Minnesota Health Conference 2010

“Active Learning Strategies for

Teaching Sex Ed”

This document was put together by Mark Woodcock. That being said, I have taken any good idea I have seen from bright people like yourself and added it to my curriculum. Thanks!

Description of Presentation

I will demonstrate some of the activities I have found to be most successful for engaging students in conversation about sex and relationships. These include some active learning strategies, conversation starters, music by Meatloaf, testimonials from upperclassmen girls, and thought provoking demonstrations. I will provide you with a document that provides you information on my lesson plans for sex ed, chemical awareness, and decision making. You will also get access to my web site where I will create a link for this health conference. This link will have all of my material including links to different you-tube videos I use and books I steal great ideas from.

I have tried to edit this document to make it user friendly for you, but it is really for my daily use. Consequently, some of it will not make much sense. If you read something you really want to know more about, please feel free to email me at: mwoodcock@isd622.org

This document can be found on my school’s moodle web site at the link below. You might need to right click the link and hit “open hyperlink.”

http://moodle.isd622.org/ This is a Moodle account our district set up. Once there, click “Health / P.E.,” then click, “Woodcock – MN Health Conference.” If you get a screen that wants you to click sign in as a quest, please do so. No password needed.

-This document you are currently holding in your hands is under the link for “Health Processes” and has links within it to my PowerPoints, video clips, some worksheets, etc. All of these links are linked to “Google docs” which saves them in a format you will be able to save to your computer in whichever format you have and edit them for your use. Unfortunately a few documents with lines and some drawn in stuff did not come out perfect when loaded onto Google docs. Please feel free to email me if you want a word electronic copy.

-My study guides and other handouts I use with my students are under the link “Health I” on my web site we have for parents and students. Right click on the preceding link and hit open hyperlink. http://north.isd622.org/woodcock.aspx

These were posted in PDF format and you will not be able to modify them for your use.

- I do not have time to do all of the activities in this packet. I teach in a 6 period day. I pick and choose each trimester. I used to be on a 4 period day and had about 12.5 more hours of contact time with my students per class.

WTP = What’s the Point. Used for short answer test questions. Often I do activities with students and not tell them why until we debrief it afterwards. During the debrief of the activity I steer the conversation towards what I want the point to be. If they come up with a better “point,” then I use that one. Right click the following and hit “open hyperlink.”

http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfMmhrZGt6ZGRz&hl=en

Field Trip = Anytime I do an active learning strategy, I try to go into the hallway or somewhere different than my room. I call these “field trips.” Low budget, but field trips none the less.

Brainstormed ideas on ways to teach from some Students

ENGAGING	NOT ENGAGING

Experiments/Labs/ Hands on stuff/ Activities	(This does not mean they are not effective and should not be

Improv Acting	used. They just get old if used all the time.)

Movies – Good, relevant	Worksheets

Field Trips	Work by self

Games	Boring Lecture

Partner/Group work	-Just sit and listen, long, monotone,

Classroom Discussion	no supporting material, repeating, no emotion

Good Lecture	Power point (see lecture)

-Humor, fun, interactive, stories, with energy,	Drill and practice

enthusiasm, engaging, informative, tone of voice,	Movie with note taking

personalized to the class, props, visual aids, topic	Overhead notes

Demonstrations	Book Work - notes

Student Led	Projects (No choice of topic)

Guest Speaker (including student speakers)	Movies – Bad, not relevant

Visual Aids	Busy type homework

One on one time

Debate

Power point (see lecture)

Relevant Journaling or Reflecting

Variety

Computer Lab work

Movement (Teacher and Student)

Projects (Student choice for topic)

Testimonies

Health Processes

Last Updated = 2-1-10

INTRODUCTION

1-2 Days

- Shake Hands = Field Trip. Book of Questions by Gregory Stock, ask 3 or 4 questions. Discuss 2 main things to remember when shaking hands. Discuss how introduce people to others. Do 2 or 3 more questions. Discuss that this class is a please and thank you zone.

- Please and Thank You = Ask why many people will not use please, but will use thank you. (I feel it is because we as a society are not using our manners until only after we get what we want.) Health class is a please and thank you zone. If you do not use them, do not bother asking. (tape, scissors, stapler, etc.)

-Attendance 1st day = Instead of mispronouncing names, assign 1-10 lifetime goals as desk work and walk around and ask students their names.

- 10 Lifetime Goals = In groups, share goals and explain any unusual goals that are not obvious. Brainstorm the top goals on the board (money, married, car, house, kids, sports, education, travel, job, extreme sports). Discuss the idea that if you can’t write a goal down, you probably can’t do it. Then list the anti-goals on the other side of the board. (druggie, high school dropout, in jail, pregnant teen, bank robber, abuser-wife, child) Then relate to who influences them the most at their age, friends or family? Which list is your friends helping you achieve? Where do the people from the ant list come from? WTP = Pick good Friends.

- 11-22 Lifetime Goals = Discuss how the first 10 are important, but how rewarding are they? How hard are they to achieve? How do they make you a better person? After debriefing that in class, assign 11-22 lifetime goals. Tie in the 6 Health components from the text. Use overhead from Holt. The 11-22 goals will be broken down into 2 goals from each component. (Trace a foot and write all 22 goals on the foot (feet if needed), discuss how life is to be lived one step at a time (optional). I do not do this anymore.) When have all 22 goals, you could go back and label them as long term and short term. Check goals to see if they match the 6 suggestions the book gives for setting goals. What could they do to change them?

- Fish Video = Write favorite quote from video. May have several, pick favorite. Discuss how video relates to life and not just fish. Show video. Field Trip = throw fish around circle. Share name and quote. Back in room discuss why I showed video. Do a turn and talk first. Then as class. Try to get the class to relate to how the FISH philosophy should be related to your time at school and life. Daily/Homework = Journal for 3 minutes about video and discussion. Or take 5 minutes and have them come up with a way to do or improve each of the 4 rules in their lives and then journal. Explain how the fish will stay out on my desk as a reminder to us to choose our attitude and to be here. WTP = Choose your attitude.

- Seinfeld Clip = Teaching clip mocking teacher and students. He is teaching social studies, Saturday Night Live. Discuss why we learn things in school = Leaning to learn and responsibility. WTP = You get out of school/life what you put into it.

- The big 3 = 3 things that will keep you out of detention: don’t wear/bring hats, don’t have electronics (iPods/phones), and don’t be tardy.

- Character Counts Sheets - DO NOT DO, TAKES TOO MUCH TIME ON 6 PERIOD DAY. DO 200 POINTS AT BEGINNING OF TRI AND SUBTRACT AFTER EACH UNIT. Or do nothing. I do nothing right now, but used to have a very creative way to grade behavior. Email me if you want more info.

- Syllabus = On overhead. Discuss grading in relationship to responsibility. Hit late homework policy hard: 60% on homework category to pass the class. Discuss how averaging 92% or better on unit test scores will exempt you from having to take the final. Show how to get on line and visit my web-site.

- Optional = EXTRA CREDIT, only extra credit I have. = Able to say everyone’s first names by the end of the first unit = 40 points towards homework grade. I have only done this once years ago, but think it is a great idea.

- Post it Activity = Write down unique question on post-it sized paper that can be asked to other. Use roll-off strategy with post its. TAKES TOO LONG. Skip for now. Tom Jackson Book #2, page 197.

- The Last Lecture = Randy Pausch

DECISION MAKING

Enduring Understanding: Life is 10% what happens to you and 90% how you react to it.

CHAPTER 1 – SECTION 1	Risk factors (The text I teach with is Lifetime Health, published by Holt, Rinehart and Winston, copyright 2007.)

CHAPTER 1 – SECTION 2	6 Components of Health, Wellness, Influences, Values, Attitude

CHAPTER 2 – SECTION 1	Life skills listed off, no real information beyond that.

CHAPTER 2 – SECTION 2	Decision Making

- Fake Quiz

#1 - 30 Square Deal (4x4 overhead of squares) = Give them 30 seconds to count by themselves how many squares they see. Write down answer.

#2 - Then give another 30 seconds to do with a partner.

#3 - Multiple Choice = COW, HORSE, CHICKEN, BED. Which one doesn’t belong? No partner.

-For the first question, ask how many people put down 16 as their answer? Mock them for awhile in a fun way. Pretend to be them calling the class easy, Woodcock is an idiot, I’m going to get an A, etc. Then have a show of hands to see who counted the most for question #1. Then ask again for question #2. Ask why 2 was higher than 1. Discuss how two heads are better than one.

-For the third question: Discuss all the different possibilities. Discuss how all are correct.

Relate activity to Decision-Making and to not give up when you have found an answer that you think will work. Keep looking for the next right answer. Do not be satisfied. Be nice to show Dewitt Jones video here.

WTP = Think outside the box.

- Teach how to take notes from our text. = Discuss techniques.

- GREAT Decision Making Model = Get in groups, introductions and question. Brainstorm the 5 steps as a group. Give them step one. Do as class on the board; have them write them in their notes. Discuss. Have students quickly brainstorm some problems they have had to solve all ready today. Choose one problem and pick 3 solutions, 1 pro and con for each, and speculate on evaluation. (Using the worksheet once they have the five steps might be better.) Show overhead and discuss the criteria for step 3.) (Give thought, Review choices, Evaluate pros and cons, Assess and choose, Think it over and evaluate.)

- Stepping Stones I = Field trip. Discussion should relate to communication, teamwork, how the real world works, helping each other, etc. Introduce the term Wellness (decision making). From Don Glover and Dan Midura, Teamwork Building through Physical Challenges, page 33.

WTP = Life is about teamwork, ask for and give help.

- Processionary Caterpillars = pg 6 in sayings book.

- Tree Activity on pg 31of Text = Decision Tree

CHAPTER 2 – SECTION 3	Pressure and Refusal Skill

- Roll Offs = Practice refusal skill. Have class to a turn and talk to brainstorm other ways to say no other than “just say no.” Then show overhead from Holt on the RS listed on page 35 in text. Use roll-off activity to practice some of these. Start simple (sneaking out of the house, hang with people you do not like, cheat in school) and finish with drinking and sexual pressure (someone is trying to pressure you into going upstairs to a bedroom at a party). Have overhead up with the refusal skills ideas during the activity for help if they need it.

CHAPTER 2 – SECTION 4	Goal Setting

- Study Guide Ch #2 = As class and overheads.

