Family Life

Standards Taught by the School Counselor

K.6: The student will develop an awareness of positive ways in which family members show love, affection, respect, and appreciation for each other.

The focus is on the appropriate words and actions that promote positive mental health development. Through words and actions which convey care, protection and guidance, such as touching, listening, hugging, praising, encouraging, supporting, helping and playing, the child will understand that rules are made for safety and protection.

K.7: The student will realize that physical affection can be an expression of friendship, or celebration, or of a loving family.

It is important for the student to understand that appropriate expressions of affection are healthy for the individual, the family, and the community. The student will begin to understand the differences between appropriate and inappropriate expressions of affection.

K.8: The student will recognize the elements of good (positive or healthy) and bad (negative or unhealthy) touches by others.

Elements of good touches by others are identified as follows: (1) touching that can be done in front of anyone; (2) touching that is not a secret; (3) touching that makes the child feel good and not uncomfortable; (4) touching that is done to provide cleaning or medical care for the child; and (5) touching that is an expression of affection by a family member. Bad touches by others include the following: (1) touching on private parts of the body; (2) touching to be kept secret; (3) touching that could produce bad feelings.

K.9: The student will demonstrate how to say “no” to inappropriate approaches from family members, neighbors, strangers, and others.

This involves learning how to say “no” in a loud voice while standing up and looking directly at the person. It is important for children to know that they should tell or report such happenings to a trusted adult such as a parent, teacher, minister, grandparent, or guardian. In addition, they should understand the need to continue telling about inappropriate approaches until someone listens and responds.

Standards Taught by the Teacher

K.1: The student will experience success and positive feelings about self.

These experiences are provided by the teacher through the climate of the classroom environment and include, but are not limited to, experiencing success in school, effectively handling routines, experiencing self-acceptance, and acceptance from others. Parents are encouraged to reinforce these positive experiences and feelings at home. Emphasis is placed on respect for differences.

K.2: The student will experience respect from and for others.

Teachers and other adults at school actively listen to and accept feelings and opinions of the child. A classroom climate that encourages positive mental health development and protects the child from physical and emotional infringements by others is provided. The child also learns and practices courtesy and good manners.

K.3: The student will become aware of the effects of his or her behavior on others and the effects of others' behavior on himself or herself.

The teacher uses appropriate descriptive language to explain to child how his or her behavior affects others positively as well as negatively. The same descriptive language is used to explain to a child the effects of others' behavior on him or her. This approach is reinforced by other school personnel and parents are encouraged to continue such explanations at home. The child is introduced to the concept of privacy, especially in the use of bathroom facilities. The importance of privacy and boundaries of self and others is introduced and tools are provided to support the child in respecting the personal privacy and boundaries of others. In addition, the importance of avoiding gossip about others' personal or family problems is stressed. Concepts concerning electronic privacy, such as not sharing your name and address over the internet, are introduced.

K.4: The student will recognize that everyone is a member of a family and that families come in many forms.

This includes a variety of family forms: two-parent families; extended families-relatives other than the immediate family living in the home; single-parent families; adoptive families; foster families or guardians; families with step-parents; and other blended families; and the value of family relationships.

K.5: The student will identify members of his or her own family.

This refers to identifying the adult and child members of the student's family.
 
K.10: The student will identify “feeling good” and “feeling bad.”

Descriptive words are used to help the child identify pleasant and unpleasant feelings. Parents are encouraged to reinforce expressions of feelings at home and to work with the teacher in a team approach to achieving this, which encourages good mental health functioning.

K.11: The student will find help safely.

Students will learn how to identify when they are in an unsafe environment. Students learn their full names, addresses, telephone numbers, and how to find reliable help if lost in a mall or other public place.

Standards Taught by the School Counselor

1.7: The student will use correct terminology when talking about body parts and functions.

Scientific terms such as urinate, bowel movement, penis, vulva, and breast will be introduced as they occur in daily activities and are not taught directly. Parents are encouraged to reinforce correct terminology at home.
(This standard is not taught directly but as situations arise in daily activities—parents should reinforce correct terminology at home.)

1.11: The student will realize that physical affection can be an expression of friendship, of celebration, or of a loving family.

The child is reminded that appropriate expressions of affection are important for individual and family well-being. The student will begin to understand the differences between appropriate and inappropriate expressions of affection and the impact on individual mental health. The importance of privacy and boundaries for self and others is discussed and the student is provided with tools to support the student in demonstrating respect for their personal privacy and boundaries of others.

1.12: The student will demonstrate strategies for responses to inappropriate approaches from family members, neighbors, strangers, and others.

Elements of good (positive, healthy) and bad (negative, unhealthy) touching are reviewed, and methods of avoiding negative encounters are presented. Appropriate use of communication devices such as the phone and internet will be discussed. Children learn how to tell a trusted adult, such as a parent

Standards Taught by the Teacher

1.1: The student will experience continuing success and positive feelings about self.

The teacher continues to provide a classroom environment that fosters experiences of success in school work, in self-acceptance of body image, in the handling of routine situations, and in group activities. Parents are encouraged to reinforce successful experiences, self-esteem, and good mental health practices at home.

1.2: The student will experience continuing respect from others.

Teachers and other adults at school continue active listening and acceptance of the feelings and opinions of the child, providing a classroom climate that protects the child from physical, mental and emotional infringement by others. Difficult situations, such as how to handle a bully on the playground, are discussed.

1.3: The student will become aware of the effects of his or her behavior on others and the effects of others' behavior on himself or herself.

The teacher continues to use appropriate descriptive language to explain to a child how his or her behavior affects others both positively and negatively, and how others' behavior affects him or her. The child learns to respect others and their feelings, and practices good mental health behaviors. The student is made aware of any behavior on his or her part that causes others to have hurt feelings.

1.4: The student will develop an understanding of the importance of a family and of different family patterns.

The emphasis is on the need for loving parents, or other responsible adult(s) in the family, regardless of the type of family. The student advances from awareness of family forms at the kindergarten level to understanding the importance of the family and its various forms at the first-grade level. The following family patterns are included: two-parent families; extended families-relatives other than the immediate family living in the home; single-parent families; adoptive families; foster families; families with stepparent; and other blended families.

1.5: The student will identify family members and their responsibilities in contributing to the successful functioning of the family.

