Introduction to Personal Health Education
Published on Sep 21, 2016
Bodily Changes Personal Hygiene Sex Education from Biblical Perspective
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PRESENTATION OUTLINE
Personal Health
- Puberty
- Personal Hygiene
- Biblically Based Sex Education
- Sexually Transmitted Diseases
Photo by How can I recycle this
Puberty
- Changes your body makes while growing up.
- Puberty for boys usually starts around 12 years of age.
- Puberty for girls usually starts around 11 years of age.
Day 1
PUBERTY
Lesson Objectives:
* The students will define puberty and understand the bodily changes that take place during the process.
* The students will identify the similarities and differences in boys and girls during puberty.
Biblical Integration:
For you formed my inward parts; you knitted me together in my mother's womb. I praise you, for I am fearfully and wonderfully made. Won
derful are your works; my soul knows it very well. My frame was not hidden from you, when I was being made in secret, intricately woven in the depths of the earth. Your eyes saw my unformed substance; in your book were written, every one of them, the days that were formed for me, when as yet there was none of them. How precious to me are your thoughts, O God! How vast is the sum of them! Psalm 139: 13-18
Activity:
* Introduce the students to the the definition of puberty through Haiku Deck presentation Day 1.
* Students will watch the appropriate video determined by the administrator. (Changes Girls and Puberty, Changes Boys and Puberty , or Changes Boys, Girls and Puberty)
* Students should jot down any questions they have concerning the information on the video
* After the video, the administrator should allow time for a question and answer session
Discussion:
* Puberty: What does it mean?
* When do boys and girls go through puberty?
Review:
1. Write the following headings on the board:
* Physical (body) changes
* Social (relationship) and Emotional (feelings) changes
2. Using the puberty changes cards, given one card per student until all are distributed.
3. Have the students with cards (using sticky tape or sticky tack) place them in the appropriate category of puberty change.
4. Review placements with the class and make corrections if needed.
5. Ask the class to brainstorm any changes that are not included on these lists. Add them to the bottom.
(Sexual Development, 2014, p. 2).
Evaluation:
The teacher will assess students through observation of participation and class discussion.
Materials:
Double sided tape, dry erase marker and puberty changes cards.
PUBERTY
Lesson Objectives:
* The students will define puberty and understand the bodily changes that take place during the process.
* The students will identify the similarities and differences in boys and girls during puberty.
Biblical Integration:
For you formed my inward parts; you knitted me together in my mother's womb. I praise you, for I am fearfully and wonderfully made. Won
derful are your works; my soul knows it very well. My frame was not hidden from you, when I was being made in secret, intricately woven in the depths of the earth. Your eyes saw my unformed substance; in your book were written, every one of them, the days that were formed for me, when as yet there was none of them. How precious to me are your thoughts, O God! How vast is the sum of them! Psalm 139: 13-18
Activity:
* Introduce the students to the the definition of puberty through Haiku Deck presentation Day 1.
* Students will watch the appropriate video determined by the administrator. (Changes Girls and Puberty, Changes Boys and Puberty , or Changes Boys, Girls and Puberty)
* Students should jot down any questions they have concerning the information on the video
* After the video, the administrator should allow time for a question and answer session
Discussion:
* Puberty: What does it mean?
* When do boys and girls go through puberty?
Review:
1. Write the following headings on the board:
* Physical (body) changes
* Social (relationship) and Emotional (feelings) changes
2. Using the puberty changes cards, given one card per student until all are distributed.
3. Have the students with cards (using sticky tape or sticky tack) place them in the appropriate category of puberty change.
4. Review placements with the class and make corrections if needed.
5. Ask the class to brainstorm any changes that are not included on these lists. Add them to the bottom.
(Sexual Development, 2014, p. 2).
Evaluation:
The teacher will assess students through observation of participation and class discussion.
Materials:
Double sided tape, dry erase marker and puberty changes cards.
Changes
Girls and puberty
Changes
boys and puberty
Personal Hygiene
- "Personal hygiene may be described as the principle of maintaining cleanliness and grooming of the external body" (Johnson, 2016).
Day 2
PERSONAL HYGIENE
Lesson Objectives:
*The students will define and understand personal hygiene.
*The students will distinguish between proper and poor personal hygiene.
*The students will recognize ways to combat poor hygiene.
Biblical Integration:
*Beloved, I pray that all may go well with you and that you may be in good health, as it goes well with your soul. 3 John: 1-2
Activity:
*Review main points from Day 1.
