Human Growth and Development

Transcription

1 Human Growth and Development Sixth Grade Wellness and Prevention Office 6/19/2015 Fifth Grade Curriculum Outline Page 1 Rubric Directions/Example Pages 2 3 Special Needs Adaptations/Modifications Pages 4 9 Lessons Pages Assessment Directions Page 165

2 Wellness and Prevention Office Human Growth & Development Curriculum 6 th Grade Lessons OUTLINE Lesson 1- Just the Facts Lesson 2- Silhouette Activity Lesson 3- Puberty Explained Lesson 4- Circle of Friends Lesson 5- My Dream Self Lesson 6- In The Know- HIV (reserve computer lab) Lesson 7- STIs (reserve computer lab) Lesson 8- Transmission Possible Lesson 9- Why Choose Abstinence? Lesson 10- Let s Talk! Lesson 11- Delaying Tactics Lesson 12- Needs and Limits Lesson 13- Dealing with Cyberbullying Lesson 14- Contraception Lessons that can be replaced by completing the following curriculum: Curriculum MPS HGD lessons that do not have to be covered if specified curriculum is taught Making Proud Choices 5, 6, 7, 8, 11, 12 Life Skills 10, 11 Page 1

3 Wellness and Prevention Office INSTRUCTIONS FOR ASSESSMENT COMPLETION Please use the attached Assessment Tracking Form; make copies for yourself as needed Each grade level of the HGD course has a pre and post assessment and two additional assessments/quizzes that could be used for formative or summative assessments. The Assessment Tracking Form should be submitted to your school principal. Page 2

4 AD= ADVANCED: Student performs this task at an advanced level and is significantly above the standard Sixth Grade HGD School Name: Teacher Name: # students. Pre-Assessment Post-Assessment Assessment/Quiz 1 Assessment/Quiz 2 PR= PROFICIENT: Student performs this task confidently and consistently and meets the standard BA= BASIC: Student is improving in this skill or behavior; however they are below the standard MI= MINIMAL: Student is beginning to develop in this skill or behavior; however they are significantly below the standard Page 3

5 6th Grade Instructions for Accommodations and Modifications It is our responsibility as educators to ensure that students have access to the curriculum or information that we present as well as a way to demonstrate their understanding. It is important to realize that this may look different for some students. Accommodations for students with disabilities would include, but are not limited to: Directions: Accommodations are for clarification of directions and are separate from accommodations for test items. (Examples: Sign language for directions, explain or clarify directions, etc.) Content Presentation: Accommodations allow an assessment to be given to a student in a different format or mode of access that may be auditory, multi-sensory, tactile, or visual. (Examples: Large-print, audio recording, Braille, etc.) Response: Accommodations allow a student to respond to each test item or organize work using an assistive device. (Example: Student responds orally to a scribe who documents the student s answers, use of a graphic organizer, etc.) Setting: Accommodations allow a student to take an assessment in a different location or environment than the rest of his or her class. (Example: Individual testing, student stands or moves during testing, etc.) Timing/Scheduling: Accommodations increase the allowable length of time to complete an assessment or change the way the time is organized. (Example Extra time, testing across multiple days, etc.) Area of Concern Reading/Writing- Student is having difficulty reading instructions, content and/or completing an activity. Fine Motor - Student is having difficulty gripping paper, scissors or writing utensils when the task requires drawing, writing or manipulating paper. Language/Communication- Student is having difficulty verbalizing and/or expressing his thoughts. **Contact speech/language pathologist for more information about this area of need Possible methods of addressing those needs. Provide a Live Scribe Pen with pre-recorded directions and phrases on the worksheets; can also be used for notetaking Provide a colored reading viewer to aid in focus, fluency, and overall comprehension Upload all text to be read to a text reader Create/provide a word box based on some general or key words mentioned during discussions; can be useful for students that have limited vocabulary and spelling skills. **Use one of the many tools available on Premier (see document pertaining to using Premier with the HGD Curriculum for more information and details Provide pencil grips Specialty lined paper Use laminated tag board Adapted Scissors Allow use of tablet to draw with finger Provide student with visual supports to encourage communication May require a speech output device to aid in communication **Note: These are all tools to support learning that could be used with any student. If a student with a disability requires one of these tools, it becomes assistive technology. Contact the Assistive Technology team via at atteam@milwaukee.k12.wi.us if you want more information or have questions regarding a student s possible need for assistive technology. Page 4

6 Using Premier Tools to Increase Access to the ALL students and staff in MPS have FREE access to Premier Literacy on the computers both in the schools AND at the homes of the students. Premier is a software program that offers tools to increase access to students who are struggling with reading, writing, and studying tasks presented within their curriculum. The HGD Curriculum has multiple lessons that Premier can help to remove barriers some students, especially students with special needs, may have to fully accessing the content within the curriculum. Premier also has tools students may use to demonstrate their knowledge. In order to get Premier onto your school computers, review the Premier Informational Flyer, where step-by-step directions are presented. If a student would like the program on their home computer, provide them with the Premier At-Home Flyer. As both flyers state, for training and support in learning about and implementing this program with students, contact the Assistive Technology team at atteam@milwaukee.k12.wi.us. The major tools that you may choose to use to increase access for students struggling with reading comprehension, sustaining focus, written composition, or vocabulary acquisition within some of the HGD lessons include the following: Launch Pad (works with internet sites) Talking Word Processor (works with Word processing documents) PDF Equalizer (works with PDF documents) Worksheet Wizard (works with any worksheet that has been scanned into a computer) These tools have features that include reading text out loud, highlighting and tracking text as it is read out loud, a talking dictionary, a summarizing tool for documents that are one page or more, and a word prediction component. In the pages that follow, a specific description of each tool and how to use it is provided. Page 5

