---- Grade 8 ----
---- Grade 8 ----
SD20 Learns Newletters
SD20 Learns Newletters
SD20 Learns Newletters
Back
Back
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SD20 Learns
LEARNING STANDARDS:
Factors that affect self-identity
-
What factors contribute to how you see yourself?
-
self-esteem
-
self-efficacy
-
cultural heritage
-
body image
LESSONS:
Recognizing how knowing our talents and giving compliments both support self-esteem
Understanding that gender stereotypes and how they impact our self-identity
K-10 Suggested Topics
To be Safe and Healthy-To Learn about oneself - To accept changes and differences
K​
Private body parts and their names
Caring behaviours in groups and families
LEARNING STANDARDS: Names for Parts of the Body
-
male and female private parts
-
recognizing that nobody can touch your private parts without your consent
-
arms
-
legs
-
heart
-
muscles
RESOURCES:
SD20 Lessons & Scripts: An EVERY Body Introductory Script with teaching dolls (p.12-20)
Book: Keep and Speak Secrets
Video: My Body Rules Animation
Video: Consent
Book: Amazing You (pg. 1-16) by Gail Saltz
Book: My Body Belongs to Me from My Head to My Toes by Pro Familia
Early Warning Signs Poster
10 Body Safety Rules Poster
Resource: If Asked to Go . . . Shout NO!
Kids in the Know Lessons 3 and 4
LESSONS:
Scientific Names for Body Parts
Bodies with a Penis - Penis, Testicles, Scrotum
Every Body - naval, anus, mouth
Bodies with a Vulva - Vulva, Clitoris, Vagina
Body Safety Rules
No one can touch your body parts or show you pictures of body parts without your consent
You must never touch another person’s private body parts
Early warning signs
If Asked to Go . . . Shout No!
Trusted Adult
We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
LEARNING STANDARDS: Identifying Caring Behaviors Among Classmates and Within Families
-
understanding personal space (e.g., body bubble)
-
asking for permission to touch or hug a person
-
respecting “no” or “stop”
-
showing respect for the boundaries of others
-
nurturing
-
providing guidance
-
loving
-
respecting
LESSONS:
Celebrating different families
Caring and respectful relationships
Respecting “no” or “stop”
Understanding personal space
RESOURCES:
Book: Tango Makes Three by Justin Richardson and Peter Parnell
Lesson Plan: Tango Makes Three
Book: A Family is a Family is a Family by Sara O’Leary
Lesson Plan: Open Parachute – Friendship Foundations + Brave Choices (Grade 1 Program)
1
Inappropriate and appropriate ways to be touched
LEARNING STANDARDS:
Appropriate (e.g., consensual touch that feels welcome and safe – medical checkups, high-fives) and Inappropriate (e.g., touch that hurts or makes us feel uncomfortable – being hit, touching of private parts)
ways of being touched
LESSONS:
Appropriate and inappropriate touching
Practice ok and not ok situations with KIK scenarios
Safe and unsafe behaviours and situations
Practice SHOUT NO with KIK Luring scenarios
Body Safety Rules
No one can touch your body parts or show you pictures of body parts without your consent
You must never touch another person’s private body parts
Early warning signs
If Asked to Go . . . Shout No!
Trusted Adult
We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
RESOURCES:
Book: Keep and Speak Secrets
Video: My Body Rules Animation
Book: Amazing You (pg. 1-16) by Gail Saltz
Book: My Body Belongs to Me from My Head to My Toes by Pro Familia
Lesson: KIK – Okay Not Okay
Resource: KIK - Luring Scenarios
Resource: If Asked to Go . . . Shout NO!
Early Warning Signs Poster
10 Body Safety Rules Poster
Kids in the Know Lessons 3 & 4
Factors that affect self-identity
LEARNING STANDARDS:
Factors that affect self-identity
-
What factors contribute to how you see yourself?
-
self-esteem
-
self-efficacy
-
cultural heritage
-
body image
LESSONS:
Recognizing how knowing our talents and giving compliments both support self-esteem
Understanding that gender stereotypes and how they impact our self-identity
2
3
Factors that affect self-identity
Worries and Fears
LEARNING STANDARDS:
Factors that affect self-identity
-
could include:
-
cultural heritage
-
interests
-
media
-
Peers
-
How do the various changes you may be experiencing influence your relationships with others?
LESSONS:
Questioning Gender Stereotypes
LEARNING STANDARDS:
Relationship between worries and fears
-
Examples of factors that influence mental well-being:
-
self-esteem
-
self-efficacy
-
stress levels
-
personal interests
-
LESSONS:
Relationship between worries and fears
-
Examples of factors that influence mental well-being:
-
self-esteem
-
self-efficacy
-
stress levels
-
personal interests
-
RESOURCES:
Book: Wilma Jean the Worry Machine by Julia Cook
Lesson Plan: Open Parachute – Understanding Emotions (Grade 3 Program)
Kids in the Know Lesson 2
Private body parts names
​
LEARNING STANDARDS :
Names for Parts of the Body
-
male and female private parts
-
recognizing that nobody can touch your private parts without your consent
-
arms
-
legs
-
heart
-
muscles
LESSONS:
Scientific Names for Body Parts
Bodies with a Penis - Penis, Testicles, Scrotum
Every Body - naval, anus, mouth
Bodies with a Vulva - Vulva, Clitoris, Vagina
Body Safety Rules
No one can touch your body parts or show you pictures of body parts without your consent
You must never touch another person’s private body parts
Early warning signs
If Asked to Go . . . Shout No!
