MontgoMery County

PubliC SChoolS

FaMily liFe eduCation

10th grade

inStruCtional leSSonS

As new and updated videos and other instructional materials become available, the Supervisor of Family Life Education may include them

where appropriate without altering the goals of the curriculum.

reviSed January 2011

Goals for High School Family Life Education

1. Understand the importance of a commitment to the family unit and of each member’s role and responsibility within that family unit.

2. Understand self image and how it relates to the emotional,

physical, and psychological makeup of the individual.

3. Recognize and understand different types of physical, sexual, and psychological abuse and know where to go for help.

4. Understand the individual’s role and responsibility in various types

of relationships.

5. Identify positive and negative stress factors in his/her life including understanding the effects of positive and negative peer pressure.

6. Identify ways to use coping skills and the decision-making process.

7. Understand human reproduction.

8. Understand human growth and development.

9. Identify the causes and symptoms of sexually transmitted

diseases, the methods of prevention, and the community agencies available for assistance.

10. Recognize and understand the importance of personal hygiene.

11. Understand the importance of regular self and medical

examinations.

12. Understand the social, psychological, physical and economic implications and consequences of premarital sexual intercourse and understand that it is preferable to say “No.”

FAMILY LIFE EDUCATION TENTH GRADE LESSONS

GOALS: 2,4,5,12 LESSON 1 Saying “No” to Premarital Sex HPE Teacher Video: Choosing Abstinence (3:30 minutes)

Video: Dealing With Pressure (4 minutes) Video: Taking A Stand (4 minutes) Worksheet: Saying “No” to Premarital Sex

1,4,12 LESSON 2 Teen Parenthood HPE Teacher Video: Nicole and Raoule (6 min.)

Worksheet: Teenage Parents Overhead: A Question of Paternity Statistics on Teen Pregnancy

3,4,5,6 LESSON 3 Positive and Negative Sexual Roles Women’s

Resource Guest Speaker or HPE Teacher

Peaceline Plus Curriculum Videos: When Dating Turns Dangerous (38 min.) Sex and Alcohol Don’t Mix (7:30 min.) Worksheets: Assault and Dating Violence Assault and Molestation Prevent Date Rape An “A’ for Being Safe

1,6 LESSON 4 Death and Grieving

HPE Teacher or Guest speaker from Guidance, Hospice, or the School Nurse

May use principal approved guest speaker from Guidance, Hospice, School Nurse, or the Health Coordinator. Video: When Someone Dies: Bereavement and Loss (30 min.) or Teens Dealing with Death (29 min.) Worksheet: Death and Grief

7,8 LESSON 5 Anatomy and Physiology of Human Reproduction School Nurse Video: Life’s Greatest Miracle, Part 1

Worksheet: Life’s Greatest Miracle, Part 1 Worksheet: Anatomy Review

7,8 LESSON 6 Anatomy and Physiology of Human Reproduction

School Nurse Video: Life’s Greatest Miracle, Part 2 Worksheet: Life’s Greatest Miracle, Part 2

7,9,11 LESSON 7 Responsible Planning School Nurse Video: A Visit to the Microbiology Lab

(11 minutes) Worksheet: Birth Control Pre-Test PowerPoint: Birth Control Methods Statistics on STDs

9,10,11,12 LESSON 8 HIV/AIDS Update

School Nurse Video: A Life Changing Visit to an Aids Clinic (9 minutes) Worksheet: HIV/AIDS Pre-Test Statistics on HIV/AIDS

SAYING “NO” TO PREMARITAL SEX

LESSON 1 FLE Goals: 2, 4, 5 & 12 FLE Objectives: 10.1, 10.2, 10.3, 10.5, and 10.6 Purpose: The student will gain an understanding of the importance of saying “no” to premarital sexual activity. Instructional materials:

Videos: Choosing Abstinence (3:30 minutes) Dealing with Pressure (4 minutes) Taking A Stand (4 minutes)

Procedure: 1. Review the activities that may lead to sexual arousal. Include: “messing around”

or “making out,” various forms of touching, provocative clothing, kissing and public displays of affection, alcohol and other drugs.

2. Hand out work sheets and direct the students to complete the first three parts

while watching the video. 3. Show the videos. 4. Review the worksheet answers with the class. 5. If there is time: May list characteristics of Mature and Immature Love on the

board as a group activity.

MATURE LOVE IMMATURE LOVE

ENERGIZING; GENEROUS TIRING; EXHAUSTING

LONG LASTING POSSESSIVE; SELFISH

GROWING; MUTUAL NEGLECT OTHER INTEREST MAKES YOU FEEL GOOD ABOUT YOURSELF

6. If there is time: May use the discussion questions from the Video Guide that

are listed in this lesson.

