Course Profile
Healthy Active Living Education, Grade 9 open, Catholic
Unit 3
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for Ontario
Catholic Curriculum Cooperative Writing Partnership
Lead Board
Bruce-Grey Catholic District School Board
Steve Henry, Manager
Course Profile Writing Team
Scott Campbell, Huron Perth Catholic District School Board
Theresa Conklin, Huron Perth Catholic District School Board
Steve Henry, Bruce-Grey Catholic District School Board
Heather Marcy, Huron Perth Catholic District School Board
Michele May, Simcoe Muskoka Catholic District School Board
Steve Peck, Bruce-Grey Catholic District School Board
Unit 3: Relationships and Sexuality
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5
Unit Developer(s)
Steve Charlebois, Simcoe Muskoka Catholic DSB
Theresa Conklin, Huron Perth Catholic DSB
Laura Gulley Annecca, Simcoe Muskoka Catholic DSB
Steve Henry, Bruce-Grey Catholic DSB
Heather Marcy, Huron Perth Catholic DSB
Michele May, Simcoe Muskoka Catholic DSB
Development Date: July 28, 1999
Students demonstrate a respect for the human body in light of the sacredness of human life created by God. They appreciate the life-giving and love-giving meaning of God’s gift of sexuality, specifically demonstrating a knowledge and understanding of the sacred gift of human fertility. Developmental stages of sexuality, factors leading to responsible sexual relationships, and methods of preventing pregnancies and sexually transmitted diseases are important concepts in this unit. Students learn specific strategies for making informed moral decisions with a Catholic Faith perspective (e.g., chastity) regarding healthy sexuality. The Genesis story points out that God “created human kind in his image, in the image of God he created them; male and female he created them” (Genesis 1:27).
Ontario Catholic School Graduate Expectations: CGE 1d, 1e, 1i, 1j, 2a, 2c, 2e, 3c, 3d, 4a, 4f, 4g, 5e, 6b, 7a, 7b, 7c, 7d.
Strand(s): Healthy Living, Living Skills
Overall Expectations: HLV.01R, HLV.02X, LSV.0lX, LSV.03X.
Specific Expectations: HL2.01X, HL2.02R, HL2.03X, HL2.04R, HL2.05X, HL2.06X, LS1.03X, LS3.01R.
|
Activity 1 |
Understanding Sexuality |
100 - 150 minutes |
|
Activity 2 |
Factors Affecting Sexual Relationships |
150 - 200 minutes |
|
Activity 3 |
Preventing Pregnancy and Sexually Transmitted Diseases |
200 - 250 minutes |
|
Activity 4 |
Decision-Making and Assertion Skills |
150 - 200 minutes |
|
Activity 5 |
Case Study Assessment/Debate |
60 - 90 minutes |
· Teachers benefit from a review of Catholic teachings on the topic of sexuality. A review could come from a review of resources listed.
· Teachers examine the content of the Grade 8 Fully Alive teacher’s manual for an understanding of concepts previously taught.
· Health and Physical Education teachers are encouraged to co-ordinate the delivery of this unit with the Religion teachers in order to avoid duplication or omission of content and themes.
· Prior to the onset of this unit teachers encourage students to privately discuss any personal concerns they may have which could affect their participation in this unit.
· In order to develop a positive self concept, teachers accept students for who they are in order to help them achieve their God given potential.
· The primary focus of this course centres around participation in physical activity. Therefore it is recommended that this unit not be delivered in a solid block of time. It should be interspersed to allow opportunities for physical activities.
· Teachers make a tentative allocation of time for the entire unit to synchronize with the course time lines. Programming of this unit will vary due to school schedules and facilities and availability of community resources.
· There are many support agencies in the community (e.g., local health units, Natural Family Planning Association) that have appropriate resources available for classroom and student use. Resources (information pamphlets) and speakers from these agencies are often available.
· Teachers should be prepared to answer a wide variety of questions with regard to the sensitive nature of this unit.
· Use of a question box may be incorporated to ensure anonymity and to allow the teacher to preview questions and prepare responses.
· co-operative learning skills
· communication skills (e.g., brainstorming, obtaining information, presenting information, note- making, listening)
· work productively with others
· peer-/self-assessment
· computer skills (e.g., keyboarding)
· role-playing skills
· time management skills
· brainstorming
· self-reflection
· think/pair/share
· worksheets
· note-making
· co-operative learning
· direct instruction
· role playing
· case studies
· question and answer
· community assisted learning
Teachers assess and evaluate individual student progress continually and use appropriate resources and strategies to facilitate and improve each student's learning. These different strategies provide opportunities for students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels.
