TeacherManual Sexual Health

Barrie
15 Sperling Drive
Barrie, Ontario
Phone: (705) 721-7520

Fax: (705) 721-1495
www.simcoemuskokahealth.org
SEXUAL HEALTH
GRADE 7 AND 8
TEACHERS MANUAL
2011
Resource is available online at www.simcoemuskokahealth.org
TA B LE O F CO N T EN T S
Table of Contents ................................................................................................................................... 2

INTRODUCTION.................................................................................................................................... 3
Curriculum Expectations .............................................................................................................. 4
Healthy Living Education, Grade 7 .............................................................................................. 4
Healthy Living Education, Grade 8 .............................................................................................. 5
Decision-making Framework ....................................................................................................... 6
TOOLS - Decision Tree ............................................................................................................... 9
Grade 7 #1 Decision-making and Effective Relationships...............................................................10
Grade 7 #2 STIs Sexuality & Communication................................................................................14
Grade 7 #3 Numeracy Probability.......................................................................................................18
RUBRIC - GRADE 7 and 8 NUMERACY PROBABILITY .......................................................... 21
Grade 7 #4 STI Prevention and Abstinence.......................................................................................22
Grade 8 #5 Decision-making and Abstinence ....................................................................................26
Grade 8 #6 Decision-making and Relationships ................................................................................30
Grade 8 #7 Decision-making and Sexuality .......................................................................................34
Grade 8 #8 Decision-making Personal Health and Well-being .........................................................45
Grade 8 #9 Probability and STIs.........................................................................................................49
Risky Non Risky ACTIVITY...............................................................................................................53
Risky/Non-Risky Game Pieces .................................................................................................. 54
Showing Love without Having Sex ......................................................................................................64
75 WAYS to Show Love without Having Sex ......................................................................................64
RESOURCES.......................................................................................................................................67
Useful websites for Teachers -2011 .......................................................................................... 67
Community Contact Information ..........................................................................................................69
The Ontario Curriculum Grades 1 through 8 .......................................................................................71
Page 2
INT RO D UC TIO N
According to Public Health Agency of Canada, Sexual health is a major, positive part of personal health
and healthy living (2008, p. 8). Students should begin early in life to obtain basic knowledge about
health-related subjects to acquire relevant skills. According to the Ontario Curriculum Grades 1 to 8:
Students need to be critically literate in order to synthesize information, make informed decisions,
communicate effectively, and thrive in an ever-changing global community. It is important that students
see themselves in what is taught, how it is taught, and how it applies to the world at large.
(Health
and Physical Education, 2010, p. 4).
Sexual health is one facet of learning and it is important that individuals are given the necessary
information about sexual health issues in order to make informed decisions to avoid negative sexual
health outcomes and enhance sexual health (SIECCAN 3rd ed., 2010).
The Simcoe Muskoka District Health Unit (SMDHU) Sexual Health Program has provided workshops in
both Simcoe County and Muskoka District for more than a decade, offering information and teaching
tools for both elementary and secondary school teachers. In 2010 SMDHU partnered with the Simcoe
County District School Board (SCDSB) to collaborate and develop user friendly lesson plans that reflect
current best practices and high yield instructional strategies. The process drew on technical and
academic expertise of Grade 7 and 8 teachers and secondary school department chairs in tandem with
sexual health expertise of public health nurses (PHNs). As a result of this cooperative relationship, the
team was able to create a number of user-friendly lesson plans that follow the Ontario Curriculum
Guidelines. These lesson plans incorporate sexual health education into the numeracy and literacy
components of the curriculum and can be used throughout the school year; thus keeping sexual health
as an integral part of the entire learning experience.
The lesson plans and student activities provide flexibility for the teacher to choose those tools that will
best meet student-centered learning. The Decision-Making Framework for the Prevention of Pregnancy
and Sexually Transmitted Infections (STIs) provides a foundation for the context of the lessons and
direction for the promotion of sexual health.
Why promote sexual health education in elementary and secondary schools?
Most people require three (3) exposures to new information before they really hear it. Therefore, it is
important to offer sexual health messages early and to repeat them often.
Students who receive sexual health education are more likely to postpone sexual intercourse
than those who receive abstinence-only or no sex education. (Kohler, Manhart and Lafferty 2007 as
cited in The Journal of Adolescent Health Volume 42, Issue 4, pp 344-351, April 2008).
Benefits of sexual health messages:
Improved general health through the life span

Fewer sexually transmitted infections
Decrease in the number of unplanned pregnancies
Decrease in health care costs related to the treatment of STIs and unplanned pregnancies.
Page 3
Curriculum Expectations
Healthy Living Education, Grade 7
Overall Expectations Healthy Living
By the end of this course, Grade 7 students will:
Describe age appropriate matters related to sexuality (e.g. the need to develop good
interpersonal skills, such as the ability to communicate effectively with the opposite sex).
Specific Expectations Growth and Development

By the end of this course, students will:
Specific expectation
Component that fulfills the expectation
Refer to Grade 7 OPHEA Unit 4 (refer to pages194-204).
Always Changing (OPHEA website re body changes

use as review).
Vibrant Faces: Resources and Materials (OPHEA

website- body and self-image).
Decision-making framework (refer to page 6).
#1 Decision-making and effective relationships

(refer to page 10).
#2 Sexuality and Communication (refer to page 14).
#3 Numeracy and Probability (refer to page 15).
Identify methods of transmission and

symptoms of common sexually
transmitted infections (STIs) describe
symptoms and how to prevent.
Risky/Non Risky Activity (refer to pages 54).
Discuss the term abstinence and the

importance of having a common
understanding about delaying sexual
activity.
#4 STI Prevention and Abstinence (refer to page 22).
Identify sources of support related to

healthy sexuality issues (e.g.
counselors, parents/guardians).
List of community supports (refer to page 69).
Explain the male and female

reproductive systems as they relate to
fertilization.
Use effective communication skills (e.g.

refusal skills, active listening) to deal
with various relationships and
situations.
Page 4
Healthy Living Education, Grade 8

Overall Expectations Healthy Living
By the end of this course, Grade 8 students will:
Identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality
(e.g. respect for life, ethical questions in relationships, contraception).
Apply living skills (e.g. decision-making, problem-solving and refusal skills) to respond to
matters related to sexuality.
Specific expectations- Growth and Development

By the end of this course, students will
Specific expectation
Component that fulfills the expectation
Explain the importance of abstinence as a positive

choice for adolescents.
Identify and explain factors that can affect a

persons decision about sexual activity.
Decision-making framework
(refer to page 6).
#5 Decision-making and Abstinence

(refer to page 26).
#6 Decision-making and relationships

(refer to page 30).
#7 Decision-making sexual education focus

(refer to page 34).
#8 Decision-making Personal Health and

Well-being (refer to page 45).
www.thephakz.ca for information about

drugs and alcohol.
#9 Probability and STIs (refer to page 50).
List of community supports

(refer to page 69).
Identify methods used to prevent pregnancy.