7 District License - Premier Literacy Premier Literacy s In-School Program provides reading, composition and study solutions for students on all computers in. If you have used this Suite in the past, you know the positive effects it has made for many students. Once Premier Literacy is loaded on your computers, you will have access to 2 different toolbars, an internet toolbar and a desktop toolbar. The internet toolbar will appear each time you open Internet Explorer. Features on this toolbar include: Talking Pointer - click once on the Talking Pointer icon and it will read what you point to with your cursor Talking Dictionary - highlight a word, single click on the dictionary and the definition will be read to you Text-To-MP3 This Suite also includes a toolbar that installs on your desktop. A few features on this toolbar include: Talking Word Processor Word Prediction Text to Audio Universal Reader Talking Dictionary Talking Calculator Each of these programs offers a video tutorial and online support at To request this software, call Tech support at and ask for Premier to be pushed to your computers. If you have any questions feel free to atteam@milwaukee.k12.wi.us. Your MPS Assistive Technology Team Page 6

8 How to get Premier Literacy loaded on your MPS computers Call MPS Technology Support at You will need to give them the names of the computers on which you want Premier loaded. You can find this name/number in 2 places: 1. On the log in screen: Page 7

9 Attention - Parents and Students We want to share some great news with you about our MPS Premier AT Home website where you can download powerful reading, writing and studying tools to be used on your home computers. This program is sponsored by MPS in conjunction with Premier Literacy. Premier AT Home offers many tools. After downloading Premier (instructions on back) you will see this icon on your desktop. Click on the Premier Tools icon and you will see this toolbar. **Video tutorials are available at for each Premier tool We are excited to be able to offer these tools for use on your home computer. Follow the instructions on the back of this page to start using the tools today! If you have any questions feel free to atteam@milwaukee.k12.wi.us. Your MPS Assistive Technology Team Page 8

10 LOGIN/DOWNLOAD INSTRUCTIONS Premier AT Home can only be installed on computers owned by the MPS students, parents, and/or staff. 1. Go to You will see this Log In screen For technical assistance contact Premier Assistive Technology at or Page 9

11 Lesson Number: 1 Just the Facts National Health Education Standards Primary Focus Standard 1 Core Concepts Students will comprehend concepts related to health promotion and disease prevention to enhance health. What You Need to Know- lesson objectives: review names and functions of reproductive anatomy. apply their knowledge of the reproductive system to the process of fertilization. review the steps in the menstrual cycle Materials: diagrams transparencies (male, female) fill in the blank diagrams reproductive signs for classroom activity or transparency Signs for body parts Menstrual cycle overhead (if time allows) Timer tape Procedures: 1. Introduce the unit to the class. Acknowledge the prior knowledge about their bodies, the reproductive system, relationships with friends and families, and keeping themselves safe. The lessons are designed to deepen their knowledge and take a look at things from their, now older, perspective. Set the tone for the unit by discussing classroom rules, confidentiality, participation expectations, etc. Introduce the use of a question box for any questions that students have that they would like to be sure are addressed in the course of the unit. 2. Pass out the male and female reproductive system sheets. 3. Put up each overhead showing the male reproductive system. a. Ask the students the purpose of the male reproductive system. Make sure they understand that the purpose is to produce sperm, and get that sperm to an egg. The main goal is to make a baby. b. Go through the journey sperm take from the testicles to the outside of the body. c. Follow this order: testicles, epididymis, van deferens, seminal vesicle, prostate gland, Cowper s gland, urethra and out of the body. (Definitions included in answer key) d. Go through it again, this time saying what each part does and have the kids recite back which body part you are talking about. Keep going through it until a majority of the class is giving the correct answers e. Example of how the teacher can explain these parts in summary: i. sperm is made in the=testicles ii. sperm is then stored in the= epididymis iii. when a man ejaculates sperm is released into the= vas deferens iv. sperm add seminal fluid from the= seminal vesicle v. sperm add more fluid to make semen from the= prostate gland vi. semen adds a protective fluid from the= Cowper s gland vii. then it leaves the body through the= urethra viii. which is inside the= penis Page 10