Trusted Adult
We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
RESOURCES:
SD20 Lessons & Scripts: An EVERY Body Introductory Script with teaching dolls (p.12-20)
Book: Keep and Speak Secrets
Video: My Body Rules Animation
Video: Consent
Book: Amazing You (pg. 1-16) by Gail Saltz
Book: My Body Belongs to Me from My Head to My Toes by Pro Familia
Early Warning Signs Poster
10 Body Safety Rules Poster
Resource: If Asked to Go . . . Shout NO!
Kids in the Know Lessons 3 and 4
Emotions and their causes and effects
LEARNING STANDARDS :Understand emotions and their effects + Identify feelings and worries
​
-
understand personal space (e.g., body bubbles)
-
asking for permission to touch or hug a person
-
respecting “no” or “stop”
-
showing respect for the boundaries of others
LESSONS:
Understanding our feelings
Getting Along
Resolving Conflicts
RESOURCES:
Activity Book: *Big Feelings Come and Go
Lesson Plan: Mindful breathing
Lesson Plan: Conflict Resolution
Kids in the Know Lesson 1
Lesson Plan: Open Parachute – When Things Are Not Okay (Grade 1 Program)
Emotions and their causes and effects
LEARNING STANDARDS :Understand emotions and their effects + Identify feelings and worries
​
-
understand personal space (e.g., body bubbles)
-
asking for permission to touch or hug a person
-
respecting “no” or “stop”
-
showing respect for the boundaries of others
LESSONS:
Understanding our feelings
Getting Along
Resolving Conflicts
RESOURCES:
Activity Book: *Big Feelings Come and Go
Lesson Plan: Mindful breathing
Lesson Plan: Conflict Resolution
Kids in the Know Lesson 1
Lesson Plan: Open Parachute – Overcoming Worries & Doubts + Exploring Emotions (Grade 2 Program)
Nature and consequence
of bullying
Developing positive relationships
LEARNING STANDARDS :
Nature and consequences of bullying and Describe and apply strategies for developing and maintaining positive relationships
Nature and consequences of bullying
-
cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expression, sexuality, race, religion, ethnicity, etc.
Describe and apply strategies for developing and maintaining positive relationships
-
How does acknowledging similarities and differences between you and your peers influence your relationships with them?
-
understanding that characteristics of positive relationships may include:
-
kindness
-
mutual respect
-
trust and honesty
-
being safe from harm
-
consensual
-
feeling valued
-
feeling supported
-
setting healthy boundaries
-
-
developing an initial understanding of consent:
-
understanding personal boundaries and respecting the boundaries of others (e.g., body boundaries, emotional boundaries)
-
ensuring affirmative consent (yes means yes) and obtaining permission before doing things
-
saying “no” and “stop” in respectful and assertive ways
-
LESSONS:
Nature and consequences of bullying
Accepting differences
Practice expressing kindness to peers
Identifying the positives of being different from peers
Understanding that families have different structures and compositions
Speaking up against unkind behaviour
Describe and apply strategies for developing and maintaining positive relationships
Establishing boundaries
Appropriate and inappropriate behaviour
Understanding consent
Communicating clearly in friendships
RESOURCES:
Nature and consequences of bullying
Book: In Our Mothers’ House by Patricia Polacco
Lesson Activities: In Our Mothers’ House
Lesson Plan: What is a Family?
Lesson Plan: Open Parachute – Being Inclusive of Others (Grade 3 Program)
Describe and apply strategies for developing and maintaining positive relationships
Video: Consent for Kids
Lesson Plan: Open Parachute – Maintaining Strong Relationships + Building Friendships (Grade 3 Program)
Kids in the Know Lesson 4
Identify and describe a variety of unsafe or uncomfortable situations
LEARNING STANDARDS :
Identify and describe a variety of unsafe and/or uncomfortable situations
-
What are some factors that might make a situation unsafe and/or uncomfortable?
-
identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
-
identifying trusted adults versus strangers
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
LESSONS:
Safe and unsafe behaviours and situations
Practice SHOUT NO with KIK Luring scenarios
Body Safety Rules
No one can touch your body parts or show you pictures of body parts without your consent
You must never touch another person’s private body parts
Early warning signs
If Asked to Go . . . Shout No!
Trusted Adult
We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
Calling 911
What to do when lost KIK Lesson
RESOURCES:
Book: KIK - Keep and Speak Secrets
Activity Sheet: Calling 911
Book: My Body, What I Say Goes! by Jayneen Sanders
Lesson: KIK – Okay Not Okay
Resource: KIK - Luring Scenarios
Resource: If Asked to Go . . . Shout NO!
Early Warning Signs Poster
10 Body Safety Rules Poster
Kids in the Know Lessons 3 and 4
Emotions and their causes and effects
Caring behaviours in groups and families
LEARNING STANDARDS :
Identifying Caring Behaviors Among Classmates and Within Families
-
understand personal space (e.g., body bubbles)
-
asking for permission to touch or hug a person
-
respecting “no” or “stop”
-
showing respect for the boundaries of others
LESSONS:
Celebrating different families
Caring and respectful relationships
Respecting “no” or “stop”
Understanding personal space
Understanding unkind actions
RESOURCES:
Book: Families, Families, Families by Suzanne Lang
Book: You Hold Me Up by Monique Gray Smith
Book: All Are Welcome by Alexandra Penfold
Book: PERSONAL SPACE picture book
Lesson Plan: Open Parachute – Caring Classrooms (Kindergarten Program)
​
LEARNING STANDARDS :
Understanding Emotions and their effects
LESSONS:
Identify and label feelings
Recognizing feelings in others
​
RESOURCES:
Lesson: Kids in the Know - Feelings
Book: In My Heart: A Book of Feelings
Book: Even Superheroes Have Bad Days
Book: Trudy’s Rock Story
Lesson Plan: Open Parachute – Caring Classrooms (Kindergarten Program)
Strategies for accessing health information
LEARNING STANDARDS :
Strategies for accessing health information
-
accessing sources of support (e.g., trusted adults, school staff, medical professionals) for health information
-
using judgment and being cautious at all times when seeking an adult for information
LESSONS:
Trusted Adult: We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
Talking to a trusted adult
Understanding that feelings are important messages that help us figure out what we need
Calling 911
RESOURCES:
Kids in the Know Lesson 2
Lesson Plan: Open Parachute – Speaking Up (Grade 2 Program)
Identify and describe a variety of unsafe or uncomfortable situations
​
LEARNING STANDARDS :
Identify and describe a variety of unsafe and/or uncomfortable situations
-
What are some factors that might make a situation unsafe and/or uncomfortable?