The focus is on the tasks that must be performed in order for a family to function successfully. Examples of tasks are providing food; providing shelter; providing and caring for clothing; providing money for these and other necessities; providing love and caring, including meeting the needs of elderly or physically and mentally disabled family members; and providing for fun and play.
 
1.8: The student will express his or her feelings of happiness, sadness, and anger to the teacher.

Teachers help children on an individual basis to recognize and express their feelings of happiness, sadness, and anger. Children are assisted in dealing appropriately with their feelings. If matters of a private nature arise, teachers are urged to contact parents so they can take a team approach to individual student problems.
Positive mental health practices will be utilized.

1.9: The student will become aware of appropriate behavior to use in dealing with his or her feelings.

The focus is on helping the child understand that feelings are different from behavior. The teacher helps the child understand that while feelings influence behavior, each person can control his or her own behavior and the ways feelings are expressed. It is important for the teacher to help the child know that all feelings are valid. Appropriate strategies for expressing feelings include exercise, games, direct verbalization, art, music, dance, play, storytelling, and creative drama. Positive mental health practices will be utilized.

1.10: The student will experience the logical consequences of his or her behavior.

The child needs to have the opportunity to make developmentally appropriate choices in his or her daily living and to experience the outcomes (both positive and negative) of his or her choices. The foundation for responsible decision making and positive mental health at all ages involves being allowed to learn from one’s choices. Examples of appropriate choices at this grade level include choosing from a list of appropriate foods, choosing from a variety of activities and learning centers, and choosing the sequence in which learning activities are completed. An example of an appropriate consequence would be to clean up a spilled beverage rather than to be punished for this.

Standards Taught by the School Counselor

2.3: The student will become aware that babies grow inside the mother’s body in a special place called the uterus.

The purpose of this objective is to provide basic, age-appropriate, medically-accurate information; to demonstrate ease or comfort in talking about reproduction-related topics, and to correct misinformation.

2.3A: The student will realize that human beings and other mammals have babies and that the babies can be breast-fed.

Content associated with this objective can be found in books, magazines, films, videos, and other materials, as approved by the school division. Pets may be used to demonstrate mammalian behavior. Parents are encouraged to assist with this objective during the course of normal family activities. The standard has been moved from grade 1, standard 1.6

2.8: The student will be conscious of how commercials use our emotions to make us want products.

Children are introduced to the concept of media influences, which is developed further at higher grade levels. The students are given examples of techniques used by the media to create excitement and a desire to purchase products. Students will begin to understand how the media affects mental health issues such as self- esteem or body image.

2.9: The student will be conscious of how commercials use our emotions to make us want products.

Children review the concept of media influences. The students are given examples of techniques used by the media to create excitement and a desire to purchase products. Students will begin to understand how the media affects mental health issues such as self-image, and alcohol, tobacco and other drug use. The standard has been moved from grade 3, standard 3.12

Standards Taught by the Teacher

2.1: The student will recognize that everyone has strengths and weaknesses and that all persons need to be accepted and appreciated as worthwhile.

The key idea is that all human beings are worthwhile and need to be accepted and appreciated as they are. The emphasis is on daily experiences in which children receive the message that they are worthwhile. In this environment the student is able to use his or her strengths to overcome weaknesses, to realize that not everyone has the same strengths and weaknesses, to change the things he or she can change, and to accept the things that cannot be changed. Care is taken to ensure that children view persons with a physical or mental disability as unique individuals with many strengths.

2.2: The student will realize that adults, other than parents, also provide care and support for children.

Adults, other than parents, who provide care and support for children include foster parents; child-care providers; day-care teachers; extended family members; neighbors; family friends; and personnel of community support agencies, civic organizations, and religious organizations.

2.4: The student will become aware of the need to take responsibility for the effects of his or her behavior on others.

Through daily classroom experiences, the teacher can encourage children to express appreciation for positive peer behavior such as helping, sharing, being courteous, accepting others' opinions, and showing respect for others’ possessions. When hurtful behavior occurs, children can be encouraged to make restitution by helping the victim solve the problem caused by the behavior. School personnel will use positive mental health practices to resolve problem behavior. The importance of privacy and boundaries for self and others is reinforced along with tools to ensure that the student respects the personal privacy and boundaries of others.

2.5: The student will demonstrate appropriate ways of dealing with feelings.

Pleasant feelings (for example, those associated with success and praise) and unpleasant feelings (for example, those resulting from anger, rejection, isolation, and failure) are discussed. The student will begin to understand the characteristics of appropriate and inappropriate behavior as it relates to relationships. The concept of virtual relationships will be introduced. Appropriate behavior, in response to pleasant and unpleasant feelings, is practiced in pretend situations so that these desirable strategies are available when needed in real-life situations.
 
2.6: The student will realize that physical affection can be an expression of friendship, of celebration, or of a loving family.

The teacher continues to reinforce the concept that appropriate expressions of affection are healthy for the individual and for the family. The student will recognize inappropriate expressions and demonstrate skills to correct inappropriate expressions.

2.7: The student will advance in readiness to say "no" and to tell a trusted adult, such as a parent, teacher, minister, grandparent, or guardian, in private about inappropriate approaches from family members, neighbors, strangers, and others.

This is a review of the elements of good (positive, healthy) and bad (negative, unhealthy) touching, including how to handle inappropriate approaches. The student will understand the differences between appropriate and inappropriate expressions of affection and behavior, including the use of electronic devices to convey such feelings.

Standards Taught by the School Counselor

3.3: The student will become aware of the changes occurring in family life that affect daily living and produce strong feelings.

Changes which occur include moving to a new home, the addition or birth of a sibling, the birth of a disabled child, death, illness, drug abuse, separation, divorce, remarriage, and children leaving home. Children are assisted in adjusting to such changes on an individual basis through the teacher-parent team approach to problem solving using positive mental health practices. Moved from classroom teacher lesson in grade 3

3.4: The student will give examples of healthy coping strategies for dealing with the feelings produced by changes in the family.

An essential component is providing a clear explanation of the changes which occur in families. Healthy coping strategies include vigorous physical activity such as exercises and games; talking about feelings; reading books; and creative expressions such as writing, art, music, dance, and drama. In order to foster positive mental health, it is important that feelings be expressed openly in appropriate ways.