CHAPTER 3 – SECTION 1	Self-Esteem

- Stages of Mourning Paper = Read a story as an example with the 5 stages in them. Pause after each segment and have students identify which stage the person is in. If time, have students write a story of their own with the five stages being present. If time, another student will rainbow reflect (underline each stage in a different color or type of line) the paper to see if all stages are present.

- Giraffe in Quicksand = You Tube. 5 stages of mourning giraffe. About 2 minutes. Right click the following and hit “open hyperlink.” http://www.youtube.com/watch?v=XCoaBN6iOu0

- Window deal from Church = List all the things in life that make you feel bad or tell you that you are not good enough. Think of subliminal things as well. Then do the same for things that make you feel good about yourself. Which list was easier to make? What do we hear more of throughout the day? Look at all the things in your past that have put you down or are downers: kids at school, grades, coaches, advisors, teachers, movies, TV, commercials. These things block your view of how you should see life. If you never had someone at home to build you back up again (that is the job of parents, but they may not know how or have the ability to build you up and tell you that you are special and important), what can you do to change that? Surround yourself with positive people and events, self-help books, self-talk, movies of inspiration.

- Self-Esteem Checklist/Outline = or Paper. How others view you. Outline; pick 3 things to improve upon. Why is it a problem? What specific things can you do to make it better? List two. Right click the following and hit “open hyperlink.” http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfOTEwZmN6NXN0Z2Q&hl=en

- Card on Forehead = Discussion: How long it takes to get to know someone? Why do you feel connected to some and not others? What does it do for our self-esteem when we have more friends? How hard is really to make friends? Wouldn’t our school be a better place if we all knew each other a little bit better?

WTP = Not hard to get to know someone.

PAWS - Why rip on others? = Ask “Why rip/tease others?” Brainstorm ideas as partners, then class. Put on board and discuss. Are there any that people agree with that are acceptable? (might have mental disorders or tragic life event). Will get payback, discuss this. Do you need to earn respect or do you get it? How do girls and boys react differently to ripping on each other? Is it different when good friends do it as opposed to just acquaintances? What about sarcastic teachers/friends/families? What is the main reason people rip on others? (To build yourself up has been the most common answer so far. Discuss if this lasts long term or not.) How quit ripping? WTP = To build yourself up, but it really brings you down.

CHAPTER 3 – SECTION 2	Communication

- Back Art = Tom Jackson Book 1, page 73. Relate to communication, teamwork, rumors (relate to communication again), preconceived notions(what was easier, the stuff that was common or the nonsense shape? How does that relate to learning?), Discuss active learning styles from book. (what you think is being drawn may not be it all despite how confident you think you are), planning (did teams come up with a plan?, teamwork again!), not always what you say, but how you say it, etc.

WTP = Good communication takes work.

- Passive, Aggressive and Assertive Worksheet = Do as class with teacher. Discuss how this will be on the test.

- Improv = Have different pairs of students come up and give them situations that they will then improv the next part of the scene. After each improv discuss what happened and how the different actors reacted. Relate their actions to Passive, Aggressive and Assertive types of communication. Repeat with 3-4 skits.

WTP = It’s not always what you say, but how you say it.

- I Statements = Have students try to come up with the term “I Statements.” Then have them try to come up with the 3 elements. Put on board. Then have students speculate on what happens if you do not use the 3 elements in the correct order.(People get defensive) Use an example on a student from the improv skits.

- Flowers are Red = pg 23. Story that relates to choosing our attitudes and making peoples day.

CHAPTER 3 – SECTION 3	Mental and Emotional Health, Defense Mechanisms, Emotions

CHAPTER 4 – SECTION 2	Dealing with Stress

- MN Student Survey = Give results for the Mental Health part of the survey. Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfNXY1eHRuZGdm&hl=en

- Counselors come in and discuss depression =

- Stress Tests = Used to show how much stress is in our lives. Would be a good idea to add points as you go. Use to give definition for stress and stressors. Good to use as homework. Good lead into depression. Right click the following and hit “open hyperlink.” Didn’t convert real well on Google docs. But you will understand.

http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfNTZmbjlkbnNoaw&hl=en

The following is all one activity. It takes me 55 minutes. I never miss this activity. I love it!

- Life is Hard = (Do this the day before as homework.) Ask, “What are some sayings about life?” “Life	.“ List on board. Discuss Life’s Greatest Lessons book by Hal Urban. Read selected parts of chapter 2 how the author and publisher are discussion why this is lesson #2 and not further on in the book. The author explains how you need to understand this lesson before the others make sense.(or something like that, it is what I say.) Have students generate a list of 5 things in their life that have been hard. Do as HW, be specific, explain with a sentence or two, and write down the age you were when the event occurred. Label them in chronological order. If it is family/friends or something that does not have a specific time, have them use the date that they realized the importance of them. Share some of my items of why my life as been hard as examples.

WTP = Everybody’s life is hard and full of ups and downs.

- Life is Good = Check HW and then read the story from the storybook entitled ‘The Best Time of my Life.” Page 76. Have students come up with 5 reasons why their life has been good/fun. Be specific and write down the date. Label them in chronological order. If it is family/friends or something that does not have a specific time, have them use the date that they realized the importance of them. Now have students plot these events along with their 5 reasons life is hard on a graph. Have the horizontal line be a timeline and the vertical line be for the good and bad items. The good items will above the timeline by intensity of how good it was(vertical line labeled 1-10) and the negative items will be below the line ranked by intensity as well(-1 through -10). Stop here and wait for kids to catch up. Connect the lines chronologically. Discuss what their lines look like. Things like life is a roller coaster, full of ups and downs, etc.

-Eeyore of Tigger? = After discussing life having ups and downs, ask if students know people who are always negative, no matter what and if they know people who are always positive, no matter what. Ask who would you rather be in life Eeyore or Tigger? (credit, Randy Pausch)

-Discuss how we will spend time this quarter relating to the peaks and valleys in an effort to help ourselves make better decisions. These will be kept private, with only the teacher reading them. That being said, we will whip (share) one of the positive events in their lives.(Never have done this because of time, but I think it is a good idea.)

- Circle of Control, No Control = (7 Habits of highly effective Teens, Stephen Covey, page 55.) (Control: attitude, friends, BF/GF, Religion, school, better self, emotions, college/ed. No Control: what others say, parents, illness, accidents, family) Label the items on their timelines which ones they had control over and which they do not; put a C or a NC next to that item. Count up the C’s and NC’s and total them up for the top and the bottom. Have a key for top and bottom. Ask: How many people have more NC’s than C’s? How many people had 4-5 NC’s on the bottom? Most will raise their hand. Compare that to the top. Pound the idea into their heads that most of the bad things that occur, they have no control over. Bad things will keep happening, need to create the good. Don’t sit around and wait for the goo to occur. Relate to saying below.

- Attitude Saying = Charles Swindoll Quote, pg 60.

- Example Chart = To be used with absent students to help them with the assignment. Right click the following and hit “open hyperlink.” One is attached to the end of this document as well.

http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfOTEyZ3NwNXBxYzc&hl=en

WTP = Life is 10% what happens to you and 90% how you react to it.

-Paper from Student – In suicide folder. Discusses her personal experiences with family and suicide.

- Plan of Action for the Bad events from graph = What can/could you do to make situation better? (Keep in mind the 5 stages of grief.) Be specific, list what defense mechanisms you may have used and then list stress management ideas you could have used. These are listed in the book.

OR

- Stress Management Paragraphs = Write 2 scenarios where you used a defense mechanism and then tell what stress management techniques you could have used.

- Kare 11 Video = About a girl with Leukemia and FISH philosophy.

- Dice Game = Used to relate stress. See Tom Jackson Book #2, page 137. After debriefing game, (How easy was it to get pen at beginning of game? End of game? Who had a pen ripped out of their hand today? How fun was game at beginning of game? End? What was noise/excitement level like at beginning of game? End? Let’s substitute the term Stress for excitement. Who was obnoxious in your group? Who saw people getting frustrated? Did anyone swear? Cheat? How do people’s behaviors change when under stress?) Have them throw out a way to deal with stress. Don’t tell students what you are doing, but as they throw out an ideas start 2 lists on the board, one with positive ways and one with negative ways. After class gets 2 or 3 on each side, see if they can predict where the next suggestion is going to go. After completing list, give definitions of Defense Mechanisms and Stress Management techniques (concept attainment model).

WTP = Do things purposefully to relieve stress.

- The Trouble Tree = pg 52. Story about dealing with stress.

CHAPTER 3 – SECTION 4	Understanding Mental Disorders – Specific types

CHAPTER 4 – SECTION 1	Stress

CHAPTER 4 – SECTION 3	Dealing with Loss

- Sympathy WS = What to write or say in cards or funerals.

CHAPTER 4 – SECTION 4	Suicide

- Depression and Suicide Progression =

- Fathers matter with suicide information from All Pro Dad.

- How to hold doors in front hallway or gym doors. Relate to random acts of kindness. Brainstorm who you could hold/open doors for. Then go practice in an area of the building with lots of doors.

(Talk about my Dad’s influence on me and relate to my first date with Denise in relationship to opening car doors)

- Myth vs. Fact Sheet. Have students do first and then share real ones.

- Body Image, Anorexia, Bulimia Stuff. Eiler's overhead and my stuff on somanotypes.

- Read “True Story” Churchill Story, pg 97. "Love and the Cabbie – Spreading kindness,” pg 12.

- “Friendship Saying” pg 87.

- Depression Video and Survey = Show only first skit of video (3:19 on counter). Make every student hand in a sheet of paper with their name on it with a yes or no on it to let me know if they want meet with a counselor. Can be for a friend or themselves.

- Depression music video = Right click the following and hit “open hyperlink.” 3 min and 55 sec long. http://www.youtube.com/watch?v=CHynDpYv1Gw

- 211 = Discuss how this number can help get you information regarding any issue you might have. Relationship, preg, STD, mental health, depression. 1-800-543-7709 if on cell phones. 651-291-0211 as well. Call on my cell phone with speaker on so they can hear automated options. Right click the following and hit “open hyperlink.” www.211unitedway.org Marketing: Kirsten 612-340-7416.

MISCELLANIOUS

- Letter to self to be mailed when they are seniors = or deliver to them end of their senior year. Include in letter their lifetime goals, life is hard/good graphs and a letter they wrote to themselves. (In letter to self, can discuss what life is like for them right now, who their friends are, what is important to them, who they are/would like to be dating.)

- Cliques Activity = Activity about cliques. See folder. (Story = All I would ever need to know?) Do day before test for kids who are absent, then they still have to take test. Right click the following and hit “open hyperlink.” http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfNTdoY3E2Mm5kYg&hl=en

WTP = It’s not what clique you are in, it’s how you act within that clique.

