Coloradoplc.org

Colorado Teacher-Authored Instructional Unit Sample Comprehensive Health Unit Title: Personal Choices
INSTRUCTIONAL UNIT AUTHORS
Adams 12 Five Star School District
Pam Gibble Tracy Schreiber Molly Huffman Dave Derby Berthalina Kinsel BASED ON A CURRICULUM
OVERVIEW SAMPLE AUTHORED BY
Adams 12 Five Star School District rru Aspen 1 School District
Cheyenne Mountain 12 School District Denver School District Shawn St. Sauveur adro Gunnison Watershed RE 1J
Harrison 2 School District St Vrain Valley RE 1J School District This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher-authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: OCTOBER 2015 Colorado Teacher-Authored Sample Instructional Unit
Content Area
Comprehensive Health Grade Level
Course Name/Course Code
Standard
Grade Level Expectations (GLE)
2. Physical and Personal 1. Analyze the benefits of a healthy diet and the consequences of an unhealthy diet CH09-GR.HS-S.2-GLE.1 2. Analyze how family, peers, media, culture, and technology influence healthy eating choices CH09-GR.HS-S.2-GLE.2 3. Demonstrate ways to take responsibility for healthy eating CH09-GR.HS-S.2-GLE.3 4. Use a decision-making process to make healthy decisions about relationships and sexual health CH09-GR.HS-S.2-GLE.4 5. Support others in making positive and healthful choices about sexual activity CH09-GR.HS-S.2-GLE.5 6. Develop and maintain the ongoing evaluation of factors that impact health, and modify lifestyle accordingly CH09-GR.HS-S.2-GLE.6 3. Emotional and Social 1. Analyze the interrelationship of physical, mental, emotional, and social health CH09-GR.HS-S.3-GLE.1 2. Set goals, and monitor progress on attaining goals for future success CH09-GR.HS-S.3-GLE.2 3. Advocate to improve or maintain positive mental and emotional health for self and others CH09-GR.HS-S.3-GLE.3 4. Prevention and Risk 1. Comprehend concepts that impact of individuals' use or nonuse of alcohol or other drugs CH09-GR.HS-S.4-GLE.1 2. Analyze the factors that influence a person's decision to use or not use alcohol, tobacco, and other drugs CH09-GR.HS-S.4-GLE.2 3. Develop interpersonal communication skills to refuse or avoid alcohol, tobacco, or other drugs CH09-GR.HS-S.4-GLE.3 4. Develop self-management skills to improving health by staying tobacco, alcohol, and drug-free CH09-GR.HS-S.4-GLE.4 5. Analyze the factors that influence community and societal beliefs that underlie violence, and describe CH09-GR.HS-S.4-GLE.5 relationships, attitudes, behavior, and vulnerability to violence 6. Analyze the underlying causes of self-harming behavior, harming others and steps involved in seeking help CH09-GR.HS-S.4-GLE.6 7. Identify the emotional and physical consequences of violence, and find strategies to deal with, prevent, and CH09-GR.HS-S.4-GLE.7 8. Access valid information and resources that provide information about sexual assault and violence CH09-GR.HS-S.4-GLE.8 9. Demonstrate verbal and nonverbal communication skills and strategies to prevent violence CH09-GR.HS-S.4-GLE.9 10. Advocate for changes in the home, school, or community that would increase safety CH09-GR.HS-S.4-GLE.10 High School, Comprehensive Health Unit Title: Personal Choices

Colorado Teacher-Authored Sample Instructional Unit
Colorado 21st Century Skills
The Colorado Academic Standards for Health Critical Thinking and Reasoning: Thinking
describes what learners should know and be able to Deeply, Thinking Differently do as they develop proficiency in health. The utilization of knowledge and skills to enhance Information Literacy: Untangling the Web
physical, mental, emotional and social well-being will be supported in each unit through Collaboration: Working Together, Learning
the standard areas of Physical and Health and Physical
Personal Wellness, Emotional and Social Self-Direction: Own Your Learning
Wellness and Prevention and Risk Invention: Creating Solutions
Mental and Emotional Unit Titles
Length of Unit/Contact Hours
Unit Number/Sequence
Personal Choices High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Unit Title
Personal Choices Length of Unit
Focusing Lens(es)
Standards and Grade
CH09-GR.HS-S.2-GLE.4, CH09-GR.HS-S.2-GLE.5 Level Expectations
CH09-GR.HS-S.4-GLE.7 Addressed in this Unit
Inquiry Questions (Engaging-
 How can a personal choice to become sexually active affect one's future goals and options? (CH09-GR.HS-S.2-GLE.4-EO.b) Debatable):
 What types of relationships exist and why are they important? (CH09-GR.HS-S.2-GLE.4-EO.a)  What should I plan for in order to achieve lifelong sexual and reproductive health? (CH09-GR.HS-S.2-GLE.5) Unit Strands
Physical and Personal Wellness, Prevention and Risk Management Concepts