NAME ____________________________________

SAYING “NO” TO PREMARITAL SEX 1. How can a couple demonstrate their love for each other without premarital sex? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. If your partner says, you don’t love me if we don’t have sexual intercourse, how would you respond? ___________________________________ ____________ ________________________________________________________________ ____________________________________________________________ 3. Have students demonstrate three methods of saying “no” to premarital sex. ___________________________ _________________________ __________________________ __________________________ ___________________________ _________________________ 4. What are some things that can inhibit your ability to say “no” to premarital sex? ________________________________________________________________ _________________________________________________________ ___________________________________________________ _____ 5. What are some consequences of having premarital sex? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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TEEN PARENTHOOD LESSON 2 FLE Goals: 1, 4 & 12 FLE Objectives: 10.5, 10.8, 10.14 & 10.15 Purpose: The student will realize that every unplanned pregnancy is the result of a

decision by two people and has a serious effect on both partners. (Rape being the exception.)

Instructional materials: Video: Nicole and Raoule (6 minutes) Worksheet: Teenage Parents Procedure: 1. Have students complete Section I of their worksheet as individuals or as a group

activity. May do “B” before or after the video. 2. Show the video. 3. Have students complete section II of their worksheet as they watch the video.

Share answers as time allows. 4. May use current stories from pregnant teens in newspapers and magazine

articles. Share and discuss with the students. 5. Show “Question” overhead and discuss Virginia Paternity Laws

a. Paternity is established with DNA testing. b. The father must furnish child support until the child is 18. c. The parents of the child’s father are not responsible for child support. d. The father cannot be made to marry the mother of the child. e. The mother assigns the child’s name at birth. It may or may not be the father’s name. Any name can be changed legally during a lifetime as long as it is not for fraudulent purposes. f. The father is still legally obligated to pay for support even though he wanted an abortion and the girl refused.

6. Students will write a paragraph describing their opinion of the growing trend

towards single parenthood? a. How does it affect the number of children available for adoption? b. Could it have an effect on the increase in the number of abused children?

NAME____________________________

TEENAGE PARENTS SECTION I: A. Make a list of your “favorite activities” (such as shopping, playing sports, playing

in a band, etc.) 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ 5. _______________________________________________________

B. Draw a line through those activities that would have to be changed if you became

a parent.

SECTION II: Complete this section from the video and/or others sources. A. List some of the reasons why teenage girls say they get pregnant. 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ B. What are some problems facing a teen mother? 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ 5. _______________________________________________________ 6. _______________________________________________________ C. What are some disadvantages that may come from being a child of a single, teenage mother? 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________

TEENAGE Parents Teacher Guide

TEACHER’S GUIDE - Suggestions only – students may have others answers. SECTION I: A. Make a list of your “favorite activities” (such as shopping, playing sports, playing in a band, etc.) 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ 5. _______________________________________________________ B. Draw a line through those activities that would have to be changed if you became a parent.

SECTION II: Complete this section from the video and/or others sources. A. List some of the reasons why teenage girls say they get pregnant. 1. WAY TO GET MARRIED 2. DESIRE TO BE LOVED BY THE BABY 3. IT JUST HAPPENED BY “ACCIDENT” 4. TO PLEASE A BOYFRIEND B. What may be problems facing a teen mother? 1. LACK OF MONEY 2. HARD TO GET TRAINING OR EDUCATION 3. LOVE THE ABSENT FATHER 4. OTHERS THINK THEY ARE PROMISCUOUS 5. FATHER WANTS THE CHILD 6. CHILD CARE 7. TEEN’S FAMILY RELATIONSHIPS 8. FUTURE RELATIONSHIPS C. What are some disadvantages that may come from being a child of a single, teenage mother? 1. HIGH RISK OF DOMESTIC VIOLENCE & DIVORCE 2. FATHERLESS HOME AND POVERTY 3. LESS EDUCATIONAL OPPORTUNITIES 4. HIGH RISK FOR DRUG AND VIOLENCE PROBLEMS

A Question of Paternity Say the girl you’re dating is seeing other guys. One day, she comes to you and says she’s pregnant with your baby. You wonder, “How do I know I’m the father?” There’s an easy way to find out. Genetic testing. It’s 99 percent accurate. It’s done with either a blood text or a sample of your DNA. If the test says that you are the father, then you have established “paternity.” Paternity gives you the right to ask to visit your child. It also means your child would have the right to get social security, health insurance or other benefits you might have. Rights come with responsibilities. Once it’s certain you are the father, you will be expected to help pay the cost of raising your child. It’s best when children have two parents to love and support them. It’s better to wait until marriage to become a parent. Source: New Jersey Dept. of Human Services

See current statistical charts and pregnancy facts in the resource folder.