- Quote of the Day = “Our Perception controls our Reality.” – Dewitt Jones, National Geographic Photographer. Do with Conch. Be nice to get video. Relate to cliques.

- Stepping Stones II = From Don Glover and Dan Midura, Teamwork Building through Physical Challenges, page 90.

- Road of Life = Explain and discuss. You are at the intersection during childhood/adolescence, what choice are you going to make. How do we end up on a road? Which road is the easiest road to be on? How hard is it to get from one road to the other? Which road is easier to switch to? When is it easier to switch roads? To be done with lifetime goals maybe.

- Go over last trimesters most often missed question as part of review for unit tests.

HEALTH AND YOUR WELLNESS TEST

HAVE NOT USED LATELY

- CC introduction = Get in groups of four to six and do names and answer the question, “What would you be doing today if you were not in school?” Discuss: we all have things that we would rather be doing, do why are we here. Brainstorm in groups, "Why in school?" Then as class. Come to consensus on the main reason we are here. It should to be learn. If not, work it so it is. (Insert why learn anything here!) Next have each group brainstorm, "Things that students need to do to be successful in school to learn." They need to come up with 12 things per group. Brainstorm on chalk board all the things they came up with. Introduce the idea of Character Counts: six pillars, golden rule, CC test sheet and the developmental levels of participation. Explain how they will be grading themselves and then the teacher doing it. (PLEASE EMAIL ME, if you want the sheets I used in my classroom.)

- Behavior Modification = How change behavior. Only use this if I have a wild classroom. Used to use when I taught in a middle school. Think about how you try to stop a behavior of a child who is misbehaving. Like when babysitting. What things to you do to get them to stop misbehavior? Could be homework. (manipulation, good example, threats, bribes(rewards), reasoning, life crisis, and punishment) Might be good to use this in the Chemical Awareness unit. Brainstorm in small groups, discuss. Discuss/notes on indirect and direct pressure (page 34 in text).

- Homework = How would you want your behavior to be modified if you are doing something wrong in school? 4-5 sentences. WTP = Find ways to be reasonable.

- Problems that teenagers have = In groups, brainstorm the 8 biggest problems teenagers have. Put on the board as class. Homework = or in class. Pick 2 problems and go through the decision making process for each one. Need to have at least 2 brainstormed solutions and a minimum of 2 pros and 2 cons for each brainstormed solution. You may write about the cause of the problem briefly, but I am mainly interested in solutions. (What can you do about it?) You can follow the steps of decision-making or just journal. Follow up questions for when discussing homework: Is it fair that these are problems you have? How did they become problems? Is it fair? Do teenagers everywhere have this problem? (drugs, attitude, apathetic, peer pressure, harassment, alcohol, sex, ignorance, parents, not enough independence, etc.)

- Letter to a Child = Write a letter to a future child you may have or a young relative of some sort. Have them give advice to this person about life and describe how you want them to live their life. Discuss characteristics on how you would want other people to describe them. Keep in mind activities we have done in class(List them on the board). Share my letter I did in 1998(?). Ask if they are living their lives like they would want this child to be living theirs. If not, why?

- Want Ad for Life = Using many of the activities from the unit thus far, have them complete a want ad for life. Use: LT goals(include at least 5), letter to Child, values worksheet, true colors, behavior modification, Attitude quote, fish video, respect, shake hands, please and thank you, Character counts, etc.

- True Colors = Do survey then an activity (Stepping Stones I). After activity, have the class come back to the room and sit with their color a-like groups. Hand out the descriptors and let them read them on their own. Break larger groups into smaller groups and have them present the top two things from each section from the 1/4-sheet handouts. (Could do individually first) OR Have them draw what their desks tops might look like someday. Relate items on desk to how they are representative of your personality type. Present desks to class as groups. Then relate the different colors groups to stepping-stones. How did their groups function with mixed colors. If you were an owner of a company, whom would you hire? Same or different colors? Briefly discuss how our learning styles are different as well. Could journal about what learned about self, what you could work on to better self and how you relate to others.

- Why learn Anything? = Could ask about specific classes. What classes are important? Are any? Why learn anything? = so we are not ignorant about our world. What is Knowledge? = power. What is power? = money. Sooooo…what is knowledge? Money!! What happens in the real world when you need something? = you go get help. We will work in groups a lot in this class because that is the way the real world is. In schools we make you sit at a desk and take a test. Grades are more of a responsibility assessment than actual knowledge.

- Respect = Give it or earn it? Discuss. Then share my philosophy of how it snowballs downward for 2 people that start to disrespect each other.

- Expectations for teacher = Brainstorm in small groups then on board. Type up and post.

- Surviving High School = Can’t use until Perspectives quits using it.

- Plane Crash = Do activity in groups of 5 or 6. (Could do this one with true colors, but teacher ends up talking too much in one day.) To save time, could have large group only decide on their top 7 items. Do not forget to mention that they first need to make the decision to stay with the plane or hike out somewhere.

- Group Roles = Share briefly the different types of roles. Use with True Colors.

- Sky Diving Video = Video of my wife and I sky diving. Good to use with lifetime goals. Use day the first 10 goals are due, if use before, all the goals are of that nature. Show Denise's video and relate to anxiety of the unknown (not sure what you are getting into) and to how we feel when we are done. Hard work in between.

- Conflict Resolution =

- Who Influences You = (OR just brainstorm to save time.) Do before discuss lifetime goals or even the day you assign lifetime goals as homework. Total 5 categories and discuss how peers are the most influential group in students’ lives right now. After anti-goals, discuss lifetime goals and then relate how influences will affect which list of goals you will achieve. Ask if it is possible to influence yourself or if you are a compilation of all our influences and experiences. Discuss how the totals for influences will change when you are in a different stage of life. HW = 3 minute journal. WTP = Pick Good Friends.

- Jigsaw Mental Illnesses = Mini presentations of the different mental illnesses. Assign Topic the day before go to the Library. Give them just 30 minutes in the library. Include in presentation: Name, Definition, Cause, Symptoms, Treatment, and any interesting story or facts. Students watching need to take notes for points on Def, symptoms, and treatment. Give the four general causes when done. (Life crisis, environmental factors, heredity factors, and factors that effect the brain.)

NUTRITION

Enduring Understanding: To lose weight; exercise a little more, eat a little less.

- Study Guide #7 =

- Biggest Loser = Lose weight by eating. Lose weight slower is better for metabolism. Skipping meals slows down metabolism. Not supposed to lose more than 1 to 2 pounds per week.

- To lose 1 pound = Need to net 3,500 cal a week less to burn a pound of fat. That’s 500 cal a day. You could become the super workout person and bust your butt every day or become the ultimate diet person and starve yourself. Oooorrrr you could exercise 250 cal more a day and eat 250 cal less a day. Discuss how eating 500 cal less a day is 20% of a 2,500 cal diet. That is hard to do, you will feel hungry all the time. Draw pie chart. Then discuss how 250 cal less a day is only being 10% of a 2,500 cal a day diet. Much easier.

- Lifting weights vs. Aerobics = In regards to calorie loss. Discuss mm mass and BMR. When doing aerobics, should be able to talk, means you are getting enough oxygen.

- When is a better time to work out? AM or PM? = AM, get the BMR up and easy to get stay in the routine. Hard to do at the end of the day. Easy to make excuses.

- Discuss eating 5-6 small meals a day = Show how a person on a 2,500 cal a day diet with 2 meals a small breakfast could gain weight because you can’t metabolize is all and it is store as fat. Then show a person with 2,500 cal a day diet eating 5-6 small meals will not store fat.

- Is it good for you or not worksheet =

- BMR worksheet = Most average around 2,500 TDCE. Right click the following and hit “open hyperlink.” http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfNThocWZ0cXM0cA&hl=en

- Portions Pwpt = OK, can do quickly.

- Study Guide #8 =

- Obesity Powerpoint = Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfNTkyZ3BrODRwNQ&hl=en

- Amount of sugar in drinks activity = Have a student try and line up a variety of drinks in order from lowest amount of sugar to highest amount per same number of ounces.

- Fast food meal calories count worksheet =

- Calories Burn Pwpt = Review of a lot of the stuff from this unit. Longer.

- Go over last trimesters most often missed question as part of review for unit tests.

- Nutrition test =

FIRST AID

Enduring Understanding: Doing something to help is better than doing nothing.

- 3 unique things about you = Write down 3 unique things about yourself that you do not think that anyone else in class would know. Then, throughout the quarter, read some each day and have the class try to figure out whom it is. Could do two truths and a lie.

- Introduction = Go through first part of book. Share stories of mine and students about first aid, accidents, etc. (Apple River, motorcycle in Bemidji, Moped, broken arm at Football game, dehydrated at 13 mile race, mouth to mouth on track, seizure at wedding, car accident on 35 E, etc)

- Discuss stopwatch picture on pg 47. = This is why CPR is so important.

- Discuss certification = Finish lessons in the morning.

- Discussion = It is better to try and be wrong, than not to try at all. It is better than nothing.

- Discuss Face Shields = $.50 a piece

- Discuss Annie = Rumor is often spread that the first ever manikin was from a Doctor who had his 14 year old daughter die and no one knew how to give CPR. The truth is the face was modeled after a girl who died Paris who was never identified. A mask was made of her face to help one day identify the body. A doctor had a toy maker make a doll. The toy maker was named Laerdal. Many CPR products today come from the Laerdal Company. The girl died in the late 1890’s. The first CRP Annie manikin was made around 1960.

- While testing = Try work in make-up kids in on current skill testing. They would have to double up on skills.

- Study Guide = Worksheet for CPR and first aid stuff. Right click the following and hit “open hyperlink.” http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfMzc3Z2pmbnFoZGI&hl=en

- Skills with ARC DVD =

Order:

- 1 = Intro – Show

- 2 = Deciding to Act/ Taking Action – Show and discuss

- 3 = Checking a Conscious Adult – Show and discuss

- 4 = Checking a Conscious Child –Discuss only

- 9 = Conscious Choking Adult – Show and test*** - Discuss overweight and pregnant women.

