HEALTH EDUCATION - Pinellas County Schools

HEALTH EDUCATION

UNIT THREE: HUMAN SEXUALITY

M/J Health 5 (7th grade) Unit 4: Human Sexuality Unit Length: 3-4 Weeks

Lesson Topic: Male and Female Reproductive Anatomy and Physiology Lesson Duration: Week 1

ACADEMIC VOCABULARY FL STANDARDS & BENCHMARKS LESSON OBJECTIVES/ SAMPLE LEARNING TARGETS

Abstinence Puberty Adolescent Erection Semen Ejaculation Menstruation Scrotum Testes Sperm Epididymis Vas deferens Seminal vesicles Prostate gland Cowper's gland Penis Testosterone

Nocturnal emission Sex cell (sperm/ovum) Labia Minora (Outer) Labia Majora (Inner) Clitoris Cervix Urethra Uterus Ovary Fallopian tubes Estrogen Progesterone Menstrual cycle Endometrium Vagina Hymen Ovulation

HE.7.C.1.2 - Explain how physical, mental/emotional, social, and intellectual dimensions of health are interrelated HE.7. C.2.9 - Explain the influence of personal values, attitudes', and beliefs about individual health practices and behaviors HE.7.C.1.6 - Explain how appropriate health care can promote personal health.

Students can explain how their physical, mental/emotional, social and intellectual dimensions of health are interrelated. (Teachers should focus on the many changes taking place during puberty.) Student will Identify the structures and functions of the male and female reproductive systems. Students can explain how appropriate care of the reproductive system can prevent health problems.

HEALTH SKILL(S) ADDRESSED Core Concepts Analyzing External and Internal Influences

LESSON CONTENT Topic/Lesson Supporting Resource/Activity/Assessment

Lesson One: Puberty (including secondary sex characteristics)

• Bellwork: How are you different now than you were 3 years ago? How has your body changed? How have your thoughts or feelings changed? How have your relationships with friends or family changed? Describe 1 way you have changed in your body, your thoughts/feelings and your relationships.

• Handout: Puberty Changes You’ll Notice (Always) or SharePoint file • Video Resources: Always Changing Puberty Videos (www.pgschoolprograms.com) • Article: Everything You Wanted to Know about Puberty (Teen Health) • Writing/Assignment: “Dear Emily” – (Advice Column)

Lesson Two: Male Reproductive System (Diagrams and Functions)

• Bellwork: A gamete is the name given to a sex cell. What is the name of the male sex cell? • Learn 360 Videos: Male Reproduction (Video) and Female Reproduction (Video) • Nearpod Lesson: (Male Reproductive System) – Teachers add to library from district library • Wordwall Quiz: Label the Diagram (https://wordwall.net/resource/5382614/health/male-reproductive-system) • ETR Health Smart - Abstinence Puberty and Personal Health – Lesson 7 Male Reproductive System • Student Workbook Assignment: Male Organs pg. 15 • Student Workbook Assignment: Understanding Male System pg. 16

Lesson Three: Female Reproductive System (Diagrams and Functions)

• Bellwork: A gamete is the name given to a sex cell. What is the name of the female sex cell? • Learn 360 Videos: Male Reproduction (Video) and Female Reproduction (Video) • Nearpod Lesson: (Female Reproductive System) - Teachers add to library from district library • Wordwall Quiz: Label the Diagram (https://wordwall.net/resource/5593448/pe/female-reproductive-system) • Teen Health Lesson: Female Reproductive System – Female Reproductive System Worksheet • ETR Health Smart - Abstinence Puberty and Personal Health – Lesson 6 Female Reproductive System • Student Workbook: Female Organs pg. 13 • Student Workbook: Understanding Female System pg. 14

Lesson Four: Menstruation/Ovulation/Fertilization

• Bellwork: How often does a “period” or a female’s menstruation typically occur? • Nearpod Lesson: (Menstruation-Ovulation) - Teachers add to library from district library • Diagrams: Menstruation, Ovulation, Fertilization • Kids Health in the Classroom Video: Menstruation: (YouTube) • Writing/Assignment: An Egg’s Journey Storyboard (Assignment)

Lesson Five: Sperm Production

• Bellwork: What male reproductive organs are responsible for sperm production? • Nearpod Lesson: (Sperm Production) - Teachers add to library from district library • Diagram: Pathway of Sperm • Kahoot!: Male and Female Reproduction Review (Teacher add to account and generate student game link) • Article: Male Reproductive System (Teen Health) • Writing/Assignment: Male Reproductive System

https://www.cpalms.org/PreviewStandard/Preview/7127



https://always.com/en-us/tips-and-advice/puberty-101/emotional-changes-during-puberty-6-things-you-might-notice

http://www.pgschoolprograms.com/

https://kidshealth.org/en/teens/puberty.html?ref=search

https://wordwall.net/resource/5382614/health/male-reproductive-system

https://wordwall.net/resource/5593448/pe/female-reproductive-system

https://player.vimeo.com/video/184891943?portrait=0&byline=0&title=1

https://youtu.be/vXrQ_FhZmos

https://pcsb.instructure.com/courses/10512/files/11054847/download?wrap=1

https://create.kahoot.it/share/male-and-female-reproduction/9e076238-43fd-4ec2-85e0-0885b87ca73f

https://kidshealth.org/en/teens/male-repro.html?WT.ac=ctg#catguys

https://kidshealth.org/en/teens/male-repro.html?WT.ac=ctg#catguys

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Emotional Changes During Puberty: 6Things You Might Notice!Emotional Changes During Puberty are normal. Your body isn’t the only thing puberty affects. Read on to see six emotional changes that may surprise you.

Emotional changes during puberty happen to every girl. Some of the biggest changes you’ll go through during puberty don’t really have to do with your looks at all. Let’s just say things can get pretty emotional – in both great ways and challenging ways. Here are a few things to expect as you get older.

The Way You Think ChangesWhen you get older, you start to understand things in more than one way. Basically, you’re starting to think like an adult. Your brain is physically growing — so go try out your bigger, better brain! The hobbies that you liked in the past will be even more fun now, and you can try exploring new interests as well.

You Can Express Yourself BetterIt’s nice because you’ll notice that you’re able to express whether you’re happy or sad a lot more effectively to others, and sometimes just saying things out loud can help give you a clearer sense of who you are. The tricky part is that you’re probably feeling more self-conscious — which might make you think twice about opening up. Just remember that all of it is a natural part of growing up and that you’ll come out of it knowing more about your body and your head, too.

You Feel Really EmotionalYes, everyone and everything might seem more annoying, but it isn’t them — it’s your hormones. In fact, for the same reason, many women get edgy just before their periods. Mood swings in general happen throughout puberty, so when you feel pumped one minute then feel like you just want to go to sleep the next, don’t worry.Puberty Tip: If you're feeling angry, try counting to 10 before you say or do anything. Breathe deep and relax. After the 10 seconds are up, ask yourself if it’s such a big deal after all. If that doesn’t work, go for a jog. Or go smack something in a batting cage or racquetball court — just do something. Exercise can lighten your mood and keep you fit, too.

You Cry — a LotIt really makes the day harder when nearly every single thing makes you cry. Not that you’re feeling particularly sad that day or anything. Hormones can just make you feel like crying! Just know that you’re not the only one. It’s a normal part of puberty. Never be afraid to have a mother-daughter talk to calm down. Your mom will put things back into perspective and remind you that everything is OK.

You Feel More FeminineSome girls experience a feeling of femininity, which might come out in a number of ways. You may have more interest in doing your hair and makeup, for instance.

You Feel Unsure of YourselfSince puberty is a time when a lot of physical and mental changes happen, you may feel tempted to compare yourself to your friends — and that may make you feel unsure of yourself. But you know what? Everyone else is thinking the same thing! Everyone your age is self-conscious. Just remember that your personality is growing, you’re your emotional character too. Although it might be frustrating or scary or cause you to second guess yourself, know that these emotional changes are a good thing —even though they may not feel that way right now.

https://always.com/en-us

1/6/2021 Everything You Wanted to Know About Puberty (for Teens) — Print Version - Nemours KidsHealth

https://kidshealth.org/en/teens/puberty.html?view=ptr&WT.ac=t-ptr 1/3

Everything You Wanted to Know About Puberty

More Than a Funny WordOK, so it's a funny word . . . but what is puberty, anyway? Puberty is the name for when your body begins to develop andchange.

During puberty, your body will grow faster than any other time in your life, except for when you were an infant. Back then,your body was growing rapidly and you were learning new things — you'll be doing these things and much more duringpuberty. Except this time, you won't have diapers or a rattle and you'll have to dress yourself!

It's good to know about the changes that come along with puberty before they happen, and it's really important toremember that everybody goes through it. No matter where you live, whether you're a guy or a girl, or whether you likehip-hop or country music, you will experience the changes that happen during puberty. No two people are exactly alike. Butone thing all adults have in common is they made it through puberty.

Time to ChangeWhen your body reaches a certain age, your brain releases a special hormone that starts the changes of puberty. It's calledgonadotropin-releasing hormone, or GnRH for short. When GnRH reaches the pituitary gland (a pea-shaped gland that sitsjust under the brain), this gland releases into the bloodstream two more puberty hormones: luteinizing hormone (LH forshort) and follicle-stimulating hormone (FSH for short). Guys and girls have both of these hormones in their bodies. Anddepending on whether you're a guy or a girl, these hormones go to work on different parts of the body.

For guys, these hormones travel through the blood and give the testes the signal to begin the production of testosteroneand sperm. Testosterone is the hormone that causes most of the changes in a guy's body during puberty. Sperm cells mustbe produced for men to reproduce.

In girls, FSH and LH target the ovaries, which contain eggs that have been there since birth. The hormones stimulate theovaries to begin producing another hormone called estrogen. Estrogen, along with FSH and LH, causes a girl's body tomature and prepares her for pregnancy.

So that's what's really happening during puberty — it's all these new chemicals moving around inside your body, turning youfrom a teen into an adult with adult levels of hormones.

Puberty usually starts some time between age 7 and 13 in girls and 9 and 15 in guys. Some people start puberty a bitearlier or later, though. Each person is a little different, so everyone starts and goes through puberty on his or her body'sown schedule. This is one of the reasons why some of your friends might still look like kids, whereas others look more likeadults.

It Doesn't Hurt . . . It's Just a Growth Spurt"Spurt" is the word used to describe a short burst of activity, something that happens in a hurry. And a growth spurt is justthat: Your body is growing, and it's happening really fast! When you enter puberty, it might seem like your sleeves arealways getting shorter and your pants always look like you're ready for a flood — that's because you're experiencing a majorgrowth spurt. It lasts for about 2 to 3 years. When that growth spurt is at its peak, some people grow 4 or more inches in ayear.

This growth during puberty will be the last time your body grows taller. After that, you will be at your adult height. But yourheight isn't the only thing that will be changing.

Taking ShapeAs your body grows taller, it will change in other ways, too. You will gain weight, and as your body becomes heavier, you'llstart to notice changes in its overall shape. Guys' shoulders will grow wider, and their bodies will become more muscular.Their voices will become deeper. For some guys, the breasts may grow a bit, but for most of them this growth goes away bythe end of puberty.

Guys will notice other changes, too, like the lengthening and widening of the penis and the enlargement of the testes. All ofthese changes mean that their bodies are developing as expected during puberty.

Girls' bodies usually become curvier. They gain weight on their hips, and their breasts develop, starting with just a littleswelling under the nipple. Sometimes one breast might develop more quickly than the other, but most of the time they sooneven out. With all this growing and developing going on, girls will notice an increase in body fat and occasional sorenessunder the nipples as the breasts start to enlarge — and that's normal.

TeensHealth.org

A safe, private place to get doctor-approved information

on health, emotions, and life.

https://kidshealth.org/en/teens/growth-hormone.html

https://kidshealth.org/en/teens/endocrine.html

https://kidshealth.org/en/teens/start-developing.html

https://kidshealth.org/en/teens/delayed-puberty.html

https://kidshealth.org/en/teens/voice-changing.html

https://kidshealth.org/en/teens/boybrst.html

https://kidshealth.org/en/teens/breast-size.html

https://kidshealth.org/en/teens/sore-breasts.html



Gaining some weight is part of developing into a woman, and it's unhealthy for girls to go on a diet to try to stop this normalweight gain. If you ever have questions or concerns about your weight, talk it over with your doctor.

Usually about 2 to 2½ years after girls' breasts start to develop, they get their first menstrual period. This is one more thingthat lets a girl know puberty is progressing and the puberty hormones have been doing their job. Girls have two ovaries, andeach ovary holds thousands of eggs. During the menstrual cycle, one of the eggs comes out of an ovary and begins a tripthrough the fallopian tube, ending up in the uterus (the uterus is also called the womb).

Before the egg is released from the ovary, the uterus has been building up its lining with extra blood and tissue. If the egg isfertilized by a sperm cell, it stays in the uterus and grows into a baby, using that extra blood and tissue to keep it healthyand protected as it's developing.

Most of the time, though, the egg is only passing through. When the egg doesn't get fertilized, the uterus no longer needsthe extra blood and tissue, so it leaves the body through the vagina as a menstrual period. A period usually lasts from 5 to 7days, and about 2 weeks after the start of the period a new egg is released, which marks the middle of each cycle.

Hair, Hair, EverywhereWell, maybe not everywhere. But one of the first signs of puberty is hair growing where it didn't grow before. Guys and girlsboth begin to grow hair under their arms and in their pubic areas (on and around the genitals). It starts out looking lightand sparse. Then as you go through puberty, it becomes longer, thicker, heavier, and darker. Eventually, guys also start togrow hair on their faces.

About FaceAnother thing that comes with puberty is acne, or pimples. Acne is triggered by puberty hormones. Pimples usually startaround the beginning of puberty and can stick around during adolescence (the teen years). You may notice pimples on yourface, your upper back, or your upper chest. It helps to keep your skin clean, and your doctor will be able to offer somesuggestions for clearing up acne. The good news about acne is that it usually gets better or disappears by the end ofadolescence.

Putting the P.U. in PubertyA lot of teens notice that they have a new smell under their arms and elsewhere on their bodies when they enter puberty,and it's not a pretty one. That smell is body odor, and everyone gets it. As you enter puberty, the puberty hormones affectglands in your skin, and the glands make chemicals that smell bad. These chemicals put the scent in adolescent!

So what can you do to feel less stinky? Well, keeping clean is a good way to lessen the smell. You might want to take ashower every day, either in the morning before school, or the night before. Using deodorant (or deodorant withantiperspirant) every day can help keep body odor in check, too.

There's More?Guys and girls will also notice other body changes as they enter puberty, and they're all normal changes. Girls might seeand feel a white, mucous-like discharge from the vagina. This doesn't mean anything is wrong — it is just another sign ofyour changing body and hormones.

Guys will start to get erections (when the penis fills with blood and becomes hard). Erections happen when guys fantasizeand think about sexual things or sometimes for no reason at all. They may experience something called nocturnal emissions(or wet dreams), when the penis becomes erect while a guy is sleeping and he ejaculates. When a guy ejaculates, semencomes out of the penis — semen is a fluid that contains sperm. That's why they're called wet dreams — they happen whenyou're sleeping and your underwear or the bed might be a little wet when you wake up. Wet dreams become less frequentas guys progress through puberty, and they eventually stop. Guys will also notice that their voices may "crack" andeventually get deeper.

Change Can Feel Kind of StrangeJust as those hormones create changes in the way your body looks on the outside, they also create changes on the inside.While your body is adjusting to all the new hormones, so is your mind. During puberty, you might feel confused or havestrong emotions that you've never experienced before. You may feel anxious about how your changing body looks.

You might feel overly sensitive or become easily upset. Some teens lose their tempers more than usual and get angry attheir friends or families.

Sometimes it can be difficult to deal with all of these new emotions. Usually people aren't trying to hurt your feelings orupset you on purpose. It might not be your family or friends making you angry — it might be your new "puberty brain"trying to adjust. And while the adjustment can feel difficult in the beginning, it will gradually become easier. It can help totalk to someone and share the burden of how you're feeling — a friend or, even better, a parent, older sibling, or adult who'sgone through it all before.

You might have new, confusing feelings about sex — and lot of questions. The adult hormones estrogen and testosterone aresignals that your body is giving you new responsibilities, like the ability to create a child. That's why it's important to get allyour questions answered.

It's easy to feel embarrassed or anxious when talking about sex, but you need to be sure you have all the right information.Some teens can talk to their parents about sex and get all their questions answered. But if you feel funny talking to your

https://kidshealth.org/en/teens/weight-height.html

https://kidshealth.org/en/teens/menstruation.html

https://kidshealth.org/en/teens/acne.html

https://kidshealth.org/en/teens/vdischarge.html

https://kidshealth.org/en/teens/normal-erections.html

https://kidshealth.org/en/teens/talk-to-parents.html



parents about sex, there are many other people to talk to, like your doctor, a school nurse, a teacher, a school counselor, oranother adult you feel comfortable talking with.

Developing DifferentlyPeople are all a little different from one another, so it makes sense that they don't all develop in the same way. No twopeople are at exactly the same stage as they go through puberty, and everyone changes at his or her own pace. Some ofyour friends may be getting curves, whereas you don't have any yet. Maybe your best friend's voice has changed, and youthink you still sound like a kid with a high, squeaky voice. Or maybe you're sick of being the tallest girl in your class or theonly boy who has to shave.

But eventually everyone catches up, and the differences between you and your friends will even out. It's also good to keepin mind that there is no right or wrong way to look. That's what makes us human — we all have qualities that make usunique, on the inside and the outside.

Reviewed by: Steven Dowshen, MDDate reviewed: October 2015

Note: All information on TeensHealth® is for educational purposes only. For specific medical advice, diagnoses, andtreatment, consult your doctor.

© 1995-2021 The Nemours Foundation. All rights reserved.

Images provided by The Nemours Foundation, iStock, Getty Images, Veer, Shutterstock, and Clipart.com.

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© 2016 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

Name: Date:

Personal Health Series

Puberty

You Can’t Embarrass Emily!Instructions: Imagine you’re “Dear Emily,” the greatest advice columnist ever. You’re accurate, funny, and you refuse to be embarrassed when kids and teens write in with their awkward questions about puberty! Select one of the letters below, do some research at KidsHealth.org, and write a reassuring response. Be sure to include an explanation of the changes the writer is experiencing and what the writer can do about them.

Dear Emily,

I’m so mortified. As if it wasn’t bad enough that my breasts have been sore for weeks, now they are two different sizes! I’m never going to be able to wear a bathing suit in the summer. What’s going on, and what can I do about it?

Sincerely,Unbalanced Uma

Dear Emily,

I’m embarrassed to even leave the house these days. Not only do I have pimples all over my face, but they’re on my back and chest, too. Yuck! What causes these nasty bumps, and how can I get rid of them?

Sincerely,Bumpy Bella

Dear Emily,

This puberty thing is so humiliating! I woke up the other night with my underwear and my bed all wet! What's going on, and is this going to keep happening to me?

Sincerely,Wet Wayne

“This puberty thing is so humiliating!”

Dear Emily,

Wow, after I play basketball these days, I am stinking myself out! I’ve got a serious smell coming from my body. Why am I suddenly smelly, and what can I do to get rid of the odor?

Sincerely,Stinky Stan

Dear Emily,

I finally got my period for the first time about 6 months ago, but it’s certainly NOT on a 28-day cycle! After I first got it, I missed a month and then I had two periods with hardly any time in between! Is something wrong with me? Will I ever be regular?

Sincerely,Irregular Irene

DEAR EMILY

Lesson: Male Reproductive System 1/18

The male reproductive system | Cancer Research UK (2019)


Powered by TCPDF (www.tcpdf.org)


Male Reproductive O gans

| Directions: Write he name of the organ above its definition.

Egg-shaped organs that make testosterone

and sperm.

