This document contains a comprehensive 4 -lesson (usually 6+ hours) middle school health education unit focused on reproductive health education. The curriculum includes detailed lesson plans covering: analyzing influences on self-image and reproductive health; explaining reproductive organs and pregnancy prevention; accessing reliable information about STIs/HIV; decision-making and advocacy for healthy relationships; and establishing appropriate communication about sexual health topics. Each lesson aligns with South Carolina's Health Education Standards for 6th-8th grades.
Addressing South Carolina Standards:
Grade 6:
D-6.1.1: Identify reasons why individuals use and abuse alcohol, tobacco, and other drugs (ATOD).
D-6.1.2: Describe short and long-term effects and consequences of ATOD use, including secondhand smoke.
D-6.2.1: Analyze the influence of family and peers on a person's ATOD use.
D-6.3.1: Discuss how to identify sources of help for someone who abuses ATOD.
D-7.1.1: Compare and contrast drug misuse, drug abuse, and drug dependence.
D-7.1.2: Describe risks associated with alcohol, tobacco, and other drugs (ATOD)-use, abuse, and addiction.
D-7.1.4: Discuss the impact of ATOD use and abuse on individuals, peers, and family members.
D-7.2.1: Analyze the influence of culture and the media on ATOD use and nonuse.
D-8.1.1: Discuss the reasons that individuals use and abuse alcohol, tobacco, and other drugs (ATOD).
D-8.1.2: Examine the short and long-term effects and consequences of ATOD use, including the impact on society.
SHAPE America Standards:
1.8.3: Analyze behaviors that reduce or prevent illnesses and injuries.
Addressed through exploration of how drugs affect the brain and why addiction occurs.
1.8.4: Analyze practices and behaviors that support health and well-being, including how to manage health conditions.
Addressed when students learn about how drugs impact the brain's reward pathways.
1.8.6: Analyze how individual, interpersonal, community, and environmental factors impact health and well-being.
Covered in the section about social environment impacts on reward pathways and the monkey experiments.
2.8.1: Analyze the interrelationships between various influences on health and well-being.
Addressed when students examine why people use drugs despite knowing they're harmful.
2.8.2: Analyze individual, interpersonal, community, societal, and environmental factors that influence health behaviors, health outcomes, and health equity.
Covered when exploring social environment impacts on reward pathways.
2.8.3: Analyze how various influences affect the health and well-being of people and communities in different ways.
Addressed through the monkey experiment questions and examining why people might use drugs.
3.8.3: Access valid and reliable sources of health information, products, services, and other resources.
Directly addressed as students use the Learn Genetics website to gather information.
3.8.4: Analyze the validity, reliability, and accessibility of health information, products, services, and other resources.
Implicitly practiced as students use a scientific resource for research.
7.8.1: Examine supports and barriers to health-related practices and behaviors.
Addressed when learning about how drugs impact the brain's reward system.
7.8.2: Analyze practices and behaviors that support personal and community health and well-being.
Covered when learning about the effects of different drugs on the brain.
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Comprehensive Approach: Address all dimensions of health (physical, mental, emotional, social) while meeting South Carolina state standards.
Skill-Building Focus: Emphasize practical skills development rather than merely conveying information.
Cultural Relevance: Honor diverse perspectives and experiences while maintaining East Point Academy's commitment to academic rigor.
Developmentally Appropriate: Tailor instruction to address the unique needs of middle school students in single-gender settings.
Active Engagement: Utilize hands-on, participatory learning experiences that foster student ownership of health concepts.
Real-World Application: Connect health topics to students' lived experiences and community contexts.
Digital Wellness: Foster critical evaluation of health information and technology, teaching students to leverage digital tools while maintaining authentic human connections and personal boundaries.
Technological Discernment: Develop students' ability to distinguish between health technologies that enhance human flourishing and those that may detract from genuine wellness.