3.10: The student will practice safety rules in the home.

This involves following up on the safety/first-aid objectives for the third-grade health curriculum and focuses on appropriate use of communication devices such as the phone and internet. Parents are encouraged to discuss and develop safety precautions at home.

3.11: The student will demonstrate to others how to respond appropriately to good touches and how to handle inappropriate approaches from relatives, neighbors, strangers, and others.

This is a continuing review of the elements of good and bad touches including responding appropriately both to good and to bad touches. When a good touch is welcomed by the child, he or she can respond by smiling, by returning a similar gesture, or by saying "thank you." Children also need continuing encouragement to tell a trusted adult in private about any inappropriate approaches. This includes inappropriate approaches made by way of electronic devices such as the internet or text messaging. Other responses to inappropriate approaches include saying "no," getting away from the person quickly, telling the person that he or she does not like the touch, and telling a trusted adult about the inappropriate approach.

Standards Taught by the Teacher

3.1: The student will demonstrate a sense of belonging in group work and play.

The child experiences cooperative group games and acceptance as a member of the class. This involves reciprocal helping behavior and positive mental health practices. Participation in groups, such as the scouts, is encouraged. Students will be introduced to appropriate and inappropriate behavior of virtual groups on the internet.

3.2: The student will express what he or she likes about himself or herself to continue developing a positive self-image.

Expressive media (for example, exercises, games, art, music, dance, internet, and drama) are used for student expression of the capabilities, personality traits, and physical features that the child likes about himself or herself.

3.6: The student will recognize that while all human beings grow and develop in a given sequence, rates and patterns vary with individuals.

The student's own biographical data are used to chart growth and development patterns and sequences and to demonstrate and validate individual variations in development. Students are taught to be accepting of other’s differences, including physical and mental differences.

Standards Taught by the School Counselor

4.1: The student will be able to identify the human reproductive organs.

Emphasis is placed on the male reproductive organs: penis, testicles, scrotum, and urethra; and on the female reproductive organs: uterus, ovaries, vagina, and fallopian tubes.

4.2: The student will identify physical changes that begin to occur during puberty.

The individual differences in growth patterns associated with male and female sexual changes are presented. Male characteristics presented include: increased width of shoulders, increased length of arms and legs, the pituitary gland that controls physical growth through hormones, the appearance of pubic and axillary hair, and changes in the voice. Female characteristics presented include: increased width and roundness of hips, development of breasts, the pituitary gland that controls physical growth through hormones, the appearance of pubic and axillary hair, and the onset of the menstrual cycle. Emphasis is placed on the fact that the onset of sexual changes and growth patterns varies with individuals and that this is natural and normal. Students are helped on an individual basis to avoid anxiety if their development is ahead of or behind their peers. The importance of postponing sexual activity is discussed as is the importance of delaying childbearing. In addition, the importance of personal hygiene in relation to these bodily changes is discussed. When problems arise, teachers and parents are encouraged to continue working together in a team approach to problem solving.

4.2A: The student will identify and use correct terms for external body parts associated with reproduction and elimination.

External genitalia are explained, including correct scientific terms such as penis, scrotum, vaginal opening, opening of the urethra, and anus. (Covered by Classroom Teacher on an individual basis if questions are asked—School Nurse could be consulted.) The standard has been moved from grade 3, standard 3.5

4.2B: The student will become aware that both a male and a female are necessary to have a baby.

The focus is on the concept that babies begin with a sperm and an egg, with the male providing the sperm and the female providing the egg. This is an age- appropriate, medically-accurate introduction to reproduction and is not intended to be an explicit explanation of the sexual process. The standard has been moved from grade 3, standard 3.7

4.2C: The student will comprehend that the baby grows inside the mother's body for nine months and then is born.

The umbilical cord and placenta are introduced. Students also learn that at the end of nine months of development, the baby leaves the mother's body through the vagina or through a surgical process known as Caesarean section. The extent of the discussion of the birth process at this point is dependent upon the students and the topics that arise. This standard has been moved from grade 3, standard 3.8

4.3: The student will develop an awareness of human fertilization and prenatal development.

Instruction includes the uniting of the sperm and the egg and the development of the fetus inside the uterus.

4.7: The student will describe the factors surrounding child abuse and child neglect.

The terms child abuse and child neglect (including sexual abuse and electronic harassment) are explained, as well as how to protect oneself and the importance of confiding in a trusted adult such as a parent, teacher, minister, grandparent, or guardian.

Standards Taught by the Teacher

4.4: The student will identify basic human emotions and effective ways of dealing with them.

Emphasis is placed on understanding and dealing with strong emotions, both positive and negative. Students learn how to deal with joy and exuberance, as well as those emotions resulting from loss, rejection, divorce, death, illness, and moving. The student learns to manage appropriate responses to these feelings and to avoid self-destructive or abusive behavior by using positive mental health practices.

4.5: The student will develop awareness and acceptance of his or her strengths and weaknesses.

This includes accepting personal responsibility for successes and failures, taking pride in successes, and understanding that mistakes can result in positive learning toward success next time.

4.6: The student will become aware of the need to assume responsibility within the family and to function effectively as a family member.

The focus is on sharing tasks within the family and helping, supporting, and communicating with family members. Special attention is given to appropriate assistance and support for and communication with family members who have physical or mental disabilities.

Standards Taught in the DARE Curriculum

4.8: The student will identify factors contributing to the use of drugs.

Discussion includes examining the motivation for using alcohol, tobacco and other drugs, a need to feel "grown up," a need for peer acceptance, a "high" from the temporary effects of drugs, and/or a relief from emotional pain.
Emphasis is placed on ways of dealing with one's needs and feelings without the use of drugs or other substances.

4.9: The student will recognize the dangers of substance use and abuse.

The focus is on the misuse of tobacco, alcohol, and other drugs. Content includes the adverse effects of substance use and abuse on the individual and on the many contributing factors to family violence, sexual violence, and child abuse.

4.9A: The student will develop skill in saying “no” to any social behavior or activity that he or she perceives as wrong for him or herself.