Healthy Relationships, Consequences, Behaviors, Peer Pressure, Refusal Skills, Decision-making, Support Systems, Resources, Influences, Communication, Responsibility, Power, Control, Resources Guiding Questions
My students will Understand that…
Personal beliefs, values, and experiences impact an What are examples of internal and external factors How do family, media, peer pressure, and culture individual's choices regarding sexual health.(CH09-GR.HS- regarding sexual health decisions? influence sexual health? S.2-GLE.4-EO.g,j) and (CH09-GR.HS-S.2-GLE.5-EO. a) and (CH09-GR.HS-S.4-GLE.7-EO.a,b) Effective decision making skills directly relate to an What is the process for making a healthy decision? By not using a decision making process what individual's ability to assess and maintain their personal What risky sexual behaviors could result from unhealthy consequences might affect an individual's sexual sexual health.(CH09-GR.HS-S.2-GLE.4-EO.a,b,d,e,f,h,) and decision making? What are the responsibilities of parenthood? Support systems and credible resources can cultivate What are components of healthy relationships? What are some support systems and resources to healthy relationships and positive sexual decision making. What are the consequences and benefits of improve sexual health and how might an individual contraception, including condoms? What is the difference between risk avoidance and risk How might power and control imbalances impact reduction relating to STIs and pregnancies? relationships? What are strategies to communicate and negotiate risk avoidance and risk reduction practices? Effective communication and refusal skills are essential to How are effective communication and refusal skills Why are refusal skills an important component of manage peer pressure and encourage responsible sexual essential to advocate for responsible sexual health? health decisions. (CH09-GR.HS-S.2-GLE.4-EO.b,c,e,j) and How might a teen use refusal and communication skills to advocate for personal responsibility? GLE.7-EO.b,c) and (CH09-GR.H.S.-S.4-GLE.7-EO.b,c) How might a teen encourage and support a peer in their decision about sexual abstinence. High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
 The characteristics of healthy relationships, dating, committed relationships,  Identify the characteristics of healthy relationships, dating, committed relationships, marriage, and family.(CH09-GR.HS-S.2-GLE.4-EO.a) marriage, and family.(CH09-GR.HS-S.2-GLE.4-EO.a)  The relationship between power and control in peer, dating, or family  Analyze how power and control differences in relationships such as peer, dating, or relationships to aggression and violence.(CH09-GR.HS-S.4-GLE.7-EO.a) family relationships can contribute to aggression and violence.(CH09-GR.HS-S.4-GLE.7-  The possible consequences of early sexual activity.(CH09-GR.HS-S.2-GLE.4-  Analyze the possible consequences of early sexual activity and the emotional, mental,  The importance of sexual abstinence for self and others.(CH09-GR.HS-S.2- social, and physical benefits for delaying sexual activity.(CH09-GR.HS-S.2-GLE.4-EO.b)  Demonstrate ways to encourage friends to remain sexually abstinent or return to  There is a choice of abstinence from sexual activity at any point in abstinence if sexually active.(CH09-GR.HS-S.2-GLE.5-EO.a)  Describe how a person can choose to abstain from sexual activity at any point in time,  The rights of refusal from sexual contact.(CH09-GR.HS-S.4-GLE.7-EO.c) even after having engaged in prior sexual activity.(CH09-GR.HS-S.2-GLE.4-EO.c)  Choice, use, and effectiveness of contraception, including the availability of  Summarize why individuals have the right to refuse sexual contact.(CH09-GR.HS-S.4-  The difference between risk avoidance and risk reduction and strategies one  Analyze factors that influence the choice, use, and effectiveness of contraception, can utilize for each as it relates to STIs and pregnancy.(CH09-GR.HS-S.2- including the availability of contraceptive methods(CH09-GR.HS-S.2-GLE.4-EO.d)  Explain the difference between risk avoidance and risk reduction and strategies one can  The benefits of avoiding or reducing the risk of unwanted pregnancy and utilize for each as it relates to STIs and pregnancy.(CH09-GR.HS-S.2-GLE.4-EO.e) sexually transmitted infections, including HIV. (CH09-GR.HS-S.2-GLE.5-EO.b)  Communicate the benefits of avoiding or reducing the risk of unwanted pregnancy and  The importance of HIV and sexually transmitted infection (STI) testing and sexually transmitted infections, including HIV.(CH09-GR.HS-S.2-GLE.5-EO.b) counseling to those who are sexually active.