*Introduce students to the definition of personal hygiene through Haiku Deck presentation Day 2.
*Discuss with students the importance of personal hygiene as related to social aspects and stress 3 John: 1-2
*Discuss reasons for poor personal hygiene and ways to combat it
*Watch “Wash Hands Often” video
Classwork:
* Write the different poor personal hygiene topics on the board
*Choose student groups
*Each group will choose a topic from the board and create a quick presentation, concerning that topic.
Materials:
*Netbooks
*Presentation Rubric
PERSONAL HYGIENE
Lesson Objectives:
*The students will define and understand personal hygiene.
*The students will distinguish between proper and poor personal hygiene.
*The students will recognize ways to combat poor hygiene.
Biblical Integration:
*Beloved, I pray that all may go well with you and that you may be in good health, as it goes well with your soul. 3 John: 1-2
Activity:
*Review main points from Day 1.
*Introduce students to the definition of personal hygiene through Haiku Deck presentation Day 2.
*Discuss with students the importance of personal hygiene as related to social aspects and stress 3 John: 1-2
*Discuss reasons for poor personal hygiene and ways to combat it
*Watch “Wash Hands Often” video
Classwork:
* Write the different poor personal hygiene topics on the board
*Choose student groups
*Each group will choose a topic from the board and create a quick presentation, concerning that topic.
Materials:
*Netbooks
*Presentation Rubric
PERSONAL HYGIENE CONT.
- "Social aspects can be affected, as many people would rather alienate themselves from someone who has bad personal hygiene than to tell them how they could improve" (Johnson, 2016).
Poor personal hygiene
- "Body odor is a perceived unpleasant smell our bodies can give off when bacteria that live on the skin break down sweat into acids" (Nordqvist, 2016).
- Halitosis is bad breath caused by poor oral health.
Photo by thefuturistics
Poor personal hygiene
- Oily hair: "Your scalp is constantly producing sebum – it helps to keep your hair and scalp healthy, hydrated and moisturized. Sebum is quite sticky – it causes hair fibers to stick to each other and clump, instead of moving freely as individual fibers" (What Causes Greasy or Oily Hair? 2016).
Photo by alessandra celauro
POOR PERSONAL HYGIENE CONT.
- Foot odor: Bacteria are to blame. These tiny critters normally inhabit your feet and love dark, damp places like the insides of sweaty shoes. In the right conditions, bacteria will feast on your feet. These bacteria eat dead skin cells and oils from your skin. Their colonies will grow and start getting rid of waste in the form of organic acids. It's those organic acids that smell bad. (Kids Heatlh, 2016)
Photo by alexisnyal
Poor personal hygiene myth
- Acne is not caused by either oily skin or poor hygiene, according to the American Academy of Dermatology. ... Acne tends to develop when an oily substance called sebum produced by sebaceous (oil-making) glands mixes with dead skin cells and other debris to plug pores and cause bacteria to thrive.
- (Oz, 2016)
Photo by Saluda UdeA
Combating Poor Hygiene
- Shower daily and wash hair at least every other day.
- Use an antiperspirant with deodorant and wear clean clothes.
- Brush teeth twice a day and floss.
- Cleanse your face twice a day and see the dermatologist for combatting acne.
- Wash your feet, wear clean socks and use foot powder if needed.
sexual development
Biblically based Sex education
Day 3
SEXUAL DEVELOPMENT
Lesson Objectives:
*TSW demonstrate a basic understanding of male and female reproductive physiology.
*TSW demonstrate a basic understanding of the menstrual cycle.
*TSW demonstrate a basic understanding of sperm production, conception and implantation.
Biblical Integration:
13For You formed my inward parts; You wove me in my mother's womb. 14I will give thanks to You, for I am fearfully and wonderfully made; Wonderful are Your works, And my soul knows it very well. Psalm 139: 13 & 14
Activity:
*Review main points from Day 2.
*View Haiku Deck slides for Day 3 as students label and color the male and female anatomy handouts.
Classwork:
*Administrator draw a “Y” shaped continuum on the floor using tape. Label one part of the top of the “Y” “MALE”, the other “FEMALE”, and the bottom “CONCEPTION, FERTILIZATION & PREGNANCY”.
*Using the Reproduction Cards, give one card per student until all cards are distributed.
*Have students arrange themselves in the proper order along the continuum. *Ask the students to sit down along the lines once they feel that they are in the correct order.
