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A WISCONSIN HUMAN GROWTH & DEVELOPMENT CURRICULUM: HIGH SCHOOL This publication is available from: Health Care Education and Training 6410 Enterprise Lane Madison, WI 53719 608.274.5455 www.hcet.org ©August 2018 Health Care Education and Training TABLE OF CONTENTS: HIGH SCHOOL EDITION Human Growth and Development Unit Intro High School Curriculum Scope and Sequence Lesson 1: Introduction to Human Sexuality Lesson 2: Love Language Identification and Healthy Communication Lesson 3: Communicating Consent Lesson 4: Identification and Analysis of Reproductive Anatomy Lesson 5: Sexually Transmitted Infection Information and Prevention Lesson 6: HIV, STIs, Stigma and Using Condoms Lesson 7: Accessing Valid Health Information on Pregnancy Products and Services Lesson 8: Preparing to Parent - Analyzing Influences and Setting Goals Lesson 9: Analyzing Contraception Options Lesson 10: How Can Health Decision-Making Prevent STIs and HIV? Lesson 11: Unit Review - Lifelong Sexual Health Answering Difficult Questions Protocol Human Growth and Development Advisory Committees Human Growth and Development in Wisconsin: Laws and Policy © 2018 Health Care Education & Training. All Rights Reserved • • • • • © 2018 Health Care Education & Training. All Rights Reserved Relevant statutes include: • • • © 2018 Health Care Education & Training. All Rights Reserved © 2018 Health Care Education & Training. All Rights Reserved © 2018 Health Care Education & Training. All Rights Reserved • • • © 2018 Health Care Education & Training. All Rights Reserved MY SEXUAL HEALTH: MY FUTURE – HIGH SCHOOL SEQUENCE National Sequence Wisconsin Sexuality Lesson Number Standards for Lesson Name Education Methods Description Health Education Standards 1 Comprehend Introduction ID.12.CC.1 Graffiti The purpose of this is lesson is to introduce the Concepts Related to Human ID.12.CC.2 wall unit and reinforce classroom ground rules to to Health Sexuality ensure students feel safe while discussing human growth and development. Students discuss a wide variety of aspects that comprise human sexuality. Students will be able to differentiate between biological sex, sexual orientation, and gender identity and expression. Students will be able to define terms related to understanding the scope of human sexuality. 2 Interpersonal Love Language HR.12.CC.2 Personal This lesson will allow students to explore their Communication Identification assessment own Love Language and share their findings. & Healthy Students will reflect on their personal Love Communication Language and how they can apply that to a future relationship. The purpose of this lesson is to describe a range of ways to express affection within healthy relationships by identifying the characteristics of the various Love Languages. 3 Interpersonal Communicating HR.12.SM.1 Video, The purpose of this lesson is for students to Communication Consent HR.12.IC.2 interactive practice clear communication around consent HR.12.INF.2 activity for sexual activity. HR.12.CC.3 © 2018 Health Care Education & Training. All Rights Reserved MY SEXUAL HEALTH: MY FUTURE – HIGH SCHOOL SEQUENCE 4 Accessing Valid Identification AP.12.CC.1 Flipped The purpose of this lesson is to have students Health Information and Analysis of game identify internal and external male and female Reproductive reproductive anatomy. Students will also analyze Anatomy how the brain and hormones are involved in the human sexual response cycle in relationship to reproduction. 5 Accessing Valid Sexually SH.12.CC.1 Grouping, The purpose of this lesson is to define and Health Informa- Transmitted SH.12.ADV.1 graffiti examine common STIs and allow students to tion; Infection SH.12.SM.1 sheets, explore resources for treatment. Students will Advocacy Information SH.12.AI.1 role play also analyze their individual responsibility and SH.12.AI.2 regarding getting tested for STIs, understand why Prevention SH.12.IC.1 it is important to get tested for STIs, as well as inform partners about STIs and HIV status. Students will also be able to advocate for sexually active peers to get tested and treated for STIs/ HIV. 6 Self-Management; HIV, STIs SH.12.CC.2 Video, The purpose of this lesson is to explore the role Advocacy Stigma and SH.12.ADV.1 demo of stigma associated with getting tested for HIV Using SH.12.SM.1 and STDs. A condom demonstration is included Condoms SH.12.SM.2 with this lesson to highlight an important means of preventing HIV transmission. 7 Accessing Valid Accessing PR.12.CC.3 Small The purpose of this lesson is to access medically Health Informa- Health PR.12.CC.4 group accurate information and make healthy decisions tion; Information PR.12.AI.2 work about prenatal care services, support services, Decision-Making on Pregnancy PR.12.AI.3 emergency contraception and pregnancy Products & PR.12.AI.4 options. Services PD.12.DM.1 © 2018 Health Care Education & Training. All Rights Reserved MY SEXUAL HEALTH: MY FUTURE – HIGH SCHOOL SEQUENCE 8 Goal Setting; Preparing to PR.12.INF.3 Video, The purpose of this lesson is to understand the Analyzing Parent: PR.12.DM.2 lecture commitment necessary to raise a child. Influences Analyzing Information is also provided about Shaken Baby Influences and Syndrome. Setting Goals 9 Analyzing Analyzing PR.12.CC.1 Sorting The purpose of this lesson is to identify and Influences Contraception PR.12.INF.1 game, categorize the various forms of contraception Options SH.12.INF.1 analyzing and discuss influences on, and reasons why, scenarios students may or may not choose to utilize contraceptive methods. 