2018-19 AISD Sex Ed Grades 9-12

Sexuality & Responsibility Consent Form (Grades 9-12)
Dear Parent/Guardian,
Your child has the opportunity to participate in the Sexual Health curriculum through their
Health class. The curriculum content is age appropriate and scientifically accurate. The teaching
of human sexuality is covered under Board Policy EHAA (Legal) and (Local). A preview copy
of the curriculum can be found in your campus library. You may also view these lessons at the
AISD Health and Physical Education office. The High School Health curriculum includes the
following topics:
Male and Female Reproductive Anatomy

Male and Female Reproductive Systems
Reproduction and Heredity
Benefits of Abstinence
Contraception
The Attorney General’s Office P.A.P.A. Curriculum
o Establishing Paternity
o Single Parenting
o The Cost of Parenting
STDs
HIV/AIDS
This experience will be most valuable for students if they have the opportunity to share what
they have learned with their families. I encourage you to engage in discussion around these
topics with your child
If you do not want your child to participate in the Sexual Health portion of the high school
Health class you must sign and date below and return to your child’s Health educator.
______________________________
Student Name
_______________________________ ______________________
Parent/Guardian Signature Date
Revised 1/12/17 Michele Rusnak, Health and Physical Education Supervisor 512-414-9779
Sexualidad y responsabilidad, Formulario de consentimiento (Grados 9-12)
Estimado padre/tutor:
Su hijo tiene la oportunidad de participar en las lecciones sobre Salud Sexual a través de su clase
de Salud. El contenido se adapta a la edad de los estudiantes y es científicamente correcto. La
enseñanza de la sexualidad humana está cubierta por la norma de la Junta EHAA (Legal) y
(Local). Puede encontrar una copia de las lecciones en la biblioteca de su escuela. También
puede consultar estas lecciones en la Oficina de Salud y Educación Física del AISD. El plan de
estudios de Salud de Educación Secundaria abarca los siguientes temas:
Anatomía reproductiva masculina y femenina

Sistema reproductivo masculino y femenino
Reproducción y herencia
Los beneficios asociados a la abstinencia
Anticonceptivos
Lecciones de la Oficina del Fiscal General P.A.P.A ( Programa sobre la Paternidad y Ser
Padres)
o Cómo determinar la paternidad
o Ser padre/madre soltero/a
o El costo de ser padre/madre
Las enfermedades de transmisión sexual (ETS)
El VIH y el SIDA
Esta experiencia será más valiosa para los estudiantes si tienen la oportunidad de compartir lo
que aprendieron con sus familias. Les animo a conversar sobre este tema con su hijo/a.
Si usted no quiere que su hijo/a participe en las lecciones de sexualidad y responsabilidad,

deberá firmar y poner la fecha a este formulario y entregarlo en la escuela de su hijo/a.
______________________________
NOMBRE DEL ESTUDIANTE
_______________________________ ______________________
Firma del padre/tutor Fecha
Modificado el 1/15/16 por Michele Rusnak, Supervisora de Salud y Educación Física 512-414-9779
Unit Lesson Lesson/Activity Title
Relationships Unit
7 PreQuiz
7 Checklist
7 27 Austin Resource Guide
7 27 Family Health PowerPoint
7 27 Family Health Worksheet
7 27 Family Tree Project
7 27 Healthy Relationship Sexual Assault Prevention PowerPoint
7 27 Healthy Relationship Sexual Assault Prevention Worksheet
7 27 Choosing Healthy Relationships: PAPA Session 9
7 27 Relationships Spectrum
7 27 Respect PowerPoint
7 27 Respect Worksheet
7 27 Sound Relationships Activity
7 27 Teen Safety Plan Activity
7 28 Is This A Warning Sign Activity
7 28 Maria Wears My Jacket Activity
7 28 Wheel Of Life Project: PAPA: Session 4
7 28 Where Do You Stand Activity: PAPA Session 8
7 28 Teen Dating Violence Awareness Campaign: PAPA Session 10
7 28 Relationships PowerPoint
7 28 Relationships Worksheet
7 29 Marriage Circles Activity
7 29 How Ready Are You: PAPA Session 1
7 29 What Is A Parent: PAPA Session 1
7 29 ILAC Activity: PAPA Session 7

Sexual Health Unit
8 Parent Consent Form
8 Parent Consent Form Spanish
8 Unit 8 PreQuiz
8 Unit 8 Checklist
8 30 Abstinence Bell Ringer Activity
8 30 Male and Female Reproductive System Exemplar Lesson
8 30 Is This Abstinence? Activity
8 30 Reproductive Systems PowerPoint
8 30 Reproductive System Worksheet
8 30 Setting Ground Rules Activity
8 30 What Do They Call It Activity
8 31 Journey of the Egg And Sperm Activity
8 31 Reproduction and Heredity PowerPoint
8 31 Reproduction and Heredity Worksheet
8 32 Contraception PowerPoint
8 32 Contraception Worksheet
8 32 Condom Activity
8 32 Personal Timeline Activity
8 32 So Why Should I Wait Activity
8 33 Establishing Paternity PowerPoint
8 33 Establishing Paternity Worksheet
8 33 Which Price Is Right Activity
8 33 Which Price Is Right Worksheet
8 34 Sexually Transmitted Diseases PowerPoint
8 34 Sexually Transmitted Diseases Worksheet
8 34 Which STD Am I Activity
8 35 Sexual Health Bingo Activity
8 36 Is This Consent Activity
8 36 Setting Boundaries Activity
8 36 Role Play Scenarios Activity

Healthy relationships include
communication, respect,
honesty, trust and equality.
Self Esteem
TRUE FALSE
Sexual abuse is any unwanted
sexual activity.
Self Esteem
TRUE FALSE
Consent can NOT
be given even if the person is
drunk.
Self Esteem
TRUE FALSE
Violence is defined as a
physical force that is used to
harm people or damage
property.
Self Esteem
TRUE FALSE
Bullying is only
aggressive physical behavior.
Bullying can be verbal,
written or electronic.
Self Esteem
TRUE FALSE
Someone who bullies intends
to hurt, control, intimidate or
humiliate another person.
Self Esteem
TRUE FALSE
Name: ___________________________ Period_____
Unit 7 Relationships

Grade Worksheet / Activity
________ Family Health Worksheet
________ Healthy Relationships Worksheet
________ Teen Safety Plan
________ Choosing Healthy Relationships Activity
________ Wheel of Life Activity
________ What Is A Parent Activity
________ How Ready Are You? Worksheet
________ BullyingCyberbullyingGangs Worksheet
________ Sound Relationships Activity
________ Total Points
Unit 7 Lesson 27
Unit 7 Lesson 27
Unit 7 Lesson 27
Unit 7 Lesson 27
Unit 7 Lesson 27
Unit 7 Lesson 27
Unit 7 Lesson 27
Unit 7 Lesson 27
Unit 7 Lesson 27
7/19/2018 TE S HE. A, HE. B
1
The definition of marriage varies according to
different cultures. t is a familial bond that is
recogni ed legally, religiously, or socially, granting
the participating partners mutual con ugal rights
and responsibilities.
7/19/2018 2
otional
nti acy
nvolves a closeness to another that
allows sharing of personal feelings,
accompanied by expectations of
understanding, affirmation, and
demonstration of caring
7/19/2018 3
otional aturity
bility to evaluate
a
relation i an to
act accor ing to
w at i be t or
everyone involve
7/19/2018 4
the legal
dissolution of a
marriage by a
court or other
competent
body
7/19/2018 5
What are some of
the reasons Abuse
Addiction
couples get Unfaithfulness
divorced? Emotional
immaturity
Conflicts with family
Selfishness
Lack of
communication
Unfulfilled
expectations
Financial trouble
7/19/2018 6
at i cu to y
The protective care or guardianship of someone
at i a cu to ial arent
A parent who is given physical and or legal
custody of a child by court order
at i a noncu to ial arent

A parent who does not have physical and or
legal custody of a child by court order
at i oint cu to y
Both parents are custodial parents and neither
parent is a non custodial parent
7/19/2018 7
at o you
nee to
con i er be ore
tarting
a a ily
7/19/2018 8
e on ibilitie renatal care, lace to live,
Be ore Birt inco e
otional Once you ave a baby, t eir

aturity nee ave to co e be ore
your .
a ety a e environ ent to rai e a
c il
ia er , or ula, ay care,
inancial clot e or year
ow will you rai e t e c il

i ci line ublic v . rivate c ool
eligion
7/19/2018 9
il ren are irror or
arent . on ey ee, on ey
o
at o you t in a e a
goo arent
7/19/2018 10
en uality ti e wit t e .
tabli clear rule an li it .
i ten an co unicate, ut
t e one own.
c nowle ge
o itive
be avior an
goo c oice .
7/19/2018 11
a ilie co e in all a e
an i e wit variou
co bination o eo le...
7/19/2018 12
arent an
t eir
c il ren
7/19/2018 13
a ilie
beco e one
7/19/2018 14
il live
wit only
one arent
7/19/2018 15
elative beyon t e nuclear a ily
gran arent , aunt , uncle ,
7/19/2018
cou in ... 16
arent beco e legal guar ian o
c il ren t at are not biologically t eir
7/19/2018 17
arent ave
te orary cu to y o
7/19/2018
c il ren 18
Unit 7 Lesson 27
a ily Health

1 Write out the definitions:
a Marriage

b Emotional intimacy

c Emotional maturity

d Divorce

2 What are some of the reasons couples get divorced?

3 Write out the definitions:
a Custody

b Custodial parent

c oncustodial parent

Austin Independent School District 7 19 2018 Page 1 of 2
Unit 7 Lesson 27
d Joint custody

4 What do you need to consider before starting a family?

a
b
c
d
e

5 What makes a good parent?

a
b
c
d

6 Define the types of families

a uclear Family
b Blended Family
c Single Parent Family
d Extended Family
e Adoptive Family
f Foster Family
Unit 7 Lesson 28
A L TR R T RU R

The visual component must take the form of a poster drawing diagram etc Be creative Include as much
detail as possible You may have to do more research to make your poster complete

Your final family tree should include:
• Creativity
• Color
• Organization eatness
• Be as detailed as you possibly can I realize people may have difficulty finding a lot of information but
do your best Take on the role of a genealogist
• Full ame first and last
• Relationship to you
• Date of birth including year
• State Country of Birth
• Marriages
• Children

Remember: Everyone s family is different You should create this project in a way that is uni ue to your
family You are given uite a bit of creative freedom but it still needs to be detailed accurate and complete

Unit 7 Lesson 28
This project is worth 100 points and will be graded using the following rubric:

a ily T ee o ect Ru ic

CATEGORY
Re ui e The poster All re uired All but 1 of the Several re uired
le ents includes all elements are re uired elements were
re uired included on the elements are missing
elements as well poster included on the
as additional poster
information
ani ation The poster is The poster is The poster is The poster is
exceptionally attractive in acceptably distractingly
attractive in terms of design attractive though messy or very
terms of design layout and it may be a bit poorly designed
layout and neatness It is messy It may be It is not
neatness It is easy to unorganized and attractive
easy to understand and hard to follow
understand and follow
follow
eativity Several of the One or two of The graphics are o graphics
graphics used on the graphics made by the made by the
the poster reflect used on the student but are student are
an exceptional poster reflect based on the included
degree of student designs or ideas
student creativity in their of others
creativity in their creation and or
creation and or display
display
esentation Shows a full Shows a good Shows a good Does not seem
ontent understanding of understanding of understanding of to understand
the topic the topic parts of the the topic very
Addresses two Addresses two topic Speaks well Does not
members of the members of the about a member know
family and extra family and their of the family information
stories or facts stories about family or
failed to do
research
Additional otes:

TOTAL: 100

Healthy Relationship Guided otes
ame: Date:
Instructions: Take notes in the blank areas from the presentation as your teacher reviews each concept
The ive a o a eas o healthy elationships a e
o Communication
o
o
o Trust
o
ive ays to p o ote healthy elationships
o Speak Up
o
o
o Be Supportive
o

hat is sexual a use

onsent is
AFFIRMATIVE: Yes Means ot just the absence of a no
: there s no pressure and your partner is agreeing to it because they want to
: the partner is present and not drunk high or passed out

ays to say no
Say with your voice firmly
Reaffirm with your eyes and language
Explain why
If needed say o again and move or use body language to create space
Offer an
Walk away and leave the situation

Healthy Relationship Guided otes
hen to as o consent
o Ask any sexual behavior
o Ask while you and your partner are engaging in consensual behavior that can lead to sexual
arousal like cuddling or kissing
o If there is any uestion as to whether your partner wants the kind of sex you want ask
o If your partner looks uncomfortable what s happening
o Respect that consent can be withdrawn at any time even during sexual activity
o Anyone who is too intoxicated to communicate can OT consent to sexual activity
ite o n t o o the ays you can as o consent
1

2

a ien tells you they have een a use
o Don t be afraid to reach out
o Be and listen patiently
o Emphasize that it is not their fault the responsibility for the abuse is the abuser s FAULT
o Focus your support on the friend or family member not the abuser
Don t contact the abuser or discuss the matter with others This can worsen the
situation for your friend
o them to community resources
Review the community resource list your teacher has
o Help them develop a plan for how to respond to dangerous situations
Ho to e a ystan e
o Speak up and

o If you are worried for your safety the authorities

AL U ST e o e you evelop the sa ety plan hat is sextin an hat a e so e conse uences o
sextin

Unit 7 Lesson 27
SESSION 9: CHOOSING HEALTHY RELATIONSHIPS

INTRODUCTION
In an earlier session, you learned about parenting as a team. You saw what happens when parents separate
and allow bad feelings about their relationship to affect their child. However, when parents recognize they
share the goal of raising a healthy and happy child, they can learn to communicate and cooperate as a team.
In this session, you’ll do some thinking about relationships.
You’ve experienced many kinds of relationships in your life – friendships, family relationships, teacher-stu-
dent relationships, and so on. When it comes to romantic relationships, there’s probably tremendous varia-
tion among you and your peers. Some people have been dating for a while, while others haven’t even thought
about it.
It’s normal for people to have had different levels of experience with romantic relationships. Each person is
an individual with different interests, personalities, families and cultural backgrounds.
Regardless of your personal experience, working through this section of the student workbook will increase
your awareness of what’s involved in creating healthy relationships. It will also help you be more aware of
things that are important to you. This is information you might be able to apply in your life right now…or you
might store it away and put it to use later.
What makes a relationship healthy? Think over all the relationships you’ve read about in this program. Which
of those relationships were healthy? What are the factors to consider when determining if a relationship is
healthy or not?
ACTIVITY: The Relation-SHIP

Imagine that a relationship is like a ship floating on waves and rough waters. What are the characteristics
in the relation-SHIP that would keep it afloat? For example, mutual trust is very important. Each person in a
relation-SHIP must trust the other to do what he or she says, to be honest, and to maintain confidences. Trust
is something that’s earned. You have to find out over time if a person is trustworthy. And it must be mutual –
meaning it must go both ways. You must be trustworthy and your partner must be trustworthy.
Mutual trust is already on the list below. List other characteristics that would help keep a relation-SHIP afloat:
1. Mutual Trust 5.
2. 6.
3. 7.
4. 8.
Now that you’ve written your list, consider the following. How do the two lists compare?
p.a.p.a. Student
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Unit 7 Lesson 27
ACTIVITY: The Relation-SHIP Continued
CHARACTERISTICS OF HEALTHY DATING RELATIONSHIPS
*'K^li^\m'This starts with respecting yourself and knowing your own worth. It also means accepting each
other’s opinions, values, limits, need for individual time, and so on.
+'>jnZebmr'This is at the center of a healthy dating relationship. Power is balanced in the relationship.
Neither person has unfair advantage over the other due to age, power or maturity. During the teen years
when one partner is three or more years older, the relationship is often unequal.
,'Hi^g<hffngb\Zmbhg'Communication is good. Both people talk and listen. It’s important to be able to say
what you’re really thinking and feeling – to be open, clear and honest.
-'Ahg^lmrZg]:\\hngmZ[bebmr'Telling each other the truth, keeping your word, being faithful, and being able
to admit when you’re wrong increases trust.
.'MknlmZg]Lniihkm'Trust must be strong and both partners must feel safe. You learn to trust by observing
over time and in different situations that you can depend on someone. It takes time to build trust. You should
want the best for each other and offer encouragement when needed.
/'G^`hmbZmbhgZg]<hg×b\mFZgZ`^f^gm' People who are dating recognize when they have conflict and
manage it without violence. Managing conflict is a skill you can learn and practice. Communication is
especially important when there is a conflict. Listen to each other, respect differences, compromise, talk
about past disagreements and figure out what to do differently in the future.
0'LaZk^]K^lihglb[bebmr'People who are dating make decisions together and have give and take in the
relationship. They share the costs of hanging out and having fun together and do things that are enjoyable for
both people. Relationships should be mutual, not one-sided.
1'?kb^g]labi%:]fbkZmbhgZg]:__^\mbhg' Friendship is the basis of the relationship. The person you’re dating
should be someone you like, admire and respect. Never try to change your boyfriend or girlfriend or to be
someone that you’re not. Spend time enjoying similar interests and keep the friendship alive.
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Unit 7 Lesson 27
ACTIVITY: The Relation-SHIP Continued
Now rate the following list of relationship characteristics using a scale from 1 to 5 (with 1 = Not Important
and 5 = Very Important). Place a number in the right hand column beside each characteristic to indicate how
important you think it is for developing and maintaining a healthy dating relationship.
Not at all Important Very Important
1 2 3 4 5
Relationship Characteristic Level of Importance Rating

Mutual trust
Partners close in age
Partners have equal say in decisions/control of relationship
Open and honest communication
Similar values
Love and affection
Conflict is managed well
Non-violent
Have fun together – are friends
Give each other space and freedom
Mutual respect
Friends and family support the relationship
Think about different kinds of relationships and how your criteria for a boyfriend or girlfriend might change
as relationships get more serious.
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Unit 7 Lesson 27
ACTIVITY: Your Personal Relationship Continuum

CASUAL RELATIONSHIPS
Casual relationships might include phone, text or online relationships, “group dating”, or non-exclusive one-
on-one dating. If you were going out casually with someone, are there any character traits that the person
must have? Are there any qualities that the person might have that would be totally unacceptable to you? We’ll
call those your “non-negotiables.” List them here.
MUST haves:
MUST NOT haves:
SERIOUS RELATIONSHIPS
In serious relationships, couples have typically been dating on a regular basis over a long period of time;
they’ve often made a commitment to be exclusive; and the relationship is probably seen by both families as a
committed relationship. What are non-negotiable qualities a serious boyfriend or girlfriend must have?
MUST haves:
MUST NOT haves:
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Unit 7 Lesson 27
ACTIVITY: Your Personal Relationship Continuum Continued
MARRIAGE
Marriage is a legal relationship that’s designed to be “for the rest of your life.” Couples agree to a perma-
nent commitment; often there’s an engagement; usually a legal ceremony is planned; couples live together
and often raise a family together. What are your non-negotiables for a spouse?
MUST haves:
MUST NOT haves:
SHARING PARENTHOOD
What kind of person would you want to share parenthood with? What are your non-negotiables? What quali-
ties must the person have? What qualities would be unacceptable?
MUST haves:
MUST NOT haves:
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Unit 7 Lesson 27
ACTIVITY: Your Personal Relationship Continuum Continued
Questions to Consider
What characteristics become more important to you as a relationship becomes more serious?
What are the big differences between someone you would go out with casually and someone you
would have a child with?
What can you do to make sure you don’t end up sharing parenthood with someone you’re just going
out with on a casual basis?
Relationship experts say that commitment and faithfulness are important in a marriage.
Do an Internet search to find out what research says about the impact of commitment and faithfulness on
marriage. Provide a short summary below.
Commitment:
Faithfulness:
BUILDING RELATIONSHIP SKILLS
Marriage and family therapists tell us that many marriages and committed relationships break up because
couples don’t know how to communicate effectively and don’t know how to manage conflicts.
The good news is that communication and conflict resolution are skills that can be learned and practiced. By
working together, a couple can learn the relationship skills to build and maintain a healthy relationship.
You don’t need to be in a romantic relationship to work on your communication or conflict resolution skills.
Being able to communicate and work out conflicts respectfully will help you at home, with friends, at school
and on the job.
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RESPECT
WHAT IS RESPECT AND WHY IS IT
IMPORTANT?
What is RESPECT?
Treating people in a positive manner that acknowledges them for
who they are and/or what they are doing.
Why is RESPECT important?
Being respectful towards people is key in order to form and
maintain positive relationships.
If you treat others with respect the expectation is that they will be
respectful back.
What does RESPECT look like?
To treat people in the manner in which you expect to be treated.
Appreciating each others points of view.
To show consideration for another person’s feelings and interests.
Accepting people as they are.
What does RESPECT not look like?
Dumping on someone because you’re having a bad day.
Dissing people because they’re different from you.
Gossiping about people or spreading rumors.
What are RESPECTFUL INTERACTIONS?
Most people learn basic social guidelines for respect as
children. Parents directions to play nice, share with others, say
please, thank you and you’re welcome lay the foundation for
respectful interactions with other’s in life.
Respectful interactions do not draw undue or negative
attention to a person’s difference or disability
If we sense we are not being respected we stop engaging and
our sense of self worth collapses or we become angry.
EMPATHY
WHAT IS EMPATHY AND HOW IS IT
RELATED TO RESPECT?
What is EMPATHY?
The awareness of the feelings and emotions of other people.
Why is EMPATHY important?
Empathy helps us to communicate our ideas in a way that makes sense to
others, and it helps us understand others when they communicate with us.
Listening and empathy are the foundation for healthy, effective
communication because they help us understand other people before we
judge them.
Why is it important to be EMPATHIC?
You will be more likely to treat the people you care about the way they
wish you would treat them.
You will better understand the needs of people around you.
You will be able to deal better with interpersonal conflict with others.
It could help you motivate the people around you.
You could find it easier to deal with the negativity of others if you can
better understand their motivations and fears.
It could help you be a better leader, better follower and most important a
better friend.
An empathic connection to someone adds depth to our understanding of
them.
How are EMPATHY and RESPECT related?
Empathy builds acceptance and appreciation for differences. It
motivates us to use caring words and acitons toward others
even when we do not agree with them.
These skills and capacities make us less likely to argue and
more likely to respond with understanding and respect in
situations where there are contrasting values, beliefs and
opinions.
Empathy begins with self respect.

