Produced by: Healthy Sexuality Program Peel Public Health Second Edition 2011 Changes In Me: A Resource For Educators On Puberty And Adolescent Development © 2011 Healthy Sexuality Program, Peel Public Health All rights reserved. No part of this publication, with the exce ption of han douts, may be reproduced, stored in a retrieval system, or tran smitted in any fo rm o r by a ny mean s (photocopying, ele ctronic, mechanical, recording or otherwise), without the prior written permission of the copyright holder. Table Of Contents Introduction .……………………………………………………………………… 1 Information For Teachers ……………………………….…………………….. 3 Curriculum Expectations ………………………………………………………. 33 Unit Overview …………………………………..……………………………….. 36 Information For Parents ………………………………….…………………….. 37 Teacher Guide ……………….……………………..…………….………… 38 Parent Letter …...………………………….………..……..…….………… 39 Talking to Your Child about Sexuality, Ages 9 -12…..………..…..…… 41 Lesson One ……………………………………………………………………….. 57 Find Someone Who … – Handout ……………………………….……….… 62 Anatomy Review – Teacher Guide …………………….…….………… 63 Using The Question Box – Teacher Guide ………..………….……….. 69 Question Box Handout …………………………….…………………….. 73 Questions and Answers – Teacher Guide …………………………...... 74 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 i Table Of Contents Lesson Two ……………………………………………………………………….. 83 Male Reproductive Anatomy Images … ……………………….………… 90 Male Reproductive Anatomy – Answer Sheet ………………………...... 91 Lesson Three …………………………………………………………………….. 92 Male Reproductive Anatomy – Quiz ….…….………………….………… 100 Female Reproductive Anatomy Image…. …………………….………… 101 Female Reproductive Anatomy Image – Front And Side Views ……. 102 Menstrual Cycle Image…. …………………….………………….……… 103 Female Reproductive Anatomy (external) – Answer Sheet …..……...... 104 Ovulation And Pregnancy Game ………………….…………………...... 105 Ovulation And Pregnancy Game – Answer Sheet …………………...... 106 Lesson Four ……..………………………………………………………………… 107 Female Reproductive Anatomy (external) – Quiz ……………….………… 115 Internal Female Reproductive Anatomy – Quiz ……………….………… 117 Internal Female Reproductive Anatomy – Answer Sheet …….………… 118 You, Your Body & Puberty – DVD Handout …………..……….………. 119 Puberty Discussion Handout ………………..…………………….……… 121 DVD – Rewind Quiz (student) ………………..…………………….……… 122 DVD – Rewind Answer Key………………..…………………….……… 123 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 ii Table Of Contents Match-Up Activity (student)….………………………..………………...... 124 Match-Up Answer Key …….………………..…………………….……… 125 Lesson Five ……………………………………………………………………….. 126 Pat’s Puberty Paper – Handout …………..………………….………….. 130 Puberty Changes – Handout ……………….…………………………… 131 IDEAL Decision-Making Model Overhead ……………….……………. 133 IDEAL Decision-Making – Handout ……………….…………………… 134 IDEAL Decision-Making Scenarios ………………………………….…. 135 IDEAL Decision-Making Scenarios – Teacher Guide ………………... 147 IDEAL Decision-Making Homework Assignment …………………..…. 151 IDEAL Decision-Making Homework Assignment – Evaluation………. 155 Lesson Six ……………………………………………………………………….. 156 “Ideal Femininity” And “Ideal Masculinity” Charts ………….………….. 167 Nutrition – Station Work ……………….………………………………… 168 Physical Activity – Station Work ……………….……………………….. 169 Female Advertisement – Station Work ……………….………………… 170 Male Advertisement – Station Work ……………………………………. 171 Tips For Healthy Eating And Keeping A Positive Body Image …….... 172 Canada’s Food Guide ………………..………………………………….. 174 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 iii Table Of Contents Hip To Hygiene – Quiz ………………..………………………………….. 175 Hygiene Hints – Handout ………………..………….…………………… 176 Body Matters Reflective Writing – Homework Assignment ………….. 178 Lesson Seven …………………………………………………………………… 179 Want Ad For A Friend – Assignment ………….………………………. 191 Friendship Stoplights ……………….……………………………………… 193 Friendship Stoplight Scenarios ……………….………………………… 196 Solving Problems In Friendships – Homework Assignment ………… 211 Agree or Disagree? - Worksheet ……………….………………………… 213 Lesson Eight ……………………………………………………………….…….. 214 Puberty Review – Quiz ………….………………………………………… 220 Puberty Review – Answer Sheet ….……………………………………… 224 Puberty Q & A – Answer Sheet ……....…….…………………………… 226 Puberty Q & A Game Cards..…….……………………………………… 233 Additional Resources ……………………………………………………………. 281 Peel Health Information ………………………………………………………… 285 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 iv In the year 2000, The Healthy Sexuality Program at the Region of Peel partnered with the Peel District School Board (PDSB) in an effort to improve the health of students in Peel communities. Superintendents and administrators were asked to identify health issues that were most important in their schools - Healthy Sexuality was established as a key issue. With the implementation of the Ontario Curriculum Guidelines (Interim Ed., 2010), Healthy Sexuality has become a mandatory component of the Physical and Health Education Program. Classroom teachers, who are expected to impart information on sexual health, expressed frustration with the lack of availability of quality educational resources. In response to these concerns, Peel Public Health, in collaboration with the PDSB, agreed to develop an educational resource related to the subject of puberty. The Changes In Me resource was originally released in 2002 and the current updated Second Edition contains new and updated information, activities and resources. This resource has been developed to assist teachers of students in grades four, five and six. Keeping in mind the time limitations facing teachers, the “Changes In Me, Second Edition” resource is designed to simplify the task of teaching students about puberty. Since this subject can be sensitive, teacher guides have been provided to better prepare educators for topics that might present a challenge. The lessons include detailed plans, student handouts, visual-aids, student-centred activities, evaluation tools, a DVD and further resources. In planning the activities for this resource, consideration was given to pedagogical and methodological issues in learning. A review of the literature confirms that different children have different learning styles, thus any comprehensive educational resource must include activities that appeal to a variety of learners, allowing each student the opportunity to engage in learning activities that are suited to his/her learning style. It is also important to note that this educational resource includes the specific curriculum guidelines and expectations mandated by the Ontario Ministry of Education (Interim Ed., 2010). The “Changes In Me, Second Edition” resource offers an integrated approach to sexuality - one that places priority on accurate information concerning puberty, and also encourages students to form healthy relationships and to hone their decision-making skills. Two main objectives are sought; that educators will become more knowledgeable about and confident when teaching sexual education, and that students will become empowered to make sound decisions regarding their own sexual health. As children enter puberty, they will experience physical, emotional and social changes educators can help to make this transition easier. When young people know what to Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 1 expect, they can start to consider how they will manage these changes. When teachers provide students with knowledge, they empower their students. Teachers are extremely important sexuality educators of children. By facilitating activities that are both fun and informative for students, educators will help young children grow into confident and sexually healthy adults. To provide feedback about your experiences using this resource, or if you require further information, please feel free to contact the Peel Public Health, Sexuality Education Specialist. Any suggestions that would assist in future resource creation would be greatly appreciated. Sexuality Education Specialist Healthy Sexuality Program Peel Public Health Tel: 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 2 Teacher Guide Preparing To Teach About Puberty Why should I talk to my students about sexuality? When many people hear the word “sexuality”, they often hear only the first syllable. However, sexuality is not the same as sex. Sexuality includes everything that defines us as girls and boys, men and women. Teaching your students about sexuality requires more than simply explaining anatomy and reproduction - it means talking to them about relationships, families, parenthood and good decision-making. Sexuality encompasses our physical development, sexual knowledge, attitudes, values and behaviours - it is shaped not solely by our biology and psychology, but also by our culture, family history, education, and experiences. When you teach your students about sexuality, and not just about ‘sex’, you are giving them the skills they need to develop positive relationships throughout their lives. Children learn about sex and sexuality every day, yet the information they receive from the media and from their peers may be incorrect or ineffective. When children are given honest and accurate information from their teachers and parents, they can learn to make responsible decisions. Talking to your students about sexuality and puberty enables them to grow into sexually healthy adults. But I don’t know much about puberty. What do I need to know? Teachers often feel nervous before they talk with children about puberty and sexuality. One of the best ways to increase your comfort level with the subject matter is to consult a variety of reliable resources. The next two sections are designed to provide you with some background information concerning puberty and sexuality. Additionally, should you wish to conduct further research, you will find a comprehensive list of resources at the end of this document. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 3 Teacher Guide Preparing To Teach About Puberty What changes will children experience during puberty? Children experience physical, emotional and social changes throughout puberty. Some of the most common physical changes are listed in the chart below. Physical Changes: GIRLS BOYS Increase in the production of the hormone estrogen Increase in the production of the hormone testosterone May develop acne May develop acne Perspiration will increase which may cause Perspiration will increase which may body odour cause body odour Hair will grow on the body Hair will grow on the body Body will grow taller Body will grow taller Hips broaden Shoulders and chest broaden Breasts develop Testes and scrotal sac develop Pubic hair develops Pubic hair develops Voice changes and get deeper (Larynx grows) Voice changes and gets deeper (Larynx grows) Underarm and leg hair grows Underarm, leg hair, chest hair and facial hair grows Menstruation begins Penis grows “Wet dreams” may occur “Wet dreams” may occur Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 4 Teacher Guide Preparing To Teach About Puberty The following is a description of the physical changes girls and boys experience during puberty. The Pituitary Gland and Hormones In both boys and girls, puberty starts with the release of hormones from the pituitary gland – a pea shaped gland located in the brain. Hormones are chemical messengers that allow different parts of the body to communicate with each other. In girls, the pituitary gland sends a chemical hormonal message to the ovaries to start producing and releasing the hormone called estrogen. In boys, the pituitary gland sends a similar chemical hormonal message to the testicles to start producing and releasing the hormone called testosterone. These hormones are responsible for many of the changes associated with puberty. Ovulation and Menstruation In girls, hormones released from the pituitary gland send a message to the ovaries – two grape-sized organs located in the lower pelvic region of the female. The ovaries then begin to release estrogen, which in turn leads to the release of ova or eggs – female reproductive cells. This process is called ovulation – it occurs approximately once per month, usually one egg is released from alterative ovaries, from the onset of puberty until a female reaches menopause. Females are actually born with all the eggs they will ever use over their lifetime. However, it is not until puberty that these eggs become mature and are released from the ovaries. Once ovulation occurs, the released egg is caught by the fallopian tube moves the egg down to the uterus. The uterus or womb is a pear-shaped muscular organ where a fertilized egg can develop into a fetus. A female’s uterus is where a fetus grows. Over the course of approximately one month, the endometrial lining inside the uterus thickens. If an egg cell is fertilized by a male’s sperm cell, the resulting embryo implants itself in this nourishing lining in the uterus. A fertilized egg or embryo takes about 40 weeks to develop into a full term baby. When the egg is not fertilized, the thick lining is not needed, and the lining sloughs off the sides of the uterus and out of the body through the cervix – the mouth of the uterus leading to the vagina - and then through the vagina. This process is called menstruation. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 5 Teacher Guide Preparing To Teach About Puberty Menstruation can last somewhere between three and seven days. The blood that is lost during menstruation can be absorbed with a tampon or a sanitary napkin. As the facilitator of the class, you may want to share samples of these items with your students. It is also important to explain how these items are used. Some girls and women may experience P.M.S. – pre-menstrual syndrome. Symptoms of P.M.S. may include lower abdominal cramping, backache and bloating. These symptoms can be relieved by limiting salt intake, drinking plenty of water, getting light exercise (stretching or walking), applying heat through a hot water bottle or heating pad, or taking a pain reliever. Remind your students that they should always ask their parents before taking any medication. Ejaculation In boys, the pituitary gland sends a message to the testicles to start releasing more testosterone. In turn, the testicles begin to produce sperm – the male reproductive cells. This process, in which males produce functional sperm, is called spermatogenesis. The testicles - two walnut-sized glands - are protected by a sac called the scrotum. The scrotum helps to regulate the temperature of the testicles. Testicles need to be kept slightly cooler than the rest of the body. Sperm from the testicles move to the epididymis where they mature. During ejaculation, sperm from the epididymis move through the vas deferens – a slim duct of the testicle - to collect semen. Semen - a whitish-yellow fluid that nourishes the sperm - is a combination of fluid produced from three glands: the prostate, the seminal vesicles, and the Cowper’s glands. Sperm make up about 1% of the ejaculatory fluid; the rest of the fluid is semen. In each ejaculation, there are about two hundred and fifty million sperm. For ejaculation to occur, the penis must be erect. A penis can become erect in reaction to cold, the urge to urinate, during sleep cycles, or from sexually arousing thoughts or touch. During puberty, erections can occur for no particular reason and without warning. Three large vesicles inside the penis engorge with blood during sexual excitement. The penis becomes hard or erect because of the rush of blood that fills the penis. The semen is ejaculated through the urethra – the same tube that allows for urination. A male cannot ejaculate and urinate at the same time. A special valve called the urethral sphincter shuts off the possibility of urination during ejaculation. During puberty, it is not unusual for a boy to experience wet dreams – an involuntary release of semen that occurs while a boy is sleeping. