Teacher Resource: Anecdotal Recording Chart (Page 1 of 2) Class: Specific Expectations: Success Criteria: Student Name Observation Student Name Observation Student Name Observation
Teacher Resource: Anecdotal Recording Chart (Page 2 of 2) Class: Student Name Observation Student Name Observation Student Name Observation Student Name Observation Student Name Observation
7 Student Resource 1: Relationship Placemat Understanding Sexual Health and Decision Making Physical and Emotional Changes at Puberty (Page 1 of 1) How can the physical changes at puberty affect relationships with families/guardians/caregivers? How can the emotional changes at puberty affect relationships with families/guardians/caregivers? Summarize how changes during puberty impact relationships: How can the physical changes at puberty affect relationships with peers? How can the emotional changes at puberty affect relationships with peers?
7 Student Resource 2: Fishbone Understanding Sexual Health and Decision Making Making Informed Choices about Sexual Health (Page 1 of 1)
7 Student Resource 3: 3, 2, 1 Exit Card Understanding Sexual Health and Decision Making Communicating Clearly (Page 1 of 1) EXIT CARD 3. Identify three ways consent can be communicated: 2. Identify two reasons why communication with a partner is important: 1. Like any other decision, a decision about sexual health requires you to look at all sides of an issue; identify one way you can do this:
72 Student Resource #: 4: Exit Common CardSTIs Unit Understanding Name Sexual Health and Decision Making Lesson Identifying Name Sexually Transmitted s (Page 31 of 4) 15)1 Chlamydia Curable Unprotected vaginal, anal, or oral sex with an infected person Often no symptoms Urethral discharge Urethral itch Painful or swollen testicles Painful urination Most often no symptoms Vaginal discharge Pain or burning with urination Lower abdominal pain Abnormal vaginal bleeding Painful sexual intercourse Hepatitis B Viral Vaccine preventable Some people may clear the virus (heal from the infection) on their own. Chronic Hepatitis B is treatable Through contact with infected blood, semen, or other bodily fluids could be sexual contact, sharing of drug paraphernalia, tattooing, or body piercing Infants and children rarely have symptoms. 30 50% of adults have symptoms Fatigue Malaise Fever Nausea Vomiting Loss of appetite Rash Jaundice Dark urine Abdominal discomfort Infants and children rarely have symptoms. 30 50% of adults have symptoms Fatigue Malaise Fever Nausea Vomiting Loss of appetite Rash Jaundice Dark urine Abdominal discomfort
72 Student Resource #: 4: Exit Common CardSTIs Unit Understanding Name Sexual Health and Decision Making Lesson Identifying Name Sexually Transmitted s (Page 42 of 4) 15)1 Genital herpes Viral Treatable Skin-to-skin contact (vaginal, anal, or oral) with someone who has the disease. Fluids found in a herpes sore carry the virus, and contact with those fluids can cause infection. Most infectious when lesion is present, but transmission of the virus is possible even when the person does not have any symptoms. Most people who have genital herpes have no, or very mild, symptoms. Genital herpes sores appear as one or more blisters on or around the genitals, rectum, or mouth Could appear as blister or small cut Lymph glands in groin may be swollen With first outbreak, there may be systemic feeling of fever or feeling generally unwell Most people who have herpes have no, or very mild, symptoms. Genital herpes sores appear as one or more blisters on or around the genitals, rectum, or mouth Could appear as blister or small cut Lymph glands in groin may be swollen With first outbreak, there may be systemic feeling of fever or feeling generally unwell Gonorrhea Curable Unprotected vaginal, anal, or oral sex with an infected person There may be no symptoms Urethral discharge Painful urination Urethral itch Testicular pain Rectal pain There may be no symptoms Vaginal discharge Painful urination Abnormal vaginal bleeding (between periods or after sex) Lower abdominal pain Painful sexual intercourse
72 Student Resource #: 4: Exit Common CardSTIs Unit Understanding Name Sexual Health and Decision Making Lesson Identifying Name Sexually Transmitted s (Page 53 of 4) 15)1 Syphilis Curable Transmitted through oral, genital, or anal sex with an infected person Primary: painless open sore at site of contact (genitals, throat, or anus); person may or may not be aware of the sore Secondary: rash on body, palms of the hands, soles of the feet, malaise, swollen glands are most frequent Tertiary: can affect the brain, blood vessels, heart, and bones Primary: painless open sore at site of contact (genitals, throat, or anus); person may or may not be aware of the sore Secondary: rash on body, palms of the hands, soles of the feet, malaise, swollen glands are most frequent Tertiary: can affect the brain, blood vessels, heart, and bones Human papilloma virus (HPV) Viral Vaccine preventable Treatable for symptoms (not for the virus) Skin-to-skin contact (vaginal, anal, or oral) with someone who has the virus Most people with HPV do not know they are infected and never develop symptoms or health problems. Wart-like lesions in genital area (includes pubic area, penis, anus) Could also appear at back of throat Most people with HPV do not know they are infected and never develop symptoms or health problems. Wart-like lesions in genital area, cervix, and anus Could also cause changes in the cells of the cervix (found during a Pap test) Could also appear at back of throat
