focus of activity: 

Students are to come up with healthy and unhealthy responses to a 

local or national crisis. For example, identify humane elements such as values, beliefs, 

and social roles is healthy. 

out different groups and blame is unhealthy. 

Focusing on extreme examples like the IRA or KKK to cast 

( . 

Assessment: 

Participate in group discussion contrasting healthy and unhealthy responses 

to crisis. Put together an "action plan" to reduce conflice and advocate for the inclusion 

of others. 

Discuss ways that these plans can be improved. 

Do a role play to see if these action plans would work (for example, you're a new student 

in school and your appearance and dress is different from most that attend that school. 

People are making comments about you behind your back and to your face. What do you 

do? Discuss other ways that conflicts way be resolved. 

What do YOU do when you face 

a conflict? 

( . 

'(5)

~1 


Drugs/Alcohol/Tobacco 

Purpose: 

To determine the affect the media has on influencing the use and abuse of 

drugs, tobacco, and alcohol. 

Materials: 

VCR/DVD, cd player 

-Students will choose a song, movie or news clip, or documentary on how the media 

influences people's opinions or shapes the way society views some types of drugs. 

-Each student will make a 5 minute presentation with information about the drug they 

chose and then who a clip or playa 

song that involves that drug. 

-The drug can be legal or illegal. 

-Information needed for presentation: what the media is, what the drug is, who the media 

is targeting, your opinion of if the media is acting negatively or positively to the drug. 

-Students must also write a one page paper including: 

who the media is influencing, what 

the media is saying about the drug, where the drug is used and how (does media tell or 

show how it is used), why the drug is used and who used it, and how does it make a 

person feel?


GrowtbJDevelopment/Sexuality 

( 

. " 

Purpose: To tests students understanding of birth control methods and what they are used 

for when discussing family planning. 

Materials: 

Paper, posterboard, markers, chalk 

Description: 

Students will choose a method of birth control such as, the pill, condoms, 

abstinenece, etc. They will use the letters in the words to come up with an acronym that 

show that they understand what the method is used for and how it works. 

Students do not 

have to use each letter as the FIRST letter in a word, they can vary where the letters are 

place. 

EXAMPLE: 

C areful when handling 

o n the penis 

N ot expensive 

D iseases can be prevented 

o ver the counter 

M ade out oflatex 

( 

Sq


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i' 

~ 

~I· 

I 

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t. 

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Mary H. Bronson, Ph.D., recently retired 

after teaching for 30 years in Texas public schools. 

Dr. Bronson taught health education in grades 

K-12, as well as health education methods classes 

at the undergraduate and graduate levels. As 

Health Education Specialist for the Dallas School 

District, Dr. Bronson developed and implemented 

a district-wide health education program. She has 

been honored as Texas Health Educator of the 

Year by the Texas Association for Health, Physical 

Education, Recreation, and Dance and selected 

Teacher of the Year twice, by her colleagues. Dr. 

Bronson has assisted school districts throughout 

the country in developing local health education 

programs. She is also the coauthor of the Glencoe 

Health textbook. 

Betty M. Hubbard, Ed.D., C.H.E.S., has 

taught science and health education in grades 

6-12, as well as undergraduate- and graduatelevel 

courses. She is a professor at the University 

of Central Arkansas, where, in addition to teaching, 

she conducts in-service training for health 

education teachers in school districts throughout 

Arkansas. In 1991, Dr. Hubbard received the university's 

teaching excellence award. Her publications, 

grants, and presentations focus on researchbased, 

comprehensive health instruction. Dr. 

Hubbard' is a fellow of the American Association 

for Health Education and serves as the contributing 

editor for the Teaching Ideas feature 'of the 

American Tournai of Health Education. 

_GlenCOe 

Michael J. Cleary, Ed.D., C.H.E.S., is a professor 

at Slippery Rock University where he teaches 

methods courses and supervises field experiences. 

Dr. Cleary taught health education at Evanston 

Township High School in Illinois and later served as 

the Lead Teacher Specialist at the Mclvíillen Center 

for Health Education in Fort Wayne, Indiana. Dr. 

Cleary has published widely on curriculum development 

and assessment in K-12 and college health 

education. Dr. Cleary is also coauthor of the Glencoe 


Contributing Authors 

Dinah Zike, M.Ed., is an international curriculum 

consultant and inventor who has designed and developed 

educational products and three-dimensional, 

interactive graphic organizers for over thirty years. As 

president and founder of Dinah-Might Adventures, 

L.P., Dinah is author of over 100 award-winning 

educational publications. Dinah has a B.S. andan 

M.S. in educational curriculum and instruction from 

Texas A & M University. Dinah Zike's Ioldables" are 

an exclusive feature of McGraw-Hill textbooks. 

TIME® is the nation's leading news and information 

magazine. With over 80 years of experience, 

TIME®provides an authoritative voice in the analysis 

of the issues of the day, from politics to pop culture, 

from history-making decisions to healthy living. 

TIME®Learning Ventures brings the strength of 

TIME®and TIME®For Kids' editorial and photographic 

excellence to educational resources for 

school and home. 

.// ..; ,",'",.·1 '''''~¡1I '''1!l1í 

The McGraw'HI CompanIes .' .,.¡~,¥"t~¥;'(;~'~~~\!:~;¡¡¡~ 

Copyright © 2009 The McGraw-Hili Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any i 

form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hili Companies, lno., 

including, but not limited to, network storage or transmission, or broadcast for distance learning. 

Printed In the United States of America. 

Send all Inquiries to: 

Glencoe/McGraw-Hili 

21600 Oxnard Street, Suite 500 

Woodland Hills, California 91367 

ISBN-13: 978-0-07-877405-8 (Course 1 Student Edition) 

MHID-10: 0-07-877405-5 (Course 1 Student Edition) 

ISBN-13: 978-å-07-877406-5 (Course 1 Teacher Wraparound Edition) 

MHID-10: 0-07-877406-3 (Course 1 Teacher Wraparound Edition) 

1 2 3 4 5 6 7 8 9 043/071 12 11 10 09 08

4 

COURSE 


, f 

i\( 

Learning with 

Ai'l'NESSZ.,.8,; " 

.. "'~""l", .'~ ..'.. '.. ';' 

~añaqo ' 

~1,:~ 

~'('f\-~»-;¡)).-!i 

,~ ~ 

~$- 

f::TIME® 

'heàlth news









a district-wide health education program. S'he has 









Betty M. Hubbard, 

Ed.D., C.H.E.S., has 











Hubbard is a fellow of the American Association 


editor for the Teaching Ideas feature of the 

American Journal of Health Education. 

IR Glencoe 

Michael J. Cleary, Ed. D., C.H.E.S., is a profèssorat 

Slippery Rock University where he teaches 


Dr. Cleary taught health education at Evanston . 


the Lead Teacher Specialist at the McMillen Center 

for Health Education in Fort Wayne/Indiana. Dr. 






Dinah Zike, M.Ed., is an international 

curriculum 



, interactive graphic organizers får over thirty years. As 


L.P.,Dinah is author of over'1.00 award-winning 

educational publications. Dinah has a B.S. and an 


Texas A & M University. Dinah Zike's Foldables'j)are 











TheMcGraw'HiII 

Companies', \·(~,~~j;'ií~~,~~;~tw ¡~ 

Copyright © 2009 The McGraw-Hili Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed In any 

form or by any means, or stored in a database ör retrieval system, without the prior written consent of The McGraw-Hili Companies, Inc., 

including, bul not limited to, network storage or transmission, or broadcast for distance learning. 

Printed in the United States of America. 

Send all Inquiries to: 



Woödland Hills, California 91367 

ISBN: 978-0-07-877425-6 

MHID: 0-07-877425-X 

ISBN: 978-0-07-877426-3 

MHID: 0-07-877426-8 

(Course 2 Student Text) 


(Course 2 Teacher Wraparound 


Edition) 

Edition) 

1 2 3 4 5 6 7 8 9 043/079 12 11 10 09 08 

'I?


Yl' 

.\\\C ~(a/;¡: 

'¢'i 

?' 

l1otl!y till: Jig(¡u I,nlrr.! ¡>

- --_~~_-.~ ---_. __ .---------_.- ._- 

------ 


.~ 

Demonstrates the ability to practice strategies 

SELF MANAGEMENT 

and skills to enhance personal' health and satetv 

'J(- c; {o-'t>' ct ~ 

SM.E.1 Condudsa personal assessment of 

,0'\ . 

health and safety knowledae and skills 

SM.E.2 Identifies the attributes (knowledge, 

/ \ skills, competencies) of a safe and healthy 

erson 

_ I SM.E.3 Compares the personal assessment 

results to the healthy attributes to identify 

personal health and safety strengths and needs 

(may need adult assistance) 

.' I SM.EA Explores the benefits and harmful 

consequences of behaviors based on the 

personal health and scfery assessment 

SM.E.5 'Selects and applies a health skill to 

improve personal health and safe 

SM.E.6 Identifies and requests support from 

persones) who could be helpful 

5M.E.7 Identifies health and safety resources 

that could be helpful 

SM.E.8 Celebrates and rewards self for 

personal health and safety accomplishments 

SM.E.9 If appropriate, extends to relationship 

and/or health advocacy skill 

SM.I.1 Conducts.a personal assessment of 

health and safety knowledae and skills 

SM.L2 Explores the attributes (knowledge,' 

skills, competencies) of a safe and healthy 

erson 

SM.I.3 Compares and analyzes the personal 

assessment to the healthy attributes to 

identify personal health and scferv 

strenqths. and needs' 

SM.IA Predicts short and long term 

benefits and harmful consequences of 

behovlers based on the personal health and 

safety assessment 

SM.I.5 .Selects and appli~s a health skill 

to improve personal health and safety 

SM:L6 Identifies and accesses perponal 

support perso'nsor systems 

SM.L7 Accesses related health and safety 

resources 

SM.L8 Celebrates and rewards self för 


SM.I.9 If appropriate, extends to 

relationship and/or health advocåcy skill 

SM.C.1 Conducts a personal assessment of health 

and safety knowledge and skills 

SM.C.2. Analyzes the attributes (knowledge, 

skills, competencies) of c scfe and healthy person 

sM.C.3 Compares and analyzes the personal 

assessment to the healthy attributes to identify 

personal health and safety strengths and needs 

SM.CA Predicts short and long term benefits 

and harmful consequences.of behaviors' based on 

the personel health and safety assessment 

SM.C ..5 Selects arid. applies a health skill to 

imorove oersorial health' and' safe 

sM.C.6 Identifies·and accesses personal support 

ersons orsyst~s 

SM:C.7 Accesses, managês and evaluates related 

health and safety resources . 

SM.C.8. Celebrates and rewards self for 


SM.C.9 If appropriate, extends to relationship 

and/or to health advocacy skill 

.,;; 

New York State Education Department/ Student Support Services Network HealtH Education Curriculum and Assessment Leadership Team, Scope and 22 

Sequence, Draft 6, March 2005. 

o

8 

,.,JIi;'1I 

"~'W,' 

- --- - ----------_-. --- 

--_._._-_._- .. _~- 


"~ 

':::----, 

RELATIONSHIP 

MANAGEMENT 

Demonstrates the ability to apply interpersonal and intra- personal strategies and skills 

to enhance personal, family and community health 

'_I 

RM.EJ Conducts a personal assessment of 

relationship management (nurturing, empathy, 

respect, responsibility) knowledge and skills 

RM.E.2 Identifies the attributes (knowledge, 

skills, competencies) of a nurturing, empathetic, 

respectful, responsible person 

RM.E.3 Compares the personal assessment results 

with the attributes to identify personal strengths 

and need areas 

RM.EA Explores the benefits and harmful 

consequenèes of behaviors based on the 

assessment 

RM.E.5 Selects and applies a health skill to 

improve personal health and safety 

RM.E.6 Demonstrates positive interpersonal and 

intra-personal behaviors when working with others 

(includina diverse populations) 

RM.E.7 Identifies real-life situations that could 

lead to conflict and demonstrates win-win 

resolutions 

RM.E.8 Identifies health and safety resources 

that could be helpful 

RM.E.9 Celebrates and rewards self for interpersonal 

and intra-personal health and safety 

accomplishments 

RM.E.10 If appropriate, extends to health 

advocacy skill 

RM.Ll Conducts a personal assessment of 

relationship management (nurturing,empathy, 


RM.I.2 Explores the attributes (knowledge, 

skills, competencies) of anurturing, , 

empathetic, respectful, responsible person 

RM.L3 Compares and analyzes the personal 

assessment results In relation to the 

attributes to identify personal strengths and 

need areas 

RM.L4 Predicts short and long term benefits 

and harmful consequences of behaviors based 

on the assessment 

RM.I.5 Selects and applies a health skill to 

improve personal health and' safety 

RM.L6 Demonstrates positive interpersonal 

and intra-personal behaviors when working 

with others (including diverse populations) 

RAA.I.7Analyzes possible causes of conflict 

and demonstrates win-winresolutions 

RM.L8 Accesses related health and safety 

resources 

RM.I.9 Celebrates and rewards self for 

interpersonal and intra-personal healih and 

safety accomplishments 

RM.I.10 If appropriate, extends to health 

advocacy skill 

RM,C.¡ Conducts a personal assessment of 

relationship management (nurturing, empathy, 


RM.C.2 Analyzes the attributes (knowledge, 

skills, competendes) of a nurturing, 

empathetic, r-espectful. responsible oerson 

RM.C.3 Compares arid analyzes the personal 

assessment results in relation to the attributes 

to identify personal strengths and need areas 

, " 

RM,CA Predicts short and long term benefits 

and harmful consequences of behaviors based, ." I • 

on the assessment 

RM.C.? Selects and applies a health skill to 

improve personal health and safety 

'RM.C.6 D,emonstrates positive interpersonal 

and intra-persona! behaviors when working with 

others (including diverse populations) 

, RM.C.7 Demonstrates win-winstrategies to 

prevent and manage conflict in healthy and safe 

ways 

RM.C.8 Accesses, manages and evaluates 

related health nnd safety resources 

RM.C.9 Celebrates and rewards self for interpersonal 

and intra-personal health and safety 

accomolishments 

RM.C.10 If appropriate, extends to health 

cdvccccy skill 

H,p po 

aov- 01-,.... 

1 -rh!)' 

New York State Education Department/ Student Support Services Network Heçlth Education Curr.iculum and Assessment Leadership Team, Scope and 23 

Sequence, Draft 6, March 2005.

Cl 

VI 


O", 

STRESS MANAGEMENT 

Demonstrates the ability to apply stress management strategies 

and skills to-enhance personal health 

ST.E.l Explains what stress is and discovers personal ST.Ll Distinguishes between positive and ST.C.1 Differentiates between positive and 

stressors 

negative stress and documents personal negative stress and prioritizes personal 

stressors 

stressors 

ST.E.2 Categorizes stressors on personal health ST.L2 Documents the impact of physical, ST.C.2 Analyzes the impact of physical, 

emotional, social, family, school, end emotional, social, family, school, and 

environmental stressors on personal health environmental stressors on personal health 

ST.E.3 Identifies physical and emotional reactions to ST.L3 Investigates physical and emotional ST.C.3 Monitors physical and emotional 

personal stress 

reactions to personel stress 

reactions to personal stress and develops 

strateaies for dealina with them 

ST.EA Describes personal stressful situations and ST.L4 Researches personal stressful ST.C.4 Analyzes and evaluates personal 

current way'sof dealing with them 

situations and current ways of dealing with stressful situations and current ways of dealing 

them 

with them 

ST.E.5 Selects and applies a strategy to manage ST.L5 Selects and applies a strategy to ST.C.5 Selects and applies a strategy to manage 

stress in health-enhancina ways 

manaae stress in heclth-enhcncino ways stress inhealth-enhandna wcvs 

ST.E.6 Explores connections between personal stress ST.I.6 Clarifies expectations of self and ST.C.6 Clarifies expectations of self and others 

and expectations of self and others 

others and their relation to personal stress and their relation to personal stress , 

ST.E.? Recognizes personal capabilities and 

ST.C.? Recognizes personal capabilities 

limitations 

limitations 

and 

ST.E.8 Monitors, evaluates and adjusts the personal ST.L8 Monitors, evaluates and adjusts the ST.e.8 . Monitors, evaluates and adjusts the 

stress management strategy for welIness and coping personal stress management strategies for personal stress management strategies for 

with stressful situations 

weI/ness and coping with stressful 

weliness and coping with stressful situations 

situations 

ST.E.9 Identifies and practices relaxation techniaues ST.I.9 Demonstrates relaxation techniaues ST.e.9 Applies relaxationtechniaues 

~ 

New York State Education Department/ Student Support Services Network Health Education Curriculum and Assessment Leadership Team, Scope and 24 

Sequence, Draft 6, March 2005. . _ .

cr 

-..J 

fl, 

'\",.;:


t% ..i!J~""."--'. 

~, 

~ 

~. 

i DECISION 

MAKING 

Demonstrates the ability to apply decision making strategies and skills to enhance 

personal, family and community health 

-v 

v 

DM.E.l Identifies personal health decisions and 

influences 

DM.E.2 Recognizes personal capabilities and 

limitations cis they relate to possible healthy solutions 

DM.E.3 Locates and uses information sources to 

enhance health 

,/ DM.E.4 Personalizes health risk of decisions to self 

and others 

Applies a decision making model to real-life 

J I DM.E.5 

J 

V 

ti 

behavior 

DM.E.?Describes howpersolial health decisions are 

connected to subsequent decisions 

DM.E.8 Assumes responsibility for personal health 

decisions 

DM.Ll Identifies personal health" decisions 

and sorts related internal and external 

influences 

DM.L2 Recognizes personal capabilities and 

limitations as they relate to possible healthy 

solutions' 

DM.r.3 

information 

DM.r.4 

Compiles and assesses available 

to enhance health 

Personalizes health risk of decisions to 

self and others 

DM.I.5 Applies a decision making model to 

reel-life health-relcred situations 

DM.L6 Analyzes perceptions of peer, family, 

and community normative health-related 

behavior 

DM.L? Describes how personal health 

decisions may affect subseauent decisions 

DM.L8 Assumes r-esponsibility for personal 

health decisions 

DM.cJ Identifies personal health decisions 

and analyzes related internal and external 

- influences 

DM,ê:2 Recognizes personal capabilities and 

limitations as they relate to possible healthy 

solutions - 

DM.(3Gathers, synthesizes, and evaluates 

civailableinformation 

DM.C.4'Personalizes 

to enhance health 

to self and others 

DM.C.5 Applies a decision making model to 

real-life health-related situations 

DM.Ç,;'6 Analyzes perceptions 

family and community normative 

healthrelated 

behavior 

health risk of decisions 

of p~er, 

health -relaied situations ' 

DM.E.6 Questions perceptions of normative healthrelated 

DM.C.t Describes how per-sonel health 

decisions may affect subseauent decisions 

D'M.C.8 Assumes respon.sibility for personal 

health decisions 

t~ 



"'

--- - ."---' ..- _. --_.----_ ..~--~-- --~--_..~---------_ ..,..----~--,..,.-...,.,..._ ...._-~--~- 


~ .. 

r~ 

..;~--" 

PLANNING AND GOAL SETTING 

Demonstrates the ability to apply planning and goa/ setting strategies and skills to enhance personal, 

family, and community health goals 

PG.E.l Identifies the benefits of planning and setting 

personal health goals 

PG.I.1 Analyzes the benefits of planning and 

setting per-sonel health goals 

PG.C.1 Critically analyzes and articulates 

the benefits of planning and setting 

ersonalhealth ooals 

, PG.E.2 Makes a personal commitment to achieve a PG.I.2 Makes a personal commitment to PG.C.2 Makes a personal commitment to 

Jf' personal health 001 achieve a personal health 001 achieve a ersonai health 001 

, PG.E.3 Develops a personal health goal and a plan to PG.I.3 Develops a personal health goal and a PG.C.3 Develops a personal health goal and 

V achieve it _, Dianto achieve it a Dianto achieve it 

PG.EA Identifies possible barriers to achieving the I PG.IA Analyzes possible barriers to achieving PG.CA Analyz~s and dev~lo~s strategies to 

V I personal health goal the personal health goal overcome barriers to cchievinq the personal 

health 0001 

. PG.E.5 Implements the plan to achieve the personal 

vi health goal and overcome possi~le barriers 

V I PG.E.6 Analyzes the impact of decisions on the personal 

health goal 

PG.E.7 Identifies personal suppôrt systems and 

explains their importance in achieving the personal 

health 0001 

PG.E.8 Monitors and evaluates progress towards 

achieving the personal health goal 

PG.I.5 Implements the plan to achieve the 

personal health goal and overcome possible 

barriers 

PG.I.6 Analyzes the impact of decisions on 

the personal health goal 

PG.I.7 Identifies personal support systems 

and explains their importance in achieving the 

ersonai health 0001 

PG.I.8 Assesses, reflects on and adjusts the 

plan to maintain and enhance personal health 

and safety, as needed 

PG.C.5 Implements the plan and adjusts 

plan as needed to achieve the personal 

health 0001 

PG.C.6 Analyzes the impact of decisions on 

the personal health goal 

PG.C.7 Identifies personal support systems 

and explains their importance in achieving 

the"oersonal health 0001 

PG.C.8 Assesses, reflects on and adjusts 

the plan to maintain and enhance personal 

health and safety, as needed 

New York State Education Department/ Student Support Services Network Health Educction Curriculum and Assessment Leadership Team, Scope and 27 


--- _.-. -_.----- ----~- ------- ._-_. ----_.- ----- ---._---,-_._. 


,='; 

~;;q 

ADVOCACY 

Demonstrates the ability to apply advocacy strategies and skilfsto enhance 

personal, family & community health 

ADEl Identifies personal, family, school or 

community health and safety concerns 

AD.E.2 Selects one health or safety issue to take 

vi a stand on . 

AD.E.3 Locates evidence that supports the 

health -enhancina stand 

AD.EA Identifies community agencies that 

advocate for the health -enhancing stand 

.J I ADE5 Expresses personal opinions about the 

health -enhancina stand 

AD.E.6 Takes a clear health-enhancing stand 

AD.E.? Selects an audience and prepares a safe 

or health-enhancing message for the individual or 

group 

JI AD.E.8 Shows how to persuade others 

the health-enhancing stand 

towards 

AD.E.9 Works cooperatively with others to 

advocate for health and safety issues 

AD.I.l Conducts a personal, family or 

community health assessment and/or reviews 

data from an existinq health assessment 

AD.I.2 Analyies data to determine a priority 

health or safety issue in need of advocacy 

AD.I.3 Researches the health or safety 

advocacy issue 

AD.IA Identifies agencies, organizations, or 

others who advocate for the health issue 

AD.I.5 Clarifies personal beliefs resjarding 

the health advocacy issue 

AD.L6 Takes a clear health-enhancina stand 

AD.I.? Identifies an audience and adapts the 

health message(s) and communication 

technique(s) to the characteristics of the 

individual or arou 

AD.L8 Uses communication techniques to 

persuade the individual or group to support or 

act on the health-enhancina issue 

AD.I.9 Works collaboratively with individuals, 

agencies or organizations to advocate for the 

health of self, families and communities 

AD.C.l Conducts a personal, family or community 

health- assessment and/or reviews data from 

current similar health assessments 

:AD.C.2 Analyzes data to determine priority 

area(s) in need of advoca.c 

D.C.3 Thoroughly researches 

the health 

advocacy issue 

,AD.CA Identifies and familiarizes self with 

agencies, organizations, and others who advocate 

for and aaainst the health issue 

AD.C.5 Clarifies personal beliefs regarding the 

ealrh advocacy issue 

AD.C.6 Takes a clear health-enhancina stand 

AD.C.? Identifies an audience and adapts the 

health message(s) and communication technique(s) 

to the characteristics of the individual or group 

AD.C.8 Uses communication techniques to 

persuade the individuc! or group to support or act 

on the health-enhancina issue 

AD.C.9 Works collaboratively with individuals, 

agencies and organizations to advocate for the 

health of self, families nnd communities 

AD.EJO Examines ways fa improve the ndvocccy 

effort 

. AD.L10 Evaluates the effectiveness of the 

advocacy effort(s) and revises as needed 

AD.CJO· Evaluates the effectiveness of the 

advocacy effortes) and revises and adjusts as 

needed 

New York State Education Department/ Student Support Services Network Health Education Curriculum and Assessment Leadership Team, Scope and ;>28 


VJ 

J

--~-----_. 

__ ..- - _._----~--------- 


,;.~r 

,~ 

::-...- 

HIV/AIDS 

Functiona I Knowledge 

HIV.E.l HIV/AIDS is a disease that ís 

causing some adults to get very sick, but it 

does not commonly affect children. 

HIV.E.2 HIV is the virus that causes AIDS 

(Acquired Immune Deficiency syndrome). 

HIV.E.3 Individuals cannot get HIV/AIDS 

by being near or touching someone who has 

it. 

HIV.E.4 Some viruses cause disease and can 

be-transmitted from an infected individual 

to an uninfected individual through various 

means. 

HIV.E.5 HIV; AIDS is êaused by a virus 

that weakens the ability of infected 

individuals to fight off disease. 

HIV.E.6 Scientists are working hard to find 

a way to stop individuals from getting 

HIV/AIDS and to cure those who have it. 

HIV.I.l Individuals who are infected with 

HIV may not have any signs or symptoms but 

can transmit the infection to others. 

HIV.I.2 The risk of becoming infected with 

HIV/AIDS can be virtually eliminated by 

avoiding contact with another individual's 

blood; practicing abstinence from sexual 

contact and not sharing needles to inject 

drugs, vitamins or steroids. 

HIV.I.3 HIV can be transmitted through 

blood to blood contact; sexual contact with 

an infected individual; by using needles and 

o+her injection equipment that an infected 

individual has used; and from an infected 

mother to her infant before or during birth 

or through breast milk. 

HIV.I.4 HIV/AIDS cannot be transmitted 

by touching someone who is infected or by 

being in the 

individual. 

same room with an infected 

HIV.I.5 A small number of individuals 

including some doctors, nurses, and other 

medical personnel have been infected with 

HIV/ AIDS when they were directly exposed 

to infected 

blood. 