The following chart identifies a list of suggested assessment tools that the teacher could use for this unit.
|
Tool |
Type |
Who |
Activity |
|
role playing |
summative |
teacher |
Activity 4 |
|
worksheets |
formative/summative |
teacher/self |
Activity 1, 2, 3 |
|
personal reflection |
formative |
teacher/self |
Activity 2, 4, |
|
assignment |
formative/summative |
teacher/self |
Activity 3, 4 |
|
self-/peer-assessment |
formative |
teacher/self/peer |
Activity 1, 2, 3, 4, 5 |
|
group work rubric |
formative/summative |
teacher/self |
Activity 1, 2, 3, 4 |
|
case study |
summative |
teacher |
Activity 5 |
|
debate rubric |
summative |
teacher/peer/self |
Activity 5 |
|
brainstorm |
formative |
student |
Activity 1, 2, 3 |
Campbell, Judith. Lifechoices: Healthy and Well. Scarborough: Prentice Hall Ginn, 1996.
Canadian Conference of Catholic Bishops (CCCB). Be With Me. Teachers Manual, Year 9. Ottawa: Publication Services, 1997.
Merki, Mary Bronson and Don Merki. Glencoe Health: A Guide to Wellness. Woodland Hills, California: Glencoe/McGraw-Hill, 1999.
Ontario Conference of Catholic Bishops (OCCB). Fully Alive. Scarborough: Prentice Hall Ginn, 1991
Ontario Conference of Catholic Bishops (OCCB). Intimacy and Sexuality: A Letter to Catholic Secondary Students in Ontario. Toronto, Ontario: Conference of Catholic Bishops, 1994.
Ontario Conference of Catholic Bishops (OCCB). Turning Points: Readings In Family Life Education. Teachers Manual. Scarborough: Prentice-Hall Ginn, 1997.
Rizzo Toner, Patricia. Sex Education Activities; Just for the Health of It Unit #4. New York: Simon and Schuster, 1993.
Sawyer, Kieran. Sex and the Teenager; Choices and Decisions. Notre Dame In.: Ave Maria Press, 1991.
Sheridan, E.F. and S. J. Love Kindness! The Social Teaching of the Canadian Catholic Bishops. (1958-1989) Sherbrooke: Editions Paulines, 1991.
Choosing to Wait. Windsor, Ontario: Sunburst Communications,1989.
Conflict Resolution Curriculum Module for Grades 9 - 12. Windsor, Ontario: Sunburst Communications, 1994.
Teenage Sex: Resisting the Pressure. Windsor, Ontario: Sunburst Communications, 1992.
Real People: Teens Who Choose Abstinence. Windsor, Ontario: Sunburst Communications, 1994.
Body Works, CD-ROM 5.0, Cambridge, MA: SoftKey International Inc., 1995.
Catechism and Scripture, CD-ROM. Ligouri Press, 1994.
Church Documents, CD-ROM. Catholic Desktop Library.
Mayo Clinic, CD-ROM.
Catholic Online
http://www.catholic.org
In each of the five activities there are adaptations and accommodations suggested which address the needs of Special Education and ESL/ESD students. These suggested adaptations/accommodations provide opportunities for remediation, consolidation and enrichment for all students:
· using video in place of printed materials;
· using organizers;
· providing heterogeneous groupings;
· partnering students;
· providing material at different reading levels;
· modifying tests and assignments.
Time: 100 - 150 minutes
By examining their own ideals, morals, beliefs, and values students understand the many facets of the term sexuality. They research the physical, emotional, social, and moral aspects of sexual growth throughout an individual’s lifespan. The physical and emotional changes that occur during adolescence are identified and the physiological function of the male and female reproductive systems are reviewed.
Ontario Catholic School Graduate Expectations:
The graduate is expected to be:
An effective communicator who:
2a - listens actively and critically to understand and learn in light of the gospel values.
A self-directed, responsible, life long learner who:
4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.
A collaborative contributor who:
5e - respects the rights, responsibilities and contributions of self and others.
Strand(s): Healthy Living
Overall
Expectations:
HLV.02X - explain the consequences of sexual decisions on the individual, family, and community.
Specific Expectations:
HL2.01X - identify the development stages of sexuality throughout life.
· Prepare Developmental Stages of Sexuality and Reproductive System handouts, prior to the onset of the class.
· Ensure that a variety of resources are available.
· Outline the assessment criteria for Teaching/Learning Strategy 3.