72 Student Resource #: 4: Exit Common CardSTIs Unit Understanding Name Sexual Health and Decision Making Lesson Identifying Name Sexually Transmitted s (Page 64 of 4) 15)1 HIV Viral Treatable Blood and/or bodily fluids (semen, vaginal or anal fluid, and breast milk) from an HIV-infected person Engaging in high-risk activities, such as unprotected sex, sharing sex toys, sharing drug paraphernalia with an infected person During pregnancy or vaginal childbirth Asymptomatic early in the disease Acute infection: fever over 39.4ºC (102.9ºF), joint pain, sore throat, fatigue, nausea or vomiting, weight loss Chronic asymptomatic stage: no symptoms Chronic symptomatic stage: similar to acute infection, cervical cell changes, recurrent yeast infections, red/purple lesion (Kaposi sarcoma) Asymptomatic early in the disease Acute infection: fever over 39.4ºC (102.9ºF), joint pain, sore throat, fatigue, nausea or vomiting, weight loss Chronic asymptomatic stage: no symptoms Chronic symptomatic stage: similar to acute infection, cervical cell changes, recurrent yeast infections, red/purple lesion (Kaposi sarcoma) Health Canada. (2006). Sexually transmitted infections (STI). Retrieved from: www.hc-sc.gc.ca/hc-ps/dc-ma/sti-its-eng.php Public Health Agency of Canada. (2015). Sexual health and sexually transmitted infections. Retrieved from: www.phac-aspc.gc.ca/std-mts/index-eng.php
Student Resource #: 5: Exit Know Card Your STIs Unit Understanding Name Sexual Health and Decision Making Lesson Name (Page 71 of 4) 15)1 72 Lesson Identifying Name Sexually Transmitted s Chlamydia Hepatitis B
Student Resource #: 5: Exit Know Card Your STIs Unit Understanding Name Sexual Health and Decision Making Lesson Name (Page 82 of 4) 15)1 72 Lesson Identifying Name Sexually Transmitted s Genital herpes Gonorrhea
Student Resource #: 5: Exit Know Card Your STIs Unit Understanding Name Sexual Health and Decision Making Lesson Name (Page 93 of 4) 15)1 72 Lesson Identifying Name Sexually Transmitted s Syphilis Human papilloma virus (HPV)
72 Lesson Identifying Name Sexually Transmitted s Student Resource #: 5: Exit Know Card Your STIs Unit Understanding Name Sexual Health and Decision Making Lesson Name (Page 10 4 of of 4) 15)1 HIV
7 Student Resource 6: HIV Understanding Sexual Health and Decision Making Understanding HIV (Page 1 of 1) HIV (human immunodeficiency virus) is a virus spread through bodily fluids. HIV attacks the cells in the body that help to fight infections until they are no longer able to do their job. This results in a chronic, progressive illness that leaves people vulnerable to infections. With treatment, the damage that HIV does to the body s immune system can be slowed or prevented. But HIV infection cannot be cured. The only way to know if you have HIV is to get an HIV test. Today, when people get tested for HIV early in the infection and access HIV treatments, they have the opportunity to live a near-to-normal lifespan. HIV can lead to AIDS (acquired immune deficiency syndrome), a state of health in which a person s immune system has been weakened by HIV and their body can no longer fight other infections. It is common for a person with AIDS to develop other infections, such as pneumonia, or some kinds of cancer. HIV can be transmitted whether or not someone has symptoms of the infection. However, HIV treatment can reduce the amount of HIV in someone s body to the point where it is much less likely that HIV will be transmitted. HIV transmission results from specific activities and does not occur through everyday contact with someone living with HIV. HIV can be transmitted through contact with bodily fluids semen, blood, vaginal or anal fluid, and breast milk. HIV cannot live outside the body. For someone to be infected, the virus must directly enter their bloodstream and/or pass through their mucous membranes, which line the mouth and the vaginal and anal cavities. HIV transmission most commonly occurs through unprotected sexual intercourse. It can happen during pregnancy, during childbirth, and through breast milk. It can also occur with the sharing of needles and drug paraphernalia. To prevent the transmission of HIV, avoid behaviours associated with greater risks of HIV transmission, such as vaginal or anal intercourse without a condom and injection drug use, as well as lower-risk activities such as oral sex without