-
identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
-
identifying trusted adults versus strangers
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
LESSONS:
Safe and unsafe behaviours and situations
Practice SHOUT NO with KIK Luring scenarios
Body Safety Rules
No one can touch your body parts or show you pictures of body parts without your consent
You must never touch another person’s private body parts
Early warning signs
If Asked to Go . . . Shout No!
Trusted Adult
We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
Calling 911
What to do when lost KIK Lesson
RESOURCES
Activity Sheet: Calling 911
Lesson: KIK – Okay Not Okay
Resource: KIK - Luring Scenarios
Resource: If Asked to Go . . . Shout NO!
10 Body Safety Rules Poster
Book: *Billy Brings His Buddies
Online Activities: Billy Brings His Buddies
Book: *Cosmo Trusts His Instincts
Kids in the Know Lessons 5 & 6
Inappropriate and appropriate ways to be touched
LEARNING STANDARDS :
Appropriate (e.g., consensual touch that feels welcome and safe – medical checkups, high-fives) and inappropriate (e.g., touch that hurts or makes us feel uncomfortable – being hit, touching of private parts)
ways of being touched
LESSONS:
Appropriate and inappropriate touching
Practice ok and not ok situations with KIK scenarios
Safe and unsafe behaviours and situations
Keep and Speak with KIK scenarios
Practice SHOUT NO with KIK Luring scenarios
Body Safety Rules
No one can touch your body parts or show you pictures of body parts without your consent
You must never touch another person’s private body parts
Early warning signs
If Asked to Go . . . Shout No!
Trusted Adult
We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
RESOURCES:
Book: Keep and Speak Secrets
Video: My Body Rules Animation
Book: Amazing You (pg. 1-16) by Gail Saltz
Book: My Body Belongs to Me from My Head to My Toes by Pro Familia
Lesson: KIK – Okay Not Okay
Resource: KIK - Luring Scenarios
Resource: If Asked to Go . . . Shout NO!
Early Warning Signs Poster
10 Body Safety Rules Poster
\Kids in the Know Lessons 5 and 6
Identify and describe a variety of unsafe or uncomfortable situations
LEARNING STANDARDS :
Identify and describe a variety of unsafe and/or uncomfortable situations
-
What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?
-
developing strategies for establishing boundaries in unsafe or uncomfortable situations:
-
saying now you feel
-
asking for what you need
-
disagreeing respectfully
-
saying no without guilt
-
speaking up for yourself and others when safe to do so
-
removing yourself from an unsafe or uncomfortable situation
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
LESSONS:
Safe and unsafe behaviours and situations
Practice SHOUT NO with KIK Luring scenarios
Body Safety Rules
No one can touch your body parts or show you pictures of body parts without your consent
You must never touch another person’s private body parts
Early warning signs
If Asked to Go . . . Shout No!
Trusted Adult
We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
Calling 911
What to do when lost KIK Lesson
RESOURCES:
Book: Let’s Talk About Bodies, Boundaries, Consent, and Respect by Jayneen Sanders
Book: *Billy Brings His Buddies
Book: Boys, Girls and Body Science by Meg Hickling
Video: Keep Private Parts Private
Kids in the Know Lessons 3, 4, 5, 6
Lesson Plan: Open Parachute – Setting Boundaries in Friendships (Grade 2 Program)
Strategies for hazardous, unsafe or abusive situations
LEARNING STANDARDS :
Strategies and skills to use in potentially hazardous, unsafe or abusive situations
-
developing strategies such as:
-
using a strong voice to set boundaries and saying “no,” “stop,” “I don’t like this”
-
calling out for help and getting away if possible
-
telling a trusted adult about an unsettling or dangerous situation until you get help
-
not giving out personal information (e.g., to strangers, on the Internet).
-
What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?
-
developing strategies for establishing boundaries in unsafe or uncomfortable situations:
-
saying now you feel
-
asking for what you need
-
disagreeing respectfully
-
saying no without guilt
-
speaking up for yourself and others when safe to do so
-
removing yourself from an unsafe or uncomfortable situation
-
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
-
cultivating an awareness of power imbalances and how they can impact issues of consent and boundaries
LESSONS:
-
Keep and Speak Secrets
-
Assertiveness
-
Online Safety
-
The Buddy System
-
Body Parts Review
-
Boundaries and Consent
RESOURCES:
Book: Let’s Talk About Bodies, Boundaries, Consent, and Respect by Jaleen Sanders
Book: *Baxter Bunny Brings His Buddies
Book:*Cosmo Trusts His Instincts
Video: Keep Private Parts Private
Video: Consent for Kids
Resource: Common Lures
Book: Zoe & Molly Online: Stuck in a Weird Spot
Resources: Zoe & Molly Online
Body Safety, Safe/unsafe/secret Touch, Body Parts
An EVERY Body Introductory Script with teaching dolls (p.12-20)
Kids in the Know Lessons 1, 4, 7, 8, 6, 5
Strategies for accessing health information
LEARNING STANDARDS :
Strategies for accessing health information
-
identifying and accessing sources of support (e.g., trusted adults, school staff, medical professionals) for health information and safety signs
-
using judgement and being cautious at all times when seeking an adult for information
-
Where can you find health information when you are at school?
