8th Grade Health

Jon Enns

8th Grade Health

jonathan.enns@mpls.k12.mn.us

 

Core Curriculum: We plan to educate the students in a variety of health content areas that are applicable to real world situations and scenarios. We want to ensure that the students will leave our classrooms with valuable information that will guide them in making healthful decisions both in and out of the classroom. A few of the content areas that we will be covering include:

 

Alcohol, Tobacco and other Drugs

Mental and Emotional Health

Body Systems

Nutrition

Bullying

Personal Safety & First Aid

Family and Relationships

Problem Solving / Goal Setting

Fitness

Puberty / Body Image

Making Proud Choices

Personal Health and Wellness

 

Student Evaluation: Students will be assessed throughout and at the end of each health unit. Some of the components which will be included in the student evaluation are:

 

PAR Points (Participation, Attitude, Reflection - Daily Journals)

Assignments

Tests/Quizzes

Projects

 

A 93-100% B 83-86% C 73-76% D 63-66%

A- 90-92% B- 80-82% C- 70-72% D- 60-62%

B+   87-89% C+    77-79% D+   67-69% F Below 60%

 

Student Expectations: We expect all students to be respectful to both the students in the class and the teacher of the class. The materials used for the class are under the students’ responsibility during class use and careful use of them should be maintained. Students should come to class prepared - meaning they are on time and all necessary materials are brought with them to class (notebook, folder, pen or pencil).

 

Late-work policy: Any daily work or "small" assignments turned in one day late will receive 50 percent credit of total points earned. After the 5th day late, a student will receive a zero on the assignment.

 

Make-up-work policy due to absences: Students are encouraged to attend school because many classroom experiences cannot be duplicated with make up work. If a student is absent, it is his/her responsibility to talk to the teacher to find out what material or assignment was missed and to obtain necessary worksheets and/or packets the day of return to class. A student is allowed one day to make up missed DAILY work for each day absent, or the same total time allowed the other students. Long term assignments and projects are due the day the student returns to class. Students will be expected to take any previously announced missed tests as soon as possible. Teacher and student will meet to determine the test date/time.

 

Making Proud Choices! Overview

Module 1: “Getting to Know You and Steps to Making Your Dreams and Goals Come True” introduces the curriculum, sets up the theme of proud and responsible behavior, establishes group rules, and asks participants to identify short-term and long-term goals and dreams.

Module 2: “The Consequences of Sex: HIV Infection” includes information on HIV etiology, transmission and prevention, as well as myths about HIV.

Module 3: “Attitudes and Beliefs about HIV and Condom Use” includes the viewing of two videos on HIV transmission risk and interactive discussion about the videos.

Module 4: “Strategies for Preventing HIV Infection: Stop, Think, and Act,” introduces participants to problem solving skills through role plays using the “Stop, Think, and Act” framework for decision making.

Module 5: “The Consequences of Sex: STDs and Correct Condom Use” introduces myths and facts about STD transmission. Module 5 includes a condom demonstration by the facilitator and participant practice of condom application with a penis model. The module explores attitudes about condom use. The key theme of the module is that participants can protect themselves against sexually transmitted diseases by correctly using condoms every time they have sex.

Module 6: “The Consequences of Sex: Pregnancy” introduces myths and facts about pregnancy, includes a demonstration of birth control methods, and explores attitudes about contraception. The key theme of the module is that participants can protect themselves against pregnancy and sexually transmitted diseases by correctly using condoms along with another birth control method every time they have sex.

Module 7: “Developing Condom Use Skills and Negotiation Skills” teaches participants negotiation skills to address partner pressure as well as ways to make condoms pleasurable.

Module 8: “Enhancing Condom Use Skills and Negotiation Skills” further teaches problem solving and negotiation skills to participants using the “SWAT” technique (Say no effectively, state why, propose an alternative, and talk it out) in role plays.                                                         

 

Additional activities from FLASH middle school or 3Rs curriculum objectives:

Puberty:

o   Describe how the body prepares for reproduction.

o   Describe the changes the body goes through during puberty. 

Anatomy and pregnancy:

o   Describe basic reproductive organs and their functions.

o   Describe conception and its relation to the menstrual cycle.

o   Describe the signs and symptoms of pregnancy.

Contraceptive Methods:

o   Describe how birth control methods can reduce the risk of pregnancy.

o   Describe the benefits of birth control methods.

o   Identify resources for reproductive and sexual healthcare services.

Healthy Relationships:

o   Explain the qualities of a healthy dating relationship.

o   Collaborate with others to advocate for safe, respectful and equitable relationships.

Consent and Harassment:

o   Define consent and explain its implications for sexual decision making.

o   Analyze techniques that are used to coerce or pressure someone to have sex.

o   Describe potential impacts of power differences within sexual relationships.

o   Explain why it is an individual’s responsibility to verify that all sexual contact is consensual.

o   Summarize why individuals have the right to refuse sexual contact.

o   Explain why it is wrong to trick, threaten, or coerce another person into having sex.

o   Explain the difference between flirting and harassment.

Gender and Sexual Orientation:

o   Explain that everyone has a gender identity and a sexual orientation, and differentiate between them.

o   Communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.

o   Explain why it’s important for people to feel proud of their identities, including their sexual orientation and gender identity.