SELF RESPECT
WHAT IS SELF RESPECT AND WHY IS IT
IMPORTANT?
What is SELF‐RESPECT?
Self respect is an individuals overall feeling if his/her own worth. You hold
yourself to your own stndards and try not to worry too much about what
other people think of you.
Self esteem is another word for self respect.
Why is SELF‐RESPECT important?
Self respect is the most important thing we either have or don’t have
because if forms the foundation of how we treat others and how we allow
others to treat us. Without self respect, it’s difficult to have confidence and
integrity.
How do we get SELF‐RESPECT?
Accepting yourself
Determine your values
Choose your priorities
Don’t let others treat you with disrespect
Take care of your body. When you feel better physically it will make you
feel better in all areas of your health
Positive thinking and a positive mindset
Be willing to change, not to please others but to better yourself
Set boundaries and don’t let others try to change your mind.
SETTING
BOUNDARIES
HOW DO WE SET BOUNDARIES?
How do we set BOUNDARIES?
Knowing what our values and
priorities are is the first step in
setting our boundaries.
Verbalizing to others what you
want or don’t want is how we set
those boundaries.
What does it look like when you don’t set boundaries?
People take advantage of us.
People who take advantage of us
have little or no respect for us.
What happens when we don’t
feel respected?
What happens when we don’t feel respected?
If we sense we are not being respected...
1. Our sense of self worth or self respect collapses.
2. We become angry
3. We shut down, isolate ourselves from others,
stop doing the things that we love.
INCONSIDERATE BEHAVIOR
When you’re considerate and respectful, you’re polite and
thoughtful. You consider other peoples feelings.
The opposite of being considerate is being inconsiderate.
Inconsiderate behavior is often rude and selfish.
What are some examples of inconsiderate behavior?
What could the results be of continuous inconsiderate behavior?
INCONSIDERATE BEHAVIOR could lead to...
VIOLENCE – a physical force that is used to harm people or damage
property.
BULLYING – aggressive behavior intended to hurt, control, imtimidate or
humiliate another person.
CYBERBULLYING – bullying that involves using the internet, interactive and
digital technologies like cell phones or other electronic devices.
SEXUAL HARASSMENT – unwlecome sexual advances, requests for sexual
favors and other verbal or physical behaviors of sexual nature.
S ET T I N G B O U N D A R I E S
&CONSENT
How do you respond to inconsiderate behavior?
Stand up for yourself
You have a right to disagree.
Choose your relationships carefully
You have a right to remove yourself
from a bad relationship.
Believe in your self worth
You are worthy!
How do the terms Healthy relationships
we defined in this Random acts of kindness
lesson relate to World peace!
each other?
T
. hat is RESPECT and why is it important
. hat does respect look like
. hat does respect NOT look like
. hat do we mean by respectful interactions hat would be some examples
. hat is EMPATHY and why is it important
. hy is being empathetic important

ou will be more likely to the people you care about
.
ou will better understand the
around you.
ou will be able to better with
with others.
t could help you the people around you.
ou could find it to deal with the
of others if you can better
their and .
t could help you be a better , better
, and most important a better
.
An empathetic to someone adds depth to our
of them.
. How are EMPATHY and RESPECT related
. hat does empathy start with
. hat is SELF-RESPECT and why is it important
. How do we get self respect

yourself
etermine your
Choose your
on t let others you with
Take care of your
ositive and a positive
Be willing to , not to please but
to better
Set and don t let others try to
your mind.
. How do we set BOUNDARIES
. Boundaries aren t set until we them to others.
. hat happens when we don t set boundaries How do others treat us
. hat happens when we don t feel respected

. hat is inconsiderate behavior hat are some examples
Continuous inconsiderate behavior could lead to hurtful behaviors. efine the following hurtful
behaviors
. Violence
. Bullying
. Cyberbullying
. Sexual harassment
. How do you respond to inconsiderate behavior to help avoid other hurtful behaviors from
happening
. How do the terms we defined in this
lesson relate to each other
Unit 7 Lesson 27
All relationships exist on

a spectrum from healthy
to abusive with unhealthy
somewhere in the middle.
Healthy relationships are based on equality and respect.

Respect
You make decisions together and can openly discuss whatever
Good
communication you’re dealing with, like relationship problems and sexual choices.
You enjoy spending time together but can be happy apart.
Trust
Honesty
Equality
Unhealthy relationships are based on attempts to control the other person.

Breaks in
communication
One person tries to make most of the decisions. He or she may
Pressure pressure their partner about sex or refuse to see how their actions
can hurt. In an unhealthy relationship, you feel like you should only
Dishonesty
spend time with your partner.
Struggles
for control
Inconsiderate
behavior
Abusive relationships are based on power and control.

Accusations
One person is making all of the decisions -- about sexual choices,
Blame shifting friend groups, boundaries, even what’s true and what’s not. You
spend all of your time together and feel like you can’t talk to other
Isolation people, especially about what’s really happening in your relationship.
Pressure
Manipulation
For more information, visit loveisrespect.org

Nutritional Impact
Unit 7 Lesson 29
Artist:
Song title:
Serving Size: Min: Sec:
Present Intensity level
Amount per serving: (X) (1-10)
Unhealthy Relationship Ingredients
Drama
Possession/obsession
Disrespect
Relationship = sex
Manipulation
Total Unhealthy
Healthy Relationship Ingredients
Fun/Enjoyable
Support
Respect
Equality
Trust
Total Healthy
The song may portray: Drama: a belief that making up/breaking up, yelling, bitter arguing,
destroying property or a general sense that unhealthy conflict in the relationship is part of a
normal relationship. Possession/Obsession: a belief that another person is an object to use
for one’s personal benefit. This could also include stalking, objectification, and controlling
behavior. Disrespect: a belief that it is acceptable to disregard another person’s feelings,
ideas, opinions and wishes. This could include name calling, put downs, minimizing lan-
guage, and cheating. Relationship=sex a belief that the main component or focus of the
relationship is sex. Manipulation: a belief that it is acceptable to lie or use another person’s
emotions or vulnerabilities to get what is desired. This could include guilt trips, lying, and
using alcohol to get sex. Fun/Enjoyable: a belief that relationships are enjoyable and fun.
Support: a belief that a relationship includes building up the other person’s confidence and
strengths. This could include encouraging another person to make healthy decisions to
better themselves, even when the other person may not totally agree. Respect: a belief
that another person has value and is appreciated and recognized for their ideas, thoughts,
and decisions. This could include the use of positive or supportive words to describe the
other person. Equality: a belief that both parties share in decision making and are free to
choose what is right for them. One person does not have power over the other either in
decision making or sex. Trust: a belief that the other person in the relationship has your
best interest at heart. This could include being faithful and honest.
Prepared by the Boston Public Health Commission, 2009
© Austin Independent School District 6/20/2016 Page 1 of 1
Unit 7 Lesson 27
A TEEN’S GUIDE
TO SAFETY PLANNING
WHY DO I NEED A SAFETY PLAN?
Everyone deserves a relationship that is healthy, safe and supportive. If you are in a
relationship that is hurting you, it is important for you to know that the abuse is not your
fault. It is also important for you to start thinking of ways to keep yourself safe from the
abuse, whether you decide to end the relationship or not. While you can’t control your
partner’s abusive behavior, you can take action to keep yourself as safe as possible.
WHAT IS A SAFETY PLAN?

A safety plan is a practical guide that helps lower your risk of being hurt by your
abuser. It includes information specific to you and your life that will help keep you safe.
A good safety plan helps you think through lifestyle changes that will help keep you as
safe as possible at school, at home and other places that you go on a daily basis.
HOW DO I MAKE A SAFETY PLAN?

Take some time for yourself to go through each section of this safety planning
workbook. You can complete the workbook on your own, or you can work through it
with a friend or an adult you trust.
Keep in Mind:
In order for this safety plan to work for you, you’ll need to fill in
personalized answers, so you can use the information when you most need it.
Once you complete your safety plan, be sure to keep it in an
accessible but secure location. You might also consider giving a copy of your
safety plan to someone that you trust.
Getting support from someone who has experience working with teens in abusive
relationships can be very useful.
loveisrespect.org National Dating Abuse Helpline: 1-866-331-9474 facebook.com/loveisrespect

Unit 7 Lesson 27
MY SAFETY WORKBOOK - PAGE 1

Staying Safe at School:
The safest way for me to get to and from school is:
_____________________________________________________
_____________________________________________________. I could talk to the following peo-
ple at school if I need to rearrange
my schedule in
If I need to leave school in an emergency, I can get home safely order to avoid my abuser, or if I
by: need help staying safe at school:
_____________________________________________________
School Counselor
_____________________________________________________.
Coach
I can make sure that a friend can walk with me between classes. I Teachers:_______________
will ask: _______________
________________________________________________and/or
Principal
_____________________________________________________. Assistant/Vice principal
School security
I will eat lunch and spend free periods in an area where there are
school staff or faculty nearby. These are some areas on campus Other:__________________
where I feel safe:
_______________________________,______________________
_________________________, and________________________.
If I live with my abuser, I Staying Safe at Home:

will have a bag ready with
these important items in case I can tell this family member about what is going on in my relationship:
I need to leave quickly (check
all that apply): ________________________________________________________
Cell phone & charger
Spare money
There may be times when no one else is home. During those times, I
Keys
can have people stay with me. I will ask:
Driver’s license or
_________________________________________________________.
other form of ID
Copy of Restraining The safest way for me to leave my house in an emergency is:
Order
________________________________________________________.
Birth certificate,
social security card,
immigration papers
and other important If I have to leave in an emergency, I should try to go to a place that is
documents public, safe and unknown by my abuser. I could go here:
Change of clothes _________________________________________________________
Medications and/or here:_______________________________________________.
Special photos or
other valuable items I will use a code word so I can alert my family, friends, and neighbors to
If I have children— call for help without my abuser knowing about it. My code word is:
anything they may
need (important pa- ________________________________________________________.
pers, formula,
diapers)

Unit 7 Lesson 27

Staying Safe Emotionally:
My abuser often tries to make me feel bad about myself by
If I feel down, depressed or scared, I
saying or doing this:
can call the following friends or family
______________________________________________ members:
______________________________________________.
Name:______________________
When he/she does this, I will think of these things I like Phone #: __________________
about myself:
______________________________________________, Name:______________________
___________________________________________ and
Phone #: __________________
______________________________________________.
Name:______________________
I will do things I enjoy, like: Phone #: __________________
______________________________________________,
___________________________________________ and Name:______________________
______________________________________________. Phone #: __________________
I will join clubs or organizations that interest me, like:

_____________________ or ______________________.
Getting Help in Your Community:

For emergencies: 911
During an emergency, I could call the
following friends or family members at
National Teen Dating Violence Hotline: 1.866.331.9474
any time of day or night:
Local police station:________________________________
Name:______________________ Phone #:_______________________________________
Phone #: __________________ Address:_______________________________________
Name:______________________ Local domestic violence organization:__________________
Phone #: __________________ Phone #:_______________________________________
Name:______________________ Address:_______________________________________
Phone #: __________________ Local free legal assistance:__________________________
Name:______________________ Phone #:_______________________________________
Phone #: __________________ Address:_______________________________________
Nearest youth shelter:______________________________
Phone #:_______________________________________
Address:_______________________________________

Unit 7 Lesson 27

These are things I can do to help keep myself safe everyday:
I will carry my cell phone and important telephone numbers with me at all times.
I will keep in touch with someone I trust about where I am or what I am doing.
I will stay out of isolated places and try to never walk around alone.
I will avoid places where my abuser or his/her friends and family are likely to be.
I will keep the doors and windows locked when I am at home, especially if I am alone.
I will avoid speaking to my abuser. If it is unavoidable, I will make sure there are people around in
case the situation becomes dangerous.
I will call 911 if I feel my safety is at risk.
I can look into getting a protective order so that I’ll have legal support in keeping my abuser away.
I will remember that the abuse is not my fault and that I deserve a safe and healthy relationship.
These are things I can do to help keep myself safe in my social life:
I will ask my friends to keep their cell phones with them while they are with me in case we get
separated and I need help.
If possible, I will go to different malls, banks, grocery stores, movie theaters, etc. than the ones my
abuser goes to or knows about.
I will not go out alone, especially at night.
No matter where I go, I will be aware of how to leave safely in case of an emergency.
I will leave if I feel uncomfortable in a situation, no matter what my friends are doing.
I will spend time with people who make me feel safe, supported and good about myself.
These are things I can do to stay safe online and with my cell phone:
I will not say or do anything online that I wouldn’t in person.
I will set all my online profiles to be as private as they can be.
I will save and keep track of any abusive, threatening or harassing comments, posts, or texts.
I will never give my password to anyone other than my parents or guardians.
If the abuse and harassment does not stop, I will change my usernames, email addresses, and/or
cell phone number.
I will not answer calls from unknown, blocked or private numbers.
I can see if my phone company can block my abuser’s phone number from calling my phone.
I will not communicate with my abuser using any type of technology if unnecessary, since any form
of communication can be recorded and possibly used against me in the future.
Unit 7 Lesson 28
lass Activity s This a a nin Si n
1 Post the signs o Flag Yellow Flag and Red Flag to create a relationship violence continuum on the

wall Give the following instructions:
Each of you will receive a card describing something that is happening in a relationship
You must decide if your card describes a warning sign of relationship violence and if so how strong a
warning sign it is
Read the statement aloud Come to the wall and tape your card somewhere on the continuum The left
side of the continuum under the o Flag sign represents no sign of violence or abuse in the
relationship and the right side under the Red Flag sign represents an extreme sign of abuse or
violence in a relationship Place your card on either side or somewhere in between
Briefly explain how you came to your decision
ote o other comments are allowed as students place their card on the continuum The class will discuss as

a group after all cards have been placed
2 Distribute the cards and follow the above procedure When all the cards have been placed get students

reactions by asking:
Are there any cards you think should be moved? Which ones and why?
What kinds of behaviors interactions can we agree are not signs of relationship violence or abuse at
all?
What kinds of things might be early warning signs of danger?
What kinds of behaviors can we agree are very dangerous and clear signs of abuse or violence in a
relationship?
3 ow ask participants to pair off Have the pairs count off: 1 2 1 2 etc Give the following assignment:
1 Pairs Identify three things someone can do if he or she is in a relationship and is experiencing one
of the early warning signs
2 Pairs Identify three things someone can do if he or she is in a relationship and is experiencing one
of the clear signs of abuse or violence
4 After five minutes ask each of the group 1 pairs to give one of their responses Ask them not to repeat

anything that has already been said Expect responses such as the following: Talk about concerns with a
parent trusted friend relative or some other trusted adult Raise concerns with your partner Change your
own behavior Be assertive and ask for things to change in the relationship
5 Continue by having the group 2 pairs report using the same format Expect responses such as the

following: Get help Talk with someone you trust such as a teacher a guidance counselor a doctor a friend or
parent Call a national hotline 800 799 SAFE Contact the police or a local family violence agency
6 It s important to emphasize that the victim s safety is always the first priority
7 Distribute and briefly review the handout Recognizing and Responding to Relationship Violence Ask

students:
What is the biggest lesson or message about relationships that you are taking away from this session?


Unit 7 Lesson 28
Session 13: teacher resource is this a warning sign?

1 In a heated argument Orlando raises a hand as if to slap Anita but doesn t
2 The husband Jim and wife Diana curse each other out regularly
3 Whenever there is a discussion about a problem in their relationship rista is the one to raise the
issue
4 Dakota insists that Jancel pay for half when they go out and expects her to share in making decisions
about what they do
5 Almost every time Mike and Janice have an argument she discusses it with her mother
6 When Aurora and Benito are alone everything is fine but when her friends are around Aurora pretty
much ignores Benito
7 From time to time Lee gets really busy doing things he enjoys by himself or with his friends and has
little or no time for Pat
8 Shelia stopped wearing shorts because her boyfriend told her to
9 Marshall tells Annie not to worry about getting a driver s license because he will drive her around
10 When ancy can t reach John by phone she drives over to this house parks on a side street and waits
for him to show up
11 When Ana sees Juan with another woman she gets in the woman s face and yells at her
12 Often during an argument Mark will throw things around or punch the wall
13 After a heated argument Jordan cuts up Riley s clothing
14 When Jim saw that Britney wasn t wearing her engagement ring he twisted her arm behind her back
15 Ruth only wants to spend time with Johnny her new boyfriend and avoids doing any of the things she
used to enjoy with her girlfriends
16 Callie is afraid to disagree with her husband Michael
17 Gilbert takes his wife Jill s check on payday because he doesn t trust her to spend it wisely
18 Vincent thought no meant maybe and kept pressing for a sexual relationship
19 Brandon got mad at endra and put her out of his car on an abandoned road
20 Michele 25 asks 16 year old Erin out on a date
21 Brad bends over backwards to please his baby s mother Connie so she won t keep him from seeing
their son Brandon
22 Whenever Lidia gets upset she gives Tiffany the silent treatment

Unit 7 Lesson 28
23 Mark has a lot of money spends it generously on Mike and likes being in charge of their relationship

24 Bill is extremely jealous of Mandy
25 Missy s new boyfriend Brad tells her about a time when he punched his former girlfriend
26 At a party Marcus sees that Yvette is very drunk so he starts making out with her
27 Aaron s girlfriend Susie begins to cry as she remembers the names that he called her during their last
argument
28 Carlos and Belinda a married couple argue constantly
29 Last night Jenny s husband Todd blackened her eye but this morning he wakes her up with hugs
apologies and breakfast in bed
30 Henry tells Stephanie If you don t get out of my face I m gonna beat you to a pulp


Unit 7 Lesson 28
Class Activity: Relationship Drama
Maria Wears My Jacket
1. (Note: As you begin this activity, ask 10 students if they would assist you later by reading something
aloud.) Give each of them one relationship violence statistic from the teacher resource. Let them know
that you will call on them when it is time for them to read the statistic.
2. Relationship abuse and violence is a sensitive issue. Set the stage for a safe and comfortable
discussion by making the following points:
We are going to examine issues of relationship abuse and violence.

It's extremely likely that someone you know has experienced violence in a romantic or intimate
relationship such as dating (casual or long term), marriage or living together.
Relationship violence refers to any hurtful or unwanted act inflicted on a partner with the
intention, either real or perceived, of causing pain or injury. The abuse can be physical, verbal,
emotional/psychological, financial or sexual.
Violence or abuse in relationships is most often a pattern of choices that one partner makes to
exert power and control over the other partner.
Perpetrators and victims may be women or men, and abuse can happen in all kinds of
relationships. Abuse that leads to serious injury is most often, but not always, done to women
by men.
Please be especially sensitive as you honor our ground rules for today's discussion.
3. Tell students that you want to read them a poem that will dramatize the issues in a troubled
relationship. Distribute the handout, Maria Wears My Jacket, and read it.
4. Have students with statistics 1 5 take turns reading the information aloud to the class.
5. Ask for any general reactions. Then, use the following questions to get students to analyze the poem:
What's your reaction to this relationship? How common do you think this is?
What does the jacket seem to symbolize for each person in the poem? (Make a comparison
between wearing a partner's jacket and wearing an engagement or wedding ring.)
Why do you think Maria's boyfriend insists that she wear his jacket all the time?
What do you think it means to Maria when she doesn't wear her boyfriend's jacket?
In line 5, Maria's boyfriend says,"And my friends all know it too." What message is he trying to
send to his friends? Why do you think this is important to him?
Why do you think he got so angry when he saw Maria without his jacket? Why do you think he
treats Maria this way?
If you were Maria's best friend and you heard her boyfriend call her a liar and a fake, what
would you say or do?

Unit 7 Lesson 28
If you were her boyfriend's best friend and you heard him call Maria a liar and a fake, what
would you say or do?

Unit 7 Lesson 2
session 13: handout

MARIA WEARS MY JACKET*
1. Maria wears my jacket.
2. It has my number on it.
3. And she never takes it off.
4. That’s how I know she really loves me.
5. And my friends all know it too.
7. When she doesn’t I feel diss’d.
8. Because it means she doesn’t love me.
9. And I make her put it back on.
10. And promise never to take it off.
11. Tonight I saw Maria without my jacket.
12. And I screamed and called her a liar and a fake.
13. I told her she didn’t love me.
14. And she just started crying.
15. And I don’t see what’s wrong.
16. Because I really love her.
*From In Touch with Teens: A Relationship Violence Prevention Curriculum (1995),

Aldridge, L., C. Friedman and P. Giggans. (CA: Los Angeles Commission on Assaults
Against Women), p. 33.

