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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.