-
identifying and accessing sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch of abuse
LESSONS:
Identifying an adult you can go to for help
Practicing safety strategies
Strategies for communicating medical concerns
LEARNING STANDARDS:
Describe strategies for communicating medical concerns and getting help with health issues
-
Who can you speak with if you have concerns about health issues and/or are unsure about medical instructions?
-
Sources of health information and support services
-
Could include:
-
Medical professionals
-
Trusted adults
-
Medical clinics
-
Community support services
-
-
LESSONS:
Identify your community of support
5
Understanding communicable and non-communicable illnesses.
Body image and Social
Media
LEARNING STANDARDS:
​
-
Illnesses that can be spread or contracted from person to person vs. illnesses that cannot be “caught” from someone else
-
Examine and explain how health messages can influence behaviours and decisions
-
How might health messages in the media influence your behaviour?
-
Examples of factors that influence mental well-being:
-
self-esteem
-
self-efficacy
-
stress levels
-
personal interests
-
Media messaging and body image
-
health-related messages that are communicated through media sources, such as the Internet, and magazines.
LESSONS:
-
Communicable Diseases
-
Understanding Germs
-
Gender stereotypes
-
Peer Pressure
-
Social Media can contribute to self-doubts
-
Thinking critically online
-
Talking to Kids about Media and Body Image
-
Food Advertising
-
RESOURCES:
Resource: Talking to Kids about Gender Stereotypes
Video: Sad and Happy: Feelings Happen
Activity: YouSoup Understanding Diversity and the Intersections of Identity
Lesson Plan: Open Parachute – The Highlight Reel vs. The Real Deal (Grade 4 Program)
Lesson: Communicable Diseases (pg. 34-42)
Book: Germs: Fact and Fiction, Friends and Foes by Lesa Cline-Ransome
Resource: Talking to Kids about Media and Body Image
4
Strategies for communicating medical concerns
LEARNING STANDARDS:
Describe strategies for communicating medical concerns and getting help with health issues
-
Who can you speak with if you have concerns about health issues and/or are unsure about medical instructions?
-
Sources of health information and support services
-
Could include:
-
Medical professionals
-
Trusted adults
-
Medical clinics
-
Community support services
-
-
LESSONS:
Identify your community of support
6
Strategies for managing changes during puberty
LEARNING STANDARDS :
Explore and describe strategies for managing physical, emotional, and social changes during puberty, including those involving sexuality and sexual identity
-
recognizing how students’ bodies are growing and changing during puberty
-
acknowledging how students’ thoughts and feelings might evolve or change during puberty
-
understanding how students interact with others and how their relationships might evolve or change during puberty
-
How do the various changes you may be experiencing during puberty influence your relationships with others?
-
identifying changes to body and self-concept
-
recognizing that personal boundaries may change over time and ongoing consent is required (e.g., behaviors or play evolve with newer boundaries)
LESSONS:
-
All bodies start with similar anatomy in utero, forming from 8 weeks onward into “sex assigned at birth”: female, male, intersex
-
female: vulva, ovaries, clitoris.
-
male: penis, scrotum, testicles.
-
intersex: variations in reproductive or sex anatomy
-
-
Breasts and areolas, clitoris>penis, ovaries>testicles, labia>scrotum, urethra, anus, fallopian tubes>vas deferens, ova>sperm, semen/vaginal fluid
-
Puberty takes about 6 years to fully develop. Pituitary in brain stimulates production of estrogen and testosterone: Emotional, Social, Physical, Mental changes. (sleep hygiene), when to get help (8 dimensions activity)
-
Changes all bodies experience: hair in armpits/pubic area, sweat, body odor, oil production, acne, mood swings: mads/sads/glads, sex drive, self stimulation/masturbation
-
Changes due to estrogen (ovaries) breast dev’t, vaginal discharge, menstruation
-
Changes due to testosterone (testicles): erections, wet dreams, voice changes, hair growth,
-
Demo items in a hygiene kit
-
-
-
Demo use of menstrual products: pads, tampons etc
-
Hygiene: Bathing, managing body odor, oral care, preventing bladder/fungal infections, safe use of razors
RESOURCES:
Lesson Plans: Puberty Guide (pg. 4-26)
Lesson Plans: Puberty Changes and Coping with Puberty
Puberty Basics: Physical Changes
SD20 Lessons:
Follow-up after Sexual Health Education Discussions
Strategies for avoiding unsafe, abusive or exploitive situations
LEARNING STANDARDS :Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
​
LESSONS:
Respecting personal boundaries
Common Lures
Private vs. personal information
Caution when playing games online
Home Alone Safety
What touch breaks boundaries
RESOURCES:
Lesson Plan: What Makes Us Strong?
Lesson Plan: Respecting or Breaking Personal Boundaries
Lesson Plan: Boundaries and Instincts
Activity Book: Be Smart, Strong & Safe
Video: Private and Personal Information
Video: Keeping Games Fun and Friendly
Resource: If Asked to Go . . . Shout No!
Resource: Home Alone Safety Tips
Kids in the Know Lessons
Understanding communicable and non-communicable illness
LEARNING STANDARDS :
Identify and describe a variety of unsafe and/or uncomfortable situations
-
What are some factors that might make a situation unsafe and/or uncomfortable?