A tightly coiled tube where sperm mature.

This pouch makes a fluid that gives sperm

energy and helps them move.

This organ is made up of spongy tissue.

When a man becomes sexually excited, the

tissue fills with blood and becomes erect.

> This loose sac of skin holds the testicles

and keeps them at the right temperature for

making sperm.

The tube that carries mature sperm away

from the testicles and holds them until they

leave the body.

This gland makes a clear fluid that cleans

the urethra before sperm pass through it.

This walnut-sized gland makes fluid that

mixes with the sperm to form semen.

The tube that carries sperm and urine out

of the body.

Self-CheckI wrote the name of each organ by its correct definition.

Abstinence, Puberty & Personal Health 15

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Directions: Answer the questions using what you ve learned.

What does the scrotum do?

Where are sperm and male hormones made?

(3) What 2 things does the u ethra do?1.

2.

(4) Which 2 organs make the fluid for semen?

1.

2.

Where do the sperm mature and become able to swim?

(6) What is the tube called that carries the sperm away from the testiclesand stores them until they leave the body?

What is the name of the organ that fills with blood and becomes erectduring sex?

Which glands make a fluid that cleans the urethra before sperm passthrough it?

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16 HEALTH W / Middle School

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Lesson: Female Reproductive System 1/19

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KidsHealth.org/classroom

Grades 9 to 12 • Human Body Series

Female Reproductive System

A sexually mature girl’s reproductive system is amazingly complex and can be the source of many questions and much misinformation. These activities will help students understand the anatomy and function of the female reproductive organs.

Related KidsHealth LinksArticles for Teens:

Female Reproductive System TeensHealth.org/en/teens/female-repro.html

All About Menstruation TeensHealth.org/en/teens/menstruation.html

Irregular PeriodsTeensHealth.org/en/teens/irregular-periods.html

Tampons, Pads, and Other Period Supplies TeensHealth.org/en/teens/supplies.html

Feeling Fresh TeensHealth.org/en/teens/feminine-hygiene.html

Coping With Common Period Problems TeensHealth.org/en/teens/menstrual-problems.html

Vaginal Discharge: What's Normal, What's NotTeensHealth.org/en/teens/vdischarge2.html

Gyn Checkups TeensHealth.org/en/teens/obgyn.html

Why Are My Breasts Sore? TeensHealth.org/en/teens/sore-breasts.html

Finding the Right Bra TeensHealth.org/en/teens/bra.html

Discussion QuestionsNote: The following questions are written in language appropriate for sharing with your students.

1. What are the major female reproductive organs? What are their functions?

2. What are estrogen and progesterone? What do they do?

3. Tender breasts, cramps, moodiness, and headaches are just a few of thesymptoms that may accompany menstruation. What causes them? How can theybe eased?

4. There’s no shortage of myths associated with female sexual development,menstruation, and pregnancy. Let’s talk about some and separate the fact fromthe fiction.

5. Why is it important to know how to perform a breast self-exam? What else canfemales do to keep their reproductive organs healthy?

Teacher’s GuideThis guide includes:

• Standards

• Related Links

• Discussion Questions

• Activities for Students

• Reproducible Materials

StandardsThis guide correlates with the following National Health Education Standards:

Students will:• Comprehend concepts related

to health promotion anddisease prevention to enhancehealth.

• Analyze the influence offamily, peers, culture, media,technology, and other factorson health behaviors.

• Demonstrate the ability toaccess valid information andproducts and services toenhance health.

• Demonstrate the ability to useinterpersonal communicationskills to enhance health andavoid or reduce health risks.

• Demonstrate the ability touse decision-making skills toenhance health.

• Demonstrate the ability to usegoal-setting skills to enhancehealth.

• Demonstrate the ability topractice health-enhancingbehaviors and avoid or reducehealth risks.

• Demonstrate the ability toadvocate for personal, family,and community health.

National Health EducationStandards: www.cdc.gov/healthyschools/sher/standards/index.htm


Activities for Students

Note: The following activities are written in language appropriate for sharing with your students.


Objectives:Students will:• Learn the names and functions of the parts of the female reproductive system• Identify the unique features of the female anatomy that enable females to conceive, carry a fetus, and give birth

Materials:• Computer with Internet access• “Female Reproductive System” handout• Pen or pencil

Class Time:• 30 minutes

Activity:All of the organs that are responsible for ovulation and menstruation are internal, within the pelvis. Let’s take a closer look at the female reproductive system by labeling its parts on the handout and briefly describing their functions.

Next, let’s think about the organs that play the most important roles after an egg is fertilized. Which are they? In what ways are these specifically adapted for conceiving, carrying, and delivering a baby? Write your thoughts on the back of the handout.

Extension:It can be said that the reproductive system is essential for keeping a species alive, but not for keeping an individual alive. Discuss what this means.




KidsHealth.org is devoted to providing the latest children’s health information. The site, which is widely recommended by educators, libraries, and school associations, has received the “Teachers’ Choice Award for the Family” and the prestigious Pirelli Award for “Best Educational Media for Students.” KidsHealth comes from the nonprofit Nemours Foundation. Check out www.KidsHealth.org to see the latest additions!

Once Upon a Fallopian Tube

Objectives:Students will:• Write and illustrate a storyboard depicting the journey of a fertilized egg

Materials:• Computer with Internet access• “Once Upon a Fallopian Tube” handout• Paper and pen, colored pencils

Class Time:• 1 hour

Activity:Sometimes it’s hard to believe that all human life depends on a chance meeting between an egg that’s 1/30th the size of a sesame seed and a sperm that’s 1/600th of an inch in a tube that that’s as wide as a piece of spaghetti. But it does, and, improbable as it may seem, it happens hundreds of thousands of times around the world each day.

Today we’re going to create a storyboard that tells the story of the beginning of your life, which is really the story of the beginning of everyone’s life: We are all here because a female ovulated, a male’s sperm fertilized the egg, and that fertilized egg, or zygote, grew in a uterus for 9 months. Using the TeensHealth.org articles for research, create a storyboard that depicts an egg’s journey through ovulation, fertilization, and implantation.

Extension:Describe the role of genes and chromosomes in this process.

Reproducible MaterialsHandout: Female Reproductive System TeensHealth.org/classroom/9to12/body/systems/female_reproductive_handout1.pdf

Handout: Once Upon a Fallopian Tube TeensHealth.org/classroom/9to12/body/systems/female_reproductive_handout2.pdf

Quiz: Female Reproductive System TeensHealth.org/classroom/9to12/body/systems/female_reproductive_quiz.pdf

Answer Key: Once Upon a Fallopian Tube TeensHealth.org/classroom/9to12/body/systems/female_reproductive_quiz_answers.pdf




Name: Date:

Human Body Series



Instructions: Label the diagram and write the function of each part below. On the back, note at least 3 features of the female reproductive system that are specifically adapted for conceiving, carrying, and delivering a baby.

External View Internal View

Labia

Clitoris

Urethra

Vagina

Uterus

Fallopian tubes

Ovaries

Hymen

Cervix


Name: Date:

Human Body Series


Once Upon a Fallopian Tube

Instructions: Use this storyboard to write and illustrate the journey of an egg from ovulation through fertilization and implantation.


Name: Date:

Human Body Series


Quiz

Instructions: Answer each question.

1. The two oval-shaped organs that produce, store, and release eggs are called the .

2. Which one is not a menstrual problem?a) amenorrheab) vulvovaginitisc) dysmenorrhead) menorrhagia

3. True or false: Females make millions of eggs per day.

4. Fertilization occurs in the:a) uterusb) fallopian tubesc) labiad) vagina

5. occurs about 2 weeks before a woman’s period.

6. The is a thick, muscular organ that can expand to accommodate a developing baby.

7. The lining of the uterus is called the .

8. The average menstrual cycle is about how long?a) 1 weekb) 2 weeksc) 28 daysd) 30 days

9. The is the lower portion of the uterus that opens into the vagina.

10. About a week after fertilization, the fertilized egg is a hollow ball of cells called a .


Human Body Series


Quiz Answer Key

1. The two oval-shaped organs that produce, store, and release eggs are called the ovaries .

2. Which one is not a menstrual problem?a) amenorrheab) vulvovaginitisc) dysmenorrhead) menorrhagia

3. True or false: Females make millions of eggs per day.

4. Fertilization occurs in the:a) uterusb) fallopian tubesc) labiad) vagina

5. Ovulation occurs about 2 weeks before a woman’s period.

6. The uterus is a thick, muscular organ that can expand to accommodate a developing baby.

7. The lining of the uterus is called the endometrium .

8. The average menstrual cycle is about how long?a) 1 weekb) 2 weeksc) 28 daysd) 30 days

9. The cervix is the lower portion of the uterus that opens into the vagina.

10. About a week after fertilization, the fertilized egg is a hollow ball of cells called a blastocyst .


Name: Date:

Human Body Series



Instructions: Label the diagram and write the function of each part below.

External View Internal View

Labia

Clitoris

Urethra

Vagina

Uterus

Fallopian tubes

Ovaries

Hymen

Cervix

Female Reproductive O gans

I! Di ections: Write the name of the organ above its definition.

> The name for all of the external femalereproductive organs.

The fatty tissue covering the pubic bone,above the vulva.

Inner folds of skin that cover and protect thevaginal and urinary openings.

!> Outer folds of skin that surround and protectthe other external organs.

A pea-shaped organ full of nerve endings. Its

purpose is to provide sexual pleasure.

Urine leaves the body through this opening.

A muscular tunnel that connects the external

and internal reproductive organs.

A pear-shaped organ, about the size of a fist.

It s where a fertilized egg grows and developswhile a woman is pregnant.

Almond-sized organs that make female

hormones and hold eggs.

Tubes that carry eggs from the ovaries to theuterus.

The end of the uterus that connects it to thevagina.

Abstinence, Puberty & Personal Health 13

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U derstanding the FemaleR p odw tn e ystem

Di ections: Answer the ques ions using what you ve learned.

What are 2 things the vagina does?

1.

2.

W ere does the fertilized egg grow and develop w ile a woman is

pregnant?

What do the ovaries do?

Where is an egg fertilized?

(S) What is the name for all of the external female reproductive organs?

(6) What 2 parts protect the external reproductive organs?

1.

2.

(7) What is the name of the sensitive organ that provides sexual pleasure?

What is the narrow end of the uterus called?

Self-Check1 answered all 8 questions.

¦ ¦<

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Lesson: Menstruation and Ovulation 1/12

Your Menstrual Cycle & Periods in 3 Minutes


Open Ended Question


What is the purpose of the menstrual cycle?


How menstruation works - Emma Bryce


Time To Climb




Menstruation

Stage 1 (1-7 days) Stage 2 (6-12 days)

lining flows out of the uterus Egg ripens in the ovary and

through the vagina. This is uterus lining gets thicker.

menstruation, or the period.

I uterus

lining

I Stage 3 (13-15 days Stage 4 (about 14 days)

before next period) Egg travels to uterus. If it's

Egg is released from ovary not fertilized, it leaves the

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Name: Date:

Human Body Series


An Egg’s Journey

Instructions: Use this storyboard to write and illustrate the journey of an egg from ovulation to menstruation.

Lesson: Sperm Production 1/25

Draw It


What does a sperm look like? Draw it below!


Open Ended Question


Why is reproduction important?


iconipad.mp4


Human sperm vs. the sperm whale - Aatish Bhatia


Sperm and Reproduction


Draw It


Imagine you were going to try to design an even more effective sperm. What would it look like?


QuizSperm Production


What is the name of the tail like part of the sperm cell that propels itthrough liquid?

head

nucleus

flagellum

mitochondria


Where is sperm produced?

Testicles

Vas Deferens

Epididymis

Prostate Gland


Where does sperm go to mature?

Testicles

Vas Deferens

Epididymis

Prostate Gland


Where do sperm travel through to get to the seminal vesicle where seminalfluid is mixed?

Testicles

Vas Deferens

Epididymis

Prostate Gland


Where does the sperm go to get additional fluids added to semen andnourish the sperm?

Testicles

Vas Deferens

Epididymis

Prostate Gland


True or False: Most sperm dies immediately after ejaculation and cannotfertilize an egg.

True

False




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Name: Date:

Human Body Series

Male Reproductive System

Male Reproductive System

Instructions: Label the diagram and write the function of each part below.

Seminal vesicles

Prostate gland

Bladder

Urethra

Epididymis

Vas deferens

Penis

Scrotum

Testicles


Lesson Topic(s): Abstinence & Pregnancy Lesson Duration: Week 2


Abstinence Sexual Abstinence Intercourse Oral Anal Vaginal Digital Semen/Sperm Egg/Ovum Pregnancy Zygote Blastocyst Embryo Fetus Fetal Development Fertilization Conception

Implantation Umbilical Cord Placenta Amniotic Sac FAS Contractions Labor Delivery methods Sperm Production Ovulation Trimesters Gestation

• HE.7.B.5.2-Select healthy alternatives over unhealthy alternatives whenmaking a decision.

• HE.7.B.6.1- Analyze personal beliefs as they related to health practices

• HE.7.C.1.1- Compare and contrast the effects of healthy and unhealthybehaviors on personal heath, including reproductive health

• HE.7. C.2.1- Examine how family health behaviors influence health ofadolescents

• HE.7. C.2.2- Examine how peers may influence the health behaviors ofadolescents

• HE.7. C.2.5- Analyze how messages from media influence health behaviors

• HE.7.C.2.7- Determine how cultural changes related to health beliefs andbehaviors impact personal health

• HE.7.C.2.9- Explain the influence of personal values, attitudes, and beliefsabout individual health practices and behavior.

• HE.7.P.7.1- Assess the importance of assuming responsibility for personal-health behaviors, including sexual behavior

Students will analyze the various internal and external influences that provide information on their sexual decision making.

Students will assess the meaning of personal responsibility for their sexual behavior and boundaries.

Students will compare and contrast the effects of unhealthy behaviors on the mother and fetus during pregnancy.

HEALTH SKILL(S) ADDRESSED Core Concepts Analyzing External and Internal Influences

Goal Setting Self-Management


Lesson One: Abstinence

• Bellwork: What does it mean to abstain? What are examples of things people abstain from?• Nearpod: “Feelings and Abstinence” – Teachers add to library from district library • Health Teacher Lesson: Abstinence• Health Smart: Abstinence, Puberty and Personal Health (Lesson 11 p. 117-122)• Reflection: Why is sexual abstinence the healthiest choice for teenagers? How can teenagers influence others to

remain abstinent?

Lesson Two: Abstinence – Create an Ad Campaign

• Create an advocacy campaign based on ABSTINENCE:o Students may choose to create a product by hand OR use technology to create a brochure, poster,

advertisement, video, etc. o Campaign must have evidence of:

A clear, health-enhancing stand Direct advice to others Persuasion for making a healthy choice Passion and conviction

Lesson Three: Abstinence – Create an Ad Campaign

Lesson Four: Pregnancy (Fertilization/Conception/Implantation)

• Bellwork: What are some of the possible consequences of engaging in sexual intercourse or activity? What is sexualabstinence the best choice for teenagers?

• Nearpod: “Fertilization/Conception/Implantation” – Teachers add to library from district library • Wordwall Quiz: Steps of Reproduction• Assignment-Health Smart “Time to Talk”: Challenges of becoming a parent• Health Smart: HIV, STD and Pregnancy Prevention (Lesson 5 p. 45-57)• Video: Miracle of Life

Lesson Five: Pregnancy (Fertilization/Conception/Implantation)

• Bellwork: Pregnancy can be a result of engaging in sexual intercourse. How serious do you think the consequencesof pregnancy can be? Are the consequences different for a teenager?

• Nearpod: “Pregnancy” – Teachers add to library from district library • Class Discussion/Debrief: Challenges of Teen Pregnancy• Health Smart: HIV, STD and Pregnancy Prevention (Lesson 5 p. 45-57)• Assignment: Students create a pictorial timeline of Fetal Development or Labor & Delivery

https://pinellascountyschools.sharepoint.com/:f:/r/sites/MiddleSchoolHealthEducation/Shared%20Documents/Curriculum%20Materials/7th%20Grade%20Health/Unit%20Resources/Human%20Sexuality/Reproductive%20Health%20Facts%20Book?csf=1&web=1&e=iValhA

https://pinellascountyschools.sharepoint.com/:f:/r/sites/MiddleSchoolHealthEducation/Shared%20Documents/Curriculum%20Materials/7th%20Grade%20Health/Unit%20Resources/Human%20Sexuality/Reproductive%20Health%20Facts%20Book?csf=1&web=1&e=iValhA










Lesson: Feelings and Abstinence 1/25

Open Ended Question


What are some signs that people are attracted to each other in a romanticway?


Open Ended Question


What are some ways that you can respond to feeling attracted to someone?


Open Ended Question


Why do people have different views on what is appropriate, or OK andinappropriate or NOT OK?


Open Ended Question


How do you think a person's family, culture, or personal beliefs or values mightinfluence how he or she expresses feelings of attraction or affection?


Open Ended Question


Why Choose Abstinence? Abstinence means choosing not to have sexualintercourse. List a reason under the following categories why abstinence is a

good choice for adolescents(teens)? 1. Physical 2. Emotional 3. Social


Open Ended Question


Hypothesize: What % (percent) of middle school students do you think areNOT sexually abstinent?


Open Ended Question


Did you overestimate or underestimate the percentage? Why?


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Lesson: Fertilization & Implantation 1/23

Human reproduction


iconipad sperm and egg.mp4


Open Ended Question


After viewing the 3D model, what do you think is happening? Where do youthink it is happening?


Conception explained


Open Ended Question


After watching the video, explain in more detail whatwas taking place in the model you explored earlier.


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QuizFertilization/Conception


Where in the woman’s body does egg fertilization occur?

Fallopian Tubes

Uterus

Vagina

Cervix


Where in the woman’s body does a baby develop?

Fallopian tubes

Uterus

Vagina

Cervix


Another function of the female reproductive system is the production of sexhormones. True or false?

True

False


What equally mixes from the male sperm and female egg to form the uniqueDNA code after conception?

Hormones

Cells

Chromosomes

Fluids


What is the cluster of cells called after conception occurs?

Fetus

Embryo

Placenta

Zygote


https://wordwall.net/play/6045/778/153







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Lesson: Pregnancy 1/18

Time To Climb


Pregnancy 101 | National Geographic


QuizPregnancy


When does a blastocyst become an embryo?

When it has a heart beat

When it implants into the endometrium

At about week 8

When it can move inside the uterus


Which organs are the last to develop?

Lungs and Liver

Heart and Brain

Heart and Genitals

Arms and Legs


How many weeks is a human gestation period?

26

40

32

12


What is the term that doctors use to divide pregnancy into?

Sections

Differentiation

Trimesters

Semesters


Once organs take their familiar place and form after about week 8,

The blastocyst becomes an embryo

The zygote becomes a blastocyst

The fetus becomes an embryo

The embryo becomes a fetus




Challenges of Teen Pregnancy Teacher Discussion Points There are many consequences and responsibilities that come with pregnancy and the birth of a baby.

Having a baby as a teenager can be physically, emotionally, and financially difficult. Here are some facts:

• Babies of teens are more likely to be born early. They are more likely to weigh less than normal when they are born. They are more likely to die within the first month after birth.

• Teen parents have to find ways to pay for medical care, food, and childcare for their baby (and themselves). They may have to find a place to live and a job to support themselves and their baby.

• Social problems may include not being able to spend time with friends any more, not having things in common with friends who aren't parents, and not having a support network if their parents or families reject them.

• Teen Mothers are more likely to drop out of school. This can make it hard to get a good job. Teen fathers may drop out or do poorly in school because they must work to help support their baby.

• Physical problems include being tired from caring for the baby. Sometimes there are problems with the pregnancy or birth that can affect both mother and baby.