Apply living skills (e.g. decision-making,
assertiveness, and refusal skills) in making
informed sexual decisions. Analyze the
consequences of engaging in sexual activities.
Identify symptoms, methods of transmission,
prevention, and high-risk behaviours related to
common STIs including HIV/AIDS.
Identify the consequences of engaging in sexual
activities while using substances (drugs, alcohol).
Identify sources of support (e.g. counselors,
parents/guardians) related to healthy sexuality.
Page 5
Decision-making Framework
Outline
Teaching about Birth Control and Sexually Transmitted Infections
Purpose:
To provide a preamble for teaching about birth control and

sexually transmitted infections (STIs), stressing the importance of
decision-making prior to engaging in sexual activity.
Equipment Required:
Decision Tree diagram (page 8)

Chalkboard/overhead projector/PowerPoint
Chalk/markers
Time Required:
5 -10 minutes
Instructions:
1. Discuss the decision-making process using the following:
a) Draw two happy faces interconnected by a squiggle of hair, with question marks and the
word sex (Follow Decision Tree diagram-(page 9).
b) Explain that this couple is trying to make a decision as to whether they should have sex
or not. (Sometimes students will comment that they look like two girls or two guys; this
presents an excellent opportunity to indicate to students that parts of the lesson will be
pertinent only to opposite-sex couples, but some parts will also pertain to same-sex
couples. This will normalize and demonstrate inclusion of gay/lesbian/bisexual people.
Use of the term partner instead of boyfriend or girlfriend may also be a
consideration.
2. Have the students identify the choices (YES or NO) and put them on the board, with NO
on the far left and YES toward the right.

3. Discuss Abstinence (NO option) (Number 2 on Decision Tree diagram - page 9).
If a couple has decided not to have sex:

a) Explain that abstinence means refraining from any sexual activity in which there is an
exchange of body fluids, or in which there is any genital contact (genital-to-genital, or
skin to genitals).
b) Explain that a woman can become pregnant even without intercourse if any sperm
meets the vaginal area. A virgin can become pregnant in this manner.
4. A virgin is defined as a person who has never had intercourse.
5. Explain that other forms of sexual contact also carry risks of STIs and pregnancy.
Page 6
6. Explain that people, who are not virgins, can choose to be abstinent and that they should
not be pressured into having sex because they are not virgins.
7. Engage students in a discussion about abstinence including:
a) The reasons people might abstain (e.g. religious or moral beliefs, parental influence, not
ready, not old enough, not with the right person, dont want to risk pregnancy or
infections).
b) The benefits of choosing abstinence (e.g. no risk of pregnancy or sexually transmitted
infection, less complicated relationship, allows time for the couple to get to know each
other better, experience the benefit of delayed gratification).
c) The possible consequences of choosing abstinence (e.g. a partner who wants to have
sex might leave the relationship).
d) Why it might be difficult to remain abstinent in a relationship (e.g. judgment impaired by
drugs or alcohol, pressure from partner or others everyone is doing it, fear of losing
ones partner, strong need to feel loved, strong sexual urges).
e) Point out that making a decision to abstain does not mean a person will never have sex;
it just means postponing sex for now.
f)
It is important to discuss abstinence as the only 100% effective method of birth control.
8. Discuss Sexual Activity (YES option) (Number 3 on Decision Tree diagram - page 8).
If a couple has decided to have sex:

a) Elicit potential negative consequences of having sex:
b) Pregnancy
c) Sexually transmitted infections (STIs)
d) Emotional changes in the relationship
e) Guilt.
9. Discuss the importance of having open discussion about these issues before having sex.
10. Considering the consequences of having sex. Sexually Transmitted Infections (STIs)
(Number 4 on Decision Tree diagram (page 9)).

11. Refer to the STI Lesson Plan in the Sexually Transmitted Infections section of your
Choices not Chances kit.

12. Pregnancy (Number 5 on Decision Tree diagram (page 9)).
13. If a couple has decided to have sex, they now have another decision to make to use
contraception, or not to use contraception. Continue with the Birth Control Lesson.
14. Emotional Change (Number 6 on Decision Tree diagram (page 9)).
15. Discuss the impact on the emotions when youth engage in sexual activities before they
are ready.
16. No Birth Control (Number 7 on Decision Tree diagram (page 9)).
17. Discuss the possible outcomes - may become pregnant or contract an STI.
18. Discuss options if No Birth Control is used.
Page 7
19. Emergency contraceptive Pill (ECP) or not.

20. No ECP taken - and pregnancy occurs.
21. Keep baby.
22. Adopt.
23. Abort.
24. Birth Control (Number 8 on Decision Tree diagram (page 9)).
25. Now you are ready to address available birth control options to prevent an unwanted
pregnancy - these can be completed during the Birth Control Lesson.
Page 8
TOOLS - Decision Tree
1. ??SEX??
2. NO
4. STIs
3. YES
5. Pregnancy
8. Birth Control
f. Condoms
6. Emotional Change
7. No Birth Control
f. Condoms
g. The Pill
h. Contraceptive Patch
i. Contraceptive Ring
j. Depo-Provera
k. Spermicides
l. Diaphragm
m. Intrauterine Device
n. Sterilization
a. ECP
b. No ECP
c. Keep baby
d. Adoption
e. Abortion
Page 9
G RA D E 7
#1 Decision-making and Effective Relationships

Differentiated Instruction Teaching/Learning Examples
Duration: Three - 50 minute periods
1
Flexible Groupings
2
3
4
5
6
*Marzanos Categories of Instructional Strategies (See Resources below).
**Differentiated Instruction Structure.
Differentiated Instruction Details
Knowledge of Students
Differentiation based on student:
Readiness
Interests
Preferences:
Styles
Intelligences
Other (e.g., environment, gender, culture)

Need to Know
Students comfort level with sensitive topics.

Student interests.
How to Find Out
Conversations with students.

Interest surveys.
Differentiated Instruction Response

Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product)
Learning environment
Curriculum Connections
Overall Expectation(s):
Describe age-appropriate matters related to sexuality (e.g. the need to develop good interpersonal skills, such as the
ability to communicate effectively with the opposite sex).
Specific Expectation(s):
Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and
situations.
Page 10
(Drama) B1.1 Engage actively in drama exploration and role play, with a focus on examining multiple
perspectives related to current issues, themes and relationships from a wide variety of sources and diverse
communities
Writing 2.1 Write complex texts of a variety of lengths using a wide range of forms
Learning Goal(s):
Students identify and demonstrate the difference between healthy and unhealthy relationships and how
communication is a key factor.
Assessment and Evaluation
Assessment Tools (i.e. checklist,
rubric, checkbric, rating scale,
anecdotal comments, marking
Assessment/Success Criteria
Success criteria should be created in collaboration with the students prior

to beginning the lesson.
Rubric should be created with students based on success criteria.
scheme):
Rubric for presentations

(understanding concept,
application to new situation creation of a scenario).
Prior Learning
Prior to this lesson, students will have:
Knowledge of growth and development through the Health and Physical Education Curriculum, Grades 1 through
6.
Knowledge of the creative process through the Arts Curriculum, Grades 1 through 6.
Materials and Resources
Materials:
Chart paper
Markers
Appendix A:
Internet Resources:
www.learn360.com (search Friends with a Girl) healthy relationship resource.

www.learn360.com (search Building Good Relationships: Evaluating Relationships) unhealthy relationship
resource.
Resources:
OPHEA http://hpe.ophea.net/
Ministry of Education Health and Physical Education curriculum 1998 and interim document 2010.
Page 11
Subject/Course Code/Title/Curriculum Policy

Connections
Minds On
L: Literacy
ML: Mathematical Literacy
AfL, AoL: Assessment for/of
Establishing a positive learning environment.

Connecting to prior learning and/or experiences.
Setting the context for learning.
Lead discussion on what different types of relationships there are and how
our interactions change based on the nature of the relationship.
Lead students to identify that communication is a key component in
relationships and how communication can change the nature of a
relationship.
Learning
AfL: Strategy/Assessment Tool
Action
Introducing new learning or extending/reinforcing prior learning.
Providing opportunities for practice and application of learning (guided > independent).
Whole Class and Small Group
Description:
Show the learn 360 videos on relationships (healthy and unhealthy).