- 10 = Conscious Choking Child – Discuss only

- 5 = Checking an Unconscious Adult – Show and test***

- 8 = How to Give Rescue Breaths Adult – Show and discuss – could skip

- 14 = Signals of a Heart Attack and the Cardiac Chain of Survival – Show and discuss

- 15 = CPR Adult – Show and test***

- 21 = AED Adult – Show and discuss

Chance of Survivability comparing CPR with AED usage:

No CPR=	Defib @ 10 min	0-2%

CPR w/in 2 min	Defib @ 10 min	2-4%

CPR w/in 2 min	Defib @ 7 min	20%

CPR w/in 2 min	Defib @ 4 min	40%

Defib @ 2 min	60%

*They figure for each minute without a defib shock, survival decreases by about 7-10%.

- 16 = CPR Child – Discuss only*

- 17 = CPR Infant – Discuss only*

- 18 = Unconscious Choking Adult – Show and test***

- 19 = Unconscious Choking Child – Discuss only

- 6 = Checking an Unconscious Child – Discuss only

- 12 =Rescue Breathing Child – Show and test **

- 13 = Rescue Breathing Infant – Discuss*

- 11 = Conscious Choking Infant – Show and test**

- 7 = Check an Unconscious Infant – Show and discuss

- 20 =Unconscious Choking Infant – Show and test**

- First Aid Stuff Optional = Show only for last 10 questions on test. Do for First Aid Certification.

-23 = Soft Tissue Injuries

-24 = Injuries to Muscles, Bones and Joints

-25 = Sudden Illness Overview

-26 = Heat-Related Emergencies

-27 = Cold-Related Emergencies

CHEMICAL AWARENESS

Enduring Understanding: Lots of people drink in our world, if you become one of them, find ways not to do stupid things that you will regret.

- Toe Jump = Relate to impaired judgment. Things that seem like no-brainers when sober become impossible when under the influence. Ask for people to share stories about impaired judgment (doing something drunk that they would not do sober?) Tom Jackson book #1 pg. 122. WTP = Impaired judgment = Think you can do things you really can’t or shouldn’t. Relate to enduring understanding.

- Know the Truth Guest Speakers = Awesome resource.

LIMITS AND REFUSAL SKILL

(I have not done this since I went to a 6 period day.)

- Bad things people do Activity = Get in groups of six (4-6?), brainstorm in groups good things that people do. List on board. Then do bad things that people do. These are things that people do bad and they know they are doing them. Include things that happen in school and in the real world. Put them on the board. While putting them on the board, have a group member from each group record each item on post it or small piece of paper. Then have each group put then in order from what they think is the least bad thing to the worst thing. Group must come to agreement. When all groups are about done, do a gallery walk. When done, discuss how the groups compare and why they put stuff where they did. Discuss that there are plenty of good things going on as well.

- Limits Activity = After Bad Activity, lead into limits. As class, answer the following: What things must you set to keep a job? What about driving a car and not getting a ticket? What about limits for swearing? (Do a turn and talk for this one and then as class.)

- As class, brainstorm limit topic list. Think about the list created with the bad activity

and the problems that teens most commonly deal with. They will have a limit for each item.

- Homework is to pick 3 or 4 limits and set limits for them. Pick 2 more topics and set limits that will not be turned in(Something more personal that you do not want to share). They will just be looked at for completion. After checking homework, get in random groups of six and share 2 limits. Discuss how this is as a way of sharing values and goals from the life management unit.

- Pick a limit from your homework, write it down, and individually answer the following questions on the same sheet as the homework. (these are on a overhead)

- Why is it important to set limits? (Need to think before get into situation)

- Who might prevent us from sticking to this limit?

- What situations might you be in where your limit is tested?

- What are consequences of not sticking to your limit?

- What do people have a tendency to do with limits?

- Ask, why do our limits in society keep rising with what we allow?

- Discuss as class, then do TV stuff.

- Show overheads on TV violence, swearing and sex.

- Ask what you would allow your kids to watch when you are a parent? Discuss how we tend to push limits. Where is the bar for you?

- Refusal Skill Steps = From Get real about Aids curriculum. Use curriculum binder and video.

CHAPTER 9 – SECTION 1	General stuff = drug, medicine, side effects

CHAPTER 9 – SECTION 2	General = Drugs as Medicines

CHAPTER 9 – SECTION 3	General = Drugs and the Brain

CHAPTER 10 – SECTION 1	Alcohol – Effects on the body

- Alphabet Race = Tom Jackson activity, book 3, page 40. Relate to drunk driving and reaction time. Travel 88 feet per second at 60 mph. Q, L, P, V, and H are good with backwards race. WTP = Alcohol slows reaction time.

- Survey on who drinks = On a half piece of paper, have students predict the number of students that they think drink in our class. Then have them answer the following questions: (Have the questions on the board.) Answer yes, no, or NA.

Hr
_Hr	_Hr__Hr__tot___#_%_#_%_#_%_#_%_%____________1- Have you ever drank? (without parent consent)___ ________2- Have you drank within the last year one or more times?___________3- Have you binged drank within the last 2 weeks??___________4- Have you had cigarettes within the last 30 days?
__________5-Have you used marijuana within the last year one or more times?_______	6- Have you drank 20 or more times within the last year?

- Chemical Awareness Questions = Have students ask a question on the back of the survey anonymously

(or not). They can relate to any aspect about chemicals. Most questions will be answered during the unit naturally. This is done during lectures, discussions and activities. Read all questions at end of unit. Keep good ones from tri to tri and slip them in to new tri as if they came from the new tri.

- Overhead on BAL =

- A=B=C = 1 beer = 1 glass wine = 1 shot. Use overhead on amounts of ethyl alcohol per drink. WTP

- MN Student Survey = Share powerpoint. Compare to class survey. Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfNDg1Z3BiYjg4aGg&hl=en

- Beer and Brats = First ever foods to be regulated. Beer was in 1165, bad beer. Or 1493, with the Purity Law. Some ague it was brats first, then beer. Both occurred in Germany.

- Alcohol Video = Write down 3 things that stuck in your mind from the video. Journal. Show at beginning of unit.

CHAPTER 10 – SECTION 2	Alcohol – Family and Society

- Progression of Chemical Abuse = (30 min) Go through process from Eiler (River Falls). In a Tom Jackson Book as well, book 3, page 75. Which is the first category to go? (Attributes) Why? Discuss co-dependency and enablers. WTP = It’s not just alcohol, addiction can happen t anyone.

CHAPTER 10 – SECTION 3	Alcohol – Teens

- Elk river story = (Tom Jackson ball juggle if time, book 1, page 106. Relate to drunk driving.) OR Share Elk River story (Mom made a girl come home from a party knowing she had been drinking and the girl ran off the road and died). My Dad’s rule: home by midnight or call by midnight. He would ask me questions about my night. Why would he ask those questions?(See if I was drunk) Give Parent Alcohol Discussion as homework. Allow to be due the two days late for half credit. Normally only get 2 assignments per tri, one day late at 75%.

- Parent Alcohol Discussion = After ball Juggle.

- On day homework is due:

- Get into small groups and share/discuss.

- Do question number one, discuss. If parents drank in High School, does their experience effect how they treat you? Any stories form parents? Are they hypocritical? (If your parents got pregnant in HS and told you not to do the same, are they hypocritical? NO. If they smoke crack and tell you not to, then yes they are hypocritical. Do you want your kids to drink in high school? Are you a hypocrite?

- Then question number two. After sharing with small group, have each group share one plan to be written on the board. Go around to each group until their plans are exhausted. “How many of you had ‘call your parent’ for a ride home as the first plan?” Ask "How many of you were going to get into trouble the next day?" “What kind of trouble?” “Is that plan realistic?” The rest of these should have come up during brainstorming: call sibling/relative for ride, call taxi, stay at party, walk/bike home, designated driver and bus. If do not get all of these from the homework, have them brainstorm until you get them.

-Assign each group one plan and have them skit the pros and cons for only that one plan and then present a memorable presentation to the class. Stress that there are really on three ways to go here; it can be really good, really bad or just OK. Try to memorable for not being really bad.

- or SKIP SKITS and do this in groups: List 3 pros and 3 cons for the way to stay safe that group was assigned. Then share to class. Discuss as class.

- Have each group hand in the sheet with the pros and cons with their names on it for grading.

- After groups present, have class vote for the plan they would use on a regular basis (monthly at least). Then throw in my vote which is 100 points and I vote for designated driver.

- Discuss designated driver and how they also keep you safe and from doing stupid things at the party/bar. ex: fights, sexual stuff, saying things, leaving with people you don’t know well, etc.

- Ask, “How important is it to share plans?”

- Do parents feel helpless in regards to teen drinking? Why or why not?

- What if someone dies? What is the difference between how close that person is to you?

- How to prevent worse damage if drunk?

- ABSENT PEOPLE/ or SKIP SKITS and do this in groups: Go through the 6 ways to stay safe and list 3 pros and 3 cons for each.

WTP = Have a plan to stay safe.

- List 5 positive and 5 negative things about being intoxicated = (35 min for all 4 of these activities.) Could be homework. (If going to do, makes most sense to do right after parent alcohol discussion activity.) Ask which list was harder to do. Discuss. Do negatives things first and then positives. Quickly go through the negatives because everyone knows these. Put the positives of the board. Of the positives, which ones will you use when you get caught as an excuse? Do a few quick improv skits. Set it up with a student coming home drunk and getting caught be a parent. Have a student be the child and the teacher be the parent. The next morning the conversation will start with, “Why where you drinking last night?” The student needs to defend themselves with positives on the board. As the teacher/parent, you need to counter every argument they come up with. The point of this activity is that there are no real positives.

WTP = The positives are sad and pathetic.

- Why Start Drinking? = Turn and talk, list on board, discuss. Then have volunteers pretend they are a parent/counselor and have them give reasons to why one of the reasons to start drinking/drugs is not valid. Continue with volunteers until list is exhausted. Show stages of intoxication overhead.

- Stages of intoxication Overhead = Relate to how first few levels is why some people drink. Lots of people drink, I believe these first 2 levels are why. Get a little silly, not to get wasted. Teens have a tendency to go well into the other levels.

- Discuss the 3 parts of Abuse = Drinks too much, too often, and at inappropriate times. Write down three solutions for alcohol abuse. How not to start?

- The Party Worksheet = Do in groups and discuss. Have each group share their top 2 worst people. Now it is make believe time. Pretend that the person who did the worst thing paralyzed someone while intoxicated at the party. Teacher make believes that one of the people who were picked at the bottom is just as much to blame. This is the strategy to defend their client who was the top person picked, to prove that everyone at the party was to blame. Discuss as class when done. Who buys for teens? How hard is it to get?