Some of the responsibilities of teen parents are:

Having to get healthcare for their baby, plan and earn money for expenses, adapt to big changes in their lifestyle and keep their own physical, mental, and emotional health so they can take good care of their child. The best choice for young people is to be abstinent and choose not to do any sexual behavior that can lead to pregnancy.

Reproduction fsaeSs(continued)

Fertilizatio About 14 days before a woman has her menstrual period, one of her ovaries releases a ripe egg

into the fallopian tube. The egg is as small as the point of a needle. The egg travels down the

fallopian tube toward the uterus.

If a sperm reaches the ripe egg, it may enter it. When the sperm and egg combine, it s called

fertilization or conception.

As the sperm enters the egg, it releases a chemical that prevents any other sperm from

entering.

The fertilized egg is now called azygote. It continues to travel down

the fallopian tube to the uterus.

When the zygote implants into theuterus, this is the beginning of

pregnancy. The uterus provides a

safe place where the fertilized egg

can develop and grow during

pregnancy. In about 9 months, a

baby will be born.

fallopiantube

HIV, STD & Pregnancy Prevention 11

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Reprod ction FactsThe Pathwa of Sperm

Sperm are the microscopic, male reproductive cells. They are shaped like tadpoles with a head

and a tail section. A boy s 2 testicles begin making sperm once he reaches puberty. They will

keep making sperm for the rest of his life.

From each testicle, mature sperm move up into a tube called the vas deferens. The sperm stay

in the vas deferens until the man ejaculates. Many sperm cells never leave the body. Ater a few

days, they die. The body breaks them down and reabsorbs them.

When a man ejaculates, his sex organs contract. This pushes the sperm through the vas

deferens. The seminal vesicles add a sticky liquid called semen. Semen gives the sperm energy

and helps them move. The sperm then move into the prostate gland, where more liquid is

added to the semen, and out the penis through the urethra. Before the sperm go through the

urethra, a clear fluid made by the Cowper s glands passes through the urethra to clean it. This

pre-ejaculate fluid can sometimes contain sperm that were left in the urethra from previous

ejaculations.

During sexual intercourse, the man places his penis inside the woman s vagina. When he

ejaculates, semen is released into the vagina. One teaspoon of semen contains 200-500 million

sperm. Millions of tiny sperm then

travel through the woman’s

reproductive system.

The sperm use their tails to swim

forward. The strongest sperm are

able to swim through the uterus

and move into the fallopian tubes.

More than 200 hundred million

sperm are released. But only about

2,000 reach the fallopian tubes.

Sperm can live for 6 to 8 hours in

the vagina and for up to 5 days

once they get into the uterus and

fallopian tubes.

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Mf Preg aaic f RisksMy number is

Directions: Fill in the information for Part 1. Then answer the questions

in Parts 2 and 3.

Part 1I (my girlfriend) would get pregnant in the month of if we were havingunprotected sex. We would ha e a baby in the month of .

How did you feel when your number was drawn and you found out you were pregnant?"

Part 21. The pregnancy would change the next year of my life by: (List at least 3 personal

consequences of becoming pregnant or causing a pregnancy.)

2. Being a teen parent would change my whole life in these ways: (List at least 3 personal

consequences of being a teen parent.)

Part 3What would you say to other young people to convince them to avoid getting pregnant or

getting someone pregnant? Support your statement with the facts you ve learned in class.

Self-CheckI correctly calculated the month a baby would beborn and described the feelings that resulted fromfinding out I was pregnant. I described consequences of becoming pregnantand being a teen parent.

I wrote a convincing statement about the benefitsof avoiding pregnancy and supported it with facts.

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Lesson Topic(s): STI, HIV, Healthy vs. Unhealthy Relationships Lesson Duration: Week 3


STI-Sexually Transmitted Infection STD-Sexually Transmitted Disease Bacterial Infection Virial infection Parasitic Infection Protozoa Rape/Sexual Assault Dating Violence Consent Refusal Skill Transmission Pathogen Advocacy Abstinence Healthy Relationship Unhealthy Relationship Characteristic

Chlamydia Gonorrhea Syphilis Trichomoniasis Pubic Lice Genital Herpes Genital Warts HPV HIV Aids Cervical Cancer Vaccine Violence Threats Isolation Harassment

• HE.7. B.5.5 - Predict the short and long-term consequences of engaging in health-risk behaviors.

• HE.7. C.1.1 - Compare and contrast the effects of healthy and unhealthy behaviors on behaviors on personal health, including reproductive health.

• HE.7. C.1.5 - Classify infectious agents and their modes of transmission to the human body.

• HE.7. C.1.8 - Explain the likelihood of injury or illness if engaging in unhealthy/risky behaviors.

• HE.7. P.7.1 - Examine the importance of assuming responsibility for personal-health behaviors.

Students will be able to classify the infectious pathogen and its mode of transmission. Students will predict the short term and long-term consequences of engaging in risky sexual activity. Students will examine their sexual boundaries and how they can take personal responsibility for their behaviors.

• Future goals • Communication skills • Plan ahead: what they will say HEALTH SKILL(S) ADDRESSED

Core Concepts

Decision-Making

Self-Management


Lesson One: Sexually Transmitted Infections

• Bellwork: Can every infection and/or illness be cured? Is cured the same as treated? Why is it important to know when or if you are sick??

• Nearpod: “Sexually Transmitted Infections” – Teachers add to library from district library • Health Smart: HIV, STD, and Pregnancy Prevention (Lesson 6 p. 59-68) • Essential Health Skills for Middle School: Textbook (Ch. 11, p. 341-349) • Graphic Organizer/Guided Notes: Students create a STI Look Book to reference during the lesson.

o Information should include: How it is Transmitted, Common types, symptoms, treatment, any additional important information.

Lesson Two/Three: STI/HIV/AIDS

• Bellwork: Kids Health in the Classroom: STI IQ (Pre-Test) • Nearpod: “HIV/AIDS” – Teachers add to library from district library • Article-Teen Health: HIV and AIDS • Health Smart: HIV, STD, and Pregnancy Prevention (Lesson 7 p. 69-82) • Essential Health Skills for Middle School Textbook (Ch. 11, p. 350-356) • Project/Assignment: Kids Health in the Classroom Teacher Guide

o HIV Awareness T-Shirt: Students will design a t-shirt that communicates the message about HIV prevention. The project needs to include: a minimum of one or two facts about how HIV is spread and how people can protect themselves from infection. Consider the images and words to use to communicate the message.

• Exit Ticket: What ways can HIV be transmitted from person to person?

Lesson Four: Healthy vs. Unhealthy Relationships

• Bellwork: Think about the relationships of people you know or have seen on television. As you think about these relationships, do you think that are healthy relationships or unhealthy? What characteristics do you think make them either healthy or unhealthy?

• Nearpod: “Healthy & Unhealthy Relationships” – Teachers add to library from district library • Health Smart: Qualities of Unhealthy Relationships / Qualities of Healthy Relationships • Assignment: Identifying Healthy and Unhealthy Relationships – Read and Respond

o Identify if is a healthy or unhealthy relationship (maybe both) and explain. o Identify or list specific qualities described. o Describe how the relationship could be healthier in any way.

• Venn Diagram: Healthy and Unhealthy Relationships • Health Smart: Emotional and Mental Health (Lesson 4, p. 29-37)

o Student Workbook: pages 6-8 • Health Smart: HIV, STD and Pregnancy Prevention – (Lesson 1, p. 1-11)

o Student Workbook: pages 2-3

Lesson Five: Teen Dating Violence

• Bellwork: What does consent mean? Why is consent important when considering relationships with other people? • CDC: Teen Dating Violence Prevention: Downloaded Fact Sheet

o (https://www.cdc.gov/violenceprevention/intimatepartnerviolence/teendatingviolence/fastfact.html) • Nearpod – “Teen Dating Violence” – Teachers add to library from district library • Handout: Consent Checklist • Quiz: Teen Dating Violence Quiz

o Dating Matters Youth Handbook 7th Grade • Health Smart: HIV, STD and Pregnancy Prevention – Resisting Sexual Pressure (Lesson 11 p. 115-124) • Michigan Model for Health – Communicating Boundaries (Lesson 5, p. 125-135)






https://classroom.kidshealth.org/classroom/6to8/problems/conditions/stds.pdf

https://teenshealth.org/en/teens/std-hiv.html#catstds

https://www.cdc.gov/violenceprevention/intimatepartnerviolence/teendatingviolence/fastfact.html

Lesson: Sexually Transmitted Infections 1/27

What is an STI?


Open Ended Question


What are the three terms used to categorize STI's?


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Viral STI's


Sexually Transmitted Infections


Open Ended Question


List any types of parasitic sexually transmitted infections that you know ofor remember from the video.


STD F c sSTD stands for sexually transmitted disease. STDs are infections that can be passed from one

person to another during se . STDs are serious. They can cause many health problems.

What are some STDs?

Common STDs include:

chlamydia (kla-MID-ee-uh)

gonorrhea (gone-uh-REE-ah)

genital warts or HPV (human

papilloma virus)

ES herpes (HER-pees)

iJ hepatitis B (hep-uh-TIE-tis)

SI HIV (human immunodeficiency

virus) the virus that causes AIDS

NGU (nongonococcal urethritis)

Cl syphilis (SIF-uh-liss)

Trichomoniasis (TRICK-uh-mo-NIE-

uh-sis), or trich

How can people know if theyhave an STD?

You can't tell by looking if someone has an

STD. Many people, especially women, can

have an STD with no signs or symptoms of

STD. They look and feel fine. But they can

still pass the STD to a sexual partner.

People who have symptoms may:

& notice sores, bumps or blisters near the

sex organs, mouth or rectum

feel burning or pain when they urinate

(pee)

need to urinate often

HI itch around their sex organs

m have swelling or redness in the throat

have flu-like feelings, with fever, chills

and aches

have swelling in the groin area around

the sex organs

Women often don't have any symptoms.

Those who do may also notice:

unusual discharge or smell from

the vagina

pain in the pelvic area the area

between the belly button and sex

organs

S burning or itching around the

vagina

EJ bleeding from the vagina that is

not a regular period

Men may notice:

II drip or discharge from the penis

Can STDs be cured?

Many STDs can be cured. Some cannot.

But all STDs can and must be treated.

Chlamydia, gonorrhea, syphilis, NGU and

trich can be cured with antibiotics. People

are given pills or a shot. They have to be

sure to take all of their medicine, even if

they start to feel better.

Some STDs can t be cured. The person

can be treated, but the STD virus stays in

his or her body. Herpes, genital warts

(HPV), HIV and sometimes hepatitis B areall STDs that can be treated but notcured. Sometimes the STD symptoms

come back. These STDs can also be

passed to someone else, even if the

person with the STD no longer has

symptoms.

(continued)


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(continued)

What are the health consequencesof STD?

If STDs aren t treated, they can lead to many

health problems:

S More serious infections. If STDs such

as chlamydia and gonorrhea aren t

treated and cured, they can cause

damage to a person’s reproductive

organs. This can make it hard or even

impossible for the person to have

children.

¦ Damage to other parts of the body. For

example, untreated hepatitis B can lead

to lasting liver damage, including

cancer. HIV can damage the body’s

immune system and make the person

unable to fight off other diseases or

infections. Gonorrhea can cause heart

trouble, skin diseases and blindness.

Syphilis can cause heart disease, brain

damage, blindness and death. Some

types of HPV can lead to cancer.

Uncomfortable symptoms. Itching and

burning are painful and hard to deal

with. Sores and blisters can be messy

and hurt.

Having an STD can make a person more

likely to get another one. For example, a

person who has gonorrhea i more at risk

for HIV.

What are ot er consequencesof STD?

STDs can cause social and emotional

consequences too:

H If a person has an STD, he or she must

tell any sexual partners. This can be

difficult or embarrassing.

M The person's partner(s) must be

checked and treated for the STD too.

People who have an STD such as

herpes, HPV or HIV that can’t be cured

will have to tell anyone they have sex

with, for the rest of their lives, about it.

Their partners have a right to know

about the risk.

Worrying about STD can take up a lot

of time and energy. People may wonder

if they have an STD with no symptoms.

They may worry about the lasting

consequences if they don't get treated.

B STDs affect relationships. If people getan STD from a partner they may not be

able to trust that partner again. If they

give an STD to someone, that person

may stop trusting them.

H People may have regrets about getting

an STD and wish they had been more

careful.

How can people protectthemselves from STD?

The best way to avoid STD is abstinence. If

people don’t have sex, they can’t get an STD.

People who are sexually active need to:

H Talk to their partners about STD and

get tested before having sex.

Use latex condoms every time they

have sex.

S Know the signs of STD.

H Get regular STD checkups.

If you think you might have an STD, see a

doctor right away. Don’t wait or let

embarrassment stop you. Most local health

departments have free STD clinics where you

can be tested and treated. They will keep

your information private and teach you how

to avoid STD in the future.

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f Si®41 Lea ed Abo t S W)Directio s: Use what you learned today to answe the questions.

Describe 3 symptoms of STD.

Can you tel! b looking whether a person has an STD? Why o why not?

How does person get an STD?

Desc ibe 3 sho t-term and 3 lo g-term consequences of TD.

Sho t term Lo g ter

List at least 2 STD that can be treated and cured:

List at least 2 STDs that can be treated but not cured:

What is the safest, best way to avoid STD and why?

/ :.z. i:

Self-CheckI described 3 signs or symptoms of STD.I explained why you can or cannot tell by lookingwhether a person has an STD.

I explained ow a person gets an STD.

I described 3 short-term and 3 long-term consequencesof STD.

( I listed at least 2 STDs that can be treated and cured.

I listed at least 2 STDs that can be treated but not cured.I explained the safest, best way to avoid STD and why.


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STI IQ Instructions: Choose True or False for each statement.

Flag this Question

Question 11 pts Someone who looks “clean” can’t have an STD.

Group of answer choices

True

False

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Question 21 pts All STDs are 100% curable.


True

False

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Question 31 pts There’s a vaccine to help prevent HPV.


True

False

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Question 41 pts The most common STD in the United States is HPV.


https://pcsb.instructure.com/courses/10512/quizzes/365726/take?preview=1




True

False

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Question 51 pts As long as a person with an STD isn’t sexually active while he or she is having symptoms, his or her partner can’t catch the disease.


True

False

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Question 61 pts Some STDs can have long-term consequences, like fertility issues and pain.


True

False

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Question 71 pts Many STDs have no symptoms.


True

False

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Question 81 pts Anyone who is sexually active should see a doctor for regular STD testing.






True

False

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Question 91 pts The tests doctors use to check for STDs are very painful.


True

False

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Question 101 pts All STDs can be treated with antibiotics.


True

False

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Question 111 pts Some STDs can cause death.


True

False

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Question 121 pts Many people with STDs don’t even know they have them.


True

False





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Question 131 pts You can’t have more than one STD at one time.


True

False

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Question 141 pts If untreated, some STDs can increase the risk of getting cancer.


True

False

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Question 151 pts Abstinence from all sexual contact is the only 100% effective way to prevent STDs.


True

False




Lesson: HIV/AIDS 1/13

What is HIV?


How do you get HIV?


Why it’s so hard to cure HIV/AIDS - Janet Iwasa


Time To Climb


1/12/2021 HIV and AIDS (for Teens) — Print Version - Nemours KidsHealth

https://teenshealth.org/en/teens/std-hiv.html?view=ptr&WT.ac=t-ptr 1/3

HIV and AIDS

What Is HIV?HIV (human immunodeficiency virus) is a virus that attacks the immune system. The immune system becomes weaker,making it harder for the body to fight off infections and some kinds of cancers.

Most people who are diagnosed early and take medicines for HIV can live long, healthy lives.

What Is AIDS?AIDS (acquired immune deficiency syndrome) happens after someone has had HIV for many years. In AIDS, the immunesystem is severely weakened. Serious infections and health problems happen.

Medicines can help prevent HIV from developing into AIDS.

How Do People Get HIV?HIV spreads when infected blood or body fluids (such as semen or vaginal fluids) enter the body. This can happen:

during sex (especially anal sex and vaginal sex)through sharing needles for injecting drugs or tattooingby getting stuck with a needle with an infected person's blood on it

HIV also can pass from mother to child during pregnancy, childbirth, or breastfeeding.

HIV is NOT spread through:

pee, poop, spit, throw-up, or sweat (as long as no blood is present)coughing or sneezingholding handssharing eating utensils or drinking glasses

What Are the Signs & Symptoms of HIV and AIDS?When first infected with HIV, a person may have:

feverswollen glandspainful ulcers in the mouth or around the anus or penisheadacherashmuscle and joint pain

These symptoms go away in a few weeks. In the first few years after infection, someone with HIV may have mild symptoms,like swollen glands.

Because the symptoms of HIV can be mild at first, some people might not know they're infected. They can spread HIV toothers without even knowing it.

After a few years, other symptoms start, including:

diarrheaweight lossincreased number of infectionsinfections that are more severe than is typical

Without treatment, HIV can lead to a very weakened immune system and progress to AIDS. Illnesses that happen in AIDSare called "AIDS-defining conditions."

AIDS-defining conditions include:

very fast and severe weight loss (called wasting syndrome)a lung infection called pneumocystis pneumonia

TeensHealth.org



https://teenshealth.org/en/teens/immune.html

https://teenshealth.org/en/teens/cancer.html

https://teenshealth.org/en/teens/aids.html

https://teenshealth.org/en/teens/blood.html

https://teenshealth.org/en/teens/know-about-drugs.html

https://teenshealth.org/en/teens/safe-tattooing.html

https://teenshealth.org/en/teens/headaches.html

https://teenshealth.org/en/teens/diarrhea.html

https://teenshealth.org/en/teens/pneumonia.html

1/12/2021 HIV and AIDS (for Teens) — Print Version - Nemours KidsHealth

https://teenshealth.org/en/teens/std-hiv.html?view=ptr&WT.ac=t-ptr 2/3

Kaposi sarcoma (a type of skin cancer)lymphoma (cancer in immune system cells)

What Causes HIV and AIDS?HIV destroys CD4 cells (also called T cells). CD4 cells are part of the immune system. They fight germs and help preventsome kinds of cancers.

How Is HIV Diagnosed?Health care providers usually diagnose HIV through blood tests. Someone who has HIV is said to be "HIV positive."

Tests also are available without a prescription at the drugstore. You can do the test at home.

How Is AIDS Diagnosed?HIV is diagnosed as AIDS when someone:

has fewer than 200 CD4 cells ordevelops an AIDS-defining condition

How Are HIV and AIDS Treated?Medicines can help people with HIV stay healthy. They can also prevent HIV from progressing to AIDS.

Health care providers prescribe a combination of different medicines for people with HIV and AIDS. They must be takenexactly as prescribed or they won't work. These medicines:

help keep the number of CD4 cells highreduce the viral load of HIV (how much HIV is in the body)

Regular blood tests will check the number of CD4 cells in the body (called the CD4 cell count) and the viral load.

If an HIV-positive person's CD4 count gets low, doctors prescribe daily antibiotics. This prevents pneumocystis pneumonia,which happens in people with weakened immune systems.

Can HIV Be Prevented?To reduce the risk of getting HIV, people who are sexually active should:

use a condom every time they have sex (including vaginal, oral, or anal sex)get tested for HIV and make sure all partners do tooreduce their number of sexual partnersget tested and treated for STDs (sexually transmitted diseases); having an STD increases the risk of HIV infectionconsider taking a medicine every day (called PrEP or pre-exposure prophylaxis) if they are at very high risk ofgetting infected (for example, if they are in a sexual relationship with someone with HIV)

For everyone:

Do not inject drugs or share any kind of needle.

Do not share razors or other personal objects that may touch blood.

Do not touch anyone else's blood from a cut or sore.

Looking AheadTreatment has improved greatly for people with HIV. By taking medicines and getting regular medical care, HIV-positivepeople can live long and healthy lives.