Discuss each relationship individually determine if they are healthy or
unhealthy.
Divide students into small groups.
On chart paper, each group will determine the characteristics of healthy
and unhealthy relationships based on the video and their knowledge.
Discuss as a class the characteristics then create anchor charts for each.
Imbed the idea of what healthy communication is in the discussion.
Graffiti activity - what does an effective relationship look like, feel like,
sound like and what does an ineffective relationship look like, sound like
and feel like?
Whole class discussion on how communication ties in with effective and
ineffective relationships.
Resources:
Learn 360 videos
Consolidation and Connection

Helping students demonstrate what they have learned.
Providing opportunities for consolidation and reflection.
Groups of 3 or 4?
Acting out a scenario
Have students create their own groups of 3 or 4.

Have students create a scenario to act out that has effective or ineffective
communication and its impact on a relationship.
Students will demonstrate through role play different relationships and
how to communicate effectively.
Examples for students who are struggling with where to start they can
decide if they want to make the conversation effective or ineffective:
AoL:
Knowledge of effective and

ineffective communication and
how it is related to
relationships.
Create success criteria and
rubric for evaluation with
students based on knowledge
of content and application to
new learning.
Page 12
Somebody is pressuring another to have intercourse.

One partner in a relationship is overbearing/controlling.
A group of friends is talking to a classmate about their boyfriend/girlfriend.
A group of friends is discussing a class outing.
Page 13
G RA D E 7
#2 STI S SE X U ALI TY & CO M M U NIC A TIO N
STIs-Sexuality/Communication
Health and Physical Education Growth and Development
Duration: one 50-minute period
1
Flexible learning groups
2
3
4
5
6
*Marzanos Categories of Instructional Strategies (See Resources below.)
**Differentiated Instruction Structure
Readiness Interests
Preferences:
Styles
Intelligences

Need to Know
Students knowledge of data management.

Students knowledge and comfort level with sensitive topics.
How to Find Out
Surveys, prior assessment.

H & PE: Describe age-appropriate matters related to sexuality (e.g. the need to develop good interpersonal
skills, such as the ability to communicate effectively with the opposite sex).
Mathematics: Data Management Apply a variety of data management tools and strategies to make convincing
arguments about data.
Page 14
H & PE: Identify the methods of transmission and the symptoms of sexually transmitted diseases (STDs), and
ways to prevent them.
Mathematics: Read, interpret and draw conclusions from various data sources.
Learning Goal(s):
Students will look at trends in sexual health data, to help make informed decisions about engaging in sexual
activity.
Thinking and Inquiry
Math: Use of processing skills (inferring, making conclusions):

Student can identify at least 2 trends from the graph they have been given.
Student can identify a biased piece of data from the graph.
Student can identify the population from which the data was taken.
H & PE: Use of processing skills (problem solving and decision making).
(i.e. checklist, rubric,

checkbric, rating
scale, anecdotal
comments, marking
scheme):
Communication
Assessment Tools
Math: Organization of ideas and appropriate vocabulary use (discussions surrounding

trends).
Success Criteria
Chart.
Exit ticket.
Success criteria should be created in collaboration with students prior to beginning the
lesson.
Prior Learning
Background in determining information from graphs (bar, line, circle, etc.).

Background on different issues related to sexual health (STIs, pregnancy, relationships, contraception, etc.).
Materials:
Variety of graphs (line, bar, circle, etc.) from the Simcoe Muskoka District Health Unit, that contain data about
sexual health trends of the area youth located at http://www.simcoemuskokahealthstats.org/Home.aspx.
Sheet of guiding questions (What trends do you see? Is there bias? Etc.).
Projector or overhead
Chart paper
Markers
Masking tape
Sticky notes
Internet Resources:
Simcoe Muskoka District Health Unit website at http://www.simcoemuskokahealth.org.
Canadian Youth and Aids Study.
Resources:
Page 15

Connections
Minds On
L: Literacy


Learning
Whole Class discussion and review (approximately 10 minutes)

Description:
Put up graph of a particular STI rate (e.g. Chlamydia statistics) on overhead or

projector
Provide students with a brief definition (reminder) of what the specific STI is
Ask:
o What trends do you see?
o What other information does the graph tell you?
o What do you know about the population?
o Is there bias in the graph?
Assessment for Learning:
Teacher will know how

comfortable students are
with various graphs and
data
Action
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (guided > independent)
Small Groups Students discuss STI data (approximately 30 minutes)
Description:
To each group, distribute a graph and the following guiding questions:

o What are the demographics for the graph (population, gender,
age, location)?
OR
What do you know about the population?
o What are the trends that you see?
o What could this information be used for?
o How does this information help you to make important decisions
regarding sexual activity?
o Identify if there is a bias in the graph. If so, what is it?
Students examine the graphs and answer the questions based on their
findings.
Record the trends and information that they see from the graph on chart
paper.
Post graphs and trends up around the classroom.
As a whole group, discuss the trends from each of the graphs.
Ask:
o How does this information impact you as a student?
o What are the factors that could have been the reason for the
trends (e.g. age groups out in unsupervised social settings,
alcohol, etc)?
o What might the graphs look like for other areas (e.g. consider
big city vs. small town)?
Listen to student
discussions, specifically
listening for appropriate
communication of concepts
Page 16

Whole Class and Independent Discussion and Exit Ticket (approximately
10 minutes)
Description
Discussion: How does the information from today, affect your thoughts
about sexual health? Were there any surprises? Did your opinion change
about something?
Assessment as Learning:
Exit ticket students reflect

upon newly gained
knowledge.
* Exit Ticket: How will you stay sexually healthy and safe based on information
learned from todays discussion?
Page 17
G RA D E 7
#3 N UM E R A CY P RO B A BI LIT Y
Communication Skills and Relationships
Growth and Development/Making Healthy Choices

Duration: Three - 50 minute periods
1
Non linguistic representations (graphs)
Cubing
Co-operative Learning
Summarizing
5
6
Readiness Interests
Preferences:
Styles
Intelligences
Need to Know
Students comfort level, religious background, family beliefs.
How to Find Out
Letter home, student profile.

Healthy Living OE C3
Mathematics: Apply a variety of data management tools and strategies to make convincing arguments about data.
Page 18
Growth and Development 1998 SE 4

Mathematics: Make inferences and convincing arguments that are based on the analysis of charts, tables, and
graphs (Sample problem: Use data to make a convincing argument that the environment is becoming increasingly
polluted.).
Learning Goal(s): (Big Idea)
Make appropriate healthy decisions.