Discussion focuses on alternatives to situations such as rude behavior, smoking, alcohol or drug use, theft, vandalism, violence, and premarital and unwanted sexual relationships. The standard has been moved from grade 5, standard 5.11

4.9B: The student will recognize threatening or uncomfortable situations and how to react to them.

These situations may include walking alone, opening doors to strangers, experiencing sexual abuse or incest, being influenced or coerced into selling their bodies for financial gain, receiving obscene telephone calls or text messages, and facing danger found in shopping malls. Methods of self-protection and recognition and reporting of threats are identified and stressed. The point is made, however, that most life situations are not threatening. The standard has been moved from grade 5, standard 5.12

4.9C: The student will explain the effects of substance use and abuse on the body.

Emphasis is placed on the adverse effects of alcohol, drugs, and tobacco on the body. This information is related to physical and emotional growth during adolescence, including sexual development; to fetal development; and to any adverse effects upon the family unit. The standard has been moved from grade 5, standard 5.13

Standards Taught by Classroom Teachers and School Counselors in Sex-separated Classes

5.1: The student will define the structure and function of the endocrine system.

The basic parts of the endocrine system (pituitary gland and adrenal glands) and their functions are introduced.

5.2: The student will identify the human reproductive organs in relation to the total anatomy.

Emphasis is placed on the male reproductive organs: penis, testicles, scrotum, and urethra; and on the female reproductive organs: uterus, ovaries, vagina, and fallopian tubes. The reproductive organs are explained in relation to total human anatomy.

5.3: The student will explain how human beings reproduce.

Instruction includes the uniting of the sperm and the egg and the development of the unborn child inside the uterus. The development of the baby at different stages is illustrated. Emphasis is placed on the consequences of premarital sexual activity. The importance of prenatal care is discussed also, as well as the profound effects of drugs on the mother and developing child.

5.4: The student will recognize the relationship between the physical changes that occur during puberty and the developing capacity for reproduction.

Physical changes that occur during puberty are summarized. Topics included are nocturnal emissions and erections; menstruation; instability of emotions, such as mood swings during puberty; development of a positive attitude toward one's sexuality; and the relationship between changes during puberty and one's ability to conceive and bear children.

5.5: The student will realize the importance of nutrition for himself or herself and for pregnant women who need to eat nutritious foods and avoid dangerous substances while the baby is growing inside the uterus.

This objective is incorporated into the nutrition component for the fifth-grade health curriculum.
 
5.6: The student will identify reasons for avoiding sexual activity prior to marriage.

The psychological, social, and physical consequences of premarital sexual relations are discussed, as well as the benefits of postponing sexual intercourse until one is physically and emotionally mature and has a positive, committed marital relationship. The effects of premarital sex, including teenage pregnancy, infant mortality, and sexually transmitted infections are emphasized, as well as the impact on one's reputation, self-esteem, and mental health.

5.7: The student will describe the effects of personal hygiene on one's self-concept.

Discussion focuses on those bodily changes in puberty that require special attention to cleanliness and their relationship to a positive self-concept and acceptance from peers. Proper use of feminine hygiene products in relationship to cleanliness is included.

5.10: The student will examine the messages from mass media related to sexuality.

Printed materials, advertising, television, wearing apparel, internet, movies, and music are discussed in relation to gender stereotyping and to the avoidance of sexual exploitation, sexually explicit communication using electronic means, and sexual violence. Students will understand the appropriate use of cell phones and other social media. Students will understand how the media affects mental health issues related to sexuality.

5.14: The student will become aware of the existence of sexually transmitted infection.

Factual information regarding the nature of sexually transmitted infection, including human immuno-deficiency virus (HIV)/acquired immune deficiency syndrome (AIDS), is introduced. Other diseases referred to include but are not limited to Chlamydia, Genital Herpes, Gonorrhea, HPV, and Syphilis.

Standards Taught by the Teacher

5.8: The student will recognize the importance of contributing to a constructive group activity.

The teacher emphasizes the individual's contribution to accepting responsibility, how this relates to group success or failure, and how opportunities for leadership may be presented.

5.9: The student will develop an increased understanding of the roles, duties, and responsibilities of family members.

The student can achieve this by defining the traditional and changing roles, duties, and responsibilities of family members; by preparing for the life-long adjustments required for his or her changing roles; and by describing the emotional interactions involved in being a family member. Nontraditional roles of males and females are discussed, and options for the lifelong goals of men and women are presented.

Standards Taught by Physical Education Teachers in Sex-separated Classes

6.1: The student will understand personal hygiene practices and to the physical changes that occur during puberty.

Changes during puberty are discussed in relation to the increased need for personal hygiene, for proper dental care, for frequent showering and shampooing, for the use of deodorants, for the use and disposal of pads and tampons, and for clean clothing.

6.2: The student will explain the effects of growth on development, attitudes and interests.

The teacher provides opportunities for discussion of physical changes during puberty, group and non-group relationships, peer pressure, and boy/girl relationships. Emphasis is on the positive and normal aspects of differences among individuals.

6.3: The student will continue to identify physical and emotional changes that occur during puberty and their effects on growth and development.

The following topics are discussed in relation to male and female changes during puberty: nocturnal emissions and erections; menstruation, masturbation; instability of emotions and ways of expressing these emotions appropriately; and approaches to developing a positive attitude toward one's sexuality.

6.4: The student will recall basic facts about sexually transmitted infections.

Factual information is presented regarding sexually transmitted infections, including Chlamydia, Genital Herpes, Gonorrhea, HPV, and Syphilis. Diseases of the genitalia common to adolescents that are not sexually transmitted are described so as to allay unnecessary fears (such as vaginitis, urethritis, etc.).

6.5: The student will be able to describe the etiology, effects, and transmission of HIV.

Instruction includes factual information regarding HIV and its transmission. The medical profession should be involved in teaching this objective (and other health-related topics) to include the most up-to-date facts.
 
6.6: The student will summarize the process of human reproduction and the benefits of postponing premarital sexual activity.

This is a review of the reproductive process and the advantages of delaying sexual involvement. The possible detrimental effects of premarital sexual activity for both males and females are emphasized. They include sexually transmitted infections, unintended pregnancy, infant mortality, and psychological (reputation, self-esteem, etc.), social, economic, mental and physical consequences.

6.7: The student will describe personal characteristics that can contribute to happiness for self and others.