People with HIV need a medical care team for the best treatment and support.

If you or someone you know has HIV or AIDS it is important to:

goes to all doctor visitstakes all medicines exactly as directedgoes for all follow-up blood testsunderstands what HIV/AIDS is and how it spreadsis physically active, gets enough sleep, and eats well

Reviewed by: Krishna Wood White, MD, MPHDate reviewed: October 2018



https://teenshealth.org/en/teens/care-about-germs.html

https://teenshealth.org/en/teens/hiv-tests.html

https://teenshealth.org/en/teens/contraception-condom.html

https://teenshealth.org/en/teens/std.html

https://teenshealth.org/en/teens/prep.html

https://teenshealth.org/en/teens/friend-hiv.html

https://www.nemours.org/services/pediatric-adolescent-medicine.html

If Mat I Learned Ab©mft HIVDirections: Use what you learned today to answer the questions.

What are the 3 ays a person can get HIV?

(2) hat are at least 3 symptoms of HIV?

W at are the consequence of HIV? Be sure to describe what happensto t e bod over time hen a pe son as HIV.

What is the afest, best ay to avoid HIV and h ?

Why is it afe to be friend ith omeone who has HI ?

Self-CheekI listed 3 ways a person can get HIV.I listed at least 3 symptoms of HIV.I described consequences of HIV, including what happensto the body over time.

I explained the best way to avoid HIV and why.I explained w y it is safe to be around someone with HIV.

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KidsHealth.org/classroom

Grades 6 to 8 • Personal Health Series

HIV and AIDSThese activities will help your students learn how HIV and AIDS affects the body, how HIV spreads, and how to protect themselves from infection.

Related KidsHealth Links

Articles for Kids:HIV and AIDS KidsHealth.org/en/kids/hiv.html

Your Immune System KidsHealth.org/en/kids/immune.html

Articles for Teens:

Discussion Questions

Note: The following questions are written in language appropriate for sharing with your students.

What do the letters HIV and AIDS stand for, and how are they related to one another? What can HIV do to the body?HIV isn’t spread through casual contact (like shaking hands or coughing). What are the ways that people can get infected with HIV? How do people know if they have HIV? If someone is HIV positive or has AIDS, what can be done to prevent it from spreading to others?

1.

2.

3.

Teacher’s GuideThis guide includes:

Standards

Related Links

Discussion Questions

Activities for Students

Reproducible Materials

•

•

•

•

•

StandardsThis guide correlates with the following National Health Education Standards:

Students will:Comprehend concepts related to health promotion and disease prevention to enhance health.Demonstrate the ability to access valid information and products and services to enhance health.Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.Demonstrate the ability to advocate for personal, family, and community health.

•

•

•

•

•

National Health EducationStandards:http://www.cdc.gov/healthyschools/sher/standards/index.htm

HIV and AIDS TeensHealth.org/en/teens/std-hiv.html

How Do People Get AIDS? TeensHealth.org/en/teens/aids.html

HIV Testing ResourcesTeensHealth.org/en/teens/hiv-tests.html

My Friend Has HIV. How Can I Help?TeensHealth.org/en/teens/friend-hiv.html

Immune System TeensHealth.org/en/teens/immune.html

Abstinence TeensHealth.org/en/teens/abstinence.html

Condom TeensHealth.org/en/teens/contraception-condom.html

Talking to Your Partner About Condoms TeensHealth.org/en/teens/talk-about-condoms.html


Activity for Students

Note: The following activity is written in language appropriate for sharing with your students.

HIV Awareness T-Shirt

Objectives:Students will:

Learn about HIV preventionShare HIV prevention information with peers

Materials:Computer with Internet access"HIV Awareness T-Shirt" handoutArt supplies (colored pencils or markers)

Class Time:

••

••

Grades 6 to 8 • Personal Health Series

HIV and AIDS

•

45 minutes

Activity:Let’s design a T-shirt that would get the message out about HIV prevention. Before you get started, read the KidsHealth.org articles related to HIV and AIDS. Then, check out the "HIV Prevention T-Shirt" handout. Your T-shirt design needs to include one or two facts about how HIV is spread and how people can protect themselves from infection. Make sure your T-shirt looks really cool so that students will want to wear it. What images and words will best convey your message? What logo would you use to capture people’s attention while informing them about how to prevent the spread of HIV?

Extension:With parent or guardian permission, have students bring a white or light-colored T-shirt to school to reproduce their handout design, using permanent or fabric markers. Students can wear the shirts to school on one of the many HIV or AIDS awareness days during the year (visit www.aids.gov/news-and-events/awareness-days).

Reproducible MaterialsHandout: HIV Awareness T-Shirt KidsHealth.org/classroom/6to8/problems/conditions/hiv_aids_handout1.pdf

Quiz: HIV and AIDS KidsHealth.org/classroom/6to8/problems/conditions/hiv_aids_quiz.pdf

Answer Key: HIV and AIDS KidsHealth.org/classroom/6to8/problems/conditions/hiv_aids_quiz_answers.pdf


Name: Date:

Health Problems Series

HIV and AIDS

HIV Awareness T-ShirtRead the KidsHealth.org articles about HIV and AIDS. Then design your shirt to include one or two facts about how HIV is spread and how people can protect themselves from infection. Make sure your T-shirt looks cool so that students will want to wear it. Use words and a logo or images to capture people’s attention while informing them about how to prevent the spread of HIV.


Name: Date:

QuizInstructions: Answer each question.

1. HIV stands for __________________________ __________________________ __________________________.

2. AIDS stands for __________________________ __________________________ __________________________.

3. True or false: White blood cells are also called lycanthropes.

There are two types of leukocytes:4. __________________________, which are cells that chew up invading germs; and5. __________________________, which are cells that allow the body to remember and recognize previous invaders.

6. The HIV virus destroys part of the ___________________ system, specifically a type of white blood cell calleda T lymphocyte or T cell (or CD4 cell).

7. True or false: Once inside a T cell (or CD4 cell), HIV uses it as a virus-making factory to make copies of itself. The new viruses then leave the T cell and destroy other healthy T cells as they multiply inside the body.T cells invaded by HIV can no longer fight infections properly.

8. A person is diagnosed with AIDS when the person has a very low number of ___ ____________or shows signs of a serious infection.

9. Most people in North America get infected by HIV by:a) Sexual contactb) Kissing, hugging, or shaking handsc) Sharing needles or syringes with another persond) a) and c)e) a) and b)f) All of the above

10. True or false: Getting a vaccine can prevent HIV infection.


Quiz Answer Key

1. HIV stands for human immunodeficiency virus.

2. AIDS stands for acquired immunodeficiency syndrome.

3. True or false: White blood cells are also called lycanthropes.

There are two types of leukocytes:4. phagocytes, which are cells that chew up invading germs; and5. lymphocytes, which are cells that allow the body to remember and recognize previous invaders.

6. The HIV virus destroys part of the immune system, specifically a type of white blood cell calleda T lymphocyte or T cell (or CD4 helper lymphocyte cell, or CD4 cell.

7. True or false: Once inside a T cell (or CD4 cell), HIV uses it as a virus-making factory to make copies of itself. Thenew viruses then leave the T cell and destroy other healthy T cells as they multiply inside the body.T cells invaded by HIV can no longer fight infections properly.

8. A person is diagnosed with AIDS when the person has a very low number of T cells (or CD4 cells)or shows signs of a serious infection.

9. Most people in North America get infected by HIV by:a) Sexual contactb) Kissing, hugging, or shaking handsc) Sharing needles or syringes with another persond) a) and c)e) a) and b)f) All of the above

10. True or false: Getting a vaccine can prevent HIV infection.

Lesson: Healthy/Unhealthy Relationships 1/17

Open Ended Question


Who do you most respect? Why?


https://cf.nearpod.com/neareducation/new/Question/625152485/iconmp3?AWSAccessKeyId=AKIA5LQSO4AXIHKV2NEC&Expires=2147483647&Signature=Eb1h1yrEYhtoyazJu9Ishtz75EM%3D&1605020162

What Makes A Relationship Healthy?


Healthy Relationships


Unhealthy Relationships


final_5faac2dc503f0a00a027f086_528547.mp4


Open Ended Question


What relationship characteristics did you notice fromthe video? Was this a healthy relationship or anunhealthy relationship? How do you know?


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Open Ended Question


Could the friend of the girl in the video handled thesituation better? If you were the friend of the girl fromthe video, what would you do or say in this situation?


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Helafiostship Case S ie Directions: Read each case study. Then list the healthy and unhealthyqualities in each relationship.

Case Study 1: Shelly and MariaShelly has always been very popular. Maria was glad when Shelly asked if she d come overand help her with some homework. Since then, Shelly has asked Maria for help on a lot ofhomework assignments. Yesterday, Shelly asked Maria to do her homework for her. Maria

really likes Shelly and is scared that if she doesn t do Shelly’s homework, Shelly won’t befriends with her anymore. But Maria also doesn’t want to cheat. So Maria told Shelly she

would be happy to help with homework, but she won’t do it for her. Shelly got mad and askedMaria to leave. But the next day at school, Shelly told Maria that she was wrong. Shelly saidshe was sorry and still wanted to be friends.

Healthy Qualities Unhealt y Qualities

Case Study 2: Jess and TJJess and TJ met on the track team. Jess admired how good TJ was at sports, and TJ enjoyed

Jess’s sense of humor, so they became friends. But lately Jess isn’t having as much fun with

TJ. TJ teases Jess all the time about not being as fast or strong as other members of the team.

One day after track practice, TJ hid Jess’s clothes in the locker room when Jess was in the

shower. When Jess got upset, TJ just laughed and told Jess not to be such a baby. The next

day, TJ acted like nothing had happened. Jess is scared to stop being friends with TJ, becauseJess has seen TJ be really mean to other kids on the team who TJ doesn’t like.

Healthy Qualities Unhealthy Qualities

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My Healthf RelationshipsDirectio s: Think about what you ve learned today about relationshipsThen answer the questions.

1) Explain how each of these things would be different in a healthy versus anunhealthy relationship.

How do people communicate?

Healthy Relationship:

Unhealthy Relationship:

How do people act toward each other?



How do people feel about themselves?



(continued)

Emotional & Mental Health 7

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My Healttey MelatleasMps(continued)

Think about a healthy relationship you have in your own life (or one you

have seen or read about). Describe at least 3 qualities this rel tionship ha ,

and describe at least 2 benefits you get from this relationshi and other

healthy relationships in your life. Be specific.

Self-Chec I explained the qualities of healthy and unhealthyrelationships.

I described at least 3 qualities of a healthy relationship.I described at least 2 benefits of healthy relationships.

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Building eaMiy RomanticReI tD,@ h&ps

Di ectio s: Name 2 qualities of a healthy ro antic elationship and

explain why you think each one is important. Describe 3 ways you can builda healthy romantic relationship. Then name 1 quality of an unhealthyromantic relationship and explain why you think it would be a problem. Thenanswer the last question.

Healthy Relationships

Quality 1:

Why is this quality important?

Q ality 2:

Why is this quality important?

Describe 3 ays you can build a healthy romantic relationship:

1.

2.

3>

(continued)

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B ilding Healthy RomanticRelationship

(continued)

nhealthy Relationships

Quality:

Why is this quality a problem?

What are at least 3 differences between a healthy and an unhealthyromantic relationship? Be specific and give at least 1 example.


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Lesson: Teen Dating Violence 1/21

Open Ended Question


Reflecting back to the statistics you saw in the last slide,are you surprised by the data or is it what you wouldexpect? Think about relationships you have witnessedor been around, have any of those relationshipsincluded violence or abuse? What do you think you cando to prevent this violence in your own life?


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Intimate Partner Violence


Understanding Consent


Quiz


I have been going out with my boyfriend for a few weeks. We got into adisagreement about what we were going to do on Friday night, but we talked

through it and were nice to each other even though we did not agree.

Red Light

Yellow Light

Green Light


I got into my first argument with my boyfriend. It was about what movie towatch. I called him a jerk and then apologized.

Red Light

Yellow Light

Green Light


I saw my girlfriend going through my text messages.

Red Light

Yellow Light

Green Light


My boyfriend and I love hanging out together, but we do not like the samekind of music.

Red Light

Yellow Light

Green Light


My boyfriend threatened to kill himself if we ever broke up.

Red Light

Yellow Light

Green Light


Every time I wear shorts, my boyfriend yells at me, calls me fat and tells meto change into pants. I stopped wearing shorts because I am afraid of that

my boyfriend will yell at me again

Red Light

Yellow Light

Green Light


When I was with my girlfriend, I let her take a “sexy” picture of me. When we broke up,she sent it to her friends. That picture was supposed to just stay between us.

Red Light

Yellow Light

Green Light


2020

What is teen dating violence?Teen dating violence (TDV) is a type of intimate partner violence. It occurs between two people in a close relationship.

TDV includes four types of behavior:1

• Physical violence is when a person hurts or tries to hurt a partner by hitting, kicking, or using another type of physical force.

• Sexual violence is forcing or attempting to force a partner to take part in a sex act, sexual touching, or a non-physical sexual event (e.g., sexting) when the partner does not or cannot consent.

• Psychological aggression is the use of verbal and non-verbal communication with the intent to harm another person mentally or emotionally and/or exert control over another person.

• Stalking is a pattern of repeated, unwanted attention and contact by a partner that causes fear or concern for one’s own safety or the safety of someone close to the victim.

Teen dating violence, also referred to as “dating violence,” can take place in person or electronically, such as repeated texting or posting sexual pictures of a partner online without consent. Unhealthy relationships can start early and last a lifetime. Teens often think some behaviors, like teasing and name-calling, are a “normal” part of a relationship—but these behaviors can become abusive and develop into serious forms of violence. However, many teens do not report unhealthy behaviors because they are afraid to tell family and friends.

How big is the problem?

Preventing Teen Dating Violence

TDV is common. It affects millions of teens in the U.S. each year. Data from CDC’s Youth Risk Behavior Survey and the National Intimate Partner and Sexual Violence Survey indicate that:

• Nearly 1 in 11 female teens and about 1 in 15 male high school students report having experienced physical dating violence in the last year.2

• About 1 in 9 female and 1 in 36 male high school students report having experienced sexual dating violence in the last year.2

• 26% of women and 15% of men who were victims of contact sexual violence, physical violence, and/or stalking by an intimate partner in their lifetime first experienced these or other forms of violence by that partner before age 18.3

• The burden of TDV is not shared equally across all groups—sexual minority groups are disproportionately affected by all forms of violence, and some racial/ethnic minority groups are disproportionately affected by many types of violence.

reported experiencing physical dating violence

in the last year.

1 in 11Nearly

female teens1 in 15male teens

About About

1 in 9 female

and 1 in 36 male

high school studentsreported experiencing sexual dating violence in the last year.

26% of womenand

15% of menexperienced intimate partner

violence for the first time

before age 18.

National Center for Injury Prevention and Control Division of Violence Prevention

What are the consequences?Unhealthy, abusive, or violent relationships can have severe consequences and short- and long-term negative effects on a developing teen. For example, youth who are victims of TDV are more likely to:

• Experience symptoms of depression and anxiety• Engage in unhealthy behaviors, like using tobacco, drugs, and alcohol• Exhibit antisocial behaviors, like lying, theft, bullying or hitting• Think about suicide4,5,6,

Violence in an adolescent relationship sets the stage for problems in future relationships, including intimate partner violence and sexual violence perpetration and/or victimization throughout life. For example, youth who are victims of dating violence in high school are at higher risk for victimization during college.7

How can we stop teen dating violence it before it starts?Supporting the development of healthy, respectful, and nonviolent relationships has the potential to reduce the occurrence of TDV and prevent its harmful and long-lasting effects on individuals, their families, and the communities where they live. During the pre-teen and teen years, it is critical for youth to begin learning the skills needed to create and maintain healthy relationships. These skills include things like how to manage feelings and how to communicate in a healthy way.

CDC developed Dating Matters®: Strategies to Promote Healthy Teen Relationships to stop teen dating violence before it starts. It focuses on 11-14 year olds and includes multiple prevention components for individuals, peers, families, schools, and neighborhoods. All of the components work together to reinforce healthy relationship messages and reduce behaviors that increase the risk of dating violence. Please visit the Dating Matters website to learn more! www.cdc.gov/violenceprevention/datingmatters

CDC also developed a technical package that describes a variety of strategies and approaches that are based on the best available evidence for preventing intimate partner violence (IPV), including TDV.8 The package includes multiple strategies that can be used in combination to stop IPV/TDV before it starts.

Teach safe and healthy relationship skills• Social-emotional learning programs for youth• Healthy relationship programs for couples

Engage Influential adults and peers• Men and boys as allies in prevention• Bystander empowerment and education• Family-based programs

Disrupt the developmental pathways toward partner violence• Early childhood home visitation• Preschool enrichment with family engagement• Parenting skill and family relationship programs• Treatment for at-risk children, youth, and families

Create protective environments• Improve school climate and safety• Improve organizational policies and workplace climate• Modify the physical and social environments of neighborhoods

Strengthen economic supports for families• Strengthen household financial security• Strengthen work-family supports

Support survivors to increase safety and lessen harms• Victim-centered services • Housing programs• First responder and civil legal protections • Patient-centered approaches• Treatment and support for survivors of IPV, including teen dating violence

1-800-CDC-INFO (232-4636) • www.cdc.gov/violenceprevention

Preventing Intimate Partner Violence

Across the Lifespan: A Technical Package of Programs, Policies, and

Practices A technical package is a collection of strategies based on the best available evidence to prevent or reduce public health problems. The strategy lays out the direction and actions to prevent intimate partner violence. The approach includes the specific ways to advance the strategy through programs, policies and practices. The evidence to support the approaches for preventing intimate partner violence and associated risk factors is also included.

References1. Breiding MJ, Basile KC, Smith SG, Black MC, Mahendra RR.

(2015). Intimate partner violence surveillance: uniform definitions and recommended data elements, version 2.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention

2. Kann L, McManus T, Harris WA, Shanklin SL, Flint KH, Queen, B., et al. (2018). Youth risk behavior surveillance–United States, 20177. MMWR Surveillance Summaries; 67(SS-8):1-114.

3. Smith, SG,S. G., Zhang, X,., Basile, KC,K.C., Merrick, MT,M.T., Wang, J,., Kresnow, M,., Chen, J. (2018). The National Intimate Partner and Sexual Violence Survey (NISVS): 2015 Data Brief—Updated Release. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

4. Foshee VA, McNaughton Reyes HL, Gottfredson NC, Chang LY, Ennett ST. (2013). A longitudinal examination of psychological, behavioral, academic, and relationship consequences of dating abuse victimization among a primarily rural sample of adolescents. Journal of Adolescent Health; 53(6):723-729.

5. Roberts TA, Klein JD, Fisher S. (2003). Longitudinal effect of intimate partner abuse on high-risk behavior among adolescents. Archives of Pediatric Adolescent Medicine; 157(9):875-881.

6. Exner-Cortens D, Eckenrode J, Rothman E. (2003). Longitudinal associations between teen dating violence victimization and adverse health outcomes. Pediatrics; 131(1):71-78.

7. Smith PH, White JW, Holland LJ. (2003). A longitudinal perspective on dating violence among adolescent and college-age women. American Journal of Public Health; 93(7):1104–1109.

8. Niolon PH, Kearns M, Dills J, Rambo K, Irving S, Armstead T, Gilbert L. (2017). Preventing Intimate Partner Violence Across the Lifespan: A Technical Package of Programs, Policies and Practices. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

https://www.cdc.gov/violenceprevention/

http://www.cdc.gov/violenceprevention/datingmatters

http://www.cdc.gov/violenceprevention/datingmatters

Instructions: Read the following three scenarios and think about whether the (Clear, Continuous, Free of Coercion, and Conscious) are met.