12 Lesson Number: 1 Just the Facts f. Inform the students that when a male ejaculates he releases million sperm and it only takes one to fertilize the egg. 4. Put the reproductive system signs up around the room and have the kids walk around and fill in their sheets. Give students minutes to complete this task. If you are not comfortable having kids move about the room for this activity the signs can always be used as overheads 5. Split students up into 8 groups. Set a timer for 3 minutes while students put information on their worksheet. 6. Review the students answers to make sure they all have correct information on their sheets. 7. Explain the female reproductive system (Put up an overhead of the female reproductive system) a. What is the main purpose of the female reproductive system? To have an egg fertilized and carry a developing baby b. Start with where the eggs are made and work your way through the system. c. Follow this order: ovary, fallopian tube, uterus, cervix, vagina. 8. Tell students that at birth, the ovaries have all the eggs they will ever produce inside them. Once puberty starts, one egg is matured every month and travels through the reproductive system. 9. Break students into 6 groups and assign each group a letter (A-E) and pass out signs to corresponding groups. Have students read the information and record it on their Female Reproductive System sheet. Then, use the examples from (c.) to review each part in the system. Have students report to their group members, starting with A, so each group member can get the name and function of each part. If time permits, call on a group to correctly go through the female reproductive system aloud. (a) eggs are stored in the= ovary (b) once puberty begins, once a month an egg matures. During ovulation the egg is released and travels through the = fallopian tube (c) After a few days in the fallopian tube the egg enters the=uterus (d) if the egg is fertilized it stays in the uterus, if it is not fertilized the egg will leave the uterus through the= cervix (e) and exit the body through the= vagina a. Keep the female reproductive system overhead up, now start with ejaculation in the woman during sexual intercourse and follow the sperm as they try and find an egg. Ask if any of the students remember how many sperm are in one ejaculation and can be deposited inside the vagina during vaginal intercourse ( million). The sperm then travel up the cervix and to the uterus. The best place for an egg to be fertilized is the fallopian tube. Now there are some sperm that go to one tube, and some go to the other tube. If the sperm and egg meet in the fallopian tube, there are only about 50 sperm left. only ONE sperm can enter the egg. Once that happens the egg makes a protective layer that does not let any other sperm in. Usually a student will ask about twins. So how do you get twins? Two ways: Fraternal twins: This is when two separate eggs are fertilized. The twins have two separate sets of DNA and will not look the same. Biological twins: One sperm fertilizes one egg, and the egg splits into two sometimes between two days and two weeks after fertilization. These are two separate people with the same DNA. They are likely to look very similar. Now you have a fertilized egg that might implant into the uterus. The fertilized egg grows into a baby in nine months. Page 11

13 Lesson Number: 1 Just the Facts 8. Review the menstrual cycle (if time allows, this could be incorporated during the talk about the structures of the female reproductive system ) Go through the 5 steps of the menstrual cycle 1. On days 1-4 menstrual flow leaves the body. Follicle-stimulating hormone (FHS) causes follicles to grow. 2. On days 5-12 estrogen causes the lining of the uterus to thicken and ova in the follicles to mature 3. On days ovulation occurs and the egg is released into the fallopian tube 4. On days the egg travels through the fallopian tube if the egg is fertilized. Most likely place for sperm to fertilize the egg. 5. On days the egg sits in the uterus. If the egg is not fertilized menstruation begins and the next cycle starts. CLOSING STATEMENT: In the next class we will be playing a review game to test your knowledge and understanding of the male and female reproductive systems. Do you have any questions? Alternate activity: Explain the process that will be going on in your body that will allow you to reproduce. This can be answered: 1. Students write a one page journal: Have students create a flow chart with the reproductive systems in their journals or on poster board. Students must include name and function of each part. For male journey of the sperm from the testicles to outside of the body. For female start where the eggs are made to the unfertilized egg exiting the body. 2. Give student s a copy of the reproductive systems and have them label the process that allows fertilization to take place. Supplemental Materials / Technology Resources: Discovery Education Videos: A Girl's Guide to Puberty and Personal Safety Description - Speaks in clear, simple language to educate older students with special needs about puberty and personal safety. The presentation details the anatomy and functions of the body and discusses the changes that occur to the body during puberty for both boys and girls. Emphasizing privacy and maturity, the program defines sexual intercourse and explains how a woman becomes pregnant. A discussion on the differences between private and public places educates students on appropriate behaviors and societal expectations while a look at safety teaches students important rules about touching, secrets, and strangers. MarshMedia, (2006). A Girl's Guide to Puberty and Personal Safety. [Full Video]. Available from Page 12

14 Lesson Number: 1 Just the Facts A Boy's Guide to Puberty and Personal Safety 2.discoveryeducation.com//downloaddirector/downloadFile.aspx?thefile=\v2.4\61270-HAVT\ HAVT_300k.mp4&realname=A_Boy_s_Guide_to_Puberty_and_Personal_Safety Description - Speaks in clear, simple language to educate older students with special needs about puberty and personal safety. The presentation details the anatomy and functions of the body and discusses the changes that occur to the body during puberty for both boys and girls. Emphasizing privacy and maturity, the program defines sexual intercourse and explains how a woman becomes pregnant. A discussion on the differences between private and public places educates students on appropriate behaviors and societal expectations while a look at safety teaches students important rules about touching, secrets, and strangers. MarshMedia, (2006). A Boy's Guide to Puberty and Personal Safety. [Full Video]. Available from Puberty for Girls: Amazing Changes Inside and Out Description - Puberty, a time of tremendous physical, psychological, and emotional changes, can be very exciting, but also scary, confusing, and painful. This video, often funny, sometimes touching, always honest, helps your students understand what soon will be happening to their bodies as well as their feelings and thoughts. A doctor explains how the hormones trigger the rapid growth and development of our bodies while beautiful animation shows the growing body. An adolescent psychologist helps your students understand that they are not alone, that relationships with their friends, with parents, with school, and even with their own self-image may soon change along with their changing bodies. If they better understand these changes, they can better grow stronger, happier, and healthier. You¹ll hear from dozens of teen girls, just a few years older than your students, as they share their very personal stories, their confusions, and their discoveries. Students learn that puberty is really an opportunity to grow with new freedom and new wisdom, while maintaining a youthful confidence and joy. If we can learn this now, we can carry with us a lifetime of health, confidence and happiness. Ragamuffin, (2001). Puberty for Girls: Amazing Changes Inside and Out. [Full Video]. Available from Puberty for Boys: Amazing Changes Inside and Out Description - As boys grow into young adulthood, they are expected to do it alone. At a time of unbelievable growth and change, they are expected to never show fear, never show embarrassment, never be confused, never ask for help, and always be tough. This program helps them to understand all of the new physical, psychological, and emotional changes that they may soon experience. Two experts, a medical doctor, and an adolescent psychologist, provide the solid foundation of facts. They explain the underlying science of adolescence and puberty. We hear about hormones. We understand the causes behind pubic hair, body odor, pimples, ejaculations, and sexual thoughts and feelings. Dozens of teen Page 13