- 10 Good Clean Fun Activities = Popcorn share around the class. Ask, “With so many fun things to do, why drink? Why do drugs?” (Discuss the reasons given and relate to the positives and negatives of drinking activity done earlier.) How do we (I) stop high school kids from drinking? Why does anyone stop? Journal = Why do HS kids start drinking? Why did you start? How get kids to stop? WTP = Do not need alcohol to have fun.

- Non-alcohol fun stories = Yearbooks stories from my high school friends. Volleyball/Kickball story, TP night, BYOP party, etc. Talk about not allowing alcohol at TP night. How hard would it be not to allow booze at your party and telling people who brought it that they can’t drink it? What if the person is a pretty good friend as opposed to a person you do not know as well?

- Punishment for Drunk Driving = HOMEWORK? Have individuals come up with what they think punishments should be for drunk driving. Amount of fines/time in jail. Do first, second, third, and beyond offenses. Then do in groups of six after DD info. Then show what the law says and discuss.

- Drunk Driving = Try before drunk driving discussion about penalties and after parent alcohol assignment or whatever. Timing will change answers to punishment for drunk driving process.

- Video clip of drunk driver being hit out of the blue.

- Pictures, discussion and facts.

- Keys = Story about getting keys back at a party while drunk.

- Jail Article = Share and discuss.

- Number of people on the road that have been drinking by each day of the week.

- These people have had some alcohol between the hours of 5 pm to 2 am.

1 in 4 drivers on Friday’s

1 in 7 drivers on Saturday’s

1 in 13 drivers on Sunday’s

1 in 22 drivers Monday’s through Thursday’s

(National Safety Council says the most dangerous time to drive is Sunday morning at 2 am.

Drivers are tired from being up late and from the depressant alcohol.)

- Malik Sealy Story = Timberwolves player killed by drunk driver. He drove down a off ramp on

highway 94. The guy had previous DUI’s. Got only 4 years in jail. Within a year or so he got pulled

over again. BAL was a .23. Might only get 4 more years in jail.

- Dad drunk driver story = Coming home from bar after work and came to top of hill and

hit minivan. He was traveling in the middle of the road. Killed mom and two kids in

van. They were his wife and kids.

- Powerpoint = Girl hit by drunk driver. Go to web site. Jacqueline Saburido

- Alcohol and Rape. Impaired judgment. Discuss people buying drinks for you, going places with

people while drunk. Another good reason for a sober driver, keep eye on drunk people. Sober person

can keep their friends safe.

- Whiskey Plates

- Pioneer Press Article on DUI’s

- Drunk Driver ad from Owatonna – To late to apologize song goes with the video, about 2:45 seconds long. (I send this to all the teachers to show in their classes the week of prom.) Right click the following and hit “open hyperlink.” http://www.7rendered.com/life/march/MARCH_sin.html

Discuss what kind of friends you make when parting. Then discuss Tony Devito(friends left him in an apartment when he had seizure while doing drugs, died later. Friends came back 20 min later and finally called cops.) Story about the kid in the ditch. (Kid fell out of car and became paralyzed while they were all drinking a vandalizing stuff. After pulling the kid out and driving around for awhile they put him back in the ditch and told him they would beat the shit out of him if he told on them. Almost froze to death by the time a couple found him the next morning.)

- FAS = Pwpt, pictures, discussion, facts. Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfNDE1Z213cWM3ZmM&hl=en

HAVE NOT USED LATELY

- Hazeldden Report = In small 11 groups or so, create 11 summary sentences to go with each paragraph. Read as class out loud having each group assigned a sentence. Or do worksheet that goes with article. Takes longer than you would think do to the 11 sentences.

- Legal drinking age? = Have small groups discuss this and come to a group conclusion. Then have groups share out to class. Discuss. Then share information about why it is where it’s at from the experts.

- Melting ice cubes – Tom Jackson, More Activities that Teach: pg 179. WTP = Easy to become addicted. (Letting air out of balloons (addiction), have not used. pg 261.)

CHAPTER 11 – SECTION 1	Tobacco Use

CHAPTER 11 – SECTION 2	Dangers of Tobacco

CHAPTER 12 – SECTION 3	Tobacco-Free Life

- Smoke…Cancer…Death = Stand up if you have had someone in your family, extended included, that has/had cancer? Keep standing if they smoke/smoked? Keep standing if they have died or will soon. (Very few people will sit down. Simple, if you smoke, there is a great chance you will get cancer and die.)

- Tobacco Advertising Info = 11 million a day in 1990. 30 million a day in 2001, 10,000 minute. 13.1 Billion a year in ad/marketing/promotions in 2005, that’s 36 million a day. I looked this up on the web.

- Cost of Smoking = Per day, month, year, 25 years?? Can either do on board or have students race to see who can get the figures first.

- Overhead on who Smokes = Show and discuss (relates income level and education level to who smokes within the different levels of income and education.). How do the two charts relate? Poor, dumb people smoke and smart, rich people do not smoke. Ugly too after a while if smoke. And smelly if smoke. So…Dumb, poor, smelly, stinky people smoke.

- Marriage material = If you smoke, you are more than likely cutting out 75% of the population for marriage material that do not smoke. Most non-smokers will not want to marry a smoker. So….you are left with the other 25% of the population to choose from and they are dumb, poor, and stinky. Good Luck dating!

- Nasty pictures of cig butts =

- Health care costs = Much of the increase is caused by people who have cancer and heart disease. Much of this is controllable. These people die slowly, painfully, and cost millions of dollars.

CHAPTER 12 – SECTION 1	Illegal Drugs – Abuse, why start

- Student Guest Speakers = Sobriety High or Tartan students. Questions to ask: Smoking, progression, how get new friends, beyond drugs what was the hardest part about recovery, what lifestyle or factors lead to your drug use?

CHAPTER 12 – SECTION 2	Illegal Drugs – Commonly abused drugs

- The Truth about Drugs Video =

CHAPTER 12 – SECTION 3	Illegal Drugs – Other drugs of abuse

- Chemical Awareness Matrix = Fill out during the unit. Or spend a day or so doing it in computer lab. OR do as homework. Pick 10 to do. Have books and visuals out during work time if done in class. Discuss the following while going over the matrix:

- Louie DeVito Story = Discuss abuse progression and loss.

- Hill Murray – Ecstasy Story = First time user. Took two pills because he thought the first pill was not working.

- Legalize Marijuana? = Share information about marijuana after class debate. Journal first, then debate in small groups then as class.

- LSD Story = Guy who went after cops gun when high on LSD the first time. Guy was

naked, ended up getting shot and paralyzed. The guy sued and won 3 million from the

city of Apple Valley. The question was whether the cop should have shot him or not. Super human strength when on LSD. Think you have it anyway, which will make you stronger.

- 14 yr old girl handing out meth to 6 friends at lunch = Hazelpark Academy

- Journal from North Student = Read to class

- Note from North Parent = About how teen drinking is like giving dessert to babies first before the meal.

- Meth Power Point = Google searched for this. Lots of good ones.

- Meth DVD =

CHAPTER 12 – SECTION 4	Drug-free Life

GENERAL STUFF

- Big Three = Discuss Alcohol, Tobacco and Marijuana and why they are the big three.

- Discuss inhibitions = Do walk between the lines activity to set this up. How would the activity be different if they had been drinking before hand? Tom Jackson book #1 pg. 144. Kids do not do well at this activity when trying to get each other to laugh. They can’t do it because of their not wanting to look stupid. Ask how much easier it would be with 20 of their closet friends. Not inhibited then. Ask if they can define decreased inhibitions and give examples. Discuss and relate to alcohol. Do after 10 good, clean, fun activities discussion. Relate to what can happen when drunk.

- Drinking puke beer video clip = Relate to decreased inhibitions and ask if when people do stupid stuff while drunk if people are laughing at them or with them? Try not to have people laugh at you. Right click the following and hit “open hyperlink.” http://docs.google.com/leaf?id=0BwIpBsrYM_A3NDY3YTdmZTEtYWYwYy00YTdhLWIzNGYtODQwNmY0NTJlNzdm&hl=en

WTP = Are people laughing with you are at you? Discuss how even 20 years later at the reunion, these same stories will come up. They will still be laughing at you, so you bring up a story where you get to laugh at them.

- Go over questions from students = These were asked in the beginning of the unit and collected.

- Go over last trimesters most often missed question as part of review for unit tests.

CHEMICAL AWARENESS TEST

SEX EDUCATION

Enduring Understanding: Ideally you will wait to have sex until marriage, but for sure wait until you are out of high school, much easier to handle the consequences, even if you do not get pregnant.

AND = “Boys use love to get sex, girls use sex to get love.”

- Assign 3 Reasons Boys want to have sex and 3 reasons girls want to have sex = Only if doing round table for Sex Ed.

- You do the Math = 4/10 of girls will become pregnant by the time they are 20 years old and around 50% of girls will have had sex by they time they graduate high school. Let’s assume that around 60% of girls will have had sex by the time they are 20 years old. So…of 10 girls, 6 will have had sex and 4 of the 6 will become pregnant before they are 20 years old, that is 66%! (if you assume that 70% have sex by the time they are 20, than the percent changes to 57%, still high) Line up 10 girls and demonstrate this in front of the class.

WTP = 66% of sexually active girls will get pregnant by the time they are 20 yrs old.

- Guest Speaker on Teen Pregnancy = Tells story of when became a teen parent and what life was like.

- MN Student Survey = Good to do to before round table to stimulate discussion. Ask students these questions the day before so they can see the comparison from there classes. Answer the questions, yes, no, or NA. (Discussion questions; Why is the pregnancy rate in our country down, but STD rates up? (birth control? Oral sex?) How is it that there are more 9th grade boys having sex than 9th grade girls? (multiple partners for the girls, or they are dating upperclassman). Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfNDg1Z3BiYjg4aGg&hl=en

hr	hr	hr	hr	tot
%
1) Ever had sex?
2) If had sex, every talked with partner about STD?AIDS?
3) If had oral sex, every talked with partner about STD?AIDS?
4) Did you use a condom the last time you had sex?
5) Are you on hormonal birth control for purposes not to get pregnant? Self or partner.

- SEX ED Questions = Do at beginning of the unit on the back of sheets used for the MN student survey questions. Answer during the unit with activities and lectures. Review all at the end of the unit. All students hand in a piece of paper, even if it is just a happy face. Keep good old questions from previous tri’s and hours to mix in with current class.

