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Fifth grade hs power point

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Human Growth and Development power point

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Fifth grade hs power point

  1. 1. Fifth Grade Human Sexuality USD 497 Lawrence 2014-2015
  2. 2. What to do ahead of time…  Beginning of the school year decide when this unit will be taught and contact your school nurse and/or school counselor to assist if possible. A team approach can often be the best.  One month before… order the video(s) IRC  Two weeks before…send out a parent letter explaining what will be taught and the Opt Out policy. Located on Share point  Letter…change information to meet the needs of your school. Please keep the majority of the format the same.  Email Denise Johnson dljohnso@usd497.org for questions
  3. 3. Human Sexuality Fifth Grade  The next five lessons correspond with Chapter 1 “A Growing and Changing Body” from your Harcourt Health and Fitness book. Order the videos IRC (ESDC) “Let’s Just Talk for Girls” and “Let’s Just Talk for Boys” and the second video is optional “You and Your Body Puberty”  We suggest a couple of weeks teaching the Body Systems and the Human Sexuality lessons attached in this power point. The power point was created based upon the National Standards that the Lawrence School adopted in 2013. Teaching the Human Sexuality Standards are required lessons from the school district.  Another suggestion would be to start your sexuality power point with the next lesson that guides the students through Courageous Conversations that mimics our Equity goal.
  4. 4. Unit Overview and Timeframe This unit should be taught in conjunction with the Body System Chapter in the Harcourt Health and Fitness Book  Lesson 1 Courageous Conversations… instruct all students together (20-30 minutes)  Lesson 2 Puberty Video (boys and girls are split) 30-40 minutes)  Lesson 3 Puberty Discussion ( all students) (30-40 minutes)  Lesson 4 Optional Lesson New Puberty video (all students) (25-30 minutes)  Lesson 5 Gender Identity (all students) (20-30 minutes) teacher modeled lesson link  Lesson 6 Define HIV (all students) (20-30 minutes)
  5. 5. Lesson 1 Applying Courageous Conversations and Four Agreements to our Human Sexuality Lessons National Standards ID.SM.1 Demonstrate ways to treat others with dignity and respect ID.ADV.1 Demonstrate ways students can work together to promote dignity and respect for all people
  6. 6. Objectives Listening … students will listen to information provided Speaking… students will participate in a class discussion Vocabulary: Four Agreements…stay engaged, experience discomfort, speak your truth, expect/accept non-closure Compass: believing, thinking, feeling and doing Teacher may wish to obtain several copies of the “Four Agreements and the Compass” to handout to each group of students
  7. 7. Courageous Conversations Compass
  8. 8. Four Agreements 1.Stay Engaged 2.Experience Discomfort 3.Speak the Truth 4.Expect / Accept Non- Closure
  9. 9. Teacher Steps for Lesson 1 1. Introduce the cards for Courageous Conversation Compass to the group 2. Explain that when people enter into conversations that might be uncomfortable or difficult, they tend to react in one of four ways. Some people go into the Feeling space-the topic makes them feel strong emotions. Some people go into the Thinking space- the topic makes them think and analyze. Some people go into the Doing space- the topic makes them want to act. Others may go into the Believing space- the topic touches on their deep felt beliefs. All of these responses are valid and should be respected in order for a healthy conversation to occur.
  10. 10. Teacher Steps for Lesson 1 (continued) Now introduce the Four Agreement cards Explain that following these agreements help create a healthy, productive conversation about topics where people may go to different areas of the compass. This could be true with talking about religion, race, beliefs, and also when talking about puberty, identity, and human sexuality. Discuss the meaning of each agreement: 1. Stay Engaged-stay involved in the conversation-be willing to at least listen, even when it gets uncomfortable or difficult 2. Experience Discomfort-there will be times when you might feel uncomfortable –and that’s okay 3. Speak your Truth-talk only about what is true to YOU (not your friends) 4. Expect/Accept Non-Closure-some topics might not end with a clear answer.. And that’s okay
  11. 11. Teacher Steps Lesson 1 (continued) Make it clear that everyone is at different stages on this journey of understanding Puberty, Identity, and Human Sexuality. Once you feel the class is ready, state a topic and ask students to think about which corner of the Compass they are in. This can be any topic that would be controversial to begin with . Throughout the conversation, continue to have students monitor where they are on the Compass, and remind them of the Four Agreements. At the end of each lesson, you may wish to inform students that we will continue to use the Compass and the Four Agreements when discussing Puberty, Identity and Human Sexuality
  12. 12. National Standards for Lesson 2 (Video)  Describe male and female reproductive systems including body parts and their functions.  Explain the physical, social and emotional changes that occur during puberty and adolescence.  Explain how the timing of puberty and adolescent development varies considerably and can still be healthy.  Describe how puberty prepares human bodies for the potential to reproduce.  Describe the process of human reproduction  Identify medically accurate information about female and male reproductive anatomy  Identify medically accurate information and resources about puberty and personal hygiene.  Identify parents or other trusted adults of whom students can ask questions about puberty and adolescent health issues.  Explain ways to manage the physical and emotional changes associated with puberty.