15 Lesson Number: 1 Just the Facts boys serve as positive role models for your students. They share their thoughtful, humorous, and very insightful stories. Their experiences enlighten us to the very real confusions, embarrassments, fears, and amazements that everyone must face at perhaps the most exciting and dramatic stage of life Ragamuffin, (2001). Puberty for Boys: Amazing Changes Inside and Out. [Full Video]. Available from Smartboard Exchange Notebook files: Interactive Video puberty. Skool.com Copyright 2004 Intel Corporation Page 14

16 Lesson Number: 1 Just the Facts The Menstrual Cycle On days 1-4 menstrual flow leaves the body. Follicle-stimulating hormone (FHS) causes follicles to grow. On days the egg sits in the uterus. If the egg is not fertilized menstruation begins and the next cycle starts. On days 5-12 estrogen causes the lining of the uterus to thicken and ova in the follicles to mature On days the egg travels through the fallopian tube if the egg is fertilized. Most likely place for sperm to fertilize the egg. On days ovulation occurs and the egg is released into the fallopian tube Illustrations created by Margaret Lancelot, 2009 Page 15

17 Lesson Number: 1 Just the Facts Female Reproductive System D E F B C A A B C D E F Illustrations created by Margaret Lancelot, 2009 Page 16

18 Lesson Number: 1 Just the Facts Male Reproductive System D G H C B E F A A B C D E F G H Illustrations created by Margaret Lancelot, 2009 Page 17

19 Lesson Number: 1 Just the Facts Male Reproductive System Answer Key Seminal Vesicle Vas Deferens Epididymis Scrotum Prostate Gland Urethra Penis Testicles Illustrations created by Margaret Lancelot, 2009 A. Penis Sex organ; also used to urinate B. Prostate Gland Gland next to the bottom of the bladder. It forms a fluid that combines with sperm and a fluid from the seminal vesicles to make semen. C. Scrotum Sac of skin that holds the testicles, just underneath the penis. D. Seminal Vesicles Two glands on either side of the bladder that secrete seminal fluid. E. Testicles Also called the testes; two oval-shaped organs that are contained in the scrotum. They produce testosterone (a hormone) and sperm. F. Urethra Tube that carries urine and semen out of the body, but not at the same time. G. Epididymis Where sperm are matured and stored. H. Vas Deferens Tubes in which sperm is combined with other fluids from the prostate gland and seminal vesicles to make semen. Page 18

20 Lesson Number: 1 Just the Facts Female Reproductive System Answer Key Fallopian Egg Ovary Cervix Uterus Vagina Illustrations created by Margaret Lancelot, 2009 A. Vagina A muscular passageway that lies between the bladder and the rectum. It serves as a sex organ, an passageway for arriving sperm, the birth canal and the passageway for the menstrual flow. B. Cervix - The base of the uterus with a small opening between the uterus and vagina. C. Uterus The organ that prepares each month to receive a fertilized ovum. It also prepares to support the fertilized ovum during pregnancy and to contract during childbirth to help with delivery. D. Fallopian Tube The tubes that extend from near the ovaries to the uterus. E. Egg - Also called an ovum; a reproductive cell. F. Ovary The two almond-shaped glands that produce the egg (ova) and send out hormones. Page 19

21 Lesson Number: 1 Just the Facts Male A Penis Sex organ; also used to urinate. Male B Prostate Gland Gland next to the bottom of the bladder. It forms a fluid that combines with sperm and a fluid from the seminal vesicles to make semen. Male C Scrotum Sac of skin that holds the testicles, just underneath the penis. Male D Seminal Vesicles Two glands on either side of the bladder that secrete seminal fluid. Page 20

22 Lesson Number: 1 Just the Facts Male E Testicles Also called the testes; two oval-shaped organs that are contained in the scrotum. They produce testosterone (a hormone) and sperm (reproductive cells). Male F Urethra Tube that carries urine and semen out of the body, but not at the same time. Male G Epididymis Where sperm are matured and stored. Male H Vas Deferens Tubes in which sperm is combined with other fluids from the prostate gland and seminal vesicles to make semen. Page 21

23 Lesson Number: 1 Just the Facts Female A Vagina A muscular passageway that lies between the bladder and the rectum. It serves as intercourse sex organ, a passageway for arriving sperm, the birth canal and the passageway for the menstrual flow. Female B Cervix The base of the uterus with a small opening between the uterus and vagina. Female C Uterus The organ that prepares each month to receive a fertilized ovum. It also prepares to support the fertilized ovum during pregnancy and to contract during childbirth to help with delivery. Page 22

24 Lesson Number: 1 Just the Facts Female D Fallopian Tube The tubes that extend from near the ovaries to the uterus. Female E Egg Also called an ovum; a reproductive cell. Female F Ovary The two almond-shaped glands that produce the egg (ova) and send out hormones. Assessment: 6 th Grade Lesson 1 1. Why is it important to build a classroom community of respect and trust in order to have successful discussions about health topics? 2. What is the purpose of the male and female reproductive systems? Page 23