Unit 7 Lesson 28
ACTIVITY: Teen Dating Violence Awareness Campaign

February is Teen Dating Violence Awareness Month. Do some online research on teen dating violence.
Create a poster, flyer, or a digital strategy to educate youth in your school or community about digital dating
violence. Check out http://www.athinline.org/. If you’d like, pair up with another student in the class to create
a joint campaign. Often two minds are better than one!
p.a.p.a. Student
School District 6/20/2016 Page 1iZ`^./
of 1
Unit 7 Lesson 27
WHEEL OF LIFE PROJECT DESCRIPTION

OVERVIEW The Wheel of Life project is designed as a strategy to help students develop some financial
management skills as they learn about paternity and parenting. The goal is to have them learn how to create
and adapt a monthly budget based on changing life circumstances.
There’s a lot of flexibility with the project. You can make this a smaller exercise that you implement only
during Sessions 4 and 5 of the formal program, or you can implement it as a larger project where students
do independent research and continue to revise their budgets through Session 6.
Below are steps for conducting the activity in three parts as a multi-session project. If you don’t have enough
time or want to simplify the project, see the “Suggestions for Simplifying” listed in each part.
Each part of the project is coordinated to specific p.a.p.a. sessions.
PART I Salaries and Budgets (p.a.p.a. Session 4: The Cost of Parenting)

To start, students must be assigned a career and salary. At this first stage, the students are all single, living
independently of parents, without children. You can have them identify their careers by spinning the wheel or
by drawing a numbered card out of a bag.
WHEEL OF LIFE SPINS

0 High School Teacher $54,848 5 Fast Food Cook $18,491
1 Doctor/Generalist $173,253 6 Registered Nurse $66,586
2 Accountant I $44,911 7 Commercial Loan Clerk $34,920
3 Plumber $40,801 8 Police Patrol Officer $50,512
4 Waiter/Food Server $21,435 9 Attorney $85,669

National Salary Averages from www.salary.com, 2/13
Once the students know their careers and salaries, they need to create a budget that is appropriate for their
salary. You will need to review the basics of setting up a budget. Once the students understand how to create
a basic budget, they will need to fill in the income and expenses on their individual monthly budget.
We have provided a Budget Information handout with some basic information about the typical costs of
different living expenses. To keep the project simple, distribute these handouts and ask students to create
their budgets based solely on this information.
Alternatively, you can give students the various categories of living expenses and ask them to research the
real costs of these expenses in their city or county.
session 4 teacher resource 2 p.a.p.a. parenting and paternity awareness 2013

Unit 7 Lesson 27
WHEEL OF LIFE PROJECT DESCRIPTION Part 1 Continued
The “must-have” expenses that students should include in their budgets are:
a) Housing (apartment or house)
b) Utilities (electric, gas, water)
c) Transportation (bus or car, gas and insurance)
d) Savings
e) Food (groceries and food for daily living)
f) Cell phone
g) Insurance (homeowners or renters; health covered by employer)
“Want-to” expenses might include:

a) Entertainment/recreation (eating out, movies, videos, events, concerts, etc.)
b) Additional clothing
c) Spending money
d) Cable (type of package)
e) Vacations
f) Other things you might need or enjoy that you can afford based on income
Suggestions for Simplifying

Instead of assigning a different career and income to each student, have them all calculate a budget for
someone with a minimum wage job. Distribute the handout of the completed budget we’ve provided. This
person has chosen to live in a studio apartment, use public transportation, save $25 per month, and buy
a basic cell phone and basic cable. Get students’ reactions by asking: What do you think life would be like
with this budget? This person chose a basic cell phone and basic cable – what would you have chosen?
For Session 5, have all students figure out what would happen to their budget if they became a custodial
parent and began receiving child support from someone who had a minimum wage job (or what would
happen if they became a noncustodial parent and had to pay child support based on their current
income).
p.a.p.a. parenting and paternity awareness 2013

Unit 7 Lesson 27
WHEEL OF LIFE PROJECT DESCRIPTION Part 2
PART II Family Situations (p.a.p.a. Session 5: Child Support)

In this part of the project, students will be assigned a family situation that affects their budget. Many, but not
all, of them will have children. Some will have to pay child support. Some will receive child support. Others
will be owed child support but not receive it. The issues that will result from these new family situations are
very relevant to Session 5. You can have students take turns discussing their new family situation and its
impact on their budget. The goal is to have students experience what it might feel like to be in these different
parenting situations, and to reflect on how these simulated experiences might impact future decisions.
WHEEL OF LIFE SPINS
0 You and your partner have a son. You become the noncustodial parent and pay child support to your
son’s custodial parent.
1 You and your partner have a daughter. You become your daughter’s custodial parent and receive child
support from her noncustodial parent. Because the noncustodial parent has a full-time minimum wage
job, the amount of the child support payment is $222 and medical support is $25 each month.
2 You and your partner decide to get married. You don’t have a baby now but plan to have one in the next
two years. Your new spouse is going to school full time and makes $500 each month working as a server
in a restaurant while taking classes. You gain an additional salary of $1,698 per month and are paying
$1,000 each month in tuition, books and fees.
3 You and your partner have a son and decide to get married. Your new spouse is going to school full time
and makes $500 each month working as a server in a restaurant while taking classes. You gain an addi-
tional salary of $1,698 per month and pay $1,000 each month in tuition fees. You’re happy because you
got all of the one-time purchases you needed for the baby at a baby shower. However, the baby will need
full-time daycare, in addition to all of the other monthly baby expenses (diapers, etc.).
4 You become the noncustodial parent to twins and pay child support to their custodial parent. The
amount of the child support is 25 percent of your net monthly income. In addition to child support, medi-
cal insurance for the twins costs $280 each month.
5 You become the custodial parent to twins and receive child support from their noncustodial parent. The
noncustodial parent earns a gross income of $1,500 per month, so the child support will total $328.
6 You become the custodial parent of a 2-year-old boy and don’t receive any child support from the other
parent. You also lost your job so you apply for TANF and get a grant of $228 per month. You can also get
Medicaid and $367 per month in food stamps. You can no longer afford your apartment, so you move in
with a parent or relative. You still have monthly expenses for you and your son.

Unit 7 Lesson 27
7 You become the custodial parent of a baby girl. Your daughter was born last week and you need every-
thing: clothes, a stroller, crib, diapers, baby wipes, etc. You and the noncustodial parent don’t commu-
nicate anymore, and you don’t receive any child support. You will be taking two months of unpaid leave
from your job, so you won’t have any income for two months. When you start back to work, your grand-
mother will take care of the baby, but you will still have monthly baby expenses.
8 You became the noncustodial father of a little girl last year, and then become the noncustodial parent
of a little boy from a different woman this week. You will pay 20 percent of your net income to the little
girl’s custodial mother and 17 percent of net income to the little boy’s custodial mother. Additionally,
you’ll pay 5 percent of your income for medical support for the two children. Note: This situation has to
go to a male student.
9 You’re enjoying your single life and aren’t ready for a serious relationship or children at this time. So
you only have to worry about yourself as you continue to manage your budget.

Eliminate some of the family situations. Instead of 10, have five different situations and have students pick
a number from 1 to 5.
For Session 5, have all students figure out what would happen to their budget if they became a custodial
parent and began receiving child support from someone who had a minimum wage job (or what would
happen if they became a noncustodial parent and had to pay child support based on their current in-
come).
In Session 6 of p.a.p.a., ask students to consider what would happen to their budgets if they became a
custodial parent and did not receive child support (or if they became a noncustodial parent and lost their
job and could not pay child support).

Unit 7 Lesson 27
WHEEL OF LIFE PROJECT DESCRIPTION Part 3
PART III Fortune or Crisis (p.a.p.a. Session 6: Parents Who Don’t Pay)
In this part of the project, students spin or pick a number and receive a “fortune” or “crisis.” Again, they
must adjust their budget based on the fortune or crisis. You introduce Part III in Session 6 and have students
revise their budgets and discuss the financial impact of their fortune or crisis situations. Depending on the
amount of class time you can dedicate to the Wheel of Life, you can continue the discussion of the fortune or
crisis in the next session. The goal is to have students get a realistic sense of the financial impact when a
parent who owes child support does or doesn’t pay. They can also compare the financial impact of being a
single parent, being a married couple with children, being single without children, and so on.
WHEEL OF LIFE SPINS
0 Your boss tells you that your company is downsizing. You’re given a pink slip. You will no longer collect a
paycheck from your former company, but you can collect unemployment benefits, which are 25 percent
of your former salary. With the present economy, it takes three months to find another job at half your
original salary.
1 While texting and driving, you run a red light. You total your car and are taken to the emergency room.
Your medical bills are high. After payment by the health insurance company, you still owe the hospital
$500. The insurance deductible for your car is $1,000. You injured the other driver and caused major
damage to his vehicle. You received a $200 ticket for texting and driving and another $230 fine for
running the red light. Your insurance goes up an extra $75 each month. This scenario must go to a
student who has chosen to buy a car for transportation.
2 You receive Employee of the Year at work! Because of your work ethic and your dedication to the job,
you receive a $500 bonus and a 5 percent pay raise.
3 During the holiday season of November and December, you go a little crazy with your credit cards. You
maxed out one and owe quite a bit on another. You now have credit card payments each month that total
10 percent of your monthly salary.
4 You were having communication problems with your boss, so you decided to quit before getting another
job. You weren’t eligible for unemployment because you quit rather than got laid off. You’ve been looking
really hard but, so far, you haven’t found another job. The only income you have is from temp jobs that
you’ve been able to get. On average you’re earning around $200 per week.
5 While at home, you receive a certified letter from the postman. The letter informs you that you have just
received a $5,000 inheritance from a favorite uncle on your mother’s side of the family, and the cashier’s
check is enclosed with the letter! This isn’t a scam – no mail fraud here – it’s the real deal!

Unit 7 Lesson 27
6 Because you forgot to check your oil, your car needs major engine repair. Warranty won’t cover the cost,
so it will cost you $850. It will also take one week for the repair, but you still have to get to work. The
dealership won’t provide a rental car, and your friends all have a different work schedule, so they can’t
give you a ride. You have to catch the bus ($30 pass is most economical), rent a car ($352.65 for the
week), or buy a used bike to ride ($75). Note: This scenario must go to a student who has chosen to buy
a car for transportation.
7 Your company decides to cut costs by cutting back on how much the employer pays on the employee
health plan. An extra $250 will be taken out of your paycheck each month to pay for your health insur-
ance premium.
8 You lose your cell phone, which is a smartphone. You have insurance on the phone but it is still expen-
sive to replace. You can either buy another smartphone for $200 or a simple flip phone for $50.
9 Your parent gave you a scratch-off lottery ticket in your birthday card. When you scratched off the lottery
game, you won $1,000!

Eliminate some of the fortune or crisis situations. Instead of 10, have six different situations and have
students pick a number from 1-6. Choose three fortune and three crisis situations. This will minimize time
spent processing the activity.
Pick only one crisis situation, such as getting laid off, and ask all students to consider how that would
impact their budget given their family situation.

Unit 7 Lesson 27
WHEEL OF LIFE SPINS

PART 1 Wheel of Life Spins
0 High School Teacher $54,848 5 Fast Food Cook $18,491
1 Doctor/Generalist $173,253 6 Registered Nurse $66,586
2 Accountant I $44,911 7 Commercial Loan Clerk $34,920
3 Plumber $40,801 8 Police Patrol Officer $50,512
4 Waiter/Food Server $21,435 9 Attorney $85,669

National Salary Averages from www.salary.com, 2/13
0 You and your partner have a son. You become the noncustodial parent and pay child support to your
son’s custodial parent.
1 You and your partner have a daughter. You become your daughter’s custodial parent and receive child
support from her noncustodial parent. Because the noncustodial parent has a full-time minimum wage
job, the amount of the child support payment is $222 and medical support is $25 each month.
2 You and your partner decide to get married. You don’t have a baby now but plan to have one in the next
two years. Your new spouse is going to school full time and makes $500 each month working as a server
in a restaurant while taking classes. You gain an additional salary of $1,698 per month and are paying
$1,000 each month in tuition, books and fees.
3 You and your partner have a son and decide to get married. Your new spouse is going to school full time
and makes $500 each month working as a server in a restaurant while taking classes. You gain an addi-
tional salary of $1,698 per month and pay $1,000 each month in tuition fees. You’re happy because you
got all of the one-time purchases you needed for the baby at a baby shower. However, the baby will need
full-time daycare, in addition to all of the other monthly baby expenses (diapers, etc.).
4 You become the noncustodial parent to twins and pay child support to their custodial parent. The
amount of the child support is 25 percent of your net monthly income. In addition to child support, medi-
cal insurance for the twins costs $280 each month.
5 You become the custodial parent to twins and receive child support from their noncustodial parent. The
noncustodial parent earns a gross income of $1,500 per month, so the child support will total $328.
session 4 teacher resource 3 p.a.p.a. parenting and paternity awareness 2013

Unit 7 Lesson 27
WHEEL OF LIFE SPINS Continued
6 You become the custodial parent of a 2-year-old boy and don’t receive any child support from the other
parent. You also lost your job so you apply for TANF and get a grant of $228 per month. You can also get
Medicaid and $367 per month in food stamps. You can no longer afford your apartment, so you move in
with a parent or relative. You still have monthly expenses for you and your son.
7 You become the custodial parent of a baby girl. Your daughter was born last week and you need every-
thing: clothes, a stroller, crib, diapers, baby wipes, etc. You and the noncustodial parent don’t commu-
nicate anymore, and you don’t receive any child support. You will be taking two months of unpaid leave
from your job, so you won’t have any income for two months. When you start back to work, your grand-
mother will take care of the baby, but you will still have monthly baby expenses.
8 You became the noncustodial father of a little girl last year, and then become the noncustodial parent
of a little boy from a different woman this week. You will pay 20 percent of your net income to the little
girl’s custodial mother and 17 percent of net income to the little boy’s custodial mother. Additionally,
you’ll pay 5 percent of your income for medical support for the two children. Note: This situation has to
go to a male student.
9 You’re enjoying your single life and aren’t ready for a serious relationship or children at this time. So
you only have to worry about yourself as you continue to manage your budget.
0 Your boss tells you that your company is downsizing. You’re given a pink slip. You will no longer collect a
paycheck from your former company, but you can collect unemployment benefits, which are 25 percent
of your former salary. With the present economy, it takes three months to find another job at half your
original salary.
1 While texting and driving, you run a red light. You total your car and are taken to the emergency room.
Your medical bills are high. After payment by the health insurance company, you still owe the hospital
$500. The insurance deductible for your car is $1,000. You injured the other driver and caused major
damage to his vehicle. You received a $200 ticket for texting and driving and another $230 fine for run-
ning the red light. Your insurance goes up an extra $75 each month. This scenario must go to a student
who has chosen to buy a car for transportation.
2 You receive Employee of the Year at work! Because of your work ethic and your dedication to the job,
you receive a $500 bonus and a 5 percent pay raise.

Unit 7 Lesson 27
WHEEL OF LIFE SPINS Continued
3 During the holiday season of November and December, you go a little crazy with your credit cards. You
maxed out one and owe quite a bit on another. You now have credit card payments each month that total
10 percent of your monthly salary.
4 You were having communication problems with your boss, so you decided to quit before getting another
job. You weren’t eligible for unemployment because you quit rather than got laid off. You’ve been looking
really hard but, so far, you haven’t found another job. The only income you have is from temp jobs that
you’ve been able to get. On average you’re earning around $200 per week.
5 While at home, you receive a certified letter from the postman. The letter informs you that you have just
received a $5,000 inheritance from a favorite uncle on your mother’s side of the family, and the cashier’s
check is enclosed with the letter! This isn’t a scam – no mail fraud here – it’s the real deal!
6 Because you forgot to check your oil, your car needs major engine repair. Warranty won’t cover the cost,
so it will cost you $850. It will also take one week for the repair, but you still have to get to work. The
dealership won’t provide a rental car, and your friends all have a different work schedule, so they can’t
give you a ride. You have to catch the bus ($30 pass is most economical), rent a car ($352.65 for the
week), or buy a used bike to ride ($75). Note: This scenario must go to a student who has chosen to buy
a car for transportation.
7 Your company decides to cut costs by cutting back on how much the employer pays on the employee
health plan. An extra $250 will be taken out of your paycheck each month to pay for your health insur-
ance premium.
8 You lose your cell phone, which is a smartphone. You have insurance on the phone but it is still expen-
sive to replace. You can either buy another smartphone for $200 or a simple flip phone for $50.
9 Your parent gave you a scratch-off lottery ticket in your birthday card. When you scratched off the lottery
game, you won $1,000!

Unit 7 Lesson 27
WHEEL OF LIFE BUDGET INFORMATION
HOUSING OPTIONS
Apartments Rent Utilities Renter’s Insurance

Marbach Park Apartments – Effc. $515 $170 $25
The Winston – 1br / 1ba $604 $200 $25
Autumn Brook Apartments -2br /1ba $690 $224 $25
Villas of Oak Creste – 2br/2 ba $840 $258 $25
Homes Mortgage/Tax Utilities Insurance

3br/2 ba ($ 154,000) $1,283 $320 $55
4br/3 ba ($ 265,000) $2,090 $370 $77
TRANSPORTATION OPTIONS
Vehicles Payment Gas Insurance

Used ’93 Honda Civic – $70 $50
Used ’01 Ford Ranger – $90 $68
Used ’08 Dodge Neon $265 $65 $85
Used ’11 Nissan Altima $411 $75 $83
New Volkswagon Jetta $557 $65 $96
New Dodge Ram 2500 Truck $642 $135 $122
New BMW 3-Series Convertible $1,028 $85 77.00
Monthly bus pass = $30 for unlimited rides
MISCELLANEOUS
Expenses Basic Mid Deluxe

Groceries $250 $300 $350
Cell Phone $45 $65 $85
Cable/Satellite TV $38 $55 $79
Internet/DSL $22 – –
For savings, consider 10% of your monthly income
For spending money, consider 5% of your monthly income
session 4 handout 2 p.a.p.a. parenting and paternity awareness 2013

Unit 7 Lesson 27
WHEEL OF LIFE MONTHLY BUDGET Worksheet
Your Job Annual Income $
MONTHLY EXPENSES ($ GOING OUT) MONTHLY INCOME ($ COMING IN)

Must Haves
Housing (rent or other) $________ Monthly wages $________
Food/groceries $________ Food stamps $________
Utilities $________ TANF $________
Home/renter’s insurance $________ Child support $________
Savings $________ Social Security income $________
Cell $________ Other ________________ $________
Loan payments $________ _____________________ $________
Car payment $________ _____________________ $________
Car insurance payment $________ _____________________ $________
Gasoline $________
Public transportation $________ TOTAL Monthly Income 1 $________
Health insurance $________
Additional expense $________
Child care $________
Additional child expense $________
Other ____________________ $________
TOTAL Must-have Expenses 2 $________
WANT-TO EXPENSES
H Income Minus Must-Have Expenses Equals H Cable TV $_________
Extra Money (Left for Want-To Expenses) Spending money $_________
Entertainment $_________
Total monthly income 1 (movies, CDs, partying, etc.)
Meals in restaurants/fast food $_________
Subtract total monthly expenses 2 Vacation $_________
Other ________________ $_________
Equals money for want-to expenses 3
TOTAL Want-to Expenses 3 $_________

Unit 7 Lesson 27
WHEEL OF LIFE MONTHLY BUDGET Minimum Wage Job
Your Job Annual Income $ 15,080
MONTHLY EXPENSES ($ GOING OUT) MONTHLY INCOME ($ COMING IN)

Must Haves
Housing (rent for studio apartment) $________
515 Monthly wages $________
1,257
Food/groceries $________
250 Food stamps $________
Utilities $________
170 TANF $________
Home/renter’s insurance $________ Child support $________
Savings $________
25 Social Security income $________
Cell (basic) $________
45 Other ________________ $________
Loan payments $________ _____________________ $________
Car payment $________ _____________________ $________
Car insurance payment $________ _____________________ $________
Gasoline $________
Public transportation $________
30 TOTAL Monthly Income 1 $________
1,257
Health insurance $________
Additional expense $________
Child care $________
Other ____________________ $________
TOTAL Must-have Expenses 2 $________

1,035
WANT-TO EXPENSES
H Income Minus Must-Have Expenses Equals H Cable TV $_________
38
Extra Money (Left for Want-To Expenses) Spending money $_________
100
Entertainment $_________
$1,257 Total monthly income 1 (movies, CDs, partying, etc.)
Meals in restaurants/fast food $_________
84
– 1,035 Subtract Total monthly expenses 2 Vacation $_________
Other ________________ $_________
$ 222 Equals Money for Want-to Expenses 3
TOTAL Want-to Expenses 3 $_________
222

Unit 7 Lesson 29
T T T T
T
Where Do You Stand
e e e e
e
xt xt xt xt
xt
Activity
T
e
1. Introduce thextactivity by telling students that you want them to think about their
attitudes, feelings and values about responsible parenting, relationships and marriage.
This activity will also introduce the "listen for understanding" communication skill that
will be used throughout the following sessions. Go over instructions for the activity:
I will read several belief statements to you, one at a time.