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SEXUAL ASSAULT & DATING VIOLENCE

LESSON 3 FLE Goals: 3, 4, 5 & 6 FLE Objectives: 10.3 & 10.16 Purpose: The students will recognize verbal and physical forms of abuse. They will know preventative actions and appropriate responses. Instructional materials: A guest speaker from the Women’s Resource Center may be invited to deliver Peaceline Plus Lessons 1, 2 & 3.

Lesson 1: Stereotyping/Healthy Relationships Lesson 2: Sexual Assualt Lesson 3: Power and Oppression in Relationships

Video: When Dating Turns Dangerous (38 minutes) Sex and Alcohol Don’t Mix (7:30 minutes) Procedure: 1. Define the terms listed as number one on the worksheet. 2. Show the videos. 3. Complete questions as a class activity. 4. The teacher can add to student’s number three question: Counseling Agencies Hospitals Mental Health Agencies Women’s Resource Center School Guidance Counselor School Nurse 5. The last question can be completed individually.

NAME________________________________

SEXUAL ASSAULT AND DATING VIOLENCE DEFINITIONS Verbal Abuse ______________________________________________________________ _________________________________________________________________________ Exploitation _______________________________________________________________ _________________________________________________________________________ Acquaintance Rape _________________________________________________________ _________________________________________________________________________ Molestation _______________________________________________________________ _________________________________________________________________________ Incest ____________________________________________________________________ _________________________________________________________________________ Questions for discussion: What, if any, connection do you think exists between sex and violence? ________________________________________________________________________ Why do you think people do not intervene when they see domestic violence? _______________________________________________________________________ Where could a person go in our community for help with an abusive situation? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Write a brief description of how you would feel if you or someone you cared about had been a victim of sexual abuse. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

SEXUAL ASSAULT AND DATING VIOLENCE Teacher’s Guide

Definitions: Verbal Abuse - REPEATEDLY DEMEANING SOMEONE BY USING NEGATIVE STATEMENTS THAT LOWER ONE’S SELF ESTEEM. Exploitation - AN UNJUST OR IMPROPER USE OF ANOTHER PERSON FOR ONE’S OWN ADVANTAGE. Acquaintance Rape - SEXUAL INTERCOURSE BY FORCE BY A PERSON ONE KNOWS. Molestation - IMPROPER SEXUAL ADVANCES ESPECIALLY TO A CHILD. Incest - SEXUAL INTERCOURSE BETWEEN PERSONS SO CLOSELY RELATED THAT LAW OR RELIGION PROHIBITS MARRIAGE. Questions for discussion after watching the video: Why do you think people do not intervene when they see domestic violence? FEAR What, if any, connection do you think exists between sex and violence?

VICTIM FEELS A RESPONSIBILITY TO REMAIN FAITHFUL TO ABUSER. ABUSER WANTS NO COMPARISONS.

Where could a person go in our community for help with an abusive situation? a. RAFT d. COUNSELING AGENCIES b. MENTAL HEALTH AGENCIES e. HOSPITALS____________ c. SCHOOL GUIDANCE DEPT. f. WOMEN’S RESOURCE CENTER Write a brief description of how you would feel if you or someone you cared about had been a victim of sexual abuse.

SEXUAL ASSAULT AND MOLESTATION

(OVERHEAD MASTER) Definitions: 1. Verbal Abuse - Repeatedly demeaning someone by using

negative statements that lower one's self esteem. 2. Exploitation - An unjust or improper use of another person for

one's own advantage. 3. Acquaintance Rape - Sexual intercourse by force by a person one

knows. 4. Molestation - Improper sexual advances especially to a child. 5. Incest - Intercourse between persons so closely related that law or

religion prohibits marriage.

PREVENT DATE RAPE

SET LIMITS

Decide what you want. Set limits for physical involvement before you are in a pressure situation.

TALK WITH YOUR DATE

Explain your limits; make your position clear.

LISTEN TO YOUR DATE

Know each other’s limits.

BE ASSERTIVE

Say what you mean: mean what you say. Act on your decisions: move away.

TRUST YOUR FEELINGS

Don't let yourself be pressured.

BE AWARE OF YOUR DATE’S ACTIONS

Listen to what is being said: pay attention to body language.

An “A” for Being SAFE

AVOID dangerous situations Act ALERT Be AWARE of the surroundings ASSESS the situation - for danger and best safety actions Pay ATTENTION to instincts ACT to protect personal safety Back to Top

DEATH AND GRIEVING LESSON 4 FLE Goals: 1, 6 FLE Objectives: 10.3, 10.16, & 10.17 Purpose: The student will understand death and the grieving process in order for them to

help himself/herself and others cope with loss.

MAY USE PRINCIPAL APPROVED GUEST SPEAKER FROM Guidance, Hospice, or the School Nurse. Instructional Materials:

Video: When Someone Dies: Bereavement and Loss Teens Dealing with Death (29 min.)