  13. 13. Student Objectives Lesson 2 Language Objectives:  Writing… write questions on paper after the video anonymously  Listening… watch the video “Let’s Just Talk for Girls” and “Let’s Just Talk for Boys”  Vocabulary… puberty, reproduction, menstruation, penis, vagina, testes, ovaries, uterus, urethra, fallopian tubes, scrotum, pituitary gland, thyroid gland, nocturnal emission, hormones, peer
  14. 14. Teacher Steps Lesson 2 (Video) The video is the foundation for the next three days of lessons  Break students into two groups boys in one room and girls in another room  Students will watch the “Let’s Just Talk for Girls and Boys” video for their gender (20-25 min) Order from IRC  Pass out scraps of paper for students to write down anonymous questions. ALL the students will write and turn in a slip of paper with questions or if they have no questions they may write “no questions” (5 min)  Collect slips with questions and have a discussion answering those. (10-20 min) Girl’s lesson can be a little longer.  Remind students of whom their trusted adults are and that they should ask them if they have further questions or concerns.
  15. 15. Student Objectives for Lesson 3 Language Objectives:  Reading… read a note card with words or phrases relating to puberty  Listening… discuss words and phrases  Vocabulary… sweat more, use deodorant, get pimples, gain weight, oiler skin, penis and testicles get bigger, uterus and vagina grow larger, voice gets squeaky and deepens, grow nearly to full height, hair grows around genitals, body hair grows longer and thicker, hair grows under the arms, feelings are stronger and more frequent, muscles grow larger, become stronger, whiskers start to grow on the face, hips get wider, menstrual cycle begins, erections are more common, breasts grow bigger, wet dreams begin, body produces more hormones, hair begins to grow on chest, more frequent mood changes, changes in friends, changes in interests, concerns about appearance, changes in problem solving skills, more independence and responsibility, relationships change, hygiene needs change, body image, feeling not ready to grow up, feeling anxious to grow up.
  16. 16. Teacher Steps for Lesson 3  Prior to lesson make notecards with the vocabulary words or phrases, you may use any or all of the ones above and can add more if you need. On the board have 3 sections: boys, girls, and boys and girls.  Break students into small groups that are mixed boys and girls 4-6 students per group  Pass out several note cards to each group.  Students in each small group will discuss the note cards their group is given as to who experiences those vocabulary words or phrases during puberty boys, girls, and boys and girls.  Then students will place the note cards on the board under the heading the group feels has that experience during puberty.  Have a whole class discussion about any misconceptions the students have and reaffirm their correct thinking.  Note the changes that BOTH boys and girls go through and how there are many more that are the same than different.
  17. 17. Teacher Steps for Lesson 3 (continued)  Ask students “What are some of the things about puberty and getting older that you are not looking forward to?”  Ask students “What are some of the things about puberty and getting older that you are looking forward to?”  Remind students that everyone is different and will go through puberty at different times.  Discuss the advantages of being tall, short, or average height to help students understand that there are advantages to being all sizes and it is good to think about all the advantages of being exactly who you are and where you are at in puberty.  Remind students of whom their trusted adults are and that they should ask them if they have further questions or concerns. NOTES  You or your students may come up with more vocabulary words or phrases to add.
  18. 18. National Standards for Lesson 4  Describe male and female reproductive systems including body parts and their functions.  Explain the physical, social and emotional changes that occur during puberty and adolescence.  Explain how the timing of puberty and adolescent development varies considerably and can still be healthy.  Describe how puberty prepares human bodies for the potential to reproduce.  Describe the process of human reproduction  Identify medically accurate information about female and male reproductive anatomy  Identify medically accurate information and resources about puberty and personal hygiene.  Identify parents or other trusted adults of whom students can ask questions about puberty and adolescent health issues.  Explain ways to manage the physical and emotional changes associated with puberty.