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 6 Teacher Guide Preparing To Teach About Puberty Fertilization Fertilization results when the sperm meets the egg. Usually, this occurs during sexual intercourse - when the male’s penis is inserted inside the female’s vagina and ejaculation occurs. Sperm swim through the vagina into the uterus to locate an egg in the fallopian tube. Sperm can live about three to five days inside a female’s reproductive system. If the egg is not present at the moment of ejaculation, the sperm may still be able to fertilize an egg released in the days following sexual intercourse. An egg is fertilized in the fallopian tube. Within a few days the fertilized egg, also known as a zygote/embryo travels through the fallopian tube and it attaches itself to the thickened lining of the uterus. It takes about 40 weeks for the implanted embryo or fetus to become a fully developed baby. Fertilization can also occur through intrauterine insemination (IUI). In IUI, prepared sperm is introduced into the woman's uterus at around the time of ovulation, with the aim of getting the sperm nearer to the egg for fertilization. Another option is in vitro fertilization (IVF). In IVF, eggs are gathered from the woman's ovaries and mixed with the man's sperm in a dish in the laboratory. The egg may become fertilized, which results in an embryo. A female can become pregnant when the embryo is inserted into the vagina or at the base of the uterus. Circumcision Circumcision is the term for the surgical procedure that removes the loose skin, called the foreskin, which covers the tip of the penis. Circumcision is usually performed as an expression of cultural norms or religious beliefs. Males with uncircumcised penises should be taught to clean the tip of their penis by pulling back the foreskin and washing underneath. This can easily be done while taking a shower or a bath. Wet Dreams While it is common knowledge that males experience wet dreams during puberty, it is a lesser known fact that females may also experience wet dreams during puberty. Since females produce vaginal lubrication inside their bodies, girls may find vaginal secretions in their underwear or experience a wet feeling between their legs when they wake up, but they will not normally need to change and wash their bed sheets after experiencing a wet dream. Parents may never be aware of their daughter’s wet dreams. In contrast, when boys experience wet dreams, they ejaculate outside their bodies and the semen Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 7 Teacher Guide Preparing To Teach About Puberty frequently wets their bedding. Boys can be encouraged to change and wash their own sheets, should they wish. Both boys and girls need to be informed that wet dreams are very common and a natural part of puberty as young people develop sexual thoughts and feelings, even during sleep. Emotional Changes: The hormones that trigger physical changes during puberty also affect children and teens’ feelings. Some children experience swift changes in their moods, and may become increasingly nervous or withdrawn, while others may be confident and positive about the changes in themselves. Many young people become increasingly interested in their appearance and in their bodies. Preteens may develop romantic feelings towards their peers. While every child is different, it is common for all young people to experience some basic changes. Intense emotions, including happiness, love, anger, frustration, sadness and sexual feelings often accompany puberty. It is important to affirm your students by letting them know that what they are feeling is a natural part of the maturing process. Social Changes: During puberty and into adolescence, most young people desire increased independence. There is a period of gradual maturation and separation from their families. During this time, friends, peers and teachers play an increasingly important role in the lives of teens. It is crucial that lines of communication remain open between parents/caregivers and their children at this time. This way, teens can remain emotionally and socially connected to their families while also exploring their individual identities, friendships and relationships. It is also important to be aware of the relationship between physical development and sexual development. At each stage of physical development, children may explore their sexuality. The following chart outlines the sexual changes that children experience as they mature. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 8 Teacher Guide Preparing To Teach About Puberty What To Expect From Birth To Age 2: Learn about love and trust through loving relationships with parents and their caregivers Explore their bodies including their genitals Experience genital pleasure – through their own touch May have erections or lubricate vaginally Begin to notice differences between the bodies of boys and girls, children and adults What To Expect From Age 3 To Age 5: Become very curious about bodies, and the differences between boys and girls May play “house”, “doctor”, forms of body exploration or "sex play" with friends Learn they are either male or female Learn about female/male roles by observing others Enjoy learning about, and talking about, body parts and functions Find adult bathroom activities interesting Ask questions about birth or pregnancy such as, “Where do babies come from?” May learn words related to sex and try using them May mimic adult sexual behaviour May begin to masturbate Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 9 Teacher Guide Preparing To Teach About Puberty What To Expect From Age 6 To Age 8: Begin to have strong friendships with children of the same sex Be affected by stories they hear in the media regarding sexual issues, such as abuse Have definite ideas about male and female roles Have a basic sexual orientation and identity Want to be like their peers; for example, boys may feel pressured to choose the type of toys and activities that other boys choose May engage in name-calling and teasing May continue with sex play May begin or continue to masturbate What To Expect From Age 9 To Age 12: May begin the changes of puberty Become more modest and want privacy Continue to value same-sex friendships May experience increased sexual feelings and fantasies Develop crushes on friends, older teens, teachers and celebrities among others Romantic feelings may be directed towards people of the opposite sex Romantic feelings may be directed towards people of the same sex May take part in sexual exploration with peers May masturbate to orgasm May encounter decisions about participating in sexual activities and/or using drugs What To Expect From Age 13 To Age 18: Complete the changes of puberty Place great value on independence Experience increased sexual feelings May desire physical closeness with a partner May face peer pressure to be sexually active whether or not s/he feels ready May change close friendships in favour of romantic relationships May make choices which lead to pregnancy or sexually transmitted infections May encounter violence in relationships (sexual harassment, date rape) Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 10 Teacher Guide Preparing To Teach About Puberty Now that I know more, how do I prepare to teach my students? Teachers are often apprehensive when they are asked to teach students about puberty. In an effort to help educators increase their comfort level, we have included this guide outlining the ways one might prepare to teach about puberty. This involves a number of important tips for educators. ● Consider your own feelings ● Familiarise yourself with the topic ● Be prepared for common questions ● Practice answering questions Preparing For Teaching About Puberty Most effective sexuality education programs include an on-going segment that allows students to ask questions anonymously. This simple strategy enables youth to participate in defining the content of the curriculum. The goal of the “question box” exercise in lesson one is to identify preteens' genuine concerns about puberty and sexuality, and to offer them responses to their inquiries. The responses should be factually correct, guide decision-making, encourage openness, and promote sexually healthy attitudes and behaviours. It can be challenging to answer questions in an age-appropriate manner while also conveying positive sexual health attitudes. The use of the “question box” allows the teacher time to research possible answers and practice delivery of those answers. In sexual education classes, teachers may be asked to answer some challenging questions. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 11 Teacher Guide Preparing To Teach About Puberty Getting Prepared For Students’ Questions The first step in preparing to answer questions from students in grades four, five and six, is to understand their stage of growth and development. Preteens are intensely curious – they may tease each other, and they are interested in everything including their own bodies. They notice the obvious differences in development (physical, emotional and social) within their peer groups and worry about changes happening too quickly or too slowly. At the beginning of this stage, children are often open and direct in their conversations about sexuality. Children may ask what they want to know outright. How many minutes do you have to stay in sexual intercourse? Why can’t a man have a baby? What causes Siamese twins? Since young people are exposed to so much sexual information in the media, they occasionally ask questions that may seem surprisingly sophisticated. They may ask, for example, about oral sex, intercourse with multiple partners, or homosexuality. The wonderful characteristic about children at this age is that they are still anxious to receive information from adults. They generally enjoy these open exchanges and may barrage you with questions. For this reason, teaching this age group can be particularly fun and rewarding for educators but also a bit daunting! The following guidelines may help you as you prepare your thoughtful answers to your students’ questions: ● When answering questions form the anonymous “question box,” read each question just as it appears on the card. Should a slang term appear, restate the question using the correct terminology. For example, suppose a student in the fifth grade asks, “How big will a boy's dick get to be when he grows up?" You might respond by saying, “‘Dick’ is a slang term for penis,” and restate the question, “How big will a boy’s penis grow when he grows up?”. Then, provide an answer. Reading the question as it is written validates the question and gives you an opportunity to model appropriate language. ● Be honest. If you do not know the answer to a question, say so. Then, research the answer and report back to your students with the correct answer while facilitating this unit. Likewise, if a question is embarrassing, do not try to pretend it's not. Acknowledge that this is a difficult question for you to answer and do your best to answer accurately. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 12 Teacher Guide Preparing To Teach About Puberty ● Give simple, concrete answers that avoid technical jargon. Choose language that you know preadolescents are able to understand. If you are introducing a new or unfamiliar term, make sure you clearly define it by offering illustrations from their current base of experience. For example, if you are trying to explain how the vagina can expand to allow a baby to be delivered, you might compare it to a balloon that can expand when filled with air but returns to its original size when the air is released. ● Redirect questions about “feelings” back to the students. Questions such as, “Is kissing the first time fun or scary?” can lead to an interesting dialogue if it is managed tactfully. Read the question and then ask the group what they think. Once the students voice their perspectives, you might offer your point of view, if it is appropriate, or summarize the variety of opinions. ● Handle value questions very carefully. Try not to impose your personal values but rather, support universal values such as “it is always wrong to exploit or take advantage of another person”. When value issues arise, as they inevitably will, it is helpful to discuss a range of values. You might say, “Some people believe that … while others think that ...” This approach illustrates to children that people feel differently about value-laden issues – especially relating to sex and sexuality. When a student presents a narrow view or opinion, introduce other points of view. Always encourage students to talk with an adult they trust about value issues related to sexuality, such as a parent, another adult with whom they feel comfortable (aunt/uncle), faith leader, etc… ● Answer explicit questions honestly, but avoid giving explanations of sexual technique. If your students know enough to ask a question, they deserve an age-appropriate answer. Suppose the question is, “What is a blow job?”, you might answer, “A blow job is a slang term for oral sex performed on a males penis. This is also called fellatio. It usually means using the mouth on the penis to give sexual pleasure.” Notice the choice of the words - “using the mouth on the penis” - instead of “licking” or “sucking” the penis. You have avoided using terms that tend to evoke visual images, and used words that are less evocative, but that remain honest and accurate. ● Avoid using sexist language. Do not use stereotypes of women and men in your examples. Be sure to correct students should they present information that is sexist and/or demeaning. The most basic way to use inclusive language is to say, “she or he” when sharing gender-neutral information. It is also very important not to speak as if all youth are heterosexual. Approximately ten percent of the students in your classes are not heterosexual. When talking about relationships, use words like “partner” rather than “boyfriend” or “girlfriend”. Gay, lesbian, bisexual, trans-gendered and trans-sexual students, among others, need to ‘see themselves’ in the curriculum. All students deserve a safe environment in which to learn about puberty and sexuality. Often, after you model appropriate language, your students will begin using the same terms. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 13 Teacher Guide Preparing To Teach About Puberty Try to empower your students by providing them with concrete solutions to some of the “problems” associated with puberty. When children learn about puberty, they often feel helpless – as if there is little they can do to control the changes they will or already are experiencing. There are many strategies young people can employ to manage the changes that occur during puberty. The following chart outlines suggestion tactics. Remind your students that they can often successfully manage the changes of puberty. How Students Can Deal With The Changes That Occur During Puberty Change What You Can Do Acne Eat a well-balanced diet. Exercise every day (60 minutes is recomended). Drink plenty of water. (Six to eight glasses a day!) Ask a parent or doctor to help you choose an over-the-counter acne soap or medication. See your doctor for advice if the acne worsens. Underarm Odour Bathe regularly. Change your clothes regularly. Ask your doctor or parent to help you choose an antiperspirant deodorant. Growing Pains in the Breasts Some girls find it more comfortable to wear a bra as their breasts get bigger. Ask a parent or trusted adult (e.g., aunt) to help you choose a bra that is right for you. Period/Menstruation Be prepared with a pad or tampon wherever you think you will need one. Keep one in your backpack or purse if you think you may get your period while at school or staying at a friend’s house. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 14 Teacher Guide Preparing To Teach About Puberty Pre-Menstrual Syndrome (PMS) Erections Do some gentle exercise like walking or stretching which helps to relieve muscle cramps. Drink plenty of water. (Six to eight glasses a day!) Avoid salty foods (e.g., potato chips) and foods with caffeine (e.g., coffee or chocolate) before you get your period. Use a hot water bottle, heating pad or hot bath to help relieve muscle aches or cramps. Ask your parent for advice on taking a pain-reliever. Ask your doctor for advice if menstrual pain is not tolerable. Sometimes erections occur without warning during puberty. Erections may or may not be connected to sexual thoughts. Remember, your body is getting used to all the new hormones. This is normal. You may think everyone can notice, but it’s more likely that they cannot. Erections can go away pretty quickly on their own. Most of your male peers are experiencing the same thing. Talking about your feelings to a friend, older sibling or parent may help if you have concerns. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 15 Teacher Guide Preparing To Teach About Puberty Wet Dreams Increased Attention to Physical Appearance Romantic Interest Wet dreams are normal during puberty and even during adulthood. You can tell your parents that you prefer to change and wash your own bed sheets. Most of your peers are also experiencing wet dreams. Talking about your feelings to a friend, older sibling, or parent may help you to feel less concerned. Part of looking good is being healthy, clean and feeling strong. Eat a balanced diet, exercise daily, bathe, wash your hair and brush your teeth regularly. Ask your parents to help you buy clothing that you will feel comfortable wearing. Romantic interest in the opposite or same sex is normal. These feelings are new for young adults going through puberty and can sometimes feel exciting, but also confusing. These feelings are normal. Most of your peers are experiencing the same thing. Talking about your feelings to a friend, older sibling, or parent may help if you are feeling confused about your feelings. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 16 Teacher Guide Preparing To Teach About Puberty Increased Need for Independence Masturbation Unpredictable Changes in Mood Parents or teachers may be nervous about your new independent role because they care about you and want to protect you. You can gain their trust by taking small steps towards independence. Demonstrating responsibility and honesty will help to establish trust, and your parents will be more likely to let you have more independence. Having sex, using drugs, drinking alcohol and/or smoking DO NOT mean you are independent or make you an adult. It is normal to masturbate; it’s also normal not to masturbate. Masturbation should be done in a private place. Unpredictable changes in moods are common during puberty. Talking about your feelings to a friend, older sibling, or parent may help you to better manage your mood changes. Find some ways that help you relax such as listening to music, spending some time alone, exercising, drawing, etc. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 17 Teacher Guide Preparing To Teach About Puberty Desire to be Accepted and Liked by Your Peer Group Self-respect and self-esteem come from being true to your values and beliefs. Be clear about what values are important to you. Use assertive communication to tell your peers what you are willing and not willing to do. Ask your parents and teachers for support. Inspired by the work of: ReCAPP - ETR Associates’ Resource Center. (2002). Background Information For The Facilitator. www.etr.org. Another important way you can prepare for students’ questions is to practice delivering the answers. Since you will be collecting questions at the end of each class, you have time to review the questions and develop rehearsed answers for delivery during the course of the unit. Take advantage of this situation. Here are a few sample questions and answers. In Lesson One, you will find a more comprehensive list of common student questions, accompanied by helpful sample answers. This information should help prepare you for the common types of questions students may pose. Sample Questions & Answers Why is one breast bigger than the other? The human body consists of many interesting variations and imperfections. Most of us have small differences between the right and left sides of our bodies. For instance, one of our feet is normally slightly bigger than the other. The same is true for organs and body parts such as breasts and testicles. One breast might be a little larger than the other, one testicle may be smaller than the other. These slight variations are not harmful and do not limit or change functional ability (e.g., ability to breastfeed a baby, ability to produce sperm). Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 18 Teacher Guide Preparing To Teach About Puberty Can young people have sex? The answer to this question really depends on what you mean by ‘have sex’. Having sex is much more than just having sexual intercourse such as having a penis in a vagina. For example, someone might touch his penis or touch her clitoris because it feels good. That is a form of sex that is a normal part of childhood for most human beings. Someone who is ready for sex needs to be able to deal with the decisions and consequences related to sexual intercourse. Sexual intercourse is a serious action that can be a way of showing affection or love in a relationship, but it can also lead to grownup consequences like becoming pregnant or contracting certain diseases. Nurses who worked in classrooms with students in grades four, five and six collected the following questions. As you will see, questions on this list may be challenging to answer. Taking the time to consider how you would answer some of these questions might be advantageous. Other Questions To Expect: What is the protection for a boy not to get a girl pregnant? Why is it difficult to talk with my mom/dad/caregiver about sex? What does sex feel like? Do you think sex is bad or good? Can a woman get pregnant from swallowing sperm? How old were you when you had sex the first time? I'm worried. Some wet stuff comes out of my vagina sometimes. Do I have a disease? Do animals and humans have sex the same way? What is masturbation? Is it okay? Does your period come on without warning? What happens when a man has a sex-change operation? Is sex better with a big penis? How do two women have sex together? How do two men have sex? Why do boys like to touch girls on the butt? What is a good age to start dating? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 19 Teacher Guide Preparing To Teach About Puberty Sexual Orientation During childhood, it is quite common for children to have many different kinds of sexual feelings and experiences. During adolescence and into adulthood, people are compelled to define themselves through their sexuality. Though academics generally agree that sexuality includes a spectrum of feelings and actions, teens report enormous pressure to characterize themselves as “straight”. No one is sure what percentage of the population is gay or lesbian but some studies suggest approximately ten percent of people are not heterosexual. This means that approximately ten percent or more of the students in your classes will define themselves, either now or at sometime in their life, as gay, lesbian, bisexual, trans-gendered, trans-sexual, queer, questioning, two-spirited or another sexual orientation other than heterosexual. These students deserve a safe and inclusive environment in which to learn about sexuality. Why is it important to include anti-homophobia work in elementary schools? Sex-role standards and the pressure to adopt sex-typed patterns of behaviour converge on children from a range of sources: including family, peers, authority figures and the media. Children who do not adopt sex-role-stereotyped patterns of behaviour are often the targets of homophobic harassment. Challenging homophobia needs to be initiated with young children in a direct and age-appropriate manner that helps them to develop the skills necessary to resist and decode biased messages. Ethical pedagogy should include anti-homophobia work in the elementary school system. Much research in the field of education has suggested that children learn more effectively when they see themselves reflected in the curriculum. Because parents and youth from the lesbian, gay, bisexual, and transgendered (LGBT) community may not be readily visible in the education system, it is important to bring positive messages about the LGBT community and strategies for challenging homophobia into the classroom. Inclusive curriculum is a powerful tool for positive social change. Curriculum that supports critical thinking empowers students to build a more just society. Schools and educators have a responsibility. The Ontario Human Rights Code provides a specific context for addressing issues of homophobia and heterosexism within the education system. Creating safe environments for students and staff in which they can learn and work free from homophobia is sound pedagogical practice which is mandated through Ontario legislation. __________________________________________________________________ Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 20 Teacher Guide Preparing To Teach About Puberty Definitions of Terms Related to Sexual Orientation* Developing a shared language when working with students about issues of homophobia is important. At the same time, it is also important not to overwhelm primary and junior level students with too many high level definitions. Wherever possible teachers should provide definitions of words as they appear during a lesson. Here is a short list of accessible definitions for elementary school students. Lesbian: A female who is attracted to or is sexually interested in other females. Gay: A male who is attracted to or is sexually interested in other males. Bisexual: A person who is attracted to or is sexually interested in either males or females. Homosexual: Another word for gay or lesbian. Transgendered: A person is transgendered when he or she has the body parts of one sex but feels more like the other sex. For example, when a boy or man really feels like he is a girl or woman. LGBT Community: A short and inclusive way to refer to lesbians, gays, bisexuals, and transgendered people. Heterosexual (Straight): Someone who is attracted to or is sexually interested in the opposite sex, for example, when a female falls in love with a male. Sexual Orientation: This term refers to whether we are attracted to or are sexually interested in males, females or both. Everyone has a sexual orientation, which may change over time or be static. A person’s sexual orientation may be homosexual, bisexual, or heterosexual. Homophobia: Irrational fear, hatred, and discrimination against the LGBT community or people who are believed to be LGBT. Homophobia also includes stereotypes and prejudice. Stereotype: An idea or generalization about a group of people based on some characteristic. (Note: Teachers should give an example to the students and ask them to generate their own examples. Teachers need to talk through these stereotypes with the students so that they don’t reinforce negative ideas about the LGBT communities e.g., All gay men act like women). Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 21 Teacher Guide Preparing To Teach About Puberty Prejudices: A feeling or attitude about all, or nearly all people within a given group (e.g., I don’t like gays). Discrimination: An action that treats people unfairly (e.g., I won’t hire any lesbians in my business). Coming Out: When a gay male, lesbian, or bisexual person shares or talks about his/her sexual orientation with others. *Reproduced with permission from Rainbows and Triangles: A Curriculum Document for Challenging Homophobia and Heterosexism in the K-6 Classroom; Toronto District School Board & Elementary Teachers of Toronto, 2002. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 22 Teacher Guide Preparing To Teach About Puberty Frequently Asked Questions (FAQs)* The questions in this section are often asked by elementary school students learning about LGBT issues (*source of questions: ten years of work by Toronto District School Board staff in the Human Sexuality Program; the Equity Department; Community group facilitators; 2002). Each question is written as a student may ask it, followed by a suggested teacher response. Teachers need to adapt their responses to ensure that they are age-appropriate for the group of students with whom they are working. 1. Do gay men/lesbians behave in feminine/masculine ways? Students may ask: Do gays act like girls? Do lesbians act like boys? If girls play sports/If boys play with dolls, does that mean they are gay? In a couple, is one like that man and one like the woman? Suggested teacher response: Some gay men may appear feminine and some lesbians may appear masculine. This is how gay men and lesbians are often seen on TV or the movies. Some gays and lesbians may choose to behave and look more like the “opposite sex”. Gay men who are masculine and lesbians who are feminine are usually assumed to be heterosexual. (Note: Teachers may want to help their students to think about mainstream media images of masculinity and femininity, as well as of gays and lesbians.) 2. Why are people gay or lesbian? Student may ask: If a girl plays with girls all the time or boy plays with boys, does that make them gay? How do you know if you are gay? At what age do you become gay? Suggested teacher response: Scientists and researchers have not been able to agree about why people are gay, lesbian, bisexual, or straight. Being gay has to do with a feeling deep inside. Some people know they’re gay from a very early age, while others make that determination when they are grown up. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 23 Teacher Guide Preparing To Teach About Puberty 3. Is homosexuality against religion? Students may ask: What if you find out you’re gay and your religion thinks it’s wrong? Doesn’t God punish gays? Isn’t it a sin? Suggested teacher response: Sometimes even within the same religion people disagree. Some religions consider homosexuality a sin; others consider it is a personal choice, while others consider it a gift from God. There are individuals of all sexual orientations in every religious and cultural group around the world. 4. Why does homophobia exist? Students may ask: If being lesbian and gay isn’t bad, why does everyone use those words to mean something bad? Why does everyone hate gays and lesbians? Suggested teacher response: Some people put down gays and lesbians because they are prejudiced. This is known as homophobia. Sometimes people are afraid of what they don’t understand or they may want to feel better about themselves so they put down someone else. There are lots of people and groups that get put down for many reasons but this does not mean that there is something wrong with them. Each one of us should treat all people fairly and in the same way that we want to be treated. This is what respect means. (Note: Teachers may want to have students make a list of the reasons people get put down in order to explore discrimination and make a link between homophobia, racism, sexism, classism, discrimination against people with disabilities, and discrimination based on physical appearance.) 5. Do children need a mother and father? Students may ask: If kids have two dads, but no mom, do they miss having a mom? Can you be normal without a mom and a dad? Suggested teacher response: Good parenting does not depend on sexual orientation; rather, it depends on a parent's ability to create a loving and nurturing home, something both gay and straight parents can do. Home environments with gay parents can be as effective in fostering a child's development as those with heterosexual parents; the children of gay parents are able to grow up as happy, healthy and well-adjusted as the children of straight parents. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 24 Teacher Guide Preparing To Teach About Puberty 6. Do gays and lesbians have “normal” relationships? Students may ask: Can they get married? Can they have babies? Don’t they want to get married and have babies? Suggested teacher response: In some countries, gays and lesbians can get legally married. Many same-sex couples are having their relationships recognized and celebrated in their churches, synagogues, or other places of worship. Many gays and lesbians have children either through relationships they had with the “opposite sex” before they came out or within their same-sex relationships. Sometimes, they may need help from a doctor to become pregnant or they may adopt a baby. Also, like heterosexual individuals, not all people who identify as LGBT want to get married or have children. 7. Are homosexuals more promiscuous than heterosexuals? Students may ask: Do gays have sex 24-7? Are gays perverts? Do they have lots of girl/boyfriends at the same time? Suggested teacher response: Just like heterosexuals, not all gays or lesbians are promiscuous. Although being gay, lesbian, bisexual and straight is about sexuality in terms of to whom one is sexually attracted, orientation encompasses more than just sex. Sexual orientation is about the richness and fullness of people’s lives, which includes things like love, community and culture, language, and family. 8. Is sexual orientation a choice? Students may ask: How come people are gay or lesbian? Why would anyone want to be gay or lesbian? Are people born with it? Suggested teacher response: The answer to this question differs from person to person. Some people say that they made a conscious choice, while others feel that they were born lesbian, gay, bisexual, or straight. A person’s right to choose should be respected, and regardless of whether a person has chosen their sexual orientation or not, it’s not okay to discriminate. (Note: You may want to give different examples of human rights protections where some are chosen, for example, the right not to be discriminated against based on marital status, and where some are mostly biological, such as the right not to be discriminated against based on skin colour or sex.) Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 25 Teacher Guide Preparing To Teach About Puberty 9. Can sexual orientation be changed? Students may ask: Are there doctors who can help change gays and lesbians? Don’t people want to change? Can’t they be made to change? Suggested teacher response: A small percentage of gays and lesbians have tried to change their sexual orientation because of the homophobia and discrimination they have experienced. Most psychiatrists offering treatment have high failure rates because it’s impossible to change the unknown situations that produce homosexuality or heterosexuality. It is the opinion of many in the mental health profession that attempts to change one’s sexual orientation can do more harm than good, as it only deepens the wounds of internalized homophobia. 10. Why do gays and lesbians have to come out? Students may ask: Why do they have to talk about it all the time? Suggested teacher response: LGBT people are an “invisible minority” and are often mistaken for, or assumed to be, heterosexual. Coming out allows people to acknowledge the diversity that exists within the LGBT communities. It’s important to note that coming out isn’t restricted to gays and lesbians. It happens all the time within the heterosexual communities. Coming out is more than just telling someone what your sexual orientation may be. Heterosexuals come out by wearing wedding rings, using titles like Miss or Mrs., talking about their partners, sharing pictures of their spouses, and so on. Coming out is an ongoing process that is different for everybody. Some people are only comfortable coming out to their close friends, while others aren’t comfortable coming out at all because it may not be safe enough for them to do so. 11. Is homosexuality the main cause of AIDS? Students may ask: Don’t gays cause AIDS? Isn’t AIDS a curse from God? Suggested teacher response: While the gay community in North America has suffered the negative affects of HIV/AIDS, the vast majority of gay men are HIV negative. Looking at global trends, most people with HIV/AIDS are heterosexual. The HIV virus does not discriminate between gay and straight individuals. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 26 Teacher Guide Preparing To Teach About Puberty 12. Why is there a Gay Pride Day? There’s no “Straight Pride Day.” Students may ask: What is Gay Pride Day? You don’t see straight people having a parade. Suggested teacher response: While there is no specific day for straight people to be proud of their sexual orientation, there isn’t any day during the year when they can’t be open about their orientation. Heterosexual engagement parties, weddings, and engage in affectionate behaviour with an opposite-sex partner publicly, are all acceptable ways that heterosexuals show their “straight pride.” LGBT people often have to live every day in a world that hasn’t yet come to accept that they deserve the same rights and freedoms afforded to heterosexuals. Lesbian and Gay Pride Day is a day for the LGBT community and its supporters to come together to feel strong and proud, celebrate accomplishments, mourn losses and protest oppression. 13. Are all gays and lesbians white, Anglo, and from North America? Students may say: There are no gays in my culture/country/religion. Until we came to North America/Canada, this was not a problem in my culture. Suggested teacher response: It’s easy to understand why some people would conclude that all gays and lesbians are white or from North America. When gay people are represented in the media, like many media images, they are most often white. What becomes difficult is explaining why this seems to occur in real life. In order to understand why it appears this way, we need to understand different forms of oppression. For LGBT people who experience rejection within their own cultural, ethnic, or religious groups, it can be difficult to come out when they do come out, they often feel they have no place to turn and believe that their community rejects them because of their race, religion, etc… as well as their sexual orientation. Unfortunately, racism, sexism and discrimination against people with disabilities, classism, ageism and even homophobia are as alive and well in the gay community as they are in the rest of society. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 27 Teacher Guide Preparing To Teach About Puberty 14. Do the chances of homosexuality increase if the person’s parents are gay or lesbian? Students may say: I don’t think gays should have children because they may become gay. Gays have a bad influence on kids because they recruit. Suggested teacher response: Gay, lesbian, bisexual and straight parents cannot necessarily affect the outcome of their child’s sexual orientation. Remember that most gays and lesbians were raised by parent(s) and in a culture where messages with regard to sexual “norms” are almost exclusively heterosexual. If a child grows up in a home with lesbian moms or gay dads, the child may have an easier time accepting their own sexual orientation if they do, in fact, determine that they are gay or lesbian themselves. 15. Are bisexuals more accepted than gays and lesbians? Students may ask: Isn’t it “in” to be bi now? Bisexual girls are always sexy in the movies. Suggested teacher response: The current perception is that society is more accepting of bisexuality. However, this is not always the case. Bisexuals are subject to homophobia and biphobia from both the straight and gay communities, respectively. Some common stereotypes are: that their sexual identity is always changing between straight and gay; that they are promiscuous; that they are confused; and think they are trying to keep “one foot in the closet” by not just admitting that they are gay or lesbian. 16. Is homosexuality a mental illness? Students may ask: Is being gay an illness. Can’t they go to a doctor or something? Are gays crazy?. Suggested teacher response: No, homosexuality is not a mental illness. At one time, being gay, lesbian or bisexual was considered to be a mental illness, but it was removed form the Diagnostic and Statistical Manual (DSM) of mental disorders in 1973 after research showed that gay people are no more likely to suffer mental illness than straight people. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 28 Teacher Guide Preparing To Teach About Puberty 17. Do gay men molest children? Students may ask: Do they hurt kids? Do you think they should work with kids? Should gay men be allowed to be teachers? Suggested teacher response: Statistics show that the majority of child molesters are heterosexual men who abuse children within the context of the nuclear family. Most male abusers are related to the children they abuse. An adult man who is only sexually attracted to young boys is not gay, but is instead defined as a pedophile. Pedophilia has little to do with the gender of the young person or the adult and more to do with the power the adult has over that child. 18. Do lesbians hate men? Students may ask: Have their dads abused them? Are all lesbians are feminists? Do feminists hate men? Suggested teacher response: Most lesbians are not sexually attracted to men, but maintain many friendships with men. Being lesbian has little to do with the way females feel about men. Being lesbian has more to do with the way females feel about other females. Lesbians are females who are sexually attracted to and love other females. Not all lesbians are feminists, but some maybe. Feminism is about advocating for the rights of women, - it is not about hating men. Being a feminist is about creating a world where women and girls are valued as much as men and boys. 19. What does the rainbow flag or pink triangle mean? Students may ask: Why is pink important? How come the triangle is upside down? Don’t they sometimes use a rainbow flag? Suggested teacher response: During the Second World War, Nazi Germany persecuted and murdered thousands of gays and lesbians. Nazi concentration camps used a pink inverted triangle to identify gay male prisoners and a black triangle to identify lesbian prisoners. In the 1970s, this triangle was reclaimed by the gay liberation movement as a way to publicly identify themselves as homosexuals, as a symbol of pride, and as a way to commemorate those who died in the concentration camps. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 29 Teacher Guide Preparing To Teach About Puberty The six-striped flag, representing the colours of the rainbow, is an international symbol of gay and lesbian pride. The rainbow flag is often displayed in neighbourhoods where gays and lesbians live, work, or own businesses. It is a symbol used in gay and lesbian pride march and also used to identify locations that are gay friendly. (Adapted with permission from Is It A Choice: Answers to 300 of the Most Frequently Asked Questions about Gays and Lesbians.) Designed by San Franciscan Gilbert Baker, each of the six colours of the rainbow flag represents diversity within the LBGT community. Ten Suggestions for Reducing Homophobia in Your Environment 1. Make no assumption about sexuality. If a student has not used a pronoun when discussing a relationship, don't assume one. Use neutral language such as "Are you seeing anyone?" instead of "Do you have a boyfriend?". 2. Have something gay-related visible in your office, classroom or at your desk. A sticker, a poster, a flyer, a brochure, a book, a button... This will help identify you as a safe person to talk to. 3. Support, normalize and validate students' feelings about their sexuality. Let students know that you are there for them. If need be, work on your own biases by reading, learning and talking to people comfortable with these issues. 4. Do not pressure youth to come out to parents, family and friends; youth need to come out at their own safe pace. It is the student’s decision and they have to live with the consequences. Help students to determine out what makes sense for them with their safety being the first priority. 5. Guarantee confidentiality with students. Students need to know their privacy will be respected or they may not be honest when discussing these important issues. If you cannot maintain confidentiality for legal reasons, let students know this in advance. 6. Challenge homophobia. As a role model for your students, respond to homophobia immediately and sincerely. Encourage in-service trainings for staff and students on homophobia and its impact on gay and lesbian youth. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 30 Teacher Guide Preparing To Teach About Puberty 7. Combat heterosexism in your classroom. Include visibly gay and lesbian role models in your classroom. 8. Learn about and refer to appropriate community organizations. Familiarize yourself with resources and contact them before you refer to make sure they are ongoing and appropriate. Become aware of gay-themed bibliographies and refer to gay-positive books. 9. Encourage school administrators to adopt and enforce anti-discrimination policies for their schools or school systems which include sexual orientation. The antihomophobia language should be included in all written materials that address race, sex, religion, etc. 10. Provide positive role models. Gay and straight students benefit from having openly gay teachers, coaches and administration. Straight students are given an alternative to the inaccurate stereotypes they have received and gay students are provided with the opportunity to see healthy gay adults. * Adapted with permission from Rainbows and Triangles: A Curriculum Document for Challenging Homophobia and Heterosexism in the K-6 Classroom; Toronto District School Board & Elementary Teachers of Toronto, 2002. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 31 Teacher Guide Preparing To Teach About Puberty Conclusion Remember, the best strategy you can use before teaching your students about puberty is to allow yourself some time to become familiar with the information and practice answering questions. This preparation can help to make the experience much more enjoyable - for you and the students. Focus on giving your students the information they need and want to know. Inform students about the physical changes they will experience during puberty, but also stress the interconnectedness of the physical, emotional and social components of adolescent development. For more ideas, please feel free to visit our website at www.peelsexualhealth.ca. The Changes In Me resource can also be found at www.changesinme.ca. For further support, you may also call Peel Public Health at 905-799-7700. A Public Health Nurse will be happy to answer your questions. Remember, children are curious - and knowledge satisfies this curiosity. Children will continue to ask questions as long as they feel they need answers. Teachers are important sexuality educators of children. You can provide some of the most relevant and useful information to your students – helping them to grow into confident and sexually healthy adults. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 32 Curriculum Expectations Ontario Ministry of Education, Ontario Curriculum, Health and Physical Education, Interim Edition, 2010 (Revised) Grade 4 Curriculum Expectations and Codes Overall Expectations – Healthy Living Identify the physical, interpersonal, and emotional aspects of healthy human beings Codes 4p2 Specific Expectations – Growth and Development Describe the four stages of human development (infancy, childhood, adolescence, and adulthood) and identify the physical, interpersonal, and emotional changes appropriate to their current stage 4p7 Identify the characteristics of healthy relationships (e.g., showing consideration of others’ feelings by avoiding negative communication) 4p8 Identify the challenges (e.g., conflicting options) and responsibilities in their relationships with family and friends 4p9 Overall Expectations – Active Participation Demonstrate a variety of interpersonal skills (e.g., playing fairly, cooperating, behaving respectfully) 4p26 Specific Expectations – Living Skills Demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’ ideas and opinions) Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 33 4p36 Curriculum Expectations Ontario Ministry of Education, Ontario Curriculum, Health and Physical Education, Interim Edition, 2010 (Revised) Grade 5 Curriculum Expectations and Codes Overall Expectations – Healthy Living Describe physical, emotional, and interpersonal changes associated with puberty Codes 5p2 Specific Expectations – Healthy Eating Describe the influence of the media on body image (e.g., shape and size) 5p7 Explain how changes in our bodies sometimes affect our eating habits (e.g., increased appetite during growth spurts) 5p8 Specific Expectations – Growth and Development Identify strategies to deal positively with stress and pressures that result from relationships with family and friends 5p9 Identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers 5p10 Describe the secondary physical changes at puberty (e.g., growth of body hair, changes in body shape) 5p11 Describe the process of menstruation and spermatogenesis Describe the increasing importance of personal hygiene following puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 34 5p12 5p13 Curriculum Expectations Ontario Ministry of Education, Ontario Curriculum, Health and Physical Education, Interim Edition, 2010 (Revised) Grade 5 Curriculum Expectations and Codes, continued Specific Expectations – Substance Use and Abuse Demonstrate resistance techniques (e.g., avoidance, walking away) and assertiveness skills (e.g., saying no) to deal with peer pressure in situations pertaining to substance use and abuse 5p18 Specific Expectations – Living Skills Follow the rules of fair play in games and activities (e.g., by displaying sports etiquette, by encouraging others with positive comments) 5p40 Grade 6 Curriculum Expectations and Codes Overall Expectations – Healthy Living Explain how body image and self-esteem influence eating practices Identify the major parts of the reproductive system and their functions and relate them to puberty 6p1 6p2 Specific Expectations – Growth and Development Relate the changes at puberty to the reproductive organs and their functions 6p8 Apply a problem-solving /decision–making process to address issues related to friends, peers, and family relationships 6p9 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 35 Teacher Guide Unit Overview Lesson