HIV.C.l The risk of becoming infected with 

HIV/AIDS can be virtually eliminated by 

practicing abstinence from sexual contact 

and not sharing needles to inject drugs, 

vitamins 

or steroids. 

HIV.C.2 Sexual transmission of HIV is not a 

threat to those uninfected individuals who 

engage in a mutually monoqcmous sexual 

relationship. 

HIV.C.3 An individual is at greater risk of 

HIV infection 

by having one or more sexual 

partners who are at increased risk by 

engaging in sexual contact that results in 

the exchange of body fluids (i.e., semen, 

vaginal sècretions, blood); and/or by using 

unsterile needles or paraphernalia to inject 

drugs, vitamins or steroids. 

HIV.C.4 The risk of becoming infected with 

HIV from blood transfusions and from blood 

clotting products is nearly eliminated. 

HIV.C.5 Individuals who engage in sexual 

contact need to properly use a latex or 

polyurethane condom toreduce the 

likelihood of becoming infected. 


Sequence. Draft 6, March 2005. 

Crt

----- .._----_ •..- 


/" 

HIV.C.6 Latex/polyurethane condoms are 

not 100/0 effective; however they provide 

the best protection for individuals who are 

not abstinent and do not maintain a mutually 

monogamous sexual relationship with an 

uninfected partner. 

! 

~ 

n 

Il ,I 

Ii u 

II 

l' 

I 

l 

HIV.C.l Correct and consistent use of a 

latex/polyurethane condom does not 

guarantee absolute protection against the 

sexual transmission of HIV. 

HIV.C.8 Individuals who have engaged in 

behaviors that have put them' at risk for 

HIV need to take precautions not to infect 

others, to seek counseling and antibody 

testing and advise current sexual and/or 

drug partners to receive counseling and 

testing. 

HIV.C.9 Adolescents should be encouraged 

.to consult with their parents/guardians 

before visiting a doctor or clinic. However, 

NYS Public Health Law allows adolescents to 

access testing, medical care and services 

for HIV without cerentel consent. 

The following resource 

Guidelines for Effective 

was used to inform the development of the HIV/AIDS Functional Knowledge: 

School Health Education to Prevent the Spread of AIDS, Centers for Disease Control, MMWR Jan 29, 1988/Vol. 

37/5-2; 1-14 

New York State Education Department/ St.udent Support Services Network Health Education Curriculum and Assessment Leadership Team, Scope and 33 


.'. 

.....j.

.....:,-, .. - 

- 


Sexual Risk Functional Knowledge 

SR.E.1 Some viruses cause disease and can' 

be transmitted from an infected individual 

to an uninfected individual through various 

means. 

SR.I.1 Adolescents can and should avoid 

pregnancy and STD/HIV / AIDS. 

SR.l.Z Most adolescent¥ do not engage in 

risky sexual behavior. 

SR.l.3 Individuals who are infected with 

STD/HIV may not have any signs or 

symptoms but can transmit the infection to 

others. 

SR.IA The risk of pregnancy or infection 

with STD can be virtually eliminated by 

practicing abstinence from sexual contact. 

SR.l.5 Abstinence is the only pregnancy and 

STD/HIV/AIDS prevention method that is 

100~o effective, 100~o safe and 100~o free 

of side effects. 

SR;l.6 There are strong personal, medical 

and relationship building reasons for 

teenagers to abstain from sexual contact. 

SR.l.7 STD can be transmitted by sexual 

contact with an infected individual or from 

an infected mother to her infant before or 

during birth. 

SR.C.! The risk of pregnancy or infection 

with STD can be virtually eliminated by 

practicing abstinence from sexual contact. 

SR.C.Z.Abstinence is the only pregnancy and 

STD/HIV/AIDS prevention method that is 

100~o effective, 100~o seife and lOO~o free 

of side effects. 

SR.C.3 The only two effective ways to avoid 

pregnancy, and most STD infection are 

abstinence'or using protection correctly and 

consistently each time an individual engages 

in sexuel contact. 

SR.CA Sexual transmission of 

STD/HIV / AIDS is not a threat to those 

uninfected individuals who èngage in a 

mutually monogamous sexual relationship. 

SR.C.5 Most adolescents 

risky sexual behavior. 

do not engage in 

. i. SR.C.6 An individual is at greater risk of 

STD/HIV infection by having one or more 

sexual por-tners who are at increased risk by 

engaging in sexual contact that results in 

the exchange of body fluids (i.e., semen, 

vaginal secretions, blood). 

New York State Education Departmentl Student Support Services Network Health Education Curriculum and Assessment Leadership Team. Scope and 34 

Sequence. Draft 6. March 2005. 

~

-- .._-----_._.- 


,~ ,,~ 

SR.I.B Individuals who use drugs are more 

likely to acquire STD/HIV. 

SR.C.? Individuals who engage in sexual 

contact need to properly use a . 

latex/polyurethane condom each and every 

time to reduce the likelihood of unwanted 

pregnancy or infection with STD/HIV. 

SR.CoBThere :are several effective 

of birth control. 

forms 

SR.Co9 Latex/polyurethane condoms provide 

protection against pregnancy, most STD and 

HIV. 

SR.C.10. Latex/polyurethane condoms are 

not 100,/0 effective; however they provide 

the best protection for índividuals who are 

not abstinent and do not maintain a mutually 

monoqcmous sexual relationship with an 

uninfected partner. 

SR.C.ll Correct and consistent usè of a 

latex/polyurethane condom does not 

guarantee absolute protection agciinst 

pregnancy and STD/HIV. 

SR.C.12 Individuals who nave engaged in 

. behaviors that have put them at risk for 

STD/HIV need to take precautions not to 

infect others ..to seek counseling and 

antibody testing and advise previous and 

current sexual and/or drug partners to 

receive counseling and testing. 

r- .: 

New York State Education Department/ Student Support Services Network Health Education Curriculum and Assessment Leadership Team, Scope and' .35 

Sequence, Draft 6, Ma~ch"2005o" .

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SR.C.13 Adolescents 

should be encouraged 

to consult with their parents/guardians 

before visiting a doctor or clinic. However, 

NYS Public Health Law allows adolescents to 

access testing, medical care, and services 

for HIV/STD and pregnancy without 

orental 

consent. 

The following 

resources were used to inform the development of the Sexual Risk Functional Knowledge: 

American Medical Association, 2001. About Teens and Illicit Drugs, www.arna-assn.org/go/adolescenthealth 

Centers for Disease Control, Adolescent and School Health, Health Topics: Alcohol and Drug Use, 

www.cdc.gov/nccdphp/dash/alcoholdrug/index.htm 

Centers for Disease Control, Adolescent and School Health, 2003 -YRBSQuestionnaire Item Rationale, 

www.cdc.gov/nccdphp/dash/yrbs/2003/rationale.htm 

Guidelines for Effective School Health Education to Prevent the Spread of AIDS,Centers for Disease Control, MMWR Jan 29, 1988/Vol. 

37/S-2; 1-14. 

The Hidden Epidemic: Confronting Sexually Transmitted Diseases, Institute of Medicine, Eng, Thomas R: end. Butler, William T, editors; 

Committee on Prevention and Control of Sexually Transmitted Diseases, Institute of Medicine, Division of Health Promotion and Disease 

Prevention, National Academy of Sciences, 1997. 

Reducing the Risk: Building Skills to Prevent Pregnancy, STD & HIV, Barth, Richard, ETR Associates, Santa Cruz, California, 1996. 

New York State Education Department/ Student Support Services Network Health.Education Curriculum and Assessment Leadership Team, Scope and 36 


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Family Ufe/Sexual Health Functional Knowledge 

FLS.E.1 The family is the basic unit of 

society with varying types and styles of 

function and structure. 

FLS.E.2 Family members have various roles, 

responsibilities and individual needs. 

FLS.E.3 Individuals have a right to privacy 

and an obligation to respect the privacy of 

others. 

FLS.EA An individual's culture, tradition 

and environment influénce relationships and 

personal development. 

FLS.E.5 As individuals §row, their 

appearance, interests and abilities change. 

FLS.E.6 It is important for individuals to 

appreciate and accept personal growth and 

developmental patterns. 

FLs.E.7 Individuals are unique and special 

and deserve to be treated with respect. 

"~~\ Family members are best able to 

care for one another when each member's 

social, psychological, physical, spiritual and 

economic needs are being met. 

FLS.I.2 Individuals experience growth 

spurts and changes in appearance, interest 

and abilities during puberty. 

'.:Ø It is important for individuals to 

accepf:ëliffering patterns of emotional, 

psychological and physical growth. 

FLS.IA It is.important for individuals to 

establish caring and loving relationships 

throughout the lifecycle. 

~&Individuals learn how to establish 

and build fulfilling interpersonal 

relationsJ;¡,ipsthrough friendships and 

dating.l/(: /;f)tl/: r: < 

. 'e. 

FLS.I.6 Effective, clear communication is a 

vital aspect of healthy relationships. 

FLS.I.7 Individuals can express their 

sexuality in many healthy ways. 

FLS.C.1 An individual's family roles and 

responsibilities change over the life cycle. 

FLS.C.2 Fcmilies provide nurturance, 

security, and commitment to their members 

and need to be supported in theircaregiving 

roles throughout the Iifecycle. 

FLS.C.3 Individuals develop into competent, 

productive, loved and loving adults with 

devoted and sustained parenting. 

FLS.CA Individuals can use strong honest 

communication, relationship building and 

planning skills to enhance and maintain 

loving, respectful and healthy relationships. 

FLS.C.5 Different types of relationships 

involve varying levels of intimacy with verbal 

and non-verbe] forms of communication and 

commitment. 

FLS.C.6 ."Becoming a parent affects an 

individual's short-term and long-term goals. 

FLS.c.7 Reproductive health and 

contraceptive services are provided to 

individuals byawide range of health care 

providers. 

New York State Education Department/ Student Support Services Network Health Education CurriC::ulumand Assessment Leadership Team, Scope and 

41 

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(11 


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FLS.E.8 The average age of the onset of 

puberty is between the ages of eight and 

fourteen in females and nine and fifteen in 

males with females generally experiencing 

physical growth characteristics of puberty 

two years before males. 

FLS.E.9 Hormones influence growth and 

development, feelings and behavior. 

FLS.E.10 It is important for individuals to 

pursue their interests regardless of their 

gender or gender stereotypes. 

FLS.E.11 Although males and females are 

alike and different in many ways, each 

individual has unique physical, psychological, 

and emotional needs. . 

FLS.I.8 Most adolescents are not 

physically, mentally, emotionally, nor 

financially-capable of responsible 

parenthood. . 

FLS.I.9 Sexual health begins early in life 

and continues throughout the lifecycle. 

FLS.I.10 It is important for individuals to 

be sexually healthy, to behave responsibly 

and to have a supportive environment in 

order to protect their own sexual health as 

well as that of others. 

FLS.I.ll It is important for individuals to 

learn healthy and appropriate ways to 

express and show sexual feelings. 

FLS.I.12 Gender stereotypes can limit the 

range of acceptable roles for both males 

and females. 

FLS.C.8 Sexual health includes physical, 

behavioral, intellectual, spiritual, emotional 

and interpersonal development. 

FLS.C.9 Sexual orientation develops across 

a person's lifetime and is different from 

sexual behavior because it refers to 

feelings and self-concept. Persons mayor 

may not express their sexual orientation in 

their behaviors. 

FLS.C.10 Sexual responsibility includes an 

understanding and awareness of one's 

sexuality and sexual development; respect 

for oneself and others; avoidance of 

physical or emotional harm; and recognition 

of the diversity of sexual beliefs within the 

community. 

FLS.I.13 Sexual orientation 

of a person's identity. 

is a component 

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The followingresources were used to inform the development of the Family Life/Sexual Health Functional ~nowledge: 

New York State Education Department/ Student Support Services Network Health Education Curriculum and Assessment Leadership Team, Scope and 

42 

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Adolescent 

.) , 

Development and the Biology of Puberty: Summary of a Workshop on New Research.-Board on Children, Youth and Families, 

Commission on Behavioral and Social Sciences and Education, National Research Council, Institute of Medicine. National Academy Press, 

Washington, D.C. (2000). www.nap.edu/openbook/0309065828/html 

Young, Michael, Ph.D. and Young Tamara. Sex Can Wait. ETR Associates. (1994). Santa Cruz, California. 

Michigan Model for Comprehensive School Health Educction. Grade 4. (1995). 

National Council on Family Relations Public Policy Information, www.ncfr.org/about usia p p public policy.asp 

Postponing Sexual Involvement: An Education Series for Preteens. Adolescent Reproductive Health Center, Grady Health System. (1996). 

The Sexuality Education Challenge Promoting Healthy sexuality in Young People, ETR Associates, 1994, Santa Cruz, California. 

Does Sexuality Education Last? Self-Reported Benefits of High School Comprehensive Sexuality Educction Course, Journal of Sex 

Education and Therapy, fOOl, Vol. 26, No.4. 

Scope of Instruction Parenting Education Learning Life Skiiisfor the Future, The University of the State of New York,The State 

Education Department, Albany, New York. www.nysed.gov 

Sexuality Education Within a Comprehensive School Health Education Framework, American School Health Association (1991). - 

Just the Facts about Sexual Orientation and Youth: A Primer for Principals, Educators and School.Personnel. 

Barth, Richard. Reducing the Risk: Building Skills to Prevent Pregnancy, STD and HIV, ETR Associates, 1996, Santa Crui, Calífornia. 

The Surgeon General's Call to Action to Promote Sexual Health and Responsible Sexual Behavior, 2001. 

American School Health Association, 

Compendium of Resolutions, Aprif 2003. www.ashaweb.org/resolutions1.html 

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Students who are hungry, sick, troubled or depressed cannot function well in the classroom, 

no matter how good the school 

Carnegie Council on Adolescent Development, 1989 

The National Health Education ?tandards are designed to teach kids 

how to think, not what to think. 

John Seffrin, Chief Executive Officer, 

American Cancer Society 

.'.; ..' 

,~!.No knowledge is more crucial than knowledge about health. Without it, 

no other lifigoal can be succesifully achieved 

The Carnegie FoundationReport on Secondary Education in America 

The' Standards ... will help uS,qelp.our kids ... they can help us empower young 

people to createà soliâviSion ofgood healthfrom the start. 

. Dr.John Ses;vard,·American Medic-(J¡Lc.Ils~;Cl.ciation 

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Coff1prehensive school health programs offer the ,opportunity for us to provide the services 

and knowledge necessary to enable children i'Ø!. be.productive learners and to develop the 

skills to make health decisionsfl~ the rest of their lives. 

National School Board Asso ciation 

In the larger context, schoolsare society's vehicle for providi1fg young people with the tools 

for succesiful adulthood Perhaps no tool is more essentialtban good health. 

Council of Chief State School Offiëè'ts 

Clearly we have no time to waste in ... making health education as inuch a part 

of the public school curriculum as reading or math. . " 

Virginia Markell, National PTA 

. , 

:.. health education must begin in the first grade and develop, year by year, just as . 

the mindandtbe body and the psyche of a child develop, year by year. The more we Uvll •.V .... 

this basic information, the more we hurt a child's ability to survive. It would be reckless 

to withhold this information .. .for knowledge is 8vèrychild's greatest proteétion. 

'. ltis a/so every parent's greatest protection. 

Marguerite Kelly, Syndicated Columnist, Author


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,NATIONAL HEALTH 

EDUCATION STANDARDS 

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Developed by the Joint Committee on 

National Health Education Standards 

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Individuals are encouraged to copy and disseminate all or parts of this document to further 

enhance the quality and scope of school health education. Any copies should cite this document 

by including the following statement. 

"This represents the work of the Joint Committee on National Health Education Standards. 

Copies of National Helath Education Standards: Achieving Health Literacy can be obtained 

through the American School Health Association, Association for the Advancement of Health 

Education oí the American Caneer Society."

- --- ------- - -- -- 


HEALTH EDUCATION STANDARD 1: 

Students will comprehend concepts related to health promotion and disease prevention. 

Rationale 

Basic to health education is a foundation of knowledge about the interrelationship of behavior and health, interactions within the human body, and the 

prevention of diseases and other health problems. Experiencing physical, mental, emotional, and social changes as one grows and develops, provides a 

self-contained "learning laboratory." Comprehension of health-promotion strategies and disease prevention concepts enables students to become healthliterate, 

self-directed learners which establishes a foundation for leading healthy and productive lives. 

PERFO~CE 

INDICATORS' 

...... 

" 

As a result of health instruction in Grades K-4, 

students will: 

1. describe relationships between personal health 

behaviors and individual well being. 

2. identify indicators of mental, emotional, social, 

and physical health during childhood. 

As a result of health instruction in Grades 5-8, 


1. explain the relationship between positive health 

behaviors and the prevention of injury, illness, 

disease, and premature death. 

2. describe the interrelationship of mental, 

emotional, social, and physical health during 

adolescence. 

As a result of health instruction in Grades 

9-11, students will: 

1. analyze how behavior can impact health 

maintenanc~ and disease prevention. 

-~~~_ M •• .1' 

2. describe the interrelationships of mental, 

emotional, social, and physical health 

throughout adulthood. 

3. describe the basic structure and functions 

of the human body systems. -. 

€) explain how health is influenced by the 

interaction of body systems. 

3. explain the impact of personal health 

behaviors on the functioning of body 

.1 

systems; 

4. describe how the family influences personal 

health. 

'If' 4. describe how family and peers influence the 

health of adolescents. 

4. analyze how the family, peers, and community 

influente the health of individuals. 

5. describe how physical, social, and emotional 

environments influence personal health. 

5. analyze how environment and personal health 

are interrelated. 

5. analyze how the environment influences 

the health of the community. 

6. identify common health problems of children. 

Jf GJdescribe ways to reduce risks related to 

adolescent health problems. 

6. describe how to delay onset and reduce 

risks of potential health problems during 

adulthood. 

7. identify health problems that should be 

detected and treated early. 

7. explain how appropriate health care can 

prevent premature death and disability. 

7. analyze how public health policies and 

government regulations influence health 

promotion and disease prevention. 

8. explain how childhood injuries and illnesses 

can be prevented or treated. 

~ 8. describe how lifestyle, pathogens, family history, 

and other risk factors are related to the cause or 

prevention of disease and other health problems. 

8. analyze how the prevention and control of 

health problems are influenced by research 

"\ and medical advances. 

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Students will demonstrate the ability to access valid health information and health-promoting products and 

. 

services. 

Rationale 

Accessing valid health information and health-promoting products and services is important in the prevention, early detection, and treatment of most 

health problems. Critical thinking involves the ability to identify valid health information and to analyze, select, and access health-promoting services 

and products. Applying skills of information analysis, organization, comparison, synthesis, and evaluation to health issues provides a foundation for individuals 

to move toward becoming health literate and responsible, productive citizens. 

As a result of health Instruction in Grades K-4, 


1. identify characteristics of valid health 

information and health -promoting products 

~ and services. 

2.demonstrate the ability' to locate resources 

from home, school and community that provide 

valid health information. 

3. explain how media influences the selection of 

health information, products, and services. 

4. demonstrate the ability to locate school and 

community health helpers. 

PERFORMANCE 

INDICATORS 



1. analyze the validity of health information, 

products, and services. 

2. demonstrate the ability to utilize resources 

from home, school, and community that provide 

valid health information. 

3. analyze how media influences the selection of 

health information and products. 

4. demonstrate the ability to locate health 

products and services. 

5. compare the costs and validity of health 

products. 

6. describe situations requiring professional 

health services. 

As a result ?fhealth. instruction in Grades 


1. evaluate the validity of health information, 

products, and services. 

2. demonstrate the ability to evaluate resources 

from home, school, and community that 

provide valid health information. 

3. evaluate factors that influence personal 

selectio~ of health products and services. 

4. demonstrate the ability to access school and 

community health services for self and 

others. 

5. analyze the cost and accessibility of health 

care services. 

6. analyze situations requiring professional 

health services.



Students will demonstrate the ability to practice health-enhancing 

behaviors and reduce health risks. 

Rationale 

. Research confirms that many diseases and injuries can be prevented by reducing harmful and risk-taking behaviors. More importantly, recognizing and 

practicing health-enhancing behaviors can contribute to a positive quality of life. Strategies used to maintain and improve positive health behaviors will 

utilize knowledge and skills that help students become critical thinkers and problem solvers. By accepting responsibility for personal health, students 

will have a foundation for living a healthy, productive life. 

f-" 

~---- -_.-.- --_._------ - -------._----------. 



Students will analyze the influence of culture, media, technology, and other factors on health. 

·Rationale 

Health is influenced by a variety of factors that co-exist within society. These include the cultural context as well as media and technology. A critical 

thinker and problem solver is able to analyze, evaluate, and interpret the influence of these factors on health. The health-literate, responsible, and productive 

citizen draws upon the contributions of culture, media, technology, and other factors to strengthen individual, family and community health. 

As a result of health instruction 


in Grades K-4, 

1. describe how culture influences personal health 

behaviors. 

2. explain how media influences. thoughts, 

feelings, and health behaviors. 

2:5 3. describe ways technology can influence 

personal health. 

4. explain how information from-school and 

family influences health. 

PERFORMANCE INDICATORS 



1. describe the influence of cultural beliefs on 

health behaviors and the use of health services. 

2. analyze how messages from media and other 

sources influence health behaviors. 

3. analyze the influence of technology on personal 

and family health. 

' 

4. analyze how information from peers 

influences health. . 



in Grades 

1. analyze how cultural diversity enriches and 

challenges health behaviors. 

2. evaluate the effect of media and other factors 

on personal, family, and community health. 

3. evaluate the impact of technology on 

personal, family, and community health. 

4. analyze how information from the 

community influences health. 

ir~;·'- 

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---------"------------------------- -- ---- ------"-----.---~-~.-------------x.--- --- 



Students will demonstrate the ability to use interpersonal communication skills to enhance health. 

Rationale 

Personal, family, and community health are enhanced through effective communication. A responsible individual will use verbal and non-verbal skills in 

developing and maintaining healthy personal relationships. Ability to organize and to convey information, beliefs; opinions, and feelings are skills which 

strengthen interactions and can reduce or avoid conflict. When communicating, individuals who are health literate demonstrate care, consideration, and 

respect of self and others. - 

PERFORlVlANCE INDICATORS 



1. distinguish between verbal and non-verbal 

communication. 


students will: - 

1. demonstrate effective verbal and non-verbal 

communication skills to enhance health. 



in Grades 

1. demonstrate skills for communicating 

effectively with family, peers, and others. 

N 

J--' 

2. describe characteristics needed to be a 

responsible friend and family member. 

3. demonstrate healthy ways to express needs, 

wants, and feelings. . 

2. describe how the behavior of family and 

peers affects interpersonal communication. 


wants and feelings. 

2. analyze how interpersonal communication 

affects relationships. 


wants, and feelings. 

4. demonstrate ways to communicate care, 

consideration, and respect of self and others. 





5. demonstrate attentive listening skills to build 

and maintain healthy relationships. 

- 

6. demonstrate refusal skills to enhance health. 

5. demonstrate communication skills to build 

and maintain healthy relationships. 

6. demonstrate refusal and negotiation skills to 

enhance health. 

5. demonstrate strategies for solving 

interpersonal conflicts without harming self 

or others. 

6. demonstrate refusal, negotiation, and 

collaboration skills to avoid potentially 

harmful situations. 

7. differentiate between negative and positive 

behaviors used in conflict situations. 

8. demonstrate non-violent strategies to resolve 

conflicts. 

7. analyze the possible causes of conflict 

among youth in schools and communities. 

8. demonstrate strategies to manage conflict in 

healthy ways. 

7. analyze the possible causes of conflict 

in schools, families, and communities. 

8. demonstrate strategies used to prevent 

conflict. 

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Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. 

Rationale 

Decision making and goal setting are essential lifelong skills needed in order to implement and sustain health-enhancing behaviors. These skills make it 

possible for individuals to transfer health kriowledge into healthy lifestyles. When applied to health issues, decision-making and goal-setting skills will 

enable individuals to collaborate with others to improve the quality of life in their families, schools and communities. 

PERFORMANCE 

INDICATORS 

tv 

tv 



in Grades K-4, 

1. demonstrate the ability to apply a decisionmaking 

process to health issues and problems. 

2. explain when to ask for assistance in making 

. health-related decisions and setting health goals. 

3. predict outcomes of positive health decisions. 



1. demonstrate the ability to apply a decisionmaking 

process to health issues and problems 

individually and collaboratively. 

2. analyze how health-related decisions are 

influenced by individuals, family, and 

community values. 

3. predict how decisions regarding health behaviors 

have consequences for self and others. 



in Grades 

1. demonstrate the ability to utilize various 

strategies when making decisions related to 

health needs and risks of young adults. 

2. analyze health concerns that require 

collaborative decision making. 

3. predict immediate and long-term impact of 

health decisions on the individual, family, 

and community. 

4. set a personal health goal and track progress 

toward its achievement. 

4. apply strategies and skills needed to attain 

personal health goals. 

5. describe how personal health goals are 

influenced by changing information, abilities, 

priorities, and responsibilities. 

6. develop a plan that addresses personal strengths, 

needs, and health risks. 

4. implement a plan for attaining a personal 

health goal. 

5. evaluate progress toward achieving 

personal health goals. 

6. formulate an effective plan for lifelong 

health.

- -".----,--_._-- --~---~'-- 



Students will demonstrate the ability to advocate for personal, family, and community health. 

Rationale 

Quality of life is dependent on an environment that protects and promotes the health of individuals, families, and communities. Responsible citizens, 

who are health literate, are characterized by advocating and communicating for positive health in their communities. A variety of health advocacy skills 

are critical to these activities. 



1. describe a variety of methods to convey 

accurate health information and ideas. 

N 

W health issues. 

2.. express information and opinions about 

3. identify community agencies~that advocate 

for healthy individuals, families, and 

communities. 