(CH09-GR.HS-S.2-GLE.5-EO.c)  Verbalize the importance of HIV and sexually transmitted infection (STI) testing and  When it is necessary to seek help with or leave an unhealthy situation.(CH09- counseling to those who are sexually active.(CH09-GR.HS-S.2-GLE.5-EO.c) GR.HS-S.2-GLE.4-EO.f)  Analyze when it is necessary to seek help with or leave an unhealthy situation. (CH09-  The risks of sharing personal information thru modern technology.(CH09- GR.HS-S.2-GLE.4-EO.f) GR.HS-S.2-GLE.4-EO.g)  Analyze risks of sharing personal information thru modern technology.(CH09-GR.HS-S.2-  How HIV/AIDS and other sexually transmitted infections (STIs) or pregnancy could impact life goals.(CH09-GR.HS-S.2-GLE.4-EO.h)  Evaluate how HIV/AIDS and other sexually transmitted diseases (STDs) or  Responsibilities of parenthood. (CH09-GR.HS-S.2-GLE.4-EO.i)  Identify responsibilities of parenthood.(CH09-GR.HS-S.2-GLE.4-EO.i)  Situations that could lead to pressure to have sex. (CH09-GR.HS-S.3-GLE.7-  pregnancy could impact life goals.(CH09-GR.HS-S.2-GLE.4-EO.h)  Examine the responsibilities of parenthood.(CH09-GR.HS-S.2-GLE.4-EO.i)  The internal and external influences and pressures to become sexually active,  Identify internal and external influences and pressures to become sexually active, and and demonstrate strategies to resist those pressures.(CH09-GR.HS-S.2-GLE.4- demonstrate strategies to resist those pressures.(CH09-GR.HS-S.2-GLE.4-EO.j)  Identify situations that could lead to pressure to have sex.(CH09-GR.HS-S.3-GLE.7-EO.b)  Responsibilities of parenthood.(CH09-GR.HS-S.2-GLE.4-EO.i)  Evaluate How HIV/AIDS and other sexually transmitted infections (STIs) or pregnancy could impact life goals.(CH09-GR.HS-S.2-GLE.4-EO.H)  Identify responsibilities of parenthood.(CH09-GR.HS-S.2-GLE.4-EO.i) High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: "Mark Twain exposes the hypocrisy of slavery through the use of satire." A student in can demonstrate the
I can utilize the development of skills to effectively make positive decisions about relationships and sexual health that ability to apply and comprehend critical language
will also influence and support others to make positive choices. through the following statement(s):
Academic Vocabulary:
Analyze, Influence, Decision-making, Risks, Communication, Media, Support Systems, Factors, Symptoms, Consequences, Power, Control, Negotiate, Healthy Relationships, Behaviors, Peer Pressure, Refusal Skills, Inter-connectedness, Resources, Advocacy, Responsibility, Marriage Technical Vocabulary:
Pregnancy, STD/STI, Abstinence, HIV/AIDS, Contraception, Sexting, Parenthood, Sexually Active This unit analyzes both positive and negative relationships that adolescents develop and the decision-making skills needed to establish personal
boundaries and strategies to resist behaviors such as unwanted or unplanned sexual activity (e.g. Dating, Abstinence, STD/HIV prevention, Birth
Unit Description:
Control & Teen parenting) that could negatively impact personal health and goals. Additionally, students will research and discuss healthy dating skills, abstinence, birth control, STD/HIV prevention, and teen parenting. The unit culminates with students creating a marketing campaign designed to encourage healthy decision making skills regarding personal choices and the impact on sexual health. High School students are entering a phase in their life where personal relationships begin to come to the forefront. Whether these relationships are peer, family or romantic, students are beginning to make choices within these relationships that may impact their future and their personal goals. This unit addresses topics surrounding these issues and allows students to analyze factors that influence their relationships. In addition, students examine possible consequences that may come with engaging in early sexual behavior. Due to the sensitive nature of some of the learning experiences, the authors recognize that some schools/districts require signed parental permission forms before students can participate in discussions related to some of the content of this unit. Unit Generalizations
Personal beliefs, values, and experiences impact an individual's choices regarding sexual health Key Generalizations:
Effective decision making skills directly relate to an individual's ability to assess and maintain their personal sexual health Supporting
Support systems and credible resources can cultivate healthy relationships and positive sexual decision making Effective communication and refusal skills are essential to manage peer pressure and encourage responsible sexual health decisions Performance Assessment: The capstone/summative assessment for this unit.