Topic Main Activities One ●Anatomy Review Introduction to Puberty ●Question Box Two ●Bernie Anatomy Model Male Anatomy ●Anatomy Quiz Three ●Bernice Anatomy Model Female Anatomy ●Anatomy Quiz Four ●DVD Talking About Puberty ●Puberty Discussion Five ●Scenarios Decision-Making ●Advice Column Assignment Six Body Image ●Station Work On Nutrition, Physical Activity and Advertising Seven Healthy Relationships ●Friendship Stoplight Game ●Want Ad Assignment ●Gender Identity Activity Eight ●Puberty Q & A Activity Review of the Puberty Unit Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 36 Teacher Guide Information For Parents Some of the material in Changes In Me, Second Edition will likely lead students to initiate conversations with parents, caregivers, guardians or other trusted adults. This resource includes two important documents for parents/caregivers. By sending the documents home, parents, caregivers and guardians will have the opportunity to contact you with any concerns they may have about the upcoming curriculum. The first document for parents is a letter that students may take home. *The letter that follows is a template and may be used as it is, or you may want to adapt it for use in your school or classroom. The second important document is a booklet entitled “Talking to Your Child about Sexuality”. This booklet explains the importance of talking with children about sexuality and provides helpful advice on how parents, caregivers and guardians may broach the subject of healthy sexuality with their children. This guide outlines the physical, emotional and social changes associated with puberty and provides resources for those who wish to complete further research. While The Ontario Ministry of Education’s curriculum guidelines include puberty and adolescent development as mandatory topics of study, controversial subjects will always exist. In certain cultures, discussion about the human body and sexuality is considered inappropriate. For this reason, some students may not wish to take home the “The Talking to Your Child About Sexuality” booklet. Others may not feel able to discuss these issues with their parents or guardians. In certain instances, some parents may request that their child(ren) be withdrawn from classes during which puberty and sexuality are discussed. *The letter for parents and the curriculum expectations are based on information found in the OPHEA curriculum support document entitled, The Ontario Health and Physical Education Association Curriculum Support: Kindergarten to Grade Ten (2010). hpe.ophea.net Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 37 Teacher Guide Information For Parents The best way to ensure that your classroom facilitation runs smoothly, including the discussion of sensitive topics, is to obtain parental support. One of the ways to achieve this support is to reassure parents, caregivers and guardians that the values presented in the Changes In Me, Second Edition are inclusive and that the resource is designed to assist their children through a potentially difficult time. The philosophical belief behind the lessons is that all children should have access to appropriate information about their bodies and their health. It is also important to note that every effort has been made to be respectful of students’ cultural differences. The resource is based on the principle that each student has equal dignity and worth, regardless of his/her gender, sexual orientation, social class, racial, cultural, ethnic or religious background. The activities encourage conversation and varying opinions must be respected. Children should be encouraged to discuss topics that are value-laden with their family and/or community members. The Changes In Me, Second Edition resource emerges from the conviction that children benefit from talking openly about puberty and sexuality issues with their parents, as well as with their peers and trusted adults such as teachers. Changes In Me, Second Edition also encompasses a number of expectations from the grades four, five and six curriculum for Health and Physical Education. These curriculum expectations are included in the Information For Teachers section of the binder. In this section, you will find the “Parent Letter” and a sample of the “Talking to Your Child About Sexuality” booklet which can both be photocopied to distribute to parents. Both are designed to assist classroom teachers with the responsibility of presenting parents, caregivers and guardians with comprehensive information prior to utilizing the Changes In Me, Second Edition resource. Important Note: - Limited copies of the “Talking to Your Child About Sexuality” booklet are available. Please contact Peel Public Health, Healthy Sexuality Program, 905-799-7700. - A sample of this booklet is also included at the end of this section. This booklet may be photocopied. Alternatively, it can also be downloaded from www.peelregion.ca/health/sexuality/pdf/info-parents-talk-childsexuality.pdf Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 38 Parent Letter Dear Parents, Caregivers or Guardians, In the next few weeks, your son’s/daughter’s class will begin a health unit about Healthy Living-Growth and Development. The purpose of this letter is to inform you of the topics that will be covered and to provide you with the opportunity to speak with me prior to starting this unit. Sexuality education in elementary school begins with basic concepts designed to teach children about the physical and emotional changes they will experience and to help prepare children for their physical, emotional and social development. The Changes In Me, Second Edition resource goes beyond anatomy and reproduction to cover topics ranging from relationships and values to body image and gender roles. Children will learn decision-making, communication and assertiveness skills. School-based sexuality education is not a substitute for what you teach in your home, but it can play an important role in preparing your children for their future. It is our belief that you, as parents/caregivers/guardians, play the most important role in the formation of your children’s values and behaviours related to human growth and development. The Changes In Me, Second Edition resource includes many activities, below are few examples of topic areas that may be covered during the puberty activities: ● inform children about their physical anatomy and reproductive systems and promote personal hygiene during and following puberty ● explain issues regarding body image facing young people, and provide them with a broader context that includes strategies for dealing with these pressures ● help students identify factors that enhance healthy relationships ● describe the processes of menstruation and spermatogenesis ● encourage children to talk with their family members Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 39 Parent Letter It is our hope that you will discuss the topic of adolescent development with your children and complete any activity that your child brings home to share with you. If you have not already received a copy of the “Talking to Your Child about Sexuality”, please ask me for a copy. If I can be of further assistance, please contact me at:____________________. Sincerely, Optional Return Form: Please return this slip to the school by: _________________________________ I have read the letter which introduces the Changes In Me, Second Edition resource on Puberty and Adolescent Development. Name of the Student: _______________________________________________ Parent/Caregiver/Guardian Signature:__________________________________ Date: ___________________________________________________________ Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 40 CDS-0083Cover2.qxd 12/2/08 2:46 PM Page 3 41 42 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 1 This Booklet For Parents Contains: • Information about the meaning of sexuality • An outline of the parent’s role in providing knowledge and guidance about sexual health • Tips for discussing sexuality with children • The Four Point Plan: This plan is designed to help guide parents when children have questions about sexuality • Information on sexual development and what to expect • Resource lists and links to gather more information The information contained in this package is meant to serve as a guideline only; each child develops and asks questions at their own pace. Choose the information that best fits you and the values of your family. • 1 • 43 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 2 What is Sexuality? The term sexuality does not refer only to sexual intercourse or sexual activity. Sexuality involves the mind and body as a whole, not just the genitals. Sexuality is shaped by a person's values, attitudes, behaviours, physical appearance, beliefs, emotions, personality and spirituality, as well as all the ways in which one has been socialized. Sexuality is an important part of a person’s overall health and wellbeing. Sexual health education is key to providing children with the knowledge and skills they need to ensure healthy sexual development. What is the Parent’s Role? Parents want to provide the knowledge and guidance their child needs to become a responsible and secure adult. However, some parents may be fearful of talking about sexuality with their child because: • Parents may be uncomfortable talking about reproductive body parts and functions. For many parents, the topic of sex was not discussed when they were growing up. • Parents may wonder if talking about sexuality and reproduction will encourage their child to experiment. In fact, young people whose parents discuss all aspects of sexuality with them tend to delay becoming sexually active, when compared with children whose parents do not discuss sexuality. • Parents may not be sure what their child already knows or needs to know. Parents are continually teaching their children many things about sexuality and have been since the day their child was born. Children learn from the way they are touched by others, the way they feel about their own bodies, what their family believes is okay and not • 2 • 44 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 3 okay to do, the words that family members use (and don’t use) to refer to body parts, and by observing relationships around them. Children are also learning a great deal from sources outside the family, such as the media, the Internet, friends, and their own life experiences. • 3 • 45 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 4 Ways to Help Your Child Grow Up Sexually Healthy Parents hope their children will make positive choices based on the values that their family shares. An important part of discussing sexuality with children is sharing family values and beliefs with them. Parents are extremely important influences in their child’s life. Parents should ask themselves: • Does my child actually know what I believe? • Have I really discussed our family’s values about sexuality? • 4 • 46 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 5 Parents may want to have a family discussion to talk about some of these issues. A few suggestions to consider when having a discussion include: • Choose a quiet time when no one is feeling rushed • Treat each other with respect • Really listen to each family member • Be honest • Share the reasons for your beliefs and personal values More tips on helping your child grow up sexually healthy: • Encourage your child to feel good about themselves and their bodies • Help your child express his/her feelings • Be patient and prepared to hear the information your child is willing to share • Discuss the components of a healthy relationship • Help your child build communication and assertiveness skills to resist peer pressure • Help your child learn how to make decisions about relationships and sex by emphasizing that their decisions may have consequences • Communicate your family values on sexuality • Help your child develop a personal value system recognizing that it may be different from your own • Counteract the distorted view about sexual relationships as shown in the media • Respect you child’s need for privacy. Show that you are interested without demanding intimate details. Children need to know that you trust and respect them • 5 • 47 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 6 • 6 • 48 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 7 Tips for Discussing Sexuality with Your Child • Accept the task of sex educator. Most young people want their parents to provide them with information about sex and sexuality but aren’t sure how to raise the subject or start the conversation. • Become knowledgeable about sex and sexuality, but don’t think you have to be an expert! Often you and your child can find the answers together. • Accept that it may be awkward and embarrassing to talk to your child about sex and sexuality – and then do it anyway. • Along with facts, talk about feelings, relationships, and how the other person can be affected. • Be sure there are resources in your home where your child can get accurate information. If children have access to age appropriate books, they will read them even if they won’t talk to you. If you recommend books, videos or websites to your child, make sure you preview them first to ensure they are appropriate. • Answer questions directly, honestly, and without judgement. If you don’t know the answer to a question, say so, and tell them you’ll find out and get back to them – then do it. • Take advantage of those moments that arise when you can share your views. For example, you can do this when watching TV, reading the newspaper or a magazine, or while listening to the radio. • Communicate your values honestly and expect them to be challenged. Children want to be independent and have their own identities. • Recognize you can’t control all of your child’s actions. Promote their ability to take responsibility for their actions. • Recognize that you may not understand what your child is experiencing. Talk with other parents, teachers or call Peel Public Health to speak with a public health nurse. • Make sure children know where they can access credible information and/or medical help if needed. See the Resources section at the end of this booklet. • 7 • 49 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 8 The Four Point Plan The purpose of this plan is to guide you when dealing with questions your child might have about sexuality. In answering questions, try to use the following four points: 4. Your Child’s Self-esteem • 8 • 50 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 9 1. Facts: • Give truthful information • Find out the facts together if you need more information 2. Values: • Share what you believe in and what is important to you • Practise what you believe in and be a positive role model 3. Responsibility: • Let children know what you expect of them • Allow your child to think and talk about how they feel • Help your child understand and accept the consequences of their decisions and actions 4. Self-Esteem: • Help your child feel good about themselves • Treat your child with respect, and they will learn to respect themselves and others • Encourage your child to follow through with their own decisions even when their friends disagree • Keep the lines of communication open. Language is a powerful tool to help build healthy self-esteem Adapted from Lipton, Matthew, Weber, Susan J., SEXUALITY EDUCATION AT HOME: THE CARING PARENTS GUIDE, The Pacific Coast Centre of Sexology, British Columbia 1990 • 9 • 51 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 10 Sexual Development – What to Expect… What To Expect From Age 9 To Age 12: • Changes associated with puberty may begin • May become more modest and want privacy • May experience increased sexual feelings and fantasies • May develop crushes on friends, teens, teachers and rock stars among others • Romantic feelings may be directed towards people of the opposite gender • Romantic feelings may be directed towards people of the same gender • May take part in sexual exploration with peers • May masturbate to orgasm • May have to face decisions about sex and drugs What To Expect From Age 13 To Age 18: • Complete the changes associated puberty. On average, boys develop about two years later than girls • Place great value on independence • Become more aware of physical appearance • Experience increased sexual feelings • May be more influenced by peer groups. Peer acceptance continues to be very important • May become interested in or develop romantic relationships • May desire physical closeness with a partner • May face peer pressure to be sexually active whether or