· note-taking skills
· listening skills
· communication skills
· brainstorming skills
· collaborative/co-operative skills
1. In pairs, students brainstorm and generate a word-association list for the term sexuality. A teacher- directed discussion takes place to allow students the opportunity to share and record ideas. The teacher then emphasizes the significance of the term sexuality. The Ontario Conference of Catholic Bishops provides the following description of sexuality: Some people describe sexuality as a language of love, a force that draws people out of themselves toward others. It is also a fundamental aspect of an individual’s personality or identity. Sexuality - maleness and femaleness - is not something we have, but something that we are. It is one of God’s gifts of creation and involves the whole person: body and spirit.
(Intimacy and Sexuality: A Letter to Catholic Secondary Students In Ontario p.5)
2. Design a worksheet outlining the developmental stages of sexuality throughout the individual’s lifespan. The worksheet provided can be used as a guide. (Answer to the worksheet is found in Appendix 3a.)
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Developmental Stages of Sexuality |
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Stages |
Physical |
Emotional |
Social |
Moral |
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Childhood (birth - 8 yrs) |
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Adolescence (9 - 18 yrs) |
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Adulthood (19-64yr.) |
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Late Adulthood (65-death) |
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3. Students participate in a jigsaw activity to complete the worksheet. Using resources available, students investigate the assigned topic and then report back.
4. Lead a class discussion on the physical, emotional, social, and moral development of sexuality during adolescence.
5. Students brainstorm the influences that affect physical development of sexuality (e.g., heredity and environment). Provide handouts to facilitate a review of the male and female reproductive systems.
Male Reproductive System - Anatomy and Physiology Handout. Distribute a handout that includes the following information: diagram of male reproductive system, when puberty begins, how puberty begins, bodily changes and the function of the male reproductive system. A teacher-directed lesson follows with the use of additional resources (e.g., transparencies).
Female Reproductive System - Anatomy and Physiology Handout. Distribute a handout that includes the following information: diagram of female reproductive system, when puberty begins, how puberty begins, bodily changes, and the function of the female reproductive system. A teacher-directed lesson follows with the use of additional resources (e.g., transparencies).
· A formative assessment of jigsaw notes to determine the students’ ability to explain the sexual development stages throughout the lifespan.
· A summative evaluation using a group work rubric (Appendix 3B).
· Formative assessment of brainstorm activity.
Campbell, Judith. Life Choices: Healthy and Well. Scarborough: Prentice-Hall Ginn, 1996.
Core-Gebhart, Pennie, et al. Sex Can Wait; An Abstinence-Based Sexuality Curriculum for Middle School. Santa Cruz, California: ETR Associates, 1994.
Merki, Mary Bronson and Don Merki. Glencoe Health: A Guide to Wellness. Woodland Hills, California: Glencoe/McGraw-Hill, 1999.
OCCB. Turning Points: Readings in Family Life Education. Scarborough: Prentice-Hall Ginn, 1997.
· Groups should be heterogeneous if possible.
· Use blackboard/transparencies for recording information.
· Provide material at different reading levels.
· Implement strategies recommended in students’ IEPs.
· Supply charts with large print for visually challenged students.
Time: 150 - 200 minutes
Students investigate the pressures and influences that affect their attitudes and values regarding sexuality. The teachings of the Catholic Faith are emphasized. Students also investigate factors leading to mature sexual relationships that exhibit responsibility and commitment. Community support services related to sexuality are identified.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be:
A discerning believer formed in the Catholic Faith community:
1d - develops attitudes and values founded on Catholic social teachings and acts to promote social responsibility, human solidarity and the common good;
1i - integrates faith with life.
An effective communicator:
2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A self-directed, responsible, life long learner who:
4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
A caring family member:
6b - recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended.
Strand(s): Healthy Living and Living Skills
Overall Expectations:
HLV.02X - explain consequences of sexual decisions on the individual, family, and community;
HLV.0lR - identify the factors that contribute to positive relationships with others;
LSV.01X - use appropriate decision-making skills to achieve goals related to personal health.
Specific Expectations:
HL2.02R - describe the factors that lead to responsible sexual relationships;
HL2.05X - demonstrate understanding of the pressures on teens to be sexually active;
HL2.06X - identify community support services related to sexual health concerns;
LS1.03X - demonstrate understanding of the impact of parents, the media, and culture on values and goals related to healthy active living.
· Be sensitive to the individual circumstances of students and their parents and/or guardians.
· Respect the choices of others and their right to express their opinion openly and without hesitation, and encourage students to do the same.
· Prepare a worksheet asking questions about sexual relationships as outlined in Teaching/Learning Strategy 1.
· Collect pamphlets and other information about support services available from various local agencies in order to provide them as resources for students.
· brainstorming skills
· note-taking skills
· listening skills
· collaborative/co-operative group skills
· communication skills
· research skills
1. Prepare and distribute a worksheet asking the following questions:
· What is the difference between sexuality and sex?