-
identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
-
identifying trusted adults versus strangers
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
LESSONS:
-
Communicable vs. non-communicable diseases and illnesses
-
Prevention Practices
​
RESOURCES:
Lesson: Communicable Diseases (pg.49-55)
Book: Germs: Fact and Fiction, Friends and Foes by Lesa Cline-Ransome
Kids in the Know Lessons
LEARNING STANDARDS :
Identify and describe a variety of unsafe and/or uncomfortable situations
-
What are some factors that might make a situation unsafe and/or uncomfortable?
-
identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
-
identifying trusted adults versus strangers
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
LESSONS:
Safe and unsafe behaviours and situations
Practice SHOUT NO with KIK Luring scenarios
Body Safety Rules
No one can touch your body parts or show you pictures of body parts without your consent
You must never touch another person’s private body parts
Early warning signs
If Asked to Go . . . Shout No!
Trusted Adult
We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?
Calling 911
What to do when lost KIK Lesson
RESOURCES:
Book: KIK - Keep and Speak Secrets
Activity Sheet: Calling 911
Book: My Body, What I Say Goes! by Jayneen Sanders
Lesson: KIK – Okay Not Okay
Resource: KIK - Luring Scenarios
Resource: If Asked to Go . . . Shout NO!
Early Warning Signs Poster
10 Body Safety Rules Poster
Strategies for responding to bullying, discrimination and violence
LEARNING STANDARDS:
Strategies for responding to bullying, discrimination, and violence and Describe and apply strategies for developing and maintaining positive relationships
-
cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expression, sexuality, race, religion, ethnicity, etc.
-
assessing the situation, avoiding, being assertive, reporting, seeking help
-
Describe and assess strategies for responding to discrimination, stereotyping, and bullying
-
What resources exist in your school to help students who are being bullied?
-
cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expressions, sexuality, race, religion, or ethnicity, etc.
-
understanding that characteristics of positive relationships may include:
-
kindness
-
mutual respect
-
trust and honesty
-
safety from harm
-
consensual
-
feeling valued
-
feeling supported
-
healthy boundaries
-
-
demonstrating an initial understanding of consent:
-
understanding personal boundaries and respecting the boundaries of others (e.g., body boundaries, emotional boundaries)
-
ensuring affirmative consent (yes means yes) and obtaining permission before doing things
-
saying “no” and “stop” in respectful and assertive ways
-
LESSONS:
Discussing Equity Issues
Understanding our unique differences
Define and explain characteristics of bullying
Learn strategies to handle or overcome bullies
Understanding the impact of being unkind to others
Showing compassion and empathy
Getting to know personal boundaries
Making responsible decisions to maintain healthy relationships
RESOURCES:
Lesson: Kids Health - Bullying
Resource: Discussing Equity Issues
Lesson Plan: Open Parachute –Embracing Our Unique Classroom Community (Grade 4 Program)
Lesson Plan: Open Parachute – Friendship Toolbox and Healthy Friendships (Grade 4 Program)
Kids in the Know Lesson 4
Managing physical, emotional and social changes
LEARNING STANDARDS :
Explore and describe strategies for managing physical, emotional, and social changes during puberty, including those involving sexuality and sexual identity
-
How do the various changes you may be experiencing during puberty influence your relationships with others?
-
identifying changes to body and self-concept
-
recognizing that personal boundaries may change over time and ongoing consent is required (e.g., behaviours or play evolve with newer boundaries)
-
recognizing how students’ bodies are growing and changing during puberty
-
acknowledging how students’ thoughts and feelings might evolve or change during puberty
-
understanding how students interact with others
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Changes that occur during puberty, including those involving sexuality and sexual identity (a component of a person’s identity that reflects his or her sexual self-concept)
LESSONS:
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Puberty and hygiene
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Physical changes during puberty
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Puberty kits
-
Awareness of emotions and how feelings are separate from behaviours
-
Managing changes during puberty
RESOURCES:
Lesson Plans: Puberty Changes and Coping with Puberty
Lesson Plan: Open Parachute – Staying True to Yourself (Grade 4 Program)
SD68 Lessons:
Puberty Basics: Physical Changes
SD20 Lessons:
Kids in the Know Lesson 2
Hazardous and potentially unsafe situations
​
LEARNING STANDARDS
strategies and skills to use in potentially hazardous, unsafe or abusive situations, including identifying common lures or tricks used by potential abusers
-
What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?
-
developing strategies for establishing boundaries in unsafe or uncomfortable situations:
-
saying how you feel
-
asking for what you need
-
disagreeing respectfully
-
saying no without guilt
-
speaking up for yourself and others when safe to do so
-
removing yourself from an unsafe or uncomfortable situation
-
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
-
cultivating an awareness of power imbalances and how they can impact issues of consent and boundaries
LESSONS:
​
Common Lures
Seven Root Safety Strategies
Identifying safe grown-ups and how to get help
Distinguishing between safe and unsafe secrets/boundaries
Staying safe while home alone and reducing risks of victimization
Personal vs. private information online
RESOURCES:
Activity Book: Safety Rocks
Book: Zoe & Molly Online – When Online Games Get Weird
Lesson: Private and Personal Information
Lesson: Keeping Games Fun and Friendly
Kids in the Know Lessons 1, 3, 5, 6, & 7
Strategies for managing changes during puberty
LEARNING STANDARDS :
Explore and describe strategies for managing physical, emotional, and social changes during puberty, including those involving sexuality and sexual identity
-
recognizing how students’ bodies are growing and changing during puberty
-
acknowledging how students’ thoughts and feelings might evolve or change during puberty
-
understanding how students interact with others and how their relationships might evolve or change during puberty
-
How do the various changes you may be experiencing during puberty influence your relationships with others?