Suggested Procedure: 1. If you show video: TEENS DEALING… use 10-5b and have students list different

expressions of grief and give one or two examples of each. **Video came with a Teacher’s Guide at http://www.cambridgeeducational.com or

(800) 468-4227 & give them #32319 2. If you show video: WHEN SOMEONE DIES: Bereavement and Loss

use worksheet with the suggested answers on Teacher’s Guide. 3. Give ways that people can best help others who are grieving. EXTRA MATERIAL THAT MAY BE USED AS DESIRED:

AIM of HEALING DURING GRIEVING is to "REMEMBER WITHOUT PAIN"

Grieving -You have "no choice," but it just "takes time." GIVE C. P. R.:

C = COMMUNICATION (about the loss) P = PARTICIPATION (usual activities cannot wait for the right feeling) R = RELATIONSHIP (with words, letters, ideas and listening)

NAME ________________________________

DEATH & GRIEF (For video: WHEN SOMEONE DIES)

I. GETTING THE NEWS: Give one common reaction of the different losses in the video: (Sister, Mother, Father & Grandmother) ______________________________________________________________ II. THE FUNERAL: A. What is a funeral? _________________________________________ B. What does a funeral say about the person who has died? 1. ______________________________________________________ 2. ______________________________________________________ III. THE GRIEVING PROCESS: A. List some common feelings experienced by people in grief: 1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________ B. What are some behaviors common to people who are grieving? 1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________ 5. ______________________________________________________ C. What are some triggers that make the pain of loss increase? 1. In circumstances: a. ____________________________________________________ b. ____________________________________________________ 2. In relationships: a. ____________________________________________________ b. ____________________________________________________ IV. GETTING HELP: How can a support group and counselor help? _____________________________________________________________ V. MOVING ON: List ways we can help others through their grief: 1. _______________________________________________________ 2. _______________________________________________________ 3. ________________________________________________________

NAME ________________________________

TEEN LOSS (For video: TEEN LOSS)

Feelings and Expressions of Loss (Give Examples):

1. _______________________________________________________________

a. ___________________________________________________________

b. ___________________________________________________________

2. _______________________________________________________________

a. ___________________________________________________________

b. ___________________________________________________________

3. _______________________________________________________________

a. ___________________________________________________________

b. ___________________________________________________________

4. _______________________________________________________________

a. ___________________________________________________________

b. ___________________________________________________________

5. _______________________________________________________________

a. ___________________________________________________________

b. ___________________________________________________________

DEATH & GRIEF TEACHER’S GUIDE

I. GETTING THE NEWS: Give one common reaction of the different losses in the video: (Sister, Mother, Father & Grandmother) THEY REMEMBER THE TIME AND PLACE THEY KNEW IT II. THE FUNERAL: A. What is a funeral? A RITUAL (that marks the death of a loved one) B. What does a funeral say about the person who has died? 1. THE PERSON HAS REALLY DIED 2. THE PERSON HAS REALLY LIVED – CELEBRATE LIFE III. THE GRIEVING PROCESS: A. List some common feelings experienced by people in grief: 1. SHOCK, DISBELIEF, NUMBNESS, PAIN 2. ANGER, ENVY, PANIC, RELIEF 3. DEPRESSION, LONELINESS, INSANITY, REGRETS 4. ACCEPTANCES AND GROWTH B. What are some behaviors common to people who are grieving? 1. CRYING, SCREAMING 2. SILENCE, WITHDRAWAL 3. INCREASED OR DECREASED SLEEP 4. INCREASED OR DECREASED EATING C. What are some triggers that make the pain of loss increase? 1. In circumstances: a. SUDDEN, VIOLENT b. DISHONORABLE, PAINFUL 2. In relationships: a. AMOUNT OF LOVE SHARED b. THE NEED OF ONE LOST (DEPENDENCE) IV. GETTING HELP: How can a support group and counselor help? HELPS YOU KNOW YOUR FEELINGS & ACTIONS ARE NORMAL V. MOVING ON: List ways we can help others through their grief: 1. PARTICIPATE IN THE RITUALS 2. SHARE - BOTH WAYS (LISTEN AND TALK) 3. BE PATIENT - HEALING FROM GRIEF TAKES TIME

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HUMAN PHYSIOLOGY AND ANATOMY REVIEW LESSON 5 FLE Goals: 7, 8 FLE Objective: 10.9, 10.10, 10.11

The School Nurse will teach this lesson to boys and girls separately. The same content will be taught to both groups.

Purpose: The student will understand the function of human bodies during reproduction. Instructional materials:

Video: Life’s Greatest Miracle - Part 1 Worksheets to note highlights of the video.

