Olivia Russell, Elisabeth Couch, Navada Pacheco
Integrated Media Resources
1 Popular Film
Atypical
Seth Gordon
Season 1 Episode 2
About 34 minutes long
TV-MA
Brief Description:
The show Atypical is about a boy (Sam), who has autism. Throughout the season you see the struggles he and his family may face, but how they get through them. Sam is a boy in high school and he has a therapist named Julia. One of the things Sam is interested in is girls and learning how to ask them out. As well as, understanding how to know if you like a girl and how to understand their feelings. The show follows Sam’s daily life and his interactions with his family, friends, and peers. It gives a glimpse of what kids with autism can go through and feel on a daily basis.
Review:
In a few episodes, the show addresses the topic of healthy relationships and sexual health. You can tell early on in the show that Sam is not aware of what makes something a relationship let alone a healthy one. Sam has also not been exposed to sexual health, and it relates to our topic because it brings awareness that every child should be exposed to what makes something a healthy relationship and sexual health. This includes students with disabilities. In Atypical, you will see Sam make pros and cons list to why he may like a girl and be seen asking people how to, “get a girl,” I think some of these things are normal. As you continue watching the season, you will see Sam face even more difficult choices when he meets a girl. He struggles with communicating what he is feeling, and he struggles with understanding what can hurt her feelings. Communicating and understanding are two important aspects of a healthy relationship when dating. I would integrate this by showing clips of the show in the classroom, and I would make it its own unit in a Language Arts class. I would have students watch it at the start of the unit and maybe as we progress though it, and have them write down all the things they notice from the show about sexual health and healthy relationships. Then I would have them write down things that they still want to learn about sexual health and identity and proceed into the unit providing the students information they need on sexual health. I would also have them reflect what they see back in the show and do a comparing and contrasting activity by comparing things they see in the show to their own life. This would force the students to make connections between the two.
National Health Education Standards:
Standard 1- Students will comprehend concepts related to health promotion and disease prevention to enhance health.
- 8.1 Analyze the relationship between healthy behaviors and personal health
- 8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence
Standard 5- Students will demonstrate the ability to use decision-making skills to enhance health.
- 8.2 Determine when health-related situations require the application of a thoughtful decision-making process
- 8.3 Distinguish when individual or collaborative decision making is appropriate
- 8.7 Analyze the outcomes of a health-related decision
Standard 8- Students will demonstrate the ability to advocate for personal, family, and community health
- 8.4 Identify ways in which health messages and communication techniques can be altered for different audiences
Healthy Behavior Outcomes:
- SH-1: Establish and maintain healthy relationships.
Learning Objectives:
- Students will analyze what makes a healthy relationship and what does not
- Students will be able to find connections between Atypical and their own life
- Student will learn why it is important to talk about sexual health
Core Integration:
I would make sexual health its own unit in a Language Arts class. Throughout the unit I would show clips from Atypical, showing how Sam deals with figuring out his feelings for girls and learning what is appropriate in a healthy relationship and sexual health. I would have students use Venn Diagrams to compare and contrast what Sam knows about sexual health and what they know. This would complete CCSS.ELA-LITERACY.SL.8.2 because students would be analyze the information they took from the show and their life and compare and contrast the two. Then I would have students put questions on note cards of what they still want to know. Having students pose questions would fill the CCSS. ELA-Literacy.SL.8.1.C standard. The questions could go in a box, so I could answer them as we go through the unit. The show Atypical proves that we as educators needs to know talk and promote sexual health because it should not be a scary subject. It also proves that students in general education and special education should be taught sexual health. I would show clips of Atypical to my class to show them that talking about sexual health is not a scary topic, so that it can hopefully be a good lead in and opener to topics within sexual health. After watching clips from Atypical, doing Venn Diagrams, and writing questions, I would lead the students into a socratic seminar linking together Atypical and things the students need to know about sexual health. For example, it is important for students to know who they are, their identity, and what they want in relationships. It is also important for them to know communication is key in relationships and sexual health because communicating is how you learn about sexual health topics and things like consent. It is clear in Atypical that no one communicated about sexual health and relationships to Sam, so I think many of the students could relate to some of his experiences and it would create a great discussion for a socratic seminar. By the end of the unit students could then write an essay on what they learned to finish it all off. This will cover the CCSS.ELA-LITERACY.W.8.2 standard for common core state writing.