Achievement Chart Category
Assessment Tools (i.e. rubric,

checkbric, rating scale, anecdotal
Should be created in collaboration in students prior to beginning the lesson.
comments, marking scheme):
Rubric Numeracy Probability

(attached).
Prior Learning
Explored the IDEAL decision making model (go to website www.worksheetworks.com for printing purposes).
Discussed what age appropriate decisions might look like.
Discussed what constitutes a healthy relationship.
Materials:
Thompson Educational Healthy Active Living Student activity handbook 9, Page 84, Pages 67, 68.
Simcoe Muskoka Health Unit Birth Control Resource Kit for Teachers *will be available for download in future.
Simcoe Muskoka District Health Unit Sexual Health Program Relationship Quiz.
http://www.simcoemuskokahealth.org/Topics/SexualHealth/HealthySexuality/Teens/RelationshipQuiz.aspx
Internet Resources:
http://www.simcoemuskokahealthstats.org/Home.aspx
http://www.peelregion.ca/health/talk-to-me/download/lesson-plans/lesson4-pdf/lesson4a.pdf
http://hpe.ophea.net/
http://www.worksheetworks.com/miscellanea/graphic-organizers/decision.html
Resources:
Simcoe Muskoka Health Unit Birth Control Resource Kit for Teachers.
Thompson Educational Healthy Active Living Student activity handbook 9.
Page 19

Connections
Minds On
L: Literacy Oral, Reading


Learning.
Groups of 4 Leaving Things to Chance (10 minutes ) ML
Probability dice game: Each group gets dice, each number on the die
represents a different sexual health situation (e.g. specific STI, Pregnancy,
Safe this time, Break-up, Partner Pressure, Abuse).
Cubing: Each student rolls the dice 10 times.
Different member of group records the results on a t-chart
Tabulate results and share with whole class as a percentage.
Action
Groups of 4 Activity Two - 50 minute periods
Groups will be given one topic to research (STI, Pregnancy, Safe this time,
Break-up, Partner Pressure, Abuse)
Students will review and analyze data collected by a region such as Simcoe
Muskoka and Peel Region (preferably Simcoe Muskoka to keep it
meaningful and real). Teacher can assign internet research or print
available data prior to lesson.
Students will organize information and use critical thinking processes to
communicate their results (in oral, visual or written format).

Groups of 5 One - 50 minute period
Present their findings to whole class or at specified time to teacher using

scenarios, Power Point presentation, backboard presentation, written
mathematical report, oral report.
Debrief: In real life, these situations do not have to be left to chance. How
can we use effective decision making to prevent unwanted situations?
Rubric (attached and can be

amended).
Page 20
RUBRIC - GRADE 7 and 8 NUMERACY PROBABILITY

1
Knowledge and understanding

Understanding of
Demonstrates limited
Demonstrates some
Demonstrates
understanding of
content
understanding of
content
considerable
understanding of content
Use of planning skills:

gathering information,
focusing research,
organizing information
Uses planning skills

with limited
effectiveness
Uses planning skills

with some
effectiveness
Uses planning skills with

considerable
effectiveness
Uses planning skills with a

high degree of effectiveness
Use of processing
skills: interpreting,
analyzing, evaluating,
forming conclusions
Uses processing skills

with limited
effectiveness

with some
effectiveness

with
considerable
effectiveness
Uses processing skills with a

high degree of effectiveness
Expresses ideas and

information with
limited effectiveness
Expresses ideas and

information with some
effectiveness
Expresses ideas and

information
with considerable
effectiveness
Expresses ideas and

information with a high
degree of effectiveness
content: relationship
among facts and
concepts
Demonstrates thorough
understanding of content
Thinking
Communication
Expression of ideas
and information in
oral, visual and written
forms, including
media forms
Page 21
G RA D E 7
#4 STI PR E V EN T IO N A N D AB S TIN EN C E
Growth and Development/STIs, Protection and Abstinence
Duration: 1 x 50 minutes period
1
Questions
Non-linguistic representations
Identifying similarities and differences
4
5
6
Readiness Interests
Preferences:
Styles
Intelligences
Need to Know
Students comfort level, religious background, family beliefs.
How to Find Out
Letter home, student profile.

Describe age-appropriate matters related to sexuality.
Identify the methods of transmission and the symptoms of sexually transmitted infections (STIs), and ways to
prevent them.
Learning Goal(s):
Discover that abstinence is the only true form of prevention from STIs.
Page 22

Achievement Chart Category
Should be created in collaboration in students prior to beginning the lesson

scheme):
Formative assessment with
sticky notes or orally
Prior Learning
Discussed age-appropriate matters related to sexuality.

Discussed living skills to deal with peer pressure.
Discussed living skills to deal with information sources.
Materials: STI Pamphlet from the Public Health Agency of Canada

Sexual Health Fact Sheets from the Simcoe Muskoka District Health Unit (in kit or online links below)
http://www.simcoemuskokahealth.org/Topics/SexualHealth/STIs.aspx
http://www.simcoemuskokahealth.org/JFY/Schools/SchoolResources/Curriculum.aspx
Internet Resources:
http://www.simcoemuskokahealth.org/Topics/SexualHealth/STIs.aspx
http://www.simcoemuskokahealth.org/JFY/Schools/SchoolResources/Curriculum.aspx
Resources:
Teacher created checklist chart showing the STIs, how theyre transmitted, prevented symptoms and treatment.
Page 23

Minds On
Connections

L: Literacy oral communication

Whole Class or Groups of 5 Questions, non-linguistic representations

Description:
Ask students from where they get their information: Give them
basketballs, phones, TV, computers to represent different forms of
situations, groupings or media where students might get their information
from.
Purpose: show that students are juggling all this information and that it is
hard to figure out what is true and untrue information. Talk about how
teens may brag or lie so they dont look stupid or inexperienced, and that
anybody can create a website.
Address peer pressure in groups and intimate relationships.
Action
Whole Class or Groups of 3 or 4 Questions, non-linguistic
representations, identifying similarities and differences
Whole class to begin lesson and then move into groups of 3 and 4
Post on poster paper, board, individual sheets, questions that students will ask
of their Non-Fiction text. Example:
1. Why does the pamphlet look the way it does?
2. How do students know it is credible?
3. Is it appropriate for their age?
4. Why are particular colours used?
5. What is the mission of the pamphlet?
6. Who is the target audience?
Small Groups:
Each group is given one STI to look at in the pamphlet, fact sheet and
chart.
Use teacher directed questions in regards to the pamphlet creation.
Discuss reliability of the information on the pamphlets and answers to
questions above.
Next: Have the students in the groups stand up when questions apply to
their STI
Page 24
Questions teachers can ask: Stand up if

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
You can get your infection from kissing

You can get your infection from touching
You can get your infection from unprotected oral sex
You can get your infection from unprotected vaginal sex
You can get your infection from unprotected anal sex
If you feel pain from this STI
If it can be treated and cured
If it can be treated but not cured
If it has symptoms
If it doesnt have symptoms
If the STI can kill you or lead to death
If your STI can be prevented.
Teacher led discussion with whole class

What are some differences with these STIs? What are some similarities with
these STIs? What is a common theme with all these STIs?
Try to guide students to #12 (abstinence is only prevention method)
Consolidation and Connection Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection
Teacher led whole class discussion Focus on and encourage
abstinence
AfL or AoL: Exit ticket, private question.
Individual Students provide feedback

Description:
Exit tickets where students write down the one main idea they learned in
this lesson.
Questions in private message box (a box where students can leave
anonymous questions).
Page 25
G RA D E 8
#5 DE CI SIO N-M A KING A N D A B STI NE N C E
Grade 8 Health and Physical Education
Duration: One - 50 minute period
1
Flexible groupings
2
3
4
5
6
Readiness Interests
Preferences:
Styles
Intelligences

Need to Know
Students comfort level when discussing sensitive topics.

Students trust level with one another.
How to Find Out

Anonymous comfort level assessment, such as anonymous post-its with levels (0 NOT comfortable, 5 VERY
comfortable).