Think about each statement and how you feel about it -- whether you agree with it or
disagree with it.
Imagine a line on the floor with four points on it -- strongly agree, agree, disagree and
strongly disagree (point to the positions on the line). (Note: If you like, you can actually
make signs to indicate the positions.)
Once you know how you feel about a statement, go stand in the position that best
describes your feelings.
When everyone is standing where they want to be, I will ask volunteers to share why they
have chosen to stand in a particular place.
When a volunteer is sharing his or her reasons for choosing his or her position the group
will use the "Listen for Understanding Ground Rules" (either distribute the Listen for
Understanding Ground Rules handout, or go over the posted rules with the students).
2. Offer the following additional ground rules:
There are no right or wrong answers, only opinions.

Go with what you really think. Don't worry about where your friends are moving on this
continuum. Avoid peer pressure.
Feel free to change positions if you gain a different perspective.
3. Read the first belief statement that you've selected from the Where Do You Stand?
statements. Have students move to their positions to indicate if they strongly agree, agree,
disagree or strongly disagree.
4. Beginning with the smallest group's viewpoint, ask for one or two volunteers to
explain to the group why they have chosen to stand where they are in response to the
statement. Provide support to students who express a less popular point of view. Also,
talk about any positions that don't get chosen. If students are having a hard time sticking
to the "Listen for Understanding Ground Rules," refer them to the handout or the posted
rules.
5. Follow this same format for the remaining statements you've chosen. Pacing is
important; make sure most points of view have been heard but do not drag out the
discussion.

Unit 7 Lesson 29
6. Have students return to their seats and "process" the activity by asking:
What did you think about that activity?

What, if anything, was surprising?
What do you think about the "Listen for Understanding Ground Rules"?
What do you think you learned from doing this?

Unit 7 Lesson 29
session 10: teacher resource WHERE DO YOU STAND?

STATEMENTS
1. Partners in a relationship should see and respect each other as equals.
2. Marriage is harder than parenthood.
3. In male/female relationships, guys should take the lead – they should do the
asking out and the paying.
4. If a couple gets divorced, it’s best if the child lives with the mother and
the father pays child support.
5. Both the woman and the man should contribute to the financial support
of their children.
6. It’s best for children if their parents are happily married and live in the same home.
7. There’s no such thing as a 50/50 relationship.
8. Age shouldn’t make a difference if two people love and care about each other.
9. I think it’s OK for a committed couple to live together rather than get married.
10. Commitment and marriage should come before parenthood.
11. A woman should always be able to take care of herself and never completely depend
on a partner to support her and the family.
12. Once you’re married you should stay married and not get a divorce.

RELATIONSHIPS
Unit Relationships
Healthy/Caring Relationships
What words would you use What words would you
to describe a caring use to describe a caring
friendship? romantic relationship?
The Relationship Spectrum
Relationships exist on a spectrum.
Do relationships ever move from one to another
on the spectrum?
Healthy/Caring Hurtful Abusive

behaviors behaviors behaviors
What are some examples of when that might happen?
Healthy/Caring Relationships
Healthy/caring relationships are based on
equality and respect.
T
HEALTHY behaviors
OO Both people make decisions
O N TO together and can openly
N discuss whatever they are
T T dealing with. They enjoy
ON T spending time together but
T can also be happy apart.
Building Healthy/Caring Relationships
Communication is a key part to building a healthy/caring relationship.
Speak up
The first step is making sure you both
want and expect the same things
Respect your partner
being on the same page is very Be willing to compromise
important. (to an extent)
The tips to the right can help maintain Be supportive
a healthy/caring relationship! Respect each other’s
privacy
In a healthy/caring relationship, all communication is respectful
whether in person, online or by phone/text.
DECISIONS
Decisions about anything in a relationship is a BIG deal.
What are some of the decisions you may have to make
when in a relationship?
Should all decisions in a relationship be made together?
Deciding on whether or not to have sex is a big decision...
whose decision is it?
CONSENT
Giving permission for something to happen or an
agreement to do something.
Consent must be:
Affirmative: Yes means Yes, not just the absence of a no, and
everyone has to agree.
Voluntary: There’s no pressure and your partner is agreeing
because it’s what they want to do. Consent cannot be coerced.
Conscious: the partner is mentally present and not drunk, high or
passed out.
CONSENT continued...
Consent is not all or nothing. You can say yes to some
things and no to other things. Just because someone
gives consent for 1 thing doesn’t mean they are signing
up for everything.
Consent given for something once doesn’t mean
consent is always given for the same thing. Just because
you have done it before doesn’t mean you have to do it
again.
Consent can be withdrawn at anytime.
This video gives us a clear example of consent.
https www.youtube.com watch v f o L S kU

Let’s practice...
Say, “No,” with your voice firmly.
Reaffirm with your eyes and body Your friend would like to
language. give you a hug. You do not
want them to. Choose
Explain why. from the list and respond.
If needed, say, “No,” again and
move or use body language to Stand up and find 3
create space. different people to practice
your refusal skills with.
Offer an alternative.
Walk away and leave the situation.
“No” means “No”
The absence of “no” DOES NOT mean “yes”.
“I think so” and “Maybe” is NOT “yes”.
ASK before any sexual behavior
If your partner looks uncomfortable, ASK THEM
WHAT IS GOING ON.
RESPECT that consent can be withdrawn at any
time, even during sexual activity
**Anyone who is intoxicated CANNOT consent to sexual activity.
Hurtful Relationships
Hurtful relationships are based on attempts to control
the other person.
B N
HURTFUL behaviors
One person tries to make most of
O N T ON the decisions. They may pressure
their partner about things like
ON T sex. They refuse to see how their
actions can hurtful.
T O In a hurtful relationship, you feel
ONT O like you should only spend time
N ON T with your partner.
B O
Avoiding Hurtful Relationships
Abuse is a pattern of behaviors one person uses to gain
and maintain power and control over their partner.
Many people assume abuse means that physical
violence is happening, but that’s not always the case!
Abuse comes in many forms~
it’s not always physical!
Abusive Relationships
Abusive relationships are based on imbalance of
power and control.
One person is making all the decisions
ABUSIVE behaviors
T ON – about sexual choices, friends,
B TN boundaries, and even what’s true and
N T ON what’s not. They spend all of their
O T ON time together. The person who is not
in control feels like they can’t talk to
other people, especially about what’s
really happening in their relationship.
EMOTIONAL/VERBAL ABUSE
Verbal abuse may not cause physical damage,
but it does cause emotional pain and scarring.
Threats Humiliation
Insults Intimidation
Constant monitoring Isolation
Emotional/verbal abuse can also be
perpetrated using technology.
DIGITAL ABUSE
What does digital abuse look like?
Controlling who you can be friends with on Facebook and other
sites.
Being pressured to send explicit video or sexts.
Being pressured to share passwords on your accounts.
Looking through your phone frequently at pictures, texts and
call history.
Being monitored using any kind of technology.
It is easy to be hurtful to other people when you’re
not face to face.
SEXUAL ASSAULT
Refers to any action that pressures or coerces someone
to do something sexually they don’t want to do.
Examples of sexual assault:
Unwanted kissing or touching
Threatening someone into unwanted sexual activity
Pressuring or forcing someone to have sex or perform sexual acts
Using sexual insults toward someone
Sexual contact with someone who is drunk, drugged, unconscious
or otherwise unable to give a clear and informed consent.
Any sexual activity without consent is sexual assault
Sexual activity without consent is
sexual assault!
If a friend tells you they have been assaulted:
Start by believing them.
Ask them what kind of support they want/need.
Focus your support on the friend or family member,
not the abuser.
Connect them to community resources.
What would you do?
How easy is it to identify a healthy
/hurtful relationship?
What would you do if a friend came to
you concerned about a relationship you
are in?
The Relationship Spectrum
T in about relation i in your li e, w ere o

t ey all on t e ectru
Healthy/Caring Hurtful Abusive

behaviors behaviors behaviors
RESPECT BREAKS IN ACCUSAT S
GOOD COMMUNICATION COMMUNICATAION BLA E SH FT
TRUST PRESSURE A ULAT
HONESTY DISHONESTY S LAT
EQUALITY STRUGGLES FOR CONTROL RESSURE
INCONSIDERATE BEHAVIOR
Unit 7 Lesson 28

Relationships
Healthy/Caring Relationships:
1 Healthy caring relationships are based on and

2 List 6 HEALTHY behaviors you might see in a healthy relationship:
a d
b e
c f
3 is the key part to building a healthy caring relationship

4 What is the first step in building a healthy caring relationship?
5 What are some things you can do to help maintain a healthy caring relationship?
6 In any relationship decision big or small will have to be made What are

some decisions you may have to make when in a relationship? answers may vary
7 Who should be making the decisions in a relationship?
8 What is CONSENT?

9 What 3 things are a must when it comes to consent?
a
b
c
10 Consent is not or You can say to some things
and to other things Just because someone for 1
things doesn t mean they are


Unit 7 Lesson 28

11 Consent given for something doesn t mean is
always given for the same thing Just because you have done it
doesn t mean you have to
12 Consent can be at
eans
13 The of the word no S T mean

14 I think so and is T yes
15 before any sexual behavior
16 If your partner looks AS TH HAT S
17 R S T that can be at any time
even during sexual activity
18 Anyone who is A T consent to

Hurtful Relationships:
19 Hurtful relationships are based on

20 What are 5 behaviors you may see in hurtful relationships?

a
b
c
d
e

21 Abuse is a one person uses to and
power and over their partner
Many people abuse means that is
happening but that s not always the case

22 Besides physical abuse what other forms might we see abuse?
Abusive Relationships:
23 Abusive relationships are based on of power and


Unit 7 Lesson 28

24 What are 5 abusive behaviors?
a
b
c
d
e

25 What are some examples of emotional verbal abuse?
a d
b e
c f

26 What does digital abuse look like?
a who you can be with on Facebook and
other sites
b Being to send or

c Being pressured to on your

d Looking through your fre uently at
and call history
e Being using any kind of

27 SEXUAL ASSAULT refers to any action that or
someone to do something they don t want
to do

28 What are some examples of sexual assault?
29 Any sexual activity TH UT is sexual assault

30 What can you do if a friend tells you they have been assaulted?
a
b
c
d

Unit 7 Lesson 2
In this activity, the participants will form two circles, one inside the other, with each
participant facing someone in the other circle. It's actually very simple, so just be sure
you have the concept well in mind before you try to explain it.
Materials
You will need a timer or watch with a second hand.
Have Teacher's Resource the Marriage Circle Questions ready.
Procedure
1. Explain that this session is about marriage and committed relationships. Tell
participants that the point is to give them an opportunity to explore their attitudes about
such relationships and to look at what possibilities, advantages and disadvantages such
relationships might have for them and their children.
2. First, tell the students you'd like them to participate in an activity to help them explore
their own attitudes. Ask them to begin by forming two circles - one inside the other - with
participants in each circle facing each other.
3. Tell them you are going to ask a series of questions and invite them to quickly answer
the question while the person they are facing listens. The person in the inner circle will
have up to a minute to answer the question, then you'll call out "switch," and the person
in the outer circle will answer the question.
Ask the first question: "What do you think is the best age to get married or enter into a
committed relationship?" After 30 seconds, call out "time" and have the other person
answer.
4. Have the inside circle move one person to their right so everyone is facing someone
new. Ask the next question using the same format used with the first question. Proceed in
this manner through all the questions on the leader resource.
5. Discuss the activity in the whole group. (If appropriate, return to the first question,
"What do you think is the best age to get married or enter into a committed relationship?"
and ask whether anything new showed up for them after doing the circle activity.)
Discussion Questions
What was that activity like for you?
What impact did our discussion have on your attitude toward marriage or committed
relationships?
What surprised you as you listened to the others in the group?
Variation
If the group is large, you can shorten the time the activity takes by having the inner circle
answer one question, the outer circle the next, and so on rather than have everyone
answer every question.

Unit 7 Lesson 2
session 8 Part 2: teacher resource CIRCLE GAME
Marriage Questions
1. What do you think is the best age to get married or enter a committed relationship?
2. Think of a couple you know who has what you’d consider a great marriage. What makes it
great?
3. What do you think are the most important ingredients in making a marriage work?
4. How long should a couple know each other before they decide to get married? Do you believe
in love at first sight?
5. What TV show or movie portrays your view of a positive marriage/committed relationship?
6. What TV show or movie portrays your view of a negative marriage or committed relation-
ship?
7. What would you say are the most significant lessons about relationships/marriage you got
from your parents?
8. Do you think men and women view marriage/committed relationships in different ways?
How so?
9. What do you think are the most common reasons marriages don’t work out?
10. What do you think a child would gain or lose if his/her single parent decided to get married
or enter into a committed relationship?
11. What factors make a person ready for marriage or a committed relationship? What would
make a person marriageable?
12. How would someone know that they were really ready to get married?
13. Do you think that getting married makes a couple more committed to each other? If you think
it does, in what ways? If you think it doesn’t, why not?

Unit 7 Lesson 27
ACTIVITY: How Ready Are You?

How would you measure up as a parent at this point in your life? Circle “very,” “somewhat,” or “not at all”
after each characteristic to indicate how much of that trait you currently possess.
Dependable very somewhat not at all
Adaptable very somewhat not at all
Self-sufficient very somewhat not at all
Disciplined very somewhat not at all
Resilient very somewhat not at all
Responsible very somewhat not at all
Loving very somewhat not at all
Affectionate very somewhat not at all
Patient very somewhat not at all
Understanding very somewhat not at all
1. Based on this assessment, how ready are you to be a good parent?
very somewhat not at all
2. What would your strong points be?
3. What would you have to change?
p.a.p.a. Student
© Austin Independent School DistrictWorkbook 6/20/2016 Page 1 of 1
iZ`^0
Unit 7 Lesson 27
SESSION 1: WHAT IS A PARENT? Continued
Do you think you’ll ever become a parent? If yes, why?
If no, why not?
Depends? On what?
What things do you want to have in place in your life before having a child (or having additional children if
you’re already a parent)?
In p.a.p.a. you’re going to explore all of these questions, and more. You’ll gain information to enable you to
make informed choices about parenting and paternity.
Understanding Terminology
Have you ever heard any of the words below to describe parents?
Biological parent
Noncustodial parent
Custodial parent
Caregiver
p.a.p.a. Student
School District 6/20/2016 Page 1 of 5
iZ`^+
Unit 7 Lesson 27
SESSION 1: WHAT IS A PARENT? Continued
Every baby has two biological parents who may or may not be the baby’s caregivers. The biological parents
are the people who provided the sperm and the egg to create the baby. Caregivers are the people who pro-
vide for the child’s needs.
When you’re a small child, you need somebody to fix your food, help you get dressed, explain things, and take
care of you when you’re sick or hurt. It could be more than one person. It could be different people at differ-
ent times.
All young children need somebody they can count on to be there for them. This is their primary caregiver…
their safety net…the person taking responsibility for their daily care.
Sometimes the two biological parents are a child’s primary caregivers, but it isn’t always that way. Some-
times, for one reason or another, only one biological parent takes care of the child. Sometimes neither
biological parent takes care of the child.
A person who adopts a child is both a parent and a caregiver, though not a child’s biological parent. Adoption
is the legal transfer of parental rights from one parent to another. Adoption is one path to the love, stability,
nurturing, and care all children need from their parents.
A child’s legal parent is the person legally responsible for providing care the child needs. If something
happens to the child or if the child does not receive basic care and protection, the legal parent can be held
responsible. This is how our society tries to make sure that every child is cared for.
Both parents are responsible for supporting their child financially. When a child lives with just one parent,
that parent is called the custodial parent (the parent with custody).
A parent who does not live with his or her child is called the noncustodial parent. The noncustodial parent is
required to provide child support and medical insurance for the child unless the child has been legally adopt-
ed by someone else.
p.a.p.a. Student
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Unit 7 Lesson 27
ACTIVITY: What’s It Been Like?

In this activity, you’ll identify what children need from their parents and reflect on your experiences as a
child.
Who are your biological parents? Write a brief description for each of your biological parents:
Biological mother:
Biological father:
How close is your relationship with each of your biological parents?
Who took care of you when you were a small child? Probably several adults looked after you and took care of
you at different times. They may or may not have included your biological parents. They may have also includ-
ed an older sister or brother, an aunt, a grandparent, an adoptive parent or a step-parent.
Who were your caregivers when you were small? In order of importance (name as many or as few as you
want):
1.
2.
3.
4.
5.
Put a star by the name of anyone above that you considered a real parent. What did that person do for you?
p.a.p.a. Student
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Unit 7 Lesson 27
ACTIVITY: What’s It Been Like? Continued
What was it like when you were a young child?
Describe your family: Were there other children? How many and how old, compared to you? What were their
names? How did you get along with them?
We’ve all had times when we were little kids that we needed help from an older person. It feels good when
somebody is there. Most of us have also had times when we needed help and nobody was there. That doesn’t
feel very good.
Describe a time when you needed something and your parent or caregiver was not there for you. How old
were you? What did you need? What happened? How did you feel?
Describe a time when you needed something and a parent or caregiver was there for you. Who helped you
and how? How did that make you feel?
Based on your experiences, write down some things children need from their parents:
p.a.p.a. Student
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Unit 7 Lesson 27
ACTIVITY: What Makes a Good Parent?

If you were on a committee to select a good parent(s) for an orphan, what kind of person(s) would you look
for? Consider the following issues:
Would you look for an individual or a couple? Why?
If you did select a couple, what kind of relationship would you want them to have?
What personal qualities would you want the parent(s) to have?
What kind of financial resources would they need to have?
Consider the following important parent characteristics:
Dependable Will be there when the child needs them
Adaptable Can adjust to the unexpected
Self-sufficient Can take care of themselves and support themselves financially
Disciplined Does what they need to do, even when they don’t feel like it
Resilient Can bounce back after something goes wrong
Responsible Can be counted on to take care of things the child needs (food, clothing,
shelter, keeping them safe, etc.)
Loving/Caring Demonstrates a deep personal attachment
Affectionate Shows fond feelings, is tender, gives hugs and kisses
Patient Is calm, composed, willing to wait something out
Understanding Tries hard to understand, shows empathy
p.a.p.a. Student
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Unit 7 Lesson 29
Class Activity: IALAC

Explain to the class that the story you are going to read to them will help them think about
team parenting from the child's perspective. The story will show the impact that parents'
conflict can have on their children's self-esteem. Explain that the story is rather exaggerated to
make a point. Hold up the IALAC sign that is not torn. Read the story. Be dramatic with your
reading, taking time to rip off a piece of the sign each time you see the word "rip" in the story.
You should have just a small piece of the sign at the end of the reading. (Note: You will rip the
sign six times during the story.) At the end of the reading, hold up the other sign with the
corners torn off. Say, "When Andre was all grown up, his IALAC sign had done a lot of mending.
Young people are very resilient. BUT there were some pieces that were gone FOREVER."
Hold a brief wrap-up discussion of the story: What did you think of the story? What was the
point for you?
Finally, distribute the handout The Family Bill of Rights. Explain that these rights apply to
parents who live separately but want to raise their children cooperatively. Ask for a volunteer
to read it or read it yourself aloud to the group. Get reactions from the group.

