Let Me Teach Sex Ed For You!
As a science teacher, I was shocked at the lack of science-based sex education resources - so I created my own!
What's in the Survival Guide?
While I offer engaging instruction with hands-on activities, you can sit back, relax (catch up on grading), and trust that your students are learning how to conduct themselves as safe, educated, and respectful body owners.
- Consent
- The Menstrual Cycle
- Contraception
- Reproductive Anatomy
- STDs & STIs
While I offer engaging instruction with hands-on activities, you can sit back, relax (catch up on grading), and trust that your students are learning how to conduct themselves as safe, educated, and respectful body owners.
About This Curriculum:
Targeted Grade Level (s): Elementary, Middle, & High
Subject/Topic Areas: Sex Education
Key Words: Sex, Reproduction, Consent, Menstruation, Contraception, Birth Control Methods, Reproductive Anatomy & Biology
Designed by: Hannah Burns
Time Frame: One Topic per Day, Full Curriculum Completed in One Week w/Summative Assessment
Technology Required: Computers
Subject/Topic Areas: Sex Education
Key Words: Sex, Reproduction, Consent, Menstruation, Contraception, Birth Control Methods, Reproductive Anatomy & Biology
Designed by: Hannah Burns
Time Frame: One Topic per Day, Full Curriculum Completed in One Week w/Summative Assessment
Technology Required: Computers
Why Teach Safe & Educated Experiences?
This curricular package serves to meet the gap that currently exists in sex education as it seeks to provide a comprehensive, unbiased sexual education that is rooted in both the biological background and the sociological background of sex ed. At the end of this curriculum, students should have a greater understanding of the human reproductive system, the biological nature of the menstrual cycle, the importance of voicing and waiting for consent in a relationship, and the differences between various birth control methods. The goal of this curriculum is to equip the students with an ability to practice, or abstain from, sexual relationships responsibly.
Standards
BIG IDEA / CONCEPT: Body Systems & How they interact
Standard(s) Addressed: HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Enduring Understanding(s): To be able to make responsible and informed decisions regarding your own body in relationships, both sexual, personal, and friendly.
Essential Question(s ) considered: How much ownership do we have over own body? How do we take ownership of our body? Why do we give in to peer pressure?
Standard(s) Addressed: HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Enduring Understanding(s): To be able to make responsible and informed decisions regarding your own body in relationships, both sexual, personal, and friendly.
Essential Question(s ) considered: How much ownership do we have over own body? How do we take ownership of our body? Why do we give in to peer pressure?
Takeaways
KNOWLEDGE: Consent, Birth Control Methods, Reproductive Anatomy & Biology
SKILLS: evaluate, explain, recommend, determine, argue, support, judge, investigate, compare, contrast, examine, describe, discuss, explain
DISPOSITIONS: respectful, safe, responsible, constructive, critical, open, mature
SKILLS: evaluate, explain, recommend, determine, argue, support, judge, investigate, compare, contrast, examine, describe, discuss, explain
DISPOSITIONS: respectful, safe, responsible, constructive, critical, open, mature
Assessment Outcomes and Objectives
FORMATIVE:
Sex Ed Survival Guide: Students reflect on and build their self knowledge regarding sex education and the topics in this curriculum through the thorough completion of the Sex Ed Survival Guide.
MODULE 1
Anatomy: Students accurately explain the form and function of the male and female reproductive system through completing a web search activity in which they must answer questions regarding the two systems with a score of at least 80%.
Students appropriately apply their findings of the reproductive systems through the creation of models of both the male and female reproductive anatomy complete with descriptions of the role and function of each main organ with a rubric score of at least 6 out of 9.
Menstruation: Students accurately explain the cycle of menstruation and interpret how different hormones interact throughout the cycle by creating a cycle model and a skit in which with each student group focuses on a particular organ or hormone and accurately depicts the different occurrences over the course of the cycle with a rubric score of at least 6 out of 9.
Students discernibly apply their knowledge of the menstrual cycle to determine how one could use this information as a form of contraception by exploring an educational site and completing a webbonnaire with a score of at least 80%.
MODULE 2
Contraception: Students accurately identify and explain the effectiveness of different types of contraception through engaging in a matching activity, instructional lesson, and self-reflection.
Students apply their knowledge of contraception through completing a scenario activity in which they appropriately recommending the ideal types of contraception for different scenarios with a score of at least 80%.
STD/STIs: Students empathize and experience the perspective of peer pressure in regards to sexual activities and the transmission of STD’s and STI’s through participating in a role-playing activity and writing a purposeful reflection.