- Curved Dick story = Why I don’t read all questions out loud. Had a student ask why his dick was curved. I brought this up to the class as an example of why I don’t read them all out loud. I brought this up in the class and all his buddies started pointing at him. He obviously showed them when he wrote it. Some 9th grade boys are not done maturing yet. What scares me is that some really, really drink girl might want to have sex with him and he could get someone pregnant and become a dad.

- Round Table = Maybe do this towards end of unit with questions that don’t come up during the unit. Use questions from the below and the rest of this section to initiate a conversation. Circle up students like in the clique activity. Use a ball for talking piece.

- Why Boys/Girls have sex = Ask separately for boys and girls. Typical answers are girls for emotional

reasons, boys because they are horny. Self-Esteem check if you have to do something sexually to keep a relationship going.

WTP = “Boys use love to get sex, girls use sex to get love.”

- The Last Lecture = Randy Pausch advice on boys to his little girl for when she gets older: “Don’t listen to a thing they say, pay attention to what they do.”

- Why start to have sex?

- Why date in High School?

- Do you believe there is only one person in the world for you?

- Do most high school students think that high school relationships are for practice relationships or to find a partner to marry? What are the implications of this thinking? Do you have to have sex to be in a mature relationship?

- What happens when you break up after you have had sex? = Does having had sex make it easier to break up or harder? Why? Much tougher for the girl. Guys looking for next date. The guy the girl dates next will be looking for sex. “If you love you as much as your last boyfriend, you will have sex with me too then.” Relate to quote about why boys/girls want sex. Compare couples that have had sex to those who have not when they go to break up.

- Do HS students know what love is? Can they be in Love?

- How do you know if you are in love or in lust? What about your partner?

- If a guy spends a lot of money on date or prom, his he expecting something sexual in return?

- Who talks to their friends about sex after they have it? Who would you guess? Boys or Girls? Why

do people talk about it when they have had sex?

- Why is there the stereotype that if guys have sex they are players and girls who do the same are sluts?

Why do girls get mad when called sluts?

- Are more girls becoming sexually free? Is our society becoming more OK with girls having sex? (Sleeping around and talking about it like the boys.) Why?

Has the show Sex in the City/Desperate Housewives had anything to do with it?

- What do you think about people that say you need to “test drive” before you get married?

Do you need to? If you can’t find a way to make sex fun and exciting, it is your own fault.

- What shocks you about what statistics and teenage sexuality? Are you shocked when you hear a 9th or 10th grader get pregnant? What about an 11 year old? (It happened in our district a few times within the last 5 years.)

- Is it harder or easier to stay abstinent?

- Is sex a game?

- 60% of teens who have had sex wish they would have waited.

- What do we hear more about, people remaining abstinent or people having sex?

- Positives/Negatives of having sex while still in HS? – Do as homework. Have students come up with 2 pros and 2 cons for each of these 3 health component areas: emotional, social, and physical. OR… do in groups for physical, mental and social. Put on board and discuss. Do positives outweigh negatives? Take a vote. But wait, let’s talk with a friend first before we make the decision to have sex or not. I pretend that I am the friend and I go through and negate all of the positives. (the whole feels good thing, I cover by giving examples of many other things that feel good to do instead. Right click the following and hit “open hyperlink.” http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfNTEyZHhiazZqY3M&hl=en ) No need to really vote, my vote counts as 100 points and not to have sex wins. (Put list on board from previous classes/trimesters and add to it to speed up activity)

WTP = Not worth it.

- Shake hands, not genitals = If you want to be popular, shake hands, not genitals.

- Why teach sex Ed in school? = Should it be taught? What grade(s) should it be taught in? What should be taught? When? Parent’s job? What did they teach you in middle school? What do you remember?

- Relationship Survey = Give survey and discuss that sex ed is more than the physical stuff. Most of it is emotional and social. WTP = Sex Ed is not just about sex.

CHAPTER 17 – SECTION 1	Marriage and Divorce – Only section used in this chapter

CHAPTER 18 – SECTION 1	Male Reproductive System

- Anatomy Study Guide = Homework or in class without notes. See what they think they know and what they really know. Tell story of Adam (4 ½ years old) and how girls’ penises look different. From a t-shirt, describe how a naked little girl is looking at a naked little boy’s penis and he says to her “No, you can’t play with it, you all ready broke yours off.” All you see are the backs of the kids. (If running out of time, do this only as extra credit on the test and skip doing the study guide in class. They can do it on-line.)

- Menstrual Cycle = Discuss and relate to birth control. Menstrual cycles can change length depending upon stress, diet, illness, change in exercise, etc. Can be hard to predict when a women ovulates.

WTP = There is no good day to have sex during the month.

CHAPTER 18 – SECTION 2	Female Reproductive System

- Same as Male Reproduction System

- George Castanza You Tube = Shrinkage temp control of testes. Right click the following and hit “open hyperlink.” http://www.youtube.com/watch?v=1cUNNKzj_Nc

CHAPTER 18 – SECTION 3	Pregnancy and Early Development

CHAPTER 19 – SECTION 1	Dating and Relationships

The following items in the box are meant to flow from one activity to the next:

- One handed partner activity = Working together theme. Tom Jackson, Book 2, page 238, modified the processing at the end. Get with a partner and put one hand behind your back. Then as a pair, complete the following tasks: clap, tie shoe, blow up balloon, and make a paper airplane. If time, have a plane-throwing contest when done. (do planes last) How well did you function together? Did anyone feel frustrated during this activity? Did you do things differently? How did you work it out? Did some people take over? Did some people quit? What happened in your “relationship”? WTP = All relationships take work. Do the relationship triangle right after this activity to relate to relationships. (To save time, do this activity the day before and assign homework to write down 10 qualities of a healthy relationship.)

- Relationship Triangle = Assign as homework the day before: 10 qualities of a healthy relationship. If not done as homework, ask with a turn talk or brainstorm in groups. Brainstorm qualities on the board. While writing, put the words in a triangle formation. When done brainstorming, draw in the outside of the triangle and lines for the individual blocks around the words. Put sex at the peak and all other characteristics below it.

Debrief:

- What is Love? = Define love: It is not a noun, it is a verb! Love is doing all the items in the triangle. It is not enough to simply say it; you have to show it with actions.

- Why is sex at the top? = Only after you have shown to have all of the qualities for a good relationship should you be having sex. If you do not have this solid foundation, you should not be having sex.

- WHAT IS EASIER? SEX OR	? Repeat with several on triangle. “The easiest, least mature thing about an adult relationship is sex.” Repeat how sex should be this great thing only after you have built this great relationship on a solid foundation. The question is, are high school kids mature enough to be having sex?

- Who is more Mature, your mom or dad? = Discuss how most high school kids are not mature enough (especially the boys) to take care of a lot of qualities in the triangle and therefore should not be having sex. Ask the question to the class about who is more mature, their moms or dads? Most will say Mom, proving that even when older, men are still more immature than women. I don’t think that there is a boy mature enough in high school to be having sex, if they are that mature, they would realize that waiting is the smart thing to do.

- Now draw another triangle next to it upside down and write sex in at the bottom. Bring up how you think that many relationships, even outside of high school, are built with sex as the foundation. They start having sex way too soon. Ask students if they know of any relationships that look like this, with sex as the foundation of their relationship? (Eiller’s Pyramid, right side up or right down) Why does this occur? I believe that many girls end up having sex with their boyfriends hoping that the boy will love them more, or be more patient with them. Or if I have sex with him, he will be more sympathetic with me. If I have sex with him he will respect me more. Repeat with another one or two items on the triangle.

- Why Boys/Girls have/want sex = Take a minute to have a turn and talk in groups of 2 or 3, ask separately for boys and girls. Write answers on the board in two lists, one for boys one for girls. Discuss the answers. Now, have them narrow it down to the main reason. (Typical girls because for relationship, boys because they are horny.) You could speed this up by asking the main reason right away. Self-Esteem check! If you have to do something physically with a boy to keep them in a relationship, you are taking a huge blow to you self-esteem. WTP = “Boys use love to get sex, girls use sex to get love.” Totally emphasize this saying as something to remember!

- Horny Girls = Some say that some girls do want it like guys do because they are horny. Ask the class if that is really true or is it something else. I say it is because they are missing something in their life that they are trying to fulfill. Relationship/Attention/receive love/missing fathers love, etc. These answers get back to the quote about why girls/boys want sex. I say, “If you need a friend, shake hands, not genitals.”

- Discuss how couples might have a good relationship triangle until things start to fall apart and then the triangle turns upside down in an attempt to save the relationship.

- Sick Relationships = When a couple stays together even though the relationship is falling apart. It creates a lot of drama in school and goes on for years. The only reason I can think of that they would stay together is that they are having sex. Why else would they stay together? If they were not having sex, would they still be together? Much easier to break up if they are not having sex.

-Discuss how when you are married how sex will not occur that night if something is wrong with one of the qualities in the triangle that day. Could discuss the old saying about putting pennies/jellybeans in a jar for every time a married couple has sex during the first year of marriage and then taking one out every time after the first year to see how many years it takes to empty the jar. Again proving that sex is not what relationships are built upon.

-What are most high school relationships based upon? How do you know what your triangle looks like? If you are sexually active, take the abstinence challenge. See next activity.

WTP for Healthy Triangle = "The easiest, least mature thing about an adult relationship is sex!"

- 3 Month Challenge = Ask your partner to go three months without having sex (or going back a base or two if not having intercourse.) and see what triangle your relationship is built upon. Do a turn and talk with a partner or two and try to come up with 4 possible outcomes if a boy or girl were ask that question. Four outcomes; 1) If your partner will not even try it, what message is being sent? Which triangle is yours? 2) It you try and it doesn’t work, which triangle is yours? 3) If you can do it, what happens to the other characteristics of your relationship? (should be stronger) Now you have to reevaluate if starting to have sex again is worth it or not. 4) Someone cheats. WTP = To see if relationship is based upon sex.

- Triangle Story = Share how a senior guy made a relationship triangle with the characteristics he and his girl friend had in their relationship. They had been dating for 2 years and were very involved in school and sports. He left the top of his triangle empty because they had chosen not to have sex.

- What Guys think about, what girls think about while making out? = Just ask the question and see what they come up with. Boys = “I hope she touches my penis/puts out/oral sex.” Girls = “I really like/love him. He is so thoughtful and nice. We have a great relationship.”

- Paradise by the Dash board Lights = Play song and show the words at the same time. Relate to quote about reasons boys/girls have sex. Play only middle section of the song starting with the baseball announcer. Start at 3:20 or 3:30. Go until the end part of the guy and girl going back and forth with each other.