Unit 7 Lesson 2
IALAC STORY
This is a story about Andre and one of his most prized possessions — his IALAC sign. When Andre was born,
he was just like the rest of us. He came equipped with a sign called IALAC. IALAC stands for “I am Lovable and
Capable.”
Because it was invisible, no one — not his parents, relatives or the doctor who delivered him — knew it was
there. Nevertheless, it was shiny and new and in the earliest days of Andre’s life when his young mother and
father (who were happy and in love) stroked him, kissed him and admired him, his IALAC sign actually grew a
little bit larger and stronger every day.
The IALAC sign is an indication that children come into this world free of self doubt, feelings of shame, inferior-
ity or anything negative. They learn those things from the people and the world around them. And so it began
for Andre:
At age three, Andre, his mom and dad did a lot of things together. They had fun on the playground and watched
cartoons on Saturdays. One day at the playground he heard his mom and dad yelling at each other. Andre felt
scared. He went over to give his dad a hug and his father pushed him away and told him to go back to the
swings. His father’s face looked so mean that Andre started to cry. His mom came over and hugged him but
Andre still felt scared. (RIP) A very small piece of Andre’s IALAC sign fell off. Andre didn’t feel so lovable and
capable at the moment.
When Andre was almost four, he overheard his mother, Mika, and his grandmother, Sarah, talking about his
father. His grandmother said, “That man ain’t no good. He doesn’t ever have any money. He can’t even buy
medicine when the boy is sick. You don’t need that no good dog.” Andre didn’t understand exactly what his
grandmother meant, but he could tell by her voice that she was mad at his daddy and that made Andre feel
sad. Another piece of his IALAC sign broke off because Andre wanted his mom and grandmother to love his
daddy like he did. (RIP)
On his fourth birthday, Andre heard his father at the door. He went running to the door, but his mother was
there looking very mad. She and his daddy started to yell at each other. His mom said, “Where’s the money you
promised? I don’t want to see that stupid toy you bought for his birthday. He needs clothes and food.” Andre
covered his ears and started back into his room. But not before he heard his father say, “You witch. You can’t
keep me away from my son. I hate you.” (RIP)
A few months later, Andre was visiting his father. They went to see a Disney movie. It was a good day with his
dad. Then they went to the house of a lady named Miss Kim for dinner. Andre didn’t like the way that Miss Kim
hugged and kissed his daddy. Andre told Miss Kim that her macaroni and cheese didn’t taste as good as his
mommy’s. Miss Kim got mad and called his mommy a bad name. Andre’s dad told him to eat and tell Miss Kim
Unit 7 Lesson 2
that her food was good. Andre told his dad that he wanted to go home to his mommy, and his dad got real mad.
It wasn’t a good day anymore. (RIP)
A year later Andre started kindergarten. His mom called him her little man. He was growing up fast. She said,
“Your daddy doesn’t come over to see you like he should. He’s no good. I know when you grow up, you will never
be like him.” Andre felt confused. He still loved his dad and wanted to spend time with him. Sometimes he thinks
that his dad doesn’t visit a lot because his mother and grandmother are so mean to him. Andre worries that
they are driving him away. A week later his father called. Andre said, “Dad please come get me. I want to go
with you.” His dad promised he would come. Andre took his bath and got dressed. He waited and waited, but his
dad never came. Andre kept waiting. Finally, his mom told him his dad wasn’t coming. She asked if he wanted
spaghetti, his favorite, for dinner. Andre said he wasn’t hungry. His stomach hurt and his heart did too. (RIP)
When Andre was in second grade, he had gotten kind of used to not seeing his father much. It was no big
deal. He started getting into trouble a lot at school. His teacher said he had a behavior problem. Nowadays his
mother was always tired when she got home from work. She never laughed anymore. Today after school his
mom was screaming mad. She said the school called her at work and said they were expelling him for calling a
little girl a witch. Andre’s mom yelled at him. “What do you know about calling somebody a witch? This is awful.
I don’t know who you are. You are just like your no-good daddy. You’re gonna grow up and break somebody’s
heart just like he broke mine. I can’t take this anymore.” Andre just stood there and acted like he didn’t care.
He had learned that this was the best way to deal with his mother when she started screaming. But inside he
wondered, “Was his daddy no good? Does his daddy love him? Was he just like his dad?” A big piece of his IALAC
sign cracked and fell off. (Final RIP)
Fertili ation is the oining of
the egg and the sperm and
occurs in the uterus.
----------
Fallopian
TRUE FALSE
Tubes
The first stage of birth is
labor and contractions.
Self Esteem
TRUE FALSE
A breech birth is when the
feet or buttocks enters the
birth canal first.
Self Esteem
TRUE FALSE
Low number of red blood
cells and iron results in
toxemia.
-------------
TRUE
Anemia FALSE
All ST s are curable if
caught early enough.
TRUE
hy FALSE
Healthy people carry about
white blood
cells.
Self Esteem
TRUE FALSE
nfections that take
advantage of a weakened
immune system are called
anti infections.
----------------------
pportunistic
TRUE FALSE
nfections
H V can be spread through
breast milk.
Self Esteem
TRUE FALSE
ST s can be spread only if
there are symptoms.
TRUE
FALSE FALSE
hat is the most common
ST , often known as the
“silent” disease
Chlamydia
TRUE FALSE
Name: ___________________________ Period_____
Unit 8 Sexual Health

Grade Worksheet / Activity
__________ Abstinence Vocabulary Activity
__________ Reproductive System Worksheet
__________ Reproductive System Diagrams
__________ Reproduction and Hereditary Worksheet
__________ Contraception Worksheet
__________ Personal Timeline Activity
__________ Establishing Paternity Worksheet
__________ Which Price Is Right Worksheet
__________ Sexually Transmitted Disease Worksheet
__________ Total Points

In this space write a personal definition of
Abstinence in your own words Create a sentence using the word Abstinence Unit 8 Lesson 30
in context
A ST
List all words you associate with Draw a picture of what you think of when
Abstinence Austin Independent School District 6 20 2016 Page 1 of 1 you hear the term Abstinence
Health Education
Lesson a e sti ate ti e a e

Male and Female Reproductive Systems 1 Class 1:30
a in e io /Unit R a e level/ ou se
3rd 6th 6 Wks Sexual Health High School Health Education

Lesson o ponents
Lesson ectives
Students will compare the physical changes that occur in boys and girls during adolescence
Students will describe the functions of the organs of the male and female reproductive organs
io Lea nin
distinguish between academic terms such as
analyze and paraphrase information to make informed decisions regarding personal health
evaluate how the different body systems are interconnected and how this relates to the reproductive system
Stan a s Texas ssential no le e an S ills
HE 6C HE 7H HE 7 HE 7L HE 14C
olle e an a ee Rea iness
Consider arguments and conclusions of self and others
Work independently
Work collaboratively
Analyze a situation to identify a problem to be solved
n u in Un e stan in s ssential uestions
Sexual health includes the anatomy and physiology of What is the difference between how the male and
the male and female reproductive systems stages of female reproductive systems work?
reproduction and heredity How does your view of what constitutes sexual activity
affect your decisions in a sexual relationship?
oca ula y
ssential Suppo tin
eggs ovaries fallopian tubes uterus cervix vagina ejaculation organ hormone mature immature shaft
endometrium placenta menstruation menstrual circumcised uncircumcised bladder menarche
cycle fertilization estrogen progesterone sperm breast pubic anus
testes scrotum epididymis vas deferens prostate
gland semen urethra penis testosterone foreskin
puberty clitoris labia majora labia minora
abstinence sex
Lesson epa ation
Resou ces Holt Rinehart Winston

uip ent ee e
Projector Computer
Blue green cards 1 per student
Big Decisions Setting Ground Rules Activity
Big Decisions What Do They Call It? Activity
Abstinence Bell Ringer Activity
Is This Abstinence Activity

Ancho s o Suppo t
Unit 8 Pre Quiz PowerPoint
Male and Female Reproductive Systems PowerPoint
Male and Female Reproductive Systems Worksheet
Word Wall
7 19 2018 Page of Copyright 2014 Austin Independent School District

Health Education
Posters
i e entiation St ate ies
Refer to the students IEP BIP

Provide printed copies of PowerPoints
Allow for preferred seating
Pair up students with peer support
Allow for personal adaptations during hands on activities
st
entu y S ills
Exercising sound reasoning in understanding
Being open and responsive to new and diverse perspectives
Understanding the interconnections among systems
Articulating thoughts and ideas clearly and effectively through speaking and writing
Demonstrating ability to work effectively with diverse teams
n lish Lan ua e o iciency Stan a s
Lesson ycle
n a e
nstant Activity in
Students will enter classroom and pick up a blue green card and Unit 8 packet from the front of the room

ui in uestions
As students take their seats they check the guided uestion on the board and think about how it pertains to their
life For this lesson the guided uestion is: How many parts of your reproductive system can you name?

nt o uction/ e ui ins
The students are introduced to the topic through a PowerPoint asking true false uestions about information that
will be covered throughout the unit Students are instructed to participate in the pre uiz by holding up the green
side of the card for true and the blue side of the card for false according to how they would answer the uestion
displayed in the Pre Quiz PowerPoint

As each uestion is asked the teacher observes the number of green vs blue cards Based on the results the teacher
can initiate discussion from students about why they answered the way they did During discussion the teacher can
reveal the correct answer before moving on to the next uestion

T ansition ins
Once pre uiz is completed have students pass their green blue card forward and take out their worksheet to
prepare for the lesson During the transition from the Unit 8 Pre Quiz PowerPoint to the Reproductive Systems
PowerPoint the teacher asks students about the guided uestion

Lesson sta es
1 day 1 block
i ect Teach ins

Settin oun Rules ins
Tell the class that since sex and related topics are sensitive and sometimes emotional it is important for the class to
develop some ground rules for behavior These rules are to ensure that every person is treated with respect Each
person should feel safe enough to share their ideas with the group This means the class must have an atmosphere
that is safe from teasing making fun of others and disrespect

Have students call out rules they want for the group On the board or newsprint write the rules that students

Health Education
suggest Get feedback from the group as needed to assess acceptability of each rule and any concerns about them

Help the group evaluate each suggestion for its relevance to respect The facilitator should model respect for ideas
even when a suggested rule is not popular eep the ground rules posted in the classroom throughout the unit

Rules should include:
The group will not tolerate making fun of anyone or ridiculing them It is O to disagree but it is not O to
humiliate or criticize a person or indicate that the person is not O
Everyone has a chance to speak and contribute The ideas and leadership of every student are important
including uiet students
Everyone has the option OT to speak Even though everyone must pay attention and not disrupt the
class no one is forced to say something in front of others if they don t want to Anyone can pass
What happens in the group stays in the group There should be no telling others outside the class what a
particular student says unless that student gives their permission to share it
Respect differences and don t assume that others are in the same situation as you For example some
students may not have parents that they live with Some students do not feel attracted to the opposite sex
Students may have different religious backgrounds
Respect other people s privacy In this class no one should share information about someone else without
their permission If you talk about someone else without their permission be careful not to identify them
There is no such thing as a dumb uestion in this class Students must feel confident that they can ask a
uestion without being made fun of

Activity ce ea e hat o They all t ins
Let the class know that this session will be about human reproduction including male and female anatomy and
function This is basic information that is important to being able to make healthy decisions about sex Refer to the
posted or projected EY MESSAGES poster

Post and review the ground rules the class just agreed upon Point out that following the ground rules is especially
important when discussing sensitive issues like sexual health Acknowledge that even though everyone has genitals
people often feel embarrassed or giggly talking about them To being this activity ask the class to mention some
commonly used street or slang names they may have heard for genital structures including the penis vagina
breasts and testicles If the students are reluctant to say commonly used names out loud the facilitator may need to
start the list As the students offer a commonly used name the facilitator should repeat the commonly used name to
acknowledge its existence Su estion: write the words on the white board or Post It pad as the students call them
out This will help students become more comfortable with the topic

After the class has had a chance to offer lots of commonly used names ask them to mention commonly used names
for other body parts like the elbow foot or ear Ask the class why they think there are so many commonly used
names for body parts related to genitalia but none for other body parts Point out that sex and reproduction are
emotionally charged and often held secret in our society and these are some reasons for why there are so many
commonly used or slang names Let the class know that it is important to know the proper names for body parts
and to be able to use the proper names

o e oint esentation ins
Throughout the rest of the lesson the teacher will be presenting content over the reproductive systems via the
PowerPoint with students following along taking notes on their worksheet Before revealing answers to the
uestions on the PowerPoint the teacher gives the students a chance to answer Depending on how the students
answer the uestions this may lead to further discussion Students will also label the inside and outside diagrams

On slides 3 7 define and discuss the parts of the reproduction system Discuss slides 8 10 as student s record
answers on their worksheets Slide 12 is the anatomy of the outside of the reproductive system 1 Have students
label the diagram in their worksheet using this slide Slides 13 20 are the diagram of the inside of the reproductive
system 1 Each slide reveals a new answer to the diagram Define and discuss slides 21 25 These slides discuss the

Health Education
reproductive system 2 Use slides 26 30 to answer uestions on their worksheet Slide 32 is the anatomy of the

outside of the reproductive system 2 Slides 33 38 are the diagram of the inside of the reproductive system 2 Each
slide reveals a new answer to the diagram Slide 39 asks how puberty changes affect adolescents Answers to this
are: menstruation begins sperm production begins Slides 40 41 define abstinence and sex

A stinence ell Rin e Activity ins
Have students complete the Abstinence Bell Ringer worksheet

Activity
hat is A stinence any ay ins

Divide the class into small groups of 3 to 4 students Let the class know that this activity will be about Abstinence
Tell the class that sometimes teens think that most of their friends and classmates are having sex According to
research the truth is:

Fewer than half of U S high school students have ever had sex and even fewer report that they have
had sex in the last 3 months
Six in 10 teens who have had sex say they wish they had waited longer
Most teens and most adults think teens should be given a strong message that they should not have sex
until they are at least out of high school

Write Abstinence on the board and ask the class to define it

ey points to make during the discussion include:

Abstaining is not doing something e g not having sex
Abstinence means waiting but until when? Many people feel that young people should wait to have sex
until they are adults and in a committed and life long relationship like marriage
Abstinence is MORE than just accidentally not having sex or not having sex because you didn t have the
opportunity It is a decision and a plan It is thinking ahead and making a decision

Most classes will at some point define abstinence as not having sex and that leads to the next issue: What is sex?

Write Sex on the board and ask the class to define it ey points to make during the discussion include:
Sex includes vaginal oral or anal sex i e penis to vagina penis to anus mouth to genitals
Even though you can t get pregnant from oral or anal sex you can get STDs
Genital touching without penetration may not technically be sex by some definitions but it can lead to
some STDs e g herpes or HPV

A T T s TH S A stinence to inutes
Pass out the sets of 20 cut out Is THIS Abstinence? CARDS one set for each small group
Let the students know that some of these cards describe activities that are pretty personal and many people may
feel embarrassed talking about some of these things Still it is important to know about these activities because
some people including some teenagers engage in these activities And it is important for young people to know
about sexual activities so they will be ready to make good decisions about what they will do and what they will not
do It is essential to think ahead and plan ahead

Tell the class that you want each group to sort the cards into L 2 groups:
activities that are O to do if a person wants to choose Abstinence

Health Education
activities that are OT O to do if a person wants to choose Abstinence

Give the group a few minutes to discuss and sort the activity cards On the board or newsprint start 2 columns
labeled ABSTI E CE and OT ABSTI E CE leaving room in the middle for a May be ABSTI E CE but may still
want to AVOID column Go through each of the activities getting feedback from the groups about into which
column they would place each activity

Once all 20 items are categorized reinforce that having oral anal or vaginal sex is OT Abstinence Acknowledge
that there are some disagreements about whether some activities are O to do and still be considered Abstinence
For these things it is helpful to create a category of things that may technically be Abstinence but that a person may
want to avoid anyway That is why for people who want to choose Abstinence there are lots of othe activities
esi es o al anal o va inal sex that people i ht ant to a stain o They may want to avoid situations that
they think might lead to sexual intercourse Or they may simply want to avoid activities that are too personal or
intimate Every person should set their own boundaries that is set the line between what they will do and what
they won t do Examples of activities that people may want to avoid include:
Physical intimacy that may be too intimate or that may make it difficult to resist going farther and having sex
for example:
Touching breasts
Touching below the waist
Other activities that put them in a vulnerable or risky situation such as:
o Being alone with a boyfriend girlfriend
o Using drugs or alcohol with a boyfriend girlfriend
o Having an older boyfriend girlfriend
Have the class suggest other activities that they might want to avoid if they chose Abstinence
N : if someone in the class asks about masturbation touching oneself acknowledge that this is a
controversial topic Let the class know that masturbation is something that many people do both males and
females It does not have risks of unplanned pregnancy or of STDs and it does not cause health problems However
some families and some religions do not approve of masturbation Summarize that Abstinence means not having
sex but it also means a decision and a plan and the plan might mean not doing other things even if they are not
technically sex For the rest of this session leave the definitions on the board:
ABSTI E CE not having sex
SE vaginal oral or anal sex
losu e Activity
losu e ins xit Tic et
Hand everyone an index card Every person MUST write a uestion about sexual health or write I don t have a
uestion This is to ensure privacy among classmates Hand your index card to the teacher as you leave the class
When the bell rings the students need to put their packets in the designated crate for their class period and turn in
their index card to the teacher at the door as they leave
hec o Un e stan in evaluation
o ative checks throughout the lesson
Walking around the room throughout the lesson to make sure students are taking notes and engaging in the
lesson
Asking students uestions throughout the PowerPoint

Su ative checks at the end of the lesson
Ask specific students something new they learned from this lesson ancy what is the difference between sex and
abstinence? ate when do sperm and egg production begin?


Unit 8 Lesson 30
ABSTINENCE: Why Should I Wait?
ACTIVITY 5.2 -- Is THIS Abstinence? -- 5 to 10 minutes

At this point, pass out the sets of 20 cut-out “Is THIS Abstinence?” CARDS, one
set for each small group. Let the students know that some of these cards
describe activities that are pretty personal—and many people may feel
embarrassed talking about some of these things. Still, it is important to know
about these activities because some people, including some teenagers, engage
in these activities. And it is important for young people to know about sexual
activities, so they will be ready to make good decisions about what they will
do—and what they will not do. It is essential to think ahead and plan ahead.
Tell the class that you want each group to sort the cards into 2 groups:
Those activities that are OK to do if a person wants to choose Abstinence
Those activities that are NOT OK to do if a person wants to choose Abstinence
Give the group a few minutes to discuss and sort the activity cards. On the
board or newsprint, start 2 columns labeled “ABSTINENCE” and “NOT
ABSTINENCE”, leaving room in the middle for a “May be ABSTINENCE, but may
still want to AVOID” column. Go through each of the activities, getting
feedback from the groups about into which column they would place each
activity. Suggested categorization of each item is listed in the FACILITATOR
RESOURCE.
Once all 20 items are categorized, reinforce that having oral, anal, or vaginal
sex is NOT Abstinence. Acknowledge that there are some disagreements about
whether some activities are OK to do and still be considered Abstinence. For
these things, it is helpful to create a category of things that may technically be
Abstinence, but that a person may want to avoid anyway. That is why, for
people who want to choose Abstinence, there are lots of other activities
(besides oral, anal, or vaginal sex) that people might want to abstain from.
They may want to avoid situations that they think might lead to sexual
intercourse. Or they may simply want to avoid activities that are too
personal or intimate. Every person should set their own boundaries—that is, set the line
between what they will do and what they won’t do.
(4 It may be helpful to use different colored paper for each set. After they are used, they can be collected and used again
for future classes.)
Examples of activities that people may want to avoid include:

Physical intimacy that may be too intimate, or that may make it difficult to
resist going farther and having sex, for example:
O Touching breasts
O Touching below the waist
Other activities that put them in a vulnerable or risky situation, such as:
Unit 8 Lesson 30
O Being alone with a boyfriend/girlfriend

O Using drugs or alcohol with a boyfriend/girlfriend
O Having an older boyfriend/girlfriend
Have the class suggest other activities that they might want to avoid if they
chose Abstinence. [Note to Facilitators: If someone in the class asks about
masturbation (touching oneself), acknowledge that this is a controversial topic.
Let the class know that masturbation is something that many people do—both
males and females. It does not have risks of unplanned pregnancy or of STDs,
and it does not cause health problems. However, some families and some
religions do not approve of masturbation.]
Summarize that Abstinence means not having sex, but it also means a decision
and a plan—and the plan might mean not doing other things, even if they are
not technically sex. For the rest of this session, leave the definitions on the
board:
ABSTINENCE = not having sex

SEX = vaginal, oral, or anal sex

Unit 8 Lesson30
Is THIS Abstinence?

Touching Touching
Touching Breasts Arm around Genitals
Holding Hands
Buttocks (Outside Shoulder (Inside
Clothes) Clothes)
Vaginal Sex Touching

Talking about Kissing Kissing
(Penis to above Waist
Sex (Mouth Closed) (Mouth Open)
Vagina) (not Breasts)
Touching Touching
Drinking
Being Alone Breasts Genitals Take Clothes
Alcohol when
Together (Inside (Outside Off
Together
Clothes) Clothes)
Oral Sex
Taking Drugs Arm around Anal Sex
(Mouth on Hugging
when Together Waist (Penis to Anus)
Genitals)
xtxt
ee
TT
xt xt xt
ee e
TT T
xt
e
T
Directions: Cut into 20 “cards” for groups to sort. Make one set for each small group.
Activity 5.2: Cards for Small Groups

Lesson 5 111
Unit 8 Lesson30

Facilitator Resource for Activity 5.2
“Is THIS Abstinence?”
Suggested Categorization
Abstinence May be Abstinence, but Not Abstinence

may Still Want to Avoid
Holding Hands Vaginal Sex (Penis to
Touching Buttocks Vagina)
Hugging
Touching Breasts (Outside Oral Sex (Mouth on
Arm around Shoulder Clothes) Genitals)
Arm around Waist Touching Breasts (Inside Anal Sex (Penis to Anus)
Clothes)
Kissing (Mouth Closed)
Touching Genitals
Kissing (Mouth Open) (Outside Clothes)
Touching Above Waist Touching Genitals (Inside

(Not Breasts) Clothes)
Talking about Sex Take Clothes Off
Drinking Alcohol When

Together
Taking Drugs While

Together
Being Alone Together
112 Lesson 5
Reproductive
Anatomy
How long does it take
sperm to mature?
Puberty Changes
Outside 1
Inside 1
Inside 1
Inside 1
Inside 1
Inside 1
Inside 1
Inside 1
Inside 1
Eggs
Ovaries
Fallopian Tubes
Uterus
Cervix
Endometrium
Placenta
Vagina
When do eggs mature?
How often do eggs mature?
Where are eggs fertilized?

Outside 2
Inside 2
Inside 2
Inside 2
Inside 2
Inside 2
Inside 2
Reproductive System #1
1. Sperm –
2. Testes –
3. Scrotum –
4. Epididymis –
5. Vas Deferens –
6. Prostate Gland and Seminal Vesicle –
7. Semen –
8. Urethra –
9. Penis –
10. What is testosterone and how does it affect the bodies of people with this reproductive
system?
11. How long does it take a sperm to mature?
12. What are some signs that a body with this reproductive system is going through
puberty?