4. demonstrate the ability to influence and 

support others in making positive health 

choices. 

PERFORMANCE 

INDICATORS 



1. analyze various communication methods to 

accurately express health information and ideas. 

2. express information and opinions about 

health issues. 

3. identify barriers to effective communication 

of information, ideas, feelings, and opinions 

about health issues. 



choices. 

5. demonstrate the ability to work cooperatively 

when advocating for healthy individuals, 

families, and schools. 

As a result of health instruction in Grades 


1. evaluate the effectiveness of communication 

methods for accurately expressing health 

information and ideas. 

2. express information and opinions about 

health issues. 

3. utilize strategies to overcome barriers when 

communicating information, ideas, feelings, 

and opinions about health issues. 



choices. 

5. demonstrate the ability to work cooperatively 

when advocating for healthy 

communities. 

6. demonstrate the ability to adapt health 

messages and communication techniques 

to the characteristics of a particular audience. 

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,No More Excuses! 

Six reasons to get your 

workout on 

'l2vOUR ·MIND. 

Ui)øerstanding 

SuiC:icle 

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You're in Contl'()1 

Manners -+: hygiene= 

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Dating ina 

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How do texts, IMs, 

and status updates 

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,q 1,,()1. 

/ U 'N I T 5 

STRESS 

MANAGEMENT 

AND SELF-ESTEEM 

ACTIVITIES 

PATRICIA RIZZO TONER 

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Just for the HEALTH of It! 

Health Curriculum Activities Library 

THE CENTER FOR APPLIED 

RESEARCH IN EDUCATION 

West Nyack, New York 10995 

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Data 

Toner, Patricia Rizzo, 1952- . 

Stress-management and self-esteem activities / Patricia Rizzo Toner. 

p. cm.-(Just for the health of it! ; unit 5) 

"Includes 90 ready-to-use actiyities and worksheets 

7-12." 

for :-rqdes 

ISBN 0-87628-874-3 

1. Stress management for teenagers. 2. Self-esteem in 

adolescence. 3. Activity programs in education. L Title. 

II. Series. 

RA785.T65 1993 

93-14841 

155.9'042'0835-dc20 

CIP 

© 1993 by The Center for Applied Research in Education 

All rights reserved. 

Permission is given for individual teachers to reproduce the 

worksheets and Illustrations for classroom use. Reproduction of these 

materials for an entire school system is strictly forbidden. 

Printed in the United States of America 

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The Center for Applied Research in Education books are available at quantity 

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THE CENTER FOR APPLIED RESEARCH 

IN EDUCATION 

West Nyack, NY 10994 

IOn the World Wide Web at http://www.phdirect.com 

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~~W-l~~:Ç)vvld 

Hm!fu. 

/ U N I T 3 

RELATIONSHIPS 

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ACTIVITIES 


Includes 90 

ready-to-use 

worksheets for 

grades 7-12 




RESEARCH IN EDUCATION 

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Data 

Toner, Patricia Rizzo, 1952- . 

Relationships and communication activities / Patricia Rizzo Toner. 

p. cm.-(Just for the health of it! ; unit 3) 

Includes 90 ready-to-use activities. 

ISBN 0-87628-847-6 

1. Interpersonal relations-Study and teaching (Secondary) 

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IN EDUCATION 

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"",',;'p.,crn. -(Just for the health of it! ; unit 4) 

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" ., 1.Sexinstruction for teenagers. 1. Center for Applied Research 

..,,>,!tt,!:~~~~~~~oni99I:. Title. III. Series. 93-14860 

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IN EDUCATION 

On the World WIde Web at http://www.phdlrect.com 

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'-- 

TOTALLY AWESOME 

STRATEGIES 

FOR TEACHING HEALTH® 

A K-12 Curriculum Guide, Lesson Plans, and 

Teaching Masters for Implementing the National 

Health Education Standards 

Linda Meeks 

r 

"t"" \~. 

Associate Professor Emeritus, The Ohio State University 

Professor Emeritus, 

Philip Heit 

The Ohio State University 

Material from Totally Awesome Strategies for Teaching Health®: A K-12 

Curriculum Guide, Lesson Plans, and Teaching Masters for Implementing the 

National Health Education Standards may be reproduced by the teacher for 

hisIher individual classroom use only, Material from this publication may 

not be adapted or reproduced, in part or whole, for other teachers or 

classrooms, or for inclusion in curriculum guides, other printed works, 

and other forms of media, without priorwritten permission from The 

McGraw-Hill Companies, Inc. 

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The McGraW'HifI compá~Îkl!1f'¡r?;I.' Ichabod Crane " 085 

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TOTALLY AWESOME STRATEGIES FOR TEACHING HEALTH®: 

A K-12 CURRICULUM GUIDE, LESSON PLANS, AND TEACHING 

MASTERS FOR IMPLEMENTING THE NATIONAL HEALTH 

EDUCATION STANDARDS 

Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 

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Some ancillaries, including electronic and print components, may not be available to 

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This book is printed 

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1 2 3 4 5 6 7 8 9 O PBTIPBT O 9 8 7 6 5 4 3 2 

ISBN 0-07-282136-1 

Vice president and editor-in-chief: Thalia Dorwick 

Publisher: IaneE, Karpacz 

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Cover image: © Tom Young/ Corbis 

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Printer: Phoenix Color Book Techno/agt) Park 

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Library of Congress Cataloging-in-Publication Data 

Meeks, Linda Brower. 

Totally awesome strategies for teaching health: a K-12 curriculum guide, lesson plans, 

and teaching masters for implementing the National Health Education Standards / Linda 

Meeks, Philip Heit.- 1st ed. 

p. em. 

Includes index, 

ISBN 0-07-282136-1 

1. Health education (Elementaryl-United States-Handbooks, manuals, etc. 2. Health 

education (Secondaryl-United States-Handbooks, manuals, etc. 3. School 

children-Health and hygiene-United States-Handbooks, manuals, etc. r. Heit, Philip. ' 

II. Title. 

LB1588.U6 M44 2003 

372.3'7-dc21 

2002033797 

The internet addresses listed in the text were accurate at the time of publication. The 

inclusion of a websitedoes nöt indicate an endorsement by the authors or McGraw-Hill, and 

McGraw-Hill does not guarantee the accuracy of the information presented at these sites. 

www.mhhe.com 

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HEALTl-i GOALS 

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behaviors to 

prevent the 

spread of 

pathogens. 

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Students will 

demonstrate the 

ability to practice 

health-enhancing 

behaviors and 

reduce health 

risks. 

CORRELATIONS 

GRADE 6 OBJECTIVES GRADE 7 OBJECTIVES 

• Discuss ways pathogens enter 

the body. 

o Explain how body defenses 

protect against pathogens. 

o Identify ways pathogens are 

spread. 

o Discuss ways to reduce the 

risk of spreading pathogens. 

CORRELAflONS 

• List different kinds of 

pathogens and how pathogens 

can be spread. 

• Discuss ways that the body 

defends itself against disease. 

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behaviors to comprehend and prevention for the common common cold, influenza, West 

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reduce my risk concepts related cold, influenza, mononucleosis, Nile virus, anthrax, pneumonia, 

~. cr, of infection with to health hepatitis, strep throat, Lyme strep throat, and mononucleosis 

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cr communicable promotion and disease, anthrax, and West -including causes, how the 

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diseases. disease Nile virus. disease is spread, symptoms, 

prevention. t¡;;: 

• Identify ways to reduce the risk diagnosis, treatment, and 

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of communicable disease. prevention. 

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o I will keep a Students will • Explain why you should keep a • Explain why you need to keep 

-5 personal health demonstrate the family health history. a personal health record. 

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for personal, keep in your personal health 

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family, and 

record. 

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community 

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health. 

• Identify the causes, symptoms, 

diagnosis, treatment, and 

prevention for same 

communicable diseases. 

• State behaviors that reduce 

your risk of being infected with 

pathogens. 

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cardiovascular diseases. 

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ability to use 

goal-setting and 

decision-making 

skills that 


o Outline signs and symptoms of, 

diagnosis and treatment for, and 

health problems that result from the 

following STOs: chlamydial infection, 

gonorrhea, syphilis, genital herpes, 

genital warts, candidiasis, 

trichomoniasis, and pubic lice. 

o Explain why abstinence is the best 

way to prevent STOs. 

o Discuss ways to stick with 

abstinence and reduce the risk of 

STOs. 

o Outline information on Chlamydia 

NGU, gonorrhea, candidiasis, 

syphilis, genital herpes, viral 

hepatitis, genital warts, 

trichomoniasis, and pubic lice. 

List two STOs for which there is no 

o 

cure. 

• List two STOs that are linked to 

cancers. 

• List ten reasons why you do not 

want to become infected with an 

STD. 

o 

o 

Discuss the cause, symptoms, 

and treatment for these STOs: 

chlamydial infection, 

gonorrhea, nongonococcal 

urethritis, syphilis, genital 

herpes, genital warts, 

candidiasis, trichomoniasis, 

pubic lice. 

List ten reasons to avoid 

infection with STOs.

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HEÄi.TH GOALS 

UNIT 7 COMMUNICABLE AND CHRONIC DISEASES (CONTINUED) 

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ways to 

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chronic health 

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ways to 

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asthma and 

allergies. 

Students will 





skills that 


Students will 

comprehend 

concepts related 

to health 

promotion and 

disease 

prevention. 

Students will 

comprehend 

concepts related 

to health 

promotion and 

disease 

prevention. 

• List the warning signs for 

cancer. 

• Discuss behaviors that reduce 

your risk of cancer. 

• Discuss ways to be an 

advocate for behavior that 

prevents cancer. 

• Explain how to protect a 

person who is having a 

seizure. 

• Discuss ways to manage 

chronic health conditions. 

• Describe what happens when 

a person has allergies. 

• State ways a person can 

manage asthma and reduce 

the risk of having an asthma 

attack. 

• Discuss ways to reduce your 

risk of developing cancers. 

• Make a health behavior 

contract to reduce your risk of 

cancer. 

• Explain how a chronic health 

condition differs from other 

health conditions. 

• Discuss asthma, including 

signs of an asthma attack, 

asthma triggers, and ways to 

avoid asthma triggers. 

• Discuss ways to access valid 

health information about 

asthma and allergies. 

• Explain how cancers are 

classified. 

• Describe ways to reduce your 

risk of developing cancer. 

• Discuss different treatments 

cancer. 

for 

• Discuss the definition, 

symptoms, and treatments for 

allergies, arthritis, asthma, 

cerebral palsy, chronic fatigue 

syndrome, diabetes, epilepsy, 

headaches, multiple sclerosis, 

sickle-cell anemia, and 

systemic lupus erythematosus. 





syndrome, diabetes, epîlepsy, 



systemic lupus erythematosus. 

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of diabetes. 

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skills that 


• Give the symptoms, treatment, 

and prevention for diabetes. 

• Discuss ways to access valid 

health information about 

diabetes. 

• Outline the definition of, signs 

and symptoms of, and ways to 

manage the following chronic 

health conditions: headache, 

allergy, Type I diabetes, 

epilepsy, chronic fatigue 

syndrome, sickle-cell anemia, 

and systemic lupus. 





syndrome, diabetes, epilepsy, 



systemic lupus erythematosus.

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ACTING 

IT OUT 

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Marsh Caseadu, PhD 

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Resource Publications, Inc, 

SanJose,Cßlrrornia

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Bibliography 

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Cycle. New York: W. W. Norton and Company, 1988. 

,. 

Bower, Sharon, and Gordon Bower. Asserting Yourself. Reading, 

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Cassady, Marsh. Acting Step-By-Step. San Jose, California: Resource 

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San Jose, California: Resource 


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_. - - -- ._------_._-. . -- - - _._------ ._--------- 


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, - 

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THE UNIVERSITYOF THE STATEOF NEWYORK 

Regents of The University 

ROBERTM. BENNETT,Chancellor, B.A., M.S .. 

ADELAIDEL. SANFORD,Vice Chancellor, B.A., M.A., P.D : .. 

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JAMES C. DAWSON,A.A., B.A., M.S., Ph.D .. 

ROBERTM. JOHNSON, B.S., J.D , .. 

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JOSEPH E. BOWMAN,JR., B.A., M.L.S., M.A., M.Ed., Ed.D .. 

. :'LORRAINEA. CORTÉS-VÁZQUEZ,B.A., M.P.A .. 

, JUDITH O. RUBIN, A.B . 

JAMES R. TALLON,JR., B.A., M.A . 

. . 

MILTONL. COFIELD, B.A., M.B.A., Ph.D .. 

Tonawanda 

Hollis 

Staten Island 

New Rochelle 

Peru 

Huntington 

North Syracuse 

New York 

Belle Harbor 

Buffalo 

Hartsdale 

Albany 

Bronx 

New York 

Binghamton 

Rochester 

ei 

President of The University and Commissioner of Education 

RICHARDP. MILLS 

Chief Operating Officer 

RICHARDH. CATE 

-) 

Deputy Commissioner for Elementary, Middle, Secondary, and Continuing Education 

JAMES A. KADAMUS 

Assistant Commissioner for Curricùlum and Instructional Support 

JEAN C. STEVENS 

The State Education Department does not discriminate onthe basis of age,color, religion, creed, disability, 

marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual . 

orientation in its educational programs, services and activities. Portions of this publication can be made avail_ 

able in a varietyofformats, including braille, large print or audio tape, upon request. Inquiries concerning this .' 

policy of nondiscrimination' should be directed to the Department's Office for Diversity, Ethics, and Access, 

Roorn530, Education Building, Albany,NY 12234. .


i ! 

, 

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CONTENTS 

Acknowledgments 

Introduction v 

iv 

LEARNING STANDARDS FOR HEALTH, PHYSICAL EDUCATION, AND FAMILY AND CONSUMER SCIENCES 

AT THREE LEVELS 1 . , 

SAMPLES OF STUDENT WORK RELATED TO THE STANDARDS 21 

, i 

iii 

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...,. 

141

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l13 

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This revised edition of the Learning Standards for HeaÚh" Physical Education, and FamilY åndC6~'è , ,,','


, 

& 

, , 

'~ 

A Book abovt Eggs, Sperm, Birth, 

Babies, and Families .~- 

It's Q l:>o~1 

ur' r. 

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Fol" Elaine Mal"Kson 

A NOTE FRoM THE AUTHOR AND THE ILLUSTRATOR 

While writlna the words anQ makina the Qrawinas for this book, We talkeQ with kiQS anQ 

parents to flnQ evt what the~ wanted to know. We also talked with teachers, librarians, 

sCÎ(mfists, doctors, nurses, anel cler8~ members. We asked all of them qvestions - Ov(>t and over Qßain. 

We Qid aU this bëccvae we wanted to tnake svre that the information, the words, and the 

Qrawlnas in this book wcvld be vsefvl, ccrrecf and as vp-to-date as possible. 

One of the most e"citina anQ interestina thinas abovt makina this book has been aU that we 

have learneQ from the people who talked with vs and tavaht vs. We also learned that science can chanae, 

that not aU scientists aaree, that there are not alwa~s anSWers to ever~ 9vestion, and that 

there can be more than one ansWer to Cl qvestion. 

If ~ov have new qves ticns, af more questions, at an~ questions at af4 it cen be 

ver~ helpfvl to talk with ~ovr paren~ doctor, nvrse, health professional, teacher, librarian, 

school ccvn.selor, or cler8~ member. 

Robie H. Harris and Michael Emberle~ 

Januat!:l 1.00'2. 

The clesi3ns of the BIRD and the BfE at(' trademarks of BIRD Productions, Inc., ahel BEE Proqucflons, Inc. 

IT'S so AMAZING! ts an IT'S PERFECTLY NORMAL beck, which is o. trademark of BEE Prcdvctlcns, Inc" 

anQ BIRD Productions, Inc. 

IT'S PERFECTLY NORMAL is the trademark of BEE Productions, Inc., and B/RO Productions, Inc. 

r"t cop~ti3ht "'1999 b~ B££ Ptod,ctions, Inc. 

fHvstrations cop~r¡3ht €)19q9 b~ BIRO Prodvctions, Inc. 

AH ri3hts reserved. Wo part of this book Ina~ be reproclucecl, transmittE'cl, or .s tct'ed In an information 

ref tievel s~st(;>m in ah~ form or b~ an~ meansl 3t'aphic, etectrcnlc, or mechanical, includin¡) 

photocop~jnJ¡ tap¡n~ and record¡n~ without prior written permIssion from the publisher. 

First 

pap(;>rback edition '2.00'2. 

The Ubrar~ of Con3r(;>sshas cato[o(jed the hardcover edition os follows: 

Harris¡ Robie H. 

It's so amazin,9J / a booh abovt e(j,

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. '~."\1' ·e't . 

u .:'.oß 

. . .' .. If.'1\1. '.1 ..,. . 

e ¡.~... ·.·\.••.•·.s 

. c'o'P:s 8 

. ,At 

'SOliU.- . 

The facts of life without any nonsense 

• 

" 

and with illustratioi 

Written by bestselling author, Peter Mayle 

Illustrated by Arthur Robins 

...."-..,


Books in this delightful series. " 

"WHERE DID I COME FROM?" African-American Edition. The classic about 

sex and birth, illustrated for African Americans. 

"WHAT'S HAPPENING TO ME?" by Peter Mayle and Arthur Robins. A guide 

to puberty, from the authors of "WHERE I?ID I COME FROM?" 

"WHY DO I HAVETO WEAR GLASSES?"by Sandra Lee Stuart and 

Arthur Robins. 

"WHY AM I GOING TO THE HOSPITAL?" by Claire Ciliotta, Carole Livingston 

and Dick Wilson. A helpful guide to a new experience. 

"WHY WAS I ADOPTED?" by Carole Livingston and Arthur Robins. The facts 

of adoption with love and illustrations. 

"WHATAM I DOING IN A STEPFAMILY?"by Claire Berman and Dick Wilson. 

How two families can be better than one. 

HOW TO BE A PREGNANT FATHERby Peter Mayle and Arthur Robins. 

An Illustrated survival guide for the father-to-be. 

Each book is delightfully written and illustrated in the style of the book you 

hold in your hands! 

Ask for these books at your bookseller. If your bookseller can't supply you, 

order direct from the publisher by calling 1-800-221-2647. And send for our 

¡complete catalog of titles: Kensington Publishing Corp., 850 Third Avenue, 

New York, NY 10022. 

You'll be glad you did!

¿03 

t.~;:,: .. 'r:·,·.":. 


For Simon, Nicholas, Christopher, Jane, 

and red-faced parents everywhere. 

LYLESTUARTbooks are published by Kensington Publishing 

Corp., 860 Third Avenue, New York, NY 10022 

Copyright© 

1977 Peter Mayle 

All rights reserved. No part of this book may be reproduced 

in any form or by any means without the prior written consent 

of the publisher, excepting brief quotes used in reviews. 

First printing 1987 

'¡ 26 2423 22 21 

Ji'tinted in the United States öf Añterica 

ISBN ~184-{)26~9 

All Kensington titles, imprints, and distributed lines are 

available at special quantity discounts for bulk purchases 

for sales promotions, premiums, fund raising,educational, 

or institutional use. Special book excerpts or customized 

printings can also be created to fit specific needs. For details, 

write or phone the office of the Kensington special sales 

manager: Kensington Publishing Corp., 860 Third Avenue, 

New York, NY 10022, attn: Special Sales Depàrtment, 

phone 1-800-221-2647. 

Kensington and the K logo Reg. U.s. Patent and Trademark 

Office 

Citadel Press is a trademark 

of Kensington Publishing Corp. 

,.

1 o


for Dorothy 'BurJase ~ 

who starred uS on this project 

;~:' 

Special thanks to the following people for their thoughtful and wellinformed 

comments: Dorothy Burlage, clinical psychologist; Morton 

Herskowitz, psychiatrist; Ann Lombardi, school nurse; Ruth Mayer, 

SIECUS sex educator; Katherine Morrison, children's library assistant; 

andjudie Stolp, head oflower school. And thanks to Joan Chapdelaine, 

head nurse, and Brian Toomey, hospital administrator, for their research 

assistance for the illustrations. 

Copyright 

© 1997 by Laurence Krasny Brown and Marc Brown 


Little, Brown and Company 

Time Warner Book Group 

1271 Avenue of the Americas, New York, NY 10020 

Visit our Web site at www.lb-kids.com 

First Paperback Edition 


Data 

Brown, Laurie Krasny. 

What's the big secret? : talking about sex with girls and 

boys / Laurie Krasny Brown, Ed.D., and Marc Brown. - 1st ed. 

p. cm. 

Summary: Answers some of the most common questions about 

sex and development. / 

ISBN 0-316-10915-0 (he) ISBN 0-316-10183-4 (pb) 

1. Sex instruction for children. 2. Sex differences -Juvenile 

literature. 3. Human reproduction - Juvenile literature. 4. Brown, 

Marc Talon. [1. Sex instruction for children. 2. Sex differences. 

3. Reproduction.) I.Title. 

HQ53.B76 1997 

6498.65 - dc20 96-15521 

HC: 10 9 8 7 6 5 

PB: 10 9 8 

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SCP 

Manufactured 

in China 

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CATION 

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Watch and discuss how teens 

handle real-world issues. 


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1( #1) Decisions, Decisions 

'"'v.,"".~.< ..,..,.. 

• See how teens think through decisions that 

· 

: affect their health. 

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.1,#2) Being Yourself 

..~,'..,....,.. 

: Watch teens overcome challenges to their 

: self-esteem. 

,,#~) Stressed Out 

~"~~'~'i:'''''''''''''''' 

: Learn some strategies for handling stressful 

: situations. 

Starving 

for Control 

Hear from teens who are struggling with 

eating 

disorders. 

#[~; Family Matters 

See how teens cope with family problems. 

r"'-) 

l,~:~ Choosing Abstinence 

Hear from teens about why they choose 

If":.~~ 

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'c.,__"""_,,,.,.,~/' 

("':;'ß~ ~ ,~ ) 

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abstinence. 

Bully-Proof 

Hear how violence at school affects teens 

and learn strategies for addressing violence. 

Food for Thought 

Consider the impact of advertising and other 

factors on the obesity epidemic. 

(ii'9) Goals for Healthy 

............ ""..-"" 

Eating 

, Learn how to set goals for healthy eating. 

(!~_CV Feeding 

the Need 

: See how teens help others in need. 

(;iii) The Risks of Steroids 

..."'........."....."" 

: Hear from teens about the dangers of 

: steroid use. 

(;i~ Living With Asthma 

.......... ;...'"'~ 

: Find out how teens cope with their asthma. 

€!!> 

·· 

Fit for Life 

Hear from teens about the benefits of 

lifelong 

fitness. 

(#î4) 

·· 

.....,..,........,.../ 

Taking Care of You 

See how decisions made during the teen 

years can affect health. 

@ Drinking Dangers 

• Hear from teens about how they refuse 

: alcohol. 

@ 

· 

Tackling Tobacco 

• Meet teens who advocate against tobacco use. 

~ .....~............ 

·· 

(#Îâ) 

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The Risks of Drug Abuse 

Hear from teens about the risks of drug abuse. 

Hormones 

in the Balance 

Learn about the roles of hormones in your body. 

Teen Pregnancy 

Hear from teen parents about the challenges 

they face. 

Pictures 

of "Perfection" 

See what factors influence teen body image. 

Protection 

From Infection 

Learn healthy behaviors for preventing disease. 

Risks and STis 

Hear from teens at risk for STIs. 

Living With Disabilities 

Watch resilient teens deal with their disabilities. 

Taking Charge 

of Your Health 

Learn how to be responsible for your own health. 

Making 

a Difference 

See how teens get involved in their communities. 

Playing 

It Safe 

Learn how to protect 

yourself from injuries. 

Contents 

xv 

1.1 '7 

~_¿!i'¡~',1lliII 

,\'I(~Ui~_ 

__

2./4 


May 19, 2010 

Dear Parents/Guardians, 

We will be doing our HIV AIDS / Unit, mandated by the State, the week of May 

24-28. We see the role ofthe school as supporting and supplementing the parents' role. 

We present the facts and encourage the students to discuss with their parents at home, what 

they are being taught at school. 

Our aim is to address many of the myths and misconceptions that students have about 

HIV/AIDS, much of which comes from peer interactions and is not based on knowledge. 

Students will learn what HIV/AIDS is, how the virus is and is not transmitted, and behaviors 

that can reduce the risk of contracting the disease. The school takes the stand that abstinence 

is the only 100% guarantee of not contracting HIV/AIDS. 

Please complete the permission slip below and have your student return it to Mr. 

Stewart. If you choose to not have them participate they will be given an alternate graded 

assignment to complete on their own. If you have any questions do not hesitate to call the 

school. The phone number for the High School office is 758-7575. 

Thank you, 

William Schneider 

High School Principal 

Ichabod Crane High School 

Timothy Stewart 

Health Teacher 

Ichabod Crane High School 

Please fill out and return the consent form below. 

Please check the appropriate box below: 

D YES, my child, 

HIV/AIDS unit presented by his/her school. 

DNO, I would prefer my child 

the HIV/AIDS unit. 

may partake in the 

not partake in 

Parent Name Phone #: 

---------------- ------- 

(Please Print) 

Signature 

_


Mrs. Warga's Health Class 

7 th Grade Health Class Expectations 

Expect Excellence 

1. The New York State Department of Education mandates health education in middle school 

and high school. 

2. When the bell rings, you should be working on the "Sponge Question". Take out i sheet of 

paper and write down your thoughts or notes about the question. 

3. Materials - you are expected to keep all of your materials in an organized binder or folder. 

There will be graded notebook checks throughout the semester. 

4. Attendance - Attendance is crucial to your Success.If you are legally absent and work 

was due, you are required to hand in that work the day you return. If you are legally absent and. 

miss an assignment, you will be allotted the time you were absent. *It is your responsibîIity to see 

me for missed work* .. 

5. Assignments - Any assignment that will be handed in should haveyour Health name,period, 

assignment title, and date on it. For every day an assignment is late (except for legal absences), 

you will lose 5 points from that assignment. 