· What factors lead to responsible sexual relationships?
After students have individually answered these questions, they should be discussed in small groups.
2. Students brainstorm the factors that influence adolescent decisions to become sexually active or not to become sexually active (e.g., parent influence, sibling influence, birth order)
3. Based on the brainstorming activity the factors are classified into the following categories: parents/family, media, society/culture, peers/friends, and Church. The class is divided into five groups. Each group is given one category in which they discuss and respond to the following question: How does the category affect or influence adolescent sexual activity?
4. Lead a discussion based on the presentations, highlighting conflicting messages that adolescents receive. Emphasis should be placed on how peer pressure plays an important role in adolescent sexual activity (e.g., persuasion, blame, put-down, guilt trip, blackmail, manipulation). Teachers stress the teachings of the Catholic Church (e.g., chastity, sexual intercourse, sexual intimacy). Refer to Intimacy and Sexuality: A Letter to Catholic Secondary Students In Ontario from the Ontario Conference of Catholic Bishops and the Catechism of the Catholic Church.
5. Students write a one-page reflection paper or journal entry to identify which of the categories discussed have the greatest and least impact on them. Included in the paper are reasons why and how these influences affect their decisions.
6. Students brainstorm answers to the following question: “Identify where a person would go if he/she had a concern related to sexual health.” In groups, students are asked to identify the school and community resources available to support individuals with sexual health concerns. The name, focus, location, and telephone number are given for each resource and listed in chart form. Time in class is devoted for each group to complete this activity. Students could visit the school library/resource centre, student services department, and/or use appropriate agency pamphlets in order to find this information.
Note: Teachers should emphasize agencies that address the options of keeping the baby or giving the baby up for adoption.
· A formative assessment of the completion of the reflection paper and worksheet.
· A summative evaluation using a group work rubric, Appendix 3A.
Campbell, Judith. Lifechoices: Healthy and Well. Scarborough: Prentice-Hall Ginn, 1996.
CCCB. Be With Me. Teachers Manual, Year 9. Ottawa: Publication Service, 1997.
Sawyer, Kieran. Sex and the Teenager; Choices and Decisions. Notre Dame, In.: Ave Maria Press, 1991.
OCCB. Turning Points: Readings in Family Life Education, Teachers Manual. Scarborough: Prentice-Hall Ginn, 1997.
Local Public Health Unit
Kid’s Help Phone
Local hospital/health centre
Student services departments/school chaplain
Local Parish support group(s)
Catechism of the Catholic Church, CD-ROM.
Church Documents, CD-ROM Catholic Desktop Library
· If necessary, allow extra time to complete the activities.
· Groups should be heterogeneous if possible.
· Preferential seating may be necessary for some students.
· Make modifications regarding the Reflection Paper (e.g., length, due date) for students with special needs.
· Be aware of ESL/ESD students.
· Implement strategies recommended in the student’s IEP.
Time: 200 - 250 minutes
In this activity students identify methods of preventing pregnancy and sexually transmitted diseases. In light of Gospel values, students understand that chastity is a virtue, which calls everyone to be faithful to each other. Sexuality is life giving and love giving. Preventing sexually transmitted diseases allows students to realize that they are protecting life.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be:
A discerning believer formed in the Catholic Faith community:
1e - speaks the language of life ... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith);
lj - recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption (Witnesses to Faith).
A self-directed, responsible, life long learner who:
4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.
A caring family member:
6b - recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended.
A responsible citizen:
7a - acts morally and legally as a person formed in Catholic traditions;
7b - accepts accountability for one’s own actions;
7d - promotes the sacredness of life.
Strand(s): Healthy Living
Overall Expectations:
HLV.02X - explain the consequences of sexual decisions on the individual, family and community.
Specific Expectations:
HL2.03X - describe the relative effectiveness of methods of preventing pregnancies and sexually transmitted diseases (e.g., abstinence, condoms, oral contraceptives).
· Be sensitive to the individual circumstances of students and their parents/guardians.
· Respect the choices of others and their right to express their opinion openly and without hesitation.
· Know the Catholic teachings with regard to artificial and permanent forms of contraception. (Refer to the Statement on the Formation of Conscience from the Canadian Conference of Catholic Bishops and the Catechism of the Catholic Church).
· Ensure that a variety of appropriate resources are available in the classroom. The local health unit may provide current information on methods of preventing pregnancies and sexually transmitted diseases.
· Prepare the chart, Methods of Preventing Pregnancies and Sexually Transmitted Diseases, according to Teaching/Learning Strategy 2.