Overall Expectation(s): Grade 8
H & PE: Apply living skills (e.g. decision making, problem-solving, and refusal skills) to respond to matters
related to sexuality, drug use and healthy eating habits.
Language Arts: Oral Communication 1 Listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes.
Page 26
(H & PE) Explain the importance of abstinence as a positive choice for adolescents
(H & PE) Apply living skills (e.g., decision-making, assertiveness, and refusal skills) in making informed
decisions, and analyze the consequences of engaging in sexual activities and using drugs.
(Language Oral Communication 1.2) Demonstrate an understanding of appropriate behaviour by adapting active
listening strategies to suit a wide variety of situations, including work in groups.
Learning Goal(s):
Students will develop decision making skills with regards to abstinence.
Knowledge and Understanding
H & PE - understanding of content (abstinence)
Thinking and Problem Solving
H & PE - use of planning skills (problem solving and decision making)
Communication
Language - communication for different audiences and purposes (discussion

with peers and teacher)
Assessment Tools (i.e.,

checklist, rubric, checkbric,
rating scale, anecdotal
anecdotal comments
exit ticket
Success criteria should be created in collaboration with students prior to beginning

the lesson.
Prior Learning
Prior knowledge of Health and Physical Education curriculum.

Researched the meaning of abstinence.
Materials:
Cards with various scenarios that require assertiveness and decision making skills with respect to abstinence.
Exit tickets (post it notes, cue cards, etc).
Resources:
Page 27

Connections
Minds On
L: Literacy
AfL, AoL: Assessment
for/of Learning

Whole Class Discussion/Small group activity Abstinence Awareness
Description:
Prior to the day of the lesson, students are asked to find and bring in a definition of
abstinence.
Think-Pair-Share Students think about their definition of abstinence, and then
share with a partner.
Whole group discussion follows Discuss terminology (e.g. abstinence, sexual
activity, drug and alcohol use and abuse, decision-making) and prior knowledge
about abstinence choice (e.g. choosing not to participate in sports activities,
choosing not to smoke or do drugs, etc.).
Define what we mean by abstinence; does it mean total abstinence or abstinence in
terms of any given context such that the abstinence may mean different things in
different contexts. Some terms for sexual abstinence include:
avoiding any genital contact (direct touching)
avoiding vaginal intercourse (penis into vagina)
avoiding vaginal, oral, or anal intercourse
Assessment For Learning:
Through discussion,
assess overall
understanding of
terminology and
concepts
Students find
definitions for new or
unfamiliar words.
*Reinforce that abstinence may be for as long or as brief as the person decides; that a
person may decide to abstain after having engaged in sexual activity (its not just for
virgins).
Action
Whole Class and Small Groups (approximately 30 minutes)
Description:
With students, review decision-making (IDEAL Identify problem, Define alternative
goals, Explore possible strategies, Assess and act, Look back and Learn).
In small groups (3-4 students), students read the scenario given and discuss how
they could assert themselves to maintain abstinence. Students should be given as
much time as needed, as long as they are on task.
Possible scenarios:
Assessment for Learning
If you love me, youll have sex with me. How would you respond to that scenario and
still choose abstinence? Youre making out in a private place, you really love the
person youre with, but he/she wants you to go further. How do you respond?
Your friends are all becoming sexually active and theyre encouraging you to do the
same. How do you respond to your friends while asserting your values about abstinence?
Have each small group read their groups given scenario.

Discuss how they responded and how they arrived at those decisions and choices.
Teacher takes anecdotal

notes based on
discussions happening
within the groups.
Oral communication
students are
appropriately contributing
to conversations of a
sensitive nature.
Page 28

Small group presentations/Whole group interaction (approximately 10 minutes)
Assessment of
Abstinence and the decision making process
Learning:
Description:
Discuss the following questions with the students:
What are some reasons a person would choose to be abstinent?

What is required for abstinence to work?
Share some reasons that abstinence could be challenging.
What are some alternate ways that an abstinent person could express feelings for his
or her partner?
Exit Ticket: Students write their personal definition of abstinence.
Anecdotal notes
regarding students
communication of
required
understanding.
Written response
assess students
understanding of
concepts taught.
Page 29
G RA D E 8
#6 DE CI SIO N-M A KING A ND R EL ATIO N SHI P S
Health and Physical Education
Duration: two to three 50-minute periods
1
Flexible grouping
Shared responsibility for learning
3
4
5
6
Readiness Interests
Preferences:
Styles
Intelligences

Need to Know

Students multiple intelligences styles.
How to Find Out

Comfort level surveys or self-ratings.
Multiple intelligences surveys completed throughout the year.

Page 30
H & PE Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take
appropriate actions relating to their personal health and well-being.
Language Arts Writing 1 Generate, gather, and organize ideas and information to write for an intended purpose
and audience.
Language Arts Oral Communication 1 Listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes.
H & PE Growth and Development Apply living skills in making informed decisions and analyze the
consequences of engaging in sexual activities.
Language Writing 1.2 Generate ideas about challenging topics and identify those most appropriate to the
purpose.
Language Writing 1.3 Gather information to support ideas for writing using a variety of strategies and a wide
range of print and electronic sources.
(Language Oral Communication 1.2) demonstrate an understanding of appropriate behaviour by adapting active
listening strategies to suit a wide variety of situations, including work in groups
Minds On
Connections

L: Literacy
AfL, AoL: Assessment for/of Learning
Partner Activity (5-10 minutes)

Description:
With a partner, discuss this question: What is a

Grade 8 relationship?
SNOWBALL Students anonymously write individual
responses on a piece of paper, then stand in a circle.
All students crumple up their papers; toss them into
the middle of the circle, then go retrieve a different
paper. Students share the response on the page they
retrieved.
Discuss the general feeling of the class regarding
What is a Grade 8 relationship?

Literacy oral communication
Action
Whole Class Reinforce prior knowledge (15-20 minutes)
Description:
Review problem solving model:

1. Identify the problem
2. List at least 3 options
3. Evaluate options using pros and cons

4. Choose the best option and justify why that was their decision
Page 31
5. Reflect What have you learned?

Model the graphic organizer (using data projector, SMART board
technology, and chart paper whatever you typically use) scenario is
Your friends are pressuring you to go into a relationship with someone
in your class.
Options could include: go out with them, not go out with them,
talk to an adult (teacher, parent), pretend to go out with them.
Discuss options and possible outcomes with students (pros
and cons) as a class, make a choice and reflect upon the
decision.
Small group or partner Demonstrate learning using Multiple
Literacy
Assessment of learning use
collaboratively created rubric.
Intelligences (40-60 minutes)
Students work in partners. Students create or find a scenario or select

one from a teacher-generated list that involves pressure surrounding
engaging in sexual activity. For example on the teacher-generated list
you could have, Your girlfriend or boyfriend is pressuring you to have
sex. What could you do?
Using text resources, students must gather data or information that can
help them make an informed choice (i.e. thephakz.ca, SimcoeMuskoka District Health Unit)
Things to consider while creating options: Abstinence, STIs,
pregnancy, birth control, etc.
Students complete the graphic organizer, and then demonstrate their
decision making using one of the following (differentiation
opportunity):
o Drama skit
o Comic strip
o Write a song
o Write an essay defending their choice
o Write a story or create a small picture book
o Student-generated ideas
Students present or hand in their final product with the completed
graphic organizer.
Helping students demonstrate what they have learned

Providing opportunities for consolidation and reflection
Whole class and independent Discuss and reflect
Description
As a class, teacher guides students through discussion regarding the
choices they presented. For example:
o How important are relationships?
o What things should you consider when thinking about
entering a relationship with someone?
o What does a healthy relationship look like?
o What does an unhealthy relationship look like?
Independently - Post-it note exit ticket What factors would affect your
decision-making regarding relationships?
AfL or AoL: Strategy/Assessment Tool

Literacy
Assessment for learning post-it note
will show how well students have
understood the concepts
Page 32
Learning Goal(s):
Students will develop decision making skills and healthy choices regarding relationships.
Students will use a graphic organizer to show decision-making.
students will demonstrate their knowledge using their multiple intelligences strengths.
Knowledge and Understanding
H & PE - understanding of content (sources of support).