dental dams or condoms. It is very important that people use a condom or dental dam if they do have sex. Avoid sharing drug-use equipment and using needles for any purpose that have not been sterilized, including needles used in piercing, tattooing, or injecting steroids. Pre-exposure prophylaxis (PrEP) may be a way for an HIV-negative person who is at risk of HIV infection to reduce their risk of becoming infected. PrEP involves taking anti-hiv medications daily. It provides only partial protection from HIV infection and is not intended to replace consistent condom use. PrEP can be prescribed by a physician for use as off label in Canada, so although it is available, it can be difficult to access a physician who is willing to prescribe it. Anyone who is sexually active should get tested for HIV and other STIs regularly. You can even get tested anonymously at some specialized clinics if you are concerned about someone finding out that you have gotten tested. One of the best things someone can do to decrease the spread of HIV is to stop the stigma that is associated with having the infection. Gossiping about someone with HIV or avoiding everyday contact with them makes it more challenging for people to tell others that they have HIV or to get tested for HIV, which can lead to further transmission of the virus (through non-disclosure or not knowing one s HIV status). Adapted from CATIE. (2011). Pre-exposure prophylaxis (PrEP) fact sheet. Retrieved from: www.catie.ca/sites/default/files/prep.pdf
7 Student Resource 7: HIV Fast Facts Understanding Sexual Health and Decision Making Understanding HIV (Page 1 of 1) First Thoughts Final Thoughts
7 Student Resource 8: HIV REAP Exit Card Understanding Sexual Health and Decision Making Understanding HIV (Page 1 of 1) EXIT CARD Read: Review the text as required. Why is this topic important to learn? Encode: Put the main ideas into your own words. Annotate: Write one statement that summarizes the important points. Ponder: Reflect on what questions you are left with. Write them here.
7 Teacher Resource 1: Rubric Understanding Sexual Health and Decision Making Sexual Health Tic-Tac-Toe (Page 1 of 1) Overall Expectations: 1 - demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and strands for this grade C1 - demonstrate an understanding of factors that contribute to healthy development Specific Expectations: 1.5, C1.3, C1.4, C1.5 Success Criteria Level 1 (Limited) Level 2 (Some) Level 3 (Considerable) Level 4 (High degree) Thinking Critical Thinking 1.5 makes decisions using a range of critical thinking skills related to sexual health uses critical/ creative thinking processes with limited effectiveness uses critical/ creative thinking processes with some effectiveness uses critical/ creative thinking processes with considerable effectiveness uses critical/ creative thinking processes with a high degree of effectiveness Knowledge and Understanding Shared Understanding C1.3 explain the importance of having a shared understanding with a partner about making decisions about sexual activity in the relationship limited knowledge some knowledge considerable knowledge thorough knowledge Knowledge and Understanding Common STIs C1.4 identify common sexually transmitted infections (STIs) describe their symptoms limited knowledge some knowledge considerable knowledge thorough knowledge Knowledge and Understanding Preventing STI C1.5 identify ways of preventing STIs, including HIV limited knowledge some knowledge considerable knowledge thorough knowledge
72 Student Resource #: 9: Tic-Tac-Toe Exit Card Choice Board Unit Understanding Name Sexual Health and Decision Making Lesson Sexual Health Name Tic-Tac-Toe (Page 14 of of 1) 15)1 1. Choose three squares from the Tic-Tac-Toe Choice Board. The three squares selected must be in a straight line (as in the game tic-tac-toe). 2. Be creative! Decide on the way you wish to present your responses to the three squares, such as a comic strip, role play, poem or song. Explain the importance of having a shared understanding with a partner about delaying sexual activity until a person is older. If a person is thinking of having sex, what can they do to protect themselves? What are some of the emotional considerations to think about when making decisions about sexual activity in a relationship? Explain the concept of consent and how consent is communicated. Explain the need to communicate clearly with each other when making decisions about sexual activity in the relationship. Describe reasons for someone to not engage in, or delay engaging in, sexual activity. Identify three common sexually transmitted infections and describe their symptoms. Identify ways of preventing the transmission of STIs, including HIV. If an STI has no symptoms, how can someone find out if they have it? I will present my understanding in the following form: Poem Video Rap Comic strip Brochure Other (explain): Song Poster Short story Infographic Role-play