· collaborative learning/co-operative group skills
· brainstorming
· think/pair/share
· question and answer
· note making
· listening skills
· communication skills
1. Distinguish the difference between artificial means of contraceptives and natural family planning. This could be done as a brainstorming activity, a board note, or a handout. Using the chart below ensure that the most widely used methods of preventing pregnancies and sexually transmitted diseases are learned. This chart can be enlarged for class use and is the focus for Teaching/Learning Strategy 2.
2. Using the chart below teachers divide the students into groups. Each group is assigned one or more methods of preventing pregnancies and sexually transmitted diseases listed in the chart. The group is given thirty minutes to complete the chart describing the method assigned.
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Methods of Preventing Pregnancies and Sexually Transmitted
Diseases |
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Method |
How It Works |
Main Advantages |
Drawbacks and Precautions |
Estimated Failure Rate |
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Abstinence |
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Natural Family Planning · Ovulation method |
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Natural Family Planning · Sympto-thermo Method |
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Withdrawal |
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The Pill |
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IUD |
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Diaphragm |
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Vaginal sponge |
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Spermicide |
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Condom |
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Female Sterilization (Tubal ligation) |
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Male Sterilization (Vasectomy) |
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3. The students re-group and present their findings. Teachers pose a question for discussion: “How is the gift of fertility endangered with the use of artificial and permanent forms of contraceptives?”
4. The information is written on chart paper displayed in the classroom. Give students time to copy the information from the charts.
5. Begin the class discussion based on the moral teachings of the Catholic Church. The teacher may use the following sentence starters to initiate the discussion:
· A teenager who engages in sexual intercourse is at risk of...
· A teenager who says “NO” to sexual intercourse is...
· A teenager who uses contraceptives incorrectly is at risk of...
· The church teaches that sexual intercourse outside of marriage is morally unacceptable because...
· The church teaches that natural family planning within marriage is morally acceptable because...
· The church teaches that artificial and permanent forms of contraceptives are morally unacceptable because...
· Chastity means ...
· Chastity is a virtue because ...
6. Homework assignment. Students compose a letter in response to the following scenario:
Your partner is pressuring you to engage in
sexual intercourse. Compose a persuasive letter expressing your feelings that
you are not ready. Support your letter with information you have acquired in this
health unit.
· A formative assessment of the completion of the chart to determine whether students can identify the effectiveness of various methods of preventing pregnancies and sexually transmitted diseases.
· A summative evaluation using a group work rubric, Appendix 3a.
· A summative evaluation of the letter.
CCCB. Be With Me. Teachers Manual, Year 9. Ottawa, 1997.
Merki, Mary Bronson and Don Merki. Glencoe Health: A Guide to Wellness. Woodland Hills, California: Glencoe/McGraw-Hill, 1999.
OCCB. Fully Alive. Teachers Manual, Grade 8. Scarborough: Prentice-Hall Ginn, 1991
OCCB. Turning Points: Readings in Family Life Education. Teachers Manual. Scarborough: Prentice Hall Ginn, 1997.
Rizzo Toner, Patricia. Sex Education Activities, Just for the Health of It. Unit #4. New York: Simon and Schuster, 1993.
Sawyer, Kieran. Sex and the Teenager; Choices and Decisions. Notre Dame, In: Ave Maria Press, 1991.
Local Public Heath units
· Students with special needs should be paired to allow for completion of the chart.
· Teachers should have a completed copy of the chart for special needs students.
· Make modifications regarding the letter for students with special needs.
· Implement strategies recommended in the student’s IEP.
Time: 150 - 200 minutes
Students transfer knowledge gained from previous activities to real life situations. Students learn specific strategies for making informed moral decisions regarding sexuality and relationships, with a Catholic Faith perspective. Students apply the decision-making model (See, Judge, Act, Evaluate) to problem solve real-life situations relevant to their own lives.
Ontario Catholic School
Graduate Expectations:
A discerning believer formed in the Catholic Faith community:
1j - recognizes that “sin, human weakness, conflict, and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption.
An effective communicator:
2c - presents information and ideas clearly and honestly and with sensitivity to others.
A reflective and creative thinker:
3c - thinks reflectively and creatively to evaluate situations and solve problems;
3d - makes decisions in light of gospel values with an informed moral conscience.
A self-directed, responsible, life long learner who:
4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
A collaborative contributor who:
5e - respects the rights, responsibilities, and contributions of self and others.
A caring family member:
6b - recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended.
A responsible citizen:
7a - acts morally and legally as a person formed in Catholic traditions;
7b - accepts accountability for one’s own actions;
7c - seeks and grants forgiveness;
7d - promotes the sacredness of life.