Andre and Jayla have been dating a few weeks. One day when they are out at the park, they are holding hands—something they both

agreed to. Andre then grabs Jayla’s butt and kisses her. He thinks that she is probably okay with these things since she did kiss him on the

first date—so she’s clearly into him. Plus, they were already holding hands.

Zach knows that Ella has had a crush on him for a long time, but he does not like her in that way. One night they were hanging out with a

bunch of people at a friend’s house (the friend’s parents were out of town). Ella offered Zach some beer and he decided to drink it. For the

rest of the night, Ella kept giving Zach more alcohol. She said it was to “loosen him up” and so that he would have a better time. That night,

Ella grabbed Zach and started kissing him.

Sofia and Alejandro have been going out for a few weeks. When they were out to see a movie, Alejandro leaned over to Sofia and said,

“see, the girl in the movie shows that she likes the guy by kissing him and having sex—aren’t you into me? You never do anything and I do

not want to have to tell everyone that you are such a prude. But I will.” Alejandro then put his hand on Sofia's thigh. She froze. She was too

scared and nervous to say anything.

Sexual Violence & Session 6 | 23

Checklist Consent

Dating Safety:

scenario

3

scenario

2

scenario

1

Teen Dating Violence Quiz This is a preview of the published version of the quiz

Started: Jan 12 at 10:23am

Quiz Instructions Instructions: Read each statement below and mark whether or not you think the statement is True

or False.

Flag this Question

Question 11 pts Dating violence does not happen to teenagers very often. It is more of an adult problem.


True

False

Flag this Question

Question 21 pts Teenage boys are rarely the victims of dating violence.


True

False

Flag this Question

Question 31 pts Dating violence can happen in all kinds of relationships, not just long-term or serious ones.


True

False

Flag this Question





Question 41 pts Being insulted over and over by someone you are dating is not that big of a deal, as long as there is no physical violence.


True

False

Flag this Question

Question 51 pts Most victims of sexual violence do not know their abuser(s).


True

False

Flag this Question

Question 61 pts Physical violence happens in same-sex relationships as often as it happens in opposite sex dating relationships.


True

False

Flag this Question

Question 71 pts Teens who see violence in their home, such as between their parents, are more likely to be involved in dating violence, either as a victim or as the abuser.


True

False




CommunicatingOur Boundaries

Student Learning Objectives: National Health E ucation Standards:

• Analyze behaviors and situations that may result in increasedrisk for HIV and other sexually transmitted infections (STIs).

• Self Management

• Demonstrate the ability to communicate one s behaviorallimits or boundaries and to show respect for the limits orboundaries of others related to physical intimacy and sexualbehavior.

• Interpersonal Communication

Lesson Synopsis

Connect this lesson on communicating plans for staying within safe behavioralboundaries with the previous lesson on setting goals for living free of HIV and other STIsand planning how to stay within the safe behavioral boundaries. Review and practice, inpairs, verbal and nonverbal communication skills for telling others personal boundariesfor safe behavior. Summarize how and what to communicate when sharing boundarieswith others. Assign homework of asking two trusted adults for communication ideas.

Activity

Introduction

Time

2 minutes None

Input 10 minutes Teacher Manual Resources» Slide Master: What to Communicate » Slide Master: “How to Communicate • Appendix S: School Personnel Guide for Reporting Suspected Child Abuse

and Neglect: You Are a Mandated Reporter

Supplied by the Teacher• Writing paper• Pens or pencils• Slides• Projector

Application 30 minutes Teacher Manual Resources• Student Worksheet: Communicating Boundaries • Teacher Key: “Communicating Boundaries • Slide Master: “Time to Communicate • Teacher Reference-Assessment: Assessment Rubric: Communicating

Boundaries • Student Self-Assessment Rubric: Communicating Boundaries • Student Self-Assessment Checklist: Communicating Boundaries • Peer Assessment Checklist: “Communicating Boundaries

Supplied by the Teacher» Slide• Projector• Pens or pencils

MM © Copyright 2016 State of Michigan Growing Up and Staying Healthy Grades 7-8 LessonS Page 125

Closure 3 minutes Supplied by the Teacher• Student folders from Lesson 1

TOTAL 45 minutes

Prior to the Lesson

Preparation

Determine which version of the lesson has been approved by your Board of Educationto be taught in your class, abstinence-based or abstinence-only.Decide if you want to assess student progress. A rubric is provided for your use at theend of this lesson, Assessment Rubric: Communicating Boundaries. Decide if you want students to assess their own progress. Duplicate the rubric,Communicating Boundaries, for students if you plan to have them use it. There are also

two checklists you can duplicate for students to use. One is a self-assessment checklistand the other is designed for peer assessment. They are both titled, CommunicatingBoundaries. Read appendix S, “School Personnel Guide for Reporting Suspected Child Abuse andNeglect: You Are a Mandated Reporter.

For Input

For Application

Decide how to have the students form pairs to practice skills.Prepare slides of the slide masters, “What to Communicate and “How toCommunicate.

Prepare a slide of the slide master, “Time to Communicate. Duplicate the student worksheet, Communicating Boundaries, for each student.

LESSO PROCE URE

Introduction: Connect this lesson on communicating plans for staying within safe behavioralboundaries with the previous lesson on setting goals for living free of HIV and other STIs andplanning how to stay within the safe behavioral boundaries.

2 minutes

Instructional Steps Script and Detailed Directions

Review the previouslesson on setting goalsand making plans thatavoid infection with HIVand other STIs.

What steps might a person take in order to protect himself or herself from HIVand other STIs?

Possible Answers:• Go out with a group of kids rather than going alone with someone you like.• Talk to each other about boundaries and what you will and won t do prior to going

out.

• Go to a girlfriend/boyfriend s house only when an adult is home to supervise.• Hold hands, but do not kiss a boyfriend or girlfriend.• Abstain from sex.

Page 126 LessonS Grades 7-8 Growing Up and Staying Healthy ©Co yright 2016 State of Michigan Ml¥i

Abstinence-Based Addition:Answers:• Before having sex, talk to your partner about being in a long-term, committed

relationship, for example marriage; make sure you and your partner gettested; and have intimate sexual contact with only one person who is notinfected and is also committed to that relationship.

• Use a latex or polyurethane condom consistently and correctly to reduce therisk of infection.

Having a plan helps you avoid behaviors that could place you at risk for getting HIVand other STIs. Once you have decided on your plan, you need to be preparedto communicate to others what you will do and what you will not do. Part of beingprepared is practicing how to communicate your boundaries before you are in a riskysituation.

Introduce this lesson.

This lesson provides you with the opportunity to discuss how these skills arealso useful in other potentially risky situations, such as situations involvingalcohol and other drugs.

Today, we will learn how to communicate our boundaries to others. We will also learnhow to identify situations that might lead to trouble. These skills will help you avoid riskysexual situations, and can also be used to avoid situations that might involve drugs orviolence.

Input: Identify verbal and nonverbal communication skills for telling others about personalboundaries for safe behavior.

10 minutes


Form pairs andexplain the importanceof communicatingpersonal boundaries toothers.

Divide the class into pairs of students. Assign the group roles: recorder andspokesperson. Have each pair get out paper and a pen or pencil.

We have learned that having a goal for our future and a plan for how we will behavecan help protect us. However, we have to be able to communicate our plan to others sothat they understand e will not change our minds. We want to let people know whatwe will and won t do in a firm and respectful way and in a way that will let us continuethe relationship if we want to.

Review verbaland nonverbalcommunication skillsusing the slide, How toCommunicate.

/ am going to as a couple questions to review what we already know aboutcommunication skills. Working in your pairs, your recorder will have one minute torecord your ideas. In a moment, I will call on spo espersons to share ideas.

How should our voices sound to show that we mean what we say?

Pause for one minute to allow recorders time to record ideas. Then, call on severalspokespersons to share ideas. Record the students ideas on the board.

What kind of body language, or nonverbal communication, shows that we meanwhat we say?

Pause for one minute to allow recorders time to record ideas. Then, call on severalspokespersons to share ideas. Record the students ideas on the board.


Display the slide, How to Communicate, and supplement the students’ lists asneeded.

Be sensiti e to cultural differences regarding nonverbal communication, suchas eye contact. If you are working with students from a variety of culturalbackgrounds, you may want to discuss the various ways nonverbal gesturesare interpreted.

Describe what to saywhen communicatingboundaries usingthe slide, "What toCommunicate.

Display the slide, What to Communicate.

To communicate your plan for your personal boundaries, you need to know what tocommunicate. The first thing to do is simply share information.• Address the person by name.• State your plan clearly and simply: Say what you will do. Say what you won t do.

Use one sentence each.

That may be enough. However, there may be times when your listener doesn t seemto be listening or hearing what you said. Then, you may need to use the three steps formaking sure you are heard.• Repeat your message.• Say something that shows you are serious.• If interrupted, continue from where you were interrupted.

Discuss the importanceof respecting otherpeople s boundaries.

Of course you want people to listen to you when you communicate your boundariesand respect them.

If another person didn t listen or tried to push you outside your boundaries,what kind of relationship might this be?

Answers:• This would be disrespectful.• The other person would be trying to abuse their power over you.• The person might try to exploit you for his or her own happiness.• This could result in sexual harassment or sexual assault.° This could mean the other person doesn’t really care about you.

Just as you want others to listen and respect your boundaries, it is important that youdo the same for them. If someone tells you "no" or communicates a boundai , listenand sup ort their limit. If you don t hear someone say "yes, that means "no.

Refer to appendix S, School Personnel Guide for Reporting Suspected ChildAbuse and Neglect: You Are a Mandated Reporter, to review your responsibilityto report abuse if students disclose situations that cause you to suspect abuse.

Page 128 Lesson 5 Grades 7-8 Growing Up and Staying Healthy © Co yright 2016 State of Michigan SVISVI

Application: Practice communication skills for telling others personal boundaries for safe behavior.30 minutes


Write scripts to practicecommunicationskills using thestudent worksheet,Communicating

Boundaries.

Keep the slide, Whatto Communicate, displayed.

Distribute the student worksheet, Communicating Boundaries, to each student.

&You have several assessment tools available at the end of the lesson if you wantto assess students progress. You may choose from the teacher assessmentrubric, student self-assessment rubric, student self-assessment checklist, and/orpeer assessment checklist.

Now you will have a chance to use these skills in two hypothetical situations. Individually,record what you would say in each situation on the worksheet. Follow the steps on theslide. You will have five minutes. 1 will call on a few of you to hear your ideas.

After five minutes, gather examples from two or three students.

Take a minute to add to your worksheet if you got any new ideas. In a minute, you willpractice your responses with your partner.

Pause another minute to allow students to add new ideas.

Verbally practice Next, each of you will have a chance to practice what you would say in one of thecommunication scenarios. This is not a role-play because no one will play the pressurerin the situation.skills using the However, you will each read one scenario and then practice what you would say as ifstudent worksheet,“Communicating

you were in the situation.

Boundaries, and The person who isn t practicing should watch and listen to his or her partner so thatthe slide, Time to he or she can explain what was said or done that was effective and what could beCommunicate. improved. Try to help each other communicate what you will and won t do in as clear

( ,a d firm a manner as possible.

When 1 give the signal, the second partner will read the second scenario and practicewhat he or she would say.

Assign who will communicate first and review the directions by displaying the slide,Time to Communicate.

Signal the first person in each pair to go first.

Provide time for the pairs to practice and talk about how the message was deliveredand how it could be improved.

Conduct two rounds, giving each student a chance to practice and get feedback.

Summarize reasonscommunicating

This seems pretty easy. What makes it hard to do this in real life?

boundaries might Answers:be difficult and • You care for the person.the importance of • You want to be liked and accepted.practicing. • You don t want to look stupid, etc.

• You don’t want your boyfriend or girlfriend to be mad at you.» You don’t want the person to break up with you or not date you.• You don’t want others to find out about your personal life.

We need to practice these skills, because it is harder in real life. However,communicating your plan for what you will and won t do is one way to protect yourself.

MM © Copyright 2016 State of Mich gan Growing Up and Staying Healthy Grades 7-8 LessonS Page 129

Closure: Summarize how and what to communicate when sharing boundaries with others.Assign homework of asking two trusted adults for communication ideas.

3 minutes


Summarize the lesson,emphasizing how tocommunicate and whatto communicate.

How should you verbally and nonverbally communicate your personalboundaries to others?

Answers:» Face the person.• Maintain eye contact.• Stand or sit straight and tall.» Speak slowly.• Speak clearly.• Use a firm voice without yelling.

What should you say when you communicate your ersonal boundaries?

Answers:• Address the person by name.• State your plan clearly and simply.

- Say what you will do.- Say what you won t do.- Use one sentence each.

- Repeat your message.• Say something that shows you are serious.• If interrupted, continue from where you were interrupted.

What effective communication skills did you see during our practice situations?

Call on a few students to describe effective strategies. Their answers will vary.

Assign homework usingthe student worksheet,CommunicatingE faries."

Parents and other trusted adults have years of experience with communicatingboundaries.

Take your student worksheet, "Communicating Boundaries, home with you.For your homework assignment, discuss the situations and possible responses withtwo trusted adults. One adult may be a parent or guardian, but the other should besomeone who is not your parent or guardian. Ask each adult what they would say andrecord their ideas. When finished, have each adult sign the worksheet. Bring it to classand show it to me to earn credit. 1 will not keep the worksheet, but 1 do want to seethat you completed the assignment. It is due by (insert due date).

Give credit for signedhomework slips.

Ask students to turn in their homework assignments from Lesson 2, involvinginterviewing a parent or other adult, and Lesson 4, involving reviewing goals and taskswith a parent or other adult.

Show me your signed worksheets to receive credit for your homewor assignments.Then, place them in your folders.

Introduce the nextlesson on identifyingtrouble.

During our next health lesson, we will practice identifying situations that may lead totrouble.

Page 130 Lesson 5 Grades 7-8 Growing Up and Staying Healthy © Copyright 2016 State of Michigan IEVI

Slide Master

Speak clearly.

Speak slowly.

Use a firm voicewithout yelling.

[ ©MW@rfea0 Commun cation

° Stand or sit straight and tall.

e Look the person in t e eye. |

• Face the person. I

MM ©Copyright 2016 State of Michigan Growing Up and Staying Healthy Grades 7-8 LessonS PageOU

Slide Master

What

Siiiar® informatio s

® Address the person by name.

• State your plan clearly and simply:

- Say what you will do.

- Say what you won t do.

- Use one sentence each.

tie sure air® heard

Repeat your message.

Say so ething that s owsyou are serious.

If interrupted, continue fromwhere you were interrupted.

Page 132 Lesson 5 Grades 7-8 Growing Up and Staying Healthy © Copyright 2016 State of Michigan MM

Slide Master

Time

Communicator will be the partnerwho is shorter.- Read Anthony s situation to your partner.- Communicate your boundaries as if

you were Anthony.

Listener will be the partner who is taller.- Listen and watch as your partner reads

the situation and sets boundaries.- Tell your partner what was effective

and one idea for improvement.

MM © Copyright 2016 State of Michigan Growing Up and Staying Healt y Grades 7-8 Lesson 5 Page 133

Student Worksheet Name

Communi cats n g Boundaries

Situation #1: Anthony 11 Situation #2: David

Anthony really likes Kim. They live in the sameneighborhood, so they are able to spend a lotof time together after school and on weekends.Last week, Anthony and Kim started kissing atAnthony s when no one else was home. Tonight,Kim invited Anthony to come over, so they couldbe alone. Anthony has decided that it isn t agood idea for them to be alone. Anthony wants tospend time with Kim, but not if they are alone. Ifyou were Anthony, how would you communicatewhat you will and won’t do? What would you say?

David and his teammates have been gettingtogether to give each other piercings. Oneteammate has experience with piercing and hassupplies, so they go to his house. David’s friendssay that it is his turn next time, and they have invitedhim to a piercing party tonight. He knows that itis not safe to get a piercing, because sometimesneedles are shared or aren’t clean. David wants togo to the party, but doesn’t want to get a piercing. Ifyou were David, how would you communicate whatyou will and won t do? What would you say?

Kim tries to convince Anthony to come over.Kim insists on Anthony being there at 7:00.What three things can Anthony say to be heard?

David’s friends interrupt and start to laugh at him.What three things can he say to make sure heis heard?

Homewor Assig ment:

• Discuss the situations and possible responseswith two trusted adults. One adult may bea parent or guardian; the other should besomeone other than a parent or guardian.

• Ask each adult what they would say andrecord their ideas.

® Have each adult sign the worksheet.® Bring the signed worksheet to class to

earn credit.

Intervie e r 5 nC,Aclu,tse 9he|p 'he young'p eo9„°a' °'Ws '"'er iew is t0commun cate personal f0nduc"n9 ' e intetviewKnowing what you t inl, °hUndaries °n be aviorprawie him or her wi h , af0ut these 'senes 2'en m help him Qr heh a uable information

hhdaries hich Wi„teep h ,e ab U,

1. Parent or Other Trusted Adult Signature

2. Other Trusted Adult Signature

Page 134 LessonS Grades 7-8 Growing Up and Staying Healthy © Copyright 2016 State of Michigan MM

Teacher Key

Gomm meating Boundaries

Situation #1: Anthony

Anthony really likes Kim. They live in the sameneighborhood, so they are able to spend a lotof time together after school and on weekends.Last week, Anthony and Kim started kissing atAnthony s when no one else was home. Tonight,Kim invited Anthony to come over, so they couldbe alone. Anthony has decided that it isn t agood idea for them to be alone. Anthony wants tospend time with Kim, but not if they are alone. Ifyou were Anthony, how would you communicatewhat you will and won t do? What would you say?

Even though I like you, I don t want tocome over unless your parents are there.

Kim tries to convince Anthony to come over.Kim insists on Anthony being there at 7:00.What three things can Anthony say to be heard?

Kim, seriously, I want to be with you,and I d love to come over, but only ifsomebody is there. I don’t like the ideaof us being by ourselves.

Homework ssignme t:

o Discuss the situations and possible responseswith two trusted adults. One adult may bea parent or guardian; the other should besomeone other than a parent or guardian.

o Ask each adult what they would say andrecord their ideas.

9 Have each adult sign the worksheet.® Bring the signed worksheet to class to

earn credit.

Situation #2: David

David and his teammates have been gettingtogether to give each other piercings. Oneteammate has experience with piercing and hassupplies, so they go to his house. David’s friendssay that it is his turn next time, and they have invitedhim to a piercing party tonight. He knows that itis not safe to get a piercing, because sometimesneedles are shared or aren’t clean. David wants to

go to the party, but doesn’t want to get a piercing. Ifyou were David, how would you communicate whatyou will and won’t do? What would you say?

I will go to the party, but I’m not getting apiercing.

David’s friends interrupt and start to laugh at him.What three things can he say to make sure heis heard?

Look. We’re teammates, and I still want to

hang out. But, I m not getting a piercing.

Ime' ewe rfe a d Ac,u,ts Beinghe,P the young person 1 2 °f th S nterv'ew /s to

lUndarieSW " eZZUy lab°"

1. Parent or Other Trusted Adult Signature

2. Other Trusted Adult Signature


Lesson 5 Grades 7-8 Growing Up and Staying Healthy © Co yright 2016 State of Michigan MM

Elements in the Lesson

Assessment Qjbric: Communicati g Boundaries

Individually, record what you would say in each situation on the worksheet by answering the questions:• If you were the person, how would you communicate what you will and won t do? What would you say?• What three things can the person say to make sure he or she is heard?

- How to Communicate> Verbal Communication:

o Speak clearly.° Speak slowly.° Use a firm voice.

Nonverbal Communication:o Stand or sit straight and tall,o Look the person in the eye.o Face the person.

- What to Communicate> Share information:

o Address the person by name,o State your plan clearly and simply:

Say what you will do.Say what you won t do.Use one sentence each.

> Be sure you are heard:° Repeat your message.o Say something that shows you are serious.o If interrupted, continue from where you were interrupted.

