In Health, we will study different dimensions of personal health from scientific, social, and personal perspectives. Topics include nutrition, drugs, mental health, sexual health, and the connections between those topics. 


We are in our sexual health unit! Look below for a class-by-class breakdown of what we've covered.

We reviewed the homework, then spent the rest of class discussing different scenarios regarding sexual consent, sorting them using the green, yellow, and red stoplight system described in the reading

Some interesting topics that came up included:

  • Washington state age of consent laws 
  • At what point it's okay to have sex without protection
  • What to do if someone is feeling uncomfortable
  • What to do if someone can't communicate consent (e.g. they're drunk or they fall asleep)
  • What good communication looks like around sex
  • Consent is about making sure that both partners feel comfortable with what they're doing
  • The fact that sexual consent practices apply to everything from holding hands to having sex


After learning how to use condoms (using a hands-on approach), we will start our work on consent.

Scan the headings and graphics of the following article, then use the article to help you answer the questions below.

Answer the questions in the attached document and have a paper copy (whether printed or hand-written) ready at the beginning of class. This is due Monday, March 30th.


Work on Safer Sex/Contraception Methods Project! Due 4/2.


We will do a little Scavenger Hunt through the STI posters!

Then, you'll get introduced to the next project for our class. For homework, preview Bert's example slideshow on the Withdrawal/Pull Out Method.


We're working on the STI Poster. They are due at the end of class!


You're going to listen to Bert read this STI Primer (or at least excerpts from it). 

Then you're going to find out about this STI Project  and start working on your research. The research is due at the beginning of class on Monday, and the poster is due at the end of class.


Welcome! We're going to continue our discussion of gender today, and layer on sexual orientation. 

We'll start by completing this video assignment on EduCanon. Here's the link to the original video.

Then we'll discuss some of the labels people can use to describe themselves, and consider how inclusive those labels are. (Here's what we came up with: Labels 1   Labels 2  Labels 3 We talked in particular about how the gender roles list wasn't necessarily representative of our families.)

If you want to extend your learning, check out this video, which shows a couple people with different orientations talking about their own personal experiences. 


Today we're going to look at sexual development - a quick review of anatomy, development, and conception. 

For homework, you're going to read the Gender Booklet, then send me 2-3 things you learned from reading the booklet via the dropbox in Haiku (go to the "Connect" menu, then "Dropbox", and either attach a file or write your response in the "notes" box. 

If you want to dig deeper, the people who made the booklet also made theGender Book, a more extensive look at gender identity and expression. Feel free to look through this on your own! It's got a bunch of personal stories and examples from people who don't follow traditional gender roles. There's also the Genderbread Person, which has a slightly different way of representing the information. Enjoy!