Strand(s): Healthy Living and Living Skills
Overall Expectations:
HLV.02X - explain the consequences of sexual decisions on the individual, family, and community;
LSV.01X - use appropriate decision-making skills to achieve goals related to personal health;
LSV.03X - use appropriate social skills when working collaboratively with others.
Specific Expectations:
HL2.04R - demonstrate understanding of how to use decision-making and assertiveness skills effectively to promote healthy sexuality (e.g., healthy human relationships, avoiding unwanted pregnancies and STDs such as HIV/AIDS);
HL2.05X - demonstrate understanding of the pressures on teens to be sexually active;
LS1.03X - demonstrate understanding of the impact of parents, the media, and culture on values and goals related to healthy active living;
LS3.01R - contribute to the success of the group verbally and non-verbally (e.g., by completing a fair share of the group task, acknowledging others contributions to the task).
· Prepare a list of scenarios of real-life situations. As an alternate, the teacher can have the students prepare the scenarios as a homework assignment prior to the start of the activity.
· Be sensitive to the variety of student/family issues regarding sexuality and relationships.
· Be sensitive to class dynamics regarding the formation of groups.
· Encourage students to respect individual feelings and opinions.
· collaborative/co-operative group skills
· communication skills
· role-playing skills
· knowledge and importance of time lines
1. Students review their notes on the decision-making model discussed in Unit 2, Activity 4, (See, Judge, Act, Evaluate).
2. Review the concepts of assertion and refusal skills (Substance Use and Abuse unit, Activity 4). Students create a list of strategies that teenagers would use to abstain from sexual intercourse. Ask them to describe the technique and its suitability in various situations. Refusal techniques that should be included are:
· state your position without giving reasons or excuses;
· agree with the other person, but keep repeating your position (active listening and paraphrasing);
· take the offensive by putting the other person on the defensive;
· refuse to discuss the situation any further;
· walk away.
3. In small groups the students use any or all of these assertiveness techniques in the following role- play situation:
Mary and Joe have been dating for eight months.
Mary is in Grade 9 and Joe is in Grade 11. They have a lot in common and have
always enjoyed each other’s company. From the start of their relationship Mary
and Joe had agreed that they would wait to have sexual intercourse, as Mary was
younger and was not ready. Joe’s friends have recently been making fun of his
lack of sexual activity. As a result, Joe has been pressuring Mary into
changing her mind about having sexual intercourse. Joe has been invited to
Mary’s house to watch movies. However, Mary’s parents have unexpectedly been
called away. Joe pressures Mary to get involved sexually.
4. As an alternative, students create their own scenarios, apply the refusal techniques and present the scenario.
5. After the presentations the students have time for quiet reflection. During this time students are asked to apply the decision-making model (See, Judge, Act, Evaluate) to the role-play situation with Mary and Joe. Students substitute themselves in place of Mary or Joe and write a reflection paper applying the model as a homework assignment.
· A summative evaluation of the students’ responses to the role play using group work rubric, Appendix 3A.
· A formative assessment by the teacher on the homework assignment to determine the student’s ability to apply the decision-making model.
CCCB. Be With Me. Teachers Manual, Year 9. Ottawa, 1997.
Merki, Mary Bronson and Don Merki, Glencoe Health: A Guide to Wellness. Woodland Hills, California: Glencoe/McGraw-Hill, 1999.
OCCC. Fully Alive. Teachers Manual, Grade 8. Scarborough: Prentice Hall Ginn, 1991.
OCCB. Turning Points: Readings In Family Life Education. Teachers Manual. Scarborough: Prentice Hall Ginn, 1997.
Rizzo Toner, Patricia. Sex Education Activities, Just for the Health of It Unit #4. New York: Simon and Schuster, 1993.
Sawyer, Kieran. Sex and the Teenager; Choices and Decisions. Notre Dame, In.: Ave Maria Press, 1991.
Local Public Heath unit
· Implement strategies recommended in the student’s IEP.
· Use heterogeneous groupings.
Time: 60 - 90 minutes
As the culminating activity students have the opportunity to analyse and respond to a case study. The case study assesses student achievement in the areas of knowledge/understanding, thinking and inquiry, communication and application. As an alternate culminating activity the teacher could design a resolution for a debate.
Ontario Catholic School
Graduate Expectations:
A discerning believer formed in the Catholic Faith community:
1d - develops attitudes and values founded on Catholic social teachings and acts to promote social responsibility, human solidarity and the common good;
1i. - integrates faith with life.
An effective communicator:
2c. - presents information and ideas clearly and honestly and with sensitivity to others;
2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A reflective and creative thinker:
3c. - thinks reflectively and creatively to evaluate situations and solve problems;
3d - makes decisions in light of gospel values with an informed moral conscience.