Procedure: 1. Introduce the need for people to understand physiology of conception in order to make correct choices and communicate them to others. 2. Have students note details of anatomy and physiology on the work sheets that follow the video. 3. Show first part of video. Stop at implantation of fertilized egg. 4. Review answers on worksheets with class. May add some information to the video such as: a. Valve to bladder closes during sexual arousal. b. Many chemicals like insecticides are replacing cells in the human body and increasing or decreasing estrogen, progesterone and testosterone. c. Sperm are reabsorbed if not used after being stored in the epididymis for several weeks. 6. If there is time, may use anatomy review sheets and/or charts

NAME______________________________________

LIFE’S GREATEST MIRACLE Part 1 1. What is a fundamental urge of life? ___________________________________ 2. It would be dangerous if humans reproduced by cloning because they would all have the same ____________________ _________________________. 3. Sex is the reproductive method for ______________ percent of the earth. 4. How long would the tubing in the testicles be if stretched out? ______________ 5. How many sperm are produced by one man’s testicles everyday? ____________ 6. What is the process that makes human eggs and sperm? ___________________ 7. How many chromosomes come from each Mom and Dad? _________________ 8. When does a male make sperm? ______________________________________ 9. When does a female make all the eggs in her ovaries? _____________________ 10. How many mature eggs are released from one ovary each month? ___________ 11. What happens if the egg is not fertilized in a few hours? __________________ 12. How many sperm does one teaspoon of semen contain? ___________________ 13. What kills the sperm in the vagina? ___________________________________ 14. How many days does it take the sperm to reach the egg? ___________________ 15. What is the thick protein shell around the egg called? _____________________ 16. What percent of the fertilized eggs can fail to develop? ____________________ 17. When does the dividing cell arrive in the uterus? _________________________

LIFE’S GREATEST MIRACLE TEACHER’S GUIDE

Part 1 1. What is a fundamental urge of life? _URGE TO PROCREATE/REPRODUCE 2. It would be dangerous if humans reproduced by cloning because they would all have the same IMMUNE SYSTEM . 3. Sex is the reproductive method for 99.9% percent of the earth. 4. How long would the tubing in the testicles be if stretched out? __1/2 MILE__ 5. How many sperm are produced by one man’s testicles everyday? 100 MILLION 6. What is the process that makes human eggs and sperm? _____MEIOSIS_______ 7. How many chromosomes come from each Mom and Dad? ______23_________ 8. When does a male make sperm? ______CONSTANTLY SINCE PUBERTY_ 9. When does a female make all the eggs in her ovaries? ___AS A FETUS______ 10. How many mature eggs are released from one ovary each month? ___ONE____ 11. What happens if the egg is not fertilized in a few hours? __IT WILL DIE____ 12. How many sperm does one teaspoon of semen contain? ___300 MILLION___

(60% ARE DEFORMED, BUT DOES NOT LEAD TO DEFORMED BABIES.) 13. What kills the sperm in the vagina? ___THE ACID ENVIRONMENT_____ 14. How many days does it take the sperm to reach the egg? ___TWO__________ 15. What is the thick protein shell around the egg called? _______ZONA________ 16. What percent of the fertilized eggs can fail to develop? ______> 50%_______ TWINS, QUADS, ETC. 17. When does the dividing cell arrive in the uterus? _________5 DAYS________

ANATOMY REVIEW Most people take their bodies for granted. We forget the proper terms for parts of our bodies because we don't often need to use the terms. Still, they're important to know since it can be confusing or embarrassing to try to talk to a doctor or family member about our bodies if we don't know the vocabulary. This activity reviews the terms and functions of the reproductive system.

USE THE FOLLOWING TERMS TO LABEL THE ANATOMY DIAGRAMS. ANUS - muscular opening to the rectum BLADDER - organ that stores urine in males and female CERVIX - opening from the vagina to the uterus CLITORIS - the small sensitive organ at the anterior of the vulva EPIDIDYMIS - tubular gland behind the testicle that stores sperm FALLOPIAN TUBES - eggs travel through these from the ovaries to the uterus HYMEN - membrane that may partially cover the opening to the vagina LABIA - folds of skin that protect external female genitals OVARY - female organ that produces eggs and female hormones PENIS - male organ that becomes erect during sexual arousal

PROSTATE - male gland where the urethra and vas deferens merge; has a muscle which stops flow of urine during ejaculation of semen

RECTUM - last few inches of the large bowel for feces to pass from the body

SEMINAL VESICLES - male glands that produce some of the semen fluid

SCROTUM - sac of skin that holds testes

URETHRA - tube that carries urine from the bladder out of the body

UTERUS - place where a baby grows and matures during pregnancy

VAGINA - the birth canal

VAS DEFERENS - the tube that sperm travel from the epididymis to the outside of the

body

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PHYSIOLOGY OF REPRODUCTION LESSON 6 FLE Goals: 7 & 8 FLE objectives: 10.9, 10.10, 10.11, 10.12, 10.13 & 10.15

The School Nurse will teach this lesson to boys and girls separately. The same content will be taught to both groups.