*Go through the cards together and make corrections where needed.
Materials:
Masking tape, Reproduction Cards, male and female anatomy handouts and colored markers
Evaluation:
Teacher observation of student participation.
SEXUAL DEVELOPMENT
Lesson Objectives:
*TSW demonstrate a basic understanding of male and female reproductive physiology.
*TSW demonstrate a basic understanding of the menstrual cycle.
*TSW demonstrate a basic understanding of sperm production, conception and implantation.
Biblical Integration:
13For You formed my inward parts; You wove me in my mother's womb. 14I will give thanks to You, for I am fearfully and wonderfully made; Wonderful are Your works, And my soul knows it very well. Psalm 139: 13 & 14
Activity:
*Review main points from Day 2.
*View Haiku Deck slides for Day 3 as students label and color the male and female anatomy handouts.
Classwork:
*Administrator draw a “Y” shaped continuum on the floor using tape. Label one part of the top of the “Y” “MALE”, the other “FEMALE”, and the bottom “CONCEPTION, FERTILIZATION & PREGNANCY”.
*Using the Reproduction Cards, give one card per student until all cards are distributed.
*Have students arrange themselves in the proper order along the continuum. *Ask the students to sit down along the lines once they feel that they are in the correct order.
*Go through the cards together and make corrections where needed.
Materials:
Masking tape, Reproduction Cards, male and female anatomy handouts and colored markers
Evaluation:
Teacher observation of student participation.
Photo by JD Hancock
Genesis 1:28
- 27God created man in His own image, in the image of God He created him; male and female He created them. 28God blessed them; and God said to them, "Be fruitful and multiply, and fill the earth, and subdue it; and rule over the fish of the sea and over the birds of the sky and over every living thing that moves on the earth."
How does the male reproductive system work?
- The special sac that house the two testicles is called the scrotum.
- The scrotum is the sac of loose skin divided into two parts. Each part contains a testicle, epididymis (the small kidney shaped gland at the top of the scrotum), and the end of the vas deferens.
How does the male reproductive system work?
- Each testicle contains tiny tubes that are continuously creating sperm throughout a man's life.
- The vas deferens allows the sperm to move up to the seminal vesicle.
- The large egg-shaped organ is the bladder and stores urine until it can be expelled from the body.
How does the male reproductive system work?
- As the vas deferens curves around the top of the bladder and back down again, it passes the seminal vesicle.
- The seminal vesicle is oblong shaped, and is located behind the bladder. The seminal vesicle produces fluids that activate sperm.
How does the male reproductive system work?
- The prostate gland is just below the bladder. It supplies most of the liquid that combines with the sperm prior to ejaculation.
- When a man is aroused to the point of orgasm, the fluid from the prostrate combines with the sperm to make semen.
How does the male reproductive system work?
- Strong muscle contractions in and around the prostate gland contract rapidly to force the semen out of the urethra.
- Just under the prostate gland rests a very small round gland called the Cowper's gland, which secretes a fluid that removes acidity from the urethra just before ejaculation. This ensures that the sperm have the best chance of living.
How does the male reproductive system work?
- The tube leading from the various glands down the length of the penis is called the urethra.
- The urethra is the special passageway that allows urine to be voided from the bladder, and allows semen to travel out of the body during sexual intercourse.
- The organ in which the urethra is housed is called the penis.
How does the male reproductive system work?
- The penis has spongy tissues containing small blood vessels and nerves. During sexual arousal, the spongy tissue fills with blood, and the penis hardens. This is called an erection.
- An erection is a necessary part of human reproduction. It allows the man to insert his penis into the woman's vagina, which enables semen to reach the egg inside the woman's reproductive system.
How does the male reproductive system work?
- At the very tip of the penis is the glans, which is the head of the penis. This part of the male reproductive system may or may not be covered with foreskin.
- If the male is circumcised, the foreskin will not cover the glans.
- (Sexual Development, 2014)
How does the female reproductive system work?
- The outer fold of flesh that covers a female's vagina is called the labia majora. The outer fold is larger than the inner fold and has hair growing on it.
- The inner fold, called labia minor is made up of mucous membranes. Both of these folds help protect the vagina and urethra.
- The urethra is a small tube that carries urine outside the body from the bladder.
How does the female reproductive system work?
- The opening for the urethra is just below the clitoris and above the vagina.
- The vaginal opening leads to the vagina. The vagina is the passage leading from the uterus to the outside of the body.