A self-directed, responsible, life long learner who:
4f - applies effective communication, decision-making, problem-solving, and time and resource management skills;
4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
A caring family member:
6b - recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended.
A responsible citizen:
7a - acts morally and legally as a person formed in Catholic traditions;
7d - promotes the sacredness of life.
Strand(s): Healthy Living and Living Skills
Overall Expectations:
HLV.01R - identify the factors that contribute to positive relationships with others;
HLV.02X - explain consequences of sexual decisions on the individual, family, and community;
LSV.01X - use appropriate decision-making skills to achieve goals related to personal health.
Specific Expectations:
HL2.02R - describe the factors that lead to responsible sexual relationships;
HL2.03X - describe the relative effectiveness of methods of preventing pregnancies and sexually transmitted diseases (e.g., abstinence, condoms, oral contraceptives);
HL2.04R - demonstrate understanding of how to use decision-making and assertiveness skills effectively to promote healthy sexuality (e.g., healthy human relationships, avoiding unwanted pregnancies and STDs such as HIV/AIDS);
HL2.06X - identify community support services related to sexual health concerns;
LS1.03X - demonstrate understanding of the impact of parents, the media, and culture on values and goals related to healthy active living.
· Prepare a detailed case study with questions in advance.
· As an option students use their books when working on this assignment.
· Make students aware of the procedures for the summative assessment.
· time-management skills
· written communication skills
· case study analysis
· collaborative/co-operative skills
1. As a culminating activity, a case study that includes a variety of scenarios is presented to students. The following example can be used as a guide:
Your best friend
has come to you for advice. Your friend has been involved in a relationship for
one year. The relationship seems so perfect and having sex appears to be the
natural next step. Your friend needs your help. How will you help your friend
make the right decision? Use the following questions to guide you in composing
a letter to your friend to help solve the problem;
· What is the view of the Catholic Church on premature sex (sexual intercourse outside of marriage)?
· What does this couple need to consider before having sexual intercourse?
· What factors will lead this couple to a responsible sexual relationship?
· How can this couple avoid pregnancy and STDs?
· Where can this couple go to get advice and help?
Hint: Consider the decision-making model in your response.
2. As an alternate culminating activity the teacher designs a resolution for a debate. The “pro” side would defend a statement such as the following: “The Catholic church’s teachings on premature sex is a positive value for people.” Defenders of the pro side may back up this statement with reasons such as:
· reduce risk of pregnancy and sexually transmitted diseases;
· emotional scarring (e.g., sexual intercourse in a relationship, then the relationship ends);
· promotion of virtue of chastity;
· regard for moral principles of the Catholic church;
· regard for family values.
The “con” side would argue against this.
Debrief this exercise carefully. There is a moral
truth. There is a right and wrong. Reflect on this with the students in the
course of the debate. A good argument and a clever presentation do not
necessarily make a point of view true.
· A summative assessment of the students’ responses to the case study using a teacher-prepared rubric.
· A summative assessment of the students’ responses using the debate rubric (Appendix 3C).
Campbell, Judith. Lifechoices: Healthy and Well. Scarborough: Prentice-Hall Ginn, 1996.
CCCB. Be With Me. Teachers Manual, Year 9. Ottawa, 1997.
Merki, Mary Bronson and Don Merki, Glencoe Health: A Guide to Wellness. Woodland Hills, California: Glencoe/McGraw-Hill, 1999.
OCCB. Fully Alive. Scarborough: Prentice-Hall Ginn, 1991.
OCCB. Turning Points: Readings in Family Life Education. Teachers Manual. Scarborough: Prentice-Hall Ginn, 1997.
Rizzo Toner, Patricia. Just for the Health of It. New York: Simon and Schuster, 1993.
Sawyer, Kieran. Sex and the Teenager; Choices and Decisions. Notre Dame, In: Ave Maria Press, 1991.
Local Public Heath unit
Student services department /school Chaplain
Local Parish support group(s)
· Allow extra time to complete the activity if necessary.
· Be aware of ESL/ESD students.
· Implement strategies recommended in IEPs.
· A verbal response instead of the letter in Activity 5 may be more appropriate for a special needs student.