Assessment Tools (i.e.
Thinking and Problem Solving
H & PE - use of planning skills (problem solving and decision making).

Language use of planning skills and processing skills (using graphic organizer
to make decisions).
Communication
Language - communication for different audiences and purposes (discussion

with peers and teacher).
checklist, rubric, checkbric,

rating scale, anecdotal
anecdotal comments
rubric
exit ticket.
Success criteria should be created in collaboration with students prior to beginning

the lesson.
Prior Learning
Prior knowledge of Health and Physical Education curriculum.

Prior opportunities to practice decision making in various contexts.
Completed multiple intelligences surveys and can identify a variety of ways that they can share their knowledge.

Materials:
Computers.
Various materials from the Simcoe Muskoka District Health Unit kit, distributed to schools (also available on
the Simcoe Muskoka Health Units website).
Graphic organizers go to www.worksheetworks.com and click on graphic organizers. There is a
decision-making model that you can create, download and print.
Various materials that students might need based on their multiple intelligences (e.g. art materials, musical
instruments, etc.).
Internet Resources:
www.thephakz.ca
www.simcoemuskokahealth.org
www.worksheetworks.com (to get the graphic organizer for decision-making).
Resources:
Grade appropriate OPHEA resources.

Page 33
G RA D E 8
#7 Decision-making and Sexuality


Duration: 1 X 50 minute period
1
Flexible Groupings
Gallery walk
Exit Ticket
4
5
6
Readiness Interests
Preferences:
Styles
Intelligences
Need to Know

Students multiple intelligences styles.
How to Find Out

Comfort level surveys or self-ratings.
Multiple intelligences surveys completed throughout the year.

Page 34
Health To demonstrate an ability to use effective decision-making skills related to sexuality.
Specific Expectation(s)
Health - Apply living skills (e.g. decision-making, assertiveness, and refusal skills) in making informed decisions and
analyze the consequences of engaging in sexual activities and using drugs.
Learning Goal(s):
Students will develop skills sufficient to make informed decisions regarding certain sexual health concerns.
Students will develop decision making skills and healthy choices.

Assessment:
Teachers are encouraged to co-construct success criteria with students, based
Exit ticket
Observation
on the learning goals of the lesson.
Prior Learning
Prior knowledge of growth and development.

Basic understanding of what decision-making is.
Materials:
Chart paper
Overhead
Page 35

Minds On
Connections
L: Literacy

Whole Class or Groups of? Name of Activity and/or Strategy
(approximately 10 minutes)
Whole Class
Description
Overhead: (Mix and Match): Definitions of the STI and

understanding of abstinence which were discussed during
previous class. Also terminology on the overhead. Students will
write the term that matches the definition on the overhead.
Action
Small group
Description:
Gathering information to answer the following three questions

based on the particular sexual heath issues assigned.
1. Likely cause.
2. Who is affected the most. (male/female, ages)
3. How it can be prevented.
Issue will be given via choosing from a hat.
1. Teen pregnancy
2. HIV/AIDS
3. HPV
4. Chlamydia
5. Hepatitis B
Websites will be provided to locate information.
Health Canada
Canadian Federation of Sexual Health
Sexuality and You
Phakz.ca
Place their response for the three questions on the Chart paper
provided. (Questions are prewritten on Chart Paper)
Post chart paper on the boards around the room.
Page 36

Same small groups as Action section
Description:
Gallery Walk
o
Students analyze and discuss the remaining 4

chart papers.
Exit Ticket
o
o
Question:
How will you use this information?
Students will place exit on the Parking Lot on the
door, individually. (This will provided a summative
evaluation)
Page 44
G RA D E 8
#8 Decision-making Personal Health and Well-being

Duration: 2 x 50 minute periods

1
Flexible groupings
2
3
4
5
6
Readiness Interests
Preferences:
Styles
Intelligences
Need to Know
Students comfort level with sensitive topics
Student interests
How to Find Out
Conversations with students

interests surveys

C2 Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take
appropriate actions relating to their personal health and well-being.
Page 45
C2.2 Demonstrate the ability to assess situations for potential dangers (e.g. getting into a car with a
stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining
gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures
or treatments such as piercing, tattooing, crash diets, or artificial tanning that involve potential health risks) and apply
strategies for avoiding dangerous situations.
C2.3 Explain how stress affects mental health and emotional well-being, and demonstrate an understanding
of how to use a variety of strategies for relieving stress and caring for their mental
health (e.g. engaging in physical activity, listening to music, resting, meditating, talking with a trusted individual,
practicing smudging).
Learning Goal(s):
Students identify and use a systematic process for making informed decisions.
Assessment Tools (i.e.
Success criteria should be created in collaboration with the students prior to beginning the
checklist, rubric,
lesson.
anecdotal comments,
marking scheme).
checkbric, rating scale,
Prior Learning
Knowledge of growth and development through the Health and Physical Education Curriculum, Grades 1 through
7.
Materials:
Chart paper
Scenario
Copy of Decision Making Model (from Simcoe Muskoka District Health Unit teacher kit)
Copy of Decision Making Tree (from Simcoe Muskoka District Health Unit teaching kit).
Appendix A:
Decision Making Model

Decision Making Tree access electronically through the Health Unit web site.
Internet Resources:
http://www.simcoemuskokahealthstats.org/Home.aspx.
Resources:
Page 46

Minds On
Connections
L: Literacy
Whole Class Personal Decision Making

Description:
Use the following introductory questions to promote student

awareness of factors that affect personal decision-making:
o
How do you decide which iPod to buy?
How do you choose which video game to play?
How did you choose the clothes you wore today?
How do you decide if you want to be friends with

someone?
How do your friends help you decide what to do?
AfL Students are aware that there is a

process every time they make a decision.
What happens when your boy/girl friend want you to do something

you really do not want to do?
Page 47
Action
Groups of 5 Decision Making Model
Description:
Provide students with a copy of the Decision Making Model then

demonstrate how to use it by using one of the questions from the
Minds On activity (not the last question). Hand out and discuss the
Decision Making Tree. Discuss how the model might be helpful in
arriving at answers to the last question and making other difficult
decisions.
Divide the class into small groups and hand out the following
scenario to each group.
o You have been good friends with Sue since you were
six years old. She is being pressured by her boyfriend
to have sex. Sue is unsure and she wants to talk to you
about it because she trusts you.
Writing 1.4 - Sort and classify ideas and

information for their writing in a variety of
ways that allow them to manipulate
information and see different combinations
and relationships in their data (e.g. by using
electronic graphic organizers, tables,
charts).
In groups, with one student recording on chart paper, use the

Decision-Making Model and the Decision Tree to help Sue make a
decision.
Decision-Making Model
Step 1 Identify the situation.
Step 2 Look at alternative courses of action.
Step 3 Consider the information/examine the probable consequences.
Step 4 Decide on the best possible course of action.
Step 5 Evaluate the results.

Whole Class Debrief
Description
Post group solutions and discuss them with the class.

Try to come to a class consensus that decision-making is
necessary to help Sue.
Inform the class that there are often no perfect answers. Some
choices are healthier than others (physically and emotionally).
Page 48
G RA D E 8
#9 PRO B A BILI TY AN D STI S
Grade 8/Health/Math/reading strategies
Duration: 1 x 50 minute period
1
Discussion Etiquette
Think aloud
Flexible groupings
Demonstrating learning with DI
5
6
Readiness Interests
Preferences:
Styles
Intelligences

Need to Know
Their current knowledge on STIs and birth control.
How to Find Out
Quiz, survey, exit tickets from the previous lessons.