Personal beliefs, values, and experiences impact an individual's choices regarding sexual health. (Key generalization(s) to be mastered and Effective decision making skills directly relate to an individual's ability to assess and maintain their personal sexual health. demonstrated through the capstone assessment.) High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Stimulus Material:
As a marketing director for a public health department, you and your team will create a marketing campaign designed to (Engaging scenario that includes role, audience, encourage healthy decision making skills regarding personal choices and the impact on sexual health (e.g. Positive goal/outcome and explicitly connects the key Relationships, Healthy Dating, Abstinence, STD/HIV prevention, Birth Control, Teen parenting, etc.). rochure creator) (Pamphlet creator) (Brochure templates) (Brochure templates) Your marketing campaign must address the essential question: How might a peer/parent encourage and support teens in their decisions surrounding positive sexual health? Students will work in groups to design a product (e.g. Pamphlet, Blog, Poster, Video, Commercial, Radio announcement, Facebook (Expected product from students) page) that illustrates:  Positive decision making skills  Information/Facts/Statistics  Slogans/catch phrases  Appealing format to the target audience (e.g. placement, font, colors, pictures)  Credible resources/Help/more information  Question and Answer section  Myths (Multiple modes for student expression) Texts for independent reading or for class read aloud to support the content
Ana's Story by Jenna Bush (Lexile level 850) The First Part Last by Angela Johnson (Lexile level 790) Positive: Living with HIV/AIDS by David Menadue (Lexile level 1190) Breathing Underwater by Alex Flinn (Lexile level 510) Sexual Decisions: The Ultimate Teen Guide by L. Kris Gowen (Lexile range 800-1200) My LIfe After Now by Jessica Verdi (Lexile level 720) Exploring Human Sexuality: Making Healthy Decisions by Richard D. McAnulty (Lexile Do You Love Me?: Making Healthy Dating Decisions by Ashley Rae Harris (Lexile range In Love and In Danger: A Teen's Guide to Breaking Free of Abusive Relationships by Barrie Levy (Lexile range 800 - 1200) The Pregnancy Project by Gabby Rodriguez (Lexile level 970) S.E.X.: The All-You-Need-To-Know Progressive Sexuality Guide to Get You Through High School and College by Heather Corrina (Lexile range 800 - 1200) High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Ongoing Discipline-Specific Learning Experiences
Think/work like a marketing director (The Concept of Relationship) to promote healthy relationships (How to Understand What a Relationship Means) Identify the characteristics of healthy Students will journal about individual experiences and observations which have impacted their relationships, dating, committed own relationships. relationships, marriage, and family Think/work like a marketing director (Colorado aids project website) advocating for people to maintain (Sample t chart) positive sexual health (Colorado aids project website) (National anti-abuse organization) esource to help end sexual assault and violence) Verbalize the importance of HIV and Students will keep a T-chart with resources which can be accessed to help promote and sexually transmitted infection maintain their own sexual health. (STI) testing and counseling to those who are sexually active Prior Knowledge and Experiences
Due to the timing of this unit, students should have some prior knowledge on decision making skills, goal setting, communication skills, refusal skills, etc. These ongoing learning experiences build upon a presumed (student) working knowledge of the concepts of relationships as well as healthy and unhealthy sexual behavior. Learning Experience # 1
The teacher may introduce the concept of relationships so students can begin to develop their own definition of relationships. Generalization Connection(s):
Personal beliefs, values, and experiences impact an individual's choices regarding sexual health Teacher Resources:
(What is a relationship?) (How to Understand What a Relationship Means) Student Resources:
(Web graphic organizer) Assessment:
Students may brainstorm different types of relationships in their life. (Discussion wall, pair/share, exit ticket) High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access Teacher may provide a web graphic organizer for students to Students may look up the definition of "Relationship" in their own content and multiple modes for student to use as they brainstorm types of relationships express understanding.) Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Students may write a definition of the word "Relationship" that could be added to a dictionary Critical Content:
 Characteristics of healthy relationships, dating, committed relationships, marriage, and family Key Skills:
 Identify the characteristics of healthy relationships, dating, committed relationships, marriage, and family Critical Language:
Values, Impact, Relationship, Brainstorm, Sexual Health, Beliefs, Decision-Making Learning Experience # 2
The teacher may show episodes or video clips from a family T.V show or movie (e.g. Modern Family, Parenthood) so students can determine how various family structures reflect personal beliefs. Generalization Connection(s):
Personal beliefs, values, and experiences impact an individual's choices regarding sexual health Teacher Resources:
(Modern Family episodes) (Parenthood episodes) (The Fosters episodes) (The Kids are Alright movie clips) (Movies with Non-Traditional Families) Student Resources:
T.V shows that forced us to reimagine the American family) (Movies with Non-Traditional Families) Assessment:
Students will submit examples of different family structures represented in current T.V shows and/or movies. (exit ticket) Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access The teacher may provide students a graphic organizer to use Students may use movies and/or T.V shows from a non-English content and multiple modes for student to for students to write the family structure type and the TV speaking country as a resource express understanding.) show/movie where it comes from High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
The teacher may provide video cameras for students to film Students may find their own clips from their favorite movies or TV their own TV show shows to analyze Students may write their own script to a TV show Critical Content:
 Characteristics of healthy relationships, dating, committed relationships, marriage, and family Key Skills:
 Identify the characteristics of healthy relationships, dating, committed relationships, marriage, and family Critical Language:
Unconventional, Family Structures, Sexual Health, Health Relationships Learning Experience # 3
The teacher may introduce elements of nurturing vs. non-nurturing (refer to teacher resources) families so students can apply the characteristics to their own experiences. Generalization Connection(s):
Personal beliefs, values, and experiences impact an individual's choices regarding sexual health Teacher Resources:
(Nurturing families and communities) (The Nurturing Program) (The Effects on Non-Nurturing) Student Resources:
( Healthy vs. unhealthy Assessment:
The students will apply the traits of nurturing vs. non-nurturing families on T.V shows from the assessment on the second learning experience to assess qualities within their own family. (journal) Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access The teacher may provide a list of nurturing vs non-nurturing Students can focus in choosing only nurturing or non-nurturing content and multiple modes for student to families for students to identify which they were able to express understanding.) find on the TV show Students may demonstrate a nurturing and non-nurturing traits in a different language or in a nonverbal way Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Students may provide one example of nurturing and one of non- nurturing from the videos they created in the previous learning experience Critical Content:
 Characteristics of healthy relationships, dating, committed relationships, marriage, and family.  The relationship between power and control in peer, dating, or family relationships to aggression and violence High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Key Skills:
 Identify the characteristics of healthy relationships, dating, committed relationships, marriage, and family  Analyze how power and control differences in relationships such as peer, dating, or family relationships can contribute to aggression and violence Critical Language:
Elements, Nurturing, Characteristics, Experiences, Traits, Sexual Health, Non-nurturing, Consequences Learning Experience # 4
The teacher may pose the questions "How do you know you are in a healthy/unhealthy relationship?" so students can evaluate qualities possessed in both types. Generalization Connection(s):
Effective decision making skills directly relate to an individual's ability to assess and maintain their personal sexual health Teacher Resources:
(No One Would Tell Movie) (Healthy vs Unhealthy Google "healthy vs unhealthy relationships power point" and click on second link. (Healthy vs. unhealthy relationship scenarios) (Healthy vs Unhealthy Relationships Scenarios) (Cycle of violence) Student Resources:
(Healthy vs Unhealthy (Cycle of Violence Wheel) Assessment:
Using a graphic organizer, students will give examples of the steps in the cycle of violence from the "No One Would Tell" movie. Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access The teacher may add English subtitles to the "No One Would Students may discuss the answers with a peer or individually with content and multiple modes for student to express understanding.) The teacher may provide a word bank, multiple choice or Students may provide notes they take during the movie matching activity for students to complete during movie Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Student may respond in an extended written response rather than filling out the graphic organizer Critical Content:
 When it is necessary to seek help with or leave an unhealthy situation Key Skills:
 Analyze when it is necessary to seek help with or leave an unhealthy situation Critical Language:
Tension, Inter-connectedness, Intimidation, Hostility, Assess, Power, Cycle of Violence, Control, Negotiate High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Learning Experience # 5
The teacher may pose the questions "What is the difference between sex and sexuality?" so students can recognize the difference. Generalization Connection(s):
Personal beliefs, values, and experiences impact an individual's choices regarding sexual health Teacher Resources:
(Difference between sex and sexuality lesson) (Definitions of each) Student Resources:
gender, sexuality) (Survey generator) Assessment:
Students will label gender stereotypes on a word wall. Then, students will work with a partner to define "Sexuality" in their own words and explain why sexuality is more than having sex. Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access The teacher may provide students with the gender Students may write examples of sexuality instead of writing the content and multiple modes for student to stereotypes for students to place on the word wall express understanding.) The teacher may pair up students according to ability levels Students may act out examples of sexuality Students may discuss and/or write own the definition and explanation in their native language Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
The teacher may provide students with a resource to develop Students may create a survey and analyze the results of how people around the school define sexuality Critical Content:
 Internal and external influences and pressures to become sexually active, and demonstrate strategies to resist those pressures Key Skills:
 Identify internal and external influences and pressures to become sexually active, and demonstrate strategies to resist those Critical Language:
Sex, Sexuality, Gender, Stereotypes, Recognize, Analyze, Media, Influence High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Learning Experience # 6
The teacher may present examples of various levels of intimacy so students can analyze their sexual limits and establish a definition of abstinence. Generalization Connection(s):
Effective decision making skills directly relate to an individual's ability to assess and maintain their personal sexual health Teacher Resources:
(Levels of intimacy) Student Resources:
(Difference between sex and Assessment:
Students will organize levels of intimacy cards so they can establish their sexual limits. (e.g. eye to eye, eye to body, hand to hand, hand to body, etc.) Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access The teacher may simplify the cards by using easier language Students may work with a partner to organize only the first 3-5 content and multiple modes for student to The teacher may provide cards in the student's native levels of intimacy cards express understanding.) Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Students may develop their own cards to examine the order of their sexual limits Critical Content:
 Possible consequences of early sexual activity  The importance of sexual abstinence for self and others  There is a choice of abstinence from sexual activity at any point in time Key Skills:
 Analyze the possible consequences of early sexual activity and the emotional, mental, social, and physical benefits for delaying  Describe how a person can choose to abstain from sexual activity at any point in time, even after having engaged in prior sexual Critical Language:
Intimacy, Limits, Abstinence, Influence, Support Systems Learning Experience # 7
The teacher may present various pressure line scenarios so students can use effective communication and refusal skills to manage pressure and encourage responsible sexual health. Generalization Connection(s):
Effective communication and refusal skills are essential to manage peer pressure and encourage responsible sexual health decisions Teacher Resources:
(Teenage Peer Pressure Scenarios) High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
teens resist sexual pressure) (Refusal skills) (Refusal skills resources) Student Resources:
(My Choice 2 Wait) (Refusal Skills) (Sexual Responsibility) (Refusal skills) (Comic strip creator) (Comic strip creator) Assessment:
Students will create and perform role plays demonstrating proper refusal skills for peer evaluation. Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access The teacher may provide a list of proper refusal skills for Students may create a comic strip to demonstrate proper refusal content and multiple modes for student to students to choose from skills. (e.g. Pixton.com, Bitstrips.com) instead of a role play express understanding.) Students may do the role play in their native language Students may write down a list of proper refusal skills Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
The teacher may provide a list of all refusal skills students Students may create their own scenarios and act them out live or need to demonstrate within their role plays The teacher may provide video cameras for the students to Student may demonstrate proper and improper role play using film their role plays Critical Content:
 Rights of refusal from sexual contact  Situations that could lead to pressure to have sex  Internal and external influences and pressures to become sexually active, and demonstrate strategies to resist those pressures Key Skills:
 Demonstrate ways to encourage friends to remain sexually abstinent or return to abstinence if sexually active  Summarize why individuals have the right to refuse sexual contact  Identify situations that could lead to pressure to have sex Critical Language:
Refusal Skills, Peer Pressure, Essential, Communication, Decision-Making, Behaviors Learning Experience # 8
The teacher may present various statistics on teen date rape and sexual assault so students can become aware of the frequency of sexual violence in dating relationships. Generalization Connection(s):
Effective decision making skills directly relate to an individual's ability to assess and maintain their personal sexual health Teacher Resources:
(Data on sexual assaults) High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