-
identifying changes to body and self-concept
-
recognizing that personal boundaries may change over time and ongoing consent is required (e.g., behaviors or play evolve with newer boundaries)
LESSONS:
-
All bodies start with similar anatomy in utero, forming from 8 weeks onward into “sex assigned at birth”: female, male, intersex
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female: vulva, ovaries, clitoris.
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male: penis, scrotum, testicles.
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intersex: variations in reproductive or sex anatomy
-
-
Breasts and areolas, clitoris>penis, ovaries>testicles, labia>scrotum, urethra, anus, fallopian tubes>vas deferens, ova>sperm, semen/vaginal fluid
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Puberty takes about 6 years to fully develop. Pituitary in brain stimulates production of estrogen and testosterone: Emotional, Social, Physical, Mental changes. (sleep hygiene), when to get help (8 dimensions activity)
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Changes all bodies experience: hair in armpits/pubic area, sweat, body odor, oil production, acne, mood swings: mads/sads/glads, sex drive, self stimulation/masturbation
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Changes due to estrogen (ovaries) breast dev’t, vaginal discharge, menstruation
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Changes due to testosterone (testicles): erections, wet dreams, voice changes, hair growth,
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Demo items in a hygiene kit
-
-
-
Demo use of menstrual products: pads, tampons etc
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Hygiene: Bathing, managing body odor, oral care, preventing bladder/fungal infections, safe use of razors
RESOURCES:
Lesson Plans: Puberty Guide (pg. 4-26)
Lesson Plans: Puberty Changes and Coping with Puberty
Puberty Basics: Physical Changes
SD20 Lessons:
Follow-up after Sexual Health Education Discussions
Lesson Plan: Open Parachute – Things We Can and Can’t Control (Grade 5 Program)
Strategies for avoiding unsafe or exploitive situations
LEARNING STANDARDS :Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
​
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understand personal space (e.g., body bubbles)
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asking for permission to touch or hug a person
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respecting “no” or “stop”
-
showing respect for the boundaries of others
LESSONS:
Respecting personal boundaries
Common Lures
Private vs. personal information
Caution when playing games online
Home Alone Safety
What touch breaks boundaries
RESOURCES:
Lesson Plan: What Makes Us Strong?
Lesson Plan: Respecting or Breaking Personal Boundaries
Lesson Plan: Boundaries and Instincts
Activity Book: Be Smart, Strong & Safe
Video: Private and Personal Information
Video: Keeping Games Fun and Friendly
Resource: If Asked to Go . . . Shout No!
Resource: Home Alone Safety Tips
Kids in the Know Lessons 1, 3, 4, 6, & 8
Understanding communicable and non-communicable illness
LEARNING STANDARDS :
Identify and describe a variety of unsafe and/or uncomfortable situations
-
What are some factors that might make a situation unsafe and/or uncomfortable?
-
identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
-
identifying trusted adults versus strangers
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
LESSONS:
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Communicable vs. non-communicable diseases and illnesses
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Prevention Practices
RESOURCES:
Lesson: Communicable Diseases (pg.49-55)
Book: Germs: Fact and Fiction, Friends and Foes by Lesa Cline-Ransome
Practices that reduce the risk of contracting STD's
LEARNING STANDARDS:
Practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases
-
Including
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gonorrhea
-
chlamydia
-
herpes
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HIV/AIDS
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hepatitis B and C
-
meningococcal C
-
-
Sources of health information
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medical professionals
-
professionally produced health pamphlets
-
eHealth information
-
community support services
-
LESSONS:
Communicable vs. Non-Communicable diseases
Understanding and preventing STBBIs
Define and differentiate between HIV and AIDS
RESOURCES:
Lesson Plan: Elementary School Sexual Health Manual - Lesson 7, Communicable Diseases (p. 130-157)
Video: The ABC’s of STD’s
7
Strategies managing changes during puberty
LEARNING STANDARDS :
Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence
-
How do the various changes you may be experiencing during puberty and adolescence influence your relationships with others?
-
developing strategies for managing growth and changing bodies during puberty
-
identifying how thoughts and feelings might evolve or change during puberty (e.g., romantic feelings replacing friendship and changing dynamics and boundaries within relationships)
-
considering how students interact with others and how their relationships might evolve or change during puberty and adolescence
-
demonstrating an understanding that any intimate activities (including those involving intimate images) must be consensual
LESSONS:
Describe physical, emotional and social changes that occur during puberty; e.g. menstruation, secondary sexual characteristics, changing identity and moods.
Understanding romantic relationships vs. friendships
Understanding Puberty
Reproductive systems
Puberty Kit
Physical changes during puberty
RESOURCES:
Lesson Plan: Puberty: Changes in Me
Lesson Plan: More Than Friends: Understanding Romantic Relationships
Lesson Plan: Open Parachute – Finding Your Values and Striving for Your Own Greatness (Grade 7 Program)
​
SD20 Lessons:
Puberty Interview – Ask an Adult
SD68 Lessons:
Explore the impact of transition and change on identities
LEARNING STANDARDS :
Explore the impact of transition and change on identities, including sexual identity, gender, values, and beliefs
-
Influences of physical, emotional, and social changes on identities and relationships
-
problems sleeping
-
restlessness
-
loss of appetite and energy
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wanting to be away from friends and/or family
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how students’ bodies are growing and changing during puberty and adolescence (e.g., identifying changes to body and self-concept)
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how students’ thoughts and feelings might evolve or change during puberty and adolescence (e.g., managing impulses and intense feelings)
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how students interact with others and how their relationships might evolve or change during puberty and adolescence (e.g., recognizing that personal boundaries may change over time and ongoing consent is required; demonstrating situational awareness and responding to social cues – such as changes in mood)
-
LESSONS:
Understanding the four traits of “every body”:
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sex
-
gender identity
-
gender expression
-
sexual orientation
Identify the effects of social influences on sexuality, gender roles, and equity
-
Exploring media influences
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Gender roles and stereotyping
Understanding gender identity terms:cisgender, transgender, and gender fluid, gender queer, and gender non-conforming.