Ex. Sherry PancakesPeterson Grade 7 Period 1:2 

3/12/11 "Smoking Hazards" 

6; Participation - Health is a class that talks about issues directly related to your life. Due to 

the topics discussed, it is necessary for your full participation in all activities and discussions. , 

The more you participate, the more interesting and useful this class will be for you. Participation 

will be a large part of your grade. 

7. Grades - You will be graded on Homework, Projects, Participation, Tests, and Quizzes, 

8. Topics - We will cover the following units this semester: Health, Decision Making, Values, 

Communication Skills, listening skills, WelIness (Personal Health & Fitness), Bullying (violence 

prevention), Growth & Development, Drug & Alcohol prevention, Tobacco prevention, Safety 

(Injury & Violence Prevention), Nutrition, Stress management,and Chronic & Communicable 

Diseases (including HIVand AIDS). (see below for dates) 

Student Behavior: Due to the sensitive topics that will be discussed in this class, 

students will be expected to act in a mature, appropriate manner and continuously follow 

the schools code of conduct. *Be sensitive to others feelings and needs in the classroom. 

Put-downs and sarcasm may be funny to you, but it might be offensive to others, Failure 

to respect others/teacher or yourself will result in a failing participation grade, a 

referral (Detention), or a call home to your parent/guardian. 

With your effort and cooperation you should have absolutely no problem ensuring your 

Success in health 

class this semester. 

'L'l.\


*If ever you have an issue with a seat, an assignment, or class it, PLEASEcome talk to me 

before or after class privately and not in front of the entire class. I will write passes for 

students to see me during lunch or after school. (- .. 

Class Rules (with above guidelines): 

Mrs. Warga's class rules: 

1. All school rules will be applied and followed in my class. Please become familiar with 

the student handbook. . . 

More specifically .... 

2. Respect Each other - learning is important and the reason for being in school. Please 

respect that even though you might know information already or maybe think you don't 

care about a topic, other students do so be polite to those students. 

3. ASK the TEACHER your questions (not your neighbor - if you need clarification on 

something I will be more than happy to go over it with you. 

4. Language- The use of the terms "gay" and "retarded" will not be tolerated in class and 

you will be expected to apologize to the class and look up a more intelligent term for 

the feeling you are trying to express. 

5. Clean up after yourselves - PLEASE pick up what is misplaced on the floor! 

\ 

! 6. NO GUM chewing in class - Gumchewing not permitted!!!!! 

7. NO FOOD - we have a "mice issue" and there are a lot of allergies - please keep food 

in the cafeteria. Also - NEVER EAT anything you find in Mrs. Warga's class - it may be 

contaminated (seriously). 

Contact Information: Mrs. Warga 

Rm. 210 Ichabod Crane Middle School 

Nwarga@ichabodcrane.org 

(E-mails might get blocked by our server, please contact the school if I do not 

reply to your e-mail within 2 days) 

Schoo/Notes - check your team homework folders or agenda'sfor "WargaHealth" 

schoo/notes page.I do put most notes and rubrics on the web page. 

~ ?_2:

Tentative topic dates: 

Week 1 = Expectations. 

Week 2 = What is Health: longevity survey 

Week 3 = Drug Prevention will start 

Week 4 = Listening Skills 

Week 5 - 6 = Decision Making 

Week 7 - 8 = 

Values 

Week 9 - 10 Goal setting and Planning 

Week 11- 13 = WelIness 

Week 14 - 15 = Nutrition 

Week 16 - 17 = Fitness 

Week 18 = Anti- Tobacco 

Week 19 = Chronic & CommunicableDiseases 

Week 20 = HIV/AIDS 

Dear Parents & Guardians, 

with Sgt. Seney on Mondays and Tuesdays (8 classes) 

Specific for Parents 


Please read through the "Health Class Expectations" and class rules with your 

student. Please sign and send back this paper with your student by: 

Because topics discussed in class can sometimes raise sensitive questions, please feel 

free to come to me with any concerns about your student or issues they might have with 

a topic area. Please check with Schoo/Notes online and your student's agenda book for 

Health updates as well as parent "information" letters throughout the semester. 

As a parent, it is important that you are involved in your student's development. 

Please remember you are the best resource for your child and answering their questions 

will help their growth into health literate individuals. 

Thank you for your interest in your child's learning and development. I look forward 

to meeting you all throughout the semester. 

_ 

----------------------------------------------------------------------------------------------------------------- 

I have read through the "Class Expectations" and Classroom rules with my 

Student (print students name): 

_ 

*Parent Signature: 

_ 

Thank you Parents and guardians! 

211)

1J-'\ 


" 

Mrs. Warga's Health Class 

Expect Excellence 

8 th Grade Health Class Expectations 

, '.. The New York State Department of Education mandates health education in middle school and 

high school, 

2. When the bell rings there will be a "Sponge Question" written on the board. You will be 

expected to use ~ sheet of paper and write down your thoughts or notes about the question. 

3. Materials - you are expected to keep all of your materials in an organized binder or folder. 

There will be graded notebook checks throughout the semester. 

4. Attendance - Attendance is crucial to your success. If you are legally absent and work was due, 

you are required to hand in that work the day you return. If you are legally absent and miss an 

assignment, you will be allotted the time you were absent. "Tt is your responsibl'lity to See me 

for missed work* , 

5. Assignments - Any assignment that will be handed in should have your Health name, period, 

assignment title, and date on it. For every day an assignment is late (except for legal absences), 

you will lose 5 points from that assignment. 

Ex. Sherry Pancakes Peterson Grade 8 Day1:P2 

8/19/09 "Chronic Diseases" 

Participation -:'Health is a class that talks about issues directly related to your life. Due to the 

topics discussed, it is necessary for your full participation in all activities and discussions. The 

more you participate, the more interesting and useful this class will be for you. Participation will 

be a large part of your grade. 

7. Grades - You will be graded on Homework (151'0), Projects (201'0), Participation (451'0), Tests 

(101'0), and Quizzes (10%). 

8. Topics - We will cover the following units this semester in approximately this order: 

Week 1- Expectations 

Week 2 - Health & Longevity 

Week 3 - Start Drug Prevention - Sgt Seney 

Week 4 - 5 - Values & Bullying Prevention 

Week 6 - 7 - Communication& Listening Skills 

Week 8 - 9 - WeI/ness & Stress Management 

Week 10 - 12 Nutrition 

Week 13 - 14 - Fitness 

Week 15 - 16 Chronic & Communicable Diseases 

Week 17 - HIV/AIDS 

Week 18 - 20 Growth & Development (Hygiene) 

With your effort and cooperation you should have absolutely no problem 

ensuring your Successin health class this semester.


Student Behavior: Due to the sensitive topics that will be discussed in this class, 

students will be expected to act in a mature, appropriate manner and contlnuously follow 

the schools code of conduct. *Be sensitive to others feelings and needs in the classroom. 

Put-downs and sarcasm may be funny to you, but it might be offensive to others. Failure 

to respect others/teacher or yourself will result in a failing participation grade, a 

referral 

(Detention), or a call home to your parent/guardian. 

t , 

\ " 

, '. .~ 

Class Rules (with above guidelines): 

Mrs. Warga's class rules: 

1. All school rules will be applied and followed in my class. Pleasebecome 

familiar 

with the student handbook. 

More specifically .... 

2. Language- The use of the terms "gay" and "retarded" will not be tolerated in 

class and you will be expected to apologize to the class and look up a more 

intelligent term for the feeling you are trying to express. 

3., Clean up after yourselves - PLEASEpick up what is misplaced on the floorl 

4. NO GUM chewing in class - Gumchewing not permittedllll 

5. No Cell Phones 

6. No food - we have a mouseissue...NEVER EAT ANY Food you see in my 

classroom. 

7. No head phones 

Contact Information: Mr~. Warga 

Rm. 210 Ichabod Crane Middle School 

Nwarga@ichabodcrane.org 

(E-mails might get blocked by our server, please contact the school if I do not 

reply to your e-mail within 2 days) 

SCHOOL NOTES WEBPAGE- I have a SchoolNates Web page that is routinely 

updated. Please check for parent letters home, worksheets, and class information 

on the web page at any time. "WargaHealth" 

11..l \


Growth & Development classes: 

Specific for Parents 

For the growth and development classes at the Middle School, the curriculum is based on 

choices. We will specifically discuss and learn about healthy relationships; puberty, life cycles, 

hormone changes, personal responsibilities, diseases, hygiene, anatomy (both male & female), and 

the law. 

I do have a "question box" for the students to use anonymously.I pre-read the questions 

and answer them with science based information. If I feel the question is not age appropriate, I. 

will give the students resources to find the answers on their own. All of the resources are CDC 

based (Center of Disease Control & Prevention) and have regularly updated information regarding 

all types of health and welIness. 

There will be several parent letters throughout the year explaining units and topics. 

Expect several notices with your students during the "Growth & Development" portion of elosses. 

whiëh will be during the end of the semester. The curriculum is very parent interactive. I feel by 

getting your students talking with you about their values and morals with relationships, it will 

hopefully help them make smart choices and decisions now and in their futures. 

For further questions regarding any of the Health Curriculum, please call, e-mail, or visit 

me at the middle school. Also, feel free to review the standards or the NYS Health Education 

Scope & Sequence: Navigate by the Stars located at: 

http://www.emsc.nysed.gov/sss/schoo/hea/th/schoo/hea/theducation/GuidanceDocumentFina/l105. 

J2ili 

Dear Parents 

& Guardians, 

Please read through the "Health Class Expectations" and class rules with your 

student. Please sign and send back this paper with your student by: _ 

Because topics discussed in class can sometimes raise sensitive questions, please feel 

free to come to me with any concerns about your student or issues they might have with 

a topic area. 

As a parent, it is important that you are involved in your student's development. 

Please remember you are the best resource for your child and answering their questions 

will help them grow into health literate individuals. 

Thank you for your interest in your child's learning and development. r look forward 

to meeting you a" throughout the semester . 

._--------------------------------------------------------------------------------------------------------------- 

r have read through the "Class Expectations" and Classroom rules with my 

Student (print students name): _ 

*Parent Signature: _ 

Thank you Parents and guardians! 

2.-;)I

2.33 


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KeyIdea 2: , 

Organisms inherit genetic information in iivariety of ways that result in continuity of structure and function " 

between parents and offspring. :. " 

Organisms from all kíngdomspossess a set of instructions (gènes) that determines their characteristics.These ' 

instructions are passed from parents to offspringduring reproduction. Students are familiar with simple mecha-: 

nisms related to the inheritance of some physical traits in offspríng. They are now able to begín to understand the 

molecular basis of heredity and how this set of instructions can be changed through recombination, mutation, and 

genetic ~ngineering. ' , 

The inherited instructions that are passed from parent to offspring exist in the form of a code. This code is contained 

in DNA molecules. The DNA molecules must be accurately replicated before being passed on. Once the 

coded information is passed on, it is used by a cell to make proteins. The proteins that are made become cell parts 

and carry out most functions of the cell. 

' 

,Throughout recorded history, humans have used selective breeding and other biotechnological methods to produce 

products or organisms with desirable traits. Our current understanding of DNA extends this to the manipulation of 

genes leading to the development of new combinations of traits and new varieties of organisms. 

Explain how the structure and replication of genetic material result in offspríng that resemble 

their parents. 

' 

Major Understandings, 

' ' 

2;la Cenes are inherited, but their expression can be modified by interactions with the 

1# environment.' . .. 

2.1b Every organism requires a set of coded instructions for specífyingits traits. For-off- 

. spring toresemble their parents, there mustbea reliable way to transfer information " 

from one generation to the next. Heredity is the passage of these instructions from-one 

gèneration toanother; . .. 

2.1c Hereditary information is contained in genes, located in the chromosomes 'ofeach 

cell. An inherited trait of an individual can be determined by one or by many geneaand 

, a single gene carrinfluence more than one trait. A human cell contains many thousands 

of diffèrent genes in itsnucleus. 

?ld In asexually reproducing organisms, all the genes come from a single parent, 

Asexually produced offspring are normally genetically identical to the parent. 

2.1e In sexually reproducing organisms, the new individual receives half of the genetic 

information from its mother (via the egg) and half fromits father (via the sperm). Sexually 

produced offspring often resemble, but are not identical to, either of their parents. 

Living Environment 

11


2.1£ In all organisms, the coded ins.tructions for specifying the chatäcteristics 9~th~ 

organism;are carried in DNA, a largemolecule formed from subunits arranged ina 

by means of a,templ¡lte. . 

iJ. The work.øf the cell is catrie

2~1 

'.. IproductionanddeyelopmEmtareinfluenced by factoissUci.1 ~sgen~ 

expression, hormones, and the environment. The reproductive cycIein~othp:l(i1es and 

females is regulated by hormones such as testosterone, estrogen, and progesterón~. 

,1.4. 

--~--~------~~~~----------------~-------------------------- 

to 

, " 

, . h c maIe reproductive,sy§t~,~:~,~"",'::,;,.: 

es and functions of the umanIe"" ',~, .' ",",'11""'; ef":'fét r , 

4.1£ !he struc~.,-," ' -. d izned to producegametesin.ovaries, ~~t.Y:}?;r~'~'::~"~1: , 

almost _If'othermamm, als, are esígn : ,', " ""qf'- fhe ibryo and fe'tùs m',l:h:e.li~ehßi 

lill '" è:UJ. , , 'l d 'el "ment o e em 1'""," , , ( 

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through the placenÚ;l"an nu ',', , " ,''','',:,:,', ' , 

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4.1g ,The struCntr:s and functio, t in testes and make possWle'f:he,,~~~veo/,o.f 

mammals, are deSIgned to produce game es " , ,,', ',' ,', :.":'" , ,', 

' these gametes for fertiliZation. , ::: :':" " 

' ' '. d' 'elo' ment ,of essential organS occ':11's,~E:!

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20-3. STAGES OF EMBRYONIC DEVELOPMENT. 

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GERM LAYER 

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or ovanes 

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FIGURE 20-6. EMBRYO OF A MAMMAL. 

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CONTINUITY LJFE SCIENCES ON FILE ... 

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A-O First stage of labor 

A Cervix starts to flatten 

8 Cervix flattens completely 

C Cervix partially opens 

O Cervix fully opens - amnion breaks 

E-F Second stage of labor 

e Head rotatM 

F Head is born. shoulders and rest of body follow 

G Third stage of labor (delivery of placental 

1 Uterine wall 

2 Pubis bone 

3 Vag/nI 

j----Rectum~~ 

5 Cervix 

e Backbone 

7 Amnion 

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Know the Terms'; 

'Complete the following crossword 

puzzle, 

• !i .• 

t, 

" .. " ...: .... 

2 

. '~: 

~- r- 

" , 

,I 

(, 

7 

8 

9 

ACROSS 

2. Opening to uterus from vagina 

4. Where egg develops 

8. Release of an egg 

9. Male reproductive organ 

DOWN 

1. Organ through which embryo receives nutrients 

2.' Membrane inside shell ota bird egg 

3. Developing human embryo 

S. Beginning of birth process 

6. Egg passageway 

7. Site of umbilical cord attachment 

", ", ' Feri¡¡ization~en~ially, occurs In the' oviducts, and deveíopmem ~~~ 

pregnancy there. Within about 'four days, theembryo entersthe uterus.isad by ten 

days.the embryo. has' become implanted in the-wall of the uterus. Cellsron 

'one ~i

\~b 

lo 


Na~-- ~~ __~ ·· .~.---_CI~ O~e ~ _ 

Questions 

. . . . 

.wítbin the uterus .. It is expelled 'by musculai' contractions 

of thé uteríne 

walt about 38 'weeksàfter fertilization. During birth, the vagina dilates, 

allowing ithe passage of the baby. . '. -.'" - r>. 

Occasionålly, morethan one.infánt ísprodùced in a single pregnai1c~\., ) 

Identical twins aœ produced when the embryo separates in two during - 

very ~y, steges' of ~evëlôp,,"ent.J;J~th halves develop, fonning two'sepá-' 

rate indivîduals. Identical twinsare always of the same sex and are physl- 

Cally verysimílar .because of their identical" genetic makeup, Fraternal- 

.(wins. occur .when two eggs are released at about the sáme time and both . 

are fertilized (by two Øif'ferent spenn). Fraternal twins .are no more alike 

.. than ordinary siblings, .and they may-be of different sexes. ' .. 

I, Label the parts indicated.in the diagram below ~ 

f 

----+-- 

r· 

.-: , 

.{. 

,¿ . 

. 

: .. ,C"/'i';"::-"'···~.· 

I. 

2----1- r-l--I-~-) 

3 

'I 

~ 

2. What is the gestation period for humans? _ 

. , 

:t The embryo is attached t~.~he placenta by tb~ _~----'-~-=----____" ..__ ,..... 

4. In mammals" the yolk sac and allantois ate inipottant in the formation of the 

--~-------------. 

5. Wbat structures are found in the umbilical cord? 

·6. Twins that have develo~ed·.from a single egg are called -------,-- twins, 

while twins-thatdevelop from 'two separate 'eggs are called _ 

twins.


OVARIAN and UTERINE CYCLE 

NAME: 

_ 

OVARIAN 

CYCLE: 

What does a follicle 

1. 

2. 

contain? 

Approximately how long is the ovarian cycle? _ 

What happens to the follicle during the first 7 days of this cycle? _ 

Mark this on the ovarian cycle number line. 

What is released from the follicle? 

What is this event /stage called? 


_ 

_ 

Where does the egg go once it leaves the ovary? 

_ 

What process might happen to the egg once it is in this structure? ~ _ 

What happens to the follicle cells still present in the follicle after 

this event? 

What TWO hormones are now produced and secreted from this structure? 

1. 

2. 

What is this part of the cycle called? 


_ 

, 

I 

i 

What happens to this structure if fertilization does NOT occur? _ 

UTERINE CYCLE: 

i What happens to the uterus during first part of this cycle? _------------ 

This event is known as 

_ 

Mark this on the uterine cycle number line. 

What happens to the uterus between day 5 and day 14'1 

Mark this on the uterine cycle number line. 

_ 

2.b¡


HORMONE REGULATION - PITUITARY 

ON OVARY 

1. What two hormones released by the pituitary target the ovary? 

_______________________ and _ 

2. What "message" do these hormones carry to the ovaries during the first two week of the 

cycle? 

3. Feedback Mechanism between these hormones. 

Day 1-11: As FSH increases it triggers the release of _ 

i As levels increase, it (stimulates, inhibits ) the 

release of FSH. 

This is an example of a (negative , positive ) feedback mechanism. 

Day 12: As estrogen levels continue to increase, it (stimulates, inhibits ) the release 

of 

_ 

This is an example of a (negative , positive ) feedback mechanism. 

Day 14: The surge in the level of triggers _ 

This hormone also triggers the development of the . 

This structure secretes _ 

After day 14: 

Increased levels of (stimulates, inhibits ) 

the level of FSH and LH. 

This action (stimulates, inhibits ) the development of the follicle. 

If fertilization DOES NOT OCCUR,the disintegrates and the 

levels of 

decrease ending the cycle. 

HORMONE REGULATION - OVARY ON UTERUS 

1. What two hormones released by the ovaries target the uterus? 

__________________ and _ 

2. The levels of these two hormones is (low, high) day 1-5 which leads to 

What effect does this have on the uterus? _ 

3. Which ovarian hormone controls-the-first-half-of-the-eyele7>'-==================--_ 

What effect does it have on the uterus? _ 

4. Which hormone controls the second have of the cycle? _ 

What effect does it have on the uterus? _ 

¿bq

2.11 


OVARIAN 

CYCLE NUMBER LINE: 

O 5 10 15 20 25 28 

UTERINE 

CYCLE NUMBER LINE 

O 5 10 15 20 25 28

1-7"1. 


Name _ Class _ Date _ 

"'SummttIY 

Protecting Yourself From HIVand AIDS 

(pp. 592-596) 

Objectives 

• Identify three behaviors that can prevent the spread of HIV. 

• Describe how a person gets tested for HIV. 

• Describe the goal of HIV treatment. 

You can protect yourself from HIV by practicing abstinence, avoiding drugs, 

and avoiding contact with others' blood and body fluids. The best way to avoid 

HIVand AIDS is to practice sexual abstinence. Also, do not inject illegal drugs, 

and avoid sexual contact with anyone who uses illegal drugs. Never share 

personal items that may have blood or other body fluids on them. 

To reduce the risk of HIV transmission, doctors, nurses, dentists, dental 

hygienists, and other healthcare providers practice universal precautions. 

Universal precautions involve wearing gloves, gowns, and masks, and disposing 

of needles properly. 

For people who are married, partners need to practice sexual fidelity. Sexual 

fidelity is practiced when both partners agree to have sexual contact only with 

one another. People who do not practice sexual fidelity, but who are sexually 

active, can reduce the risk of HIV infection by using a latex or polyurethane 

condom during every sexual encounter. Condoms serve as a physical barrier 

against HIV. 

In an HIV test, a person's blood is tested for antibodies to HIV. If antibodies 

are detected, a second test is done to verify the result. A person who is 

diagnosed as being infected with HIV is said to be HIV-positive. A person who 

is HIV-positive needs to notify all previous sexual partners so that they can be 

tested and start treatment as soon as possible. 

If an HIV infection is recent, a blood test may not be accurate. This is because 

it takes time for antibodies to appear in the blood. If no antibodies appear in a 

person's first blood test, the person should be tested again in three months. 

The main goal of HIV treatment is to keep the person's immune system 

functioning as close to normal as possible. To keep an infected person's immune 

system working well, treatment has to do two things. The treatment must keep 

the person's viral load-the number of virus particles circulating in the bodyas 

low as possible. The treatment must also keep the person's helper T cell count 

as high as possible. The most common treatment for HIV infection today is 

HAART, which stands for Highly Active Antiketrovíral Therapy. HAART uses 

a combination of drugs to reduce an infected person's viral load. 

People who are HIV-positive must practice healthful behaviors. No one needs 

to be fearful of having casual contact with a person who is HIV-positive. 

© Pearson Education. Inc.. publishing as Pearson Prentice Hall. All rights reserved. 

284


Name. Class Date. M T W T F 

If!JJI1Jf HIVand AI.DS 

Lesson Plan 

Section Objectives 

• Explain how HIV infection leads to AIDS. 

• Describe how HIV is transmitted from person to person. 

• Summarize the state of HIV infection and AIDS throughout 

the world. 

Vocabulary HIV. AIDS • asymptomatic stage 

• opportunistic infection 

Time 

2 periods 

1 block 

~------------------ 

Warm-Up: Health Stats Ask volunteers to 

read the factors they identified that might 

explain the increase in young people living 

with HIVand AIDS. 

Targeted Resources 

O Transparency W79 

~------------------ 

Addressing Misconceptions Explain the 

difference between HIV and AIDS, and point 

out that people may have HIV infections for 

years before developing AIDS. m 

Visual Learning: Figure 9 Guide students in 

interpreting the graph of T cell count and HIV 

infection. lE 

Building Health Skills Have the class 

brainstorm healthful behaviors that would 

decrease the risk of HIV infection. m 

Differentiated Instruction Ask interested 

students to interview a local public health 

official about HIVand AIDS and share what 

they learn in an oral report. œ 

Active Learning Have students find out how 

the American Red Cross protects the blood 

supply and display what they learn. m 

Local Standards 


O RN Note Taking Guide 22-3mm 

O ARN Note Taking Guide 22-3m 

O Transparencies and Worksheets 66, 67 

O TR Practice 22-3 

O TR Enrich 22-3œ 

O Audio Summary 22-3 m m m 

O Health Links: Updates on AIDS 

~------------------ 

Evaluate Understanding The assignments 

listed in the Teacher's Edition can help you 

assess students' mastery of the section content. 

Reteach Ask students to write a paragraph in 

which they correctly use each of the section 

vocabulary terms. Have students work in pairs 

to check and correct their work. ro 


O TR Section 22-3 Quiz 

O CTB Chapter 22 

KEY 

[!I Special Needs œ Gifted and Talented 

IE Less Proficient Readers ro English Language Learners 

IE Ali Students 

© Pearson Education, lnc., publishing as Pearson Prentice Hall. All rights reserved, 

384 

21


(z2.1.1 

I 

t' 

I 

>2.2.1 

22.2.2 

i 22.2.3 

The Risks of Sexual Adivity 

ø 1 period: 1/2 block 

Identify risky behaviors associated with the 

current epidemic of sexually transmitted 

infections. 

Describe behaviors that can help prevent the 

spread of sexually transmitted infections. 

.... ·lM·ii!ij· M' 

",""",""".,,,~,,,, .•w,,,,,~,,,".,·-,,,,.,,.,,,,,,-,,, !!II ....... 

Kinds of STIs 

ø 2 periods: 1 block 

Identify three of the most common STis, 

including their symptoms and treatments. 

List four other STisand describe their symptoms. 

KnOw when a person should seek treatment 

an STi. 

for 

NHES: 1.12.8,1.12.9,4.12.2, 

8.12.1 

NHES: 3.12.1,3.12.2,3.12.3, 

8.12.1 

11,_ .. _ •... ., ...._al 

.... ·", •.~·... 

SE Warm-Up, p. 574 

RN Note Taking Guide 22-1 

·m. :" .. ~•. ". _ .. 1,,'1,_~I9!L..,"'"..=••·~..."~w=·,,",,· 

TT Teaching Transparencies W77, 65 

TR Practice 22-1 

TR 

Section 22-1 Quiz 



TT 

Teaching Transparency W78 


TR Section 22-2 Quiz 

•:122.3.1 

122.3.2 

~ 

!22.3.3 

i ¡ 

,r. 

HIVand AIDS 

ø2 periods; 1 block 

Explain how HIVinfection leads to AIDS. 

Describe how HIVIs transmitted from person to 

person. 

Summarize the state of HIVinfection and AIDS 

throughout the world. 

Evaluating Internet Sources 

ø 1 period; 1/2 block 

il BHS.22 Evaluate Internet sources to access reliable 

;j health information. 

