Human Growth and Development power point

1. Fifth Grade Human Sexuality
USD 497 Lawrence
2014-2015

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. 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. 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. 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. 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. Courageous Conversations Compass

8. Four Agreements
1.Stay Engaged
2.Experience
Discomfort
3.Speak the Truth
4.Expect / Accept
Non- Closure

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. “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. 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. 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. 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. 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. 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. 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