The following holistic rubric can be used for assessing student ability to communicate boundaries. The student has demonstrated theelements listed above through a written assignment.

To access an analytic rubric for this assignment or a generic, holistic rubric that can be used for any assignment, check the resourcesfor Lesson 5 on the flash drive that came with your manual.

Teacher Reference Assessment, Page 1

Teacher Reference Assessment, Page 2

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Page 138 LessonS Grades 7-8 Growing Up and Staying Healthy © Copyright 2016 State of Michigan MM

MM © Copyright 2016 State of Michigan Growing Up and Staying Healthy Grades 7-8 LessonS Page 139Comm nDcatiimg EBoyndaries

Directions:• Use the following checklist to identify what communication strategies you used to communicate boundaries. Place an x

next to each strategy used.

* Record in the Comments column what you did well or could do differently to communicate more effectively what you willor will not do.

Communicating Boundaries I did thisstrategy.

Comments

How to Communicate Verbally

I spoke clearly.

I spoke slowly.

I used a firm voice.

How to Communicate Nonverbally

I stood or sat straight and tall.

I used eye contact.

I stood face-to-face.

What to Communicate

I used a name.

I stated a plan clearly and simply including what I willdo.

I stated a plan clearly and simply including what I won tdo.

I stated a plan clearly and simply using one sentenceeach.

Be sure you are heard

I repeated my message.

I said something that showed I was serious.

I continued from where I was interrupted.

Student Self-Assessment Checklist Name

LessonS Grades 7-8 Growing Up and Staying Healthy © Copyright 2016 State of Michigan MM Communicating Bou dar esDirections:

• Use this checklist to identify what communication strategies your partner used to communicate boundaries. Place an x nextto each strategy used.

• Record in the Comments column what your partner did well or could do differently to communicate more effectively what heor she will or will not do.

Communicating Boundaries

I observed myactivity partner

doing thisstrategy.

Comments

How to Communicate Verbally

My partner spoke clearly.

My partner spoke slowly.

My partner used a firm voice.

How to Communicate Nonverbally

My partner stood or sat straight and tall.

My partner used eye contact.

My partner stood face-to-face.

What to Communicate

My partner used a name.

My partner stated his or her plan clearly and simplyincluding what he or she will do.

My partner stated his or her plan clearly and simplyincluding what he or she won t do.

My partner stated his or her plan clearly and simplyusing one sentence each.

Be sure you are heard

My partner repeated his or her message.

My partner said something that showed he or she wasserious.

My partner continued from where he or she wasinterrupted.

Peer Assessment Checklist


Lesson Topic(s): Internet Safety, Human Trafficking, and Barrier Protection (Parent Consent) Lesson Duration: Week 4


Rape/Sexual Assault Dating Violence Sexting Social Media Digital Compass Risky Internet Safety Catfishing Sexual Harassment Sexual Bullying Online Identity Human Trafficking Sex Trafficking Child Trafficking Grooming Barrier Male Condom Consistent Erect

• HE.7.B.4.4 - Demonstrate how to ask for assistance to enhance the health of self and others.

• HE.7. B.4.2 - Demonstrate refusal, negotiation, and collaboration skills to enhance health and reduce health risks.

• HE.7. C.1.8 - Explain the likelihood of injury or illness if engaging in unhealthy/risky behaviors.

• HE.7. C.2.1 - Examine how family health behaviors influence health of adolescents.

• HE.7. C.2.3 - Examine how the school and community may influence the health behaviors of adolescents.

• HE.7. C.2.5 - Analyze how messages from media influence health behaviors.

• HE.7. C.2.8 - Evaluate how changes in social norms impact healthy and unhealthy behavior.

Students can demonstrate how to ask for help in seeking health assistance for themselves or others. Students will examine the influences on abusive behavior. Students will be able to explain the risk factors of not following safety measures on the internet. Students will examine preventative practices that reduce the risk of being a victim of human trafficking. • Information posted online • Meeting people unknown • Telling people where you are

going

HEALTH SKILL(S) ADDRESSED Core Concepts

Analyzing External and Internal Influences

Interpersonal Communication


Lesson One: Internet Safety

• Bellwork: What kinds of things do you do online on your computer or mobile device? How are your online activities now different from when you were younger?

• Your Digital Footprint/Social Media Lab – Social Media Test Drive • Nearpod – “Internet Safety” – Teachers add to library from district library • Teen Health Article: Protecting your Online Identity and Reputation • Teen Health Article: Sexual Harassment and Sexual Bullying • Common Sense Media – Digital Compass Internet Game • Assignment – Risky Chat Dilemma

Lesson Two: Human Trafficking

• Bellwork: What is human trafficking? • Nearpod: “Human Trafficking” – Teachers add to library from district library • Safer, Smarter Teens: Personal Power: Lesson 7 Human Trafficking

o Video: Safer Smarter Teens Lesson 7 Video • Human Tracking Infographics:

o Human Trafficking Fact Sheet o Human Trafficking Infographic o Human Trafficking in the US o Sex Trafficking

• Reflection: Human Trafficking – Choose (1) Prompt to Respond to: o Prompt 1: What could your school or community do to protect those who are vulnerable? o Prompt 2: How can you inform other students of the dangers of human trafficking and the steps they could

take to protect themselves? o Prompt 3: If you were in a vulnerable situation that could make you a target for human traffickers, what

steps could you take to protect yourself?

Lesson Three: Barrier Protection

**Parents should have the opportunity to opt their student out of the presentation. Send district Parent Consent forms home. Students that opt out of the lesson should be provided with an alternative “Abstinence-only assignment” per school board policy. • Nearpod – “Barrier Protection” – Teachers add to library from district library

Lesson Four: Review • Review: Jeopardy Review Game

o **Note: Teachers may utilize any of the previously used resources to review content from this unit.

Lesson Five: End of Unit Assessment

• Assessment: Students will take the end of Unit Assessment for Human Sexuality. o **Note: Students that have opted from the Barrier Protection Lesson will receive an alternative

assessment. o Teacher KEY








https://app.socialmediatestdrive.org/intro/digfoot

https://teenshealth.org/en/teens/online-id.html?WT.ac=t-ra

https://teenshealth.org/en/teens/harassment.html?ref=search

https://www.digitalcompass.org/gate.html

Lesson: Internet Safety 1/22

Digital_Footprint_Animation_2017.mp4


Open Ended Question


According to the video, your digital footprint can besearched, copied, shared, broadcast, and is permanent. Part 1: So what does it mean to have a positivedigital footprint? Part 2: How does it make you feelto know that everything you do online is stored and canbe searched for, shared, and broadcast?


https://cf.nearpod.com/neareducation/new/Question/636581748/iconmp3?AWSAccessKeyId=AKIA5LQSO4AXIHKV2NEC&Expires=2147483647&Signature=pTd%2FIOuRr1V2nML31bhw5tDuwTQ%3D&1605624355

Online communication through text, social media, and gaming.


Teen Voices: Who You're Talking to Online Vid (1)


Real-Life Stories - Split Decisions


The Dangers Of Social Media (Child Predator Experiment)


Your Photo Fate (2018)


NCMEC Sextortion 60sec


1/12/2021 Protecting Your Online Identity and Reputation (for Teens) — Print Version - Nemours KidsHealth

https://teenshealth.org/en/teens/online-id.html?view=ptr&WT.ac=t-ptr 1/2

Protecting Your Online Identity and Reputation

Whenever you use a social network, send a text, or post online, you're adding to your online identity. Your online identitymay be different from your real-world identity — the way your friends, parents, and teachers think of you.

Trying on different personas is part of the fun of an online life. You can change the way you act and present yourself toothers, and you can learn more about things that interest you. And, just as in real life, you can take steps to help you stayin control.

Things to ConsiderHere are some things to consider to safeguard your online identity and reputation:

Remember that nothing is temporary online. The online world is full of chances to interact and share with others. It'salso a place where nothing is temporary and there are no "take-backs." A lot of what you do and say online can be seeneven if you delete it — and it's a breeze for others to copy, save, and forward your information.

Mark your profiles as private. Anyone who accesses your profile on social networking sites can copy or screen-grabinformation and photos that you may not want the world to see. Don't rely on the site's default settings. Read each site'sguidelines to make sure you're doing everything you can to keep your material private.

Safeguard your passwords and change them often. If someone logs on to a site and pretends to be you, they can trashyour identity. Pick passwords that no one will guess and change them often. Never share them with anyone other than yourparents or a trusted adult. Not even your best friend, boyfriend, or girlfriend should know your private passwords!

Don't post inappropriate or sexually provocative pictures or comments. Things that seem funny or cool to you rightnow might not seem so cool years from now — or when a teacher, admissions officer, or potential employer sees them. Agood rule of thumb is: if you'd feel weird if your grandmother, coach, or best friend's parents saw it, it's probably not a goodthing to post. Even if it's on a private page, it could be hacked or copied and forwarded.

Don't respond to inappropriate requests. Many teens get inappropriate messages and solicitations when they're online.These can be scary, strange, and even embarrassing. If you feel harassed by a stranger or a friend online, tell an adult youtrust immediately. It is never a good idea to respond. Responding is only likely to make things worse, and might result inyou saying something you wish you hadn't.

You can report inappropriate behavior or other concerns at www.cybertipline.org.

Take a breather to avoid "flaming." Feel like firing off an angry text or comment? Wait a few minutes, calm down, andremember that the comments may stay long after you've regained your temper or changed your mind.

Feeling anonymous on social networks or other sites can make people feel OK about posting mean, insulting, or abusivecomments. Sharing stuff or making angry comments when we're not face to face with someone can be hurtful and damagehow others see us if they find out. A good rule to remember: if you wouldn't say it, show it, or do it in person, you don'twant to online.

Respect copyrights. Know about copyright laws and make sure you don't post, share, or distribute copyrighted images,songs, or files. Sure, you want to share them, but you don't want to do anything illegal that can come back to haunt youlater.

Check yourself. Check your "digital footprint." Try typing your screen name or email address into a search engine and seewhat comes up. That's one way to get a sense of what others see as your online identity.

Take it offline. In general, if you have questions about the trail you're leaving online, don't be afraid to ask a trusted adult.Sure, you might know more about the online world than a lot of adults do, but they have life experience that can help.

Your online identity and reputation are shaped in much the same way as your real-life identity. But when you're online youdon't always get a chance to explain your tone or what you mean. Thinking before you post and being responsible can helpyou avoid leaving an online identity trail you regret.

Reviewed by: Elana Pearl Ben-Joseph, MDDate reviewed: April 2018

TeensHealth.org



https://www.missingkids.org/gethelpnow/cybertipline

https://www.nemours.org/welcome.html?utm_source=khreview&utm_medium=nem&utm_campaign=elana-benjoseph

1/12/2021 Sexual Harassment and Sexual Bullying (for Teens) — Print Version - Nemours KidsHealth

https://teenshealth.org/en/teens/harassment.html?view=ptr&WT.ac=t-ptr 1/3

Sexual Harassment and Sexual Bullying

Even if you've never been bullied or harassed, chances are you know someone who has. Harassment can be a big problemfor kids and teens, especially when smartphones, online messaging, and social media sites make it easy for bullies to dotheir thing.

When bullying behavior involves unwanted sexual comments, suggestions, advances, or threats to another person, it's calledsexual harassment or sexual bullying.

Here's what you need to know and what you can do if you or someone you care about is being sexually harassed or bullied.

What Are Sexual Bullying and Harassment?Just like other kinds of bullying, sexual harassment can involve comments, gestures, actions, or attention that is intended tohurt, offend, or intimidate another person. With sexual harassment, the focus is on things like a person's appearance, bodyparts, sexual orientation, or sexual activity.

Sexual harassment may be verbal (like making comments about someone), but it doesn't have to be spoken. Bullies mayuse technology to harass someone sexually (like sending inappropriate text messages, pictures, or videos). Sometimessexual harassment can even get physical when someone tries to kiss or touch someone that does not want to be touched.

Sexual harassment doesn't just happen to girls. Boys can harass girls, but girls also can harass guys, guys may harass otherguys, and girls may harass other girls. Sexual harassment isn't limited to people of the same age, either. Adults sometimessexually harass young people (and, occasionally, teens may harass adults, though that's pretty rare). But most of the time,when sexual harassment happens to teens, it's being done by people in the same age group.

Sexual harassment and bullying are very similar — they both involve unwelcome or unwanted sexual comments, attention,or physical contact. So why call one thing by two different names?

Sometimes schools and other places use one term or the other for legal reasons. For instance, a school document may usethe term "bullying" to describe what's against school policy, while a law might use the term "harassment" to define what'sagainst the law. Some behaviors might be against school policy and also against the law.

For the person who is being targeted, though, it doesn't make much difference if something is called bullying or harassment.This kind of behavior is upsetting no matter what it's called. Like anyone who's being bullied, people who are sexuallyharassed can feel threatened and scared and experience a great deal of emotional stress.

What Behaviors Count?Some pictures, images, jokes, language, and contact are called "inappropriate" for a reason. If a behavior or interactionmakes you uncomfortable or upset, talk to a trusted adult. It may fall into the sexual harassment or bullying category.

Sexual harassment or bullying can include:

making sexual jokes, comments, or gestures to or about someonespreading sexual rumors (in person, by text, or online)writing sexual messages about people on bathroom stalls or in other public placesshowing someone inappropriate sexual pictures or videosasking someone to send you naked pictures of herself or himself ("nudes")posting sexual comments, pictures, or videos on social networks like Facebook, or sending explicit text messagesmaking sexual comments or offers while pretending to be someone else onlinetouching, grabbing, or pinching someone in a deliberately sexual waypulling at someone's clothing and brushing up against them in a purposefully sexual wayasking someone to go out over and over again, even after the person has said no

Sending sexual messages or images by text, or "sexting," is not a good idea for many reasons. Sexting can lead to problemsfor you and the person getting the text, even when you are dating or in a relationship with that person. In some cases thesemessages can be considered harassment or bullying and can bring very serious consequences. Also, messages or imagesyou intend to be private can get into the wrong hands and be used to embarrass, intimidate, or humiliate. Even if you sendsomeone's picture just to one other person, it can be forwarded to many other people or posted online for the world to see.

Forcing another person into doing things they don't want to do, such as kissing, oral sex, or intercourse, goes beyond sexualharassment or bullying. Forcing someone to do sexual things is sexual assault or rape, and it's a serious crime.

TeensHealth.org



https://teenshealth.org/en/teens/bullies.html

https://teenshealth.org/en/teens/cyberbullying.html

https://teenshealth.org/en/teens/online-id.html

https://teenshealth.org/en/teens/rape-what-to-do.html



Flirting or Harassment?Sometimes people who make sexual jokes or comments laugh off their behavior as flirting, and you might be tempted to dothe same. So what's the difference between flirting and sexual harassment?

Here are three examples of flirting versus harassment:

1. You and your crush have been flirting and you both start making jokes about sexting. Your crush asks ifyou'd ever do that. You say, "No way!" With normal flirting, that's the end of it. But if your crush starts pressuringyou to send sexual pictures, then it's getting into harassment territory

2. Someone in class says your new jeans look great. That's a compliment. But if they say your new jeans makeyour butt look great, or they make comments about specific body parts, that's crossing the line.

3. Someone you're not attracted to asks you to go to a dance. It seems harsh to say you're not interested, so youmake up an excuse. The person asks a couple more times but eventually gets the hint. This is a normal socialinteraction. But if the person hits on you in a creepy way — like making references to sex or your body, sendingsexual messages, always showing up wherever you happen to be, or trying to touch you, hug you, or bother you —that's harassment.

Some things may be awkward, but they don't count as harassment. A guy who blurts out a sex-related swearword becausehe spills his lunch tray isn't likely to be trying to harass or bother you. But if someone is deliberately doing or saying sexualthings that make you uncomfortable, it's probably sexual harassment.

Not sure? Ask yourself, "Is this something I wanted to happen or I want to continue happening? How does it make me feel?"If it doesn't feel right, talk to a parent, teacher, guidance counselor, or someone else you trust.

How to Handle Sexual HarassmentIf you think you're being harassed, don't blame yourself. People who harass or bully can be very manipulative. They areoften good at blaming the other person — and even at making victims blame themselves. But no one has the right tosexually harass or bully anyone else, no matter what. There is no such thing as "asking for it."

There's no single "right" way to respond to sexual harassment. Each situation is unique. It often can be helpful to start bytelling the person doing the harassing to stop. Let him or her know that this behavior is not OK with you. Sometimes thatwill be enough, but not always. The harasser may not stop. He or she might even laugh off your request, tease you, orbother you more.

That's why it's important to share what's happening with an adult you trust. Is there a parent, relative, coach, or teacheryou can talk to? More and more schools have a designated person who's there to talk about bullying issues, so find out ifthere's someone at your school.

Most schools have a sexual harassment policy or a bullying policy to protect you. Ask a guidance counselor, school nurse, oradministrator about your school's policy. If you find the adult you talk to doesn't take your complaints seriously at first, youmay have to repeat yourself or find someone else who will listen.

There's no doubt it can feel embarrassing to talk about sexual harassment at first. But that uncomfortable feeling quicklywears off after a minute or so of conversation. In most cases, telling someone sooner leads to faster results and fewerproblems down the line, so it's worth it.

It can help to keep a record of the events that have happened. Write down dates and short descriptions in a journal. Saveany offensive pictures, videos, texts, or IMs as evidence. That way you'll have them if your school or family has to take legalaction. To avoid going through feeling upset all over again, save this evidence someplace where you don't have to see itevery day.

If You See Something, Say SomethingBystanders play an important role in stopping bullying and sexual harassment. If you see someone who is being harassed,take action. If it feels safe and natural to speak up, say, "Come on, let's get out of here" to the person you see gettingbullied or bothered. You probably shouldn't try to change the bully's behavior by yourself, but it is OK to let the bully knowpeople are watching and will be getting involved.

If you don't feel you can say something at the time you see the incident, report the event to a teacher or principal. This isn'tsnitching. It's standing up for what's right. No one deserves to be harassed. You could also talk to the victim afterward andoffer support. Say that you think what happened is not OK and offer some ideas for dealing with harassment.

If You Suspect SomethingYou won't always see sexual harassment or bullying happening. A friend who is going through it might not talk about it.

Sometimes people show signs that something's wrong even if they don't talk about it. Maybe a normally upbeat friendseems sad, worried, or distracted. Perhaps a friend has lost interest in hanging out or doing stuff. Maybe someone you knowavoids school or has falling grades. Changes like these are often signs that something's going on. It may not be sexualharassment or bullying (things like mood swings or changes in eating habits can be signs of many different things). But it isa chance for you to ask if everything's OK.



Reviewed by: KidsHealth Behavioral Health Experts


© 1995-2021 The Nemours Foundation. All rights reserved.

Images provided by The Nemours Foundation, iStock, Getty Images, Veer, Shutterstock, and Clipart.com.


https://www.nemours.org/services/child-psychology.html

Risky Chat Dilemma

Directions: Read each of the chats with Sara below and answer the questions that follow. Submit your answers through the text entry option or through a word document file upload.

Chats:

• Sara's soccer coach connected her with Asseal, a player he coaches from a nearby town. Sara and Asseal both play goalie and have other common interests, like playing in band. They have been chatting off and on for about a month through a social media messenger app. They talk about games and problems they are having at school with friends. They have shared when and where they will be playing soccer. They have also told each other their team names, logos, and favorite soccer fields in the area. Last week, Asseal sent her some memes of soccer players that included some bad language and inappropriate images. Asseal mentioned that she should probably make sure her parents don't see it.