This includes self-discipline, self-esteem, independence, acceptance of reality, acceptance of others, tolerance, concern for the needs of disabled persons, loyalty, honesty, cooperation, diligence, respect for proper authority, and acceptance of responsibility for self in relation to others. The student will practice appropriate and positive personal and social responses. The importance of privacy and boundaries for self and other is discussed as well as tools to ensure that the student respects the personal privacy and boundaries of others.

6.8: The student will demonstrate increased understanding of child abuse and neglect, including emotional and sexual abuse.

This is accomplished by defining the types of abuse, including electronic harassment, and explaining the need to report such situations to a trusted adult such as a parent, teacher, minister, grandparent, or guardian. The teacher helps students identify resources for the reporting and treatment of child abuse, sexual and family violence.

6.9: The student will become aware of community healthcare and safety agencies and their functions.

Instruction includes information about the availability of community agencies providing the following services: child abuse prevention; treatment of abuse victims; mental health counseling; teenage pregnancy prevention and counseling; family planning counseling; prenatal care; substance abuse prevention and treatment and support groups; suicide prevention; prevention and treatment of sexually transmitted infections, including HIV; other general and specialized medical services, including the role of the family physician, local health department or community service board; police department, fire department, and other safety services; and community services provided by religious organizations. Parents are encouraged to learn about these agencies and to use their services when needed.
 
6.10: The student will explain the effects of substance use and abuse on the individual, family, school, and society.

The effects of alcohol, tobacco, and other drugs on the individual, family, school, and society are presented with emphasis on adolescent brain development genetic risks and fetal development, addiction, impaired driving, physical and sexual abuse, mental health issues, family violence, and the hazards of second-hand tobacco use and smoking. Information on local community resources for obtaining help with these problems is included.

6.11: Students will evaluate message from mass media related to sexuality and gender stereotyping.

Students progress from examining media messages in the fifth grade to evaluating messages from mass media related to sexuality and gender stereotyping, and the influence of negative media messages in the sixth grade. The avoidance of sexual exploitation, sexual violence, sexual abuse (including electronic harassment) and stereotyping is stressed. Students will understand how the media affects mental health issues related to sexuality and identify how the media can influence how people see themselves.

6.12: Students will be able to define human trafficking and identify where and how it occurs and explain laws protecting children from human trafficking, and/or inappropriate and abusive behavior of others.

Defining human trafficking, differentiating between labor and sex trafficking will be discussed, including the recognition that human trafficking is a crime, that victims may be any gender, age, and culture. The ways students can protect themselves and others from trafficking situations, how laws provide protection, and resources for victims will be discussed, along with ways to reach out to a safe adult to report an unsafe situation.

6.13: The student will apply decision-making skills in problem-solving and in determining the possible outcomes of his or her decisions

Instruction includes the steps in the decision-making process, problem solving, and assertive communication skills. Using positive mental health practices, students relate decision-making and problem-solving skills to actual adolescent problems--their own or situations presented in case problems. The effects of decisions on lifelong goals are emphasized, and students predict the possible outcomes of decisions made. Students will discuss the permanency of misuse of social media and text messaging including criminal penalties for engaging in sexually explicit communications. Career and other options available are stressed as choices and are identified in the decision-making process.

Standards Taught by Physical Education Teachers in Sex-separated Classes

7.1: The student will identify his or her role and relationships within the family.

Content includes identification of personal interactions; communication skills; ways of meeting emotional, physical, and intellectual needs; and the student's contribution to the family unit. Students learn the positive benefits of personal sacrifice to support family goals and needs when such a decision is indicated.

7.2: The student will recognize the physical development of his or her sex characteristics and how they affect emotional and social growth.

Emphasis is placed on the biological and physiological changes of early adolescence. Attention is given to such secondary sex characteristics as body growth, genital changes, hormonal secretions, the onset of menstruation, and sex-response feelings. Instruction promotes self-awareness and alleviates anxiety through factual information regarding menstruation, spontaneous erections, nocturnal emissions, masturbation, and differences in growth rates and development.

7.3: The student will realize that physical affection does not have to be sexual, but it also can be an expression of friendship, of celebration, or of a loving family.

The student learns that appropriate expressions of affection are essential for emotional, physical, and psychological health. The student will recognize the difference between appropriate and inappropriate physical affection. Characteristics of abusive relationships will be addressed.

7.4: The student will recognize that sexual behaviors are conscious decisions; that it is important to say "no" to premarital, abusive, and inappropriate sexual relationships; and those appropriate relationships are based on mutual respect, trust, and caring.

Sexual feelings are interpreted as normal and to be expected, but not always to be manifested in behavior. Instruction includes explanation of the differences between needs and desires, assertive skills, problem solving or conflict resolution, and alternatives. Refusal skills are taught and practiced by students. Characteristics of abusive relationships, which may also involve alcohol and other drug use, and abuse or inappropriate use of electronic devices such as phone or internet, are addressed. In addition, the consequences of teenage pregnancy, the nature of sexually transmitted infections, and the benefits of delaying sexual activity are discussed.
 
7.5: The student will identify messages in society related to sexuality.

The teacher guides the student in discovering and analyzing messages about sexuality found in advertising media, music and videos, television, films, printed materials, and graffiti. Students learn to recognize gender stereotyping and sexual exploitation. They are encouraged to evaluate and counteract any negative effects identified and to engage in a variety of positive activities, rather than spending too much time viewing media containing negative components. Students will demonstrate how these messages affect mental health issues related to sexuality.

7.6: Student will explore safety issues related to the internet.

Instruction includes how predators can use the internet to exploit young people. Students will identify how traffickers use technology to find and lure victims and how information posted on social media sites may make students vulnerable. Strategies and habits to keep technology users protected from human trafficking and protect personal information will be discussed. Students will list resources available to them when seeking adult support in and uncomfortable situation.

7.7: The student will be aware of the consequences of preteen and teenage sexual intercourse.

Instruction focuses on updated, factual information regarding sexually transmitted infections, including HIV; pelvic inflammatory disease (PID); cervical cancer; unintended pregnancy; and discussion about reputation, guilt, and anxiety. Discussion also includes the emotional, psychological and financial implications of sexual activity and parenting before marriage. Students are guided in identifying positive aspects about themselves as reasons for avoiding risk-taking behavior. They learn also about the positive results and freedoms associated with postponing sexual activity.