25 Lesson Number: 2 Silhouette Activity National Health Education Standards Primary Focus Standard 1- Core Concepts Students will comprehend concepts related to health promotion and disease prevention to enhance health. What You Need to Know- lesson objectives: identify organs in the male and female reproductive system with in regards location and function. Materials Male silhouette worksheet (one per student) Female silhouette worksheet (one per student) Overhead transparency made of both male and female silhouette worksheets for the teacher to use to correctly identify (draw) organs. Overhead marking pens (multi-colored) Optional: Overhead transparencies of labeled male and female reproductive systems to assist in grading and teaching of the male and female reproductive system. Overhead Projector and screen Procedure This activity may be used as a pretest or post test depending on how the instructor prefers to assess the students knowledge of the male and female reproductive system. 1. Students are asked to clear their desks and the teacher gives each student a male and female silhouette worksheet. 2. Students are asked to draw and label each reproductive organ listed on the worksheet in the appropriate place and with the correct size for both the male and female. Anatomical terms will be used. Teacher may also ask students to give the function of each body part on the back of the sheets. 3. When the students have completed their drawings, the teacher displays the overhead transparency of the male silhouette and draws and labels one at a time each male reproductive organ in the correct size and in the appropriate place. The function of each is discussed. It is usually easiest to start with the testicles and follow the path of the sperm. 4. Students are asked to correct their own paper. They are to give one point for every organ that they draw appropriately. 5. Teacher does the same for the female reproductive system. 6. Assessment: Collect drawing and award one point for each correct structure. a. Alternate assessment and/or assessment for students who need more support Color by part of reproductive system; Match reproductive system name to function. Page 24

26 Lesson Number: 2 Silhouette Activity Name: Color Male Reproductive System Date: Directions: Using teacher discretion, follow the directions below and color the different parts of the male reporductive system. Color the prostate gland red. Color the scrotum yellow. Color the seminal vesicle green. Color the testicles orange. Color the urethra blue. Color the epididymis black. Color the vas deferens brown. Color the penis gray. Page 25

27 Lesson Number: 2 Silhouette Activity Answer Key Color Parts of the Male Reproductive System Male Reproductive System Answer Key Seminal Vesicle (GREEN) Vas Deferens (BROWN) Prostate Gland (RED) Urethra (BLUE) Penis (GRAY) Epididymis (BLACK) Scrotum (YELLOW) Testicles (ORANGE) Page 26

28 Lesson Number: 2 Silhouette Activity Name: Date: Color Parts of the Female Reproductive System Directions: Using teacher discretion, follow the directions below and color the different parts of the female reporductive system. Color the vagina blue. Color the cervix orange. Color the uterus green. Color the fallopian tube purple. Color the egg red. Color the ovary yellow. Page 27

29 Lesson Number: 2 Silhouette Activity Answer Key Color Female Reproductive System Female Reproductive System Answer Key Fallopian Tube (PURPLE) Egg (RED) Ovary (YELLOW) Cervix (ORANGE) Vagina (BLUE) Uterus (GREEN) Illustrations created by Margaret Lancelot, 2009 Page 28

30 Lesson Number: 2 Silhouette Activity Name: Date: Male Reproductive System Match Directions: Match the names of the parts of the male reproductive system to its function by writing the correct letter. Name Epididymis Penis Prostate Gland Scrotum Seminal Vesicles Testicles Urethra Vas Deferens Function A Sac of skin that holds the testicles, just underneath the penis. B Tube that carries urine and semen out of the body, but not at the same time. C Sex organ; also used to urinate. D Tubes in which sperm is combined with other fluids from the prostate gland and seminal vesicles to make semen. E Gland next to the bottom of the bladder. It forms a fluid that combines with sperm and a fluid from the seminal vesicles to make semen. F Two oval shaped organs that produce testosterone and sperm and are contained in the scrotum. G Where sperm are matured and stored. H Two glands on either side of the bladder that secrete seminal fluid. Page 29

31 Lesson Number: 2 Silhouette Activity ANSWER KEY - Male Reproductive System Match Directions: Match the names of the parts of the male reproductive system to its function by writing the correct letter. Name Epididymis G Penis C Prostate Gland E Scrotum A Seminal Vesicles H Testicles F Urethra B Vas Deferens D Function A Sac of skin that holds the testicles, just underneath the penis. B Tube that carries urine and semen out of the body, but not at the same time. C Sex organ; also used to urinate. D Tubes in which sperm is combined with other fluids from the prostate gland and seminal vesicles to make semen. E Gland next to the bottom of the bladder. It forms a fluid that combines with sperm and a fluid from the seminal vesicles to make semen. F Two oval shaped organs that produce testosterone and sperm and are contained in the scrotum. G Where sperm are matured and stored. H Two glands on either side of the bladder that secrete seminal fluid. Page 30

32 Lesson Number: 2 Silhouette Activity Name: Date: Female Reproductive System Match Directions: Match the names of the parts of the female reproductive system to its function by writing the correct letter. Name Cervix Egg Fallopian Tube Ovary Uterus Vagina Function A The tubes that extend from near the ovaries to the uterus. B A muscular passageway that serves as a sex organ, a passageway for arriving sperm, the birth canal, and the passageway for the menstrual flow. C A reproductive cell also called an ovum. D The base of the uterus with a small opening between the uterus and vagina. E The organ that prepares each month to receive a fertilized ovum, support a fertilized ovum during pregnancy, and to contract during childbirth to help with delivery. F Two almond-shaped glands that produce the egg and send out hormones. Page 31