• Sara loves taking pictures and posting them to Instagram. A few months ago, she noticed alex_eastwest13 liked several of her photos and commented "you are so talented!" Sara was flattered. Then she received a private message from alex_eastwest13 asking if she was a professional photographer or if she wanted to be one someday. Sara responded that it was her dream to be one when she grew up. Now they talk a lot through private messaging. Sara also posts comments on alex_eastwest13's photos, which are mostly of random objects and nature scenes. Last week, alex_eastwest13 asked if she would post more selfies because "i think u r beautiful." Alex_eastwest13 also messaged her a cell number so she could send more personal pictures. "Just don't tell anyone I gave you this," alex_eastwest13 commented.

Questions:

1. What types of information did Sara share or get asked to share in each of these scenarios?

2. Which of these online chats is more risky: the one with Asseal or with alex_eastwest13? Why?

3. For the chat you find more risky-

o Identify: Who are the different people involved in the scenario? What dilemma or challenge are they facing?

o Feel: What do you think Sara is feeling? Why might the situation be hard or challenging for her?

o Imagine: Imagine how Sara could handle the situation. Come up with as many ideas as possible: There's no "right" answer! Then, highlight which option might lead to the most positive outcome.

o Say: Thinking more about the idea you chose for handling the situation, what could Sara say or do?

Lesson: Human Trafficking 1/16

Safer Smarter Teens | Personal Power | Lesson 7 | Human Trafficking


Open Ended Question


What can you ASK Maya to show you care?


https://cf.nearpod.com/neareducation/new/Question/638892819/iconmp3?AWSAccessKeyId=AKIA5LQSO4AXIHKV2NEC&Expires=2147483647&Signature=rPFrhGPRDBWpj8IvbMuUiFyQpOc%3D&1605716820

Open Ended Question


Maya tells you that Rylan takes her over to Dylan’s every day afterschool. They are always doing drugs. She resisted at first, but aftera while she started doing them too. There have been times thatshe is really high and Dylan demands that she do things with theolder guys at his house. Sometimes she doesn’t even rememberwhat happened. How can you respond to show you CARE?


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Open Ended Question


Who could you TELL to get help for Maya?


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LessonHUMAN TRAFFICKING: MODERN-DAY SLAVERY

2

LessonHUMAN TRAFFICKING: MODERN-DAY SLAVERY

OVERVIEWStudents will learn about control and manipulation that can result from an imbalance of power. Students will be aware of the potential dangers of being controlled by others as these tactics can be used by human traffickers. They will understand that human trafficking can occur anywhere and to anyone, and it is even likely happening in their own community. Students will learn the definition and risks of human trafficking. In this lesson, students will be introduced to a scenario that demonstrates risky situations and red flags shown by a teen in a vulnerable position. How traffickers maintain control and the impact of trauma bonds will be reviewed. They will learn methods of reporting suspected or actual human trafficking. Students will review how to advocate for themselves and others.

MATERIALS• Focus Scene PDFs• Spotlight and Key Vocabulary PDF• Close-Up Activity Scenario PDFs • Student copies of the following PDFs:

- Point of View - Take Action Activity - Know the Facts About Human Trafficking - Journal - Parent Letter 7

LESSON 7 OUTLINE

1. POINT OF VIEW (5 MINUTES)Each lesson begins with students deciding if they agree or disagree with five statements about the day’s topic in the "Before Viewing" column on the Point of View. The purpose of this activity is to activate students’ background knowledge on the topic and allow for increased engagement while they are viewing the video.

DID YOU KNOW?Each year, as many as 300,000 American children are at risk for sexual exploitation. The average age a child enters the commercial sex trade is 11-13 years old.2

3

2. FOCUS ACTIVITY (5 MINUTES)The Focus Activity provides an overall theme for the lesson, video, and activities through the use of two photo cards, taken from the opening montage in the videos, with taglines that indicate there is often more going on in a student’s life than others may realize. The cards depict scenarios that can make a student more vulnerable to unsafe situations and unsafe decisions. In this whole-group activity, the teacher will ask students to respond to questions that enable them to step into the scene with the pictured students, make comparisons, and draw conclusions.

This activity helps students: • Become sensitized to the feelings of others • Make observations about the behaviors of others • Step outside of themselves• Develop empathy • Tap into their personal power to be the change

A. This activity focuses on personal safety. Display the Lesson 7 Focus Scene Cards:

- “A trauma bond formed with her abuser” - “Being forced to work”

B. Explain to students that these cards represent a “snapshot” in someone’s life and a situation that each is experiencing. Something happened before this “snapshot” was taken, and something will happen afterward. Encourage students to imagine what might be going on in each of the Focus Scene Cards, and ask how these two situations could be related.

C. Ask students the following questions: - What do you think may have happened before this scene? - What may have happened after this scene? - How do you think the characters are feeling? How do you know? - If you were in this scene, what would you be doing?

Teacher Tip:Human trafficking is real problem and it can happen to anyone. Be aware that human traffickers use psychological manipulation to maintain control. They look for vulnerable children and teens who have a void and work to fill it. It might be the “social outsider” who is seeking to belong. The traffickers convince the victim they will be part of a “family”, cared for, and loved. The need for belonging may lead victims to believe that they are not being trafficked, and are participating of their own will. In reality, they are being manipulated by the false sense of belonging.

4

Teacher Tip (Continued):A trauma bond is formed between the victim and the trafficker in which the victim loses their sense of self, adopts the worldview of the abuser, and takes responsibility for the abuse. This bond can be thought of like Stockholm Syndrome. The victim is made to feel they cannot survive without the protection and support of the abuser, making it very difficult for the victim to leave.

Other victims may feel powerless because of temporary status. They may be in the United States on a temporary work visa. The employer may withhold documents, use threats of deportation, and use force, fraud, and coercion to use the victim for services and financial gain.

Help students identify the trusted adults in their life who they can turn to, confide in, and who will help them in any situation. When students have a trusted adult to turn to, they are less likely to be victimized. It can be very difficult for some teens to identify trusted adults, especially those who are being trafficked. They may think the trafficker is a trusted adult, when in reality, they are far from being trustworthy. Teens should look for someone in their life who does not want something or demand something from them. A trusted adult is there for the teen with no strings attached.

3. SHOW LESSON 7 VIDEO (10 MINUTES)Lauren will discuss the importance of helping someone in need. Just as there are warning signs of abuse, there are warning signs of human trafficking. She will remind students of the life-changing efforts of Harriot Tubman and others in the Underground Railroad. Students are encouraged to seek help if they or someone they know is in danger.Lauren will cover:• Identifying unsafe situations• The importance of helping someone in need• How to access help• The National Human Trafficking Hotline

Teacher Tip:Many survivors of sexual abuse and human trafficking state that they wish someone had just asked them what was wrong, what was happening in their life, or what they needed. Simply reaching out to someone when you notice something is not right could save them from a dangerous situation and bring them to safety.

4. POINT OF VIEW (5 MINUTES)Immediately following the video, allow students to review the five statements in the "After Viewing" column. Allow a brief time for students to process this new knowledge and perspective with class discussion.

5

Teacher Tip:Activating students’ background knowledge prior to the introduction of new information provides a way to hook what they already know to newly acquired knowledge. Responding in writing to this activity ensures the long-term retention of this important information.

5. TEACHER-LED ACTIVITIES (60 MINUTES)

A. Spotlight and Key VocabularyReview this lesson’s "Spotlight" and key vocabulary with students.

Spotlight – Human trafficking occurs when someone is recruited, hidden, or transported against their will for services and the financial gain of another person. This is sometimes referred to as "modern-day slavery." It is important to identify unsafe situations and unhealthy relationships that could put you at risk. Using your personal power to maintain the balance of power in relationships will help you stay safe.

Key Vocabulary• A.C.T.: Ask, Care, Tell.• Balance of Power: How power is shared by people in a relationship.• Coercion: Maintaining control and making someone do something against

their will by using threats and intimidation• Force: Maintaining control and making someone do something against

their will by using violence• Fraud: Maintaining control and making someone do something against

their will by using false promises and lies• Human Trafficking: When someone is recruited, hidden, transported

against their will for services and the financial gain of another person. • Personal Power: The tools we have to help us make safe decisions that

help ourselves and others.• Safe and Unsafe Relationships: In a safe relationship, there is a balance

of power where healthy boundaries are protected; the relationship is positive, rational, productive, and supportive. In an unsafe relationship, there is an imbalance of power that results in one person being controlled and manipulated by another person; boundaries are not respected, resulting in a destructive and negative relationship.

• Trauma Bond: A bond rooted in survival instinct; the victim is made to feel they cannot survive without the protection and support of the abuser, making it very difficult for the victim to leave. The trafficking victim loses their sense of self, adopts the worldview of the abuser, and takes responsibility for the abuse.

DID YOU KNOW?Florida is the third largest hub for human trafficking in the United States.2

6

Teacher Tip:Explain to students that traffickers exert control by removing the victim’s freedom. Traffickers control the money, food, personal identification, and living conditions. Traffickers often provide illegal drugs to victims, maintaining control through access to drugs. There is also a lot of emotional and psychological manipulation.

B. Close-Up ActivityThe Close-Up Activity further extends and reinforces the concepts presented in the video and in the Focus Activity and provides the background for students to complete the Take Action Activities. Close-Up Activities will include class and group discussion, some will include written work, and some will include role-play as part of the activity.

• Close-Up Activity - Prior to the lesson review the following points about slavery:

» Slavery has occurred throughout history. People have owned and used other people for services and their own personal gain.

» Slavery became illegal in the United States over 150 years ago, when President Abraham Lincoln issued the Emancipation Proclamation.

» Ask student why the Emancipation Proclamation was so important. » Why is this important proclamation still important today?

Risk Factors

• Distribute the Know the Facts About Human Trafficking sheet.

Teacher Tip:Help students understand that traffickers look for victims who are not going to tell. Using their voice and personal power to seek help is an important way to protect themselves from human traffickers.

Review the risk factors that make someone more vulnerable to human traffickers:

• Running away from home• Needing money or living in poverty • Dropping out or skipping school• Lack of job opportunities – unemployment, looking for a job • Low self-esteem, when you don’t feel good about yourself, you may be

more easily taken in by the lies and manipulation of traffickers• Social isolation – being alone may limit who you turn to for help and who

will notice that you may be in an unsafe situation• Substance abuse – using drugs and alcohol

7

Explain how traffickers target their victims:

Social Media, Online, and Cell Phones• Traffickers use many popular social media sites and digital devices to

contact potential victims• Just like a sexual predator grooms a victim, human traffickers also

groom victims• Traffickers may start by scouting victims through social media sites,

then use a variety of techniques to manipulate the victim into believing they are loved, will be cared for, and that they will have a better life; finally, they trap the victim and use them for financial gain

• Traffickers often post false ads promising easy money as a way to find vulnerable victims who can be tricked, trapped, and trafficked

• Cell phones and social media are also used to maintain control; the trafficker will pretend to be the victim and send messages to friends and family claiming that everything is okay and that the victim is safe

Malls, Hang-Out, Bus Stops• Traffickers find victims in the places where kids your age spend time:

malls, movie theaters, fast food restaurants, bus stops• Traffickers know that a teen who is alone, especially in a place like a

bus or train station, may be more vulnerable• They look for teens who respond to their attention, who are homeless,

or who need money• Traffickers build a relationship, make false promises, and trap the victim

Peer Recruiters• Explain that there are kids their age are recruited by other teens. Most

victims are recruited by someone they know.• A peer recruiter may find a victim at a local hangout or online. The

recruiter starts giving the victim attention and gifts, trying to make the victim feel special. Then the recruiter may begin to act like a boyfriend or girlfriend. In time the recruiter introduces the victim to the trafficker and the victim is trapped and trafficked.

• Another type of recruiter will befriend the victim and offer drugs and alcohol. The traffickers maintain control through access to the drugs and alcohol and by using threats of telling parents or other important adults. Out of fear of getting in trouble or addiction to drugs, the victim does what the trafficker wants.

• A peer recruiter may trick victims by showing off expensive clothes, fancy shoes, pretty nails, and hair. When the victim shows interest, the recruiter offers to introduce the victim to a friend who will do the same for them. Sadly, the gifts and attention are soon replaced with demands from the trafficker.

Review the red flags or warning signs that indicate someone is being trafficked:• Appears fearful or anxious

DID YOU KNOW?1 in 5 children are solicited sexually through the Internet before their 18th birthday. Gaming systems, deactivated cell phones, iPods, and other such digital devices can also access the Internet over WiFi. Many games, even those that cater to young children, give players access to servers where they are exposed to other players who can communicate with them through gameplay and chat features.1

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• Overly submissive, nervous, or tense • Lack of eye contact • Displays unusually anxious behavior or appears fearful at the mention of

law enforcement • Appears to be in poor health or does not seek medical attention when needed • Appears undernourished or malnourished • Shows signs of physical and/or sexual abuse • Has marks indicating physical restraint or confinement • Branding or tattoos with a name or nickname

Explain the common living and working conditions of someone being trafficked:• Unable to leave or to come and go when you want• Working for little or no pay, or paid only with tips • Working extremely long and/or unusual hours • Not allowed to take a break • Working with excessive restrictions • Owing the employer large amounts of money and being unable to repay the debt • Recruited with false promises regarding the type or work, living conditions,

and working conditions• High security measures at the work site and/ or the living locations, such

as boarded up or covered windows, security bars, security cameras, barbed wire fences

• Signs of drug addiction • Being forced into sex

Review all resources for getting help.• Tell a trusted adult • Call the National Human Trafficking Resource Center (NHTRC) Hotline at

888-373-7888 • Text HELP to “BeFree” (233-733) to be connected with the NHTRC Hotline • Call the Florida Abuse Hotline at 800-96-ABUSE (1-800-962-2873) • Call 911 to reach local law enforcement • Call the US Department of Justice at 888-428-7581

Divide the class into groups. Give each group a scenario card. Students will read the scenario card about peer situations that illustrate unsafe situations. Have each group determine the vulnerability, how freedom was taken away, and how the student was being used for someone else’s personal gain. After each group shares, have the class discuss ideas of how to get help.

Teacher Tip:When you discuss how to access help, it is important to remember that not all students consider law enforcement officials trusted adults. Be prepared to discuss all adults who can help when someone is in danger. Help can be accessing the National Human Trafficking Hotline by texting help to 233733 (BeFree) or by call 888-373-7888

DID YOU KNOW?Traffickers may target young victims through social media websites, chat features in apps or on games, after school programs, on the streets, at shopping malls or in clubs. In some cases, teens who are already involved with the traffickers are used to recruit other victims. In fact, a person can be trafficked without ever leaving his or her hometown.2

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C. Take Action ActivityTake Action Activities provide students an opportunity to apply and practice the important concepts they have learned in the lesson. Take Action Activities are composed of a variety of activities, including role-play, group work, and individual work.

• Take Action Activity - Review A.C.T.: Ask, Care, Tell with students:

» Ask when they observe a red flag in a friend’s life. » Care about their friend by responding without judgment and with

support when that friend discloses an unsafe secret, unsafe situation, or unsafe relationship.

» Tell a trusted adult. Students need to understand that they must involve a trusted adult and either accompany that friend when they tell an adult or tell an adult themselves if the friend feels as though they cannot tell.

- Divide class into the same groups they were in during the Close-Up Activity.

- Distribute the appropriate "Take Action by Using A.C.T." to each group. - Discuss using personal power to say “No” and seek help. - How can students use personal power to stand up and maintain

control?

Today’s Power Play: Recognizing the Risks of Human Trafficking Encourage students to be cautious of potential risks. Human traffickers often seek out children and teens who are vulnerable. It is essential to help students recognize an appropriate balance of power in relationships and be aware of people and situations where they may be coerced into giving up personal power. If a student or someone they know is in an unsafe situation that may be human trafficking, they should seek help from a trusted adult or call the National Human Trafficking hotline at 888-373-7888, or text help to 233733 (BeFree).

D. Journal“If I could have convinced more slaves that they were slaves, I could have freed thousands more.”–Harriett Tubman

What does this quote mean to you? Can you put it in context of the concept of trauma bonds? Why is it important use your personal power to keep yourself and others safe?

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Lesson 7 Notes

• Point of View Worksheet

• Focus Scene Cards

• Spotlight and Key Vocabulary

• Close-Up Activity

• Take Action by Using A.C.T.

• Journal

• Parent Letter

• Know the Facts About Human Trafficking

Lesson 7STUDENT MATERIALSHuman Trafficking: Modern-Day Slavery

For more information, visit SaferSmarterTeens.org or LaurensKids.org.

Before I watched the video, I thought

Now I know

Directions: Before viewing the video, read the statements below. In the "Before Viewing" column, mark whether you Agree (A) or Disagree (D) with the statement. After you have viewed the video, go back to the statements and mark in the "After Viewing" column whether you Agree (A) or Disagree (D) with the statement.

Before Viewing After Viewing

POINT OF VIEW

1. Human Trafficking is only a problem in other countries.

2. Human Trafficking would never occur in my hometown.

3. Students at my school are not at risk for being targeted by human traffickers.

4. Using your Personal Power can help protect you from human traffickers.

5. I can send a text message to get help to free myself or someone else from human trafficking.

LESSON 7:HUMAN TRAFFICKING

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SPOTLIGHT – Human trafficking occurs when someone is recruited, hidden, or transported against their will for services and the financial gain of another person. This is sometimes referred to as "modern-day slavery." It is important to identify unsafe situations and unhealthy relationships that could put you at risk. Using your personal power to maintain the balance of power will help you stay safe.

KEY VOCABULARY

• A.C.T.: Ask, Care, Tell.

• Balance of Power: How power is shared by people in a relationship.

• Human Trafficking: When someone is recruited, hidden, transported against their will for services and the financial gain of another person.

• Personal Power: The tools we have to help us make safe decisions that help ourselves and others.

• Safe and Unsafe Relationships: In a safe relationship, there is a balance of power where healthy boundaries are protected; the relationship is positive, rational, productive, and supportive. In an unsafe relationship, there is an imbalance of power that results in one person being controlled and manipulated by another person; boundaries are not respected, resulting in a destructive and negative relationship.

• Trauma Bond: A bond rooted in survival instinct; the victim is made to feel they cannot survive without the protection and support of the abuser, making it very difficult for the victim to leave. The trafficking victim loses their sense of self, adopts the worldview of the abuser, and takes responsibility for the abuse.


Directions: Read each scenario and consider what makes someone vulnerable to be used for someone else’s gain.

Carlos has always looked up to his older brother, Daniel. He likes to hang out with Daniel’s friends when they come over. Sometimes the guys tease him and call him a little kid. He really wants to fit in and be like the older guys. One day he overhears them talking about dealing drugs. When they realize Carlos heard them, they make threats against Carlos and his younger sister. One of the guys threatens, “If you tell anyone what you heard, your little sister will pay the price. You keep your mouth shut and she will stay safe.” One day, Daniel gives Carlos a package. Daniel says, “You need to take the package and wait for a guy on the basketball court. And remember keep quiet.” As he is leaving, one of the guys says, “You better keep quiet, you know what happens to snitches!”

What made Carlos vulnerable?How were the older guys taking away his freedom?How were they using Carlos for their own gain?

Close-Up ACtivity: sceNarIo 1:


William’s mother is sick and has expensive medical bills. He wants to help out by earning some money, however it is not easy for a 13-year-old to find a job. The owner of a small farm about 20 miles from William’s house offers him a job. The farmer explains that most kids his age can’t get a job, so if William agrees to be paid cash he can work in the fields each weekend. The farmer picks up William and several other boys each Saturday morning. When William starts working he is required to work for 10 to 12 hours each day out in the hot sun. The farmer explains that he pays the workers based on how many crates of vegetables are packed. However, the farmer only pays for the crates he thinks are properly packed. He charges William for the ride to the farm, for the work gloves, for water, and for the crates he is filling. William keeps working hoping to get out of debt to the farmer.

What made William vulnerable?How did the farmer take away his freedom?How did the farmer owner use William for his own gain?