Common Core State Standards:
Speaking and Listening
- ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Writing
- ELA-LITERACY.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Clip:
https://www.youtube.com/watch?v=ieHh4U-QYwU
Documentary Film
Teenage Love and Relationships
EDCHAT Documentary
2013
28 Minutes 56 Seconds
Not Rated
https://www.youtube.com/watch?v=GVLnVQJSER8
Brief Description:
This documentary was made in 2013, the purpose of this film is to educate young teens on the importance of having healthy relationships. It has interviews with doctors teachers therapist and real teens talking about their personal experiences with relationships with people and their sexual relationships. This film is also made in england but the same principles of relationships are relevant in the USA. Not only does it have interviews it also include film from classrooms where teachers are asking students their opinions in relationships and what they think about sexual relationships.
Content Covered:
The content covered in this video talks about what makes a good relationship.The film also talks about why students might engage in sexual relationships and what might happen if you do engage in sexual relationships. The content covered in this film is given in viewpoints and stories from different professionals and teens. This film is relevant for teens because it is relatable. Not only does this video talk about relationships with people but it also talks about how relationships with other people can affect your relationship with yourself. This film also covers the importance of abstinence. As well as maintaining healthy relationships. The documentary also goes over the necessary communication skills that it takes to maintain good and healthy relationships. One very important topic that it provides information and stories on is negotiation skills and refusal skills when it comes to sexual relationships to reduce your health risks.
National Health Education Standards:
- NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
- 8.1 Apply effective verbal and nonverbal communication skills to enhance health.
- 8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks.
Healthy Behavior Outcomes:
- HBO 1. Establish and maintain healthy relationships.
- HBO 2. BE sexually abstinent
- HBO 3. Engage in behaviors that prevent or reduce sexually transmitted diseases (STDs), including HIV infection
Learning Objectives:
- Students will learn about what makes a healthy relationship with someone.
- Students will be able to look at their own relationships and think about whether those relationships are positive or negative.
Core Integration for 8th graders:
I would integrate this video into my classroom during a seperate mini lesson on sexual health and healthy relationships. I believe that this topic should be taught on its own and not connected to a core subject like language arts or math. Once I have talked to my students about what it means to be in a healthy relationships and what it also means to have a sexual relationship I would so this video to them to help clarify what I had previously talked about in class. I feel it is best to show the video after because it has multiple perspectives. Along with the video to see different viewpoint I could have students engage in role play scenarios afterwards to practice saying “no” to activities that might negatively affect their sexual health and their relationships with other people. In their groups for role playing they can also talk and make a chart of what makes a healthy and dangerous relationship.
Specific Standards:
- CCSS 5: Healthy Relationships
- Se5.6 Explain importance of talking with a family member and other trusted adults about relationships.
- Se5.6a Identify ways to communicate effectively in a variety of relationships.
- Se56b Recognize that everyone had the right to set boundaries based on personal values.
- Se5.7 Describe characteristics of healthy and unhealthy relationships.
- Se5.7a Demonstrate communication skills that foster healthy relationships.
- Se5.7b Explain importance of setting personal boundaries and showing respect for the boundaries and values of others.
- Se5.8a Explain how to build and maintain healthy family, peer, and sating relationships.
- Se5.8b Define sexual consent and identify ways that consent can be communicated and accepted.
- Se8.8 Analyze the impact of technology and social media on friendships and relationships.
- Se5.8 Develop a plan to communicate and maintain personal boundaries and values.
- CCSS 4: Prevention
- Se4.6a Define abstinence and explain why it is the most effective method to prevent pregnancy and sexually transmitted infections (STDs), including HIV.
- Se4.7d Describe characteristics of healthy and unhealthy relationships.
- Se4.8a Summarize ways to prevent pregnancy and STDs.
- Se4.8 Use a decision-making model to make a health-related decision.
- Se4.8c Compare and contrast potential outcomes of risk behaviors and protective factors.
- Se4.8 Describe personal role in protecting one’s own sexual and reproductive health.
https://www.youtube.com/watch?v=GVLnVQJSER8
A good section to listen to, that talks about what students think about relationships.
7:01 / 28:56