33 Lesson Number: 2 Silhouette Activity ANSWER KEY - Female Reproductive System Match Directions: Match the names of the parts of the female reproductive system to its function by writing the correct letter. Name Cervix D Egg C Fallopian Tube A Ovary E Uterus G Vagina B Function A The tubes that extend from near the ovaries to the uterus. B A muscular passageway that serves as a sex organ, a passageway for arriving sperm, the birth canal, and the passageway for the menstrual flow. C A reproductive cell also called an ovum. D The base of the uterus with a small opening between the uterus and vagina. E The organ that prepares each month to receive a fertilized ovum, support a fertilized ovum during pregnancy, and to contract during childbirth to help with delivery. F Two almond-shaped glands that produce the egg and send out hormones. Page 32

34 Lesson Number: 2 Silhouette Activity Female Silhouette Illustrations created by Margaret Lancelot, 2009 Draw and label the following body parts. Consider size and placement of each part as it relates to the others. Some will be layered on top of others. Cervix Ovaries Fallopian tubes Uterus Vagina Page 33

35 Lesson Number: 2 Silhouette Activity Male Silhouette Illustrations created by Margaret Lancelot, 2009 Draw and label the following body parts. Consider size and placement of each part as it relates to the others. Some will be layered on top of others. Scrotum Seminal Vesicle Penis Testicle Prostate Gland Urethra Epididymis Vas Deferens Page 34

36 Lesson Number: 2 Silhouette Activity Assessment: 6 th Grade Lesson 2 1. List 2 reasons why it is important to know what the male and female reproductive organs names and functions are. 2. What could you tell a friend who is embarrassed to talk to a trusted adults about questions they might have regarding the male and/or female reproductive systems? Page 35

37 Lesson Number: 3 Puberty Explained National Health Education Standards Primary Focus Standard 1 Core Concepts Students will comprehend concepts related to health promotion and disease prevention to enhance health. Secondary Focus Standard 7 Self Management Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. What You Need to Know- lesson objectives: describe the physical, emotional and social changes of puberty. explain that puberty is triggered by the endocrine system, specifically the pituitary gland. distinguish among definitions of erection, menstruation, nocturnal emission, ovum, puberty, and sperm. Materials One copy per student of Puberty Worksheet #1 If available have adolescent products (athletic supporter, bra, tampon, maxi-pad) Puberty worksheet #2 Procedure 1. Explain reasons for this lesson. Explain that everyone here either has begun or will soon begin to develop from a child into an adult. This lesson will help them understand the changes that involves. 2. You may want, especially if they had a session on puberty last year, to launch right in to more active student participation. Ask for a volunteer or two to define puberty. Thank them and build on what they said, so you end up defining it as a time when a person s body, feelings and relationships change from a child s into an adult s. Ask the class when that happens. It is normal to start noticing changes, anytime between age 9 or 10 and 16. Puberty isn t an overnight process; it can take several years to complete.. If someone gets to be 17 and still hasn t noticed any changes in their body, they might want to chat with a doctor. Remind people that puberty involves changes in not only your body but also your feelings and relationships. So your friend s body might start maturing first, but you may be maturing emotionally and socially sooner than your friend. And it isn t a race, anyway. The pituitary gland, in a person s brain, will trigger the changes of puberty whenever it is programmed to do so. 3. Have the class brainstorm puberty changes as you write them on the blackboard (See supplemental activities for alternate activities). Then help them distinguish changes that happen (a) to boys only, (b) to girls only, and (c) to both. And finally discuss and answer questions about each item. Changes you might want to include: height growth spurts (both) Explain that you grow most in your sleep. shoulders broaden (boys) Explain that this is a skeletal change, not something he can speed up through strength-training. Page 36