Reproductive System #2
1. Eggs –
2. Ovaries –
3. Fallopian Tubes –
4. Uterus –
5. Cervix –
6. Endometrium –
7. Placenta –
8. Vagina –
9. Menstruation –
10. Menstrual Cycle –
11. What are some signs that a body with this reproductive system is going through
puberty?
12. What are two hormones this reproductive system produces?

13. All eggs are in the ovaries at birth. On average, how many are there?
14. When do eggs begin to mature?
15. How often do eggs mature?
16. Where are eggs fertilized?
17. Abstinence –
18. Sex –

Outside 1
7/19/2016 1
Inside 1
7/19/2016 1
Outside 2
Inside 2
7/19/2016 1
Unit 8 Lesson 30
Activity
Settin oun Rules

Tell the class that since sex and related topics are sensitive and sometimes emotional it is
important for the class to develop some ground rules for behavior These rules are to ensure
that every person is treated with respect Each person should feel safe enough to share their
ideas with the group This means the class must have an atmosphere that is safe from teasing
making fun of others and disrespect

Have students call out rules they want for the group On the board or newsprint write the rules
that students suggest Get feedback from the group as needed to assess acceptability of each
rule and any concerns about them Help the group evaluate each suggestion for its relevance
to respect The facilitator should model respect for ideas even when a suggested rule is not
popular Display the ground rules established by the group during each class

Rules should include:
The group will not tolerate making fun of anyone or ridiculing them It is O to disagree
but it is not O to humiliate or criticize a person or indicate that the person is not O
Everyone has a chance to speak and contribute The ideas and leadership of every
student are important including uiet students
Everyone has the option OT to speak Even though everyone must pay attention and
not disrupt the class no one is forced to say something in front of others if they don t
want to Anyone has the right to pass
Vegas Rule What happens here stays here There should be no telling others outside
the class what a particular student says unless that student gives their permission to
share it Respect other people s privacy In this class no one should share information
about someone else without their permission If you talk about someone else without
their permission be careful not to identify them
Respect differences and don t assume that others are in the same situation as you For
example some students may not have parents that they live with Some students do not
feel attracted to the opposite sex Students may have different religious backgrounds
There is no such thing as a dumb uestion in this class Students must feel confident
that they can ask a uestion without being made fun of

Unit 8 Lesson 30

Time Management for Lesson 2

Students often have many questions about anatomy and reproduction.
Facilitators are encouraged to answer as many questions as possible, as they
come up during the lesson. However, in order to lay the groundwork for future
lessons, it is important to be able to finish Activity 2.3. For some classes, there
may not be enough time to complete the last Activity (2.4), Reproduction: True
or False? The facilitator may wish to cut up the Facilitator Resource for Activity
2.4, and have students draw questions from a box or envelope. Alternatively,
to save time, the facilitator can simply read the questions from the Resource.

Activity 2.1
IceBreaker: What Do They Call It? – 5 minutes
Let the class know that this session will be about human reproduction, including male and
female anatomy and function. This is basic information that is important to being able to
make healthy decisions about sex. Refer to the posted (or pro ected) KE MESSAGES poster.
Post and review the “ground rules” developed at the last session. Point out that following
the ground rules is especially important when discussing sensitive issues like the ones in this
lesson.
Acknowledge that, even though everybody has genitals, people often feel embarrassed or
giggly talking about them. As an ice-breaker, ask the class to mention some commonly used
(“street” or “slang”) names they may have heard for genital structures, including the penis,
vagina, breasts, and testicles. If the students are reluctant to say commonly used names out
loud, the facilitator may need to start the list him- or herself. As the students offer a
commonly used name, the facilitator should repeat the commonly used name to acknowledge
its existence.
After the class has had a chance to offer lots of commonly used names, ask them to mention
commonly used names for other body parts, like the elbow, foot, or ear. Ask the class why
they think there are so many commonly used names for body parts related to sex, but none
for nonsexual body parts. Point out that sex and reproduction are emotionally charged and
often held secret in our society, and these are some reasons for why there are so many
commonly used, or “slang”, names. Let the class know that it is important to know the
proper names for body part and to be able to use the medically accurate names.

Lesson 2
© Austin Independent School District 06/20/2016 1 of 1
Unit 8 Lesson 31
BIG DECISIONSTM Lesson 2

ACTIVITY 2.3 -- The Journeys of the Sperm and the Egg
Display the e o ti e ste nside DIAGRAM poster or transparency for the “Journey of
the Sperm” game.
Ask for student volunteers to form 2 teams of 6 students each to come to the front of
the class, with one team in a line on the right side of the class and one team in a line
on the left. Give one student on each team the “SPERM” sign; they will be the team
leaders. Give the other 5 members of each team one of the following SIGNS (in
random order):
• Testicle
• Epididymis
• Vas Deferens
• Urethra
• Penis
Tell each “SPERM” to put his or her team in order of how the sperm travels on
its journey t o t e o . The other team members holding up their signs cannot talk, but the rest
of the class who are not on a team can assist the 2 “SPERM” to et their team
members in o e . The first team to get into the correct order wins! When the game is over,
refer back to the nside Diagram and reinforce the correct order of the SIGNS.
Have the SPERM teams sit down, and collect the “Journey of the Sperm” Game SIGNS.
Then repeat the game for the “Journey of the Egg”. Post or project the
Inside 2 DIAGRAM.
Ask for student volunteers (new ones, if possible) to form 2 more teams of 6 students
each to come to the front of the class. Give one student on each team the “EGG”
sign; they will be the team leaders. Give the other 5 members of each team one of
the following 5 SIGNS (in random order):
• Ovary
• Fallopian Tube
• Uterus
• Cervix
• Vagina
Tell each “EGG” to put his or her team in order of how the egg travels on its
journey t o t e o . Again, the other team members holding up their signs cannot talk, but the
rest of the class who are not on a team can assist the 2 “EGGS” to et their team
members in o e . The first team to get into the correct order wins! Again, when the game is
over, refer back to the Inside 2 Diagram to reinforce the correct order of the
SIGNS.
Thank the contestants and collect the “Journey of the Egg” SIGNS.

Unit 8 Lesson 31
Signs for “Journey of the Sperm” Game, for Activity 2.3

Make 2 Copies

Unit 8 Lesson 31
Testicle


Make 2 Copies
Lesson 2
Unit 8 Lesson 31
Epididymis


Make 2 Copies

Unit 8 Lesson 31
Vas Deferens
Signs for “Journey of the Sperm”
Game, for Activity 2.3
Make 2 Copies
Lesson 2
Unit 8 Lesson 31
Urethra


Make 2 Copies

Unit 8 Lesson 31
Penis
Make 2 Copies
Lesson 2
Unit 8 Lesson 31
Signs for “Journey of the Egg” Game, for Activity 2.3

Make 2 Copies

Unit 8 Lesson 31
Ovary
Make 2 Copies
Lesson 2
Unit 8 Lesson 31

Fallopian
Tube
Make 2 Copies

Unit 8 Lesson 31
Uterus


Make 2 Copies

Lesson 2
Unit 8 Lesson 31

Cervix


Make 2 Copies

Unit 8 Lesson 31
Vagina

Make 2 Copies

Lesson 2
Reproduction
&
Heredity
TE S HE. A, HE. B, HE. , HE. A

Heredity
Chromosomes Tiny threadlike structures that
carry hereditary information from generation to
generation.
Every cell contains

chromosomes,
from each
genetic parent.
Chromosomes
enetic enetic
inds of Chromosomes other Father
Chromosomes
Chromosomes
Combinations
Vagina
enis Vagina enis
Chromosomes
Sometimes a person gets more than one
Chromosome from each genetic parent.
ther combinations
enis
enis
Vagina
enes Chromosomes are divided into
smaller units which contain instructions to
help determine a certain
characteristic
of an individual.
Can be dominant or recessive
A makes up
the genes
Stages of
Reproduction
Fertili ation
oining of an egg and
a sperm in the
fallopian tube
Embryo
A fertili ed egg in the
first months
Fetus
From the rd month on,
the
embryo is called a fetus.
mportance of renatal Care
renatal care can help prevent complications during
pregnancy and ensure the infant s health and development.
Some important steps pregnant women can take to help

reduce the risk for problems are
Follow a healthy, safe diet.
et regular exercise.
Avoid exposure to potentially
harmful substances such as lead
and radiation.
Control existing conditions, such as
high blood pressure and diabetes.
Avoid tobacco smoke and alcohol
use.
Stages of Childbirth
.Labor ild contractions push the
fetus against the cervix.
. Birth fetus pushes through the

cervix
and into the birth canal.
. After birth After the infant is

delivered, the placenta separates from
the uterus and is delivered.
Types of Birth
Vaginal Birth
Fetus comes out of the vagina.
Breech Birth
Feet or butt of a fetus enters the
birth canal first
Cesarean Section C Section
An incision is made in the abdomen
and uterus in order to deliver the fetus.
ultiple births
dentical ono ygotic Twins
Embryos that
develop from the
same fertili ed egg
that split into two
Fraternal i ygotic
Twins
Embryos that develop at

same time but from
separate fertili ed eggs
renatal iagnosis
Amniocentesis Test performed by taking amniotic
fluid from the pregnant person
Ultrasound
Sound waves used to
produce images
of the fetus
o ible roble
a ociate wit
regnancy
Anemia
A low number of
healthy red blood
cells and
insufficient iron in
the pregnant
person.
The fetus needs
iron to make red
blood cells.
reeclampsia toxemia
A pregnancy complication
characteri ed by high
blood pressure, excessive
protein in the urine,
resulting in sudden weight
gain and swelling.
f left untreated, it can

lead to organ damage and
fetal growth restriction.
estational iabetes
ccurs because the
placenta produces
high levels of insulin
counteracting
hormones.
Affects how the cells

use sugar glucose ,
causes high blood
iscarriage Fetal death before weeks of
pregnancy.
Still Birth
Fetal death after weeks of pregnancy.
Birth efects
Health conditions problems that begin
in the womb and are present at birth.
ncubator eeps a premature infant in a
sterile environment and at a warm
temperature until they are fully developed
remature Birth
nfant born before they
are fully developed
before weeks
Unit 8 Lesson 31
Rep o uction an He e ity

He e ity
Chromosomes:

How many chromosomes does each cell contain?
Combinations:
chromosomes
YY chromosomes
Y chromosomes
chromosomes
Y chromosomes
Genes

D A

Sta es o Rep o uction
1 Fertilization

2 Embryo

3 Fetus

hat a e so e o the i po tant p enatal steps people shoul ta e to ensu e a healthy
p e nancy

Sta es o hil i th
Stage 1

Stage 2

Stage 3

Types o i ths
Vaginal birth


Unit 8 Lesson 31
Breech birth

Cesarean birth

ultiple i ths
Identical twins

Fraternal twins

enatal ia nosis
Amniocentesis

Ultrasound

o le s associate ith p e nancy
Anemia

Preeclampsia

Gestational diabetes

Miscarriage

Still birth

Birth defects

Incubator

Premature birth

7 26 2015 TE S HE. B, HE. C, HE. , HE. F, HE. 1 C
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enis is pulle out o va ina e o e e aculation co es
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Less e ective o people ho have iven i th
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nte nal so eti es calle e ale on o s
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So e people have si e e ects
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So e people have si e e ects
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lace un e the s in on the insi e o the uppe a
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Emergency Contraception
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Emergency Contraception
What is it?
a pill called Plan B One Step, Next Choice One Dose, My Way, AfterPill
or ella.
a form of birth control that may be used if someone had unprotected
sex or used a contraceptive method that failed.
How does it work?

It temporarily blocks eggs from being produced, by stopping
fertilization, or by keeping a fertilized egg from implanting in the
uterus.
It should be taken as soon as possible – up to 72 hours of unprotected
intercourse.
It is used to prevent a pregnancy, not end one.
Advantages:
When Plan B is taken as directed, it can reduce the chance of
pregnancy by close to 90%.
Disadvantages:
Does not protect against STD’s.
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Unit 8 Lesson 32
ont aception
Ho e ective is it in p eventin
etho hat is it an ho oes it o
p e nancy

A ST

ishin Hopin
TH

TH RA AL

S

Unit 8 Lesson 32

Ho e ective is it in p eventin
hat is it an ho oes it o
etho p e nancy an ST s
S

ill
LL AT H

atch
R

Rin
SH T

LA T

U

ont aception
e ency

Unit 8
Lesson 32
Condom Lineup Instructions:

This activity helps participants understand the key steps to correct condom use. Each step has brief
talking points that should be discussed with participants. This activity can be completed as one
group, divided into small groups or as a race to see who can place the steps in correct order the
fastest.
1 –Get condom and/or water-based lubricant at clinic, store, or other place

• Plan ahead
• Make sure the package says the condom is FDA approved for use
• It is important to use water-based lubricant. Oil-based lubricant can cause condoms
to rip or tear easily. Silicone lubricant is okay to use, too.
2 –Both partners give consent (want to have sex)

• It is important that both partners have verbally asked for and given consent for sex
before any kind of sexual activity takes place
• Assuming a partner wants to have sex is NOT giving consent
3 – Check package expiration date and open it carefully

• If a condom is expired, don’t use it. Condoms can be damaged by extreme heat or
cold, so it is important to store them in a cool, dry place
• Make sure that the package is sealed before opening it. There should be an air
bubble in the package which ensures there aren’t any holes.
• Do not use teeth or scissors. Avoid using anything sharp (nails, rings/jewelry)
• Open the condom package by tearing it on the side
4 –Make sure condom is right side out, pinch the tip to make room for semen, put condom
on erect penis and unroll all the way
• With the condom is right side out, it should unroll easily
• Make sure to leave enough room in the end of the condom for semen to collect
• Only put condoms on after the penis is erect
• With one hand holding the tip of the condom, use the other hand to unroll the
condom to the base of the penis
• Why is it important to roll it down to the base?
5 –Penis touches partner

• A common mistake is for partners to start having sex, then put on a condom right
before ejaculation
• Why could this be a problem?
• Keep the condom on the penis until after ejaculation
• One or both partners might decide before ejaculation that they don’t want to keep
having sex. That’s OK!
6 –Hold condom at the base of penis, take penis out of partner while penis is still erect
• This prevents the condom from coming off, which could leave semen in the partner
7 –Roll the condom off the penis without spilling semen, throw condom in trash – never use
a condom twice
• Take condom off while facing away from the partner to be sure the semen does not
get on the partner
Get condom and/or water-based
lubricant at clinic, store, or other place
Both partners give
consent
(want to have sex)
Check package expiration date
and open it carefully
Make sure condom is right side out, pinch the
tip to make room for semen, put condom on
erect penis, and unroll all the way
Penis touches partner
Hold condom at the base of penis, take penis
out of partner while penis is still erect
Roll condom off the penis without
spilling semen, throw condom in trash
– never use a condom twice
Unit Lesson 2
session 10: handout PERSONAL TIMELINE
Often as people think about the future, they imagine what they will do and may even have a
pretty clear idea about when certain things will happen for them. Have you ever thought about
experiences you want to have in your life and when you want to have them?
Below you will find a list of experiences that some people want or expect to have. Review the
list and put a check beside those you want in your future. Write in any other experiences that
are important to you.
Key Events in Your Future:
_____ Graduating from high school
______Falling in love
______Attending college
_____ Starting a career
_____ Getting your own place
_____ Traveling to new places
_____ Getting into a committed relationship/getting married
_____ Having a child/children
_____
Timeline:
Now, on the timeline below write in each of the experiences that you’ve checked in the corre-
sponding place on the timeline to indicate when you want or expect it to happen.
Age: 16 18 21 25 30 35 40

Unit 8 Lesson 32
Activity
So hy Shoul ait inutes

Write on the board or newsprint 2 categories: Reasons to Have Sex and Reasons to Wait As
the students offer reasons in either category Write them in a list under the appropriate
category

Explain that people including some teenagers decide to have sex at various times in their lives
for many different reasons There are also many reasons that people choose abstinence to
not have sex

Let the class know that deciding whether to have sex is a big decision one that should be
made carefully and for the right reasons Remind them that having sex is a big decision and
teens who have sex must take action to reduce their risk of STDs and unplanned pregnancy

Tell the class that you want them to weigh the pros and cons of students having sex while they
are in their middle or high school years vs abstinence waiting They should think not just
about themselves but of other students too For example how would they weigh having sex
vs waiting to have sex if it was about their best friend or a younger sister or brother?

Ask the students to call out reasons for having sex Write the reasons on the board or newsprint
in the Reasons to Have Sex column ow ask the students to call out reasons to wait and not
have sex and write these in the Reasons to Wait column Help the class come up with all the
reasons for waiting that are in the Facilitator Resource

ow for each reason in the two columns ask the students to rate how healthy and how strong
each reason is Go through each reason on both lists asking the class to raise their hands if they
thought the reason was a good one that is it was a healthy and strong reason
When the class demonstrates a clear consensus place a star in front of the reason they
consider to be healthy and strong Place a zero in front of the reason they consider OT to be
healthy and strong For those where there is a difference of opinion or where a consensus is
not clear place a uestion mark in front of that reason The students ratings affect their
perceptions and their reality and they should be respected However if the facilitator disagrees
with the class s assessment of how healthy a reason is they should let the class know why they
disagree Help the students add up the healthy and strong reasons to assess the overall pros
and cons of having sex as a teenager This exercise should demonstrate why students should
consider abstinence to be such a healthy choice
Leave the lists of reasons on the board or newsprint for future class activities

T
arenting and aternity Awareness
hen a child s parents have separated, divorced, or never married, the ffice
of the Attorney eneral provides a wide range of child support services,
including
Locating a child s absent parent Collecting and distributing child
support and medical support
dentifying the child s legal father, payments
establishing paternity
Establishing and modifying
Taking enforcement actions against court orders for child support
absent parents who fail to pay and medical support payment
support
T O N
T O T
The man whose sperm brings the
Biologic baby into being
al The man not married to the mother,
Alleged but who is identified as the biological
father
resumed Husband of the baby s mother
The man whose name appears on

Legal the birth certificate and who is the
child s father in the eyes of the law
ESTABL SH ATER T
hen a child is born, the mother s name
automatically goes on the birth certificate.
There is no doubt who the mother is But there may
be questions about the father.
f the parents are married, the husband s name will

be placed on the birth certificate, unless he denies
that he is the baby s biological father.
ays to Establish aternity for
Unmarried Couples
Sign an A at the hospital

Agreed rder
aternity etition
hat is an A
Acknowledgment of
aternity
t is a form signed by unmarried
couples at the hospital who want
to establish paternity.
This is the simplest way to
establish paternity.
The biological father

becomes the legal father.
hat is an Agreed rder
f an A is not signed at the hospital, the

parents can go to the Child Support ffice
together and sign an Agreed rder
establishing paternity and set a child support
amount.
This is for parents who

are in agreement and
want to establish
legal fatherhood.
hat is a aternity etition
A aternity etition can be filed in court,
asking that an alleged father be named the
legal father.
This is for parents who are T in agreement.
The court rules on the petition, establishing or

denying paternity based on evidence
presented in court.
Establishing aternity
nce paternity has been established, a court
may decide issues of
custody.
visitation.
the payment of child support.
medical support in the event that the parents
separate.
Benefits for the child of Establishing
aternity
hen you establish paternity for a child born
to unmarried parents, you are giving that
child the benefits of having a legal father,
which he or she would not otherwise have.
Raising a child is a long term commitment,
lasting years at least.
The best way to secure their future is to
establish a legal relationship between the
father and the child.
Benefits for the Father of Establishing
aternity
Establishes parental rights
f the parents separate, the father would have the right to seek custody
and child support from the mother.
f the father does not have custody, he can seek visitation rights, and will
have the right to know the child s whereabouts.
The father will have legal standing when decisions are made about the
child.
For the child, there is the security of having two responsible caregivers
and two adults contributing financial support, medical care, and attention.
edical records on the father s side also may be important at some time
in the child s life.
aternity
could make a difference in a life

Unit 8 Lesson 33
sta lishin ate nity

1 What is PAPA?
2 What are three things that PAPA does?

3 A father is the man whose sperm brings the baby into
being

4 An father is the man not married to the mother but
who is identified as the biological father

5 A father is the husband of the baby s mother

6 A father is the man whose name appears on the birth
certificate and who is the child s father in the eyes of the law with all the rights and
responsibilities of parenthood

7 What are the three ways unmarried parents can establish paternity?

8 What is an AOP?


Unit 8 Lesson 33
9 An AOP and Agreed Order are for parents who both want to establish

10 What is a paternity petition?

11 Once a parent has established paternity a court may decide on what?

12 What are some benefits of establishing paternity for the child?

13 What are some benefits of establishing paternity for the father?


a te or .a. .a. e ion
What is the cost of…
one month of disposable diapers?
Remember, bid closest to the dollar amount without going over