(Data on sexual assaults) http://adulted.about.com/od/icebreakers/qt/snowballfight.htm (How to do the snowball fight icebreaker) Student Resources:
(Data on sexual assaults) (Data on sexual assaults) Assessment:
Students will take an anonymous survey in which they answer questions on sexual assault. Students will then participate in a snowball activity to be able to tally the responses from the class. Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access Teacher may provide the questions to the survey in the content and multiple modes for student to student's native language express understanding.) Teacher may provide a shorter survey with only key questions for students to answer Teacher may simplify the language of the survey Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teachers may provide students with a resource to develop a Students may create a survey and analyze the results of how people survey (e.g. https://www.surveymonkey.com/) around sexual assault Critical Content:
 The relationship between power and control in peer, dating, or family relationships to aggression and violence Key Skills:
 Analyze how power and control differences in relationships such as peer, dating, or family relationships can contribute to aggression and violence Critical Language:
Frequency, Statistics, Rape, Assault, Anonymous, Communications, Interconnectedness, Sexually Active, Consequences Learning Experience # 9
The teacher may provide fact sheets for various STIs so students can evaluate symptoms, preventions and transmissions. Generalization Connection(s):
Effective decision making skills directly relate to an individual's ability to assess and maintain their personal sexual health Teacher Resources:
(STI fact sheets) (STI fact sheets) (STD symptom checklist) Student Resources:
(STI fact sheets) (STI fact sheets) (STD symptom checklist) Assessment:
Students may work with a partner to complete an STI checklist sheet covering the symptoms, risks or transmission and prevention of STIs. In a Think-Pair-Share manner, the group will report one of their findings to the class. Access (Resources and/or Process)
Expression (Products and/or Performance)
High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
(Multiple means for students to access The teacher may provide a matching worksheet for students Students may focus on only one section of the checklist (e.g. content and multiple modes for student to to simply match the terms with the symptoms symptoms, risks, transmission or prevention) express understanding.) The teacher may provide a fill in the blanks worksheet and a Students may present their findings to the teacher one-on-one word bank for students to choose from to complete the answers Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
The teacher may provide a list of the most common STD's Students may pick the most common STD's and make pamphlets, among teenagers in the United States or a list for the most posters, PowerPoints, etc. to present to the class common in Colorado Critical Content:
 The difference between risk avoidance and risk reduction and strategies one can utilize for each as it relates to STIs and  Benefits of avoiding or reducing the risk of unwanted pregnancy and sexually transmitted infections, including HIV Key Skills:
 Explain the difference between risk avoidance and risk reduction and strategies one can utilize for each as it relates to STIs and  Evaluate How HIV/AIDS and other sexually transmitted infections (STIs) or pregnancy could impact life goals  Communicate the benefits of avoiding or reducing the risk of unwanted pregnancy and sexually transmitted infections, including Critical Language:
STD/STI, Symptom, Prevention, Transmission, Risk, Sexually Active, Analyze, Factors Learning Experience # 10
The teacher may provide guest speaker (e.g. physician, HIV care link, Colorado AIDS project) so students can connect the importance of being tested to how it impacts one's sexual health. Generalization Connection(s):
Effective decision making skills directly relate to an individual's ability to assess and maintain their personal sexual health Teacher Resources:
(HIV/AIDS resource) (HIV/AIDS resource) Student Resources:
olorado aids project website) Assessment:
Students will write a letter or prepare talking points for their parents/family member to discuss why they believe it is important for them personally to be HIV tested. Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access The teacher may provide a list of physical and emotional Students may write the letter in their native language content and multiple modes for student to effects of HIV for students to include on their letters Students may talk to the teacher one-on-one as if he/she was the express understanding.) The teacher may provide examples of what this letter could parent instead of writing a letter High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Students may write a letter to their friends as well as their family and analyze how the letters may be different in their message Critical Content:
 The importance of HIV and sexually transmitted infection (STI) testing and counseling to those who are sexually active  How HIV/AIDS and other sexually transmitted infections (STIs) or pregnancy could impact life goals Key Skills:
 Evaluate how HIV/AIDS and other sexually transmitted infections (STIs) or pregnancy could impact life goals  Verbalize the importance of HIV and sexually transmitted infection (STI) testing and counseling to those who are sexually active Critical Language:
Connect, Impact, Interconnectedness, HIV/AIDS, Advocacy, Resources, Responsibility Learning Experience # 11
The teacher may provide examples of contraception options so students can make healthy decisions about possible sexual activity. Generalization Connection(s):
Effective decision making skills directly relate to an individual's ability to assess and maintain their personal sexual health Teacher Resources:
(Contraception pros & cons) Student Resources:
(Contraception pros & cons) Assessment:
Students will write an example letter to a friend explaining the benefits of remaining sexually abstinent or returning to abstinence if sexually active. Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access Teacher may provide a list of physical and emotional benefits Students may talk to the teacher one-on-one as if he/she was the content and multiple modes for student to of abstinence for students to draw ideas from friend instead of writing a letter express understanding.) Teacher may provide examples of what this letter could look Students may write the letter in their native language Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Critical Content:
 Choice, use, and effectiveness of contraception, including the availability of contraceptive methods Key Skills:
 Demonstrate ways to encourage friends to remain sexually abstinent or return to abstinence if sexually active  Analyze factors that influence the choice, use, and effectiveness of contraception, including the availability of contraceptive Critical Language:
Contraception, Benefits, Abstinence, Pregnancy, STD/STI, Abstinence, HIV/AIDS, Contraception, Sexting, Parenthood, Sexually Active, High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Responsibility, Support Systems High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Learning Experience # 12
The teacher may provide short stories or videos that document teen pregnancies from both the mother and father's perspective so students can analyze how teen pregnancy impacts their relationships and future goals (e.g. financial, educational, emotional) Generalization Connection(s):
Effective communication and refusal skills are essential to manage peer pressure and encourage responsible sexual health decisions Support systems and credible resources can cultivate healthy relationships and positive sexual decision making Teacher Resources:
(Refusal skills) (Teenage Peer Pressure Scenarios) (Helping teens resist sexual pressure) (Refusal skills) (Goal-setting graphic organizer examples Student Resources:
(Goal-setting graphic organizer examples (Refusal skills) Assessment:
Students will work together to complete a graphic organizer to show how their goals would be affected by teen pregnancy. Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access The teacher may provide a completed graphic organizer Students may write their goals in their native language content and multiple modes for student to sample so students get an idea of what they need to do express understanding.) Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
The teacher may provide resources such as articles if a teen Students may interview a teen parent to compare their own parent is not available to interview graphic organizer to the real life effects from the teen parent (Social impact of teen parents) (Teen pregnancy) Critical Content:
 How HIV/AIDS and other sexually transmitted infections (STIs) or pregnancy could impact life goals Key Skills:
 Identify responsibilities of parenthood  Evaluate how HIV/AIDS and other sexually transmitted infections (STIs) or pregnancy could impact life goals Critical Language:
Credible, Cultivate, Perspective, Affect, Impacts, relationships, Marriage, Responsibility, Support Systems High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
High School, Comprehensive Health Unit Title: Personal Choices Colorado Teacher-Authored Sample Instructional Unit
Learning Experience # 13
The teacher may provide examples of criteria to evaluate the validity of a credible resource so students can research viable resources for healthy relationships, positive sexual health, STIs, teen pregnancy and contraception. Generalization Connection(s):
Support systems and credible resources can cultivate healthy relationships and positive sexual decision making Teacher Resources:
(Evaluation resources) Student Resources:
(Evaluation resources) Assessment:
Students will research and submit two credible resources that they will use in their marketing campaign. Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to access Students may submit resources in their native language content and multiple modes for student to express understanding.) Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Students may find up to 5 credible resources to use within their Students may visit or communicate with 2 of the resources to determine if they are not only reliable but relevant to their target audience Critical Content:
 The importance of HIV and sexually transmitted infection (STI) testing and counseling to those who are sexually active Key Skills:
 Verbalize the importance of HIV and sexually transmitted infection (STI) testing and counseling to those who are sexually active Critical Language:
Criteria, Evaluate, Validity, Credible, Resources, Research, Sexual Health, Contraception, Sexual Activity High School, Comprehensive Health Unit Title: Personal Choices

Source: http://www.coloradoplc.org/files/archives/chhs-personalchoices-formatted_final.pdf