- The clitoris is a small, sensitive bump located where the folds meet at the top front part of a female's pubic area.
How does the female reproductive system work?
- Between the buttocks is an opening called the anus. This is where feces come out of the body.
How does the female reproductive system work?
- The opening leading up into the internal reproductive system is called the vagina. The vagina is a soft, muscular elastic tube. Its inner lining is soft and moist.
- During sexual arousal, the walls of the vagina secrete a lubricant to assist in intercourse.
How does the female reproductive system work?
- The vagina also functions as a birth canal for a baby, and allows menstrual flow to exit the body from the uterus.
- The uterus is a pear shaped organ about the size of a woman's fist that stretches to house the baby, placenta and amniotic fluid during pregnancy. It is very strong, muscular and stretchable.
How does the female reproductive system work?
- The vagina also functions as a birth canal for a baby, and allows menstrual flow to exit the body from the uterus.
- The uterus is a pear shaped organ about the size of a woman's fist that stretches to house the baby, placenta and amniotic fluid during pregnancy. It is very strong, muscular and stretchable.
How does the female reproductive system work?
- At the top of the vagina is the cervix which is the bottom of the uterus. This is slightly open in women who are not pregnant, but is plugged during pregnancy to avoid infection. When a baby is ready to be born the cervix opens up to 1o cm.
How does the female reproductive system work?
- The thick tissue inside the entire uterus is the uterine lining. If fertilization does not occur, this lining is shed every month. The is called menstruation, the process by which the uterus rids itself of its old lining, and prepares for the possibility of conception the following month. About 14 days after ovulation, the body begins to shed the uterine lining, which is made up of blood and fluid. This is called a "period".
How does the female reproductive system work?
- The fallopian tube carries the egg from the ovary down to the uterus. This journey takes about three days. Usually, conception (joining of the sperm and egg) occurs in the fallopian tube.
- The finger-like structures at the end of the fallopian tube are called fimbria.
How does the female reproductive system work?
- The finger-like structures at the end of the fallopian tube are called fimbria.
- The internal, very tiny hair-like structures inside the fallopian tube are called cilia. The cilia help the egg move down the fallopian tube to the ovary.
- Two egg-shaped organs on either side of the uterus are the ovaries. These are female counterparts to the male testicles.
How does the female reproductive system work?
- An ovary is about the size of an almond. When a woman is born, the ovaries already contain all the ova (eggs) she will ever produce. There are 400,000 ova. The ovary releases one ovum (a single egg) each month. This process is called ovulation.
- When the ovary releases the egg it travels down the fallopian tube, with help from the cilia.
How does the female reproductive system work?
- If a sperm does not fertilize the egg, it will not adhere to the uterus wall. As a result, menstruation will occur.
- (Sexual Development, 2014)
Choosing God's Way
Day 4
CHOOSING GOD’S WAY
Lesson Objectives:
*TSW demonstrate a basic understanding that God created sex for marriage.
*TSW differentiate between virginity and abstinence and understand the biblical importance of each.
*TSW devise a plan for abstinence as well as role play refusal skills.
Biblical Integration:
*Proverbs 14:15 The simple believe anything, but the prudent give thought to their steps. (NIV)
Activity:
*Review main points from day 3.
*View Haiku Deck slides day 4 and discuss the importance of each point.
*Watch the “Refusal Skills” video
Classwork:
*Students will complete Abstinence Role Play Scenario 1 handout
*Discuss completed handout
Materials:
Pencils and Role Play handout
Evaluation:
*Teacher observation of student participation and completion of role play handout.
CHOOSING GOD’S WAY
Lesson Objectives:
*TSW demonstrate a basic understanding that God created sex for marriage.
*TSW differentiate between virginity and abstinence and understand the biblical importance of each.
*TSW devise a plan for abstinence as well as role play refusal skills.
Biblical Integration:
*Proverbs 14:15 The simple believe anything, but the prudent give thought to their steps. (NIV)
Activity:
*Review main points from day 3.
*View Haiku Deck slides day 4 and discuss the importance of each point.
*Watch the “Refusal Skills” video
Classwork:
*Students will complete Abstinence Role Play Scenario 1 handout
*Discuss completed handout
Materials:
Pencils and Role Play handout
Evaluation:
*Teacher observation of student participation and completion of role play handout.
Yes, God created sex!
- "Therefore a man shall leave his father and mother and be joined to his wife, and they shall become one flesh. And they were both naked, the man and his wife, and were not ashamed." (Genesis 2:24&25)
Choosing God's way
- One man and one woman.