10 Decision-Making How Can PD.12.DM.1 Scenarios, The purpose of this lesson is to engage students Healthy SH.12.DM.1 demos, in exploring the health consequences of different Decision SH.12.CC.2 peer choices. Making SH.12.SM.2 feedback Prevent STDs or HIV? 11 Advocacy; Lifelong Review of Role play The purpose of this lesson is to provide a review Accessing valid Sexual Health all skills game of the entire Human Growth and Development health unit of instruction focusing on the skills, and information; emphasizing the importance of using these skills Interpersonal as students move into adulthood. Communication; Decision-making; Goal setting; Self-management © 2018 Health Care Education & Training. All Rights Reserved • • • • • • • • • • • • • • • • • • • • • © 2018 Health Care Education & Training. All Rights Reserved Activity 1.1: Discuss classroom ground rules and the Anonymous Question Box (10 minutes) If this is one of the last units in most health classes, you probably have established classroom ground rules. Let students know that for the next two weeks you will be learning about human growth and development. Ask them to reflect on the idea of the classroom ground rules and think about whether any of the rules need to be added or changed based on the content of the human growth and development unit. Ask them how the rules feel and sound. Write down any reactions shared by the students. Be sure to highlight those rules that you think will be the most important in establishing a safe and supportive classroom environment. Restate how rules are enforced in your classroom. Some rules that may be particularly relevant to human growth and development are: • Use active listening • Use respectful, courteous language, and proper terminology • Respect others’ opinions, beliefs, attitudes, and cultures • Keep personal, private business of self and others confidential: respect privacy • Treat others’ comments/questions seriously • Be kind • Pay attention and get the facts straight Additionally, the classroom will have an anonymous question box. Students may write questions anonymously and put them in the question box or give them directly to the teacher prior to, during, or after class. Anonymous Question Box (recommended) If you are setting up an anonymous question box, review with the students the meaning of the word anonymous (not identified by name), and encourage students to use this box before, during, or at the end of a lesson. Let students know when you will be addressing the answers to the questions that are put in the box. © 2018 Health Care Education & Training . All Rights Reserved Activity 1.2: Sex, Gender, and Human Sexuality (20 minutes) Write the words sex , gender , and sexuality on the board. Have a discussion with students around the following questions: What do you think the term sex means? What do you think gender means? What do you think the term sexuality means? In what ways are the terms similar? In what ways are the terms different? Clarify for students that sex , gender and sexuality are different concepts. Sex refers to whether a person is biologically male or female, with male or female anatomy, chromosomes, and reproductive parts. The term sex can also mean sexual intercourse or sexual activity of various kinds. Gender refers to the social and cultural expression of sex; not biological sex. Sexuality refers to the total expression of who people are as human beings, including gender, sexual orientation, biological sex, intimacy, relationships, love and affection. Break it down further for students by defining the following terms: Gender identity : An individual's innermost sense of self as male or female, as lying somewhere between these two genders, or as lying somewhere outside gender lines altogether. Gender expression : The ways in which an individual communicates gender identity to others through behavior, clothing, hairstyle, voice, and/or the emphasis or de-emphasis of bodily characteristics. Not an indication of sexual orientation. Behaviors and traits used publicly to express gender identity—as masculine or feminine or something else. Sexual orientation : A feeling of attraction to others, based on biological sex and gender expression, over which individuals have no choice. Different from sexual behavior; romantic, sexual, and emotional attraction to others, categorized by the sex of the person to whom one is attracted—such as: heterosexual (attracted to the opposite sex); homosexual (attracted to the same sex); or bisexual (attracted to individuals irrespective of their sex). © 2018 Health Care Education & Training .
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