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Grade Level Content Expectations Aligned with National Sexuality Education Standards
Grades 3-5
Strands 1-7
Note: The complete National Sex Ed Standards is available online at www.futureofsexeducation.org
By end of 5th Grade
STRAND 1: ANATOMY & PHYSIOLOGY
(Insert State Mandate link here)
National Standards
Core Concepts
Direct Correlation to State Mandate
AP.5.CC.1 Describe
male and female
reproductive systems
including body parts
and their functions.
AP.5.AI.1 Identify
medically-accurate
information about
female and male
reproductive anatomy.
 5.ICR.2.3- Summarize the
Labeled differently.
Included at another grade
level and/or in a different
content area.
Gaps in state mandate, not
addressed well or at all.
Labeled differently.
Included at another grade
level and/or in a different
content area.
Gaps in state mandate, not
addressed well or at all.
functions of the male and
female reproductive systems.
 5.ICR.2.1- Recall that puberty
is characterized by the
development of secondary sex
characteristics and onset of
reproductive capacity.
 5.ICR.2.2- Differentiate
between accurate and
inaccurate sources of
information about puberty and
development.
STRAND 2: PUBERTY & ADOLESCENT DEVELOPMENT
(Insert State Mandate link here)
National Standards
Core Concepts
Direct Correlation to State Mandate
PD.5.CC.1 Explain the
physical, social, and
emotional changes that
occur during puberty
and adolescence.
 4.ICR.2.1- Summarize physical
and emotional changes during
puberty.
 4.ICR.2.2- Recognize that
individuals experience puberty
PD.5.INF.1 Describe
how friends, family,
media, society and
culture can influence
ideas about body
image.
PD.5.AI.1 Identify
medically-accurate
information and
resources about
puberty and personal
hygiene.
PD.5SM.1 Explain
ways to manage the
physical and emotional
changes associated
with puberty.
PD.5.CC.2 Explain how
the timing of puberty
and adolescent
development varies
considerably and can
still be healthy.
PD.5.AI.2 Identify
parents or other
trusted adults of whom
students can ask
questions about
puberty and adolescent
health issues.
PD.5.CC.3 Describe
how puberty prepares
human bodies for the
potential to reproduce.
at different rates (early,
average, late).
 5.ICR.2.5- Deconstruct media
messages as they relate to
their influence on perceptions
of desirable body sizes and
shapes.
 5.ICR.2.2- Differentiate
between accurate and
inaccurate sources of
information about puberty and
development.

 4.ICR.2.2- Recognize that
individuals experience puberty
at different rates (early,
average, late).
 5.ICR.2.2- Differentiate
between accurate and
inaccurate sources of
information about puberty and
development.
 5.ICR.2.1- Recall that puberty
is characterized by the
development of secondary sex
characteristics and onset of
reproductive capacity.
STRAND 3: IDENTITY
(Insert State Mandate link here)
National Standards
Direct Correlation to State Mandate
Labeled differently.
Included at another grade
Gaps in state mandate, not
Core Concepts
ID.5.CC.1 Define
sexual orientation as
the romantic attraction
of an individual to
someone of the same
gender or different
gender.
ID.5.AI.1 Identify
parents or other
trusted adults of whom
students can ask
questions about sexual
orientation.
ID.5.SM.1
Demonstrate ways to
treat others with
dignity and respect.
level and/or in a different
content area.


 3.ICR.1.4- Illustrate how to




ID.5.ADV.1
Demonstrate ways
students can work
together to promote
dignity and respect for
all people.