-l, 

~ ~~:\22.4.1 

1 

~~22.4.2 

.¡22.4.3 

t 

Proteding Yourself From HIVand AIDS 

ø1 period; 1/2 block 

Identify three behaviors that can prevent the 

spread of HIV. 

Describe how a person gets tested for HIV. 

Describe the goal of HIVtreatment . 

NHES: 1.12.8, 1.12.9, 8.12.3, 

8.12.4 

NHES: 2.12.6, 3.12.1. 3.12.5 

NHES: 1.12.1,7.1:2.2,8.12.1, 

8.12.4 


SE Hands-On Activity How Quickly 

Can HIVSpread?, p. 586 


TT Teaching Transparencies W79, 

66, 67 


TR Section 22-3 Quiz 

SE Practice the Skill, p. 591 

RN Building Health Skills 22 



TT 

Teaching Transparency W80 


TR 

Section 22-4 Quiz 

SE Chapter 

cm 

SE 

22 Review, p. 598 It) 

Chapter 22 Test ID œ (!) 

Standardized Test Prep, p. 599 ~ 

572A Chapter 22 

SE Student 

Edition 

TE Teacher Edition 

TR Teaching Resources 

RN Reading and Note 

Taking Guide 

ARN Adapted Reading 

and Note Taking Guide 

CTB Computer 

AUD Audio Section 

Summaries 

DVD 

Test Bank 

Discovery Education 

Teens Talk Video Séries 

VVG Video Viewing Guide 

PEX Presentation Express 

TI Teaching Transparencies 

-~.~....",~,,-_.~P~'-_._'~._'-~-_·"·_" 

'-~~_P---~"---~~-~-~--'··~·"'~'''-'~-· 

2. 7'


ARN 

RN 

AUD 

TE 

TR 

Note Taking Guide 22-' Œ) 

Note Taking Guide 22-' æ 

Audio Summary 22-' ~ Œ) æ 

Reteach Strategy, p. 577 ~ 

Enrich 22-1 

(f) 

~Œ)ll)æ 

This alternative pathway allows you to te¡ilê;h 

this chapter's content using only the video 

and PresentationExpress. 

. - oueru 

DVD Video #22 Preview 

SE Video #22 

Preview Activity 

VVG Video #22 Worksheet 

ARN Note Taking Guide 22-2 Œ) 

RN Note Taking Guide 22-2 æ 

AUD Audio Summary 22-2 ~ (f) ø 

TE Reteach Strategy, p. 583 Œ) 

TR Enrich 22-2 Il) 

ARN Note Taking Guide 22-3 (!) 

RN Note Taking Guide 22-3 æ 

AUD Audio Summary 22-3 ~ (!) æ 

TE Reteach Strategy, p. 589 (!) 

TR Enrich 22-3 I!) 

ARN Building Health Skills 22 Œ) 

RN Building Health Skills 22 ø 

ARN Note Taking Guide 22-4 ~ 

RN Note Taking Guide 22-4 ø 

AUD Audio Summary 22-4 11) (f) æ 

TE Reteach Strategy, p. 596 ID 

TR Enrich 22-4 (!) 

. '" 


Ichabod Crane Middle School 


Grades 7 & 8 

1. Lesson Plans 

a. Sexual Decision Making - this is mostly done through self-esteem lessons 

and saying "no" assertively. We do a drug Education unit with the military 

..(National Guard) called Staying on Track which goes over a lot of the 

passive vs. assertive communication. The decision making lessons do 

discuss decisions made at ALL times of a persons life. 

b. Currently there are no classes on gender identity (other than the sexual 

anatomy worksheet) but there is a big "Tolerance" lesson taught at the 

beginning of the semester and throughout the HIV/AIDS lessons. 

c. There are currently no lessons on sexual behaviors, contraception, 

pregnancy, pregnancy options, or sexual orientation currently at the 

middle school. 

2. Worksheets - A majority of the worksheets used in class are a 

conglomeration of home-made, textbook ideas, and Patricia Rizzo-Toner 

books. 

3. HIV/AIDS - is taught but STD's and STI's are not taught at the middle school 

level. 

Curriculum 

resources: 

1. 

2. 

3. 

: 4. 

I 

6. 

I 

6. 

7. 

8. 

9. 

New York State Health Education Scope & Sequence (draft 6). 

National Health Education Standards - Achieving Health Literacy 

SUNY Cortland Lesson Plan Template - Owen Donovan's design layout 2004 

Patricia Rizzo-Toner Health Curriculum Activities Library. 

Center of Disease Control and Prevention (CDC) website at: 

http://www.cdc.gov/az! 

Current Health Magazines - Teens weekly readers (monthly) 

Kids Health information online at: http://kidshealth.org 

T eens in Charge at: www.Teensincharge.org 

Acting it Out Jr. - Discussion starters for teens. Sturkie & Cassady, 

• I have a lot more resources but I really only have time to teach the basics in 

'health so this is alii really use. 

Thank you, 

Natalie Warga 


Ichabod Crane Middle School 

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Lesson Plan 

Name: Natalie Warga 

Organizing Unit: Self Esteem Grade Level/Cluster: 7 th & 8th 

Key Idea: To teach the importance of self-esteem 

Sponge Question for the day: Finish this sentence: "The First Impression Most 

People Have of me is 

" Why do you think this? 

Standards, PI's, Skills, Self management, 

Self-Management, Relationship Mngt 

National HLH: 5.7/8:1,3,4,5,6,7,8. 

6.7/8: l, 2,3 

Scope: SM.I.3,4(5) RM.I.l,9 

ST.I.1,2,3,5 

Assessments 

- "whats myline" 

- IALAC discussion 

- I DAREYOU decisions? 

- Exit tickets 

- Sponges 

- Personalvaluesreview 

- Roleplay 

Learner-Based Behavioral Objectives 

.L SWBAT understand the importance of self-esteem for decision-making purposes. 

2. SWBAT make healthy decisions and have the skills to actively communicate their wants and needs in 

various situations. 

Instructional Sequence/Task Development/Learning Activities 

1. Sponge and Discussion 

2. "Whats my line" - Have students go to either end of the room when you ask questions from Rizzo 

pp. 56 

3. IALAC story - read to students 

4. Have students maketheir own IALAC signs so people can write positive things on them to hang 

around the room. 

5. "I DARE YOU" Activity - Divide class into groups and give students the cards - Have 1 person in 

the group read, 1person write, all discuss, comments and feelings about the card. 

6. Homework and Classwork - Describe the things you like about yourself and then anything you 

wish you could changeabout yourself and why. Think about something physically and emotionally 

that you like or would want to change. Worksheet. 

7. Exit - place paper on students back - students write something nice about that person for that 

day (adapt for other classes) 

Day 2 - Decision-Making 

1. Sponge question -Would you rather people think your boyfriend/girlfriend was ugly or stupid? 

Explain your answer 

2. Ask students about a problem that needs to be solved - Tell them this will help them with their 

homework later ...share a few with the class. 

3. Read - have students pass out the books read chapter on DM 

4. Decision Making Notes - go through notes with class; go through decision making process notes 

on side table - students will fill these out as a class 

5. Individual decisions - make a choice cards - have students tie in their PERSONAL VALUES with 

the explanations. 

6. Role playing - role play decision cards (group decisions). Hand out Decision Making cards give 

students times to solve the problem and then have them come up, act it out, and - If not start 

next class without sponge...start with role playing cards. 

7. Exit ticket - sticky note - was it easier to make a decision on your own or with the group? Why?


Reflective Question with Post Class Response (Develop a reflection question for to evaluate 

your own lesson, and comment after completion of lesson) 

1. Was the IALAC story to adult for students? Should I have left the sex parts in for 

7th? 

2. Time management? 

3. Can I do more fun activities (time)??? 

4. Was the Homework too much? 

5. Did I assess the objective? 

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Patricia Rizzo - Whats my line activity 

Book work 

Plan B: 

Have students due all cards 

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Name Date ~ _ 

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WHAT'S MY LINE? (SM-47) 

DIRECTIONS: PlaceanX on each line indicating where you rate yourself. In which areas are 

you satisfied or dissatisfied? What could you do to improve the areas that need 

improvement? 

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Total Slob 

Room should be condemned. 

~I----~ 

Hot Head 

Get angry about every little thing. 

Neat Freak 

Room is spotless ...you could eat off the floor. 

I 

Cool Operator 

Takes a great deal to get me angry. 

I~----------------~--------_I 

Class Clown 

I say things that usually 

make others laugh. 

Quiet and Reserved 

I rarely tell jokes. 

I~------------~--~----------I 

Non-Athletic 

Total Jock 

lam not the least bit 

I love playing sports. 

interested in sports. 

~I ~ I 

Optimist 

I see the glass half-full. 

II 

Pessimist 

I see the glass half-empty. 

Leader 

Follower 

~I ~ __ ~ I 

Health Fanatic 

Exercise and healthy foods 

Couch Potato 

are a must. 

TV and some junk food for me. 

1---------------------------, 

Chatterbox 

I love to talk. 

I 

Gossiper 

I love to tell 

"juicy" stories. 

All Ears 

I'd rather listen. 

My Lips Are Sealed 

I would never spread rumors. 

I~_--_----~---~----_--_I 

Forgiving 

I am able to forgive 

and forget. 

Grudge-Holder 

I hold grudges for years. 

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LeadèrRescurce 

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The IALAC Story 

This is a story about Michaela and one of her most prized possessions :- her IALAC sign. 

When Michaelawas born, she was just like the rest of us. She came equipped with a sign 

called IALAC. IALAe stands for"l am Loveable and capable." 

Because it was invisible, no one - not hèr parents, relatives, or the doctor who delívered her 

-- knew it was there. Nevertheless; it was shiny and new and in the earliest days of Michaela's 

life when her young mother and father (who were happy and in love) stroked her, kissed her 

and admired her, her IALAC sign actually grew a little bit larger and stronger every day. 

TheIALAe sign is an indication that chñdren come into this world free of self-doubt, feelings of 

shame, inferiority or anything negative. They must learn those things from the people and the 

world around them. And so it began for Michaela. 

At age five, Michaela, her young mom and dad did a lot of things together. They had flin on the 

playground and watched cartoons on Saturdays. Michaela spent a lot of time with both sets of 

grandparents and got lots øf attention; One çfay at the playground, she heard her mom and 

dad yelling at each other. Michaela felt scared. She went over to give her dad a hug, and her 

father frowned and told her to go back to the swings. Her father's face looked so mean that 

Michaela started to cry. Her mom came over and hugged her, but Michaela still felt scared. 

(RIP) . 

A very small piece of Michae/a's /ALAC sign fell off. Michaela didn't feel so loveable and capable 

at that moment. 

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On her 9th birthday, Michaela was excited because she was having a birthday sleepaver. She 

and' her mother were living with her grandmother at that paint. Six girls were at her house, four 

of her best friends, and two other popular girls from her class at school. They had played . 

games and had just sung happy birthday. It was finally time for the cake ~ lemon supreme - 

her favorite. As Michaela cut herself a big slice, she heard her two classmates giggle under 

their breath. Michaela looked down and saw her stomach protruding over her jeans. She 

immediately felt self conscious and ashamed. (RIP) __ '/ 

Time sed a ore 'II u knew it, ichaela startin lxth gr in a mid 

h o . H r b dy ch n in s s " th 

t he s' 00 ," b t e o 

br a ts nd b hi dt ta lo of om en rom th o e b s in h n 001. 

M ha aUe a so ary. y u kh g . a 

va ant r and av sex. Iways 'u laug ndwav them ay, DU w e citing. 

t-k. Reprinted from ReCAPP -- ETR Associates' Resource Center for Adolescent Pregnancy Prevention 

""\"" http://WW1N,etr.org/recapP{ Copyright ©2004 ETR Associates


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Mitmàela Was tall, s'RPherfriends aU thought she would be a good basketball player like Sheryl ;. 

Swoops¡ Sometimes her father would come take her to the neighborhood court to shoot some (' , 

hoops. It INas fun because her dad was always patient and encouraging. But Michaela was'-"· 

rather uncoordinated and had a hard time handling the basketball. She really wanted to play 

on the school team, but the other kids would laugh when she awkwardly dribbled th~ ball and 

missed shots. (RI P) 

. ,It waS all kind of frustrating. When she would shoot the ball, Michaela would find herself thinking, 

"Oh Goodness, 

I knowl'rn going to miss it. Please don't let me miss it." (RIP) 

One day, when she missed the basket for the fifth time, she overheard her PEteacher say, "All 

that height is wasted on that girl. She's just pitiful!" Michaela lost interest in bäsketball after 

that. (RIP) , 

By 7th grade, Michaela's mother had started giving her lectures about boys and SeX. She 

seemed worried that Michaela was going to have sex soon. Her typical speech went like this, "I 

hope you've learned something by being in this house. I handle my business. Your daddy 

hasn't done right by me or you, sol hope you've learned that you can't oount on a man. I know 

you think you're grown and all, but you aren't. Please don't let some stupid boy sweet talk you 

and get you to have sex with him. You can't believe anything guys say to you. They're just out 

for what they can get. You' better be able to take care of yourself." 

Atfírst, those conversations really bothered Michaela because she felt like her mother didn't 

know her and didn't trust her. (RIP) But soon she began to tune her mother out and go or'! 

about her business. ' 

Michaela has a sort of hole or wound inside her when she thinks about her father. She doesn't 

feel that she gets enough attention from him. She misses him and wonders why he doesn't 

come See her more often. Sometimes she thinks her mother is right - her dad is just a loser. 

Or maybe her dad stays away because her mother fusses all the time, and it's too much 

trouble to have to deal with her. Other times she thinks that there's just something about her 

that her dad can't cernoletelv love I~IP) 

.1 ..... "....... " v·.·.,...,. 1 v ....,.,1"'\..•• 

That same year Michaela's grandmother died. Her mother took it very hard and on top of that, 

they had to move to a less expensive apartment away from all of her old friends. Michaela had 

to go to a new school. Her classes were bigger, and the teacher's didn't seem as helpful. 

Michaela's grades started to fall. What she hated worst was the time after school. At het old 

SChool, she had belonged to several clubs and did after-school activities. It her new neighborhood, 

there was nothing to do - no recreation center, no fun activities. It was $0 boring. She 

felt down because she had nothing to do to interest or challenge her. (RIP) 

Reprinted from ReCAPP - ETR Associates' Resource Center for Adolescent Pregnancy Prevention 

http://www.etr.org/recappJ Copyright ©2004 ETR Associates . 

'2dj (


8hes~ 

T~en this 8th grader, DeSha~n, sté1~ed.talking to Mic~aela. He was nice, and itmade" 6o.+etYîq. 

MIchaela féel good to spend time wl~hhim and have him care about her. WBiR .Re ~d \-\~t'YIU 

.making QrllUWS to liMte SaK"witf:l ~er:,MitR.ela agreed. She thought it would make him feel • 

good in return and want to stay with her. She called him évery day and they had good conversations. 

But then DeShawn started pulling away from her. When she tried to talk to him, he 

said nothing was wrong, but she could tell it was. One day she saw DeShawn with his arm 

. around another girl. When she walked over to him, he said, "Hey Michaela, Iwant you to meet 

my new girlfriend, Shana." Michaela was so hurt. 

(Final RIP --- Make sute you leave a significant piece of the sign intact.) 

At the end ot the reading, hold up the second sign with the tears and cracks. Say,."When 

Michaela became an adult, her IALAe sign had done a lot of mending. She never became él 

basketba./1player but one of her aunts introduced her to tennis, and she became very good at it 

after a lot of practice and hard work. Michaela and her fafher also developed a closer relationship 

when she was in high school. Young people are very resilient. BUT there were some 

lingering cracks in her IALAe sign. " . 

Reprinted from ReCAPP - ETR Associates' Re~ource Center for Adolescent Pregnancy Prevention 

http://www.etr.org/recapP/ Copyright ©2004 ETR Associates 

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(If this story doesn't work give them this one) 

I,!., 

ACTIVITY TO eo 

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:r . Print the letters IALAe on a sheet of paper. Put it on your refrigerat~r. As vou go through your day, rip off seeflons of the ( 

paper when your interactions with others make you feel badly; add sections to your paper when your interacflons with others . 

mcke you feel good. The size of your paper-will indicate to your fqmHyhow you CIrefeeling and your level of sèlfesteem. tt will 

let them know when you art In need of some moré support and some extro caring and hugging. The IALAe papers can be made 

for other family members and pdsted Inthe same way. 

H~re are examples of some experîences that may affect 

the size of your ¡ALAe sign. 

1, r sleep late. (rip) 

2. I serve cold cereal to save time. My husband won't eat cold cereal on ácold day. He becomes 

upset with me. (rip) 

3. Everyone leaves. I am drinking my coffee and have some time to relax before the day care 

children arrive. (add) 

4. My first day care child arrivés 15 minutes èarly. Her mom is late for work. She asks me to giv~ 

her child some breakfast. She states how much she appreciates me for doing these extra things. 

(add) 

5. The next day care child arrives. Heis cranky and upset. His father is late for work. He runs out 

the door unable to make the child happy. (rip) 

6. The last three children arrive at the same time. They are fighting over a toy. (rip) 

7. The school calls. My kids are coming home early because of anelectrical problem ih the school. I 

run outside. My car won't startl I oall my neighbor, and she's more than willing to pick up my 

children, (add) 

8. My children arrive. They decide to put on a puppet show for the day care children. (add) 

9. My insurance agent tings the doorbell. I did not expect him. (rip) 

10. A child cannot find her lunch box. She starts to cry, but my daughter finds it for her and the child 

begins to calm down. (add) 

11. I check the chicken in the oven, I realize I never turned on the oven. (rip) 

12. Dinner is going to be late. I explain the situation to my husband, and he suggests that we go out 

to eat. (add) 

13. It is late, but I take the time to pamper myself with à hot bubble bath. (add) 

By the end of the day, your IALAe sign may be the size of a postage stamp. If it is, most likely you 

are not feeling good about yourself.

~.~' 


SELF-ACCEPTANCE ACTIVITY 1 

, Dare You 

Grades 7-8 

Objective 

To recognize the relationship between self-acceptance, behavior, and feelings ....J 

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1 Ask students how many of them have ever done somethin n onl because s e n ls 

dared them to d.Q.it.Indicate that you will be ÇITscussingthe relationship between their 

behavio.r, their feelings, and what they think of themselves in situations in which they 

have been dared to do something. F" 

12\ Tell them-;;tary about Tony;-Tony's friends drew a picture of a pig and labeled it with 

M ~ the school principal's name. Then they dared Tony to go into the principal's office and 

(Jv.:tQffi.kØl put the picture on the desk. Tony did it because he felt he had to. 

Discussion 

Content Questions 

1. How do you suppose Tony felt when his friends dared him to put the picture on the 

principal's 

desk? 

2. What do you think would have happened if he had said no? 

I ~~' 3. How do you think he felt about doing wha~ he did'! . 

: ;~ 3f? •~ Personalization Questi~ '" Dlç CMSS \'?eX lYl "")CV N'twJ. 

I ~.;:J,! ~D 1. Have you ever been in a situation like this? Share examples. 

. ,,; ',{'f' 2. How did you feel about your behavior if you took the dare? How did you feel about your 

. .. behavior if you didn't take the dare? 

3. Do you think you'd feel better about yourself if you didn't take the dare or if you did? 

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What factors are important to consider in situations like this? 

4, Can you explain the connections between your behavior, your feelings, ana your own 

self-acceptance in situations like this? 

To the Leader 

It is important for students to realize that, ifthey ,don't want to do something but do it 

anyway, they will probably not feel as good aboút themselves. asjJ-they had resisted .. 

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Cindy is a new student in school. It is obvious she has very little money by the way she 

dresses. Other girls have been talking about her and teasing her. One group of girls even 

dared a friend to place a really mean note on her locker. 

The note read, 

"YOU WIN!!!!!!!" 

on the outside, and in the inside it 'said 

"the 1997 WORST DRESSED AWARD!!!!!" 

At a school dance a girl is dared to ask an unpopular boy to dance. Knowing he will say 

yes, she is then to start laughing and say, "don't you wish" 

The other girls watch the event take place, laughing and pointing. 

Ronda has perfect grades and is constantly participating in class. She always seems to 

.have the right answers. 

She is the teachers pet, but drives the other students crazy. One 

day a group of girls decide they are going to steel her binder (full of important school 

stuft) and throw it away. 

Camille is an early bloomer and is getting a lot of attention from the boys. Although she 

has not even started dating yet people have begun to spread mean rumors 

about her. A 

couple of girls decide to write rude comments about Camille on the bathroom walls 

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\ 

After school a group of girls all hang out together and walk around town. One day all of 

the girls dared Barbie, one of their friends, to go into Wallmart and steal the new Mariah 

Carrie CD. Barbie, proceeds into the store to follow through with the dare. 

';)0 (


SOMEONE WHO ... 

Some people can't name anything that they like about themselves 01' that they are good at, 

but when they are asked specific questions, the response may be different. By turning questions 

of self-worth into a game, maybe everyone will see some positive traits in themselves and others 

that they would not recognize otherwise. 

Objective 

To recognize and acknowledge 

individual positive traits of each of the group members. 

Who 

People who have difficulty recognizing positive traits in themselves. 

Group Size 

5 or more 

Materials 

ARE YOU ... worksheet 

Pens, pencils 

Description 

Give everyone in the group an ARE YOU ... worksheet and a pen or pencil. 

Each line has 

a statement in it that describes positive qualities that a person may possess. The object is to 

acquire signatures from the other group members in order to fill up the blanks on the worksheet. 

When seeking signatures, the questions must be asked "Are you someone who ... ?" If the 

person's response to the question is yes, he or she signs the line. When seeking signatures, the 

seeker may only ask someone two questions before they must move on to someone else. Once 

someone has signed his 01' her name on the worksheet, he or she may not sign it again 

(depending on group size, signing more than once may be allowed). 

At the end of the activity, gather the group together, read each statement out loud and ask 

for a show of hands of anyone who signed that particular 

line. 

Discussion Topics 

• Do you feel that you have a lot of good qualities? Why or why not? 

• Why is it important to find positive qualities in yourself? In others? 

• Is there anyone that you approached who said "no" to one of your "Are you someone 

who ... " questions that you felt should have said yes? If so, who and why? 

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ARE YOU ... 

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1) Someone who has a good sense of humor? 

2) Someone who is smart? 

3) Someone who is a good leader? 

4) Someone who does nice things for others? 

5) Someone who is a good sister or brother? 

6) Someone who is musically talented? 

7) Someone who feels that others enjoy being around them? 

8) Someone who is creative? 

9) Someone who is helpful to others? 

10) Someone who can be trusted by others? 

11) Someone who is excited about the future? 

12) Someone who is a good listener? 

13) Someone who is caring toward others? 

14) Someone who others want to be around? í 

15) Someone who is confident with who they are? 

16) Someone who is good at sports? 

17) Someone who would make a good friend? 

18) Someone who likes their own smile? 

19) Someone who is good at arts and crafts? 

20) Someone who is happy with how much they weigh? 

21) Someone who has good sportsmanship? 

22) Someone who communicates clearly? 

23) Someone who is a good cook? 

24) Someone who is a hard worker? 

25) Someone who is happy with the way they look?


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Date 

WHERE DO I STAND? (SM-52) 

__ 

DIRECTIONS: Using a red pencil or a marker, color in the thermometers to indicate how 

strongly you feel about each statement. Coloring in the entire thermometer 

would indicate that you are in total disagreement with the statement, while 

leaving it blank would indicate that you are in total agreement. Anything in 

between would indicate how strongly you agree or disagree. 

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How to make el Deçisio.n - Notes 

'¡ earning to make smart decisions is an important part of beca'minga mriture person. This is because our. 

,dsions have consequences, and if weda not think through the consequences ahead of time, were bound 

to have problems. 

Video Clip "How is the motorcyclist going to communicate"? 

"How is a decision made"? . 

"What werethe consequences"? 

step 1 - PUT THE DECISION INTO WORDS or STATE THE PROBLEM 

.PUfting the decision info word~.and making a question out of it helps you focusl 

Q. You agree to go to the moll with your best friend to help her pick out a dress for the dance next week, uhtil you 

remember you have a big test coming up the next day. Your .friend insists thot you go with her. 

The question you need fa ask yourself is?_._ ...... ----------- ..... ----------------- 

) 

ep.2 .. GATHERING INFORMATION - GET THE FACTS - GËTADVICE 

In tilakín'ga decision it helps fó' know ell the facts. 

Q. As members of the.prom committee E'milyand Derrik have been assigned to find a band. They will auditiôh four 

: bends, Whaf information do they need to get from the performers to make a good decision? . 

1. .' - 

) 

2. 

. 3.. 

. Step 3 -WE:J:GHING. THE PROS AND CONS & LISTING POSSIBLE SOLUTIONS 

By putting the pros and cons on a scale, the correct decision will become more obvious. 

Sarah's grandmother has invited her to spend a couple '~fweek~ during the summer at her '(¡ke side home. She 

. thinks it might be fun but she is worried she will miss her friends and won't heve fun things' to do. Sarah has to 

decide whether to go to her grandmother's lake haust. 

The Pros = 1.'-- - .......... ,....-.....- __ --:.. _ 

2.__ ~------------~--~,--~!----------~------------------ 

3. ~ ~----------~---------------------------------- 

. dt Cons = 1. ---'---..... '-- ~_=--~--- 

2.~ ~_·"~------ __~---------.--------------~-- 

3., -~---------------

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'Stèp4 -EVALUATE THE CONSIQUENCES AND USEYOU,RVALUES 

. Sometimes our ethics, morals, and values need to be used when makingQ tough decision. 

, Your friEmds got the, answers to the upcoming meth exam. You'are st'rugfJ/ing.in your clàS$ and your friends (_ ) 

. offer to give you the answers. What values to you need to think about when making this decision? What are the C." 

consequences? , 

Step 5 - MAKE YOUR DECI~ION 

, Pick one 

or CHOOSE THE BEST SOLUTION 

Making Decisions and choices about the CDC's:6 "'Î'skybehaviors (l>árticularly drugs, elcehol, énd+obccco) heve 

serious consequences. These conseqaencesclcse out options, present serious issues to deal with, and cause distress 

to other people. In each situation describe what could happenend how it might afféct that persons future. 