Page 49
Use probability models to make predictions about real-life events.
Collect and organize categorical, discrete, or continuous primary data and secondary data, and display the data in
charts, tables, and graphs that have appropriate titles, labels and scales that suit the range and distribution of the
data, using a variety of tools.
Learning Goal(s):
Make appropriate informed decisions through collaborative work based on the data, and form their own opinion.
Knowledge and Understanding: Demonstrate an understanding of terms

(Chlamydia, Gonorrhea, Human Papillomavirus, etc.).
Application: Creating the graphs based in research.
Problem Solving: Role play based on decision making model and information
gathered.
Success criteria and rubrics should be created in collaboration with the students
prior to beginning the lesson.

scheme):
Rubric, checklist
Comments
Prior Learning
An awareness of birth control methods and STIs.

An ability to choose and create an appropriate graph.
Knowledge of probability and how to analyze outcomes.
An ability to listen to and respect different view points (discussion etiquette).
Knowledge of the decision making model.
Materials:
Websites.
printed material - Choosing a Contraceptive Thats Right for U Comparative chart (found in Sexual Health Kit).
Internet Resources:
www.simcoemuskokahealthstats.org
www.sexualityandu.ca
www.thephakz.ca
Society of Obstetricians and gynecologists
Resources:
Ministry of Education Health and Physical Education curriculum 1998 and interim document 2010
Choices Not Chances Healthy Sexuality Resource Kit (Simcoe Muskoka District Health Unit)
Page 50

Minds On
Connections
Establishing a positive learning environment

Connecting to prior learning and/or experiences
Setting the context for learning
L: Literacy
Whole Class Handshake game

Description:
Use the handshake game to show how having sex with one person
means you have had contact with many others. (Game: one person is
infected the whole class shakes hands with people for 2 to 3 minutes.
At the end of the time see who shook hands with the infected person
and who shook hands with the people infected by the infected person
etc.).
Analyze how it spreads not knowing the history of the people with
whom you are shaking hands.
Action
Individual Statistical Analysis
Description:
Review and possible model what the Decision Making Model is.
Using the pamphlet called Choosing a Contraceptive Thats Right for U
Comparative chart and the website www.simcoemuskokahealthstats.org
gather data related to specific STIs.
Choose an appropriate graph to display the information gathered on the STI
they chose.
Explain why the style of graph they chose is the best way to represent their
data.
Have students answer the questions
1. What conclusions can you make about the spread of STIs based on
your research?
2. How would this information affect peoples decision-making?
Decision-Making Model
Step 1 Identify the situation
Step 2 Look at alternative courses of action
Step 3 Consider the information/examine the probable consequences
Step 4 Decide on the best possible course of action
Step 5 Evaluate the results
Page 51

Groups of 2 to 4 Role play presentation
AoL: Strategy/Assessment Tool
Description:
Students create and perform a skit based on the information concluded

in their graph
Skit must also demonstrate the decision making model
Page 52
RIS K Y NO N RI SK Y A CTI VIT Y
RISKY/NON-RISKY BEHAVIOURS ACTIVITY OUTLINE

Purpose:
To assist students in the identification of both risky and nonrisky behaviours related to common sexually transmitted
infections (STIs).
Equipment Required:
Risky/ Non-Risky cards

Game pieces of Risky and Non-risky behaviours
10 minutes
Time Required:
Instructions:
1. Take the Risky and Non-Risky cards and post on the wall or blackboard.
2. Divide the class into a number of small groups.
3. Distribute a behaviour card to each small group to determine which category the
behaviour belongs under.

4. Ask a student form each group to place the behaviour card under one of the two
headings (Risky/Non-Risky).
5. Lead discussion with the students about the placement of the cards, as required and
field other opinions and thoughts.

6. Confirm Risky Behaviours as follows:
a.
b.
c.
d.
Sharing toothbrushes (risk of blood contact from bleeding gums).

Sharing razors (risk of blood contact from nicks).
Sharing needles.
Oral intercourse (reduce risk with use of a condom on a male or a latex
dam on a female).
e. Intimate genital contact (for example penis touching female genitals).
f. Vaginal intercourse (reduce risk with use of a condom).
g. Anal intercourse (very high risk as the anal skin is easily damaged,
allowing organisms to enter the body; risk can be reduced by using a
condom and plenty of water-soluble lubricant).
h. Using drugs (smoking through anything that can cause burns to the mouth
[such as glass pipes] is risky if the apparatus is shared; drugs or alcohol
can impair judgment).
i. Getting a tattoo or piercing (if it is not done safely at a reputable parlour).
Page 53
7. Classify behaviours according to their degree of risk for STIs.
A person is also at greater risk of catching an STI if:

a.
b.
c.
d.
He or she has a new sex partner.

The person or the partner is having sex with other people.
The partner has a sexually transmitted infection.
The person is sharing sex toys.
8. Confirm Non-Risky Behaviours as follows:
a. Kissing (unless there is blood in the mouth from recent brushing of teeth,
or there are oral sores such as cold sores).
b. Holding hands.
c. Donating blood.
d. Using a toilet.
e. Sharing eating utensils.
f. Using a drinking fountain.
Risky/Non-Risky Game Pieces

Print on card stock /coloured paper the following game pieces.
Page 54
Risky
Non-Risky
Page 55
Sharing a
toothbrush
Sharing a
razor
Page 56
Vaginal
intercourse
Sharing
needles
Page 57
Intimate
genital contact
Sharing sex
toys
Page 58
Anal
intercourse
Getting a
tattoo or
piercing
Page 59
Holding hands
Using a water
fountain
Page 60
Sharing eating
utensils
Oral sex
Page 61
Using a toilet
Kissing
Page 62
Using drugs
Donating
blood
Page 63
SHO W ING LO V E W ITHO U T H A VI N G SE X
75 WAYS TO SHOW LOVE WITHOUT HAVING SEX

1. Giving and receiving hugs
2. Showing respect to each other
3. Giving/receiving a kiss on the cheek
4. Sharing your feelings
5. Talking about your feelings (what makes you happy, sad, angry)
6. Sharing your plans for the future
7. Holding hands
8. Snuggling up together
9. Watching a good movie
10. Giving a special present
11. Going for long walks
12. Going to the gym/exercise together
13. Being available when they need a friend
14. Spending time together
15. Singing a love song to the other
16. Sharing dreams with each other
17. Going out for a meal
18. Having a picnic
19. Playing a game of badminton/tennis
20. Giving compliments
21. Going swimming
22. Hiking together
23. Going shopping
24. Cooking a meal together/bake a cake/cookies
25. Doing homework together
26. Organizing a party together
27. Going to the library
Page 64
28. Reading a book together and discussing it

29. Touring in a museum
30. Doing something special that the other person enjoys
31. Gazing at the stars
32. Taking a moonlight walk
33. Washing each other's bike/car
34. Being a good listener/share concerns and joys
35. Choosing a special favourite song
36. Holding one another close
37. Winking at each other (special code)
38. Writing one another letters
39. Talking on the telephone/texting each other
40. Giving or receiving a ring/exchanging jewellery/special item
41. Meeting each other's family
42. Going horseback riding
43. Making sacrifices for each other
44. Laughing at something funny together
45. Sending chocolates and/or love notes
46. Writing a special poem/song
47. Sending flowers
48. Eating dinner by candlelight
49. Going to a concert
50. Watching the sunrise together
51. Remembering special dates together
52. Giving each other pet names
53. Going sightseeing
54. Watching a video/DVD together
55. Doing things for each other without being asked
56. Whispering something nice into the other's ear
57. Being best friends
58. Going for a long bike ride
Page 65
59. Going dancing

