Materials Used: Townsley, D., Hughes, R., & Crooks, C. (2016). The Fourth R: Healthy Relationships, Safe Choices, Connected Youth. London, ON: The University of Western Ontario.

Introduction

Welcome to our Health Unit in PE 10 This a very important portion of the grade 10 curriculum that will give you the opportunity to think about your health and what it means to be healthy. It will also provide you with information about factors that can positively and negatively impact your health, and various health related skills for you to apply everyday.  Often there are sensitive topics and conversations that may come up. Our goal is that everyone can feel comfortable  to share their thoughts and ideas using the following guidelines.

Guidelines

• Respect (No laughing, listen to others, etc.)
• No names (Do not use real names)
• Participate (Do your best to contribute and share
• Right to pass (If you feel uncomfortable with a topic, you always have the right to pass)

Activity #1 – Knowing STI’s

Strategy – Discussion

What is an STI?

What is HPV?

In groups of 3-4, you will be given a specific STI to review, research and understand. Prepare to provide a descriptions of symptoms, treatment and prevention to the class. You have 15 minute to prepare.

STI’s what everyone should know 3.1 H

• • Chlamydia
  • Gonorrhea
  • Hepatitis B
  • HIV / AIDS
  • Scabies
  • Pubic Lice
  • Hepatitis C
  • Herpes
  • HPV
  • Trichomoniasis
  • Syphilis

Activity #2 – Myths vs Facts

Strategy – Discussion

Students will stand in the center of the gym. Students will be asked if they feel the information presented by the teacher is either a myth or fact.  If you believe it is a fact, you will move to the right side of the wall, if you believe it is a myth you will move to the left side of the wall.

Health for Teens

Wellness and Health Promotion

Activity #3 – Sex in a Tube

Strategy – Discussion

Each student receives a test tube with water or a water-appearing liquid in it. Pour all your fluid into your partners test tube and then pour half back. Make as many swaps as you would like. Keep track of how many swaps you make.  Gender should not be taken into consideration.  You may make as many swaps as you think you will have sexual partners in your life or you may make as many swaps as you think the average person would make. Sit down when you are done. Your teacher will test each test tube for an infection.

About the swap….

1. Could you tell who was safe to trade with by looking at them?
2. How many of you who were infected did not trade with the first infected person?
3. Of those who were not infected, how many trades did you make?
4. Was your chance of being infected related to how many trades you made?
5. Do you think people are always honest about the number of partners they have had?

About the bigger picture …

1. If two people can’t talk about the possible consequences of having sex together, they are not ready for the level of involvement. Agree or Disagree?
2. What everyday kinds of things do you choose not to do, although you have the urge to do it, because the consequences aren’t worth it? (sleeping in, eating 5 chocolate bars, punching your brother in the face, exercising, yelling at your mom, smashing your computer)
3. How does having sex affect a person in ways that aren’t physical?
4. What boundaries do you need to make around sex to ensure you are healthy emotionally, physically, socially and spiritually?

Activity #4 – Personal Health and Wellness Inquiry

With regards to sexual health, how do you plan to be emotionally and physically healthy?

The purpose of your Personal Health and Wellness Inquiry is to create a culminating health and wellness plan. Your plan is created and built by you, based on your own personal inquiry into a number of important questions about your health and wellness.  It is a journey of learning more about yourself, exploring a variety of valuable topics, and understanding how they relate to you. You will use each lesson’s topic as a springboard to the begin your personal inquiry. It is expected that you will refine and improve your responses, as you gain more knowledge and understanding, until the final product is completed in grade 10. A draft will be submitted at the end of each of the three units.

Steps

1. Open your Office 365 Word document titled My Personal Health and Wellness 
2. Create a Heading – Unit 3 Lesson #2 – With regards to sexual health, how do you plan to be emotionally and physically healthy?
3. Using information provided in this unit, personal reflection, and additional research, answer the question above to the best of your ability in complete sentences. Please feel free to use real life examples whenever applicable.

Health Education Rubric