7.8: The student will list the adverse consequences of a pregnancy in early adolescence, as well as the positive benefits of postponing pregnancy until marriage.

Instruction includes a review of pregnancy and childbirth from previous grade levels, as well as discussion of responsibilities involved and adverse consequences encompassing the emotional, mental, physical, social, economic impact on young parents, on their families, and on society. The nutritional implications of high-risk infants and teenage mothers are also included. The effects of an adolescent pregnancy on a student’s lifelong goals and potential achievements are emphasized. The benefits of being married before having children and the effects on the family, child, and community will be discussed.

7.9: The student will describe the signs and symptoms of pregnancy.

Instruction involves physical and psychological changes and the need for early detection of pregnancy through medical testing to ensure a healthy and successful pregnancy. Community resources for testing and/or further information are identified.
 
7.10: The student will develop an understanding of and responsibility for family planning.

Content includes reasons for family planning, factors to be considered when planning a family, the role of the family physician, community resources, and methods of contraception.

7.11: The student will explain techniques for preventing and reporting sexual assault, human trafficking, and molestation.

Methods of handling assault and molestation, as well as prevention methods, are presented. Emphasis is placed on the importance of avoiding situations which could provide opportunities for molestation and sexual assault, including the homes and cars of acquaintances when no appropriate supervision is available. Students will practice appropriate use of the internet and text messaging. Key terms are defined. Approaches and behaviors, both in person and electronically, used by perpetrators are identified and explained. The signs of human trafficking, control methods used in different types of human trafficking, and how to seek adult assistance to report a trafficking situation will be discussed. Community resources for victims of molestation, human trafficking and assault are identified.

7.12: The student will identify causes, symptoms, treatment, prevention, and transmission of sexually transmitted infections, including HIV.

Topics include the prevention, symptoms, treatment, transmission, and diagnosis of the following diseases in addition to HIV, Chlamydia, Genital Herpes, Gonorrhea, HPV, and Syphilis. In addition, myths are dispelled. High-risk activities, such as needle sharing for injection, intravenous use and abuse, and unprotected sexual activity are discussed. Community resources that provide testing and treatment of sexually transmitted infections and HIV are identified.

7.13: The student will identify the issues associated with friendships.

The student accomplishes this by identifying characteristics of each type of friendship and how friendships can change through developmental stages. The student will identify the characteristics of healthy and unhealthy relationships

7.14: The student will realize the role of peers and the peer group during adolescence, and the nature and purpose of dating.

Discussion focuses on the qualities of friendship, the importance of participating in peer groups that encourage the development of positive personal traits, and the nature of dating. Group dating is presented as a positive first step in developing romantic relationships, demonstrating appropriate and inappropriate dating behavior, utilizing positive mental health practices and fulfilling dating responsibilities.
 
7.15: The student will recognize contributions of various racial and ethnic groups to family life and society.

Topics include the importance of racial and ethnic identity for families and the effects of negative stereotypes on families and individuals. Emphasis is placed on appreciation of racial and ethnic differences.

7.16: The student will increase his or her ability to listen to different points of view and to accept the rights of others to a differing point of view.

Positive communication skills are developed to enhance relationships and to increase recognition of various points of view existing within families and society.

Standards Taught by Physical Education Teachers in Sex-separated Classes

8.1: The student will relate stages of human development to his or her own developmental level.

The student learns that people change as they age, according to their developmental level--physically, mentally, and emotionally. Physical development and human anatomy are reviewed. Stages of mental and emotional development are presented in relation to the student's present developmental level with the goal of increasing his or her self-understanding and self-acceptance--now and in the future.
Commonly accepted theories of personal development are presented as they relate to the student's own development.

8.2: The student will recognize the development of sexuality as an aspect of the total personality.

The primary factor to be presented is the development of one's own sexual identity.

8.3: The student will become aware of the need to think through decisions, to know how decisions impact their lives as well as the lives of others, and to take responsibility for the decisions they make.

The impact of present decisions on future opportunities and personal development, and the well-being of others, is stressed. Instruction also includes support skills for the decision-making process – assertive communication, identification of personal conflicts, positive mental health practices, and conflict resolution. Lifelong educational, career, and personal development goals are examined in relation to present decisions and to options available to males and females at various stages of their lives. Students will discuss the impact of personal information posted on social networking on future goals. Criminal penalties for engaging in sexually explicit communications will be discussed.

8.4: The student will identify the issues associated with friendships.

The student accomplishes this by reviewing the characteristics of appropriate and inappropriate friendships, by discussing the qualities of a good friend, and by relating the characteristics to changes as one continues to advance through the growth and development process.
 
8.5: The student will recognize the nature of dating during adolescence.

Content includes the need for belonging, love, and affection, and the search for one's own identity. In addition, students examine the difference between love and infatuation and become aware that one learns about oneself from every relationship, and these experiences prepare one for the challenges and responsibilities of marriage. The student will also recognize warning signs and characteristics of potentially abusive dating relationships and negative mental health practices.

8.6: The student will interpret the messages in society related to sexuality.

Students continue to discover and analyze messages about sexuality found in advertising media, music and videos, television, films, the internet, printed materials, and graffiti. Students also determine the impact of these messages on themselves and others and review how to counteract negative effects. Positive alternatives to media immersion are discussed. Students will demonstrate how these messages affect mental health issues related to sexuality and are used by human traffickers to lure victims.

8.7: The student will describe strategies for saying "no" to premarital sexual relations.

The emphasis is on strengthening self-confidence and reinforcing assertive skills and decision-making skills. Students learn why and how to say “no” to premarital sexual relations and to situations that challenge their own values, how to manage peer pressure, and how to manage their own sexual feelings.

8.8: The student will develop the coping skills needed to deal with stress.

Students identify possible sources of stress (for example, parental, peer, and school pressures; teenage pregnancy; and fear of HIV); and the positive and negative ways in which individuals deal with these sources of stress. The point is made, however, that stress cannot be avoided and that it is not all negative. Information is provided to counteract negative approaches to dealing with stress, such as alcohol, drugs, and suicide. Students learn positive physical and mental techniques for coping with stress (for example, exercise and sports, creative arts, religious activities and youth groups, and career-development and life-management activities).