RESOURCES:
Lesson Plan: Gender, Body Image & Social Influences
Resource: The Every Body Tool
Video: Being Female, Male, Transgender or Fluid
Lesson: Call Me Tree
Strategies for avoiding unsafe or exploitive situations
LEARNING STANDARDS:
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
LESSONS:
-
developing strategies for establishing boundaries in unsafe, abusive, or exploitative situations on the internet, at school and in the community:
-
recognizing behaviours used by abusers or groomers
-
cultivating an awareness of power imbalances, sexual harassment, intimate partner violence and exploitative situations pertaining to consent and gender-based violence (e.g., human trafficking, coercion, deceit)
RESOURCES:
Pressure, Consent and Making Good Choices, Open Parachute, Grade 8 Lessons
Identifying Healthy and Unhealthy Personal Boundaries, Kids in the Know, Lesson 3
Sextortion PPT and What’s the Deal, Kids in the Know, Activity Book
Online safety erase cyberbullying
Online safety Foundry.bc
Internet Safety, Supporting Student Health, p. 16-19,
8
Healthy decision making
LEARNING STANDARDS :
Healthy Sexual Decision Making
​
-
knowing and respecting personal and family values
-
using consent (including sexual consent)
-
knowing boundaries and being able to communicate them
-
being aware of what to do in risky situations
LESSONS:
-
What are your values? What are your family’s values?
-
The language of consent
-
Setting and respecting boundaries
-
Identifying situations that put us at risk
RESOURCES:
Responsibilities and Choices, Lesson Plan, Teaching Sexual Health.ca
Decision Making, Lesson Plan, Teaching Sexual Health.ca
Consent Explained: What Is It? Video, Amaze.org
Intimacy: the why, why not’s, how to’s, Scarleteen
Ways to know if you are ready to have sex: Options for Sexual Health
Are you ready to have sex video and questions, Video, Amaze.org
Strategies for avoiding unsafe or exploitive situations
LEARNING STANDARDS :Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
-
What are some strategies you can use to avoid an unsafe or potentially exploitive situation while using the Internet and/or in the community?
-
developing strategies for establishing boundaries in unsafe, abusive, or exploitative situations:
-
saying how you feel
-
asking for what you need
-
disagreeing respectfully
-
saying no without guilt
-
speaking up for yourself and others when safe to do so
-
removing yourself from an unsafe or uncomfortable situation
-
-
using a strong voice to set boundaries by:
-
saying “no,” “stop,” “I don’t like this”
-
calling out for help and getting away if possible
-
telling a trusted adult about an unsettling or dangerous situation until you get help
-
not giving out personal information (e.g., to strangers, on the Internet)
-
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
-
cultivating awareness of power imbalances and how they can impact issues of consent and boundaries
-
developing awareness of sexual harassment and intimate partner violence, including physical, sexual, and emotional abuse
-
acknowledging that survivors of abuse are not to blame and deserve respect and that all people have the right to have their boundaries respected
-
recognizing that survivors experience the results of abuse differently and it can show up differently from person to person
-
raising awareness of exploitative situations pertaining to consent and gender-based violence (e.g., human trafficking, coercion, deceit)
LESSONS:
-
Understanding the impact of what we share online
-
Understanding the dangers of online interactions and setting boundaries online
-
Understanding complex emotions
-
Supporting peers who disclose abuse
-
Setting personal boundaries
-
Talking about abuse
RESOURCES:
Lesson Plan: Abuse, Support and Finding Hope --Open Parachute, Grade 7 Lessons
Activity: What’s the Deal Activity Book
Lesson Plan: Respecting Yourself and Others Online + Guide
Lesson Plan: Open Parachute – Abuse, Support, and Finding Hope (Grade 7 Program)
Kids in the Know: Lessons 6 & 7
LEARNING STANDARDS :
Influences of physical, emotional, and social changes on identities and relationships
-
What are some factors that might make a situation unsafe and/or uncomfortable?