effectively and respectfully
express opinions that differ.
3.ICR.1.2- Plan how to show
compassion for all living things
and respect for other people’s
property.
3.ICR.1.5- Analyze situations
in terms of the strategies used
by people in those situations
that help or hinder healthy
relationships.
4.ICR.1.1- Explain the
importance of showing respect
for self and respect and
empathy for others.
5.ICR.1.3- Explain the impact
of stereotyping and
discrimination on other
people’s self-respect and
feelings.
addressed well or at all.
STRAND 4: PREGNANCY AND REPRODUCTION
(Insert State Mandate link here)
National Standards
Core Concepts
Direct Correlation to State Mandate
PR.5.CC.1 Describe
the process of human
reproduction.
 5.ICR.2.3- Summarize the
Labeled differently.
Included at another grade
level and/or in a different
content area.
Gaps in state mandate, not
addressed well or at all.
Labeled differently.
Included at another grade
level and/or in a different
content area.
Gaps in state mandate, not
addressed well or at all.
Labeled differently.
Included at another grade
level and/or in a different
content area.
Gaps in state mandate, not
addressed well or at all.
functions of the male and
female reproductive systems.
STRAND 5: SEXUALLY TRANSMITTED DISEASES & HIV
(Insert State Mandate link here)
National Standards
Core Concepts
Direct Correlation to State Mandate
SH.5.CC.1 Define HIV
and identify some age
appropriate methods of
transmission, as well as
ways to prevent
transmission.
 4.PCH.1.2- Recognize methods
that prevent the spread of
germs that cause
communicable diseases.
STRAND 6: HEALTHY RELATIONSHIPS
(Insert State Mandate link here)
National Standards
Core Concepts
Direct Correlation to State Mandate
HR.5.CC.1 Describe
the characteristics of
healthy relationships.
HR.5.INF.1 Compare
positive and negative
ways friends and peers
can influence
relationships.
HR.5.AI.1 Identify
parents and other
trusted adults they can
talk to about
relationships.
HR.5.IC.1
 3.ICR.1.1- Summarize
qualities and benefits of a
healthy relationship.


 3.ICR.1.5- Analyze situations
Demonstrate positive
ways to communicate
differences of opinion
while maintaining
relationships.
HR.5.SM.1
Demonstrate ways to
treat others with
dignity and respect.
in terms of the strategies used
by people in those situations
that help or hinder healthy
relationships.
 3.ICR.1.2- Plan how to show
compassion for all living things
and respect for other people’s
property.
 4.ICR.1.1- Explain the
importance of showing respect
for self and respect and
empathy for others.
STRAND 7: PERSONAL SAFETY
(Insert State Mandate link here)
National Standards
Core Concepts
Direct Correlation to State Mandate
PS.5.CC.1 Define
teasing, harassment
and bullying why they
are wrong.

PS.5.INF.1 Explain
why people tease
harass or bully others.
PS.5.AI.1 Identify
parents and other
trusted adults they can
tell if they are being
teased, harassed or
bullied.
PS.5.IC.1
Demonstrate ways to
communicate about
how one is being
treated.

Labeled differently.
Included at another grade
level and/or in a different
content area.
2.ICR.1.4- Recognize
bullying behaviors and
what to do if someone is
bullied
K.ICR.1.4- Recognize
bullying, teasing, and
aggressive behaviors and
how to respond.
2.ICR.1.3- Explain why it
is wrong to tease others.
 4.ICR.1.5- Exemplify how to
seek assistance for bullying.
 4.ICR.1.5- Exemplify how to
seek assistance for bullying.
1.ICR.1.3- Contrast
tattling with reporting
aggression, bullying, and
violent behavior.
Gaps in state mandate, not
addressed well or at all.
PS.5.SM.1 Discuss
effective ways in which
students could respond
when that are or
someone else is being
teased, harassed or
bullied.
 4.ICR.1.5- Exemplify how to
PS.5.ADV.1 Persuade
others to take action
when someone else is
being teased, harassed
or bullied.
PS.5.CC.2 Define
sexual harassment and
sexual abuse.
PS.5.AI.2 Identify
parents or trusted
adults they can tell if
they are being sexually
harassed or abused.
PS.5.IC.2
Demonstrate refusal
skills (e.g. clear “no”
statements, walk away,
repeat refusal).
 4.ICR.1.5- Exemplify how to
seek assistance for bullying.
K.ICR.1.3- Summarize
protective behaviors to
use when approached by
strangers.
1.ICR.1.3- Contrast
tattling with reporting
aggression, bullying, and
violent behavior.
2.ICR.1.4- Recognize
bullying behaviors and
what to do if someone is
bullied.
seek assistance for bullying.

1.ICR.1.4- Contrast
appropriate and
inappropriate touch.

1.ICR.1.5- Illustrate how
to seek adult assistance
for inappropriate touch.
 5.ATOD.3.1- Use refusal skills
5.ICR.2.4- Illustrate how
societal influences can
impact behavioral choices
and feelings regarding
one’s reproductive health.
to resist the pressure to
experiment with alcohol and
other drug use.
 3.ATOD.2.1- Use refusal skills
when confronted or pressured
to use alcohol, tobacco, or
other drugs.
 4.ATOD.3.2- Select strategies
to use in avoiding situations in
which tobacco is being used to
minimize exposure to secondhand smoke.