, , 

,Ql. Aaron is new to the school and is having a hard time t)lakingnew friends, sowhen ,Dan,'one of the popular kids, 

asks him too party, he's looking forward to it. ßut then, Dan says to him "bring a six pack", ' . 

I' 

i ) 

" 

, Q2. Althea's boyfriend is pressuring her to smoke cigarettes, "What's the big deal?" he asks her. "Everyone is 

:døing i't". £ ' 

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Step 6 :..Evaluafe your decision ~ Try it! 

Did the decision you chose work for you? tf not, can you ch(mge jt? 

~ECAP: 

1. State the problem (put the problem into a question) 

2. Gather infcrmctlon 

3. List solutiens (weight the pro's and con's) 

'4. List consequences 

5. Make a decision 

6. Evaluate your decision - try it 

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Decisiön-Making Steps 

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Gather Information: p 

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Ust Possible Solutions: 

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2. ~ ----------------------~ 

3. ---------------------------- 

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Choose the Best Solution and Try It: 

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Evaluate Your Decision': 

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P E R S O N AL A ND SOCIAL 'S K I L L S 

143 

Understanding and Integrating Competencies Âcross Health Content 

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You haven't been feeling well for the last few days and today is the big important dance-off against 

Fernley! You absolutely would never miss this; everyone would be there! Your friend, has a "miracle 

pill" in her bag and says you should take it so you can enjoy the moment. Act this out with your group 

and solve the problem. 

You're at a girl's sleepover party with all of your friends (your group). You all get really bored with 

making prank-phone-calls to the boys next door so one of the girls decides to raid the liquor cabinet. 

What decision should you make and what will your decision be? Act this out with your group and act 

out the decision you make. 

' 

Your playing with your very grown-up action figures at a playground with your BFF! All of a sudden a 

few girls that you have had confrontations with in the past stroll up on their very cool bikes. They walk 

over to the area you are playing in and kick sand into your BFF's mouth! What decision do you have to 

make and what choice will you choose? Act this out with your decision in your group. 

Two girls you really don't know very well begin screaming at each other in the parking lot of the school. 

This happens before any of the teachers are at school. There are not a lot of students in the parking lot 

but the ones that are around head over to the argument. The two girls are still fighting and a student 

yells, "you should fight"! At that moment the girls start physically fighting with the other. What decision 

do you have to make and how do you solve the problem? (act this scene out and solve the scene with 

your group). 

You and your BFF used to be inseparable until last week She started hanging out with this other girl and 

her friends who you've heard might do drugs; but you do not know for sure. Your BFF always invites 

you to hang outwith the new girl but all the other kids at school say that group of girls are "bad". What 

, decision do you have to make and what choice do you make? Act this scene out with your group and act 

out the decision you make. 

A girl you don't know that well flushes your gym cloths down the toilet during PE. All ofthe kids in 

your class laughed at you. You don't really know if it was her or not but by the giggles from her friends 

you suspect it is her. Your BFF says you should get back at her and she would help you. You both come 

up with a great plan that would totally embarrass her in front of everyone. What decision do you have to 

make and what do you do? Act out this scene and the decision with what you ended up doing. 

You and your friends are playing in the park An older man approaches your friend and tells her that her 

mom sent him and that she is to go home right now. He also offers her a ride, She says he looks familiar 

so she will gladly take a ride. You disagree but then again a guy would never show his face to others if 

he was about to abduct someone. She wants you to go with her since you live next door and she would 

feel safer. What decision do you have to make and what do you end up doing? Act this scene out with 

your group and act out the decision your group agrees on. 

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You are playing in your soccer game and another girl slide tackles you. You get up and keep playing but 

• she begins to say nasty mean things to you. You get so worked up you get a: little out of breath and 

decide you need to take you inhaler. Your coachruns over to tell you he doesn't have your inhaler; you 

took it last practice. Your friend says you can borrow hers. What should you do? What decision needs to 

be made? Act out this scenario and the decision your group decides to make. 

You are hanging out with your Best Friend at your house and getting ready for the school dance. She 

wants to borrow your brand new favorite t-shirt. She isn't very good at returning borrowed items the 

way she got them. Your mom has mentioned this before saying you should not lend new clothes out to 

your friend. She has in the past ruined several of your favorite outfits! You remind your BFF of this but 

she promises she will return and not ruin it. What decision do you have to make? Act out the scene and 

your decision. 

You have a huge math exam next week and you have been cramming all week to memorize the 

formulas. The girl that sits next to you in class keeps bragging about how she doesn't have to study 

because she has the answers. She took the answers from the teacher when she left the room. You're a 

little angry with her because you have been studying all week She asks you if you want the answers if 

you promise not to tell. What decisions do you have to make and what do u choose? Act out the 

dilemma and the decision with your group. 

(' 

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., - "-, 

NUCLEAR HOLOCAUST: WHO SHOULD SURVIVE? 

Scenario: 

World War 3 has just occurred and you and 10 other people find yourselves to be the 

only people left on the earth. Youall manage to make it to a bunker, however, you realize 

that there are only enough supplies for you and 5 of the other people (including any 

family they have) to survive for at least 10more years. 

In the bunker, there are the following facilities: 

• sewage system 

• water 

• seeds 

•• some clothes 

a few books 

• some medical facilities, but no operating supplies 

• a greenhouse 

• food provisions for 6 people (including you and the 5 peoples' family 

members) 

In your group, you must decide unanimously who the other 5 people will be that will 

survive. The 5 that you do not choose will not be allowed into the bunker and will all 

die. Each person in your group should decide individually who he or she wants to let into 

the bunker, The group will then discuss the individual choices, the reasons for their 

choices, and then have to agree as a whole who the 5 survivors will be. 

In your group, each of you should have a chance to speak. You must present your case. 

Explain why you think your choices should live. Argue for your survivors, but listen to 

others arguments as well. 

The 10 survivors include the following people: 

a. a 65 year-old scientist that specializes in botany 

b. a priest 

c. a married couple who are hippies and drug addicts " 

d. a single, 22 year-old pregnant woman with a 5 year old daughter 

e. an army officer who has mental problems, but is physically useful 

f. an 80 year-old woman 

g. a 19 year-old man who is healthy, but is confmed to a wheelchair 

h. a mechanical engineer 

í. a racist, loudmouth, survival expert that likes to take charge and bully others 

j. a veterinarian 

32-3


" ,'Who"cJies?' 

Let's' Make DeCis'ior\sand WorkProblemsOu+ as' a, Group 

(Rememb~r to keep Y6ur',vahîes in' mind'during'.this' clctivity) , 

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Be prepared to explain why you camet~ the decisioncs agroup.~emember. to compromise 

and explah1yourself. HINT *Us~ the decisiontnciking modell ' 

Mary - Mother of twochlldren, no husband (deceased), is a nurse(LPN) in a hospital in 

New York.' , " ' "".' , ' , , 

bean;" A 65-year-old scientistwithcancer but who knows the cure for AIDS. 

, Sue';' A slx-yeer-cld girl (one of Mary's children); she wants to be an as~ronaut 

Shawn - an 8-year-old boy (Mary's son, Sues brother), wants,!o be a hockey,playe.r 

Janet -.an 18-year-old student who is 7 months pregnant' ' ; 

Mark - a 28-year-old docror who was Just married 

Ann ',:"Marks 25 year old wife l awaitress iri Chi~ago 

Jeff - A 55-year-old minister with his bible 

Dån - a 34 year old convict just released from prison for being wrongfully 'accused of Cl 

Crime." 

.' 

BrI. - A 40 year old survival specialist at Cornel 'Úniversity 

not married 

" 

5 people to be saved on the boat ' 

5 people who will be left behind 

Sta~e your reasons on the back of the pcper to share with your classmates 

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But What Can We DG? 


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'Te'esa: Maybe 

we could talk to her. 

Willie: Oh, yeah, sure. Has any kid you know of ever been 

'able to talk to her? 

Ashley: Only to give answers in class, 

Kim: Why do you think 

she treats us that way? 

.I. 

Teesa: I don: t know, but there has to bea reason. What do 

the rest of you-think? . 

But What Can We Do? 

The action takes place at Ashley's house, 

where several people have gathered to talk about 

one of their teachers. 

.shley: I don t know if it's going to do any good to talk 

about this. " 

uke: What 

do you mean? 

.shley: Well haws it going to help? We carl discuss it 

but what-can we really do to solve the problem? We 

dont have any authority. . 

'eesa: I'm siek of being put down all the time. Mrs. Richardson 

wants our respect, so why doesn't she respect 

us? 

• 

Villie: You said it. Idan t even think she even knows how 

to speak in a normal tone of voice. Àll she can do is 

yell .. 

:im: So what 

are we going to do? 

----------- _._------- -- ._----------- --~----_. 

Luke: Ithink we're wasting our time, that's what I think, 

Kim: Then why are you here, Luke? 

Luke: I don't know. Grasping at straws, I guess. I mean, 

how many more times do you want ,to have tests without 

any warning or so much homework on weekends 

you can hardly get it done? 

Teesa: If she were just starting out teaching, l could understand. 

But she's been teaching for years. My uncle even 

had her. 

Kim: I don't 

follow.' 

Teesa: Like last year when we had that practice teacher. 

She inade alot of mistakes, but she admitted it. 

Willie: I can't see Mrs. Richardson admitting to doing anything 

wrong. . 

Ashley: I .don' t want to get her fired or anything, but how 

about talking to the school board? . 

Luke: You've got to be kidding. Why would they listen to . 

us? . . 

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But What Can We Do? 


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Kim: I've talked to my parents about it; they knowhow 

she is. So someone believes us. 

Willie: And all the kids who've had her before. Theycertainly 

believe it. . 

Teesa: But you know what? She wasn'talways 

Luke: What do you mean? 

this way. 

Teesa: Like I said/ myunc1ehad her, and he liked her. He .. 

couldn't believe she' s changed so much. 

Luke: Our Mrs. Richardson? That's who you're talking 

about? 

Teesa: It's true. 

Ashley: Even so/ that doesn't 

problem. 

do anything to solve our 

Kim: What if we got together and tried to talk to her? 

After school some day. . 

Willie: You can count me out. 

Luke: Chicken. 

Willie: Yeah, welt maybe I am. But I figure if t get out of 

her class alive next spring, I'm Iucky.T'm not .goíng to. 

rock the boat. 

Kim: So what you/re saying is.that it's OK for her to be like 

she is, and we ~houId just try to get through it. 

Willie: (Shrugs) It's only a few more months. 

Luke: I for one can't stand the woman. 

Willie: So that means you're volunteering to talk to her? 

Luke: It doesn't mean any such thing. 

. Ashley: Look, we're not getting anywhere by arguing with . 

each other. 

< Willie: 

Teesa: What if we talked to the principal? 

lUID: Do you really think he' d listen? 

Teesa: I think he might. He must have heard about some 

. of the things she does'- her attitude. It's like.she hates 

. kids. I mean I don t enjoy being yelled at in front of the 

class and made fun of like...like I dont have any feelings. 

Luke: I know what you mean. And she acts like she knows 

everything ...like she/s so much betler than we are. 

Teesa: I still think there has ·to be a reason. Maybe she/s 

sick...or having some kind of problems at home. 

That doesn't give her the right to treat us the way 

.she does. 

Teesa: No/ it doesn't, But maybe if she knew we syn:tpathized 

with her. I mean if something really is wrong. 

Luke: It would take a lot for meto sympathize with her. 

- . .... 

Ashley: Well, I dånt think we're going to get anything setfled. 

. 

Kim: Tm afraid you're right. 

Willie: You mean we're just going to let her go on like she 

is.

DECISION MAKING 

"But What Can We Do? Ichabod Crane 164 

(11 

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Luke: Like Isaid, the best thing to do is try to ignore it 

.Kim: Well, Idon't agree with: that at all. 

Luke: But you .don't have any answers; there's nothing 

anyone can come up with that we can do. 

Teesa: What if we tried to treat her better? 

Willie: Surel Just what I want to do. Hey, Mrs. Richardson, 

I'm glad you yelled- at me. And to show you how 

happy Iam, I'm going to treat you especially nice. 

Ashley: Darn it, Willie, that kind of thing doesn'thelp. 

Willie: I'm sorry. Now I'rn sounding just like her. 

AshfeyrMaybe Teesa's idea's the best. 

Kim: But what if it doesn't work? 

Luke: That's rightWhat if it doesn't work? Then we're no 

better off than we are riow. 

Ashley: But at least we'd have tried, 

4. What decision does the group make? Do you think it 

will work? 

5. Ashley says, "But at least we'd have tried." Dei you 

thínk.it is better to try and not succeed, or to decide to 

not try at all? 

Questions 

for DiSCUSSIon 

1. The students want to decide what to do about Mrs. 

Richardson's behavior toward them. What are some of. . 

the things they suggest doing? 

2.What 

other things might they have suggested? 

3. Teesa says her uncle had Mrs. Richardson" asa teacher 

and he liked her. Why do you.think Mrs. Richardson 

changed. so much over the years? Or did the students 

change? 

()

Henry: I mean it. You have to promise. 

Randy: You sound pretty serious, Henry. 

Henry: I am serious. 

Randy: What's going on anyhow? 

Henry: You promise? 

Randy: I guess so. 


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Are Grades Worth It? 

The action takes place in the cafeteria. 

Henry, Frank and Randy are eating lunch. 

Randy: I don't know how you do it, Henry. 

Henry: What do yOll mean? 

Randy: How you do sa weU in all your classes. I never see 

you studying. 

Henry: My superior brain. Something mere earthlings " 

wouldn't understand. 

R.andy: Yeah, sure. 

~rank: Randy's right. You're. tops in all your classes. I 

don't know how you do it either. 

.Ienry: (Turning to face them) OK, I'll tell you. But you have 

to promise me something. 

'rank: Yeah? What is it? 

Henry: How about you, Frank? 

Frank: If you say so. 

Henry: OK, man, I'rn holding you to it. 

Frank: So come on, give. What's your big, dark secret? 

Henry: It's easy to get good grades if you know the right . 

people. 

Randy: The right people? I don't understand. 

Frank: I think I do. You're getting the answers from somewhere, 

aren't you? 

Henry: SAwhat if I am? 

Frank: Are you? 

Henry: Well, you know that kid who sits in the corner all 

by himself? 

Randy: What kid? 

Henry: You know; the one who's always studying. 

82 

83 

--- -- ---~-_._~_ .._-~~--~----- -_.__._. _.-

DECISION MAKING 

Are \..Traues vvor'trr u.r 


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Frank:Yeah,11eISrrriBl.VVhatabouthlln? 

Henry: Did you ever see such a...suéh a total loser before? 

Randy: Come on, Henry. What about this kid? 

Henry: He does my homework for me. Or at least he lets 

me "borrow" his. 

Frank: What! 

Henry: Yeah, Blat's right. All I have to do is pay off. He 

studies all the time, never has any money. Look at 

what he wears if you want to know that. 

Randy: You pay this kid? 

Henry: Kind of. I buy things for him. Tapes and CDs of rus 

favorite groups. That's all there is to it. Pretty easy, 

huh? 

Frank: What if you get caught? 

Henry: Now how would I get caught? I copy what he 

does. And we're both smart enough to change Ble answers 

at least a little bit. So rus and rníne won't be'ex-; 

actly the same. 

Randy: You know, Henry, that really surprises me. I· 

didn't think you'd do stufflike that. 

Henry: Hey, man, why not? You know how my parents 

are. Pushing me for grades. Well, I found a way to 

make e~eryone happy. My parents, me, and the kid ' 

who gets rus CDs. 

Frank: That's still only the homework. 

Frank: Yeah. 

Henry: You notice where I sit, don't you? 

Randy: You used to sit near the front. 

Henry: Right. So now I sit next to Melvin Smith. I keep an 

eye on everything he does, if you know what I mean. 

Frank: You mean you copy his tests as well? Geez, Henry, 

grades can't be that important. 

Henry: Not to me they .aren't, But you don't know my parents 

very well. 

Randy: What do you mean? 

Henry: They were always on me about how I was never as 

good as they were ín school because I don't try. So 

they both got good grades, so what? I guess I just 

didn't inherit their talent. But like I said, -the problem s 

solved. 

Frank: I don't think you should be doing this. What if you 

get caught? 

Henry: Not a chance. And you both promised, right? 

You're not going to tell. So what's the big deal? Ihave 

it made. Maybe Mel will do your homework too. 

Frank: No, thanks. , 

Henry: It's up to you. (He stands and walks away.) 

Randy: Man, do you believe that? 

Frank: Come on, Randy, let's go to class. 

Henry: You mean the tests? 

84 

85 

~_- - ---- ---- ~-- ------_._-- --_ ..-_.' .._--_._-

Randy: 're just going to let him. get away with it? I 

don t like that, l work hard for my grades. Well, 

maybe not as hard as my folks would like. 

Frank: I'm not going to bea snitch, are you? 

Randy: I still don t like it. 

Frank: Well, neither did. L But we did make a promise, 

And if we break it we're just as bad as Henry is. .. 

Randy: I guess so. But if he lies and cheats, why can't we? 

Frank: Are you going to be the one to tell? 

Randy: (Picks up his tray; turns and starts to wafk away) I 

guess not. 

Frank: Well, neither am L 

, 

- 

are his most important values? What are his 

', . ¿ important 

ones? 


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Questions for Discussion 

1. Henry made a decision to cheat. What may be some of 

the long-term consequences of his decision? 

2. Do you think Mel is aware that he also is making a decision 

to cheat? . 

3. Henry says that he must .make good grades, because of 

his parents' expectations. Do you think he would have 

cheated if his parents had not put so much pressure on 

him to succeed? 

4. Do you think Randy and Frank should report Henry for 

cheating? Why or why not? 

5. Decisions are often made based on one's values. According 

to the decisions Henry made, what do you think 

86 

.87

Lesson Plan 


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Organizing Unit: Puberty Grade Level/Cluster: 8 th grade only 

Key Idea: understanding bodily changes, understanding puberty, and coping with adjustments 

Sponge Question for the day: What changes do you think occur during puberty? 

Standards, PI's, Skills,: content, relationship Assessments 

management, communicotion, Self-mcncqt. - Changes board activity - students fill out . 

National HLH: 2.8:1,2 

- Class discussion 

3.8:1,3,4,5,6,7. 

- Homework 

7.8:1,2,3 - Reading activity with Milk 

Scope:SM.I.2,6,9 RM.I.3,6,7,8 CM.I.l,4,6,8 - Class participation with notes 

- Hygiene activity 

- Book worksheets 

- Who is who charade 


1. Students will learn what puberty is and who goes through puberty. 

2. Students will understand that everyone goes through these changes and embarrassment can be 

handled easily. I 

3. Students will see what is happening to their bodies and communicate it with proper vocabulary 


1. Sponge Question - PPt presentation - \-1:0fv\€- ~ yV\.:-~ 

2. Go over the RULEs - have students write them down and open every day. 

3. Go over sponge - Explain that these changes happen with everyone- sometimes occurring at 

different times to different individuals and that is perfectly normal. (stick to own gender for 

now) 

4. Milk activity - milk & added food dye for hormones - Hand out hormone slips so everyone is 

involved 

5. Ask students ifthey think puberty changes could cause embarrassment? If so how? Ask for 

ideas for coping with the changes or accompanying embarrassment. (class decision) 

6. Hand out Extra Credit - sign worksheets in health. Parents will sign any worksheet for Extra 

Credit. 

7. Explain the significance of the milk and the food coloring in the body. 

Day2 

8. Putting the PU in puberty - read and go over with class - personal hygiene - each group gets 

a hygiene need and makes a decision on what the healthiest method would be to take care of 

that hygienic need. 

9. Students share answers 

10. Students get Rizzo Health worksheet to label anatomy parts (for proper vocabulary usage 

... see rules). *signed for extra credit 

Day3 

11. Students get books - follow along with book and worksheet. 

12. Discuss "size" issues with heredity and traits (talk about the worksheet and self esteem) 

13. Explain the importance of using correct terminology when discussing sensitive topics. 

14. Exit activity- Who is Who - voeab match charades 

53'1


Reflective Question with Post Class Response (Develop a reflection question for to evaluate your 

own lesson, and comment after completion oflesson) 

1. Did I spend too much time going over puberty? Not enough? 

2. What was the maturity level of this group? Too much info? Not enough? 

3. What was the parental response? 

4. Was the homework assignment realistic; will it help them communicate more 

with family? 

5. Did they understand the milk activity? 

6. Was the hygiene activity hard or easy? 

7. Did I have enough time - should I adjust anything in my lesson? 

Plan B: 

- Question Box Questions; book "cbstinence" pg 350-356. 1-5 questions (critical thinking) 

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Greetings from Health class; Your student has almost completed their quarter of 

Health education class. For the last 3 weeks of class, your student is learning specifically 

about the male and female body, puberty, hygienic needs during puberty, healthy relationships, 

different diseases, and body self-respect. Sometimes these topics can raise a lot of 

conversation on sex and love and I want to encourage you to share your values on relationships 

and dating with your student(s). The most important >thingyou cando is to say the first fèw 

words; health class can be a great excuse to start those conversations with your teen. 

Students get a lot of their relationship information from web-sites, television, 

magazines, and music, but the media might not always encourage the same values as you have 

at home. When discussing relationships with your teen, please let them know what you value 

and believe. 

Below is an extra-credit homework assignment for students and parents in regards to 

body changes during puberty. This is not mandatory but given as an extra-credit option. 

Student Name: 

_ 

Parent Name: 

_ 

Directions: Students will ask a parent/guardian ONE of the questions below and both the 

adult and child will answer the questions on the back. 

Questions: 

1. What is it like to care unconditionally for another person? When did you know you were 

! ready? 

2.. Do yourememberbeing my age and going through all of these body and emotional changes? 

How did you cope? 

3. Do/did your peers ever pressure you to do something you didn't want to do? How did you 

deal with it? 

4. Did you ever fight with your parents when you were my age? What were some of your 

rules? 

5. What are the right and wrong ways to handle an argument ina relationship? 

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MALE REPRODUCTIVE 

S"\,STEM DIAGRAM (SE-IO) 

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Grade: '----'-=--:::.- 

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Fill in the following chart: 

List 3 Activities you enjoyed List 3 Activities you Predict what activities you 

Doing as a child: enjoy doing now in might enjoy doing whenyou 

your life (adolescent): are an adult: 

Example: Example: Example: 

- homework - Playing volleyball on the - Going to work 

school team. 

1. 

2. 

3. 

4. Look at the list on page 365, name 1 change that both males and females go through during 

puberty: 

5. Finish this statement: 

" All teens go through the same changes but at different times. You don't need to worry about 

the differences. 

Accept them; that's how puberty is. You might be developing at a different 

rate but remember all teens are going through similar --------- __ .....t' 

emotional and 

changes. 

6. What 2 tasks does the brain become more capable of performing during adolescence? 

1., _ 2. _ 

7. What are hormones? 

8. What do hormones do?


9. In your own words explain 1 of the following diseases: 

1. Type I Diabetes 2. Type 2 Dinbetes 3. Hypothyroidism ·4. Hyperthyroidism 

Directions: INDEPENDENTLY read through pages 374-382 and answer the following 

questions: 

1. On your reproductive system diagram, please label the parts of the male & female reproductive 

system that are shown and described from the book Youwillbe handing this in with this 

worksheet. 

! 

i 2. Thesuffix-ion ("act or process") changes a verb to a noun. The suffix -ive ("relating to") 

changes a verb to an adjective. If the verb "reproduce" means ("to produce offspring") what do 

reproduction and reproductive mean? 

i 

i 

i 

¡ 

I 

I 

I 

I 

: 

3. 

a. Reproductionb. 

Reproductive- 

Why is it important to use proper terminology for your body? EXPLAINyour answer: 

! 

Below is a list of body parts. Place a F on the line if the vocabulary word is mostly associated with 

the female, a M on the line if the vocabulary word is mostly associated with a male, and a B if the 

vocabulary word represents both males and females. 

F = female 

M = Male 

B = Both 

1. Vagina, _ 

2. Testes _ 

3. Menstruation, _ 

4. Prostate gland _ 

5. Cervix. _ 

6. Reproduction. _ 

7. Testicular Cancer _ 

8. Uterus _ 

9. Parathyroid glands _ 

10. Ovulation ----- 

11.Urethra ------ 

12. Penis _ 

13. Pancreas ------ 

14. Cervical Cancer ------ 

15.Sperm 

__ 

16. Ovaries ------ 

:\'51

Lesson Plan 


~e\oj¡(yts~~pS" 


Organizing Unit: Relationship Management Grade Level/Cluster: 8th 

Key Idea: 

Values,boundaries,relationships,abuse,& love. 

Sponge Question for the day: Describe your dream date with a significant other: or 

page 33 RIZZO 

Skills: Relationshipmanagement& Communication 

Assessments 

Decision Making, Planning & Goal Setting - Relationship values worksheet. 

National HLH: 1.8.1,2,6 3.8.1,2,3 4.8.2,4 - Role play boundary situations what's 

6.8.2,3,4,6 healthy what's not! 

Scope: RM.I. 2,3,4,7 CM.I.l,3,4,6,,9 - Wedding Song 

DM.I.l,2,6,7 PG.I.3,4,6,7 


1. Students will learn what a healthy relationship is to them using their morals and values. 

2. Students will understand what an abusive relationship is and how to avoid one. 

3. Students will use relationship role models to understand what they will like and dislike 

about future relationships. 

See next page for lesson p/an 

Plan B: 

Pg.249-253 - Doself-assessmenton page250 

SpongeQuestionsEarlier. NonSex Educationclasswill do beautyand the beast - 3 kindsof love. 

, 


own lesson, and comment after completion of lesson) 

1. 

2. 

I 3. 

4. 

5. 

6. 

Con I get permission for the police to come in? 

Did I offend anyone in their home life situation? 

Was the lesson effective; did students learn the difference between healthy 

and unhealthy relationships? 