The cost is…
$85.80 per month
ne iape costs
An ave a e a y e ui es
chan es/ ay o the
i st onths
iape s x ays at

each pe
onth o pe
ee
http www.naturalfamilyonline.com diap diaper cost.htm
a car seat?
The cost is…
$80
The ca seats ith the
hi hest sa ety atin s o
onsu e Repo ts an e in
p ice et een an
e use the ave a e p ice
o
a ies can t leave the
hospital ithout a ca seat
http www.consumersearch.com baby car seats review
a fully reclining, value
stroller?
The cost is…
$100
Althou h st olle s va y
in p ice the ave a e
value st olle is
Hi h en st olle s a e

a out
http www.consumersearch.com strollers review

full-time child care for a
month?
The cost is…
$528 per month
hil ca e cente s cha e
et een / ee
epen in on the a e o the
chil
n ho e chil ca e costs
/ ee
ull ti e ay ca e eans
hou s/ ee
http www.taccrra.net docs portfolio Texas.State.Totals.pdf
living for one month as a single
parent* in Texas?
Housin
oo
hil ca e
e ical expenses
T anspo tation
the necessities o
one chil
custodial parent
The cost is…
$2,500 per month
Althou h a pe son s onthly cost o

livin epen s on he e they live the
ave a e expenses o a sin le pa ent in
Texas an e o
This is app oxi ately o e than
it costs to live as a sin le pe son ithout
chil en
http www.cppp.org fsi austin.pdf

Now, for a little math…
Without a child, you’d have an extra
$1000 in your monthly budget.
How many ______ could you buy?*
ovie tic ets at each

once t tic ets at each
ast oo lunches at each
p playe s o cell phones at each
NO CALCULATORS!
With this extra $1000/month, you
could buy…
movie tickets 8 each
fast food lunches 5 each
concert tickets 50 each
mp3 players or cell phones 200
each
What is the difference between
gross income and net income?
Gross Income - An individual's

total personal income, before
accounting for taxes or deductions.
Net Income – An individual’s

income after taxes and deductions;
their “take home”.
Child Support
When a couple separates, one has custody of the
child, the noncustodial parent has to pay child
support, how is the amount of child support figured?
According to state guidelines, the amount of child

support owed is as follows:
1 Child = 20% of net income
2 Children = 25%
3 Children = 30%
4 Children = 35%
5 Children or more = 40%
*these amounts are for multiple children with the same 2 biological parents.
Calculating Gross Income:
If you make 10.00 an hour, what
is your gross monthly income?
1. Multiply hourly rate by 40 (assuming 40 hours a week)
2. Multiply that number by 52 (# of weeks in a year)

3. Then divide by 12 (# of months in a year)
4. Round to the nearest dollar
Gross income per month = $1,733.00

Calculating Net Income:
Gross Income is $1,733.00
1. Multiply GI by .062 (6.2% Social Security)

2. Multiply GI by .0145 (1.45% Medicare)
3. Add above 2 numbers to 155.00 (Federal income tax)
4. Subtract the sum from the Gross Income
Net income per month = $1,445.42

Calculating Child Support:
If you made 10.00 an hour and had 2
children, what would you pay in
child support?
Net income times .25 (25% for 2 children)
Child support per month = $361.36
How much would you pay if

you had 3 children?
$433.63
a te or .a. .a. e ion
Unit 8 Lesson 33
ice is Ri ht
hat is the ost
Directions: What do you think each of the following would cost? Write your best guess in the space provided
1 What is the cost of 1 month of disposable diapers?
2 What is the cost of a car seat?
3 What is the cost of a fully reclining stroller?
4 What is the cost of full time child care for 1 month?
5 What is the cost of living for 1 month as a single parent in Texas?
You should consider
a
Housing
b
Food
c
Childcare
d
Medical expenses
e
Transportation
f
Other necessities for one child

6 Without a child you would have an extra 1000 00 in your monthly budget What would you do with
it?

7 What is the difference between net income and gross income?

8 What percentage of net income is paid for child support by the non custodial parent for
a 1 child
b 2 children
c 3 children
d 4 children
e 5 children or more

9 What is the max the state can take for child support no matter how many children there are?


Unit 8 Lesson 33

10 What is your gross income if you are making 10 00 an hour and if you work 40 hours a week?

a 10 00 x 40 hours per week
b a x 52 weeks per year
c b divided by 12 months per year
d Round c to the nearest dollar Gross Income

11 Using the number above what is your net income? How much would you take home?
a Gross Income 062 6 2 Social Security
b Gross Income 0145 1 45 Medicare
c Add a and b to 155 00 Federal Income Tax
d Subtract c from your gross income et Income

12 Using the net income from above how much child support would you pay if you had 2 children?

13 How much would you pay if you had 3 children?

ST s
Sexually Transmitted Diseases
hat the difference is between Bacterial infections
and Viral infections
Bacterial infections can be treated with antibiotics. f

treated early enough, there will be no long term
effects.
Viral infections can not be treated with antibiotics.

nce they are in they body, they don t go away. Any
medication taken is for the symptoms only. The virus
will still be there.
hat does it mean to be asymptomatic

t means there may not be any symptoms, but the
infection can still be spread from person to person.
eople can have and
spread an ST even if
they have
NO TO
y to or eo le wit a eni y to or eo le wit a agina
eople can have and

spread ST s even if they
have
NO TO
Chlamydia in Travis County
Chlamydia is the most frequently reported bacterial ST in
the United States with , , cases reported to C C in
.
Chlamydia is known as a silent disease because the ma ority of
infected people have no symptoms. f untreated, chlamydia
infections can progress to serious reproductive and other health
problems with both short term and long term consequences.
Travis County recorded , new cases of chlamydia in .

The ma ority of reported chlamydia cases were females
more than males and most were Hispanic .
onorrhea in Travis County
onorrhea is the second most commonly reported disease

in the United States with , reported in .
Travis County reported , new cases of gonorrhea in

.
onorrhea is most frequently reported among males.
African American people have consistently had the highest

rates of gonorrhea over the past decade in Travis County.
n , the ma ority of reported gonorrhea cases were

diagnosed among people to years old.
eople can have and

have
NO TO
eople can have and

have
NO TO
Syphilis in Travis County
Syphilis has often been called the great imitator because so many of
the signs and symptoms are indistinguishable from those of other
diseases.
Syphilis can be treated at any stage of the disease, but if left untreated
can be fatal.
Travis County reported new cases of primary and secondary

syphilis in .
rimary and secondary syphilis is most frequently reported among

males.
At the beginning of the decade, cases were most frequently seen in

year olds. n , that remained true, however there have been
increases in every age group over years old.
eople can have

and spread ST s
even if they have
NO TO
eople can have

and spread ST s
even if they have
NO TO
eople can have

and spread ST s
even if they have
NO TO
H V in Travis County
n , , people were diagnosed with H V in Texas.
of those were in Travis County
n males accounted for . of the total H V cases.
n in Texas, hites ther made up . while

African Americans comprised . and Hispanics
comprised . of new H V diagnoses.
By age group, H V diagnoses peak in persons years

old.
A S in Travis County
n , , newly diagnosed cases of A S were reported in
Texas.
n , of the newly diagnosed A S cases were male.
n , were hites, were African American, and

were Hispanic.
n in the United States, the highest rate was for persons

aged years followed by the rate for persons aged
years.
Acquired
mmune
eficiency
Syndrome
infections or illnesses
that take advantage
of a weakened
immune system
The Immune System:
Helper T cells white blood cells that activate the
immune response when a pathogen enters the
body.
Healthy people carry about helper T cells
in about drops of blood
The H V virus attaches itself to the helper T cells
forcing the T cells to make copies of the H V. This is
called replication.
hen a person s white blood cell count gets below
per milliliter of blood, they are said to have
A S.
Fluids that transmit
the H V virus
Sexual activity with an infected person
ABST E CE is the only effective way to prevent H V and all
other ST s through sexual transmission.
Sharing needles with an infected person

in ecting drugs or steroids, sharing drug equipment or drug
solutions, sharing ob ects used for piercing or tattooing, blood
transfusion
nfected mother to infant

before or during the birth process or breast feeding
Testing for H V
H V antibodies may be
found within
weeks after infected
with H V. n rare cases up
to months, for these
tests to be accurate.
Two types of tests for H V Elisa Test and the

estern Blot Test
However
Even though there is
no cure,
ARV drugs can slow
down the replication
process allowing people
with H V to live longer,
healthier lives than those
who are infected with
H V who are not taking ARV drugs.
t is VER important to
remember that people
infected with H V who
are on ARV drugs can
ST LL TRA S T H V
Sexually Transmitted Diseases Unit 8 Lesson 34
Chlamydia & Gonorrhea Trichomoniasis Syphilis

What type?
Curable?
Effects on
baby?
Symptoms in
females?
What can it
lead to?
Symptoms in
les
How Common?
Extra Info
© Austin Independent School District 6/14/2016 Page 1 of

Sexually Transmitted Diseases Unit 8 Lesson 34
Herpes HPV HIV

What type?
Curable?
Effects on
baby?
Symptoms in
females?
What can it
lead to?
Symptoms in
ales
How Common?
Extra Info
© Austin Independent School District 6/14/2016 Page 2 of

Unit 8 Lesson 34
HIV and AIDS
1. AIDS stands for what?
2. What are opportunistic infections?
3. What are elper T cells? What is a normal T cell count?
4. What is replication?
5. When oes a person have AIDS?
6. What are the 4 fluids known to spread the HIV virus?

a.
b.
c.
d.
Austin Independent School District 6 14 2 16 Page 3 of 4

Unit 8 Lesson 34
7. How is HIV transmitted?

a.
b.
c.
8. How soon after infection might the HIV antibodies be present?
9. What are the 2 tests given to test for HIV?
1 . Is there a cure for AIDS?
1 . How can ARV drugs prevent HIV from being spread?
12. Can people taking ARV drugs still transmit HIV?
Austin Independent School District 6 14 2 16 Page 4 of 4

Unit 8 Lesson 34

Activity 4.2
Common Sexually Transmitted Diseases — 20 minutes
Divide the class into small groups or teams. Each team will be assigned one of the following
STDs:
• Chlamydia and Gonorrhea (these infections are similar in symptoms and complications
and will be considered together)
• Trichomonas
• Syphilis
• HIV Infection
• Herpes
• Human Papillomavirus (HPV)
Tell the class that, as you pass out the STD “assignments” to each of the teams, you will go
over some basic information about each infection. The information about each infection will
be on the STD Handouts that you will give to each team. Each team will then have the
information on “their” STD to refer to later when the class plays the “Which STD Am I?”
game. During the game, each team will make sure that the answers to each uestion are
correct when it comes to “their” infection.
As you review each of the STDs, give each team the STD Handout corresponding to “their”
infection and pro ect the PowerPoint slide or transparency for that handout. Encourage
uestions as you proceed. Use the Facilitator Resource and References to learn and review
each STD, so you can give a brief summary of the information in each of the boxes on the
Handouts.
Answer uestions as much as possible as they arise, but be sure to leave time for Activity 4.4
to focus on ways to avoid STDs.
Activity 4.3
“Which STD Am I?” Game—10 minutes
Let the class know that they are now going to play the “Which STD Am I?” Game.
Each team will get a point for each one of the 0 game statements if they answer correctly
whether “their” infection is described by the statement.
Tell the class that each slip of paper in this game has a statement that describes one, some,
or none of the groups’ STDs. Show them the slips of paper with the “Which STD Am I?”

Lesson 4 69
Unit 8 Lesson 34
statements in the box and mix them up. For each turn, ask a different student to reach in,
draw a slip of paper out of the box, and read it to the class.
In responding to each statement, each team decides if “their” infection is a correct answer.
If “their” infection is a correct answer, the team has one of its members stand, holding up its
STD Handout.
Statements include:
• All people can have me and not know it, because often they have NO
SYMPTOMS
Answer: All the infections are correct: Chlamydia, Gonorrhea, Trichomonas, Syphilis,
HIV, Herpes, and HPV.
• I can be cured with antibiotics
Answer: This is true for bacterial infections (Chlamydia and Gonorrhea, Syphilis)
and for the parasitic infection Trichomonas. Of course, even after they are cured, a
person can get them again. Viral infections such as HIV, Herpes, and HPV are NOT
curable, although they are treatable.
• I cause a discharge from the penis or vagina
Answer: Chlamydia and Gonorrhea typically cause a discharge from the penis and
can cause a vaginal discharge. Trichomonas usually causes no symptoms in people with a penis,
but causes vaginal discharge.
• Some types of me cause warts, and some types can lead to cancer
Answer: Human Papillomavirus (HPV). Some types of HPV cause genital warts. The
“high-risk” types of HPV can cause dysplasia and cancer of the cervix. These viruses
can also lead to dysplasia and cancer of the vagina, vulva, penis, anus, and even the
throat.
• I cause blisters or sores in the genital area
Answer: Herpes infection causes painful blisters that can come back from time to
time. Syphilis typically causes a painless sore that gets better, even without
treatment.
70 Lesson 4
Unit 8 Lesson 34

• I can affect a baby, if it is born to a mother that has me
Answer: All the infections can affect babies. Chlamydia and Gonorrhea can infect the
baby’s eyes, and Chlamydia can also cause pneumonia. Trichomonas infection of the
mother is associated with premature birth. Syphilis can cause many problems for a
baby, both before and after birth. Babies can get HIV from their mothers during
birth, or from breastfeeding. Babies can get Herpes infection from their mother
during birth, and this infection is serious and often fatal. Also, rarely, babies can get
HPV in the throat if they are born to a mother who has genital warts.
• I am very common among young people who have had sex
Answer: Common infections include Chlamydia and Gonorrhea, Trichomonas,

Herpes, and HPV. HIV and Syphilis are less common—but still very important—
infections among young people.
• I kill the cells that protect the body from infection
Answer: HIV infection kills immune system cells. Eventually, if not controlled by
medication, HIV infection makes the body unable to fight infection, and the person
develops AIDS.
• I can infect people through oral or anal sex
Answer: Chlamydia and Gonorrhea, Syphilis, HIV, Herpes, and HPV infection can all
be transmitted through oral-genital contact (i.e., mouth on a male’s genitals or a
female’s genitals) or through anal sex (i.e., penis in anus). (Note: When considering
HIV infection, anal sex without a condom is especially risky. Oral sex is less risky than
vaginal or anal sex, but it is possible to contract HIV through oral sex.)
• If I am not treated, I might make it hard to get pregnant (or get someone pregnant)
later on
Answer: Untreated Chlamydia and Gonorrhea infections can travel through a

female’s uterus and tubes (or through a male’s “tubes”) and cause infertility
(difficulty getting pregnant or causing a pregnancy). This can happen even if a person
does not have symptoms of infection. These complications do not happen to
everyone, so having one of these infections is NOT a birth control method. But if it
happens, it can be emotionally upsetting and cost lots of money to try to achieve a
pregnancy with medical help.
As each statement is read and answered, keep track of each team’s points. Clarify answers
with the class, and reinforce important points. Congratulate the winning team(s), and praise
the efforts of all the teams.

Lesson 4 71
Unit 8 Lesson 34
STUDENT HANDOUT for ACTIVITIES 4.2 and 4.3:

CHLAMYDIA and GONORRHEA
What Kind of Bug? Curable?
Bacteria Yes
Chlamydia &
How Common? Effects on Baby?
VERY Common, Eye Infection
especially Pneumonia
Chlamydia
Gonorrhea
Symptoms for people with a penis Symptoms for people with a vagina
• Drip (discharge) from penis • Drip (discharge) from vagina

• Hurts to pee • Pain in lower abdomen
• Many have NO SYMPTOMS • Many have NO SYMPTOMS
What Can it Lead To?

• Painful Infection
• Hard to get pregnant
Lesson 4 73
Unit 8 Lesson 34

TRICHOMONAS
Parasite Yes
Trichomonas
Born too soon
VERY Common (premature)
Symptoms for people with a penis? Symptoms for people with a vagina?
• Drip (discharge) from vagina
Usually NO SYMPTOMS • Itching, Odor
• May have NO SYMPTOMS

Irritation makes it EASIER
to get HIV, if exposed
74 Lesson 4
Unit 8 Lesson 34

SYPHILIS
Bacteria Yes
Syphilis
Birth Defects;
Less Common Death
(but still important)
Symptoms for people with a penis Symptoms for people with a vagina?
• Sores • Sores
• Rash • Rash
• May have NO SYMPTOMS • May have NO SYMPTOMS

• Brain, Heart Disease
• Death
• Easier to get HIV, if exposed
Lesson 4 75
Unit 8 Lesson 34

HIV Infection and AIDS

No
Virus (but Treatable)
HIV
Less Common Baby can be

(but very infected
important) (Human Immunodeficiency
Virus)
Most have NO SYMPTOMS Most have NO SYMPTOMS
• AIDS: Body can’t fight infection

• Death
76 Lesson 4
Unit 8 Lesson 34

Genital Herpes

No
VERY Common
Herpes Birth Defects;
Death
• Blisters, raw areas • Blisters, raw areas

• Pain and blisters can come back
in outbreaks
Lesson 4 77
Unit 8 Lesson 34

HPV (Human Papillomavirus)

No
VERY Common
HPV Rarely, baby can
get throat warts
(Human Papillomavirus)
• Warts, bumps • Warts, bumps

• Some kinds of HPV can lead to
cancer (of the cervix)
78 Lesson 4
Unit 8 Lesson 34

“Which STD Am I?” Statements for Activity 4.3

Each statement describes one, some, or none
of the Sexually Transmitted Diseases in this Lesson
All people can have me and not know it,

because often they have NO S MPTOMS.

I can be cured with antibiotics.

I cause a discharge from the penis

or vagina.

Some types of me cause warts, and some types can lead to cancer.

I cause blisters or sores in the genital area.
I can affect a baby, if it is born to a mother that has me.
I am very common among young people who have had sex.
I kill the cells that protect the body from infection.
I can infect people through oral or anal sex.
If I am not treated, I might make it hard to get pregnant (or get

someone pregnant) later on.

Lesson 4 79
Sexual Health
Unit 8 Lesson 35

FALLOPIAN
500 – 1500 MISCARRIAGE EMBRYO HPV
TUBES
OPPORTUNISTIC
BREECH BIRTH INFECTIONS
CONDOM VIRAL FETUS
ABSTINENCE ESTROGEN & FREE

PROGESTERONE
CHLAMYDIA ANEMIA
SPACE
IDENTICAL 2nd STAGE 2 10 DAYS

ELISA TEST DNA
TWINS
PREMATURE EMERGENCY
3rd STAGE BACTERIAL CHROMOSOMES
CONTRACEPTION

Sexual Health
Unit 8 Lesson 35

OPPORTUNISTI
ABSTINENCE STILL BIRTH ULTRASOUND
AMNIOCENTESIS C INFECTIONS
FALLOPIAN
TUBES FRATERNAL
1st STAGE AZT CONDOM
TWINS

FETAL
ALCOHOL
SPECTRUM 2 10 DAYS
FREE SHYPHILIS GENES
DISORDER SPACE
(FASD)
“WISHING &
HOPING” FETUS TESTOSTERONE TOXEMIA EMBRYO
(NO METHOD)
BLOOD,
VAGINAL
CESAREAN TRICHOMONAS 200 3rd STAGE
FLUID, SEMEN,
BREAST MILK

Sexual Health
Unit 8 Lesson 35

ESTROGEN &
500 – 1500 GENES EMBRYO 2nd STAGE
PROGESTERONE
TESTOSTERONE STILL
ELISA TEST CONDOM 2 10 DAYS
BIRTH
HPV BREECH BIRTH
FREE FALLOPIAN
SHYPHILIS
TUBES
SPACE
VIRAL MISCARRIAGE CESAREAN AZT FETUS
ABSTINENCE CHROMOSOMES 3rd STAGE 200 ANEMIA

Sexual Health
Unit 8 Lesson 35

AMNIOCENTESIS GENES CESAREAN TOXEMIA STILL BIRTH
FETAL ALCOHOL
SPECTRUM FRATERNAL
3rd STAGE 1st STAGE EMBRYO
DISORDER TWINS
(FASD)
FALLOPIAN
“WISHING &
HOPING” CONDOM
FREE ULTRASOUND TUBES
(NO METHOD) SPACE
TESTOSTERONE SHYPHILIS AZT TRICHOMONAS 200
BLOOD,
VAGINAL FLUID,
500 – 1500 ELISA TEST CHLAMYDIA HPV
SEMEN, BREAST
MILK

Sexual Health
Unit 8 Lesson 35

EMERGENCY
DNA BREECH BIRTH CONTRACEPTION 2 10 DAYS 500 – 1500
IDENTICAL
CHROMOSOMES ABSTINENCE HPV AZT
TWINS
PREMATURE 2nd STAGE
FREE CHLAMYDIA SHYPHILIS
SPACE
MISCARRIAGE FETUS BACTERIAL ELISA TEST CONDOM
ESTROGEN & OPPORTUNISTIC
ANEMIA PROGESTERONE
VIRAL INFECTIONS
EMBRYO


Sexual Health
Unit 8 Lesson 35

People with a healthy immune A person is considered to be in the
system carry how many white AIDS stage if their white blood cell
blood cells? counts drops below what?
500 – 1500 200
Infections that take advantage of Fluids that spread the HIV virus
a weakened immune system are… are…
OPPORTUNISTIC INFECTIONS BLOOD, VAGINAL FLUID, SEMEN,
BREAST MILK
What is the first test given for The most common ARV drug used
HIV? to slow down the replication
process of HIV.

AZT
ELISA TEST
Most frequently reported STD caused by a parasite.
bacterial STD…

CHLAMYDIA
TRICHOMONAS
This STD is known to cause warts The male hormone made in the
in the genital area. testes.