Purpose: The students will review the factors involved in planning for a family and learn the development of a human before birth. Instructional materials: Video: LIFE’S GREATEST MIRACLE, Part 2 Worksheet: Life’s Greatest Miracle Procedure: 1. Review the choices open to a teen couple once conception has occurred. (Single parenthood, marriage, adoption and abortion). 2. Show second half of video while students complete worksheets. 3. Review worksheet answers with the class. 4. May use Anatomy Review Sheet 5. Answer class questions.

NAME____________________________

LIFE’S GREATEST MIRACLE Part 2 1. What is the size of a blastocyst two weeks after conception? ___________________ 2. What makes the embryo transform itself from a blob of cells into a fully functional baby? ________________________________________ 3. What is one thing that makes the cell turn on the right set of genes and create the right proteins? ______________________________________________________ 4. At seven weeks old, do boys and girls look alike or different? _________________ 5. What hormone does it take to grow a penis? ______________________________ 6. An embryo is called a fetus at _____________ months. 7. How large is the fetus at two months? Height? _______ Weight? _______ 8. What is the source of the fetus’ nutrients? ___________________________ 9. How long is the umbilical cord? __________________________________ 10. When does the fetus respond to light and sound? ____________________ 11. Fat is needed for the baby’s reserves and ______________________ development. 12. By what percent does the mother’s blood supply increase during pregnancy? ___________________________________________________________ 13. How many inches must the cervix open for the baby’s head? ___________ 14. What do humans have that makes delivery harder than for other primates? _____________________________ and ___________________________

LIFE’S GREATEST MIRACLE TEACHER’S GUIDE

Part 2 1. What is the size of a blastocyst two weeks after conception? A POPPY SEED___ 2. What makes the embryo transform itself from a blob of cells into a fully functional baby? GENES/ DNA_________________________________ 3. What is one thing that makes the cell turn on the right set of genes and create the right proteins? LOCATION___________________ 4. At seven weeks old, do boys and girls look alike or different? ALIKE______ 5. What hormone does it take to grow a penis? TESTOSTERONE_________ 6. An embryo is called a fetus at TWO months. 7. How large is the fetus at two months? Height? 1 INCH_ Weight? <1/3 OZ._ 8. What is the source of the fetus’ nutrients? MOTHER’S BLOOD________ 9. How long is the umbilical cord? _1 ½ FEET________________ 10. When does the fetus respond to light and sound? 5 TO 6 MONTHS_____ 11. Fat is needed for the baby’s reserves and BRAIN/MYELIN development. 12. By what percent does the mother’s blood supply increase during pregnancy? 50%__________ 13. How many inches must the cervix open for the baby’s head? 4 INCHES 14. What do humans have that makes delivery harder than for other primates? A LARGE BRAIN & A NARROW PELVIS__

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RESPONSIBLE PLANNING LESSON 7 FLE Goals: 7, 9 & 12 FLE Objectives: 10.5 & 10.6

The School Nurse will teach this lesson to boys and girls separately. The same content will be taught to both groups.

Purpose: The student will understand the factors to be considered when planning for a

family including methods of contraception. Instructional Materials: Video: A Visit to the Microbiology Lab (11 minutes) Worksheet: Birth Control Quiz Birth Control Kits to show methods as needed. Procedure: Select activities from this list that meet the needs of the class and schedule: 1. Have the class brainstorm for "WAYS THAT OUR SOCIETY WOULD BE DIFFERENT IF THERE WERE NO METHODS OF BIRTH CONTROL AVAILABLE." 2. Have students rate the consequences of sexual intercourse: PREGNANCY - HIV/STIs 3. Have students complete the BIRTH CONTROL QUIZ as individuals. 4. Review correct answers and any questions asked. 5. Pass out individual slips of paper with one method of contraception on each piece.

(Located at end of this section.) Have the individuals and then the class as a whole select where to put the method on a scale of effectiveness for pregnancy prevention and STI (Sexually Transmitted Infections) prevention.

EMPHASIZE THAT NOTHING EXCEPT ABSTINENCE

WILL GIVE 100% PROTECTION No samples of contraceptives will be given out.

6. Discuss where health care can be found: Private physician and nurse practitioners. Public Health Department in Christiansburg - 381-7100 Call for appointment. May contact your Guidance Counselor or School Nurse for information. 7. Answer student questions as time allows.

See current statistical charts and STD facts in the resource folder.