Did I have time to go over Question Box Questions? 

Are they inspired to have healthier relationships? 

Was this lesson too girly - what was the maturity of the boys like? 

i 

I 

35 1


Instructional SequencelTask Development/Learning Activities 

1. Sponge Question - discuss a few and pull out values from those relationships (students will 

work on this while you take attendance (2 minutes). Talk about how different people have 

different values in their relationships. 

2. "Where do you rank" - 33 Rizzo - around the room activity (values) 

3. Have students write down (make a list) of qualities in their "perfect mate" (2 minutes), after 

have them put up the chart and add to their list (dad has, mom has, etc) ... explain psychology 

next to this: when the list is complete discuss how that "perfect person" is also probably 

looking for someone similar ... (also "What is perfect") . . 

4. "I agree - thumbs up or down concerning marriage & relationships (34 rizzo) 

Day2 

5. Sponge - advantages and disadvantages of relationships 

6. Choosing my relationship values worksheet - pull in sponge and discussion into worksheet do 

the back of the paper as well. 

7. Hand in relationship values before end of class. 

8. Understanding boundaries - go over what boundaries are and why they are important in a 

relationship. 

9. Role play - What is the healthy, realistic, and unhealthy reality of the situations. 

10. End Lesson with discussion ... what have we learned? ~~L 1,7 

Da y 3 S (.Ir ((.oJ. .J.:\"\¡vj0. q- f- 

Il. Show blurb from "Beauty and the Beast" ~ \ d' it- h-t. X-- \Ú ,,",~s.:~ 

v= .J;,,,,-(JV vP:: +V'''... 

12. Pull out the different relationships c cs 

13. Discuss how Movies and TV can alter our relationship expectations. 

14. Go over Question Box Questions. 

15. Dilemma cards - 67 (iftime) 

16. Exit ticket - "How does the media influence our relationships? 

Day4 

17. Read passage from "Act it Out" abusive relationships. 

18. Discuss abuse - verbal, physical, emotional 

19. (possible guest speaker - police) 

20. What should we do - situation cards - group responses (can act out or just discussion with 

class) 

21. Exit - statement - why we are worth it (SE activity) 

j'bl

erOK SPO/J(rt:' n-\..-\ lV """\) 


Name Date _ 

THE "PERFECT"MATE (RC-22) 

DIRECTIONS: In the space below, write down all the qualities of a "perfect" mate for you. Then 

go back over the list and write the codes that apply in the blank to the left. 

QUALITIES OF MY "PERFECf" MATE: 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

_______ 10. 

_______ 11. 

_______ 12. 

__ ~ 13. 

_______ 14. 

_______ 15. 

______ 16. 

______ 17. 

____ 

'--_18. 

______ 19. 

_______ 20. 

il. 

CODES: 

D 

M 

Your dad has this quality. 

Your mom has this quality' 

+ You have this quality. 

- You wish you had this quality. 

B You think both partners need this quality to be happy. 

* These are the three most important qualities. 

32 

.......... 3b~

M ~. .- 00 Ô~V ()f\J~.ùi . 

Name J"\()J(t~e. V YlA \Date _ 

I AGREE! (RC-24) 


DIRECTIONS: Look at the statements below concerning marriage and place an asterisk (*) 

next to the statements you can most agree with. 

1. Love is all that is necessary in a good marriage. 

2. Love means you never have to say you're sorry. 

3. The male is the head of the household. 

:¡:l 

s 

5 

ø 

4. 'Ö 

A marriage without children is incomplete. ril 

.S 

5. 'IWo people can marry and not love each other. 1Gl 

to 

~ 

Gl 

6. Love and sex are different. 

:.::l 

A. 

~ 

lo. 

7. Jealousy in marriage can be a positive emotion.


VOTING TOPICS (RC-26) 

1. Do you like kissing or hugging scenes on TV shows or in themovies? 

2. Would you watch an X-rated movie? 

3.:'Do you want to marry 

a virgin? 

4. Do you think it's okay for a first-grader to have a boyfriend/girlfriend? 

\ 

5. Do you think that marriage should last forever? 

6. Do you think it's okay to have more than one boyfriend/girlfriend at a time? 

7. Would you go on a blind date? 

8. Do you think-it's okay for a girl to ask out a guy? 

9. Do you know of at least one "perfect" marriage? 

I 

I 10. Do you think people should avoid divorce for the sake of the children? 

11. Will you have at least two children? 

12. Do you think married couples should not display affection in public? 

13. Do you think kissing should not be permitted in school? 

14. Do you think men think about sex all of the time? 

i5. Do you think women think about sex just as much as men do? 

16. Do you know someone younger than thirteen who has had intercourse? 

17. Do you know someone who has had unprotected intercourse? 

i 

18. Do you think wives should not work if they don't have to? 

19. Do you think mothers should not work while their children are young? 

20. Do you think there is a difference between "making love" and "having sex"? 

37 

~, '7

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.. 

Name ~9;¿ Dí Q0-'1>S Date Øls- 

~fl'v\W ~ 

WHAT'S IT ALL ABOUT? (RC¿-30) 

c l(9-S) 


~~ .. 

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DIRECTIONS: 

Listen to the songs about relationships and answer the questions for each. 

Song Title: _ Artist: _ 

What is the message you get from this song? 

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My Relationship Role Models. 

(Where I Got My Relationship Values) 'l 

t4C-vùNÆr-- (.) 

The purpose of this activity is to look carefully at what you learned about relationships from the important 

people in your life. , 

Most relationships have positive and negative aspects, but it can be difficult to think about the negative. However 

this is important, because many times we learn from our role models without even being aware of what we are learning. 

Then, we often behave in the same way our role models did, and wonder why things aren't turning out any better for us. 

Jfyou can become aware of what you have learned from your relationship role models, you can then make decisions about 

what lessons you want to live by, and which ones you want to live without. 

Below, please identify a relationship between two people you were around a lot when you were growing up. 

(You should not be one of the people.) 

'fAn ~~\t~irelationship I observed while growing up was/is between these two people: 

and 

When I think about their relationship, the first words I think of are: 

, , 

This relationship gave me the impression that men are: 

This relationship gave me the impression that women are: 

\ The best thing I saw about this relationship was/is 

-"e worst thing I saw about this relationship was/is: 

~ 

Most of the time, being around this relationship made/makes me feel: 

These are some of the ways this relationship has affected me individually: 

These are some of the ways this relationship has affected my own relationships: 

-, .-.. 

~ .J 

'" 

-1 

Another relationship which I think has affected me was/is between: 

and 

When I think about their relationship, the first words I think of are: 

, , 

This relationship gave me the impression that men are: 

This relationship gave me the impression that women are: 

The best thing I saw about this relationship was/is: 

The worst thing I saw about this relationship was/is: 

Most of the time, being around this relationship made/makes me feel: 

Thç:¡se are some of the ways this relationship has affected me individually: 

- 

These are some of the ways this relationship has affected my own relationships: 

. 

65 © 2001 WelIness Reproductions and Publishing, Inc. 1-800/669-9208 

j'l/

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Choosing My 

Relationship Values 

While many people carryon the patterns of behavior they learned from their ¡relationship role models,' you don't 

necessarily have to. You can decide which patterns are healthy for you, and which ones are not. You can choose 

to continue or change patterns of behavior by making conscious decisions about what you want your 

relationships to look like. You can choose your ¡Relationship Values,' and live according to the values you choose. 

"•," 

~ 

" 

".' 

., 

4ft1 These are the values I learned from my relationship role models which I believe are healthy for me and I 

JLl-a choose to keep as my own values: 

~ 

~ 

~ 

", 

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£;) These are the values I learned from my relationship role models which I believe are unhealthy for me, 

t:;.8.. and I choose to reject: 

, 

~ 

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't 

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pr, 

'; 

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-® These are relationship values that I have developed on my own, and choose to add to my list of 

" relationship values to live by: 

'Il) These are relationship values that I have seen or experienced, which I do not believe are healthy for me, 

tt and I now choose to reject: 

~ 

~ 

~ 

~ 

~ 

69 

(Ç) 2001 welrness Roprooucnous and Publishing. Inc ~·800 1669·920B 

377,

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. . 

Contract With Myself ' 

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/11 , =-----=-==-----------.~I"'.------- . 

. "'" _~.......-..;:-;:....--,o.,,--- \\ 

I, ' define the followingbehaviors as abuse. Ipromise 

never to commit them or tolerate thém in a relationshipfor any reason: 

,..., 

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377 

Evaluating relationships 

from movie: 

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MacDonald .. Health 

Name: 

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Block: _ Date: _ 

œ@@oo, ~ ~~@ œ@@~~g il:' 

~W@~(Y]&1QO[ß)@ ~@~&1Qo@[ß)~~O~~ 

I am evaluating the relationship between: & --------- 

Name 3 things about this person's relationship 

1. 

2. 

3. 

Name 3 things about this relationship you~like: 

@;: 

3. 

you really like: 

(why- for any that you can explain) 

~.~ 

Name or list at least 3 different relationship values this relationship has: ..- 

Do you think this relationship was healthy? Why or why not? 

Can you name three activities this relationship 

couple can do with each other? 

Do you think the individuals in this relationship have equal decision-making power? Why or why not? 

In the video what type of relationship 

do these people have? How can you tell? 

What kind of love do they have? Why do you think this? 

Match the relationship with the type of love: 

l, Belle & Gaston'-- _ 

2. Belle & The Beast __ --- 

3. Lumier & Clocksworth j. _ 

4. Belle & her Father _ 

5. Gaston & his "little buddy" Ü..~~otJ) 

6. Gaston & The Beast _ 

7. Mrs. Potts & Chip _ 

A. Romantic 

B.Nurturing 

C. Addictive 

~ 

I


Notes for Relationship Management: 

Personal Boundaries - Limits in Relationships 

that allow us to protect ourselves. 

These boundaries come from having self-worth (remember IALAC sign). 

These boundaries make us take responsibility 

for what we think, feel, and do. 

Why Do we need Personal Boundaries: students list (make sure they have): 

1. To protect us from abuse 

2. Helps us take care of ourselves 

3. Helps us realize other people have boundaries too and we should respect theirs 

as well. 

4. So we know what parts of our boundaries we might be a little flexible on 

(compromise) 

How Do we set boundaries with someone: (4 step model) 

1. Calmly talk with your partner by saying: "I feel uncomfortable when ... " 

2. Ask the person kindly to honor your personal boundary 

3. INSIST the other person honors your boundary 

4. Leave the situation. 

• If2 people are unable to agree to each others boundaries than clearly 

there is a problem inthe relationship. 

Make a list: 

Healthy Relationship 

Unhealthy Relationship 

~ 7'1


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Understanding 

Boundaries 

Boundaries aren't just for controlling which people we want to be close to us. Healthy boundaries allow 

us to control all sorts of things in our lives, including our own behavior and which behaviors we wíll accept 

from others. For example, a person may be comfortable with kissing her partner in public, 

but fdraw the line' at her partner touching her in a sexual way in front of other people. That 'tine' is her 

boundary. Abuse happens. when one person violates another person's boundaries. 

Think about your boundaries around physical touch, sexual behavior, language, morals and values. 

Write some examples of your boundaries below. 

BEHAVIORS I'M COMFORTABLE WITH '»l 

L.: 

~, 

eo: 

'Ol 

c: 

D: 

CD, 

Î 

BEHAVIORS I'M 

UNCOMFORTABLE WITH 

» 

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• 

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81 

------ 

© 2001 went-cas neprooucttons and Publlsh!ng. Inc eoo l UfW 9200 'j'f (

3~ 


,: ·C·/.········· ••····'···.·T·.i ••......• "I">jNi ,


,'I,'. 

I 

¿ 

ACTING 

IT OUT 

• 

,ø 

, . 

Joan Sturkie 

Marsh Cassady, PhD 

~ 

;.r..~.,.-~ 

~ 

Resource Publications, Inc. 

San Jose, California 

"-'---~-----~_-..io,~,,-,

5D '7 

l II 

J I 


Editorial director: Kenneth Cuentert 

Managing editor: Elizabeth J. Asborno 

Cover design & production: Buey Lee 

© 1992,1997 Resource Publications, Inc. All rights reserved. No part 

of this book may be photocopied or otherwise reproduced without 

written permission from the copyright holder. For reprint permission, 

write to: 

Reprint Department 

Resource Publications, Inc .. 

160 E. Virginia street #290 

San Jose, CA 95112-5876 

Library of Congress Cataloging in Publication Data 

Sturkie, Joan. 

Acting it out junior / Joan Sturkie, Marsh Cassady. 

p. cm. 

Includes bibliographical references. 

Summary: A collection of short dramatic scenes exploring such 

issues as AIDS, child abuse, and drugs. 

ISBN 0-89390-240-3 

1. Children-Conduct of life-Drama. 2. Children's plays, 

American. [l. Conduct of life-Drama. 2. Plays.] I.Cassady, Marsh, 

1936- . II. Title. 

PS3569.T879A28 1992 

812'.54--dc 20 92-29698 

01 00 99 98 971 6 5 4 3 2 

'ù


Sally: I thought you and Geoffwere going together. 

-:::r- 

M 

('n 

Geoff: I thought so too. What's this all about? 

Tina: rm sorry, Geoff. I meant to tell you, but it didn't 

seem the right time. 

Sally: How come you can't go? 

Tina: Mom says I'm too young. I'm not allowed to start 

dating tillrm a junior in high school. 

Mother Says I'm Too Young 

.The action takes place in the school cafeteria at 

lunchtime. Dawn, Tina, Sally, Tim, Jarnes 

and Geoff are sharing a table. 

Dawn: Are you all going to the Christmas dance? 

Sally: James and I are going. 

James: That's right. My mom s going to drive us. How 

about you, Tim? . 

Tim: I guess so. I asked Marie, and her mom said it's OK. 

James: How are you getting there? 

Tim: I'm not sure yet. We have to work something out. 

Jarnes: We have a van with plenty of room. I'm sure it 

would be QK if you go ~th us. 

Dawn: What about you, Tina? 

Tina: (Upset) My mom says I can't go. 

~ 

48 

c, 

James: A junior. That's a long time. You'll be what ...sixteen? 

Tina: That's right. 

Geoff: I thought it was all planned. I mean I asked, and 

you said it was OK. 

Tina: Ithought so too. 

Dawn: Gee, my mom was married by the time she was 

sixteen. (Smiles.) Of course, she says rd better not even 

think of anything like that. 

Tim: What's your mom got against dating? 

Tina: It's not that. It's just that... 

James: Just what? 

.Tina: She says kids our age would be playing with fire. 

We don't have any control or something like that. 

Geoff: Gosh, Tina, it's just a date. We're not getting married. 

49 

-'---,~ .__ ._-~---'-_.__ . -_.._- ------~- - - .'-- 

--------------- _.-

--~-- -._-- ---- •• _- __ o - - __ •• ~_ 

James: (Laughs) Well, you could never prove it by my 

mom. She feels exactly the same way. But when I said 

she could take us and pick us up right afterward, there 

was no problem .: 

Tina: I don't like not being trusted. I just really don't. 

Dawn: Are you sure that's it, that she doesn't trust you? 

Tina: What do you mean? 

Dawn: Well, my mom says she just hates to see me grow 

up. 

Tim: My mom too, I guess. But it's going to happen 

whether anyone likes it or not. 

Tina: I'm really angry about all this. I told her everyone 

else was going, and she said she'd heard that argument 

before. But everyone is going, all"my friends. " 

Sally: I'd be mad too. I've been looking forward to this for 

weeks. And if my mom told me I couldn't go, I don't 

know what I'd do. 

Tina: I wish I could sneak out. I'd do it. (She turns to 

Geoff.) I'm sorry. Mom only told me last night. She 

said she and Dad talked about it. I know I should have 

called you. 

Geoff: She doesn't want me seeing you at all? 

Tina: It's like .she's living in the Middle Ages. 

Sally: V\lhen do you think kids should be allowed to date? 

Really date, I mean. Go out tog~ther-like to movies or 

something. Not just to school games or school dances. 

Tim: (Laughing) Well, personally, I'm not ready for all that 

yet. My wallet couldn't stand the shock. 

Geoff: You have a point, I guess. High school kids have an 

easier time getting jobs. they can pay for it. 

Tina: It doesn't have to be anything 

expensive. 

Dawn: Well, I certainly got a lecture from my mom about 

it. She thinks she knows all about it. See, I was born 

when she was just seventeen, so she says we're close to 

thesame age. But it's different now, no matter what 

she says. Everything is different. It's a whole new generation, 

and parents just don't know how things are. 

Tina: Maybe, but they certainly think they do. Maybe 

Mom thinks she can't trust me 'cause she couldn't trust 

herself. 

Dawn: Tina! You shouldn't 

mother. 

say things like that about your 

Tina: I guess not. Well, OK, I know I shouldn't. But how 

would you feel if you were the one who couldn't go? 

Dawn: Not so good, I guess. But I'm not sure how far my 

own mom trusts me. 

Sally: I don't think it's so much that Mom doesn't trust 

me. She had a hard time accepting that I want to go, 

that I'm old enough. Even though I convinced her to 

let me do it. She still thinks of me as a little girl. 

Tim: What do you mean? 


Sally: She doesn't think I'm ready yet. She doesn't think 

kids our age are old enough to date. She thinks it's all 

tied in with peer pressure. 

,;s' 

c'1 

50 

51 

-~--_._._ .._._. -_. -

-_.~-~ __ o • ••••• _ ._ •••• .~ .• _ •• _. •• _ ••• _ •..• __ •• - _ 

~--'- -_._.._._ .._-- -_._--------_._-----~------ 


Tim: Sometimes I think maybe it is. 

Sally: What are you saying, Tim? That you really don't 

want to go? 

Tim: Not me, but other kids. 

Sally: Like who? 

Geoff: Me for one. (He glances at Tina.) Now that it's off, 

Tina, Ican say it. I'm kind of relieved: Imean- 

Dawn: Just what do you mean! 

Geoff: Don't get me Wrong, Tina. We've been friends for a 

longtime. 

Tina: And you want a friend instead of a date? 

Geoff: Well, maybe I do. I don't know. Maybe the dance 

would be fun. You know my brother's only a couple of 

years younger than me: And you know what, he' s still 

playing with toy cars. What's funny, Iremember when 

I did that too. It wasn't that long ago. And then one 

day I put the cars away and didn't take them out anymore. 

I'd outgrown them. But am I ready for dating? 

I'm not sure. 


1. Tina says she will not be allowed to date until she is sixteen. 

Howald do you think a person should be before 

he or she is at the right age to start dating? Do you 

think your parents agree with you? 

2. Tina states that she doesn't like not being trusted. Do 

you think her mother does not trust her? Or are there 

other reasons for not wanting her to start dating? What 

could be some of those reasons? 

3. Dawn says, "It's a whole new generation, and parents 

just don't know how things are." Do you agree or disagree? 

Why? 

4. Discuss Geoff's mixed feeling? about dating. Can you 

identify with these feelings? 

5. Talk about social activities you and your peers (both 

male and female) can do together if your parents do 

not allow you to date at this age. 

Dawn: Well, I am. It's going to be fun. 

Tina:I know, and l'nt going to miss out on all of it. 

Dawn: Isn't there a way to get your mother to change her 

mind? 

Tina: I don't "thinksb. Yve pretty much given up on it. 

The bell rings, and the students start to collect 

their trays and dishes . 

---J 

,,) 

~ 

v 

.52 

53

Lesson Plan 


tl\ V 


t- Y-t\D5 

Organizing Unit: HIV/AIDS Grade Level/Cluster: 7 th & 8 th grade 

Key Idea: Immune system, germs, chronic, communicable, and non-communicable diseases, AIDS 

Sponge Question for the day: Make a list of "sicknesses" (diseases) that you can 

catch from someone else if you were to kiss them? 

Skills: Self Mangt, Decision Making 

National HLH: 1.7/8.1,3,6,8 2.7/8.1,2,4,6 

6.7/8.3,5 

Scope: SM.I.4,6,7 DM.I.2,3,6,7 

AD.I.1,2,3,4,5 

Functional Knowledge: HIV.I.l,2,3,4,5 

Assessments 

- Sponges 

- Stand/sit 

- Interactive notes 

- Paper throw 

- Immune system play 

-computers 

-HIV play 

- Discussions 

-Exit T/F quiz 

Learner-Based BehavioralOb jectives 

1. SWBA T understand the healthy immune system and how our bodies work to keep germs 

out. 

2. SWBAT avoid HIVand other antigens by using safety devices, practicing abstinence, 

and making smart decision now and in their futures. 

3. SWBA T find valid health information online and through the community resources. 

4. SWBA T identify how HIV can be transmitted but also how it cannot be transmitted. 


1. Sponge - discussion 

2. Ppt of chronic and communicable diseases. The difference and similarities between the two - 

interactive notes. 

3. Quick check - stand for non-communicable; squat for communicable 

4. Notes - fill in germs - virus, bacteria, protozoa, & fungi - discussion on some of the illnesses. 

5. How we come in contact with the sicknesses - "how do we get sick" 

6. Pass the glitter ball around the room -look at hands - glitter represents germs 

Day2 

7. Sponge - communicable or non-communicable - throw your paper wad in the air if you can catch itlet 

it drop if it's non-communicable. 

8. Ppt - to body's defense 

9. Go over healthy immune system. 

10. Healthy immune system play - parts for everyone. (play was made by me ... explain) 

Day3 

11. Computer lab - CDC website - websites that are good (validity) - show WHO, CDC, NIH, etc, 

websites without VALlD information - WIKI, CHAT, etc 

12. HIV infected immune system (http://kidshealth.org/parentlinfections/std/hiv.html ) 

Day4 

13. Sponge - review the immune system - act out what might happen with an HIV cell- draw for notes 

14. "Acting it out" my Dad Has AIDS 

15. Dilemma's - Rizzo-Toner - what is the Stigma? 

16. Read both plays with questions. 

17. Exit - TIF what have we learned quiz 

31)



own lesson, and comment after completion oflesson) 

1. Was sexual orientation brought up at all? Will I be able to teach about it in the 

future? "Community support"? 

2. Was the information too simplified? Too complex? 

3. What waSthe overall feeling about HIV? Did they understand modes of 

transmission? 

4. Maturity level? This lesson would be better if I could separate genders ...is it 

possible? 

5. Parent feedback? 

Resources: 

How HIV damages the cells: 

This article was provided by San Francisco AIDS Foundation. It is a part of the publication AIDS 101. 

Visit San Francisco AIDS Foundation's Web site to find out more about their activities, publications and 

services. http://www.thebody.com/contentlwhatis/art2494.html 

http://kidsheal th.org/parent/ infecti ons/ std/hi v.html 

')0' Ī

:-Jac¡ 

,) I I 


Heaith Name: 

Chronic Pp. 440 

'---------------------------------- 

- 445 

Communicable: Pp, 402-421 

HIV/AIDS:427 - 435 

Notes - Disease Prevention 

Interactive note taker 

Warga Health 8ot1 

Communicable 

Disease - (infections Disease); diseases you can catch from someone else. 

Examples: 

Chronic & non-Communicable Diseases - (have from birth, lifestyle, or environment) - diseases that 

present themselves over a period of time of continuously. Not Contagious! 

Examples: 

T.ypes ofG 

erms 

GERM Definition 

Examples 

The smallest and most simple life form. - Cold - Measles 

Sometimes there are vaccinations for these and 

Virus 

- Influenza - HIV 

vaccinations can be made out of the deadvirus, - Chickenpox - Polio 

- herpes - Mono , 

One celled organisms that live almost - Strep Throat' - Lyme 

everywhere. There are good and bad bacteria. 

Bacteria 

- Some Pneumonia -TB 

Good - digestion Bad - (see examples) - Diphtheria - Pinkeye 

- Food poisoning - Typhoid 

Fungi Life forms- that cannot make their own food. They - Athletes foot 

live off of a "host". 

- Ringworm - Yeast Infections 

- Oral Thrush 

Protozoa One celled animal-like organisms. Most of them - Malaria - Amebic Dysentery 

are harmless. If they are not harmless protozoa - Pinworms - BedBugs 

they can be deadly or distracting. - Head lice 

Under a 

microscope 

Ways Germs spread: 

1. Direct contact - example ~- _ 

2.• Contact with animals/insects -example 

_ 

3. Indirect Contact - example ---,-__ 

4. Other - contaminated food or water 

, Tbe Body's Defense 

The Immune System 

LINE OF "D" WI-IAT IT IS: WHAT IT DOES: 

1st String - Skin, mucous, saliva, tears, 

Barrier method, a way to break it down, or a way to capture the 

stomach acids 

germs. 

2 nd String - WBC, Interferon, Fever 

WBC's create immunity, interferon stops vims reproduction, 

fever makes it difficult for germs to reproduce (too hot) 

3 rd String LYMPHOCYTES 

(T-cells and B-cells) '- immune system 

MACROPHAGE 

- see next page

.rt\~G-€:Rm EN7ERS 7HG 

~~ ~ 

~!; 

~;if?::irT;'- 

HOWl ..e Immune ~yl)IXUl VY 01.1;\.;) 


B 

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bø11-\ í (U'\(:\ 'B ce.\\S 

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Step Wh~t Happens What ltlooks like: 

HIVenters the body 

and quickly 

I starts to multiply. 

When the Macrophage 

brings the 

2 , . HIV germ to the , 

T-cells, the HIV 

attaches to the T-cells. 

When the T-cells start 

To reproduce, they 

3 Reproduce other 

HIV infected T-cells. 

.Because the T-cells are 

infected they cannot 

4 notify the B-cells. 

.... 

.The Immune system ,is 

weakened and-the person 

5 is susceptible to 

"opportunistic diseases" 

which will eventually 

kill them. 