38 Lesson Number: 3 Puberty Explained hips widen (girls) Explain that the idea is for her pelvic bones to form sort of a bowl, in order to support a pregnancy if she ever decides to have a child. breasts develop (girls and, to some extent, many boys) Explain that many boys do experience some breast development and that it usually disappears within six months or a year. It can be scary if he doesn t realize how common it is. If it doesn t disappear in a year s time, he might chat with his doctor about it. Girls can, of course, also expect that their breasts will develop, too. acne may begin (both) Explain that acne is caused by a combination of thicker skin than when you were younger and more oils, along with bacteria. Sometimes the new, thicker layer of skin blocks the pores or openings where the oils are supposed to flow, causing a pimple. If it gets infected it can become a blackhead. People should wash gently with mild soap a couple of times a day and after heavy exercise, but it will not prevent acne altogether. Scrubbing hard can actually make acne worse. stress-related perspiration begins (both) Explain that everyone sweats when they are hot, but that at puberty another group of sweat glands starts to produce sweat also when you feel stressed or upset. This kind of sweat in teens and adults can have a strong odor. So people often bathe or shower more often after puberty. And many use deodorant or antiperspirant, too. pubic and underarm hair develops (both) Explain that pubic hair grows around a person s genitals (around the labia or penis) and that pubic and underarm hair is often coarser and sometimes a different color than the hair on the person s head. body odor increases (both) According to the experts young kids may sweat but they don't start having body odor (BO) until they reach puberty. That's when special sweat glands under the arms and around the genitals roar into full production pouring out sweat which smells! Be aware that some people have problems with perfumes, which can be a trigger for asthma or hay fever, so don't spray them around in the washroom or changeroom. Remember nothing smells better than clean skin. Perfumes are not a good substitute for a shower or wash. facial hair develops and body hair may thicken (boys and, to some extent, many girls) You can explain that the amount of hair a person gets on their face and body is genetic (inherited from a person s biological family). Explain that it isn t unusual for girls to notice new hair on the face or around the nipples and a girl might feel self-conscious if she didn t know it was common. voice deepens (both, though more in boys) Explain that the depth of the voice is a matter of air passing the vocal chords. The vocal chords are like the strings of a stringed instrument. If anyone in the class plays a stringed instrument, ask them which strings make the lower notes. They say it is the thicker ones. Well, your vocal chords thicken during puberty, no matter what sex you are. On average a boy s will get thicker than a girl s as he matures, but that s just an average. The reason a guy may notice his voice cracking sometimes, is that the vocal chords don t always get thick evenly. There may be a time when one end of the vocal chord is thicker than another and as air pushes past, the pitch of his voice may change in mid-sentence. genitals enlarge (both) This is more obvious for a boy, since he looks at his penis and scrotum. A girl is less likely to notice, but her vulva (labia and clitoris) get bigger at puberty, too. erections happen more frequently (more noticeable in boys) -- Explain that an erection is what you call it when the penis or the clitoris fills up with blood and gets harder and bigger. Everyone gets erections, even babies. In fact, ultrasounds show us that male fetuses in their mothers uteruses are already getting erections. Erection is perfectly healthy and it happens sometimes when you are thinking of something sexual or of someone you like, but it also can happen, especially at puberty, for no apparent reason. Page 37

39 Lesson Number: 3 Puberty Explained sperm production and ejaculation begin (boys) Explain that sperm are the microscopic cells from a man s body that can start a pregnancy, when they combine with a woman s egg cell. And ejaculation is what you call it when the sperm come out of his penis (in fluid called semen ). A man may ejaculate during sleep, masturbation, or sexual touch with a partner. Once he s able to ejaculate, he s able to help start a pregnancy. That s not to say he s ready to be a good dad yet, but it is biologically possible to make a baby. nocturnal emissions begin (many boys) The slang term for nocturnal emission is wet dream. Some boys not all will ejaculate during their sleep. They may or may not have been dreaming at all. The wet dream can be their body s response to the higher level of hormones in their bloodstream during a growth spurt. But guys should know that not everyone has nocturnal emissions and there s nothing to worry about whether they do or don t. ovulation and menstruation begin (girls) -- One slang term for menstruating is having a period. Explain that about once a month, starting at puberty, one or the other of a girl s ovaries will allow an egg or, in Latin, an ovum to mature and pop out. That s called ovulating. It usually travels into the nearest fallopian tube. If she has had sexual intercourse and there is sperm in that fallopian tube, it may fertilize the egg. The fertilized egg will travel the rest of the way down the tube and, in a week or so, it will nest, or implant, in the uterus to begin growing into a baby. In the meantime, the uterus has developed a thick, blood-rich lining to be a good nest in case she did get pregnant. If that egg doesn t get fertilized, though, it will live for only about 24 hours and then dissolve and be reabsorbed by her body. The uterus will wait a couple of weeks, in case the egg did get fertilized, with support from her body s hormones. Then, after a couple of weeks, if no egg has implanted, the hormone level will drop and her uterus will, basically, give up on her being pregnant that month. The lining will come out in the form of blood and little pieces of tissue, through her vagina so that she can build up a fresh new lining the next month in case she gets pregnant. The shedding of the lining is called menstruating. A woman doesn t have muscles to control when her period comes out, the way you can control when urine comes out. crushes and attractions may begin (both) A person may have crushes on people of their own sex, the other sex or both. It may or may not predict how they will feel when they re grown. That is, really liking someone of a different sex doesn t necessarily mean you will eventually figure out that you are heterosexual. And, likewise, really liking someone of your own sex doesn t necessarily mean you will eventually figure out that you are gay or lesbian. It often takes time to figure out. There s no rush. self-consciousness may increase (both) Explain that everybody goes through a time of worrying what other people think of them. Students with older brothers and sisters may have noticed that they may be spending longer in front of the mirror getting ready for school and that they may be getting really picky about their clothes. It s OK. Adults worry about what other people think, too. It may help to realize that other people may be so worried about how they look and what you think that they aren t noticing how you look as much as you think they are. sudden mood changes may begin (both) Explain that feeling happy one minute and in tears the next, sometimes for no apparent reason, isn t at all unusual at puberty. The hormones in your blood stream influence how you feel. When might you want to see a doctor or counselor about it? The Society of Adolescent Medicine says, Feeling sad sometimes and having mood swings is normal, but being depressed for a long time is not. These are signs of depression, especially if they last for more than 2 weeks: Changes in eating or sleeping habits Poor performance in school Sadness that won t go away Losing interest in what used to be fun or interesting No longer hanging out with friends Page 38