HPV TESTOSTERONE

Sexual Health
Unit 8 Lesson 35

How long does it take a sperm to Which STD is known to cause a
mature? rash in the early stages?

2 10 DAYS SHYPHILIS
Type of infection that cannot be If sperm is present, where does it
cured with antibiotics. It has to fertilize the egg?
just run its course and sometimes
FALLOPIAN TUBES
doesn’t go away.

VIRAL
Type of infection that can be Sound waves used to produce
treated with antibiotics. images of the fetus.
BACTERIAL ULTRASOUND
What form of contraception is the Besides abstinence, what form of
only 100% way to not get pregnant contraception has the most
or spread an STD? protection against STDs?
ABSTINENCE CONDOM

Sexual Health
Unit 8 Lesson 35

What is the form of contraception What is the least effective form of
in the form of a pill, taken the contraception in preventing
morning after intercourse to help pregnancy or STDs?
prevent pregnancy?
“WISHING & HOPING” (NO
EMERGENCY CONTRACEPTION METHOD)
What 2 hormones do people with A fertilized egg within the first 2
a vagina produce? months.
ESTROGEN & PROGESTERONE EMBRYO
What is an embryo called from the Mild contractions begin as the
3rd month on? baby pushes against the cervix.
This happens in what stage of
FETUS
birth?
1st STAGE
The baby pushes through the The delivery of the placenta
cervix and into the birth canal happens in what stage of birth?
during what stage?
3rd STAGE
2nd STAGE
Twins that develop from the same Twins that develop from 2
fertilized egg that splits. separate eggs fertilized by 2
separate sperm.
IDENTICAL TWINS
FRATERNAL TWINS

Sexual Health
Unit 8 Lesson 35

If the feet or buttocks enter the If an incision is made in the
birth canal first, what type of birth mother’s abdomen and uterus in
is this? order to deliver the baby, what
type of birth is this?
BREECH BIRTH
CESAREAN
Low number of red blood cells When the body retains toxic
and iron can cause… waste, leading to weight gain and
swollen feet, it is called…
ANEMIA
TOXEMIA
What occurs when the muscles in What occurs when a person
the uterus force a nonliving delivers a nonliving fetus?
embryo from the body, usually
STILL BIRTH
within the first 3 months.
MISCARRIAGE
Infants born before they are fully Birth defects caused by alcohol
developed are… consumption during pregnancy.
PREMATURE FETAL ALCOHOL SPECTRUM
DISORDER (FASD)
Threadlike structures that carry What carries the specific
hereditary information from characteristic of an individual?
generation to generation.
GENES
CHROMOSOMES

Sexual Health
Unit 8 Lesson 35

What makes up the genes? Prenatal test in which fluid is
taken out of the amniotic sac.

AMNIOCENTESIS
DNA

Unit 8 Lesson 36

“Is This Consent?”

1 Ask the group to explain what sexual consent means Clarify that sexual consent
simply means both people wanting to participate in a particular sexual behavior It is
important that both partners agree or consent to the sexual activity Any sexual contact
ithout a ee ent is consi e e sexual assault an is a ainst the la

2 Ask the group to explain what sexual limits means Clarify that sexual limits can mean
choosing not to have sex not to have sex with a particular person doing certain sexual
activities but not others or agreeing to sex and then changing your mind ach pe son
has the i ht to eci e thei o n sexual li its an to chan e thei in at any ti e
That is why it is important to know your sexual limits and to communicate them clearly
to others It is e ually important to understand your partners sexual limits by asking
them what they do and do not want to do regarding sexual activity

3 Pass out a green card and a red card to each participant Explain that you will read a
statement and they will vote on whether the statement implies that the person
consents to have sexual intercourse with you If participants think that the statement
communicates consent they should hold up the green card If the participants think that
the statement does not communicate consent they should hold up the red card

4 Read and record each statement from the Facilitators Resource Ask the participants to
vote After the statement clarify whether the participants have any comments or
thoughts to share If the participants voted that consent was communicated when it was
not ask them to explain their answer and clarify that consent was not communicated
Continue this process until you have read all of the uestions
As in o onsent

1 Explain that two very important skills are needed before someone initiates sexual
activity The first is that a person needs to be able to ask whether their partner wants to
have sex Agreeing to have sex is called consent Ask the group: Why is it important to
ask for or confirm consent? Explain that e cannot ASSU that the othe pe son
consents e nee to con i this y as in ou pa tne

2 Ask the group to explain how to know whether a partner consents to sex What words
can someone use to ask whether or not their partner consents to have sex? Is this
usually talked about in a relationship? If not why not? Discuss this with the group


Unit 8 Lesson 36

3 ext explain that even after someone consents it is important to check in and make
sure this is something that the partner still wants to do Sometimes there may be signals
that a person is unsure about sexual activity On a piece of flipchart paper write the
word Unsure in the top left hand corner Ask participants to provide examples of signs
that a person may be unsure about having sex and list them on the left hand side

4 On the same flipchart write Checking In on the right hand side ow ask the
participants to list things a person could say or do to check in with a partner and
determine whether this is something that the partner still wants to do After creating
both lists the flipchart should look something like this:

Unsu e hec in n

Unresponsive body language Are you good? Does this feel O ?

Tears What s wrong? Do you want to talk about this?

Being withdrawn How are you feeling? Do you still want to do this?

ervousness Are you nervous? Do you want to do something
else?

onclu e the activity y statin the ollo in ey essa es

Be the boss of you Don t let people pressure you into doing things you don t want to
do

Do not be the boss of other people Respect every person s right to say no to sex and
don t pressure people into doing things they don t want to do

Consent is OT possible if one or both people are under the influence of drugs or
alcohol

o means O resistant body language means O and being unsure means O Only
yes means yes


Unit 8 Lesson 36

acilitato Resou ce

s this consent s so eone consentin to have sexual inte cou se ith you i they

1 Go on a date with you?

2 Have had sex with you before but do not want to at this time?

3 Go into your bedroom when your parents are not home?

4 Make out with you?

5 Ask to have sex with you and shows that they re comfortable?

6 Say o but keep responding to you in a sexual way?

7 Are very drunk and pass out just as you are about to have sex?

8 Give in to pressure to have sex after you threaten to break up?

9 Buy you dinner?

10 Have oral sex with you?

11 Do not say anything when you start to have sexual intercourse?

12 Are very drunk and passive?

13 Say Yes and seems comfortable?

14 Send an explicit picture or sexts with you?


Unit 8 Lesson 36

Settin y oun a ies Activity
ectives
Students will be able to:
Define what a boundary is nowledge
Explain at least two examples of types of boundaries nowledge
Clarify what their own boundaries are around physical touch Affect
Demonstrate an understanding of the need to communicate about boundaries in
a romantic or sexual relationships nowledge
ate ials ee e
White board and markers
Handout: Setting My Boundaries one per student
Three signs: Describes Me Completely Describes Me Somewhat Does ot Describe
Me At All each of which should be on a different color paper
T ape

Teache ep
Post the three signs in three distinct locations in the classroom with enough room near
each so that students can stand nearby
Step
Start class by saying Today we re going to be talking about the topic of boundaries Let s start
by defining that what is a boundary? Write some of student responses on the board Sample
responses might include Something that blocks something else from happening a border
a fence etc Say A boundary is a physical or psychological limit that s set up to show how far
something goes There are all kinds of boundaries write the types on the board as you go
through them :

nvi on ental boundaries include a country s or state s borders They can also refer to
restricted areas of a building like here at school we have the Teachers Lounge or the
office
ocess boundaries refer to the parameters around how things happen including starting
and ending class and school on time getting to a doctor s appointment on time doing
homework before watching a movie etc
hysical boundaries include not only whether you have any kind of physical contact
with another person but how much For example you may be okay shaking hands with a
particular person but don t want to hug them You may love to hug but end up hugging
someone who hates to be hugged You may not be interested in having sex with
someone but you might be okay doing other sexual things
e sonal boundaries include how much you share of your personal life What do you
keep private? What do you tell other people?
Say Today we re going to be looking at our physical and personal boundaries


Unit 8 Lesson 36

what we re comfortable with and what we do if we re with someone whose
boundaries are different from ours 6 minutes

ST Distribute the worksheet My Boundaries and ask students not to write their names
at the top Tell them that the sheet lists a number of hypotheticals and they re supposed to
answer honestly what they would do Tell them they will have about eight minutes in which to
do this and that when they re done to please turn the worksheet face down Remind them
again that they should OT write their names on their worksheets as you will be discussing the
responses in a way that keeps their identity confidential 10 minutes

ST After about 8 minutes collect the sheets keeping them face down Mix them up a bit
Then say I am going to redistribute the worksheets now This way you will be representing
someone else s answers honestly but not your own Most of you will not get the same
worksheet you wrote on but if you do please don t say anything We want to keep this
confidential Distribute the worksheets point to the signs around the room and say We are
now going to go through the answers I am going to read each statement and you are going to
stand beneath the sign that represents hat is on you o sheet not you o n opinion Even
though the two may be the same please don t share if they are Please also don t share if you
disagree with what s there
Read through each of the statements After each statement ask students to stand beneath the
appropriate sign Once there ask them to look around the room and notice how many people
are standing beneath which sign
Once you have gone through all the statements in the same way ask students to hold on to
the worksheets they have and return to their seats Process by asking the following uestions:

Thinking about both the experience of completing the worksheet individually and then
standing under the signs of someone else s worksheet what was it like to do that? What
was student responses about it?
What did you notice about where people stood? Did you notice that there was a lot of
agreement or more variety and how people in this class feel about these boundaries?
Say Recognizing your own boundaries is one thing but to make certain that you have consent
it s e ually important to know what your partner s boundaries are and that takes
communication What if you have different boundaries? Let s look at that now

Divide the class into pairs and ask them to use the worksheets they have to talk about how
similar and how different these two people s boundaries are Ask them to discuss what they
think they should do about the ones where there is complete disagreement for example if
one person has describes me completely and the other person has does not describe me at
all as well as what to do if either or both selected describes me somewhat
ote to the Teache While it is possible for two people to get worksheets with the exact same
responses it is not likely to happen 16 minutes


Unit 8 Lesson 36

ST After about 8 minutes ask students to stop their paired discussions Ask for volunteers
to give examples of statements where the two people are at opposite ends of the spectrum
Once they ve read the statement aloud have them share what they discussed Ask other
students what their reaction is to what they heard
For example: Say one person says they don t mind being hugged from behind and one person
does not like it at all What does each partner need to do about that? Probe for the fact that
the person who does not like to be hugged from behind needs to tell their partner so that this
doesn t happen to them and so the partner knows Then the partner needs to respect that
boundary and not do it once they ve been told
Continue to discuss the examples including those in which one or both partner said the
statement described them somewhat Talk about the concerns of there being some wiggle
room and how this can confuse either partner
Ask What does getting consent mean? Take a few responses and say If you haven t
communicated about what you each feel comfortable doing sometimes even if you have you
need to ask for consent each and every time Silence does not mean yes Only yes means yes
13 minutes

ST Ask Think about what everyone just shared what themes did you hear? When you re
in a relationship with someone what are your rights and responsibilities when it comes to your
boundaries and theirs? Record responses on the board If the following aren t shared be sure
to add them:
e clea Your partner can t read your mind so if a boundary is important to you
speak up
on t push People can have all sorts of reasons for maintaining a physical boundary in a
relationship whether something as simple as they just don t like doing something to
something more intense as they were sexually assaulted and that behavior triggers
them to remember the assault
Al ays as o consent An absolute yes and an absolute no are usually easier to
understand than a sometimes If you or your partner are sometimes okay doing
something and sometimes not okay how will you be able to tell when that is? Only by
asking
Say Relationships of all kinds re uire good communication family relationships friendship
but when it comes to intimate and sexual relationships it s even more important We all
communicate in different ways but it s important to communicate before during and after a
sexual encounter 5 minutes


Unit 8 Lesson 36

esc i es e
o pletely


Unit 8
Lesson 36

esc i es e
So e hat

Unit 8 Lesson 36

oes ot esc i e

e At

All

Settin y oun a ies Han out Unit 8 Lesson 39
STRU T S lease in icate hethe you a ee o isa ee ith the ollo in
state ents y ci clin the app op iate esponse elo lease o T put you
na e on this o sheet

1 If I m in a relationship with someone I want to hold hands and walk with our
arms around each other to show people we re together

Describes Me Completely Describes Me Somewhat Doesn t Describe Me At All

2 When I m watching TV with my partner I want my own space I don t want us
to snuggle or lean on each other


3 When I see someone I know I ll greet them physically in some way a hug
handshake punch on the arm etc


4 I don t like it when someone hugs me from behind


5 I think having some kind of sex is what makes a relationship a relationship


6 I think if one person really wants to try something new sexually the other
person should at least be willing to try it once


7 I enjoy play wrestling with a partner


8 I think that if you re in a relationship with someone you kind of belong to each other
so I should be able to touch them and they should be able to touch me
whenever and wherever we want



Unit 8 Lesson 38

Role lay Scena ios

nst uctions Teache s shoul ivi e thei classes up so that eve yone has a chance to
pa ticipate in a ole play Seve al o the sa e ole play situations can e occu in at the
sa e ti e ac oss the oo Allo o an au ience o each ole play a te stu ents a e
co o ta le Teache s ay at to allo stu ents to p actice e o e they pe o in ont
o an au ience e ie each situation a te the ole play so that stu ents have an
oppo tunity to exp ess thei eelin a out the situation i it as i e ent o hat they
e e ole playin
i st Situations The sc ipt is p ovi e o the stu ents ncou a e the to stic ith the sc ipt
an then iscuss a te a i they a ee o isa ee
uestions to onsi e
as you cha acte elieva le
as the situation elieva le
o you a ee ith the situation
s this ho you oul have han le the situation
hat oul you have one i e ently


Unit 8 Lesson 38

anuel an Lucy
ac oun
Manuel and Lucy have been dating for a few months They haven t had sex yet but their
relationship has been getting more serious Lucy and Manuel are hanging out in Manuel s car
one night after he has finished work They have been kissing for a while and Lucy wants to have
sex but Manuel does not

Lucy: Manuel I think we should take the next step

anuel: Lucy I don t want to have sex

Lucy: What? Why not? What s wrong?

anuel: othing is wrong I just don t want to have sex I don t want to risk getting pregnant
It s not worth it to me

Lucy: I can t believe this You re the guy and you re the one who is putting on the brakes?

anuel: It s not about being a guy It s about what I want to do How about we go back to my
house and watch a movie on the couch?

Lucy: Well O as long as nothing is wrong

anuel: othing is wrong I really do want to hang out with you tonight


Unit 8 Lesson 38

Ro an Lisa
ac oun
Rob and Lisa have been dating for four months They like each other and have a good time
when they are together One Saturday night Rob and Lisa are hanging out at a friend s house
They are alone together and start fooling around Rob asks Lisa for oral sex but Lisa does not
want to give oral sex to Rob

Ro : Come on just this once

Lisa: o Rob You know I m really into you I m just not ready to do that

Ro : Don t be scared I ll show you what to do Please

Lisa: o I m not scared I just don t want to I m fine with just kissing Can we keep doing this?

Ro : I don t understand why you won t do it What s the big deal?

Lisa: I m fine with kissing but not with anything more

Ro : I don t want to just kiss you That s not enough

Lisa: Well in that case I don t even want to kiss you right now Goodbye Rob

Unit 8 Lesson 38

nst uctions n the next t o situations stu ents ill nee to c eate thei o n sc ipt o a ole
play situation nce they have the sc ipt co plete they can choose to act out the situation
ve y oup ill have a i e ent ole play epen in on ho they ite thei sc ipt

uestions to onsi e
Ho i it a e you eel to ite the esponses
as the situation elieva le
e e the epsponses you ote elieva le
hat othe options i you have
A te actin the sc ipt out oul you chan e hat you ote hy o hy not


Unit 8 Lesson 38

y i Siste
i ections Imagine you have a younger sister who is 12 years old She tells you she wants to
have sex with her boyfriend You don t think she should have sex yet Write what you would say
to her

Siste : He really wants me to and I love him

ou:

Siste : He s the cutest boy in school

ou:

Siste : I m going to do it someday anyway What s wrong with now?

ou:

Siste : He said he d use a condom

ou:

Siste : We really love each other

ou:

Siste : If I lose him I ll just die

ou:

Unit 8 Lesson 38

T o Hou s to ill

Settin the Sta e You re at your boyfriend s girlfriend s house after school You aren t ready
to have sex and you ve said so You know no one will be home for 2 hours You re kissing and
touching and your boyfriend girlfriend lets you know he she wants to have sex You don t
want to
e son It s O to have sex when you love each other

e son

e son We don t get many chances to be alone

e son

e son You re not worried about getting pregnant or infected are you?

e son

e son O then we ll use a condom

e son

e son I just feel so close to you That s why I want to have sex

e son

e son If you loved me as much as I love you you d do it

e son

Unit 8 Lesson 38

nti acy Scena ios

Last situations ou ill ite the enti e sc ipt o these scena ios A te eci in on the
sc ipt stu ents can then act the out

Scena io Chris and Terry have been together for 2 years and are totally in love Everyone
assumes they re having sex but the farthest they ve gone is mutual masturbation Recently
Chris s mother offered to buy them condoms Terry isn t sure about having sex but Chris thinks
they should go for it everyone thinks they are already doing it so what s the big deal?
hat shoul Te y say to h is hat i ht h is say ac

Scena io Marc and Ashley got drunk at a party last week and had sex Afterward Marc felt
embarrassed and didn t know what to say to Ashley His friends were all excited for him but he
kind of wishes he hadn t done it ow Ashley wants to hang out with Marc this weekend Marc
likes Ashley but he doesn t know how to tell her that he wants to slow things down without
hurting her feelings
hat coul a c say hat i ht Ashley say ac


2018-19 AISD Sex Ed Grades 9-12

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2018-19 AISD Sex Ed Grades 9-12

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Sexuality & Responsibility Consent Form (Grades 9-12)

Male and Female Reproductive Anatomy

Anatomía reproductiva masculina y femenina

Si usted no quiere que su hijo/a participe en las lecciones de sexualidad y responsabilidad,

at i a noncu to ial arent

otional Once you ave a baby, t eir

ow will you rai e t e c il

Austin Independent School District 7 19 2018 Page 2 of 2

The ive a o a eas o healthy elationships a e

ive ays to p o ote healthy elationships

ite o n t o o the ays you can as o consent

a ien tells you they have een a use

Ho to e a ystan e

SESSION 9: CHOOSING HEALTHY RELATIONSHIPS

ACTIVITY: The Relation-SHIP

ACTIVITY: The Relation-SHIP Continued

CHARACTERISTICS OF HEALTHY DATING RELATIONSHIPS

ACTIVITY: The Relation-SHIP Continued

Not at all Important Very Important

Relationship Characteristic Level of Importance Rating

ACTIVITY: Your Personal Relationship Continuum

MUST NOT haves:

MUST NOT haves:

ACTIVITY: Your Personal Relationship Continuum Continued

MUST NOT haves:

MUST NOT haves:

ACTIVITY: Your Personal Relationship Continuum Continued

BUILDING RELATIONSHIP SKILLS

Empathy begins with self respect.

Self esteem is another word for self respect.

. hat is RESPECT and why is it important

. hat does respect look like

. hat does respect NOT look like

. hat do we mean by respectful interactions hat would be some examples

. hat is EMPATHY and why is it important

. hy is being empathetic important

. hat does empathy start with

. hat is SELF-RESPECT and why is it important

. How do we get self respect

. How do we set BOUNDARIES

. Boundaries aren t set until we them to others.

. hat happens when we don t set boundaries How do others treat us

. hat happens when we don t feel respected

All relationships exist on

Healthy relationships are based on equality and respect.

Unhealthy relationships are based on attempts to control the other person.

Abusive relationships are based on power and control.

For more information, visit loveisrespect.org

WHAT IS A SAFETY PLAN?

HOW DO I MAKE A SAFETY PLAN?

loveisrespect.org National Dating Abuse Helpline: 1-866-331-9474 facebook.com/loveisrespect

MY SAFETY WORKBOOK - PAGE 1

If I live with my abuser, I Staying Safe at Home:

Medications and/or here:_______________________________________________.

loveisrespect.org National Dating Abuse Helpline: 1-866-331-9474 facebook.com/loveisrespect

MY SAFETY WORKBOOK - PAGE 2

I will join clubs or organizations that interest me, like:

Getting Help in Your Community:

Nearest youth shelter:______________________________

loveisrespect.org National Dating Abuse Helpline: 1-866-331-9474 facebook.com/loveisrespect

MY SAFETY WORKBOOK - PAGE 3

lass Activity s This a a nin Si n

1 Post the signs o Flag Yellow Flag and Red Flag to create a relationship violence continuum on the

ote o other comments are allowed as students place their card on the continuum The class will discuss as

1 Doctor/Generalist $173,253 6 Registered Nurse $66,586

2 Accountant I $44,911 7 Commercial Loan Clerk $34,920

3 Plumber $40,801 8 Police Patrol Officer $50,512

4 Waiter/Food Server $21,435 9 Attorney $85,669

1 Doctor/Generalist $173,253 6 Registered Nurse $66,586

2 Accountant I $44,911 7 Commercial Loan Clerk $34,920

3 Plumber $40,801 8 Police Patrol Officer $50,512

4 Waiter/Food Server $21,435 9 Attorney $85,669