· Allow use of notes/text if required.
|
Stages |
Physical |
Emotional |
Social |
Moral |
|
Childhood (birth - 8 yrs) |
- during infancy (weight
triples, height doubles) - learn to walk and talk - exploration of own body - toilet training |
- learns about love and
trust through touching and holding - proud of
accomplishments - develops confidence - gender identity
develops |
- sex role learning
(media influences learning of sexual male/female family roles) - understanding of sexual
vocabulary - begins to distinguish
between acceptable and non-acceptable behaviour - play make-believe |
- beliefs/ideals formed through parental
influence - building of wholesome
attitude - develops a
conscience - begins to understand
right from wrong - intellectual growth
through asking of questions |
|
Adolescence (9 - 18 yrs) |
- puberty begins (growth
of genitals, breasts, menstruation or sperm production) - possibility of body exploration
with others (pleasure from kissing or petting) - possibility of sexual
intercourse and pregnancy |
- hormonal changes
(emotional roller coaster) - strong need of
independence - inability to
communicate true feelings - feelings of infatuation
often mistaken as love |
- friendship, family,
love, and support are important - closeness of same sex
friends - attraction to the
opposite sex - friendship and peer
acceptance important - future goals/plans for
education |
- decision-making skills
develop - ability to think
logically and reason - further development of
moral conscience through questioning of authority and personal beliefs |
|
Adulthood (19-64yrs) |
- possibility of sexual
intercourse - possibility of
pregnancy and childbirth - acceptance of future
aging, physical and mental decline, and death |
- can be painful to start
this life stage due to the acceptance of getting older - expresses emotions in
acceptable ways - empty nest syndrome - self-evaluation in the
middle years |
- occupational role
building of close relationships with both sexes while maintaining a sense of
self - romantic relationships - possibility of marriage
and child-rearing |
- self-actualization -
responsibility for one’s actions - political and religious
views, sense of community responsibility - development of an
informed adult moral conscience based on experience and moral teachings of
the church |
|
Late Adulthood (65-death) |
- aging process (slower reflexes,
loss of sight and hearing, skin loses elasticity and begins to wrinkle,
hair turns grey, loss of muscular strength, body still responds sexually, but
more slowly) |
- need to love and be
loved - need for privacy and
independence- feelings of worth- need
to make contribution |
- retirement living - possibility of
grand-parenting - nurturing relationships - family relationships
very important |
- development of a mature
moral conscience based on their life-long experience and reflection on the
moral teachings of the Church |
Evaluator: Teacher ____________ Peer _____________ Self ______________ Date ___________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Commitment to the task |
- infrequently focuses on task - infrequently perseveres with task(s) when faced with problems - infrequently uses time to complete task(s) |
- sometimes focuses on task - sometimes perseveres with task(s) when faced with problems - sometimes uses time to complete task(s) |
- regularly focuses on the task - regularly perseveres with task(s) when faced with problems - regularly uses time to complete task(s) |
- always focuses on task - always perseveres with task(s) when faced with problems - always uses time to complete task(s) |
|
Meaningful Contribution |
- infrequently contributes useful ideas/solutions |
- sometimes contributes useful ideas/solutions |
- regularly contributes useful ideas/solutions |
- always contributes useful ideas/solutions |
|
Fulfilling responsibilities to the group |
- infrequently fulfills responsibilities with effectiveness |
- sometimes fulfills responsibilities with effectiveness |
- regularly fulfills responsibilities with effectiveness |
- always fulfills responsibilities with effectiveness |
|
Co-operation |
- infrequently listens to, shares with, or supports others |
- sometimes listens to, shares with, or supports others |
- regularly listens to, shares with, or supports others |
- always listens to, shares with, or supports others |
Evaluator: Teacher ______________ Peer ______________ Self ______________ Date ___________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Organization and Clarity: · viewpoints and reasons must be outlined both clearly and orderly |
- unclear in most parts; very little order |
- clear in some parts but not in others; some order |
- clearly and orderly in all parts |
- a completely clear and orderly presentation |
|
Use of Arguments: · reasons must be given to support viewpoint |
- very few or no relevant reasons were given |
- some relevant reasons were given |
- many reasons given in support of the viewpoint; most relevant |
- all or almost all relevant reasons given in support of the viewpoint; completely relevant |
|
Use of Examples and Facts: · examples and facts must be given to support reasons |
- very few or no relevant supporting examples/facts |
- some relevant examples/facts were given; somewhat relevant |
- many examples/ facts were given; most relevant |
- all or almost all examples/facts were given; all or almost all are relevant |
|
Use of Rebuttal: · arguments made by the others must be responded to and dealt with effectively |
- very few effective counter-arguments were made |
- some effective counter-arguments were made |
- many effective counter-arguments were made |
- all or almost all effective counter-arguments were made |
|
Presentation Style: · tone of voice, use of gestures and level of enthusiasm must be convincing to audience |
- very few style features were used; none convincingly |
- some style features were used convincingly |
- many style features were used convincingly |
- all or almost all style features were used convincingly |
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