Scope and Sequence

Course / Grade Title: Human Sexuality and Parenting. Grades: 10-12

Course / Grade Content: Student Activities Assessment(s) Differentiation

What will students be expected to know and do? Provide the core What will students What common How will the
knowledge and skills (standards) that will be taught and assessed. do to demonstrate assessments curriculum,
Organize the essential content standards by unit their learning? (formative and/or instruction, and
summative) will be assessments be
What cross-content used to measure accommodated to
integration is there student progress meet the needs of
with literacy? and achievement? each student?
(Include CCSS for
History, Science, (These may remain (These may remain
and the Technical the same or require the same or require
Subjects where minimal changes minimal changes for
applicable) for subsequent subsequent units)
units)

Unit Name / Big Ideas / Essential Standards

Number of Days or Topics / Key (Include the SMP for
Weeks / Time Concepts Math)
Period
 Scope and Sequence

I can explain what is  Performance Indicator  Students will be  Students will - Group work with
Unit 1 needed for safe and 1.12.1: Predict how able to define the write a one-page mixed ability
healthy healthy behaviors can following terms: essay on what - Beginning and
Introduction to relationships affect health status. sexuality, gender sexual health intermediate ESOL
Human Sexuality and sexual means to them. students write
Students will form a  1.W.1.1 Students are orientation.  Multiple choice notes in primary
structure for able to make  Students will use quiz on the unit. home language and
comprehending appropriate choices Think-Pair-Share English.
human sexuality. regarding voice, to discuss how - Extended time for
biological, students with IEP
vocabulary,
psychological, and - Gifted students
organization, and
socio-cultural
level of detail based factors impact
upon audience, sexual
purpose, and development.
content.  Students will use
biological terms
for sex organs.
There are several 7.12.1: Analyze the role of  Student will work
Unit 2 developmental individual responsibility in pairs to identify  Unit test.
The endocrine changes which for enhancing health. various body  Journal entry - Extended time
system effects on happen in human, systems.  Work sheets - Chunking
but they vary from 10.R.4.1 Students are  Presentation -
hormone and
person to person. able to differentiate explain how one
puberty
between fact, logic, and body system is
Hormonal changes opinion in various texts. important to
in puberty leads to health.
secondary sex  Classroom
 Scope and Sequence

characteristics. discussion
 Draw and label the
endocrine system

Course / Grade Content: Student Activities Assessment(s) Differentiation

There are many HS.HGD.3 Explain  Read chapter on

Unit 3 physical changes basic structures and puberty. Using rubric to - Group work with
Puberty during puberty functions of the  Puberty grade presentation mixed ability
that happen to reproductive system as worksheets - Beginning and
 Group work - Music intermediate ESOL
everyone and they relate to the
 Presentation - Poetry students write
some happen just human life cycle (e.g.,
 Musical notes in primary
to boys or girls. conception, birth, presentation and home language and
childhood, adolescence, poetry about English.
adulthood). puberty - Extended time for
students with IEP
9-12. N.2.1 Students are Gifted students
able to apply science
process skills to design
and conduct student
investigations.
 Scope and Sequence

Having sexual HS.HGD.5 Identify  Read chapter on Drama piece – Scaffolding

Unit 4 intercourse preventative methods family planning effectiveness of extra time
Family planning without and potential outcomes  Computer lab contraception
contraception puts of engaging in sexual activity (graded with rubric
 Classroom
you at greatest risk behaviors (e.g.,
discussion
for unintended pregnancy, abstinence,
 Research and
pregnancy and adoption, Hepatitis B, presentation
STIs, so using STIs). Compare various  Guest speaker
contraception is contraceptive methods from planned
best if you plan to in accordance with parenthood
have sex. state/district policy.  Debates on family
planning

11.S.2.3 Students are

able to use various
resources to create
effective presentations.

Unit 5 Students will 15.1.1 Analyze parenting 

Interactive - Research - Beginning and
Introduction to explore the cost of roles across the life span. classroom activity - Presentation intermediate ESOL
parenting having children  Study guide - End of unit test students write
1.1 Analyze strategies to  Virtual field trip notes in primary
 Resource person
manage multiple individual, home language and
family, career and  Research history English.
community roles and of parenting in the - Extended time for
USA students with IEP
responsibilities
Gifted students
 Scope and Sequence

12.R.4.1 Students are able to

locate, synthesize, and
use information from
multiple sources to solve
problems and make
decisions.

What are the SP 2.2 Compare and

Unit 6 parenting practices contrast nurturing  Review -pre-test - Beginning and
vocabulary - post test intermediate ESOL
that support or practices that
 Research and students write
Parenting and constrain human support human growth
presentation notes in primary
family roles growth and and development.
 Group work home language and
development?  Observation of English.
5.5 Evaluate the children - Extended time for
preparation necessary  Report writing students with IEP
for a healthy emotional  Identify various Gifted students
and physical beginning family types –
for children and parents. Social Studies

Course / Grade Content: Student Activities Assessment(s) Differentiation

Unit 7 The student 5.2. Analyze societal  Virtual field  Practical - Group work with
Prenatal investigates conditions that impact trips assessment mixed ability
Development and components of parenting.  Research  Writing task - Beginning and
 Scope and Sequence

Labor and optimal prenatal  Discussion intermediate ESOL

Delivery care and NSFCSE 15.4. Analyze  Visit to bio lab to students write notes in
development physical and emotional see fetus primary home
factors related to  Maths – language and English.
calculate cost of - Extended time for
beginning the parenting
having baby students with IEP
process
Gifted students

SP 2.1 Select nurturing  Complete care-  Post test - Extended time

Unit 9 Participants will practices to promote growth giver assessment  Practical Chunking
learn about the and development of children.  Group work – assessment
Important role of important caregiver
care giver characteristics 5.5 Evaluate the preparation scenarios
required of necessary for a healthy emotional Working with
caregivers, the and physical beginning
RealCare doll
infant’s innate need for children and parents.
for nurturing, and his  Field trips
or her fragile nature 9.W.4.1 Students are able to  English –
and total dependence present information ideas writing
on the caregiver. from primary and secondary directions for
sources accurately and caring for a baby
clearly.

Unit 10 Infant and Toddler 2.1. Analyze principles of  Interactive -Practical - Beginning and
Development human growth and classroom assessment intermediate ESOL
Infant and toddler development across the life activity - Research students write notes in
development span.  Study guide -Post test primary home
 Virtual field trip language and English.
Indicator 1: Students are able
 Scope and Sequence

to apply various reading  Resource person - Extended time for

strategies to comprehend and  Biology – look at students with IEP
interpret text. physical Gifted students
development of
infants.

Unit 11 Parenting is the NSFCSE 15.3. Evaluate  Research -pretest

most challenging external support systems that  Report writing post test
and most provide services for parents)  Group work External test
important there is.  Drama – Practical
Parents are the NSFCSE 15.4. Analyze presentation on assessment
foundations of the
physical and emotional the challenges of
factors related to beginning
family parenting
the parenting process

11.W.4.1 Students are able to

organize and link related
information from multiple
sources.