7th Grade Reproductive Health and Safety Unit

Unit 4: Reproductive Health and Safety

Standards

7.ICR.1	Understand healthy and effective interpersonal communication and relationships.	7.ICR.1.1	Contrast characteristics of healthy and unhealthy relationships.

		7.ICR.1.4	Use structured thinking to avoid becoming a perpetrator or victim in cyber-bullying.
		7.ICR.1.5	Explain why tolerance is beneficial in a society characterized by diversity.
		7.ICR.1.6	Illustrate the appropriate role of bystanders in preventing and stopping bullying and violence.
7.ICR.2	Remember abstinence from sexual activity outside of marriage as a positive choice for young people.	7.ICR.2.1	Explain the effects of culture, media, and family values on decisions related to becoming or remaining abstinent.


		7.ICR.2.2	Identify the positive benefits of abstinence from sexual activity outside of marriage.
7.ICR.3	Apply strategies that develop and maintain reproductive and sexual health.	7.ICR.3.1	Recognize common STDs (including HIV and HPV), modes of transmission, symptoms, effects if untreated, and methods of prevention.
		7.ICR.3.2	Summarize the safe and effective use of FDA-approved methods of preventing sexually transmitted diseases.
		7.ICR.3.3	Recognize that sexual harassment may contribute to sexual abuse, sexual assault and sex trafficking and the feelings that result from these behaviors.
		7.ICR.3.4	Use strategies to be safe, reject inappropriate or unwanted sexual advances, and to report incidences to an adult when assistance is needed.

Desired Results

Stage 1 - Desired Results
Transfer Goal
Students will be able to independently use their learning to make informed choices and decisions regarding their mental/emotional, physical and social health.
Meaning
Students will understand that: Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others. Optimal health and positive life choices are achieved through the understand in of human relationships. Responsible actions regarding sexual behavior impact the health of oneself and others. Abstinence from sexual activity and high risk behaviors can prevent transmission of STI’s.	Essential Questions: How might the influences in my life be positive or negative for my sexual health? What practices and skills will allow me to be healthy during puberty? What are the signs, symptoms, diagnosis and treatments for STI’s? Explain why abstinence is the best way to prevent STI’s? What skills are needed to abstain from engaging in sexual activity? In what ways can the cycle of human trafficking be prevented?
Acquisition
Students will know: Terms: structured thinking, cyber-bullying, perpetrator, tolerance, bystander, abstinence, sexuality, mixed messages, sexual intercourse, STD, STI, semen, sperm, vaginal fluid, genitals, cervix, labia, contraception, penis, vagina Male/female reproductive systems Abstinence STD's/STI's Human Trafficking Sexual harassment/assault	Students will be able to: Identify parts of male/female reproductive systems (as it pertains to contraceptives and STDs) Define abstinence List and explain physical/mental-emotional/social consequences of not remaining abstinent Students will demonstrate the ability to use decision-making skills to enhance and protect their health List the pathogens that cause STD/STI's Recognize signs and symptoms of STD's/STI's Recognize the signs and symptoms of sexual harassment and sexual assault. Identify warning signs of human trafficking

Assessment Evidence

There are various ways students might demonstrate their knowledge, understanding, and skills. These include formative and summative assessments, performance tasks aligned to the transfer goal, written or spoken responses demonstrating a mastery of the skills or concepts taught within the unit.

Stage 2 - Evaluative Criteria and Assessment Evidence

Assessment Type

Performance Task

None at this time.

Formative Assessments

None at this time.

The Learning Plan

What teaching and learning experiences will be provided?

Stage 3 - Resources
District Resources	Supplemental Resources
When designing the learning plan, these resources are intended to be a primary resource used by all teachers. Resources with an asterisk (*) have been selected by the curriculum writers; needed materials can be requested annually according to the district refill process. Discovery Education The Safest Choice (7.ICR.2.1, 7.ICR.2.2) Links to an external site. Cyberbullying (7.ICR.1.4) Links to an external site. What is cyberbullying? (7.ICR.1.4) Links to an external site. The Power of Words - cyberbullying (7.ICR.1.4) Links to an external site. STDs (7.ICR.2.2, 7.ICR.3.1) Links to an external site. Brain Pop Cyberbullying (7.ICR.1.1, 7.ICR.1.4) Links to an external site.	These are considered additional resources that are recommended by the Curriculum Writing Teams. Those resources with an asterisk (*) may be purchased by each individual school. 7th Grade RHSU topics: STD/STI's Links to an external site. Reproductive System and anatomy Links to an external site. Abstinence Links to an external site. Sexual Harassment/Assault Links to an external site. Healthy Relationships Links to an external site. Human Trafficking Links to an external site. NCDPI Human Trafficking Resource Links to an external site. NCDPI Human Trafficking Resource - Project No Rest Links to an external site.

Resources for AIG/ELL/EC
ELL: Brain Pop: Cyberbullying Links to an external site.