- Boundaries on Dating Scale = Refer to limits from chemical awareness unit.

- Be a gentleman = Be a class act.

- What is the deal with Hickeys? = Ask and see what happens.

CHAPTER 5 – SECTION 2	Violence and Abuse – Sex Ed Unit

- 4 Types of abuse = Have them try to brainstorm what they are. Write on board and have them but in notes.

Physical(hitting), Sexual, Verbal (mental, going after you) and Neglect(mental, ignoring you) (Neglect kids and spouse as well.) (Have date night with spouse. Sometimes unintentionally get disconnected with spouse because of kids and being busy. Stay connected.)

- Abuse Video = Banyan Communications. Right click the following and hit “open hyperlink.” www.banyancom.com (Great video I got for free.) Choose Respect Ed Vid, Carrying Pain – Real stories of Dating Abuse/Violence. WTP = List the 4 types of abuse; physical, sexual, emotional, and neglect.

- Qualities of good/bad relationship checklist = Can use current relationship of their own, or do another relationship of friends or parents. Right click the following and hit “open hyperlink.” http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfNTEzZHBtZ202cXI&hl=en

-Self Esteem Check = If someone says to you “If you Love me, you will have sex(kiss, third base, whatever) with me.” If you give into that you are lowering your self esteem/concept of yourself. Time to break up with the loser.

- 211 = Discuss how this number can help get you information regarding any issue you might have. Relationship, preg, STD, mental health, depression. 1-800-543-7709 if on cell phones. 651-291-0211 as well. Right click the following and hit “open hyperlink.” www.211unitedway.org Marketing: Kirsten 612-340-7416.

- Questions from former students = 1) What is the best way to get out of an abusive relationship without making them go crazy? 2) What can’t guys share how they are really feeling? What are they afraid of? Emotionally, not physically.

- PIG Stories = Have class share stories about how men have acted like pigs towards women. See if there are any where women have treated men this way as well.

CHAPTER 5 – SECTION 1	Violence and Abuse – Sex Ed Unit

- Discussion on giving second chances or not? = Do with partners first then as class for each question.

- FIRST QUESTION: Do you know people your age that have given a second chance to a Boyfriend/Girlfriend? Should you give someone a second chance at your age? Three possible answers: yes, no, and it depends. If it depends, what does it depend on? I get why people say no, I want to hear from the other people.

-Self-Esteem check if you do something sexual for the relationship. Your self-esteem takes a slap in the face.

- SECOND QUESTION: Do you give a second chance in marriage? No kids?

- THIRD QUESTION: Do you give a second chance in marriage? This time you have kids?

Who knows examples? How many of you are from divorced families? Ask both ways. Might lead into a discussion on divorce. Would you want to know why your parents got divorced? How does it affect the kids? Or if you have a group of friends at school and there is a fight between two of them, which side do you side with? (This might feel like it is when parents divorce on a much smaller scale.)

-Is a cheater always a cheater? Or is there something wrong with that particular relationship? Is cheating the problem or a symptom?

-What lead to the cheating? Relate to characteristics of a good relationship.

-Does it matter how you found out?

-I get the willies when I think about my wife “simply” kissing someone.

-Thought: The feelings you might have as a child from divorced parents might be similar to the feelings you might have when you break up with someone you have been sleeping with. It is much easier to break up with someone if you have not been sleeping with each other.

WTP = Self-esteem check. If someone cheats on you before marriage = Get out!

- Divorce rate = The internet research I did says that divorce rates are around 50%. Teen marriages that occur after pregnancies are about 20%. Let’s then cut the number of teem marriages in half for the divorce rate. Now you are at 10%. Then, knowing that the younger you are when married and less education (college) the divorce rate goes even higher. So…let’s say about 6-7% of teens that marry stay married. Seems like a good way to become a single Mom is to get pregnant in HS!

WTP = If you want poverty and to be a single Mom, get pregnant in HS.

- Personally, I never want to say anything that makes you think abortion/hurting baby is the way to go if you get pregnant. All other options are better. It will take many sacrifices, but it can be done.

CHAPTER 19 – SECTION 2	Abstinence

- Abstinence Guest Speaker = Molly Sanborn/Heidi Dirckx, New Life. WTP = Abstinence/Wait until older.

- Who tells you to have, not to have sex? (to = TV, Magazines, Porn, music, MTV, drugs, alcohol, movies, internet, etc. not to = parents, teachers, church, counselors, family, self, friends, doctors, etc.) What dies the first group want? = The people telling you to have sex all want your money. The people telling you not to have sex do so because they love you and care about you. Which group will be there for you if you get pregnant, get a STD, or break up with someone you were sexually active with?

- One girl gets pregnant every 31 seconds in America.

- Testimonies from friends, videos and on note cards.

- Sexual exposure chart.

- Stupid video.com = People taste testing water from bottles. The one gets drank from by 6 different

people first. Drink Pure Water! Drink (have sex) from the unopened bottle.

- Percentage of girls that get a college degree that were teen moms = 1.5!

- 1 in 1,000 High School relationships end in marriage.

- Paper dolls = Use Sex Glue (Elmer’s) to stick two paper dolls together. Let sit for a while and then try to pull them apart. Demonstrates how once you give yourself to someone you can’t get all of yourself back together again. You have lost part of yourself. WTP = You lose a part of yourself every time you have sex.

- Keep your shirt on Ladies = If the shirt comes off, it can quickly go south.

CHAPTER 19 – SECTION 3	Pressure and Sex

- Finger count game and 4 conversations that should occur before sex = Tom Jackson, book 1, page 119, modified in the processing be me. Discuss what people were doing to be successful in their game. (Zero, one, held different fingers up than normal, slow motion, sideways, shake hands, yell any number to through person off, flip them off, change fingers, etc. Fun to act these out in front of kids.) Discuss importance of having a game plan in any game. If you are having sex in HS, you are playing a different game. The game is not to get pregnant. Not to get a STD. Not to get a trashed reputation.

- Get with a partner and brainstorm 4 topics that should be discussed/planned for before you start to have sex. Most of these topics will lead into sub topics. 1) What happens if get pregnant?(abortion(if you are having sex, you need to be having the conversation about abortion. Some view abortion the same as hurting the baby after it is born), adoption(feelings about adoption need to be discussed), keep(discuss options; married, how raise, who will raise, money, education, live, etc.), ding dong ditch / hospital drop-off(discus safe haven law)don’t hurt the baby!!) 2) What are we going to do about birth control? 3) STD’s? Good question to ask = Have you been checked for STD’s? (Good answer can be as simply as, “No, I should.”)(Might need to define sex here, it is not only intercourse that spreads STD’s.) Also the STD issue implies the number of people you have had sex with or sexual contact with. 4) Motivation (includes most other answers; are we in love, are we horny, what will this do to/for our relationship?).

- Which topics do you think high school students discuss before they become sexually active?

- When/Where is a good time for this conversation to take place? Bad time?(Naked on the couch.)

- What happens if this conversation happens after having sex/pregnant?

- I believe girls should take a big responsibility for making this conversation take place. Why?(They have the power after pregnancy takes place, might as well have it before as well.)

- What should be the outcome of these conversations? (Should be not to have sex in High School!)

- My theory is that many guys just go for it while making out without any conversation occurring whatsoever. How sad is that when considering what a big deal it is supposed to be.

- If you’re not mature enough to have these conversations, you’re not mature enough to have sex.

- 1% adopt, 14% miscarriage, 29% abort, and 56% keep. (Is this for teens only or all women?)

WTP = Plan before you have sex. List the four discussed in class.

- How to wait =

1- Decide now.

2- Tells others your plan to wait. (Accountability)

3- Set standards on who to date

4- Set physical boundaries

5- Pursue your goals and dreams

6- Consider your future spouse (number for partners from past, self and partner)

CHAPTER 20 – SECTION 1	Teen Pregnancy

- Stats on Teen Pregnancy = WTP = On average how many teens get pregnant each day in MN? = 22! That’s 154 a week and 8,008 per year!

- Decision Making Steps for Sexual Contact = Go through the steps with the problem being that someone wants you to do something that you do not want to do physically.

- Sex partners timeline = In small groups, go through scenario of an average boy/girl starting to have sex in 9th grade until they get married at 25 and predict how many partners they might have. Number these partners on a timeline that corresponds to the descriptions(key) created by the group. Describe the details surroundings what led to the sex(dating relationship(how long), one night stand, drunk at party, etc). Then have them do a second timeline where the scenario is with someone that decides to abstain from sex and graduates a virgin. Have groups share out on the board to see what other groups came up with. Needs to be realistic for a typical, average person! Can’t be that someone became a prostitute or something. Discussion questions: What is the value of sex to you? How many partners are OK with you? How many are OK for your future spouse to have. How many of your groups had scenarios involving alcohol?

WTP = What is the value of sex? The number of partners can catch up to you.

- Sex Ed posters on Teen Preg = Pwpt that mocks teens perception of sex. Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfNTE0Z3hzNmh2ZmM&hl=en

- Teen Moms = How many of you have had mothers that got pregnant when they were in High School?

- The Lean = When a guy and a girl are hugging in the hallway and have to leave to go to class. The guy leans in to give her a kiss. She leans back away from him. He leans further, she leans further back. Most girls get that the big huge kiss in the hallway is inappropriate, but the guy goes for it. Maybe he is thinking that her clothes will fall off and they can have sex right there in the hallway.

- Don’t date upperclassman! = When a teacher was talking with some seniors, she asked them this question: Why date underclassmen? One of them gave the answer that they don’t know how to say no yet. (The girls in their own grade no not to date them so they go after the “fresh meat.”) 1 in 5 teen girls get pregnant by a guy at least 5 years older than them. The average age for the guy being older than the pregnant girl is 2 years. Statutory rape is 3 years older. Even the law knows that some men are pigs and will take advantage of younger girls.

- Senior competition = A group of seniors had a competition to see you could sleep with the most freshman by the end of the year and kept tally marks in their locker.

- Dear Abby = Discuss secondary virginity.

- Facts on fathers importance =

- You tube video on Teen Pregnancy = Right click the following and hit “open hyperlink.” 5 min long. http://www.youtube.com/watch?v=S9NUtsRZFDA

CHAPTER 20 – SECTION 2	General STD info

CHAPTER 20 – SECTION 3	Specific STD info

- Pass it Around = Activity shows how STD’s can be spread.

- You do the Math = Newspaper article that states 1 in 4 teen girls has a STD. However, not all girls are sexually active. Only 50% of teen girls are sexually active. So…….of the sexually active girls, 50% of them have a STD.

