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Healthy Relationships Sexual and Reproductive Health Colorado Department of Education 1 Comprehensive Health Education Standards Vertical Progression by Prepared Graduate Competency Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health Grade Level Numbering System Grade Level Expectations High School Eighth Grade Seventh Grade Sixth Grade Fifth Grade CH09-GR.HS-S.2-GLE.4 CH09-GR.HS-S.2-GLE.5 CH09-GR.8-S.2-GLE.1 CH09-GR.8-S.2-GLE.2 CH09-GR.8-S.2-GLE.3 CH09-GR.7-S.2-GLE.3 CH09-GR.7-S.2-GLE.4 CH09-GR.7-S.2-GLE.5 CH09-GR.6-S.2-GLE.2 CH09-GR.6-S.2-GLE.3 CH09-GR.5-S.2-GLE.2 CH09-GR.5-S.2-GLE.3 Use a decision-making process to make healthy decisions about relationships and sexual health Support others in making positive and healthful choices about sexual activity Describe the physical, emotional, mental, and social benefits of sexual abstinence, and develop strategies to resist pressures to become sexually active Analyze how certain behaviors place one at greater risk for HIV/AIDS, sexually transmitted diseases (STDs), and unintended pregnancy Describe the signs and symptoms of HIV/AIDS and other sexually transmitted diseases (STDs) Compare and contrast healthy and unhealthy relationships (family, peer, and dating) Analyze the internal and external factors that influence sexual decision-making and activity Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) Access valid and reliable information regarding qualities of healthy family and peer relationships Comprehend the relationship between feelings and actions Explain the structure, function, and major parts of the human reproductive system Describe the physical, social, and emotional changes that occur at puberty Colorado Department of Education 2 Comprehensive Health Education Standards Content Area: Comprehensive Health and Physical Education Standard: 2. Physical and Personal Wellness in Health Prepared Graduates: ! Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health Grade Level Expectation: High School Concepts and skills students master: 1. Use a decision-making process to make healthy decisions about relationships and sexual health Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: a. Define the characteristics of healthy 1. How can a personal decision to become sexually active affect one’s future goals and relationships, dating, committed relationships, options? marriage, and family 2. How does one know when one is ready to become a parent? b. Analyze the possible consequences of early 3. What kind of work is involved in being a parent? sexual activity and the emotional, mental, 4. In order to achieve lifelong sexual and reproductive health, what should I plan for? social, and physical benefits for delaying sexual 5. Why are relationships important? activity 6. How do we learn to understand and respect diversity in relationships? c. Describe how a person can choose to abstain 7. How do we know when a relationship is not worth saving? from sexual activity at any point in time, even 8. How do we know when someone is being truthful online? after having engaged in prior sexual activity Relevance and Application: d. Analyze factors that influence the choice, use, 1. Family structures, values, rituals, and traditions impact decisions regarding health, and and effectiveness of contraception, including vary from individual to individual, family to family, and culture to culture. the availability of contraceptive methods 2. Various factors often create discrepancies between actual and perceived social norms e. Explain the difference between risk avoidance related to sexual activity among teenagers. and risk reduction and strategies one can utilize 3. Cultural and religious beliefs, popular trends and fads, and current and emerging for each as it relates to STD’s and pregnancy. technological advances influence sexual and reproductive health. f. Analyze when it is necessary to seek help with 4. Analyze the physical, economic, emotional, social, intellectual, and cultural demands of or leave an unhealthy situation raising a child. g. Analyze risks of sharing personal information 5. Culture, media, and other people influence perceptions about body image, gender roles, thru modern technology Evaluate how sexuality, attractiveness, relationships, and sexual orientation. HIV/AIDS and other sexually transmitted 6. Prenatal exposure to alcohol, tobacco, and other drugs, infections, and environmental diseases (STDs) or pregnancy could impact life hazards may affect the incidence of fetal alcohol syndrome, sudden infant death goals syndrome, low birth weight, and disabilities. h. Examine the responsibilities of parenthood Nature of Health: i. Appraise internal and external influences and 1. Decision-making can be affected by a variety of influences that may or may not be in a pressures to become sexually active, and person`s best interest. demonstrate strategies to resist those 2. Tolerance, appreciation, and understanding of individual differences are necessary in pressures order to establish healthy relationships. 3. Technological advances continue to provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience. Colorado Department of Education 3 Comprehensive Health Education Standards Content Area: Comprehensive Health and Physical Education Standard: 2. Physical and Personal Wellness in Health Prepared Graduates: ! Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health Grade Level Expectation: High School Concepts and skills students master: 2. Support others in making positive and healthful choices about sexual activity Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: a. Demonstrate ways to encourage 1. Why would someone engage in intimate behaviors without first having the emotional friends to remain sexually abstinent or safety to talk about it? return to abstinence if sexually active 2. What support do you need to assist you in making healthy decisions about sexual b. Communicate the benefits of avoiding activity? or reducing the risk of unwanted 3. Why would a teenager choose to delay sexual activity? pregnancy and sexually transmitted diseases, including HIV c. Communicate the importance of HIV and sexually transmitted disease (STD) Relevance and Application: testing and counseling to those who 1. Cultural and religious beliefs, popular trends, fads, and current and emerging are sexually active technological advances influence sexual and reproductive health. 2. Advocating to others at school or in the community regarding positive and healthful choices about sexual activity creates an environment of open communication. Nature of Health: 1. Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole. 2. Reliable personal and professional resources are available to assist with sexual and reproductive health problems. Colorado Department of Education 4 Comprehensive Health Education Standards Content Area: Comprehensive Health and Physical Education Standard: 2. Physical and Personal Wellness in Health Prepared Graduates: ! Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health Grade Level Expectation: Eighth Grade Concepts and skills students master: 1. Describe the physical, emotional, mental, and social benefits of sexual abstinence, and develop strategies to resist pressures to become sexually active Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: a. Demonstrate the ability to anticipate 1. How do health practices in adolescence affect lifelong health? and minimize exposure to situations 2. What is the difference among affection, love, commitment, and sexual attraction? that pose a risk to sexual health 3. What characteristics do you find most appealing in a dating relationship? b. Demonstrate verbal and nonverbal 4. Why would you choose to be sexually abstinent? ways to refuse pressure to engage in 5. What advice would you give to a friend who is being pressured to become sexually unwanted verbal, physical, and sexual active? activity and advances c. Explain why individuals have the right to refuse sexual contact Relevance and Application: d. Seek support to be sexually abstinent 1. Contrasting historical analyses of different societal mores related to sexual activity e. Develop personal standards for dating with today`s environment provides information on how a culture perceives and situations values sexual relationships. Nature of Health: 1. Learning about sexuality and discussing sexual issues is critical for health. 2. External pressures and opportunities that present themselves may influence a person`s sexual decision-making and activity. 3. Taking responsibility for one’s own health requires verbal and nonverbal communication skills that can help to resist unwanted sexual activity and support positive health choices. 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