60. Going bowling
61. Playing music together (learn to play a new instrument)
62. Sharing private jokes
63. Flirting with each other
64. Making a list of things you like about each other
65. Going on a double date with friends
66. Cooking your partners favourite food
67. Making special gifts for each other
68. Giving each other a back rub/neck massage
69. Watching the sunset/sunrise
70. Requesting a special tune to be played on the radio
71. Sending a humorous card to each other
72. Letting the person know that you are thinking about them
73. Going skating (roller/ice)
74. Taking pictures of each other
75. Making a special photo album of your relationship
List developed by Simcoe Muskoka District Health Unit from youth survey and informal
dialogue with community partners.
Page 66
RE SO U RC E S
Useful websites for Teachers -2011 - 2012

AIDS committee of Simcoe County: www.acsc.ca
HIV/AIDS and local support services
Alberta Educators and Health professionals: www.teachingsexualhealth.ca
Sexual health information for teachers, parents and youth
Canadian Federation for Sexual Health: www.cfsh.ca
Healthy sexuality information
Youth and relationships
Go Ask Alice: www.goaskalice.columbia.edu
Health question and answer site
Health Canada: http://www.hc-sc.gc.ca/
Information about sexuality and birth control
Hepatitis C info: www.hepcinfo.ca
Wide range of information about hep C
Herpes Health: www.herpeshealth.ca
Comprehensive site that provides a wide range of information about herpes
OHPHEA HIV/AIDS School Support Kit: http://hae.ophea.net/ comprehensive teaching
package for teachers.
Peel Region Health Unit: www.peelregion.ca/health
Current information about sexual health with lesson plans for teachers
PFLAG Canada: www.pflag.ca
Sexual orientation information

Public Health Agency Canada: www.phac-aspc.gc.ca
Page 67
Provides information about STIs and sexual health

Public Health Agency Canada: Canadian Guidelines for Sexual Health Education:
www.phac-aspc.gc.ca/publicat/cgshe-Idnemss/index-eng.php
Sexual Information and Education council of Canada: www.sieccan.org
Guidelines for sexual health education in Canada
Simcoe Muskoka District Health Unit: www.simcoemuskokahealth.org
Sexual health information that is current with local statistics
Simcoe Muskoka District Health Unit -Youth website- The Phakz: www.thephakz.ca
Comprehensive youth site for sexual health and other important information
Society of Obstetricians and Gynecologists of Canada: www.sexualityandu.ca
Comprehensive site that provides information about STIs, birth control and sexual
health matters
Young and Healthy: www.youngandhealthy.ca
Interactive website for youth
Youthline: www.youthline.ca
Lesbian, Gay, Bi, Trans youth site
Page 68
CO M M U NI TY CO NT A CT I N FO RM ATIO N
Simcoe Muskoka District Health Unit Sexual Health Program
Call 705-721-7520 or 1-877-721-7520 and ask for ext. 8376 to speak to a nurse or to book
an appointment at one of the following offices:
Barrie
Orillia
Midland
Collingwood
Alliston
Gravenhurst
Huntsville
Addiction Services
Addiction Outreach Muskoka Parry Sound
705-645-1311 or 1-800-668-1856
Mental Health and Addiction Services
Alliston
Barrie
Collingwood
Midland
Orillia
705-435-3594
705-726-7062
705-444-2558
705-526-0393
705-325-4499
Mental Health Crisis Line

Simcoe County Crisis Response System
705-728-5044 or 1-888-893-8333
Child Protection Services
Family Youth and Child Services of Muskoka
1-800-680-4426
Simcoe County Childrens Aid Society (CAS)-family and child services
705-726-6587
Youth Mental Health Services
Page 69
Family Youth and Child Services of Muskoka

1-800-680-4426
Kids Help Phone
1-800-668-6868
Catholic Family Life Centre (Simcoe County)
705-726-2506
Womens Services
Womens Sexual Assault Help Line
1-800-461-2929
Regional Sexual and Domestic Assault Centre
1-877-377-7438
Womens Resources of Simcoe County
Crisis Line
705-737-2008 or 1-800-987-0799
Administration
705-737-2884
French Crisis Line
705-737-2788
HIV/AIDS Information
AIDS & Sexual Health Information Line
1-800-668-2437
Canadian HIV/AIDS Information Centre
1-877-999-7740
AIDS Committee of Simcoe County (ACSC)
705-722-6778 or 1-800-372-2272
Sexual Orientation/Gender Identity
Lesbian Gay Bi Youth Line
1-800-268-9688
AIDS Committee of Simcoe County (ACSC)
705-722-6778 or 1-800-372-2272 - two new groups forming for at-risk groups.
Page 70
The Ontario Curriculum, Grades 1-8: Health and Physical Education, 1998
The Ontario Curriculum, Grades 1-8: Health and Physical Education, Interim Edition,
2010 (revised)
This publication is available on the Ministry of

Education and Trainings World Wide Web site at
www.edu.gov.on.ca.
Page 71

TeacherManual Sexual Health

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Table of Contents ................................................................................................................................... 2

Improved general health through the life span

Specific Expectations Growth and Development

Component that fulfills the expectation

Refer to Grade 7 OPHEA Unit 4 (refer to pages194-204).

Always Changing (OPHEA website re body changes

Vibrant Faces: Resources and Materials (OPHEA

Decision-making framework (refer to page 6).

#1 Decision-making and effective relationships

#2 Sexuality and Communication (refer to page 14).

#3 Numeracy and Probability (refer to page 15).

Identify methods of transmission and

Risky/Non Risky Activity (refer to pages 54).

Discuss the term abstinence and the

#4 STI Prevention and Abstinence (refer to page 22).

Identify sources of support related to

List of community supports (refer to page 69).

Explain the male and female

Use effective communication skills (e.g.

Healthy Living Education, Grade 8

Specific expectations- Growth and Development

Component that fulfills the expectation

Explain the importance of abstinence as a positive

Identify and explain factors that can affect a

#5 Decision-making and Abstinence

#6 Decision-making and relationships

#7 Decision-making sexual education focus

#8 Decision-making Personal Health and

www.thephakz.ca for information about

#9 Probability and STIs (refer to page 50).

List of community supports

Identify methods used to prevent pregnancy.

To provide a preamble for teaching about birth control and

Decision Tree diagram (page 8)

on the far left and YES toward the right.

If a couple has decided not to have sex:

If a couple has decided to have sex:

(Number 4 on Decision Tree diagram (page 9)).

Choices not Chances kit.

19. Emergency contraceptive Pill (ECP) or not.

pregnancy - these can be completed during the Birth Control Lesson.

TOOLS - Decision Tree

#1 Decision-making and Effective Relationships

Other (e.g., environment, gender, culture)

Students comfort level with sensitive topics.

How to Find Out

Conversations with students.

Differentiated Instruction Response

Success criteria should be created in collaboration with the students prior

Rubric for presentations

www.learn360.com (search Friends with a Girl) healthy relationship resource.

Subject/Course Code/Title/Curriculum Policy

Establishing a positive learning environment.

AfL: Strategy/Assessment Tool

Show the learn 360 videos on relationships (healthy and unhealthy).

Consolidation and Connection

Have students create their own groups of 3 or 4.

Knowledge of effective and

Somebody is pressuring another to have intercourse.

Flexible learning groups

Other (e.g., environment, gender, culture)

Students knowledge of data management.