Students explain, interpret, and apply information regarding STD’s and STI’s through creating “profiles” of STD “Super Villains” and discerning which STD’s are responsible for which symptoms through a Villain Line-Up activity with a score of at least 80% on the Line-Up, and a rubric score of at least 4 out of 6 on the Super Villain Profile.
Consent: Students appropriately create a perspective regarding how two individuals might feel in a conversations regarding consent through the creation with a peer of a story board model of such conversations with a rubric score of at least 4 out of 6.
Students accurately explain and identify how and when to discuss consent in a relationship through creating with a peer a storyboard model demonstrative of the five steps of consent with a rubric score of at least 4 out of 6.
Students meaningfully interpret the difference between positive and negative uses of consent through making analogous references to consent through non-sexual situations with a rubric score of at least 4 out of 6.
SUMMATIVE:
Students interpret and apply what they have learned throughout the curriculum and share their perspective and change of self knowledge through the creation of an Adobe Spark presentation lasting between 3-5 minutes in which they thoroughly explain the five main takeaways they believe every student should know about sex ed with a rubric score of at least 8 out of 12.
OVERCOME THE NAIVE VIEW:
Students reflect on their misconceptions regarding sex ed, such as which sexual acts result in pregnancy, how to use different forms of contraception and how effective they are, through completing a formative activity in which they compare what they knew about sex ed before the lesson to the knowledge they have regarding sex ed after the lesson and explain in a sentence or two at least one of the misconceptions they might have had and where such misconception came from. This will occur every day in their learning journal.
Sex Ed Survival Guide: Students reflect on and build their self knowledge regarding sex education and the topics in this curriculum through the thorough completion of the Sex Ed Survival Guide.
MODULE 1
Anatomy: Students accurately explain the form and function of the male and female reproductive system through completing a web search activity in which they must answer questions regarding the two systems with a score of at least 80%.
Students appropriately apply their findings of the reproductive systems through the creation of models of both the male and female reproductive anatomy complete with descriptions of the role and function of each main organ with a rubric score of at least 6 out of 9.
Menstruation: Students accurately explain the cycle of menstruation and interpret how different hormones interact throughout the cycle by creating a cycle model and a skit in which with each student group focuses on a particular organ or hormone and accurately depicts the different occurrences over the course of the cycle with a rubric score of at least 6 out of 9.
Students discernibly apply their knowledge of the menstrual cycle to determine how one could use this information as a form of contraception by exploring an educational site and completing a webbonnaire with a score of at least 80%.
MODULE 2
Contraception: Students accurately identify and explain the effectiveness of different types of contraception through engaging in a matching activity, instructional lesson, and self-reflection.
Students apply their knowledge of contraception through completing a scenario activity in which they appropriately recommending the ideal types of contraception for different scenarios with a score of at least 80%.
STD/STIs: Students empathize and experience the perspective of peer pressure in regards to sexual activities and the transmission of STD’s and STI’s through participating in a role-playing activity and writing a purposeful reflection.
Students explain, interpret, and apply information regarding STD’s and STI’s through creating “profiles” of STD “Super Villains” and discerning which STD’s are responsible for which symptoms through a Villain Line-Up activity with a score of at least 80% on the Line-Up, and a rubric score of at least 4 out of 6 on the Super Villain Profile.
Consent: Students appropriately create a perspective regarding how two individuals might feel in a conversations regarding consent through the creation with a peer of a story board model of such conversations with a rubric score of at least 4 out of 6.
Students accurately explain and identify how and when to discuss consent in a relationship through creating with a peer a storyboard model demonstrative of the five steps of consent with a rubric score of at least 4 out of 6.
Students meaningfully interpret the difference between positive and negative uses of consent through making analogous references to consent through non-sexual situations with a rubric score of at least 4 out of 6.
SUMMATIVE:
Students interpret and apply what they have learned throughout the curriculum and share their perspective and change of self knowledge through the creation of an Adobe Spark presentation lasting between 3-5 minutes in which they thoroughly explain the five main takeaways they believe every student should know about sex ed with a rubric score of at least 8 out of 12.
OVERCOME THE NAIVE VIEW:
Students reflect on their misconceptions regarding sex ed, such as which sexual acts result in pregnancy, how to use different forms of contraception and how effective they are, through completing a formative activity in which they compare what they knew about sex ed before the lesson to the knowledge they have regarding sex ed after the lesson and explain in a sentence or two at least one of the misconceptions they might have had and where such misconception came from. This will occur every day in their learning journal.