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Sex Ed Prep1 Muskegon2010
- 1. Welcome! Sex Education Preparation & HIV Certification Muskegon ISD
- 6. Goal: Equip health-endorsed teachers and other school personnel to provide K-12 sex education and HIV prevention according to Michigan’s current legislation
- 31. Male Reproductive System penis vas deferens scrotum testicle urethra
- 33. Female Reproductive System uterus vagina ovary cervix Fallopian tube
- 38. Issues of Force & Consent * Of students who had sex during previous 3 months ** During the previous year 2009 MI YRBS
- 39. Sexual Harassment Video: What Is Sexual Harassment?
Editor's Notes
- Explore attitudes, issues, and laws that affect teaching sex education Analyze societal and educational messages about sexuality Increase each participant’s personal comfort level and available repertoire of skills Increase parental involvement in sex education Practice effective strategies for teaching sex education
- To get us started thinking about sex ed, it’s helpful to consider what each of us brings to the classroom. We bring our history, our experiences, our beliefs, our expectations. We will be together for three days, so it’s helpful to see the variety of thoughts we bring to our group. Distribute the worksheet, “Thinking About Sexuality Education” to each person. Show overhead. Ask them to read through statements and identify ones they agree with. Ask them to get up and move around the room and meet people and get them to sign the statements they agree with. Initials are fine. Assure them they will not have to share answers in large group and that each of us brings a unique perspective to the group.
- Stand up and rank yourselves by your year of graduation from high school. Let’s have 1900 be on the far left. Today will be on the far right. After everyone settles into a location on the timeline, ask participants to group with 4 or 5 people who graduated in the same few years as them. Discuss what sex education was like for them when they were in school: When did they get education at school? Who taught it? What was taught? Who was in the class? After five minutes, go around the room from 1900 to present and ask each group to share the approximate year of graduation and what sex ed was like for the people in their group. Conclusion: Has anything REALLY changed? Can we blame sexual promiscuity on sex ed in schools?
- Explain: Each of us grows up hearing and seeing many messages about sexuality and sex. Most of the messages we receive are not planned, or intentional, or even necessarily verbal. This activity will encourage you to remember some of the foundational messages that contribute to your attitudes and beliefs about sexuality now. Have them turn over the worksheet from earlier activity and write on the back. Show the overhead and read one corner at a time, then center. Allow time to reflect and write. Introduce yourselves at the table. Discuss any of the items you choose in your group at the table. Come up with a group message. After five minutes, ask the groups to introduce their members and share a group message for kids.
- Give each table group a set of Fact and Belief cards and a mat. Assign roles: Person who most recently played cards=card drawer. Person to his/her left is card placer Person to his/her right is leader Person second to right is spokesperson Show overhead. Read role tasks. Read group task. After 10 minutes of discussion, call on each group’s spokesperson to share one card with the large group, tell how they categorized it and why. Ask for comments from the large group. Process as needed.
- Post True and False signs on opposite sides of the room.
- See Pages 1-4 of The Law divider.
- Explain the it’s time to see how much we already know about the reproductive system. You will work in teams to pool your knowledge to complete drawings of the reproductive system: male and female. Show the overhead. Distribute two pieces of chart paper, markers and the list of reproductive anatomy terms to each group. After ten minutes, tell the groups to work on the second drawing if they haven’t already begun. After ten more minutes, ask the groups to hold up their male drawings, and show their work off with pride. Show the overheads of the male reproductive system. Ask if there are any questions. Then ask the groups to hold up their female drawings, and show their work off with pride. Show the overheads of the female reproductive system. Discuss the lack of information about the external female reproductive system. Ask if there are any questions. Ask the group why they think it was helpful to do this activity. (find out that they need to do some review, get used to talking about and looking at these parts, get an ideas how embarrassed or uncomfortable they might feel when discussing the topic.) What did they learn?
- Copy and cut apart situations from page 109 of MM 7-8 violence prevention module. Distribute one situation to each group.