  19. 19. Student Objectives for Lesson 4 (Optional Lesson) Language Objective  Writing… students will be given a slip of paper to write any questions they may have, done anonymously  Listening… Video  Optional “You Your Body and Puberty” video …watch together boys and girls  Vocabulary… puberty, reproduction, menstruation, penis, vagina, testes, ovaries, uterus, urethra, fallopian tubes, scrotum, pituitary gland, thyroid gland, wet dreams.
  20. 20. Teacher Steps for Lesson 4 Optional  Boys and girls will watch the video “you Your Body and Puberty” (20 minutes)  Pass out scraps of paper for students to write down anonymous questions. ALL the students will write and turn in a slip of paper with questions or if they have no questions they may write “no questions” (5 min)  Collect slips with questions and have a discussion answering those. (10-20 min)  Remind students of whom their trusted adults are and that they should ask them if they have further questions or concerns.
  21. 21. Teacher Objectives for Lesson 5  Define sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender  Identify parents or other trusted adults of whom students can ask questions about sexual orientation  Demonstrate ways to treat others with dignity and respect  Demonstrate ways students can work together to promote dignity and respect for all people
  22. 22. Student Objectives for lesson 5  Listening… participate in a class discussion  Speaking …respond in a class discussion  Vocabulary: gay, lesbian, straight, sexual orientation, attraction, relationships, gender, homosexual, heterosexual, bisexual, identity, transgender, homophobia
  23. 23. Teacher Steps for Lesson 5 1. Preparation ahead of time: read through the story and print it so you can read it to your class in a comfortable setting. 2. Break students into small groups that are mixed boys and girls 4-6 students per group 3. Write the word “Gay” on the board; ask students ..Have you ever heard the word gay? What do you think it means? Allow time for students to share out what they think. (Someone who is attracted primarily to people of his/her own gender. It can refer to men or women. Another word for this is homosexual) 4. Write the word “Lesbian” on the board; ask students “Have you ever heard the word lesbian? What do you think it means? Allow time for students to share out (A woman who is attracted primarily to other women) 5. Write the word “Straight” on the board; Ask student Have you ever heard the work straight? What do you think it means? Allow time… ( A person who is attracted to people of another gender. A man who is primarily attracted to women or a woman who is primarily attracted to men. Another work is heterosexual)
  24. 24. Teacher Steps for Lesson 5  Note at this time students may bring up bisexual or you may …( A person who is attracted to people of more than one gender. Bisexuals can be of any gender)  Tell students “That we don’t know exactly how a persons sexual orientation develops” Explain that some people believe that your sexual orientation is determined before you are born, although you may not know it until you are older; other people believe that it develops as you grow up. It doesn’t really matter how we get to be what we are. What is important to know is that a person’s sexual orientation is just ONE part of who that person is.  Feel free to discuss the different aspects that make a person who they are  Tell students as they listen to Miranda’s story you would like them to think about how each of the people in the story feels about what is happening, and about what Miranda should do in the situations she faces.
  25. 25. Teacher Steps for Lesson 5 (continued) Read students the story “Miranda” and discuss as you read After discussing the story ask students: 1. How do you think Miranda felt when she heard those comments about her brother? How do you think Miranda felt when she talked to her brother about it? How do you think Johnny felt hearing all of the comments about him? How do you think Karen felt after hearing the rumors about her brother from her best friend? How do you think you would feel if your brother or sister, or best friend was in a similar situation? What would you do? 2. Remind students of whom their trusted adults are and that they should ask them if they have further questions or concerns.
  26. 26. Miranda’s Story This is a story about an 11-year-old girl named Miranda. Miranda, like the rest of us, lives in a society in which there is a lot of homophobia. Homophobia is fear of someone who is homosexual. That fear is usually based on ignorance, misunderstanding, or believing stereotypes. Unfortunately, people who are gay and lesbian face a lot of intolerance and discrimination as a result of homophobia. Despite this, many gays and lesbians lead long, happy, fulfilling lives. Sexual orientation does not determine how happy or healthy you will be. Miranda was an 11-year-old girl who lived with her mother, father, 14-year-old sister Karen, and her 16-year-old brother Johnny. Her parents were always after her to clean up her room, Johnny and Karen teased her sometimes, which annoyed her, but she loved her family very much. Miranda liked hanging around her sister and brother and all of their friends because they were much older and really cool. Miranda liked listening in on their conversations about dating and other teen stuff. One day when Miranda was eavesdropping on a conversation between Karen and her friends, she heard Brielle, Karen’s best friend; say to Karen “I heard a rumor about your brother Johnny today. I heard that he is gay.” Karen answered, “He is not. Johnny is the captain of the JV baseball team. He is a real guy. No brother of mine is like that.”