-
identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
-
identifying trusted adults versus strangers
-
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
LESSONS:
-
Changing bodies during puberty
-
How thoughts and feelings might evolve or change during puberty
-
Understanding that any intimate activities (including those involving intimate images) must be consensual
RESOURCES:
How to do Question and Answer Boxes in your Class, K. Kimmerly, A guide for teachers
Going Through Puberty, Teaching Sexual Health.ca, Lesson Plan
Healthy Relationships, Alberta Health Services.ca, Lesson Plan
Identifying Feelings, Kids in the Know, Lesson 1-2
Facing New Challenges & Embracing Change, Open Parachute, Grade 8 Lessons
Dating Relationships, Kids in the Know, Lesson 4
Healthy Relationships, Supporting Student Health, p.20-24
Grade 8-10 Lessons, Google Slides, Adapted from SD68 (select lesson specific slides)
LEARNING STANDARDS :Potential short-term and long-term consequences of health decisions, including those involving protection from sexually transmitted infections
LESSONS:
-
Factors to consider when making sexual health decision
-
Understanding and preventing SBBI’s
RESOURCES:
Healthy Sexual Decision Making, Supporting Student Health, p.24-26
STD Prevention Beyond Condoms, Video, Amaze.Org
Safer Sex Tips, Options for Sexual Health
Safer Sex, Supporting Student Health, p.26-28
Safe sexual decision making
9
Avoiding to potentially unsafe, abusive, or exploitive situations
LEARNING STANDARDS:
-
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
LESSONS:
-
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
Lessons:
-
developing strategies for establishing boundaries in unsafe, abusive, or exploitative situations on the internet, at school and in the community
-
Kids in the Know, Grade 9 and 10, Videos and Activity Sheets
-
-
It is a Big Deal (Slides) – Kids in the Know
-
It is a Big Deal (Notes) – Kids in the Know
-
-
recognizing behaviours used by abusers or groomers
-
cultivating an awareness of power imbalances, sexual harassment, intimate partner violence and exploitative situations pertaining to consent and gender-based violence (e.g., human trafficking, coercion, deceit):
-
Boundary Violations and Finding Power, Open Parachute, Grade 9 Lessons
-
Intimate Partner Violence: Finding Support. Video, Amaze.org
Healthy sexual decision making
LEARNING STANDARDS :Healthy Sexual Decision Making
-
knowing and respecting personal and family values
-
using consent (including sexual consent):
-
-
knowing boundaries and being able to communicate them
-
being aware of what to do in risky situations
LESSONS:
-
What are your values? What are your family’s values?Beyond the Basics: Lesson 2.6 – Activity 1 (Values and Opinions)
-
The language of consent: Groups, Consent and Connecting to our Values, Open Parachute, Grade 9 Lessons
-
Consent: Consent Lesson 1, Teaching Sexual Health.ca
-
Consent Lesson 2, Teaching Sexual Health.ca
-
-
How to do Question and Answer Boxes in your Class, K. Kimmerly
-
Setting and respecting boundaries
RESOURCES:
Consent Explained: What Is It? Video, Amaze.org
Grade 8-10 Lessons, Google Slides, Adapted from SD68
Safe sexual decision making
LEARNING STANDARDS :
Potential short-term and long-term consequences of health decisions, including those involving protection from sexually transmitted infections
LESSONS:
-
Factors to consider when making sexual health decision
-
Rights, Respect, Responsibility: Don’t have Sex Without Them, Advocates For Youth.org
-
-
being aware of the practices that reduce the risk of Sexually Transmitted Infections:
Preventing STI Transmission, Advocates for Youth.org
RESOURCES:
Healthy Sexual Decision Making, Supporting Student Health, p.24-26
Safer Sex, Supporting Student Health, p.26-28
LEARNING STANDARDS :
Influences of physical, emotional, and social changes on identities and relationships
LESSONS:
-
Changing bodies during puberty
-
How to do Question and Answer Boxes in your Class, K. Kimmerly, A guide for teachers
-
How thoughts and feelings might evolve or change during puberty:
-
Relationships and Dating Teaching Sexual Health.ca
-
Heatlhy Relationships, Grade 9 and 10, Kids in the Know
-
-
Understanding that any intimate activities (including those involving intimate images) must be consensual
RESOURCES:
Healthy Relationships, Supporting Student Health, p.20-24
Grade 8-10 Lessons, Google Slides, Adapted from SD68 (select lesson specific slides)
Avoiding to potentially unsafe, abusive, or exploitive situations
LEARNING STANDARDS:
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
LESSONS:
-
developing an awareness of sexual harassment and intimate partner violence, including physical, sexual, and emotional abuse
-
being aware of what to do in risky situations
-
cultivating an awareness of power imbalances, sexual harassment, intimate partner violence and exploitative situations pertaining to consent and gender-based violence (e.g., human trafficking, coercion, deceit):
RESOURCES:
Online safety erase cyberbullying
Online safety Foundry.bc
Internet Safety, Supporting Student Health, p. 16-19
10
Safe sexual decision making
LEARNING STANDARDS :
Potential short-term and long-term consequences of health decisions, including those involving protection from sexually transmitted infections
Identifying situations that put us at risk
LESSONS:
-
Birth Control, Teaching Sexual Health.ca
-
STD Teaching Outline and Resource Guide, Open Alberta.ca
Sexual and Reproductive Health Lessons, Teaching Sexual Health.ca
RESOURCES:
Healthy Sexual Decision Making, Supporting Student Health, p.24-26
Safer Sex, Supporting Student Health, p.26-28
Healthy sexual decision making
LEARNING STANDARDS :
-
knowing and respecting personal and family values
-
using consent (including sexual consent)
-
knowing boundaries and being able to communicate them
-
being aware of what to do in risky situations
-
Being aware of the practices that reduce the risk of Sexually Transmitted Infections
LESSONS:
-
Personal Values and Decision Making, Teaching Sexual Health.ca
-
Understanding Consent, Teaching Sexual Health.ca
Understanding Consent 2, Teaching Sexual Health.ca
LEARNING STANDARDS :
Influences of physical, emotional, and social changes on identities and relationships
LESSONS:
-
Changing bodies during puberty:
-
Sexual and Reproductive Health Lessons, Teaching Sexual Health.ca
-
How to do Question and Answer Boxes in your Class, K. Kimmerly, A guide for teachers
-
-
Understanding that any intimate activities (including those involving intimate images) must be consensual
-
How thoughts and feelings might evolve or change during puberty:
-
Relationships and Dating Teaching Sexual Health.ca
-
Healthy Relationships, Grade 9 and 10, Kids in the Know
-
RESOURCES:
Healthy Relationships, Supporting Student Health, p.20-24
Grade 8-10 Lessons, Google Slides, Adapted from SD68 (select lesson specific slides)