\10 l

Name: 

Warga Health 

Vocabulary: 

AIDS= 

- 

---. HIV= 

HW X'I 

~ 

.~ \i~ \ 

1. The. enters and quickly multiplies. V ~-.~\~, 

~~;Ji 

~ 

W e,~ 

v:> 

~\ -- 

Health 7 

Unit: HIV/AIDSTransmission 

2. When the Macrophage brings the virus to the --', the HIVattaches to the. _ 

3. When the -- s~ t,p~~cel they reproduce other infected cells. 

rrp~., 

{i$ 

4. Because -- are infected they cannot notify the cells to produce antibodies. 

5. The immune system is weakened and the person is susceptible to diseases. 

6. HIV/AIDSwill cause the person to _.-----_--..L..! usually from: 


a. Kaposis _ 

b. ~p __ 

c. AIDS complex 

~J 

'far---:...- __ 

-.r...:fíl 

How HIV is Spread: 

1. Sex 

a. 

b. 

2. Blood to Blood 

Examples: 

3. Using Contaminated 

4. From Mother to 

during birth 

J 

~ 

How HIV is NOT Spread: --o •• 

a. 

~fiß. 

4. 

5" 

". T-. 

8. 

'\1 

I. 

.::í..3Modes of transmission: 

j 1. Blood 

~, 2. Vaginal Secretions 

-- 

3. "~e/l Mucous Membranes 

4. Semen 

5. Breast Milk - """'- 

JY~ 

~/FV 

(r~J 

·""'1""-;:.;-,"""

~05 


How HIVand AIDS will Affeét Someone: 

1. ASYMPTOMATIC - you could have HIV in your system with no or 

I-"~ '1 

s 

~7..¿. '1 '..,.t \ti

~07 

.y! 

1/ 

, .. 

Cast: , 

- 2'V/ruses 

.. :.. ,.:·.;':;i\"\~.::;;i· '. " .~;,::{;';/ ..;: 

.. ,. :>~."""'." .'. _.. ..':.'':' .. 

. 

THE BObY'S IMMUNE SYSTEM 

, Playright by: Ms. MacDonald's 7th g.rade çlQS~ 


1main Character 

1invading virus 

- ,l White Blood Cell 

- 1Macrophage 

The classroom is the human body. 

- Reader 

-2 Tçells 

- 6 mult'iplying T-cells 

...:..12 B-cells ' 

, 6 multipleS attached to 6 Activated cells 

./) 

y. 

.IN\ . 

P 

Begin: ' " 

Reader: You hear a sneeze /n ihß distance and ali ota sudden Virlls'ènteri 

~NEEEZEH 

~i;< 

, :' . " , ,.. ", .. ... 

Virus: "Hello new body, my name is.antigen and I am going to invade you today. " 

. . . . . 

, Read~r:' Fortunat~1y for the new body there wasq white b¡ood~el/ that just 

iuippinÙto be (Ioating by. Nof only was hea white bloodcel/buf he was special 

forces White blood cell cal/ed a monocyte/ 

,~,:,'1. 

, 

. . 

: WBe:. "Holtl'{w.ith hqnd,ou~) "$top riglJt there invader, there isno wara pathogen. , , 

w.illgèt away with enterin9privat~ property" , . ., '. " .. , 

i: 

'l' " , " ','..' " 

Virus: "oh no...not a WH,ITE BLOOD',CELLH (act seated) "~h-Hel/o Mis~ I åm not ' "" 

( 

" '7 virits, I aliijust here visiting frt?fn the streets. .Iwill leave soon withoUt doing any '. 

, ..J177age.


r 

.,:.' 

, lr 

Reader: The White bloodi/oes not /¡e/ieve the virußso she creates a macrophage 

. to' attack the virus,just to'make sure virusis not./yin¡¡. 

i: 

". 'r': 

¡, -. 

. . . 

(Ma~rophÇlgeemerge from WBe and attack Virus...then bring virus over to T-cells 

who are ,standin9 near the WBC). : 

.Macrophage: "Iwasto/d to bring you this traveler ASAP hy WBCr "Canyou tel/me 

ff she's an inv(ldèr?N . 

. (M~grophage gives virus to T-c~IIs to examine) 

. J

1,[ l\ ¡ 

···'1··.··· 


~,.{ .",,'~' :: ,. " '~: i,>", " 

,I 

, ,li 

.. 

'.B-Celf.'Multiple#2 ,;"~7ñat.~qgood idea Incase any ~f her other friends want ro 

/.ï¡-" . come and attack at/r boc/y.;". 

' . . 

,"> .- 

Reader: So a few B-cells and .T-cell~stayed back from the battle. Incase ~ther 

. inyaders came;.they would be·ready': 

r 

'. ·B-Cell- fl.OkayPathogen prepare to dier 

'.' 

'. 

. (B-cells are to shoot antibodies 'that will attach to vlrus.) 

Reader: Once the'B-teJls shD8t out antibodies that attached tothe virus, the T- 

cens were rood)' to attack and invade. 

. . 

.. 

T~ce": "Now that you are weakened by B-cells antibodies we willattackH 

'T-cell: ''A TTACKH¡ 

K~der: 

" 

As the virus is slowed.downby the antibodies from B-cells,.the T-cells 

'. ..' ",~ • • '. • 

'att

~/3 


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Mary H. Bronson-Ph.D. 

Michael J. Cleary, Ed.D., C.H.E.S. 

Betty M. Hubbard, Ed.D., C.,H.E.S. 

Contributing 

Authors 

Dinah Zike, M.Ed. 

TIME® 

• Glencoe

~l5 








District, Dr. Bronson developed and implemented, 

a district-wide health education program. She has 









Betty M. Hubbard, Ed. D., C.H.E.S., has 




t~ 

%~: of Central Arkansas, where, in addition to teaching, 











_GlenCOe 

Michael J. Cleary, Ed.O., C.H.E.S., is a professor 












Dlnah Zike, M.Ed., is an international 

curriculum 



interactive graphic organizers for over thirty years. As 


L.P., Dinah is author of over 100 award-winning 

educational publications. Dinah has a B.S. andan 


Texas A & M University. Dinah Zíke's Potâables" are 











The McGraw·HIII Companies .;>¡~;~;J~~~"~- 

Copyright© 2009 The McGraw-Hili Companies, inc. All rights reserved. No part of this publication may be reproduced or distributed in any 

form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hili Companies, Inc., 

including, but not limited to, network storage or transmission, or broadcast for distance learning. 

Printed 

in the United States of America. 

Send all inquiries to: 



Woodland Hills, California 91367 

ISBN-13: 978-0-07-877405-8 (Course 1 Student Edition) 

MHID-10: 0-07-877405-5 (Course 1 Student Edition) 

ISBN-13: 978-0-07-877406-5 (Course 1 Teacher Wraparound Edition) 

MHID-10: 0-07-877406-3 (Course 1 Teacher Wraparound Edition) 

1 2 3 4 5 6 7 8 9 043/071 12 11 10 09 08

\... 


~ 

Michael 

Mary H. BrorisoniP;.h.O. 

J. Cleary, Ed.D.,C.H. ..E;'s. 

Betty M. Hubbard; 

Ed.D., C.H.E.S. 


Dinah Zike,IVl.Ed. 

TIME® 

.·G1encoe 

q l"l

.~L\~ ~~~~----.,;,,;,,...--,;,.,,;,,.;;..;,;,,...-- ...;... ................. ¡¡¡¡¡¡¡'¡¡¡'¡_'" _···.. ·¡¡¡¡¡¡¡ ...... ¡¡¡¡¡¡¡· ...... ¡¡¡¡¡¡ ..·_·.· .... ·iiiiï- ·iiiiï ..···..···iiiiï·· 

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. at the undergraduate and graduate levels. As 



a district-wide health education program, She has 




Teacher of the Year twíceby her colleagues. Dr. 





Betty M. Hubbard, 

Ed.D., C.H.E.S., has 















R Glencoe 

Michael J. Cleary, Ed.D., C.H.E.S., is a professor 












Dinah Zike, M.Ed., is an international 

curriculum 



interactive graphic organizers för over thirty years. As 


L.P.,Dinah is author of over 1ÓOaward-winning 

educational publications. Dinah has a B.S. and an 


Texas A & M University. Dinah Zike's Potdables" 


are 










The McGraw'HiII 

Companies :1·'i:t~~1(!'!:¡~~~;~~:¡'\>\ 

Copyright © 2009 The McGraw-Hili Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any 

form or by ány means, or stored in a database ör retrieval system, without the prior written consent of The McGraw-Hili Companies, Inc., 

including, but not limited to, network storage or transmission, or broadcast for distance iearning. 

Printed in the United States of America. 

Send all inquiries to: 

GlencoelMcGraw-Hili 


Woödland Hills, California 91367 

ISBN: 978-0-07-877425-6 

MHID: 0-07-877425-X 

ISBN: 978-0-07-877426-3 

MHID: 0-07-877426-8 





Edition) 

Edition) 

1 234 5 678 9 043/079 12 11 1009 08

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Editorial director: Kenneth Guentert 

Managing editor: Elizabeth J. Asborno 

Cover design & production: Huey Lee 

© 1992,1997 Resource Publications, Inc. All rights reserved. No part 

of this book may be photocopied or otherwise reproduced without 

written permission from the copyright holder. For reprint permission, 

write to: 

~~ 

.~ 

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~ 

Reprint Department 

Resource Publications.Inc. 

160 E. Virginia Street #290 

San Jose, CA 95112-5876 

;~ 

!j 

~. 

Library of Congress Cataloging in Publication Data , 

Sturkie, Joan. 

Acting it out junior / Joan Sturkie, Marsh Cassady. 

p. cm. 

Includes bibliographical references. 

Summary: A collection of short dramatic scenes exploring such 

issues as AIDS, child abuse, and drugs. 

ISBN 0-89390-240-3 

1. Children-Conduct of life-Drama. 2. Children's plays, 

American. [1. Conduct of life-Drama. 2. Plays.] L Cassady, Marsh, 

1936- . II. Title. 

PS3569.T879A28 1992 

812'.54-dc 20 92-29698 

Ol 00 99 98 97 I 6 5 4 3 2 

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Can It Happen to Us? 

The action occurs at the community recreation 

center. Theresa has just left with a much older 

boy, a high school dropout named Wardell, who 

is known to live in the fast lane-using drugs, 

drinking, having sex with a lot of different 

partners. A group of her classmates, including 

Bobbi, Kathy, Matt, and Jim have just 

finished playing in a co-ed softball game. 

Jim: I don/t know why Theresa'd be so dumb as to go off 

with someone like that. I always thought she was 

smart. 

Kathy: I don't think being smart has anything to do with 

it. 

Matt: What do you mean? 

Kathy: Well, you know. Dating an older guy. Having him 

pay attention to a girl who's only in middle schooL 

Who wouldn't be flattered? 

7

}; 

- ••• ~ ..... ~ CL ~ur one wouldn~t. _. 

Kathy: Oh, come"", Bobbi, you can't tell me you wouldn't 

be thrilled to have an older guy ask you for a date. 

Bobbi: My mom would kill me. 

, ' 

.Jim: I've heard all kinds of things about that guy Wardell, 

you know? , 

Matt: What do you mean? 

!; 

J~eep! He's not a creep, that's the problem. He's 

~d,someFand he always has a lot of money. 

:',Xeah, from selling drugs. 


I know; and that;s certainly not too bright; is it? 

eresa justdidn't think this thing through. She fig- 

',_~â.it was glamorous. Maybe she even wanted to 

\"IDakeus jealous. 

>- 

~ 

:::r-M 

J.im: Wh.;re have you been, man? He has the Worst reputation 

of anyone in the neighborhood. 

' 

Matt: I guess. 

bbi: Not me. I dont know what rd do if I got pregnant. 

'tin: That isn't the worst of it. The thing rd worry about 

would be AIDS. 

Kathy: He smokes grass. I know that for SUTe. And a girl 

who lives on my block said he asked her to do coke 

one night. 

Bobbi: You mean she did? 

i''Bobbi: I didn't think of that. 

Jim: From what everyone knows about Wardelt he's certainly 

the type who could get it. 

Matt: And so could every girl he;s had sex with .. 

Kathy: No; she didn;t. But what about Theresa? Is she 

going to be able to say no? 

Bobbi: I'm sure he shoots up too. He may even offer her 

the needle. : ',' 

Jim: But it isn't just that he does drugs. He's into all kinds 

of things. He;s been in Juvenile Hall atIeast two times 

that I know of. And Theresa;s pretty innocent. 

Matt: Well, everyone knows that Wardell...welL I know a 

girl he~s gotten pregnant. , 

Bobbi:What if Theresa got pregnant? Her parents Would 

kill her. They'd kill' her if they even found out she 

WentWith this creep. 

8 

Jim: Man, it's really scary. I was talking to my folks about 

it. About AIDS, and you know we're kind of the AIDS 

generation. 

Matt: (Laughing) What's that supposed to mean? 

Jim: It's true, Matt. Welre the ones born into it. r mean it 

wasn't around when our parents were young. 

Bobbi: You're right, Jim. You really have to be careful, 

don't you? 

Kathy: If you're going to use crack or heroin or stuff like 

that. Or if you're ...well, sexually active. 

Matt: It's scary. Lmean anyone can have it. My dad said it 

used to be only homosexual men. 

9 

---------,,- -'--'-- - ----~- - ---

.uoUVV.l: 

r ean, LIve heard that. But I Wonder if it.!strue. 

Kathy: What do you mean? 

Bobbi: If it started out with homosexuals.! how come other 

people are getting it now? 

Jim: My social studies teacher said in Africa if s more heterosexuals. 

Not gay guys at all. 

Kathy: It means anyone could get It, I guess. 

Matt: If you' re reckless. 


o you think she thinks she can say no to drugs andy or 

sex? Do you think she can? 

Do you think students in your class will become HIV 

positive before they get out of high school? 

5. What can be done to keep your peers and yourself from 

getting AIDS? 

.~ 

zr: 

Bobbi: Like Theresa maybe. 

Jim: Yeah.!like .Theresa. Anytime there.!s a little pressure. I 

mean? how strong is any of us? Are We SUrewe can 

stand up to the pressure? 

Kathy: I don't plan to take drugs or go with just any guy 

who happens to ask me. 

Matt: Yeah" but what if you-'re with a group of kids who're 

all doing drugs? And you.!re the only one who's not. 

Jim: I like to think rm strong enough to say no. But am 17 

rm not so sure. 


1. Why do you think Theresa wants to go out with an 

older boy who has a bad reputation? 

2. Theresa?s friends seem to know all about the things 

WardeU did. Do.you think Theresa knows also? 

10 

11


'f~I'nfsosorry. (She puts her arm around Carol's shout- 

.î~é;." 

¡ol) 

""J 

Jfve known for a long time ...that ... (She looks into 

tulie's eyes.) My dad uses drugs. He shoots up, you 

lôw?He ...he göt it from a dirty needle. rm so 

:tfråid ... (She tums away.) 

Father Has AIDS 

The action OCCursin the courtyard of a school 

just before morning classes. Carol is sitting by 

herself on a bench. She's crying. 

Natalie: (Seeing Carol and walking up to her) Carol, what's 

the matter? 

Carol: Nothing. 

Carol looks up and tries to smile as Natalie sits 

. beside her. 

Natalie: Are you OK? 

Carol: Oh, Natalie, I don't know What to do. I'm so scared. 

Natalie: Do you Want to tell me aboutit? 

Carol: It's my father. He has AIDs 

Natalie: Wow! Are you sure? 

tafie: How terrible. I don't know what I'd do if I found 

Lbûtthat my father- 

1,~,' 

• 

jCarol: But you don't understand. 

.';~ 

Natalie: That your dad ...may die? 

Carol: It's worse than that, Natalie. Don't you see? 

Natalie: What do you mean? 

Carol: Mom could die too. 

Natalie: Oh, Carol. 

Carol: Imean how is AIDS caught ...transmitted? (She closes 

her eyes for a moment and then opens them again.) People 

sharing needles and ...having sex without- 

Natalie: Unprotected? Without a condom. 

Carol: Yes. What am I going to do? I don't know what to 

do. 

Natalie: Have you talked to your mom about this? Has she 

been tested? Maybe she's OK., 

Carol: Do you think so? 

Carol nods. 

2 

f, 

f¡ 

ti 

t 

3 

_.- ~_._---~

__ o ~ .... u.L! l .KIlOW.But Mr. Collins in-health class said 

that jusi because one partner has AIDS, it doesn't mean 

the other one has it too. Don't you remember? 

Carol: Iguess so. 

Natalie: Babies Can even be bom to HIv positive mothers 

and be ox, 

Carol: No matter what, my dad's still going to die. Urness 

someone finds a cure. And they're not going to find a 

cure that SOon. 

Rob sees the two girls andwalks 

Rob: Hey, you two, What's wrong? 

Rob: (Turning 

Carol: No, I'm not OK. 

Natalie looks at Carol. 

to Carol) Are you OK? 

Rob: Can you tell me what's wrong? 

Carol shakes her head. 

Natalie: Rob, do you think maybe you should_ 

Rob: Should what? 

Natalie: Maybe Natalie doesn't feel1ike talking. 

OVer. 

Carol: It's OK We've been friends since first grade. (She 

turns to Rob.) It's my father.; Rob. I just found out he 

hasAlDs. 

Rob: Geez, Carol, you're sure? 

., .... ,. 

~i:yes! You know how he isj we've talked about it. He 

4ses drugs. He's been using them for years. Mom did 

_,00/ I guess. But she stopped. She tried to get him to 

:stop too, but he wouldn't. 

~jJj:Höw long has he had- 

ol: I don't know. He's been feeling bad and finally 

went to be tested. What he really has is ARC-AIDS Related' 

Complex. But the doctor says it's pretty close to 

being full-blown AIDS. 

Natalie: But your mom hasn't been tested? 

taroI: She went yesterday, to county health. They have 

free tests. (She breaks into sobs.) 

Rob: Did she find out anything? 


Carol: No. Mom has to go pack next Wednesday . .If they 

both die, I dorrt know what I'll do. I dorrt know 

what's going to happen to me. (She shakes her head.) I'm 

being selfish. I should be thinking about Dad and 

Mom, not about me. 

Rob: What about your grandparents? Don't you have 

grandparents? 

Carol: Only my grandma. She has arthritis and can't get 

around very well. So how could she take care of us? 

My brothers and me? (She looks from Rob to Natalie) 

What am I going to do? What's going to happen to 

me? 

M 

(I'") 

~ 

4 

i 

f 

f¡ 

5 

~------.---- ..._---------- - --_._---,'.- _ ..... _--_.-- 

------- ._.~------_.-------

~llS 


AIDS 


1. Do you think Natalie helped Carol? How? What else 

could she have done? 

2. Carol mentions two ways of contracting AIDS; What are 

they? What other ways may a person contract AIDS? 

3. Carol recognizes that her father will die if a cure is not 

found for AIDS. How can she show support and understanding 

to him? 

4. Do you think Rob asks too many questions? Is there another 

way he can let her know that he cares? If so, 

how? 

5. Is Carol being unrealistic in thinking both of her parents 

might die? Is her concern for herself unwarranted? 

6

t~l- 

& 


Name 

Date 

FISHBOWL CLASS DISCUSSION TOPICS (SE-57) 

_ 

.; 

I: 

1. Who should be told if a school-age child has AIDS? Should the nurse, teachers, administration, 

students, PE teachers, etc., know? Why or why not? Explain. 

2. What would you do if you have a positive AIDS antibody test? How would you live your 

life? 

3. Why do you think having an STD carries a stigma, when contracting other communicable 

diseases, such as the flu and chicken pox, does not? Do you think this stigma has 

an effect on whether someone seeks treatment? Explain . 

.~ 

o 

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4. Do you think it is morally and ethically acceptable to be a surrogate mother? In your 

opinion, does that mother have any rights to the child? Why or why not? 

5. Should abortion be legal? Should a girl be able to get an abortion without her parent's 

permission? Why or why not? 

6. Should homosexuals be barred from any type of profession, such as teacher, counselor, 

soldier, daycare worker? Why or why not? 

7. What factors in teenage marriages contribute to a higher divorce rate than in marriages 

at an older age? 

8. What special problems does a divorced parent face? What special problems do children of 

divorced parents face? How are grandparents and faI?ílies affected? 

9. Does advertising exploit sex to sell a product? Give examples and explain. What category 

of products uses sex to sell most often? (perfumes, jeans and other clothing items) Do you 

think it works? Why or why not? 

10. Do you think condoms should be available in school? Why or why not? What problems 

might result, if any? 

73

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1. The invades the body and quickly multiplies. 

(~-)@Ø ©lJ~ 

2. The immune system tries to fight back by sending white blood cells to destroy the invaders. 

3. surround and attempt to "eat" the HIV, 

4. but the HIV itself to the T-cells causing 

them to become HIV -producing ------------ 

-'I 

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W/"\' 

~~@(é)HIV 

5. The T-cells chemically notify ,H IV ' 

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6. the_-------------cannotproduce---------~' ----- 

7. The immune system is and the person is suscei:.~~le.:...,. :.0 "; 

many diseases, such as: ~ 

8. Pneumocystis carinii , ------------ 

sarcoma, and AIDS _ complex. 

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9. These diseases usually cause the person to --------- 

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Name 

Date --- 

AIDS TRUE/FALSE WORKSHEET (SE-50) 

DIRECTIONS: On the line to the left, write T if the statement is true. If the statement is not 

true, replace the underlined words with words that would make the statement 

true. 

1. The HIV is most likely to attack the B cells. 

_------ 

2. Antibodies are proteins that destroy foreign substances. 

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3. The first test given to determine the presence of AIDS antibodies is the 

Western Blot test. 

_______ 4. AIDS is caused by a fungus. 

5. Being protected from disease means you are immune. 

6. Having one sexual partner is called bigamy. 

7. A heterosexual has sexual partners of both sexes. 

_______ 8. HIV is found in the highest concentrations in blood, vaginal secretions, 

and urine. 

_______ 

9. The best way to avoid getting AIDS is using a condom. 

_______ 

10. AIDS destroys the body's digestive system, leaving the victim susceptible 

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to other diseases. 

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Name Date _ 

HOW THE AIDS VIRUS CAN AFFECT YOU (SE-49) 

DIRECTIONS: Using the words in the answer key, write the best answer in the blank. 

HOW THE AIDS VIRUS CAN AFFECT YOU: 

1. Asymptomatic 

You could have the HIV in your body and have no 

or 

_____________ . You could appear _ 

but still pass the disease to others. 

2. ARC (AlDS Related Complex) 

A person infected with the HIV could have some symptoms 

of AIDS, such as fatigue, diarrhea, , swollen lymph 

nodes, 10s8of 

, weight loss, skin 

_____________ ,andnight _ 

3. AIDS 

This is developed 6 months to 10 years after infection. Once you have AIDS you will live 

from 6 months to 3 years. AIDS patients usually die of an 

------------ , such as 

pneumocystis carinii pneumonia, Kaposi's sarcoma, or AIDS dementia complex. People 

with healthy immune systems do not get these diseases. 

TO AVOID AIDS: 

~ 1. Practice abstinence-no _ 

2. Practice monogamy--one _ 

3. Use a treated with nonoxynol-9. 

4. Don't use illegal IV drugs and don't share _ 

5. Don't share objects that get on them, such as razors or 

toothbrushes. 

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HOW THE AIDS VIRUS CAN AFFECT YOU (SE-49) 

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DIRECTIONS: 

Using the words in the answer box, write the best answer in the blank. 

HOW THE AIDS VIRUS CAN AFFECT YOU: 

1. Asymptomatic 

You could have the HIV in your body and have no ..=S:..:.I..=G:.:..:N....::....=S----- or 

SYMPTOMS .You could appear --=-.:H:.=E::.::...A=L=1':....:..H-=-Y=------- 

but still pass the disease to others. 

2. ARC (AIDS Related Complex) 

A person infected with the HIV could have some 

---_---_- -__ E_A~R_L.:;::..'X~ symptoms 

of AIDS, such as fatigue, diarrhea, FEVER ,swollen lymph 

nodes, loss of APPETITE , weight loss, skin 

RASHES , and night SWEATS 

3. AIDS 

This is developed 6 months to 10 years after infection. Once you have AIDS you will live 

from 6 months to 3 years. AIDS patients usually die of an 

OPPORTUNISTIC DISEASE, such as pneumocystis carinii 

pneumonia, 

Kaposi's sarcoma, or AIDS 'dementia complex. People 

with healthy immune systems do not get these diseases. 

TO AVOID AIDS: 

1. Practice abstinence-no SEX 

2. Practice monogamy+one PARTNER 

3. Use a CONDOM treated with nonoxynol-9. 

4. Don't use illegal IV drugs and don't share NEEDLES 

5. Don't share objects that get BLOOD on them, such as razors or 

toothbrushes. 

BLOOD 

HEALTHY 

SWEATS 

140 

NEEDLES 

PARTNER 

SYMPTOMS 

CONDOM EARLY SEX 

RASHES APPETITE FEVER 

SIGNS OPPORTUNISTIC DISEASE 

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AIDS TRUE/FALSE WORKSHEET (SE-S'O) 

DIRECTIONS: On the line to the left, write T if the statement is true. If the statement is not 

true, replace the underlined words with words that would make the statement 

true. 

T-CELLS ~ 1. The HIV is most likely to attack the B cells. 

T 

2. Antibodies are proteins that destroy foreign substances. 

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Name 

Date 

_ 

TEENAGE PARENTS (2) (RC-29) 

TOTALS: 

~ Housing $ 

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> 

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Auto $ 

, 

Baby $ 

General $ 

TOTAL MONTHLY COSTS $--------------------- 

.,..,.~ 

Do you think that a typical teenager could make ends meet? 

Why or why not? 

43 

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Name Date _ 

TEENAGE PARENTS (RC-28) 


, 

DIRECTIONS: Being a teenage parent can drastically change your life. Figure out the financial 

aspect of being a teenage parent by filling in the information below: 

I 

H 1. Rent $ per month 

O 

! 2. Utilities 

Gas $ per month 

U Electricity $ per month 

Garbage $ per month I:! 

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S 

Water $ per month ~ 

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Sewer $ 'per month 

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I 3. Approximate phone bill $ per month .S 

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ICHABOD CRANE 4315.1 HIV INFECTION INSTRUCTION ...

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