8.9: The student will identify the stresses related to changing relationships in the home, school, and community.

Emphasis is placed on the grief and adjustment processes associated with loss or change resulting from such circumstances as illness, a disabling condition, death, separation, divorce, loss of friendship, loss of income, or coping with substance abuse. The point is made, however, that changes may bring new opportunities to form friendships and to engage in new activities; that some relationships contain normal amounts of stress, especially in adolescents; and that stress is usually only temporary. The student will utilize positive mental health practices in stress management.
 
8.10: The student will analyze the issues related to teenage pregnancy.

The physical, social, emotional, legal, financial, educational, psychological and nutritional implications of teenage pregnancy are discussed. The roles of and impact on the teenage mother and father are identified.

8.11: The student will review facts about pregnancy prevention and disease control.

Methods of contraception are analyzed in terms of their effectiveness in preventing pregnancy and the spread of disease. Abstinence is emphasized as the only method that is 100 percent effective in preventing pregnancy and sexually transmitted infections.

8.12: The student will describe the effects of alcohol and drug use and abuse on families and peer relationships.

The effects of substance use and abuse on judgment within the peer group in terms of social and sexual behavior are analyzed. The effects of such use and abuse within the family also are emphasized, including family and sexual violence.

8.13: The student will identify the effects and prevention of sexual assault, rape (including date rape), incestuous behavior, and molestation.

Content includes developing assertive skills, resolving conflict, avoiding risk situations and saying “no”. Characteristics of dating violence, electronic harassment, and abusive relationships will be discussed. Information on referral services and legal implications are also provided. Students will identify lures used in a trafficking situation, learn vulnerabilities traffickers target when selecting a victim, and understanding choices they can make in their lives to stay protected from human trafficking.

8.14: The student will recall the ways in which the HIV virus is transmitted and prevented.

This involves describing behaviors that put one at risk; dispelling myths regarding the transmission of the infection; and stressing abstinence from risky behavior. The use of condoms in preventing the spread of HIV’s is discussed.
 

Standards Taught by Physical Education Teachers in Non-Sex-separated Classes

9.1: The student will understand the human growth and development cycle.

Information about developmental levels throughout the life cycle- prenatal, infant, toddler, pre-kindergarten, school-age, adolescent, young adult, middle-age, and elderly-is related to the complexity of childrearing and to the need for maturity before parenthood. Life-stage development is also presented to help students gain appreciation of their own development.

9.2: The student will explain the importance of the family as a basic unit of society and his or her responsibility as a member of the family.

Topics include the function of the family, family forms, family strengths, and family influences on society. The benefits, challenges, responsibilities, and value of marriage for men, women, and children, and communities in society will be included.

9.3: The student will recognize the development of sexuality as an aspect of the total personality.

Discussion focuses on the development of one's sexual identity. Internal and external conflicts associated with problems of sexual identity are addressed.

9.4: The student will review and apply the decision-making process

Students practice methods of gathering information and applying the decision-making process in practical situations. Emphasis is placed on the need for parental guidance, family and personal values, knowledge, positive mental health practices, and reason as bases for decision-making.

9.5: The student will review the nature and purposes of dating.

Topics include understanding family guidelines relating to dating, the functions of dating, and coping with the pressures experienced in dating situations. Students will discuss the signs of dating violence and physically and mentally abusive relationships, and the law and meaning of consent prior to sexual activity. Discussion may focus on the importance of group dating, rather than dating as a couple, in early adolescence.
 
9.6: The student will realize the importance of setting standards for controlling sexual behavior and of postponing sexual relations until marriage.

The physical, emotional, social, psychological and economic consequences of premarital sexual relations continue to be emphasized along with reinforcement of assertive skills and ways to say "no" in terms that will enable the student to resist pressure from other teenagers and manage his or her own feelings and behavior. Instruction includes discussion regarding the law and meaning of consent.
Emphasis is placed on an increased awareness that consent is required before any kind of sexual activity.

9.7: The student will interpret the effects and prevention of sexual assault, rape (including date rape), incestuous behavior, molestation, human trafficking, and sexual harassment using electronic means.

This is a review of the use of assertive skills, conflict resolution, avoidance of risk situations, and referral services in the community. In addition to identifying such factors, the student explains or interprets them to others. The student will demonstrate proper approaches to dealing with physically and mentally abusive relationships. The student will identify the appropriate and inappropriate use of electronic devices. Instruction includes the legal implications for inducing someone to engage in commercial sex (i.e., purchaser, John, inducer). Instruction includes recognizing red flags of human trafficking victims, understanding the types of trafficking, and knowing how to safely and responsibility report a human trafficking situation.

9.8: The student will relate specific information on substance use and abuse to each stage of the life cycle.

Emphasis is on substance use and abuse during pregnancy, puberty, and adolescence and its general effect on daily functioning.

9.9: The student will be able to explain the process of reproduction.

Instructional components include anatomy, physiology, conception, fertility, fetal development, childbirth, and prenatal care.

9.10: The student will demonstrate understanding of specific health issues, including the ability to conduct self-examinations.

The focus is on factual information about menstruation, proper use of feminine hygiene products in relationship to cleanliness, pre-menstrual syndrome, menopause, and male- and female-specific concerns. Disease prevention through self-assessment and self-examination is reinforced with emphasis on breast and testicular self-examination.
 
9.11: The student will demonstrate knowledge of pregnancy prevention and disease control.

Topics include planning for adult relationships, a review of factors to consider in planning for a family, misconceptions about contraception, a review of methods of contraception in relation to effectiveness in pregnancy prevention and disease control, and the decisions associated with contraception. Abortion is not presented as a method of birth control, but spontaneous abortion or miscarriage is explained and the risks of induced abortion are analyzed.

9.12: The student will explain the transmission and prevention of the HIV.

This is a review of the ways in which HIV is transmitted and the techniques for preventing this disease.

9.13: The student will identify the effects of discrimination.

The teacher helps students identify forms of discrimination and the consequences of discrimination on individual and family life. Discussion focuses on the value and importance of differences among individuals and families. The effects of discrimination on a person’s mental health will also be discussed.

9.14: The student will begin to identify educational and career goals.