NAME_____________________________

BIRTH CONTROL PRE-TEST After each statement, check the appropriate space for truth or myth:

TRUE FALSE

1. Teens have to obtain parental permission to be treated at ______ ______

2. A woman can get pregnant only if the man’s penis ejaculates inside the vagina. ______ ______

3. If a couple only have sex during the woman’s menstrual period, she won’t get pregnant. ______ ______

4. Women can't get pregnant if it's their first time. ______ ______

5. Douching after sex will wash out the sperm and prevent pregnancy. ______ ______

6. If a woman urinates after sex, the sperm will be washed out. ______ ______

7. If a man has a surgical sterilization (vasectomy), he won't be able to have sexual intercourse. ______ ______

8. A woman is protected from pregnancy the day she starts taking the pill. ______ ______

9. Condoms do not reduce pregnancies because they break easily. ______ ______

10. Spermicides (foam, film, gel or suppository) are as effective as birth control pills, shots and patches. ______ ______

11. Using the “pill” can keep a couple from getting STIs (Sexually Transmitted Infections) as well as reduce chances of a pregnancy.

______ ______

BIRTH CONTROL PRE-TEST Teacher's Guide

ALL ARE FALSE - Explanations below

1. The truth is that Federal law establishes maternity prevention and care as confidential between a health care provider and the woman regardless of her age. (But not all doctors will treat underage women without a parent’s permission)

2. The truth is that couples may get pregnant even if the penis does not actually enter the

vagina. Even sperm deposited on the outside of the vagina can make it into the vagina and on up into the tubes. Sperm can even get through underwear.

3. The truth is that couples can get pregnant if they have sex only during a woman's period.

Women usually ovulate 13 to 15 days before their next menstrual period. This can occur during the current period and many things influence this schedule.

4. The truth is that a woman can get pregnant even if it's their first time. Pregnancy can

happen any time the woman has sexual intercourse if an egg has been released. 5. The truth is that douching after sex will not wash out the sperm and protect against

pregnancy. A woman can't douche fast enough to catch all the sperm and douching may even help push the sperm up to reach the tubes faster.

6. The truth is that if a woman urinates after sex, the sperm will not be washed out of the

vaginal area. Urine does not pass through the vagina - instead it leaves the body through the urethra, which runs parallel to the vagina.

7. The truth is that if a man has a sterilization operation, he will still be able to have sexual

intercourse. A vasectomy (male sterilization) has no effect on the man's hormones or ability to have sexual intercourse. Fluid is still released when he ejaculates.

8. The truth is that a woman is not protected from pregnancy the day she begins taking the pill.

Most physicians and nurse practitioners recommend that women should abstain or use a back-up method of birth control for the first seven to 14 days when she begins using birth control pills.

9. The truth is that condoms are very effective and do not break easily. Specifically, condoms

are 90-97% effective, depending on how carefully they are used. Condoms are inspected before being marketed, and safety regulations require that condoms be able to hold a large amount of air without breaking. Condoms should not be exposed to heat or Vaseline, as both can deteriorate the rubber and increase chances of breaking.

10. The truth is that foams and suppositories are not as effective as birth control pills.

Spermicides range in effectiveness from 78-97%. To be used effectively, strict adherence to manufacturer's instructions must be followed. When spermicide is used correctly, along with condoms every time a couple has intercourse, effectiveness goes up to 95-99%, which compares closely with pill effectiveness of 90-99%.

11. The truth is that using the birth control pill does not give any protection against getting or

giving a Sexually Transmitted Disease.

CONTRACEPTION EFFECTIVENESS Numbers = percent of women who prevent pregnancy in one year using one method exclusively.

Protection Typical Ideally STI

CONTINUOUS ABSTINENCE 100% 100% All STERILIZATION MEN 99+% 99% None WOMEN 99+% 99% None SHOTS: DEPO-PROVERA (q 3 mos.) 97% 99% None LUNELLE (q 1 month) N/A 99% None PATCH 92% 99% None RING 92% 99% None IUD/IUS (Varies with type – average given) 99% 99% None IMPLANON 99% 99% None THE PILL COMBINATION 95% 99% None PROGESTIN ONLY 95% 99% None SEASONALE 95% 99% None YASMIN 95% 99% None MALE CONDOM 85% 98% Good DIAPHRAGM (always used with spermicide) WOMEN – NOT GIVEN BIRTH 84% 94% Some WOMEN – HAVE GIVEN BIRTH 60% 70% Some CERVICAL CAP (always used with spermicide) WOMEN – NOT GIVEN BIRTH 84% 91% None WOMEN – HAVE GIVEN BIRTH 60% 70% None SPONGE (lasts 24 hours) 84% 91% None FEMALE CONDOM 79% 95% Some FERTILITY AWARENESS (Natural family planning and cycle beads) 75% 94-98% None