- "Waiting to experience sex until one is married, and then having a sexual relationship with one's spouse, requires self-discipline and personal integrity" (Treybig, 2006).
What we know:
- God created man's body.
- God created woman's body.
- God created sex for one man and one woman in marriage.
What we know:
- According to God's Word, I should remain a virgin and abstain from sex until I am married.
- How do I do that?
You are not your own; you were bought at a price. Therefore honor God with your bodies.
1 Corinthians 6:19-20
Choosing God's way
- What is virginity? "the state of never having had sexual intercourse." (Google, 2016)
- What is abstinence? "Being 100% safe; eliminates the risk of sexually transmitted infections or unintended pregnancy. Eliminating any intimate sexual behavior involving skin to genital, genital to genital or exchange of body fluids
Qualities that Help me abstain
- Choosing to live a life pleasing to God
- Respect for other's feelings and yourself
- Ability to resist pressure
- High degree of self-control (Sexual development, 2014)
Photo by Pannonius♛
reasons abstinence may fail
- Fear of saying no
- Pressure from partner
- Peer pressure - "everyone is doing it"
- Wanting to be loved
- Use of alcohol or drugs (Sexual Development, 2014)
- Lack of a plan in place
Photo by Pannonius♛
abstinence Plan (PRoverbs 14:15)
- Decide NOW that you are going to abstain from sexual activity until marriage
- Plan to be open about your decision with your boyfriend or girlfriend from the start
- Go out in groups and have an accountability partner
- Don't put yourself in a situation that could be uncomfortable
- Keep communication open with parent/s
Link to Video: https://www.youtube.com/watch?v=_ZcEspz7g3A
Refusal skills
- USE VERBAL SKILLS: Say no, tell your partner you want to stay abstinent
- USE BODY LANGUAGE: Use serious facial expressions, create distance between you and your partner
- USE DELAY TACTICS: Stop kissing or touching, tell your partner you have to call home
Refusal skills
- SUGGEST ALTERNATIVES: Call up friends to go out together, go to the mall or to a movie, suggest playing a sport or another activity
- BUILD THE RELATIONSHIP: Explain your feelings, ensure your partner knows that you made a decision to stay abstinent before this moment (Choosing Abstinence, 2014)
Results
Failure to abstain
Day 5
RESULTS: FAILURE TO ABSTAIN
Lesson Objectives:
*TSW demonstrate a basic understanding of the results of failure to remain abstinent.
*TSW distinguish between possible emotional and physical dangers resulting from failure to abstain.
*TSW recognize common sexually transmitted infections/diseases.
Biblical Integration:
*Proverbs 14:15 The simple believe anything, but the prudent give thought to their steps. (NIV)
Activities:
*Review main points from day 4.
*View Haiku Slides day 5
*Discuss Proverbs 14:15 and how this relates to results of failure to remain abstinent.
*Discuss STI’s (*see STI Review Sheets for detailed information)
Classwork:
*Have students work in groups to complete STI Sentence Completions handout
Materials:
*Pencils and STI Sentence Completions handout
*STI review sheets
RESULTS: FAILURE TO ABSTAIN
Lesson Objectives:
*TSW demonstrate a basic understanding of the results of failure to remain abstinent.
*TSW distinguish between possible emotional and physical dangers resulting from failure to abstain.
*TSW recognize common sexually transmitted infections/diseases.
Biblical Integration:
*Proverbs 14:15 The simple believe anything, but the prudent give thought to their steps. (NIV)
Activities:
*Review main points from day 4.
*View Haiku Slides day 5
*Discuss Proverbs 14:15 and how this relates to results of failure to remain abstinent.
*Discuss STI’s (*see STI Review Sheets for detailed information)
Classwork:
*Have students work in groups to complete STI Sentence Completions handout
Materials:
*Pencils and STI Sentence Completions handout
*STI review sheets
Photo by BluegrassAnnie
PRoverbs 14:15
The simple believe anything, but the prudent give thought to their steps.
Photo by zilverbat.
Possible Results From failing to abstain
- Pregnancy
- Emotional dangers
- Sexually transmitted infections/diseases
Pregnancy
- United States: "In 2014, a total of 249,078 babies were born to women aged 15–19 years, for a birth rate of 24.2 per 1,000 women in this age group" (About Teen Pregnancy, 2016).