  27. 27. “Well,” Brielle said, “You can just forget about us being best friends. I think it’s disgusting. If you live in the house with him, you could be one too!” Miranda was very confused. She had heard the word “gay” before, and knew it was not a nice thing to call someone, but she wasn’t sure what it meant. Then Miranda heard Brielle and the other girls leave and her sister started to cry. Pause and ask students: What can Miranda do? The next day Karen came into Miranda’s room and told Miranda that she had something very important to discuss with her. She asked Miranda if she knew what a homosexual is Miranda said that she had just learned in school that a homosexual is someone who is attracted to people of the same gender. So instead of a boy who likes to date girls, a homosexual boy likes to date other boys. Miranda added that girls could be homosexual too and date other girls. Karen told Miranda that people were saying that Johnny was a homosexual. Karen said she was really embarrassed and didn’t want to walk to school with Johnny anymore, because people might think that she was homosexual too. Karen told Miranda that if anyone asked her, she should tell them it wasn’t true and should beat them up to show how tough their family is.
  28. 28. A few weeks later, Miranda went to watch Johnny pitch in a baseball game. He pitched a shutout, and everyone in the stands cheered. After the game as they walked home, some boys and girls Johnny’s age began to tease him, calling him gay and a sissy and saying he is a girl. Johnny just ignored them but Miranda began to get very upset. Pause and ask students: What can Miranda do or say? When they got home, Miranda said to Johnny, “I’m upset that kids are teasing you and making fun of you. Why are they doing that?” Johnny said, “They think that I am gay. Do you know what that is?” “Kind of,” said Miranda, “Are you gay?” “Well, yeah, I am gay. I have certain feelings that I get, feelings of wanting to be very close and romantic with someone, feelings that you will understand between when you get to be a little older,”
  29. 29. Johnny answered. “These feelings are for other boys, not for girls. So that makes me gay. Many people are gay. Did you know that Aunt Laura is gay? When a woman is gay, she is a lesbian. Anyway, Aunt Laura’s girlfriend is Marie, who lives with her. Actually, they have been together for so many years it’s really like they are married. “But as far as those kids are concerned, it really makes me mad that people call me names. Why do they think it’s okay to make fun of someone just for who they are? I guess I know who my real friends are. You know I can really use the support of my family right now to help me get through this.” Pause and ask students: What can Miranda suggest to Johnny? What kind of support can she give him? The next day in school one of the kids in Miranda’s class said to her, “I’ve heard that homosexuals are weird and that gay boys really want to be girls and that lesbians really want to be boys.” Pause and ask students: What can Miranda say? That afternoon, Miranda’s teacher asked the class to write a paragraph about their families and to say something special about each member of the family. Pause and ask students: What can Miranda say about her brother Johnny?
  30. 30. Lesson 5 continued After reading the story to the class have a discussion with these leading questions:  How do you think Miranda felt when she heard those comments about her brother? How do you think Miranda felt when she talked to her brother? How do you think Johnny felt hearing all of the comments about him?  How do you think Karen felt after hearing the rumors about her brother from her best friend? How do you think you would feel if your brother or sister, or best friend was in a similar situation? What would you do?  Remind students of whom their trusted adults are and that they should ask them if they have further questions or concerns.
  31. 31. Teacher Objectives for Lesson 6  Define HIV and identify some age appropriate methods of transmission, as well as ways to prevent transmission  Describe the characteristics of healthy relationships  Compare positive and negative was friends and peers can influence relationships  Identify parents and other trusted adults they can talk to about relationships  (Teachers can use the Harcourt Growth and Development and Reproduction resource that comes with your health materials as a reference)
  32. 32. Student Objectives for lesson 6  Listening… listen to the short (8 minute) video  Speaking… share new information with a small group  Writing… write new information down on note cards to be shared  Reading…. Read the Super Sleuth comic  Vocabulary… immune transmission, STI, HIV
  33. 33. Teacher Steps for lesson 6  1. During the instruction of the eight systems that Harcourt Health and Fitness teach the Immune System  This can be taught during or after as long as the students have an understanding of cells, tissues, and body systems  http://www.youtube.com/watch?v=6uwVhn-APsQ  May be or http://kidshealth.org/kid/htbw/ISmovie.html  Understand the word transmission.. To spread..  Have the students read the following article with a partner https://www.health.ny.gov/publications/9534.pdf  Have each partner group record 3 facts that they would share as a Super Sleuth on a note card.  Now put pairs into groups of 6 and exchange cards…each detective team needs to share out what they learned

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