Dating - Parents Weigh In (homework)

Format
Word Document File (6 KB|1 page)
Standards
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  1. 3 separate products are provided in this bundle to be used during a DATING UNIT in a Health class or by a counselor/behavior strategist.
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Description

To be used by Health teachers, counselors, or Behavior Strategists teaching older students about DATING. Students will take this worksheet home to question a parent or trusted adult about their viewpoints on dating - students will write down what they say. For example, parents are asked - At what age is it appropriate for me to date? Who would you prefer that I dated? What concerns you when you think about me dating?

The following day, students can share the types of responses they got from the adults in their lives. This would be a good opportunity to compare their parent's views on dating with their own. Students must show MATURITY for this type of activity. This is a great way to forge strong relationships between school and home, to increase parent involvement in their child's social lives, and for parents to assist in emotional health, dating, and sex education.

Total Pages
1 page
Answer Key
N/A
Teaching Duration
30 minutes
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Standards

to see state-specific standards (only available in the US).
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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