Glencoe Health Module TAE Abstinence~Making Responsible Decisions

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Grade 10     Objective #1


Lesson:      Students will be able to demonstrate understanding of various types of
             opposite sex relationships, how they develop, and the impact of these
             relationships on their social behavior.

OBJECTIVES

      Knowledge:            Presented with information on opposite sex interpersonal
                            relationships, students will be able to list and define various types
                            and/or levels of interpersonal relationships, such as friendship,
                            infatuation, physical attraction and love.

      Comprehension:        Following a discussion on misinterpretation of opposite sex
                            interpersonal relationships, students will be able to cite various
                            reasons for such confusion.

      Analysis:             Students will compare and contract various types of opposite sex
                            relationships, such as friendship, infatuation, physical attraction
                            and love, and the impact of confusing one for another.

INSTRUCTIONAL FORMAT

      Glencoe Health Book, Chapter 11, Lesson 1 pages 258-262
      Glencoe Health Book, Chapter 13, Lesson 1 pages 298-300

RESOURCES

      Glencoe Health Module TAE Abstinence~Making Responsible Decisions
            Chapter 2, Lesson 1 pages 14-16
      Glencoe Health Module TAE Education in Sexuality, Chapter 3, Lesson I, Pages 37-42

EVALUATION

      Chapter 11, Lesson 1 Review Questions page 262
      Chapter 13, Lesson 1 Review Questions page 303




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Grade 10     Objective # 2


Lesson:      Students will identify the responsibilities and consequences inherent in
             dating and other male-female relationships.

OBJECTIVES

      Knowledge:             Presented with information on dating and other male-female
                             relationships, students will be able to list social factors and
                             pressures that influence dating/interpersonal patterns, such as
                             parental involvement, safe dating practices, differences in male and
                             female sexual drives, interests of the opposite sex, respect for
                             oneself, one's own sex and for the opposite sex, and the necessity
                             of sexual abstinence before marriage.

      Comprehension:         Presented with information on dating and other male-female
                             relationships, students will be able to list positive factors that occur
                             within adolescent dating/interpersonal relationships, such as
                             developing trust, mutual respect, self-respect, honesty and
                             enhancing social communication skills, and negative factors, such
                             as emotional, physical or verbal abuses, and self-debasement
                             involvement which can lead to emotional distress, social change,
                             pregnancy, STD's including AIDS.

      Analysis:              Using class discussion, students will understand positive and
                             negative dating/interpersonal situations and responses which
                             cultivate trust, self-respect, mutual respect, integrity, honesty, and
                             practice assertive communication skills.


INSTRUCTIONAL FORMAT

      Lecture and discussion.

      Instructor uses the overhead transparency "Events That may Happen in Dating," stressing
      alcohol and drugs. Using the overhead transparency, the teacher explains to the class
      how progressive sexually intimate physical contact can lead to the act of sexual
      intercourse.

      Key points of emphasis in teacher-led discussion: (a) holding of hands; arm around; light
      kissing are intimate expressions of affection that convey a sense of security and
      agreement in liking each other (b) lingering kisses is the beginning stage of deep
      emotional and physical involvement for the couple (c) necking/petting are the last stages
      preceding sexual intercourse. This stage is characterized by "clouded thinking" that

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    prevents the couple from thinking in a rational manner concerning the short term and
    long term consequences of this kind of behavior. Most dramatically affected if the
    couple is under the influence of alcohol or some other drug (d) sexual intercourse
    problems associated with "teen sex" are: pregnancy; guilt; emotional un-preparedness;
    STD's, including HIV infection and AIDS; "infatuation" being mistaken for "genuine
    love;" lack of social and emotional skills for a mature relationship.

    Teacher uses overhead transparency and discusses with the class" "Characteristics of a
    Healthy Dating Relationship."

    Glencoe Health Book, Chapter 13, Lesson I pages 301-303

RESOURCES

    Overhead transparency "Events That May Happen In Dating"
    Overhead transparency "Characteristics of a Healthy Dating Relationship"
    Glencoe Health Module TAE Abstinence~Making Responsible Decisions
            Chapter 2, Lesson 2 pages 17-18
    Glencoe Health Module TAE Abstinence~Making Responsible Decisions
            Chapter 3, Lesson 2 pages 27-30

EVALUATION

    Have students write the answers to the following questions:

    List five rules for establishing healthy verbal treatment in a dating relationship.
    (Example: Never put the person down in front of others)
    List five rules for establishing proper physical treatment for the person you are dating.
    (Example: Attitudes and actions will prove love without being physical with each other)
    List five guidelines that promote healthy emotional treatment towards each other.
    (Example: Your date or friend should feel secure in your relationship)

    Glencoe Health Book, Chapter 13, Lesson 1 Review Questions page 303
    Glencoe Health Book, Chapter 11, Lesson 1 Review Questions page 262
    Glencoe Health Module TAE Abstinence~Making Responsible Decisions
            Chapter 3 Review Questions page 31




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Grade 10     Objective # 3


Lesson:      Students will demonstrate understanding of the pressures in our society
             which influence young people's sexual behavior.

OBJECTIVES

      Knowledge:             Students will be able to identify examples of pressures in our
                             society that influence young people's sexual behavior.

      Comprehension:         Students will be able to discuss conflicts between societal
                             pressures and their family/personal values.

      Analysis:              Students will analyze the problems and consequences presented by
                             media presentations and pressure situations and be able to
                             determine appropriate ways to deal with the situations.

INSTRUCTIONAL FORMAT

      Small group activity/lecture and discussion.

      Have students form small groups of three or four students per group. When students are
      in their groups, pass out the handout sheet on "Pressure Situations In Our Society That
      Influence Sexual Behavior." (See handout sheet copy.) Each small group chooses a
      group leader who will write down the ideas from the group evaluation to the rest of the
      class during large group discussion. Each group identifies examples by memory and
      through sharing ideas from within the group by magazines and other related material
      brought in by the class prior to this lesson. When the group handout sheet is completed,
      each group leader presents the group's recorded responses from the work sheet to the
      class. The teacher then tabulates the results on the chalkboard and asks for individual
      comments as well as group related responses.

      Key teacher directed questions for synthesis of activity:
      What areas of conflict can you identify between family values and peer pressure?
      How does the advertising industry conflict with a positive value system?
      What are some characteristics of a positive self-image that helps us to resist "sexually at
      risk" behavior?

RESOURCES

      Handout sheet on "Pressure Situations In Our Society That Influence Sexual Behavior"
      Glencoe Health Book, Chapter 13, Lesson 2 pages 304-306

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    Glencoe Health Book, Chapter 21, Lesson I pages 478-482
    Glencoe Health Book, Chapter 21, Lesson 2 pages 483-487

    Glencoe Health Module TAE Education in Sexuality, Chapter 3, Lesson 1
            Pages 37-39

EVALUATION

    Students, working in cooperative groups, will complete worksheet on "Pressure
    Situations In Our Society That Influence Sexual Behavior."
    Glencoe Health Book, Chapter 21, Chapter Review, page 490




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