- Water bottle video skit = Show before STD pwpt. Relate to the bottle being a persons genitals.

- STD PowerPoint = Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfNTI3Z2Ruc2I4Y2c&hl=en

WTP = Not all spreading of STD’s is through vaginal intercourse.

- MN Department of Health pwpt – Found this on the web. Great resource. Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfNTY0ZGRnZ21zZGo&hl=en

- STD’s Study Guide = Do during pwpt.

- STD Poem = Poem written by Mr. Jacobson. From a student teachers assignment in college. Funny! Right click the following and hit “open hyperlink.” http://docs.google.com/Doc?docid=0AQIpBsrYM_A3ZGM4bnY1djlfODQ4a2hidmd2Z3E&hl=en

CHAPTER 21 – SECTION 1	General HIV and AIDS

- AIDS overheads and Study Guide =

CHAPTER 21 – SECTION 2	Specific HIV and AIDS

CHAPTER 21 – SECTION 3	Protection from HIV and AIDS

SEX ED SUPPLEMENT, CHAPTER 1 – SECTION 1	Thinking about Sex (Who doesn’t)

SEX ED SUPPLEMENT, CHAPTER 1 – SECTION 2	Birth Control

- Dear Abby Article = Article about saying no.

- Condoms in School? = What would you do if I… Give you money? Give you a car? Give you a House? What would you do with them? What if I gave you a condom? Have debate/discussion about weather or not schools should give out condoms or not. What message does it send? Hormonal Birth Control? (look some of this up on internet.) Are we helpless as a society for getting teens to keep their pants on?

- Condom Commercial = Little boy screaming in grocery store. Right click the following and hit “open hyperlink.” http://docs.google.com/leaf?id=0BwIpBsrYM_A3NDVlOTJlZGUtMTI2Ny00ZDY3LWIxZDItMjZjOGJkZGVkMDc4&hl=en

- How to put on a condom = Show video of student putting condom on his head and blowing it up. Set it up as it being for real. Right click the following and hit “open hyperlink.” http://docs.google.com/leaf?id=0BwIpBsrYM_A3MjA5N2FkNjktYWY1MS00YjVkLWIwZTYtZGJmMjczYjQ3MTk5&hl=en

- Oil versus water based lubricant = Demo of blown up condoms and the two lubricants rubbed against the side of the condom. Have students volunteers wear latex gloves and do the demo at their desks. The oil based lubricant will pop the condom after a few minutes.

- $250,000 story = Have students put heads down on desk and shut their eyes. Describe a teenage couple about to start having sex. Build the story up so the couple has been making out for awhile and really in the heat of the moment and they are just about to go for it and an adult comes in and offers them $250,000 to stop. Discuss that the $250,000 is about how much you will spend to raise a child until they are 18 years old. (Student teacher did this and it was fun. I have not done it yet.)

- Birth Control = Power point. Discuss menstrual cycle, days of month that you can get pregnant. Discuss how big a sperm is compared to a virus (microscope). Relate to failure rate of condoms. Discuss effectiveness from notes. Discuss how you would be crazy to have sex without a condom, but you would also be crazy to think that it gives you 100% protection from pregnancy and STD’s. Right click the following and hit “open hyperlink.” http://docs.google.com/present/edit?id=0AQIpBsrYM_A3ZGM4bnY1djlfODQ5NWZjNWhnZjM&hl=en

WTP = No birth control is 100% effective for both pregnancy and STD’s.

- Birth Control Study Guide = Can do during pwpt or after having guest speaker.

- Defense of a little Virginity = Should retype highlights on overhead or power point.

GENERAL

- The Truth About Sex Video = Great video, journal when done and discuss. Show second to

last day of quarter and review for unit final and final. Good to do so not giving 2 tests in a row and gives time to correct sex ed test.

- Graphic Organizers = To have sex or not? Mind maps, show example for "Where am I going to sit in lunch today?" Gallery Walk Graphic Organizers. Discuss main points and what was learned. 5 to 6 sentence journal.

- Words of Wisdom = Any advice for future health students? Write down with name. Names will not be used to show other classes, only if I have a question.

- Senior girls as guest speakers = Or get them to write down stories and words of wisdom for underclassmen.

- How prevent teens from having sex? = What could parents do or say to teenagers to help teenagers to wait to have sex? Why do teenagers start in middle/high school? Share story about breaking up with a girl after 10 months, started going out in 10th grade. She wanted to have sex and I didn't. She was sexually active 3 months later with a new boyfriend. What was the value of sex to her? What is the answer to having sex in HS? Condoms? Fail 12% for adults; fail 17-19% for teens. But only thing to prevent STD’s. Hormonal BC? Hard to get pregnant, but does nothing for STD’s.

- If have sex = If you feel you are still going to have sex, be on birth control and use a condom. Best way to not get pregnant or get a STD.

- I never want to say anything that makes you think abortion/hurting baby is the way to go if you get pregnant. All other options are better. It will take many sacrifices, but it can be done.

- Discuss grants from colleges and high schools with daycares. = You can make it work with a child. Just might not be what you envisioned for your life right then.

- Go over sex ed questions = Go over questions from the beginning of the unit and the few saved from previous classes.

HAVE NOT USED LATELY

- Rope Activity = Do after get list of characteristics of good relationship. Can do in place of discussion of good characteristics. Have discussion now.

- Timelines = Do a timeline for what they want their ideal lives to look like until 50. List the 10 major events and themes. Then do one that says you and your partner had a baby. Make another timeline. You cannot give the baby up for adoption. Compare and discuss the two timelines. Middle school might be doing.

- Go over last trimesters most often missed question as part of review for unit tests.

SEX ED TEST

MIXING

- Height, hair color, pets, last name, first name, distance live from school, shoe size,

- Core groups = Generate 3 or so core groups to use in class.

MISCELLANIOUS

- Paper-rock-scissor war = Best 2 out of 3.

- Odd or Even = Groups of three.

- Thumb Wrestle = Best two out of 3.

- Balance Slap Hands = While standing about 18 inches apart, students hold hands up in front of themselves and try to slap or push the other students hands to try to get them to lose their balance. The first person to move their feet loses. Best two out of 3.

- Stare Contest = Stare at partner without laughing.

- Reaction Slap Hands = Hold hands out palm down; partner has hands under your palm up. Person on bottom tries to flip hands around and slap hands of partner.

- Snowball Activity = Each person writes down 3 things about themselves that are not too obvious. Then snowball. One at a time, have students open up their snowball and read the information while the rest of the class tries to guess whom it describes.

- Brain Gym =

- Today Story = From 3 ring binder. Read and relate to Fish.

- Progress Report = Take home and fill out with parent.

- Inside-Outside Circle = Ungame questions or review.

- Ungame = As individual questions here and there or at tables. Give each table 5 questions or so and rotate people from table to table when finish.

- Manners = Hold chairs, help with coats, stairs, National Anthem and hats, help pick up stuff someone dropped, phone, please and thank you.

- WHIP

- What did last weekend?

- Gift gave or got at Holidays?

- Favorite food at Thanksgiving or Holidays?

- Who Moved My Cheese = Have story time throughout the quarter and read a bit of the book at a time. At the end discuss and write a 1 page reflection. Put Cheeseism on overhead.

- Character Counts Words = List of words of character. Assign a word to each student. Have a few students at a time present their words. They must give the dictionary definition, the definition in their own words, and create then share a scenario that demonstrates the meaning of the word. (Have used these as test questions. What ever words were gone over in that unit, put them on the test and have the students give one of the definitions or a scenario.)

- The Station = Read and discuss.

- Friendship Rating Scale =

- Potato Chip Friends =

- Play Spoons =

- Rules not learned in School =

- Change seating chart up during the quarter

- High 5 in the Middle

- New Friendly game

- Roulette Wheel for questions

- How tap into prior knowledge

- Active Learning Book = Mel Silberman

- 40 Developmental Assets

- Silhouettes =

- Partner palm push game

- Partner stare off game

GUEST TEACHER ACTIVITES

- Male-Female Video = Write down 5 thoughts or questions during the movie that they want to discuss afterwards. Journal at end of discussion for 3 minutes.

- Pay it Forward = Could have students write down every major health issue that is addressed in the movie and write a journal describing how best to solve the problems. Choose one problem to start with and use more if needed to fill one page. Great assignment to get to know the kids. I often use these papers anonymously in classes in proceeding trimesters.

Alternate Assignment = Have students write down 3 simple things that people could do in our building for others of a Pay it Forward nature. Share and discuss. Collect and tabulate. Relate to making people’s day.

- Breakfast Club =

GRADUATION STANDARD PRESENTATIONS

- To brainstorm or not = ??

- Ways to teach = In groups, have students brainstorm 6 different ways that teachers teach. Then categorize them on the board between engaging and not so engaging. Print the list out and give to students to help them come up with engaging ideas in their GS presentations. They must have elements from the engaging side of the list.

- Graduation Standard #1 = Introduce task one. Pass out and explain the different steps. Use worksheet with the 3 different situations on it as examples. They could do this worksheet in small groups or just show situations on the overhead. Have due date before the actual date that the group work is going to be done. Then get into groups and do group part. People not done or missing will need to do the parent/guardian part at the bottom of that page.

- Introduce GS 2 & 3 = May give time to look at Current Health magazines for topic ideas. Explain packets and presentations.

- Brainstorm Topics = Use classroom resources to give time to look at different topics.

- MI Test = Give to show different ways to teach and why.

- GS Library Time = Time to research. Discuss: .gov .org .edu .net and .com. First 3 good, last 2 not good.

- Overhead on How Grade = Show once at beginning and again a couple a days before start presentations.

- Do Presentations = Write names on slips of paper and start drawing slips on the day the presentations are due.

Life is Hard; Life is Good Graph (Example)

5 Events that have made my life hard:

(Write a sentence or two explanation and the age you were when you realized it was something hard or the age you were when that the event occurred.)

1)

2)

3)

4)

5)

5 Things that have occurred in my life that have made things good:

(Write a sentence or two explanation and the age you were when you realized it was something good or the age you were when that the event occurred.)

1)

2)

3)

4)

5)

10

9	Control = C = 4	2 C

8	No Control = NC = 1	4 NC

7	1 C

GOOD	6

5	3 C

4	5 C

3

2

1

-1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

-2

-3	Control = C = 1

HARD	-4	No Control = NC = 4

-5	4 C

-6	2 NC

-7	1 NC

-8	3 NC

-9	5 NC

-10