Students formulate educational and career objectives. A "life goals" project provides the structure for achieving this objective. Students’ complete activities that enable them to gain insight into the variety of personal and career options available to males and females. Students will discuss the impact of use of social networking sites on career goals.

Standards Taught by Physical Education Teachers in Non-Sex-separated Classes

10.1: The student will determine how maturation affects adolescents.

Emphasis is placed on the process of adolescent development as it relates to self-image, self-esteem, physiological changes, identification of human needs, constructive responses to emotions, positive mental health practices, the decision-making process, sources of values, and self-discipline.

10.2: The student will describe his or her own attitudes concerning expectations of self and interpersonal relationships.

Appropriate friendships, dating or group activities, stages of developing relationships, assertiveness, types of love, communication, and individual and family roles are stressed. Discussion will include the expectations of virtual relationships.

10.3: The student will examine values, morals, and ethics essential to the growth and maintenance of positive human relationships.

The universal values of honesty, trustworthiness, self-control, responsibility for self and others, and social justice are discussed as well as the development of moral and ethical systems. The Law and meaning of consent for sexual activity are discussed to increase awareness that consent is required before sexual activity along with the social, emotional, and relational impact surrounding sexuality and the virtues of respecting others right to say no. Content will also focus on the prevention of sexual harassment using electronic means. Students will understand the tenets of positive human relationships and that when force, fraud, or coercion are introduced there is a potential for abuse including human trafficking.

10.4: The student will use the steps in the decision-making process to solve specific problems.

Instruction deals with the six steps of the decision-making process as they relate to personal, social, and peer pressures and to media messages. These steps include: identifying the problem; listing all possible alternatives; evaluating the alternatives and their consequences based on personal and familial beliefs as well as societal values; choosing an alternative that promotes the good in self, others, and society; acting on the decision; and evaluating the results. Resources in the community that can assist in evaluating alternatives are identified.
 
10.5: The student will recognize the benefits of abstaining from premarital sexual intercourse.

Content focuses on the need to consider lifelong goals in relation to pressures for present sexual activity. Topics include readiness for parenthood, the consequences of unintended pregnancy, the effects of sexually transmitted infections, the impact on reputation, mental health and on present and future goals, the importance of adhering to family values, the need to complete educational plans, the burdens of financial responsibilities, and interference with future goals and job opportunities. The positive benefits of postponing sexual activity until marriage are emphasized. Students will identify personal, educational and career goals and the impact an unplanned pregnancy or sexually transmitted infection would have on these goals. In addition, abstinence continues to be emphasized as the only method that is 100 percent effective in preventing pregnancy.

10.6: The student will recognize alternatives to premarital sexual activity for expressing feelings and affection.

Students are guided toward communicating feelings and affection through talking; through expressing ideas, values, and goals; through social and recreational contacts and community service; and through positive body language, caring gestures, and other positive mental health practices, rather than through premarital sexual activity.

10.7: The student will explain the factors to be considered in preparing for dating and marriage.

Steps involved in relationships are identified, including friendships; dating (casual, double/group, single, blind, steady, and leading to marriage); and mate selection. Steps to developing positive, healthy relationships will also be discussed. Instruction includes the meaning of consent for sexual activity, respecting others right to say no, the social and emotional impact of sexual activity, and identifying the characteristics of dating violence and abusive relationships. The importance of respecting privacy and boundaries for self and other is reviewed and tools are provided to ensure that the student respects the personal privacy and boundaries of others.

10.8: The student will examine factors to be considered in life-goal planning.

Discussion includes lifelong career goals in relation to economics and continuing education, considering the possibilities of marriage and preparing for a family, and/or career development plans. Family planning, including methods of contraception, is reviewed.
 
10.9: The student will describe the signs and symptoms of pregnancy.

Instruction involves physical and psychological changes and the need for early detection of pregnancy through medical testing to ensure a healthy and successful pregnancy. Community resources for testing and/or further information are identified.

10.10: The student will analyze the factors associated with a healthy pregnancy.

Content focuses on causes of low birth weight such as smoking, poor nutrition, and use and abuse of alcohol and other drugs, as well as the effects of sexually transmitted infections, including HIV. Other consequences of good and poor health habits, including the importance of quality prenatal care, are stressed.

10.11: The student will explain the importance of supportive roles of the mother and father through pregnancy and birth.

Topics for discussion include the responsibilities of each parent in relation to proper prenatal care; the effects of heredity; possible abnormal outcomes such as miscarriage, birth defects, still-birth, and premature birth; and the stages of fetal development prior to birth.

10.12: The student will describe available birthing options.

Prepared materials on childbirth education are primary resources. Birthing alternatives are examined.

10.13: The student will identify the stages of the birthing process.

The stages of the birthing process include the onset of the process and the three stages of labor and delivery-- dilation, birth, and expulsion of placenta.

10.14: The student will analyze the skills and attitudes needed to become a competent parent.

Attitudes toward parenting styles are examined. Instruction also includes various parenting strategies described by authorities. Students have opportunities to identify parenting skills they wish to develop. Students will understand the importance of the parenting responsibilities of both the mother and father. Students will understand the benefits, challenges, responsibilities, and value of marriage in parenting. The student will be able to identify community and familial support systems that are available to parents. Students will understand the positive and negative effects of parenthood on mental health.
 
10.15: The student will describe adjustments to be made after the birth of a child.

The newborn child as a source of joy and love is emphasized; however, the impact on the family of caring for a newborn infant is examined, including the effects on income, educational plans, leisure time, time available for sleep, and interpersonal relationships.

10.16: The student will compile a list of community agencies and resources available to assist individuals and families.

Examples of community resources to be listed are mental health services, social services, religious organizations, private agencies, hot lines such as violence prevention, child abuse, sexual violence and suicide, day-care centers, nursing homes, and the department of health. Hotlines for violence prevention, child abuse, child sex abuse, child sexual exploitation, sexual violence, child abduction, human trafficking, and suicide are identified.

10.17: The student will review the positive aspects of family life as a basic unit of society and as a means of personal development.

Instruction includes a review of family functions and forms, with particular emphasis on family interactions. The family unit is described as a primary factor for the development of one's personality and for preparation for adulthood as either a married or a single person. The relationship of the family unit to the community and the world is stressed.