Belinda lives with her parents and older sister. She meets Alex, who is older than her and attends high school. She is very flattered that he is interested in her. He tells her he wants to spend time with her, however Belinda’s parents would not approve of her going out with an older boy. Belinda starts sneaking out of the house to meet Alex. At first Alex is very nice and Belinda enjoys being with him. However, things change and Alex begins to demand that she do what he wants, when he wants. She texted him some inappropriate photos and he says that she will get into big trouble with her parents if they find out, so if she wants to keep their relationship a secret, she better do what he wants.

What made Belinda vulnerable?How did Alex take away her freedom?How did the Alex use Belinda for his own gain?



Ethan has been looking for a job. He has been searching for almost a year, however he can’t get hired. One day he is playing basketball at the neighborhood courts. Ethan is approached by several guys who ask to join the game. As they are playing, one of the guys named Liam begins talking about work. Liam tells Ethan about a great opportunity. They all work for this company that provides summer work to teenagers. He explains that it is so much fun. They travel all over the country selling magazines or cleaning products door-to-door. He describes how the company provides the transportation, provides all of the food, gives them a place to stay, and even provides a cell phone. Ethan is excited about getting a job. He is told that each day he and a few other people will be taken to an area of a town to make sales and they will be picked up that night. Everyone will go out to dinner and then out to the movies or other fun activities. All he has to do is sell the products and the money will come pouring in. However, when Ethan starts working for the company he is driven around in a van with ten other teenagers. They are not told where they are going. When they are dropped off they are threatened that if they do not sell a certain amount, they will not be given any food that night. The cell phone he was provided can only be used to contact his boss. He cannot call home or anyone else he knows. At night, all ten teens must sleep in one hotel room. If anyone complains or questions the boss, they are beaten.

What made Ethan vulnerable?How did Liam and his company take away Ethan’s freedom?How did Liam and his company use Ethan for his own gain?



Kelly and her friends like to chat online. She likes meeting people online because she is frequently teased about being shorter than her friends and looking like a little girl. One day, a guy from another school messages Kelly online. She isn’t sure about the conversation at first, since she has never met him, but they continue chatting because she likes having someone to talk to and he is giving her positive attention. Kelly is flattered by his attention and agrees to give him her number. Soon he starts texting her, and asking her to send him photos. He continues to tell her how special she is. Kelly begins to meet him secretly. When they get together, she realizes he is older than he said he was online – but he is still really nice to her. He tells her to keep their friendship a secret, and he takes her out and buys her nice things. She knows it’s wrong to keep this secret, but he makes her feel special. Eventually, he offers her drugs and alcohol. He tells Kelly he loves her, and she must prove her love for him. He makes promises to her and she believes that if she does what he wants, he will fulfill his promises. He has Kelly do things for money and she is forced to give him all of the money. Kelly no longer hangs out with her friends. When her friends invite her places, she tells them her boyfriend won’t let her hang out because she has to be with him.

What made Kelly vulnerable?How did the man take away Kelly’s freedom?How did the man use Kelly for his own gain?


Directions: Review the scenario from the Close-Up Activity. Use A.C.T.: Ask, Care, Tell to help the victim in each scenario. Write your answers below and prepare to share your answers with the class.

Scenario 1: Carlos has always looked up to his older brother, Daniel. He likes to hang out with Daniel’s friends when they come over. Sometimes the guys tease him and call him a little kid. He really wants to fit in and be like the older guys. One day he overhears them talking about dealing drugs. When they realize Carlos heard them, they make threats against Carlos and his younger sister. One of the guys threatens, “If you tell anyone what you heard, your little sister will pay the price. You keep your mouth shut and she will stay safe.” One day, Daniel gives Carlos a package. Daniel says, “You need to take the package and wait for a guy on the basketball court. And remember keep quiet.” As he is leaving, one of the guys says, “You better keep quiet, you know what happens to snitches!”

Carlos has been avoiding you and doesn’t hang out anymore. He seems nervous and tense. How can you Ask Carlos what is wrong?

Carlos gets quiet and says that he can’t tell you because he has to protect his little sister.

You realize that something serious must be going on with Carlos. How can you tell or show him that you Care?

Who can you Tell to get Carlos help?

TAKE ACTION BY USING A.C.T.



Scenario 2: William’s mother is sick and has expensive medical bills. He wants to help out by earning some money, however it is not easy for a 13-year-old to find a job. The owner of a small farm about 20 miles from William’s house offers him a job. The farmer explains that most kids his age can’t get a job, so if William agrees to be paid cash he can work in the fields each weekend. The farmer picks up William and several other boys each Saturday morning. When William starts working he is required to work for 10 to 12 hours each day out in the hot sun. The farmer explains that he pays the workers based on how many crates of vegetables are packed. However, the farmer only pays for the crates he thinks are properly packed. He charges William for the ride to the farm, for the work gloves, for water, and for the crates he is filling. William keeps working hoping to get out of debt to the farmer.

William has been gone every weekend for the past few weeks. He doesn’t talk much and seems really tired, especially on Monday. When you ask William to go to a game next weekend, he hangs his head and says, “No, I can’t.” How can you Ask William what is wrong?

William tells you about his job. He describes how difficult the work is and that he isn’t making any money because the farmer charges him for everything and he can’t pay off the debt.

You know William is being forced to work and that's not safe. What can you do to show him you Care?

Who can you Tell to get William help?




Scenario 3: Belinda lives with her parents and older sister. She meets Alex, who is older than her and attends high school. She is very flattered that he is interested in her. He tells her he wants to spend time with her, however Belinda’s parents would not approve of her going out with an older boy. Belinda starts sneaking out of the house to meet Alex. At first Alex is very nice and Belinda enjoys being with him. However, things change and Alex begins to demand that she do what he wants, when he wants. She texted him some inappropriate photos and he says that she will get into big trouble with her parents if they find out, so if she wants to keep their relationship a secret, she better do what he wants.

Belinda used to always talk about her boyfriend. Now she hides her phone and looks distressed when he sends her a text message. How can you Ask Belinda about her boyfriend and find out what is wrong?

Belinda tells you she feels like he is controlling her and she has to do whatever he wants.

You can tell that Belinda is in an unhealthy relationship. How can you let Belinda know you Care?

Who can you Tell to help Belinda get out of the unhealthy relationship?




Scenario 4: Ethan has been looking for a job. He has been searching for almost a year, however he can’t get hired. One day he is playing basketball at the neighborhood courts. Ethan is approached by several guys who ask to join the game. As they are playing, one of the guys named Liam begins talking about work. Liam tells Ethan about a great opportunity. They all work for this company that provides summer work to teenagers. He explains that it is so much fun. They travel all over the country selling magazines or cleaning products door-to-door. He describes how the company provides the transportation, provides all of the food, gives them a place to stay, and even provides a cell phone. Ethan is excited about getting a job. He is told that each day he and a few other people will be taken to an area of a town to make sales and they will be picked up that night. Everyone will go out to dinner and then out to the movies or other fun activities. All he has to do is sell the products and the money will come pouring in. However, when Ethan starts working for the company he is driven around in a van with ten other teenagers. They are not told where they are going. When they are dropped off they are threatened that if they do not sell a certain amount, they will not be given any food that night. The cell phone he was provided can only be used to contact his boss. He cannot call home or anyone else he knows. At night, all ten teens must sleep in one hotel room. If anyone complains or questions the boss, they are beaten.

Ethan has a job where he is being controlled and forced to work. He has no way to contact anyone and he

will be punished if he does not do as he is told. How can you Ask Ethan more about this unsafe situation?

Ethan tells you he is afraid of his boss and has no way to contact his family or anyone else who can help.

You can tell what Ethan’s boss is doing is wrong and seems illegal. How can you let Ethan know you Care?

Who can you Tell to help Ethan get out of the unsafe situation?




Scenario 5: Kelly and her friends like to chat online. She likes meeting people online because she is frequently teased about being shorter than her friends and looking like a little girl. One day, a guy from another school messages Kelly online. She isn’t sure about the conversation at first, since she has never met him, but they continue chatting because she likes having someone to talk to and he is giving her positive attention. Kelly is flattered by his attention and agrees to give him her number. Soon he starts texting her, and asking her to send him photos. He continues to tell her how special she is. Kelly begins to meet him secretly. When they get together, she realizes he is older than he said he was online – but he is still really nice to her. He tells her to keep their friendship a secret, and he takes her out and buys her nice things. She knows it’s wrong to keep this secret, but he makes her feel special. Eventually, he offers her drugs and alcohol. He tells Kelly he loves her, and she must prove her love for him. He makes promises to her and she believes that if she does what he wants, he will fulfill his promises. He has Kelly do things for money and she is forced to give him all of the money. Kelly no longer hangs out with her friends. When her friends invite her places, she tells them her boyfriend won’t let her hang out because she has to be with him.

If you realized Kelly was spending all of her time with an older guy and not allowed to see her friends, what could you Ask to find out about her relationship?

Kelly tells you that she loves her boyfriend and she doesn’t want him to break up with her, so she does what he wants. He promises her that someday they will have a wonderful life together, but for now he gets really angry and threatens her if she doesn’t do what he wants.

You can tell that Kelly is in an unsafe situation. How can you let Kelly know you Care?

Who can you Tell to help Kelly get out of the unsafe situation?



“If I could have convinced more slaves that they were slaves, I could have freed thousands more.”–Harriett Tubman

What does this quote mean to you? Can you put it in context of the concept of trauma bonds? Why is it important use your personal power to keep yourself and others safe?

JOURNAL


In this Safer, Smarter Teens: Personal Power lesson, your child learned about the problem of Human Trafficking. Human trafficking is when a child or adult is recruited, hidden, transported against their will by using force, fraud, or coercion for the personal gain of another. Students learned that human trafficking is modern-day slavery. Historical references were used to help students understand that just as Harriett Tubman and other members of the Underground Railroad rescued slaves and brought them to freedom, there may be someone they know who has lost their personal power and needs to be rescued. Scenarios were used to illustrate risky situations and circumstances that may make teens more vulnerable. Methods of reporting suspected or actual human trafficking and the importance of advocating for themselves and others were reviewed.

PARENT CONNECTIONThis lesson was very important because teenagers have increased independence. Teens need to have knowledge of potential risks and develop the skills needed to maintain their personal power to stay safe. Human traffickers use tactics to control and manipulate others by creating an imbalance of power.

School-aged children right here in the United States – and even in your own community – are being trafficked, therefore it is essential that all students and parents are informed of the risks. There are factors that may increase the risk of being a victim of human trafficking including being a runaway, living in poverty, dropping out of school, having low self-esteem, and feeling a lack of opportunities. However, any child could be the target of human traffickers.

It is very important that you and your child understand how human traffickers maintain control. Control is maintained by removing the victim’s freedom. Traffickers often control the money, food, personal identification, and living conditions of their victims – though every case is different. Traffickers often provide illegal drugs to victims, maintaining control through access to drugs. There is also a lot of emotional and psychological manipulation. Everyone wants to feel connected and loved by other people. We have a natural desire to have relationships. Relationships create bonds. In healthy relationships, there are positive and productive bonds. However, in unhealthy relationships there are destructive or trauma bonds. The creation of a trauma bond is an intentional process. The abuser starts by filling the need of the victim. The use of secrecy and isolation creates even more dependence. The abuser then manipulates the victim’s behavior by making false promises. Abusers use the bonds that have formed to convince the victim to do things in the name of love. The trauma bond makes it very difficult for the victim to leave.

TIPS TO FURTHER TODAY’S LESSONDiscuss various situations where a trafficker could approach your child. Apply the TFA strategy (“What do you think? How do you feel? What would you do?”) if someone:• Contacted you online and offered to meet you to talk about an afterschool job• Stopped you in the mall and offered you a free photoshoot and modeling contract• Offered you a job doing farm labor on the weekends for cash• Chatted with you online and asked to meet in person at a party

PARENT LETTER 7: HUMAN TRAFFICKING

For more ways to talk with your child about staying safe, visit SaferSmarterFamilies.org;for additional resources, visit LaurensKids.org. To report abuse, call the ChildHelp National Child Abuse Hotline at 1-800-422-4453, and you will be referred to your local abuse reporting agency.

During this lesson, students used the A.C.T. rule: Ask, Care, Tell to respond to an unsafe situation. It is essential for children to have the tools to advocate for themselves and others.

Discuss the following scenario with your child: One of your friends starts hanging out with some older kids. When you ask to get together, your friend tells you that he/she already has plans. You start to notice that your friend seems anxious and nervous since hanging out with these older friends.

What can you Ask your friend to find out is something is wrong?

Your friend tells you he/she is being forced to deliver drugs for some of the older kids.

What can you say to show you Care?

Who can you Tell to get your friend help?

Remind you child, how important it is to seek help if they or someone they know is in an unsafe situation. To seek help for human trafficking:

• Text “BeFree” (233733) and immediately connect with the National Human Trafficking Hotline (1-888-3737-888).

• Local Law Enforcement - 911• Florida Abuse Hotline - 1.806.96.ABUSE (1.800.962.2873)

RISK FACTORSKnow the risk factors that make someone more vulnerable to human traffickers.• Runaways • Needing money or living in poverty • School dropout or skipping school• Lack of job opportunities - unemployment • Low self-esteem • Social isolation • Substance abuse – drugs and alcohol

INDICATORS SOMEONE IS BEING TRAFFICKED• Appears fearful or anxious • Overly submissive, nervous, or tense • Lack of eye contact • Displays unusually anxious behavior or appears

fearful at the mention of law enforcement • Appears to be a poor health or does not

seek medical attention when it is needed • Appears undernourished or malnourished • Shows signs of physical and/or sexual abuse • Has marks indicating physical restraint or

confinement • Branding or tattoos that have the name or

nick name of the traffickers

COMMON LIVING AND WORKING CONDITIONS• Unable to leave or to come and go • Working for little or no pay, or paid only

with tips• Working extremely long and/or unusual hours • Not allowed to take a break • Working with excessive restrictions • Owing the employer large amounts of money

and being unable to repay the debt • Recruited with false promises regarding the

type or work, living conditions, and working conditions

• High security measures at the work site and/ or the living locations, such as boarded up or covered windows, security bars, security cameras, barbed wire fences

• Signs of drug addiction • Being forced into sex

HOW TRAFFICKERS TARGET VICTIMS• Online and cell phones • Shopping malls and common “hang-outs”• Bus and train stations • Peer recruiters

KNOW THE FACTS ABOUT HUMAN TRAFFICKING


HOW TO GET HELP• Tell a trusted adult • Call the National Human Trafficking Resource Center (NHTRC) Hotline at 888-373-7888 • Text HELP to “BeFree” (233-733) to be connected with the NHTRC Hotline • Call the Florida Abuse Hotline at 800-96-ABUSE (1-800-962-2873) • Call 911 to reach local law enforcement • Call the US Department of Justice at 888-428-7581

1,2,3,4,5,6,7

soURCes1. Broward Sheriff’s Office. “Human Trafficking.” Fact sheet. Broward County, Florida. n.d.

2. Florida Department of Education (n.d.). Child Human Trafficking. Retrieved from http://www.fldoe.org/core/fileparse.php/5411/urlt/HumanTraffickingToolkit.pdf

3. “How Street Traffickers Recruit Young Girls.” Human Trafficking Search, Michelle Lillie, 9 Sept. 2014, https://humantraffickingsearch.org/how-street-traffickers-recruit-young-girls/.

4. “Statistics.” National Human Trafficking Hotline, Polaris Project, https://humantraffickinghotline.org/states.

5. Reid, J. A., & Jones, S. (2011). Exploited vulnerability: Legal and psychological perspectives on child sex trafficking victims. Victims & Offenders, 6(2), 207–231.

6. “Recruitment.” National Center on Safe Supportive Learning Environments, 19 Dec. 2019, https://safesupportivelearning.ed.gov/human-trafficking-americas-schools/recruitment.

7. “Fact Sheet: Human Trafficking.” U.S. Department of Health & Human Services, Administration for Children & Families Office on Trafficking Persons, https://www.acf.hhs.gov/sites/default/files/otip/fact_sheet_human_trafficking_fy18.pdf.

Human Trafficking Fact Sheet for Florida Schools

2015|FLORIDA DEPARTMENT OF EDUCATION OFFICE OF HEALTHY SCHOOLS

Florida is the third largest hub for human trafficking in the United States

What is Child Human Trafficking?

Human trafficking is modern slavery. It involves exploiting a person through force, fraud or

coercion for the purpose of forced labor and/or commercial sex. Victims of human trafficking

include men, women, boys, girls and transgender individuals. Child human trafficking applies to

persons under the age of 18. If the sex trafficking victim is under the age of 18, it is human

trafficking regardless of whether force, fraud and/or coercion exist. The majority of reports we

receive on school-age children are for sex trafficking.

Most school-aged Florida children spend five days a week, six to eight hours a day, in schools. As

a result, schools are a potential environment for a variety of prevention and intervention

activities for the children. School settings provide educators and school personnel with a unique

opportunity to support the health and development of students. Ensuring a safe and supportive

environment for students is the responsibility of all school personnel.

Warning Signs and Possible Risk Factors

Teachers and school staff are uniquely positioned to recognize changes in behavior and appearance which may be a sign of underlying problems among students.

Human trafficking can often go unnoticed, even by individuals interacting with a victim on a regular basis. Recognizing the indicators can help alert school administrators and staff to a human trafficking situation. While no single indicator is necessarily proof of human trafficking, recognizing the signs is the first step in identifying a problem.

Here are some questions to keep in mind:

Does the student –

• Have unexplained absences from school?

• Suddenly change his or her usual attire, behavior or relationships? • Suddenly have more (and/or more expensive) material possessions? • Chronically run away from home? • Act fearful, anxious, depressed, submissive, tense or nervous and paranoid? • Defer to another person to speak for him or her, especially during interactions with

school authority figures? • Describe an adult as a friend or boyfriend/girlfriend? • Show signs of physical and/or sexual abuse, physical restraint or other serious pain or

suffering? • Have new branding/tattoos? • Appear to have been deprived of food, water, sleep, medical care or other life

necessities? • Have possession of his or her own identification documents (e.g., student identification

card, driver’s license/passport) or does someone else have them?

Human Trafficking Fact Sheet for Florida Schools

2015|FLORIDA DEPARTMENT OF EDUCATION OFFICE OF HEALTHY SCHOOLS

Best Practice

A response protocol should be developed in collaboration with school district leadership; federal

and/or local law enforcement; mental health, child welfare or victim services providers; and

other appropriate community partners. Once the protocol is developed, annual staff training on

the response protocol should be enacted.

Reporting – “If you see something, say something.”

Florida Abuse Hotline: 1-800-96-ABUSE (1-800-962-2873)

National Human Trafficking Resource Center: 1-888-373-7888

BeFree Textline Text "BeFree" (233733)

1-800-Runaway

911

Free Resources

• FDOE Child Human Trafficking chapter

• FDOE Human Trafficking webpage

• FSU Center for the Advancement of Human Rights

• Health and Human Services

• U.S. Department of Homeland Security Blue Campaign

• National Center for Missing & Exploited Children

• NetSmartz Workshop

• Polaris

• The Lifeboat Project

• U.S. Department of Health and Human Services

http://fldoe.org/core/fileparse.php/5411/urlt/HumanTraffickingToolkit.pdf

http://fldoe.org/schools/safe-healthy-schools/human-trafficking.stml

http://www.cahr.fsu.edu/



http://www.acf.hhs.gov/trafficking

http://www.dhs.gov/blue-campaign

http://www.missingkids.org/home

http://www.netsmartz.org/Parents

http://www.polarisproject.org/human-trafficking/overview

http://www.thelifeboatproject.org/

http://www.apiidv.org/violence/trafficking.php





Lesson: Barrier Protection Lesson 1/10

Using a Condom


Open Ended Question


Do you have any questions for me?




HEALTH EDUCATION - Pinellas County Schools

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