40 Lesson Number: 3 Puberty Explained Loss of energy or motivation Thoughts of harming or killing yourself Anger and rage Using drugs or alcohol to "forget" about problems Overreaction to criticism Lack of concentration or forgetfulness Aches and pains that don t get better with treatment 2 4. Use visual aids to introduce products for newly adolescent bodies. (If available) Select one product (like non-acnegenic makeup or deodorant) that you are going to endorse. Create a radio advertisement for Human Body Radio in which you endorses this product and explains its positive effects during puberty. Discuss: A) What is each one for? B) How does a person decide when to use these? Be sure to mention that: "deodorant tampons/pads" are unnecessary, and can be irritating. A daily bath or shower is sufficient for cleanliness. which menstrual hygiene products are best is a personal decision and sometimes a girl s family and culture may have strong opinions about it, but that medically, they are all OK 5. Hand out "Puberty Worksheet #1" and use it as a discussion tool. Answers: 1. b having a period = menstruation 2. a the penis or clitoris filling with blood and getting larger = erection 3. f the cell from the testes that can start a pregnancy = sperm 4. c sperm coming out of the penis during sleep = nocturnal emission 5. d the egg cell from the ovary that can start a pregnancy = ovum (plural = ova) 6. e a child s body beginning to change into an adult s body = puberty 7. g the gland in the brain that triggers the beginning of puberty = pituitary 6. Use Puberty Worksheet #2 to reinforce facts and debunk fears/myths re: puberty. a. Divide the class into 3 teams. b. Hand out "Puberty Worksheet #2" and give the teams 20 minutes to reach consensus (within each team) on each item. Encourage people to discuss the items they disagree on, to explain to one another why they believe as they do about an item. c. Have one spokesperson for each team write their team's responses on the blackboard and explain, one at a time, why they chose a particular answer. You can award 1 point for each correct answer and an extra ½ point to the team with the best explanation. Page 39

41 Lesson Number: 3 Puberty Explained Supplemental Materials / Alternate Activities that can be easily modified: A: Changes Sort Materials large construction/poster paper, scissors, glue/tape, Bank of Changes (to be cut out), markers/crayons Procedure: (1) Pass out construction paper to students. Tell students to turn their paper with the long sides on the top and bottom and write the title Puberty Changes at the top. (Demonstrate on board). (2) Have students do a tri-fold with their construction paper (hamburger fold). Tell students to use their markers/crayons to draw columns. Label the 1 st column Girls Only, the 2 nd column Both, and the 3 rd column Boys Only. (3) Hand out a Bank of Changes to each students. Read the list of puberty changes listed. (4) Have students cut out the changes and sort them by whether or not it is a change only girls experience, only boys experience, or if both boys and girls experience the change. *Tell students before they glue/tape their answers, have a partner compare answers. (5) Glue/tape the changes in each column. Page 40

42 Lesson Number: 3 Puberty Explained Height growth spurts Broadened shoulders Bank of Changes Pubic hair growth Underarm hair growth Sperm production and ejaculation Sudden mood changes Widened hips Voice deepens Menstruation begins Acne Erections Nocturnal emissions begin Stress-related perspiration Development of breasts Crushes and/or attractions to others Gaining weight Body odor increases Need more sleep Page 41

43 Lesson Number: 3 Puberty Explained ANSWER KEY - Bank of Changes Height growth spurts BOTH Broadened shoulders BOYS ONLY Widened hips GIRLS ONLY Acne BOTH Stress-related perspiration BOTH Development of breasts GIRLS ONLY Pubic hair growth BOTH Underarm hair growth BOTH Voice deepens BOYS ONLY Erections BOYS ONLY Crushes and/or attractions to others BOTH Gaining weight BOTH Sperm production and ejaculation BOYS ONLY Sudden mood changes BOTH Menstruation begins GIRLS ONLY Nocturnal emissions begin BOYS ONLY Body odor increases BOTH Need more sleep BOTH Page 42

44 Lesson Number: 3 Puberty Explained B: Smartboard Exchange Notebook file: Interactive Video puberty. Skool.com Copyright 2004 Intel Corporation C: Articles for Kids: All About Puberty - Boys and Puberty All About Menstruation D: Articles for Teens: Everything You Wanted to Know About Puberty All About Menstruation Is It Normal to Get Erections? E: You Can t Embarrass Emily! Instructions: Imagine you re Dear Emily, the greatest advice columnist ever to hit the newspapers. You re witty, accurate, and you refuse to be embarrassed when kids write in with their awkward questions about puberty! Select one of the letters below, do some research at KidsHealth, and write a reassuring response. Be sure to include an explanation of the changes the writer is experiencing and what the writer can do about them! 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use. Page 43

45 Lesson Number: 3 Puberty Explained Dear Emily, I m so mortified. As if it wasn t bad enough that my breasts have been sore for weeks, now they are two different sizes! I m never going to be able to wear a bathing suit in the summer. What s going on, and what can I do about it? Sincerely, Unbalanced Uma Dear Emily, I m embarrassed to even leave the house these days. Not only do I have pimples all over my face, but they re on my back and chest, too. Yuck! What causes these nasty bumps, and how can I get rid of them? Sincerely, Bumpy Bella Dear Emily, Wow, after I play basketball these days, I am stinking myself out! I ve got a serious smell coming from my body. Why am I suddenly smelly, and what can I do to get rid of the odor? Sincerely, Stinky Stan Dear Emily, This puberty thing is so humiliating! I woke up the other night with my underwear and my bed all wet! What in the world is going on, and is this going to keep happening to me? Sincerely, Wet Wayne Dear Emily, I finally got my period for the first time about 6 months ago, but it s certainly NOT on a 28-day cycle! After I first got it, I missed a month and then I had two periods with hardly any time in between! Is something wrong with me? Will I ever be regular? Sincerely, Irregular Irene Page 44