Photo by Paladin27
Pregnancy
- Teen Pregnancy Worldwide 16 million girls ages 15-19 give birth each year Global birthrate among 15-19 year old girls is 49 in 1,000 Complications of pregnancy is the 2nd highest cause of death in 15-19 year old girls 3 million 15-19 year old girls have unsafe abortions every year
Photo by Paladin27
Pregnancy
- The U.S. has twice the teen pregnancy rate as Canada Both Germany and France have a teen pregnancy rate that is four times lower than the U.S. Japan’s teen pregnancy rate is eight times lower the United States (Teen Pregnancy Statistics, 2016)
Photo by Paladin27
10 Emotional dangers
- Worry about pregnancy and disease
- Regret and self-recrimination
- Guilt
- Loss of self-esteem and self-respect
- The corruption of character
10 Emotional dangers
- Shaken trust
- Depression and suicide
- Damaged and ruined relationships
- Stunted personal development
- Negative effects on marriage
- (Lickona, 2007)
Sexually transmitted infections/diseases
- "Sexually Transmitted Diseases are the ones that are easily passed from one person to another, cause various complications and are sometimes difficult or impossible to cure. This is why it is important to know the most common STDs, their ways of spreading, symptoms and possible outcomes. They can be caused by bacteria, fungi, viruses, parasites and are often interconnected.
Photo by prusakolep
Sexually transmitted infections/diseases
- Some of them are very similar in symptoms and are hard to distinguish, some favor the development of other sexually transmitted infections" (STD, 2005).
- "Symptoms and signs of disease may include vaginal discharge, penile discharge, ulcers on or around the genitals, and pelvic pain" (Sexually Transmitted Infections, 2016).
Photo by prusakolep
Common Sexually transmitted infections
- Chlamydia
- Genital Herpes
- HPV
- Gonorrhea
- Hepatitis B
- HIV and AIDS
- Pelvic Inflammatory Disease
- Pubic Lice (Crabs)
Photo by prusakolep
Sexually transmitted infections/diseases
- Syphilis
- Vaginitis
- STIs are transmitted sexually, requiring sexual contact. Some STIs can be transmitted through skin to skin contact (STI and HIV, 2013).
Photo by prusakolep
References
- About teen pregnancy. (2016). Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/teenpregnancy/about/index.htm
References
- Choosing Abstinence. (2014). teachingsexualhealth.ca
- Retrieved from http://teachers.teachingsexualhealth.ca/wp-content/uploads/Grade-7-Choosing...
references
- How can I keep my mind off sex? (2016). JW.org. Retrieved from How can I keep my mind off sex. (2016). JW.org. Retrieved from https://www.jw.org/en/bible-teachings/family/teenagers/ask/keep-mind-off-se...
references
- Johnson, J. (2016). What is personal hygiene?, HTTP://WWW.HYGIENEEXPERT.CO.UK/WHATISPERSONALHYGIENE.HTML
- Kids Health https://kidshealth.org/en/kids/feet-stink.html
References
- Lickona, T. (2007). The neglected heart: The emotional dangers of premature sexual involvement. Catholic Education Resource Center. Retrieved from http://www.catholiceducation.org/en/marriage-and-family/sexuality/the-negle...
References
- List of all stds and their symptoms. (2005). STD. Retrieved from http://www.std-gov.org/stds/std_list.htm
Referencse
- Nordqvist, C. (2016). Body odor: causes, prevention, treatments. MNT. Retrieved from http://www.medicalnewstoday.com/articles/173478.php
References
- Oz, M. (2016). Does oily skin cause acne? Sharecare. Retrieved from https://www.sharecare.com/health/acne-skin-pimples/does-oily-skin-cause-acn...
References
- Sexual development. (2016). teachingsexualhealth.ca
- Retrieved from http://teachers.teachingsexualhealth.ca/lesson-plans/grade-7/
REferences
- Sexually transmitted infections. (2016). Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Sexually_transmitted_infection
References
- STI and HIV (2013). teachingsexualhealth.ca
- Retrieved from http://teachers.teachingsexualhealth.ca/wp-content/uploads/CALM-STI-Lesson-...
References
- Teen pregnancy statistics. (2016). TeenHelp.com Retrieved from https://www.teenhelp.com/teen-pregnancy/teen-pregnancy-statistics/
References
- Treybig, D. (2006). God's guide to sex. Beyond Today. Retrieved from https://www.ucg.org/the-good-news/gods-guide-to-sex