SPERMICIDES 71% 82% None EMERGENCY CONTRACEPTION Pill (75-99%) None IUD 99% ---- None NO METHOD (Chance) 15% 15% None

MCPS Revised 07/20/08

List of Birth Control Methods • CONTINUOUS ABSTINENCE

• STERILIZATION MEN

• STERILIZATION WOMEN

• SHOTS: DEPO-PROVERA ( EVERY 3 MONTHS)

• SHOTS: LUNELLE (EVERY MONTH)

• PATCH

• RING

• IUD/IUS (Varies with type – average given)

• COMBINATION PILL

• PROGESTIN PILL

• SEASONALE PILL

• MALE CONDOM

• DIAPHRAGM (always used with spermicide)

• CERVICAL CAP (always used with spermicide)

• SPONGE (lasts 24 hours)

• WITHDRAWAL METHOD

• IMPLANON

• FEMALE CONDOM

• YASMIN

• FERTILITY AWARENESS (Natural Family Planning/ Cycle Beads)

• SPERMICIDES

• EMERGENCY CONTRACEPTION- PILL

• EMERGENCY CONTRACEPTION- IUD

• NO METHOD (Chance)

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AIDS UPDATE LESSON 8 FLE Goals: 9, 10, 11 & 12 FLE Objective: 9.12

The School Nurse will teach this lesson to boys and girls separately. The same content will be taught to both groups.

Purpose: The student will discuss the AIDS epidemic and what implications there are for those who contract the HIV virus. Instructional Materials: Video: A Life Changing Visit to an Aids Clinic (9 minutes) AIDS review sheet Procedure: 1. Give AIDS Pretest. Review commonly missed questions and discuss answers with illustrations from own experiences. Update information on treatments as it becomes available. 2. Show the video. 3. Discuss the comments of the individuals in the video.

4. Give the following information to the students as reference: (Early detection can prolong the healthy period)

NATIONAL AIDS HOTLINE 1-800-342-2437

MONTGOMERY COUNTY PUBLIC HEALTH DEPTMENT 540-381-7100

See current statistical charts and HIV/AIDS facts in the resource folder.

NAME_________________________________

HIV/AIDS PRE-TEST

Circle the correct answers. 1. In the United States in 2005 how many people age 10-19 were infected with HIV/AIDS? A. 500,000 C. 100,000 B. 1 million D. 5,322 2. How many people in Virginia age 10-19, are known to be living (2005) with HIV or AIDS? A. 100 C. 600 B. 1,000 D. 36 3. T or F AIDS is a disease without a cure spread mainly by unprotected sex or sharing needles with someone who has HIV 4. If you were infected with HIV, you might show symptoms: A. within a few weeks C. in 10 or more years B. within a year D. any of the above

5. T or F New HIV/AIDS drug treatments have lowered the number of AIDS-related deaths in the United States. 6. T or F A pregnant woman who is HIV positive has medicines available that greatly decreases the chances of the baby being born HIV positive. 7. HIV is not present in: A. sweat C. blood B. breast milk D. semen and vaginal secretions 8. T or F Using protection such as a latex barrier when performing sex lowers the risk of HIV transmission. 9. T or F Donating blood can put you at risk for acquiring HIV infection. 10. T or F You are required to take an HIV/AIDS test before joining the military. 11. T or F Enzymes in the stomach can kill the AIDS virus in food and drink.

HIV/AIDS PRE-TEST TEACHER’S GUIDE

1. In the United States in 2005 how many people age 10-19 were infected with HIV/AIDS? A. 500,000 C. 100,000 B. 1 million D. 5,322 2. How many people in Virginia age 10-19, are known to be living (2005) with HIV or AIDS? A. 100 C. 600 B. 1,000 D. 36 3. T or F AIDS is a disease without a cure spread mainly by unprotected sex or sharing needles with someone who has HIV.

Folklore medicine can be misleading – like sex with a virgin to cure AIDS. 4. If you were infected with HIV, you might show symptoms: A. within a few weeks C. in 10 or more years B. within a year D. any of the above

People LOOK healthy – like JoJo Williams. 5. T or F New HIV/AIDS drug treatments have lowered the number of AIDS related deaths in the United States.

Discuss vaccines and their trials. 6. T or F A pregnant woman who is HIV positive has medicines available that greatly decreases the chances of the baby being born HIV positive. 7. HIV is not present in: A sweat C. blood B. breast milk D. semen and vaginal secretions

Problem for mothers in developing countries – no formula or safe water. 8. T or F Using protection such as a latex barrier when having sexual contact lowers the risk of HIV transmission. Still a 5-10% failure rate!!! 9. T or F Donating blood can put you at risk for acquiring HIV infection. 10. T or F You are required to take an HIV/AIDS test before joining the military. 11. T or F Enzymes in the stomach can kill the AIDS virus in food and drink. Back to Top