not they feel ready • May favour romantic relationships over close friendships • May make choices which could lead to pregnancy or sexually transmitted infections • 10 • 52 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 11 Resources Peel Public Health Resources: Website Resources for Parents: Healthy Sexuality Clinics Clinics provide counselling and confidential services related to birth control and sexually transmitted inflections (STIs), including HIV/AIDS and Hepatitis B and C. The emphasis is on education, prevention and counselling. For more information, please call 905-799-7700 or visit www.peelsexualhealth.ca Links to web resources are provided for information only and do not imply an endorsement of views, products, or services. Teaching Sexual Health Website (Canadian) www.teachingsexualhealth.ca • A sexual health website with sections for parents and students at all grade levels Sexuality and U (Canadian) www.sexualityandu.ca Free and confidential telephone counselling Call 905-799-7700 and ask to speak with a Public Health Nurse. This is a confidential telephone service that provides counselling and education. Public Health Nurses answer questions related to birth control, STIs, pregnancy, puberty, abortion, sexual orientation and other sexual health issues. • Information about puberty, talking about sex with your child, STIs and contraception Region of Peel websites Youth and parents may also want to explore the resources available on the following websites. Please visit www.changesinme.ca & www.talktomepeel.ca • 11 • 53 CDS-0083Int-bubble.qxd 1/14/09 12:50 PM Page 12 Canadian Federation for Sexual Health (formerly known as Planned Parenthood) www.cfsh.ca PFLAG (Parents, Families, and Friends of Lesbians and Gays) (Canadian) www.pflagcanada.ca • A sexual health website with links for parents and youths • Information, resources and support for parents of lesbians and gays Planned Parenthood – SPIDERBYTES www.spiderbytes.ca • Sexual health information for youth Books Sex & Sensibility: The Thinking Parent’s Guide to Talking Sense About Sex By: Deborah Roffman Changes in You and Me: A Book About Puberty Mostly for Girls By: Paulette Bourgeois and Kim Martyn • This book is written by a sex educator and provides a down-to-earth, realistic view of sexuality issues. Topics discussed include age appropriate behaviours, values, cultural norms and differences, and sexual orientation. The author stresses the importance of empowering children with knowledge. • This book is written specifically for female youth. There are answers to children’s questions about growing up. It also features quizzes, exercises and detailed illustrations related to puberty and maturation. Changes in You and Me: A Book About Puberty Mostly for Boys By: Paulette Bourgeois and Kim Martyn It’s So Amazing: A Book about Eggs, Sperm, Birth, Babies and Families By: Robie H. Harris – Illustrated by Michael Emberley • This book is written specifically for male youth. There are answers to children’s questions about growing up. It also features quizzes, exercises and detailed illustrations related to puberty and maturation. • This book provides accurate, unbiased answers to many sexual health and reproduction questions, while giving children a healthy understanding of their bodies. • 12 • 54 55 CDS-0083Cover2.qxd 12/2/08 3:07 PM Page 2 CDS-0083 08/12 56 Lesson One Title: Getting Started Theme: Introduction to Sexual Health Education Classes Time: 70 minutes Materials: ● “Find Someone Who” - Handout ● Anatomy Review - Teacher Guide ● Using The Question Box - Teacher Guide ● Question Box ● Question Box - Handout ● Questions And Answers - Teacher Guide Objectives ● to set ground rules for sexual education classes ● to establish clear boundaries for acceptable behaviour in the classroom ● to increase the comfort level of students and teacher ● to assess the level of student-understanding in the subject area ● to identify the students’ areas of interest or curiosity ● to stimulate discussion among students and with their teacher ● to offer students the opportunity to ask sensitive questions in an anonymous format Curriculum Expectations 4p36 – demonstrate respectful behaviour towards others in the group 5p40 – follow the rules of ‘fair play’ in activities 6p34 – follow the rules of ‘fair play’ in activities and support the efforts of peers Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 57 Lesson One Procedure Talking with students about sexuality and puberty can be difficult for many teachers. Since sexuality is intimately connected to personal values, family backgrounds and spiritual beliefs, it can be a sensitive issue. Before beginning this unit, you may want to consider the ideas presented in the document entitled, “Preparing To Teach About Puberty - Teacher Guide”. You may also want to refer to the “Anatomy Review” and various other Teacher Guides that follows. Prior to this lesson, you will need to make/design a question box for your classroom. For example, you might cover a cardboard box with black construction paper and decorate it with yellow question marks. Remember, the box must be large enough to hold approximately thirty folded sheets of paper at one time. Activity One: Establishing Classroom Rules - 20 minutes The first part of this lesson is designed to ensure that all students know and respect the classroom rules about sexual education. Before you begin this unit, spend some time thinking about the rules you feel are important. Here are a few suggestions to consider; ● Everyone is responsible for his/her own learning. ● Everyone has the right to his/her own beliefs and opinions. ● Everyone has the right to be heard. ● Everyone will be treated with respect. ● We will use the proper terms for body parts and sexual activities. ● We will not make fun of our peers. ● We will not name-call or put people down. ● We will not ask personal questions during our discussions. After you have chosen your rules, introduce them to the class. Students may also suggest rules they would like put in place. Once all rules are complete, you could post them in the classroom. You might also create a contract. This way, each student can sign the contract agreeing to abide by the classroom rules. Students will now have a clear sense of acceptable behaviour during this unit. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 58 Lesson One Activity Two: “Find Someone Who” Ice-Breaker Activity - 10 minutes As a warm-up, have your students participate in an ice-breaker exercise. Distribute the “Find Someone Who” Handout. Ask the students to follow the directions on the top of the page. They will walk around the classroom gathering signatures as they find people who possess the characteristics described in each box. Activity Three: Addressing Student and Teacher Apprehension - 25 minutes The third part of this lesson confronts student and teacher apprehension in talking about sexuality. Begin by explaining that it is perfectly normal to feel embarrassed when it comes to the subject of puberty. In an effort to reduce student anxiety, try initiating a discussion based on the following questions. If you like, write the questions on the chalkboard. 1) What is puberty? 2) What topics do you think we will study in a unit about puberty? 3) Why do students laugh when they are asked to talk about puberty? Invite students to participate in a large group discussion. Be sure to include a basic definition of puberty: Puberty is a process of development that begins at ages six to eight, when the adrenal gland begins to secrete certain hormones, and continues until ages fifteen to seventeen, when anatomical sexual maturity is complete. Stress that puberty is a long, slow process rather than a specific event. Conclude your discussion by explaining that most of the embarrassment may be attributed to the fact that puberty, and sexuality in general, remains a subject that is not often broached among families or inside classrooms. Sometimes children and adults do not talk about issues involving sexuality because they feel embarrassed. Some students may feel like they are not supposed to talk about puberty. They might be worried that other students will laugh at them if they get an answer wrong. The cultural, religious or family traditions of some children may discourage discussions about sexuality. Consequently, some children may not participate in class discussions. Be sensitive to your students’ individual situations. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 59 Lesson One Since you have established classroom rules around respectful behaviour, your students should know that you intend to create a safe space to talk about this issue. Remind your class how important it is for them to understand what is happening to their bodies, and to those of their peers. Talking about puberty and sexuality is healthy - preteens need to know about the changes they will experience, and be offered strategies for successfully managing these changes. Activity Four: Introduction to the Question Box - 15 minutes Tell your class that it is very common for students to have a lot of questions during a sexual education unit. You will have already established that some people feel a little nervous when talking about sexuality. Briefly explain the concept of a question box to your students. Ask them to spend a few minutes thinking about some questions that came to mind during today’s class. Photocopy and distribute the Question Box Handout for Lesson One. Request that students attempt to write at least one question under each heading. Encourage them to write more questions if they wish. Tell the students that you will be reading their questions and preparing answers for the following class. Remind students not to write their names on the top of the page, so their questions can remain anonymous. Ask them to fold the handout and deposit it in the question box. Possible Extensions You might consider using the question box after each lesson. This way, students can ask difficult questions throughout the entire unit. Leaving the question box out at all times may encourage students to submit questions as they occur to them. If you have space in your classroom, you might post the classroom rules and/or diagrams of female and male anatomy for student reference. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 60 Lesson One Possible Assessment This lesson lends itself to diagnostic assessment. When the teacher reads through the question box submissions, s/he will be able to assess how much information, and misinformation, is possessed by students. This activity will also assist teachers in developing relevant curriculum for students. Certain classes may express an interest in a particular sexuality-related issue. Many students may share common concerns. By collecting the questions from the question box, the teacher can review them, research answers if necessary, and organize when and if the topic will be covered in class. Since the nature of the discussion may be difficult for some students, and because this is the first class of the unit, teachers may refrain from giving a mark for participating in the class discussion. Further assessment might best be left for future lessons. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 61 Handout Find Someone Who … Take this sheet of paper with you while you walk around the classroom. Try to find someone who has the characteristic that is described in each box. Have the person sign your sheet in the box. See how many signatures you can get. Have a seat back at your desk once you have collected a name in each box. Has a pet at home Was born in a country other than Canada Loves pizza Knows how to make cookies Plays soccer Plays an instrument Takes martial arts classes Has a younger sister Has talked with a friend or parent about puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 62 Teacher Guide Anatomy Review Everybody has them, but not many people talk about them. Some people call them their "privates" and others may blush and whisper, "down there". However, the truth is that your reproductive parts are not any more cause for embarrassment than your feet or your eyes - it's just that they are covered up most of the time. The reproductive system gets its name from the fact that its parts allow a person to reproduce or have a child. To make things even more complicated, youths and adults often give slang names to the reproductive parts. This means that a lot of youths are confused. They wonder, “What is that part really called?, What does it do? Who has one of those?”. These questions, and others, are answered in this guide. Girls When a female is born, she has all the parts of her reproductive system in place, but it is not until puberty that she is able to reproduce. A females's reproductive system is made up of the vulva, vagina, cervix, uterus, fallopian tubes and ovaries. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 63 Teacher Guide Anatomy Review Vagina The vagina is a muscular, hollow tube that is about 7cm to 12cm long in an adult female. Because it is made of muscle, the vagina can expand and contract. Its ability to become wider or narrower allows the vagina to accommodate something as slim as a tampon or as wide as a baby. The hymen is a membrane that surrounds or partially covers the external vaginal opening and is a thin piece of tissue that has one or more holes in it. The hymen is often different from person to person. Many women find their hymen has stretched or torn after their first sexual experience. Some women who have experienced sexual intercourse do not have much of a change in their hymen. If the hymen is stretched or torn, it may bleed a little, but this usually causes little, if any, pain. Although many people use the word vagina to describe the part outside the body, the vagina is actually completely inside the body - you cannot see the vagina at all. The entire outside area that shields the vagina is called the vulva. The vulva is made up of the mons pubis, the labia, the clitoris, and the urinary and vaginal openings. The mons pubis (pronounced: monz pew-bis) is the mound just below the abdomen. This is the area of the vulva that becomes covered with pubic hair when a girl experiences puberty. At the bottom of the mons pubis, there are two folds of skin on either side of the opening of the vagina. These are called labia (sometimes called lips). There are actually two sets of folds: the labia majora (or outer lips) and the labia minora (or inner lips). In the space where the labia minora (inner lips) meet at the bottom of the mons pubis, the lips cover a small sensitive bump called the clitoris. Below the clitoris is the urethral (pronounced: you-ree-thrul) or urinary opening, which is part of the urinary system. This is where urine leaves the body. Finally, below the urinary opening is the vaginal opening, the entrance to the vagina. Cervix The cervix (pronounced: sur-vix) is the narrow bottom part of the uterus that extends into the vagina. The cervix has strong, thick walls. The opening of the cervix, which is very small - no wider than a drinking straw - provides an entrance to the uterus. This is why a tampon can never get "lost" inside a female – the cervix is much too narrow to allow a tampon to pass into the uterus. During childbirth, the cervix expands and dilates in order to allow a baby to be delivered. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 64 Teacher Guide Anatomy Review Uterus The uterus (pronounced: you-tuh-rus) has thick muscular walls and looks like an upsidedown pear. Normally, the size of a woman's uterus is about the same size as her closed fist. The walls of the uterus touch one another. The uterus contains some of the strongest muscles in a woman's body. These powerful muscles are able to expand and contract in order to accommodate a growing fetus and then to help push the baby out during labour. The uterus is also where menstruation begins each month – an inner lining, known as the endometrium (pronounced: en-doe-mee-tree-um), accumulates extra blood and tissue, anticipating that an egg might be fertilized by sperm entering the woman's body. The fertilized egg or embryo can then attach to the endometrium and pregnancy occurs. If an egg is not fertilized, the uterus sheds this extra blood and tissue, which exits the uterus through the cervix and out of the vagina as a menstrual period. Fallopian Tubes The two fallopian (pronounced: fah-loh-pee-un) tubes are attached at one end to either side of the uterus, and they extend out and back from the uterus. Each fallopian tube is about 10 cm long and is about as wide as a piece of spaghetti. Within each tube is a tiny passageway no wider than a sewing needle. At the other end of each fallopian tube is a fringed area that looks like a funnel. This fringed area wraps around the ovary, but is not completely attached to the ovary. When an egg is released from the ovary, it enters the fallopian tube. Once the egg is in the fallopian tube, tiny hairs in the tube's lining help push the egg down the narrow passageway toward the uterus. Ovaries The two ovaries (pronounced: oh-vur-eez) are located about 10 or 13 cm down from a female's waist. Each ovary is about the size of an almond in its shell. They are shaped like eggs and measure about 3.5 to 5 centimetres in length in an adult female. The ovaries sit on either side of the uterus, and special tissue keeps them connected to the fallopian tubes. Each female's ovaries contain about 1 million ova (eggs). A female is born with all these eggs, but it isn't until puberty that the eggs begin to be released. Usually, after a girl reaches puberty, one ovum (or egg) will be released from an alternatnate ovary each month until she begins menopause. An egg leaves the ovary and enters the fallopian tube, where it makes its journey to the uterus. If the egg joins with sperm in the fallopian tube and is fertilized, it will attach to the inner lining (endometrium) of the uterus and begin to develop into a fetus. If the egg is not fertilized, it is washed away along with the blood and tissue of the endometrium that grows on the inside walls of the uterus each month - this is a menstrual period. The ovaries are also responsible for making hormones, such as estrogen and progesterone. Estrogen plays a major part in puberty in girls - it is responsible for the development of breasts, female body shape, and other changes that girls experience during puberty. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 65 Teacher Guide Anatomy Review Boys When a male is born, he has all the parts of his reproductive system in place, but it is not until puberty that he is able to produce viable sperm. A male's reproductive system is made up of the penis, scrotum, testicles, vas deferens, epididymis, seminal vesicles and prostate gland. Some of these parts are visible, whereas others are hidden inside the body. Penis The penis is actually made of two parts: the shaft and the glans (pronounced: glanz). The shaft is the main part of the penis, and the glans is the tip (sometimes called the head). All males are born with a foreskin, a fold of skin that covers the glans. Some males are circumcised, which means that the forskin is removed from the head of the penis. Whether a boy is circumcised can depend on the preference of the individual family, his family's religion or culture: Circumcised penises work just the same as penises with foreskin. At the end of the glans, there is a small slit or opening, called the urethral opening. The inside of the penis is made of a spongy tissue that can expand and contract. When a boy is sexually aroused, or sometimes for no apparent reason, special tube-like passageways in the tissue fill with blood and cause an erection. When this occurs, the penis becomes hard and straight and stands away from the body. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 66 Teacher Guide Anatomy Review Inside the penis, there is also a urethra (pronounced: you-ree-thruh). The urethra is part of the urinary system. The urethra carries urine from the bladder, through the length of the penis, and out of the small opening in the glands. Scrotum The scrotum is a loose pouch of skin that hangs behind the penis. The scrotum is also sometimes called the scrotal sac. The scrotum holds and protects the testicles, which are where sperm are produced. In order for sperm to be capable of fertilizing an egg, the temperature of the testicles must be lower than the inside of the body. The scrotum is designed to keep the testicles on the outside of the body and therefore at a lower temperature than a male’s regular body temperature (at 92 or 93 degrees Fahrenheit which is about 6 degrees lower than normal body temperature). The scrotum is able to change size to maintain the correct temperature. In cold weather, the scrotum shrinks and becomes tighter to hold in body heat. In warm weather, the scrotum becomes larger and more floppy to get rid of extra heat. This shrinking and expanding of the scrotum occurs involuntarily – a male’s brain and nervous system give the scrotum the necessary cues to ensure that the testicles are maintained at a satisfactory temperature. Testicles The testicles are two grape shaped organs that are each about 5 cm in length in an adult male. They are sometimes also called testes. The testicles are contained in a small sac of skin called the scrotum. When the testicles are about 6 degrees cooler than normal body temperature, they will successfully produce sperm. When a boy reaches puberty, special coiled tubes inside the testicles begin to make sperm cells. From this point on, the testicles continue producing sperm for the rest of a male's life at the rate of hundreds of millions each day. The testicles are also responsible for making the hormone testosterone. Testosterone plays a major part in puberty in boys. When a young male makes his way through puberty, his testicles produce more and more of this horomone. Testosterone is the hormone that causes boys to develop deeper voices, larger muscles, and body and facial hair, among other body changes. Epididymis, Vas Deferens, Seminal Vesicles and Prostate Gland The epididymis (pronounced: eh-puh-dih-duh-miss) is a long, coiled tube that sits on top of and behind each testicle. As the testicles produce sperm, the sperm are continuously being transported away from the testicles and through the epididymis. It takes sperm about 4 to 6 weeks to travel through the epididymis. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 67 Teacher Guide Anatomy Review After travelling through the epididymis, the sperm then make their way out of the scrotal sac via the vas deferens (pronounced: vas deh-feh-rinz). Millions of sperm enter the vas deferens each day. The vas deferens extends from the epididymis to the urethra (the tube that carries semen and urine out of the penis but never at the sametime) and connects the two parts. The vas deferens is also the reproductive system's storehouse for sperm. The seminal vesicles (pronounced: seh-mih-nuhl vess-ick-uls) and prostate (pronounced: prahs-tate) gland are responsible for producing fluids that mix with sperm to create semen. Semen is the fluid that leaves a male's penis when he ejaculates. When ejaculation occurs, sperm are pumped out through the vas deferens, mix with semen from the seminal vesicles and prostate gland, and travel out through the urethra. Each time a male ejaculates, the fluid released can contain up to 500 million sperm in approximate 2 to 5ml of fluid. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 68 Teacher Guide Using The Question Box The first part of this unit discusses general information for teaching sexual education classes. The second part specifically addresses the use of the question box. Both sections are designed to assist you in preparing to teach this unit. These sections may also help you to think about some of the about the challenges you may encounter teaching this unit. Increase your comfort level Talking with students about puberty and sexuality can be difficult for many teachers. Since sexuality is intimately connected to personal values, family backgrounds and spiritual beliefs, it can be a sensitive issue. Sexual education specialists recommend the following advice to teachers who wish to increase their level of comfort in teaching sexuality education. ● Try to develop a healthy attitude toward your own sexuality. ● Identify your own values and possible reactions toward different topics related to sexuality. ● Read current reliable literature in the field of sexuality education. Acquire a basic knowledge of sexuality so that your class may benefit from your expertise, but remember that your knowledge is less important than your attitude towards sexuality. Students learn best about sexuality when they are taught by a kind, tolerant and respectful teacher. Creating a classroom in which students feel safe and free to ask questions is very important. You can accomplish this in a number of ways. Some ideas are as follows. ● Use your facilitation skills. The contributors to Beyond The Basics: A Sourcebook on Sexuality and Reproductive Health Education,* suggest these ideas: be student-centred and address different learning styles. be sensitive to non-verbal communication and react positively to questions. ask participants about what they would like to learn. encourage self-confidence and decision-making skills. use humour to ease embarrassment and create a comfortable environment. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 69 Teacher Guide Using The Question Box ● You might also want to attain the following goals in your classroom. Establishing A Healthy Classroom Environment Respect and care for others. Create an atmosphere of trust in which all students can be themselves. Be sensitive towards the attitudes, values and feelings of others. Respect the values and beliefs of people from all cultural communities. Communicate with warmth. Be capable of discretion should students decide to confide in you. Be sincere. Do not be afraid to express discomfort. Listen carefully to your students’ questions, concerns, worries and thoughts. Keep an open mind. Value your students’ opinions and realize they may change over time. Be flexible. Respect the privacy of others. Answer questions honestly when you know the correct answer. When you do not possess accurate information regarding a topic, research the answer and report back to your students at a later date. Avoid criticising students’ opinions. Share positive feedback with students whenever possible. *Adapted with permission from: Canadian Federation for Sexual Health (2005). Beyond The Basics: A Sourcebook on Sexuality and Reproductive Health Education 2nd Ed. Ottawa: Author Asking questions has long been recognized as an important learning activity. In sexual education classes, this activity becomes complicated. Since communicating about puberty can be difficult for both students and teachers, a sexual educator can create opportunities for anonymous question-asking. By using the Question Box, teachers allow students to ask questions related to puberty without risking embarrassment. This technique also allows teachers to prepare answers for the students rather than find themselves “caught off guard”. As well, when teachers use the Question Box, they capitalize on teachable moments, enriching the entire class experience. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 70 Teacher Guide Using The Question Box Teachers often feel nervous about answering student questions about sexuality. For this reason, you may want to consider the following suggestions ● Assess whether the question is related to information, feelings or values. Each type of question requires a different type of answer: Information Questions: Try to provide simple, straight-forward factual information to students. Consider both curriculum relevance and ageappropriateness. Feeling Questions: Always attempt to give honest responses that reflect the feelings you wish to portray. If a topic is difficult for you, consider saying something like, “I’m a bit uncomfortable with this...” or “Everyone is embarrassed sometimes, but it is important to discuss this issue ...”. If the question is about the student’s feelings, try to validate them. Offer comments like, “this student seems to be expressing ‘x’ feeling ...” or “Each of us may feel differently about this topic. Some people might feel comfortable, others might be nervous. It’s okay for us to have different feelings about sexual issues...”. Value Questions: When the question is really more about values than facts, consider asking students to discuss this topic with someone they trust. You might offer varying opinions, or you might refer students to other sources of information including texts, internet sites, family members or spiritual mentors. Encourage students to listen to people they respect while they form their own opinions. When the question has no concrete answer (e.g., How old should a person be before s/he has sex?), tell the students that every individual will have to answer that question for her/himself. ● Treat all questions in a respectful manner. If possible, affirm the person who is asking the question. Use phrases such as, “This is a good question”, “I am glad someone asked this question” or “A lot of people have questions about this topic”. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 71 Teacher Guide Using The Question Box ● If a number of students asked similar questions, inform the class that you will address all of them in one answer. This helps you to save time and avoid repetition. ● Should you encounter questions that seem unrelated to the course content or that are difficult to understand, try to acknowledge them respectfully. You could tell students that there were some questions you did not understand or that some seemed to be “off topic”. You can request that students who don’t hear the answer to their question come to see you individually after class or that they resubmit the question. ● Defer questions that will be answered in the next few classes. For example, if you have a number of questions on contraception, try telling the students the following: “There were five questions about contraceptive choices in the question box. We will be discussing this topic next week in lessons four and five.” Let the students know that their questions will be answered shortly. ● If a student has written a question intended to shock you or the class, remind the class of the ground rules you established at the beginning of the unit. Sometimes the shock comes not from the content of the question, but from the language used. You can always reword the question in an effort to defuse it. ● When you are not sure of the answer to a question, please research for further information before talking with your students. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 72 Question Box Handout Please write a question in each of the following areas. The headings are meant only to guide you. If you have other questions, feel free to add them in the last section. Also, remember NOT to write your name on this sheet! Puberty Relationships Other topics (body parts, sex or sexuality, birth, concerns you have, etc.) Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 73 Teacher Guide Questions And Answers The following is a list of questions collected from actual students in the Peel Region. The answers presented are simply suggestions. Please use you own good judgement when responding to your students’ questions. If you wish, refer to the “Using The Question Box-Teacher Guide” for further assistance. Sample Puberty Questions and Answers 1. What is puberty? Puberty is the time in a human being's life when s/he moves from childhood to becoming an adult. This is the period of time in a person's life when it becomes physiologically possible to reproduce. Puberty usually begins between the ages of nine and sixteen years. Your body will know when it is the right time for you to begin puberty. Generally, girls begin puberty about two years before boys. Puberty is a long process; it actually takes several years to complete all the changes. While puberty can be an exciting time, it can also sometimes be confusing, awkward and scary for young people. Asking questions about puberty during our unit, and talking with your parents or another trusted adult, are two good ways to better understand the changes your body is making. Learning more about your body can help you feel more comfortable about growing up. 2. Why is it hard to talk about sex? Most people find it somewhat difficult to talk about sex. Sex is very personal, private and intimate. Some adults are nervous that they do not have all the answers to questions asked by their children or students. Some adults think that talking about sex encourages children to have sex. However, research proves that when youth learn about sex, they become more confident to make their own good decisions to abstain, delay sex or engage in safer sex when the time comes. Youth might find it hard to talk about sex as well. They might be nervous that their classmates know more about sex than they do. Some students worry that they will not be able to stop giggling during sexuality education classes. Some parents have told their children not to talk about sex. For all of these reasons, and others, some of you may find it hard to talk about sex. It is important to remember that talking about sex gets easier if we are open and honest about our questions. Once we get over the feelings of embarrassment, and think of health topics just as we do history or science, learning about puberty and sexuality becomes easier. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 74 Teacher Guide Questions And Answers 3. What is a "healthy breakup" and how do you do so? Although there is no one correct answer to “what is a healthy breakup?”, there are a few things to keep in mind. Choose a quiet location where you will be able to let your partner know you want to break up. Respect your own feelings and let your partner know how you feel. Use an assertive style of communication, which is honest, direct and calm (as opposed to a passive or aggressive style of communication). Acknowledge that your partner had an influence in your life, whether positive or negative, and that you and your partner will go through a range of emotions (for example, anger, sadness, happiness, relief, etc…) all of which are normal. Respect your partner’s feelings. Make sure you have support and are able to talk to trusted people, friends and/or family about your feelings. Whether you are a youth or an adult, breaking up can be difficult. 4. What is a virgin? According to medical dictionaries, a virgin is a female or a male who has not had sexual intercourse. Possible Extension: However, some people believe that virgins are people who have never had any sexual experience including kissing or sexual touching. Others believe that even if people have experienced some form of sexual activity (masturbation, touching, oral sex, etc.), they are still “virgins” if they have not had (penis in vagina) sexual intercourse. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 75 Teacher Guide Questions And Answers 5. Why do people want to have sex? There can be a lot of different reasons why people want to have sex, for example: Many people feel that sexual activity between loving partners helps a person to feel intimately connected with another person. Partners may express love and celebrate the closeness of their relationship through sex. Sometimes people engage in sex in order to try to reproduce or conceive a child. Some people desire physical intimacy as a means to feel appreciated and accepted by their partner. Sometimes people have sex simply because it feels good for them. People might have sex if they are looking for love and affection from another person. Some people might have sex because they feel pressure from their partner, their friends or even from the media. They may feel like “everyone is doing it”. Some people have sex as an experiment to see what it feels like. While there are a lot of reasons people have sex, some reasons are better than others. It is important to ask yourself why you want to have sex before you do so. This way, you can consider if your decision is healthy and the right decision for you. Possible Extension: You may want to discuss the idea of healthy and unhealthy reasons for having sex. For example, some unhealthy reasons may include - if someone is having sex in an attempt to gain or save a relationship, or if a person is having sex to please someone else, rather than to please him/herself. Please see question # 5 for further information. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 76 Teacher Guide Questions And Answers 6. How much pubic hair are you supposed to have? Pubic hair varies by amount, color, texture, and coarseness. However your hair looks and feels, and wherever it grows, it's normal! 7. What is the right time to have sex? There is no magic age to start dating or having sex. You must each decide what is right for you. It is really important to think about the reasons why you want to have sex. There are healthy and unhealthy reasons for having sex. Here are some reasons that might make you begin a sexual relationship before you are ready: If you think that all your friends are having sex, you might feel pressured into having sex as well. You might be trying to prove your femininity or your masculinity. You do not need to have sex to convince yourself or others that you are attractive and capable of having a relationship. Some people have sex in order to “get even” with their parents. Starting a sexual relationship because you are angry at your parents, or because you want to rebel by doing something you know would upset them, is not a good idea. These are not healthy reasons for having sex. When your peers start talking about sex, you might get more curious about it. That’s perfectly normal. However, simple curiosity is not a great reason for having sex. Sexual activity between mature, responsible partners can be a positive experience. When people do not feel ready for sex, they are often disappointed when they do engage in sexual activity. The most important thing you can do is decide if you are ready to have sex. You need to be sure that you are ready for the possible consequences of beginning a sexual relationship. Ask yourself if you could imagine talking to your partner about sex, pregnancy, protection from STI’s (sexually transmitted infections) and about your feelings. If you cannot imagine talking with your partner about these issues, you are probably not ready for sex. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 77 Teacher Guide Questions And Answers Thinking and talking about these points may help clarify your feelings. Remember that should you decide that sexual intercourse is not going to be a part of your relationship, you may still enjoy hugging, kissing, holding hands and touching. Love, trust, caring, communication, respect and commitment are all important parts of a positive healthy relationship. 8. How do you know if you like boys or girls? When a child begins to discover sexual feelings and attractions they may find that they are developing these attractions to people of the same sex. When they reach their teens, they may continue to have these feelings and it may mean that they are homosexual (emotionally and physically attracted to someone of the same sex) or bisexual (attracted emotionally and physically to persons of the same sex and opposite sex). Teens often feel pressure to define themselves as “straight” or heterosexual (emotionally and physically attracted to someone of the opposite sex). There is no rush to make this decision. Talk about these feelings with someone you trust and will keep this information private until you are ready to be more open about it. There are also several organizations in the Region of Peel that can help answer questions such as, Peel Pride (www.prideeventspeel.com), Postive Space (www.positivespacepeel.ca), and Pflag Canada (www.pflagcanada.ca). 9. Why are some people gay or lesbian? When children are discovering their sexuality, some will find that they are developing romantic and sexual feelings towards people of the same sex. If these feelings continue through adolescence and into adulthood, this may mean that they are homosexual. Homosexuality means a person has feelings of affection and sexual attraction for people of the same sex. There is one no cause for homosexuality, just as there is no one cause for heterosexuality – or when people of opposite sexes develop romantic or sexual feelings for one another. A lesbian is a female who has feelings of affection and attraction, both emotionally and physically, to other females. A gay male has feelings of affection and attraction, both emotionally and physically, for other males. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 78 Teacher Guide Questions And Answers Possible Extension: In every school, approximately one in ten boys will be gay and about one in twenty girls will be lesbians. Because student’s families and peer groups may not be supportive of gays and lesbians, it may take years before these teenagers can accept, and act on, their sexual orientation. One major concern teens may have about their homosexuality is that their family and friends will reject them if they were to know the truth. All students, regardless of their sexual orientation, deserve to be treated with respect. 10. Are fantasies normal? Having sexual fantasies is completely normal. Sexual fantasies allow a person’s mind to wander and experience thoughts and encounters. Fantasies can be exciting. You may or may not wish to act on your fantasies. Sexual encounters of the mind differ from person to person and may range from romantic to sexual activities. The details and depth in which one fantasizes does not reveal anything about that individual. A fantasy gives one the freedom to explore new encounters and control how much happens, as the experience only exists within the mind. 11. What is masturbation? Masturbation is defined as touching or rubbing your own genitals for sexual arousal and satisfaction. Masturbation can lead to orgasm. Slang expressions for masturbation include “jerking off” and “playing with yourself”. In some cultures and within certain religious groups, masturbation is discouraged or forbidden. If a person from such a group experimented with masturbation, s/he may experience feelings of guilt. While it is normal to masturbate, it is also normal not to masturbate. There are no physical side-effects of masturbation. Each person must choose if s/he wishes to masturbate. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 79 Teacher Guide Questions And Answers 12. What is oral sex? Oral sex involves a person using his/her mouth on another person’s genitals – usually the penis or the clitoris and vulva. Slang terms for oral sex include “giving head”, “blow jobs”, or “going down on someone”. When oral sex is performed on a female, it is called cunnilingus. When oral sex is performed on a male, it is called fellatio. 13. Is sex better with a big penis? The simple answer is “no”, however, this is a common question asked by males. At some point in their lives, many young men are preoccupied with the size of their penis. Sometimes boys are convinced that their penis is “too small”. Almost all males experience a growth spurt during puberty. By the age of seventeen or eighteen, a male’s penis will have reached its full adult size. The average size of a non-erect penis usually measures between 5 and 10 cm. When erect, a man’s penis normally measures from 10 to 20 cm in length. Although many people talk about “bigger being better”, penis size is not important for the sexual satisfaction of males or females. 14. What is an orgasm? When a male or female becomes sexually aroused, usually through masturbation, heavy petting, oral-genital stimulation (oral sex) or sexual intercourse, the pulse rate and breathing speed up, and tension builds in the muscles throughout the body. With orgasm, there is an explosive feeling of release from this tension. An orgasm can be mild or intense. The sensation is most intense in the genitals, although the whole body is involved. When a female has an orgasm, she experiences a throbbing in her genital area. Her vagina becomes more lubricated with natural fluids. When a male has an orgasm, he experiences an ejaculation in which semen is released from the urethra at end of his penis. After orgasm, a male loses his erection and his penis returns to its normal, soft state. 15. Is there anything wrong with having sex at a young age? As a young person, you have to consider many important factors before you will be able to decide if there is anything “wrong” with having sex. The right time to have sex will be different for each person. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 80 Teacher Guide Questions And Answers There are possible legal implications of sexual activity with young people. The age of consent, also known as the "age of protection", refers to the age at which a young person can legally consent to sexual activity. All sexual activity without consent, regardless of age, is a criminal offence. When a person is over the age of 16, s/he can legally consent to sexual activity with another individual regardless of this person’s age, as long as this person is not in a position of trust or authority (e.g., a teacher, counsellor, coach or babysitter), or in a relationship of dependency (e.g., a guardian). 16. Does it hurt to have sex? Sex should not hurt. Sex can be very pleasurable when both partners consent to and are comfortable with a decision to have sex. While the first times a person has sex may be uncomfortable. Also, sex might be painful when one partner is not physiologically prepared (e.g., lubricated enough), or sex might hurt when one partner is being forced. 17. Why do I sometimes wake up with a boner in the morning? Is this normal? It is normal for males to wake up in the morning with a "boner" otherwise known as an erection. During adolescence and adulthood, males may have spontaneous erections without any sexual stimulation. Males could also have "wet dreams", also known as nocturnal emissions. A young male may find that there is some fluid (semen) in his underwear or pyjamas when waking up. If the erection is painful, you should see a doctor. 18. How large is a penis supposed to be? Almost all males experience a growth spurt during puberty. By the age of 17 or 18, a male’s penis will have reached its full adult size. The average size of a non-erect penis measures between 5 and 10 centimetres. When erect, a male’s penis usually measures from 10 to 20 centimetres in length. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 81 Teacher Guide Questions And Answers 19. Why can’t some people control their emotions during puberty? Puberty begins, in both boys and girls, with the release of hormones from the pituitary gland – a pea-shaped gland located in the brain. Hormones are chemical messengers that allow different parts of the body to communicate with each other. In girls, the pituitary gland sends a message to the ovaries to start releasing hormones called estrogens. In boys, the pituitary gland sends a message to the testicles to start producing the hormone called testosterone. These hormones are responsible for many of the changes associated with puberty. There is nothing you can do to control when puberty will begin for you. Your body will know the right time for you. Sometimes people say that teenagers cannot control their emotions during puberty. While it is true that many teens experience some mood swings due to increased hormonal levels, most teens remain capable of making smart decisions regarding sexual activity and other important choices. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 82 Lesson Two Title: Puberty For Boys Theme: Male Anatomy and Physical Changes During Puberty Time: 70 minutes Materials: ● Preparing To Teach About Puberty - Teacher Guide ● Anatomy Review - Teacher Guide ● Bernie (male poster model) ● Male Reproductive Anatomy Image ● Male Reproductive Anatomy - Answer Sheet Objectives ● to review the definition of puberty with the students ● to inform students of the role of the pituitary gland in boys (and girls) ● to identify the internal physical changes that occur in boys during puberty ● to identify the external changes boys experience during puberty ● to provide students with accurate information concerning male anatomy ● to stimulate discussion among students and with their teacher Curriculum Expectations 4p2 – identify the physical ... aspects of healthy human beings 5p7 – describe the physical ... changes associated with puberty 5p11 – describe the secondary physical changes at puberty 6p2 – identify the major parts of the reproductive system and their functions and relate them to puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 83 Lesson Two Procedure Before this lesson, you may want to read about the physical changes boys experience at puberty. You may reference the Teacher Guides entitled, “Preparing To Teach About Puberty” and “Anatomy Review”. Prior to this lesson, you will need to hang the magnetic male model (“Bernie”) in a central location in the classroom such as on a white board or side of a metal filing cabinet and set up document arm. Activity One: Define Puberty and Explain Its Onset - 10 minutes Ask students to help you define puberty using the information they learned yesterday or in the most recent class. ● Puberty is a developmental stage that begins from ages six to eight and continues until ages fifteen to seventeen, when anatomical sexual maturity is complete. Puberty is a slow process during which secondary sex characteristics appear in girls and boys. Write this question on the chalkboard, “How does puberty happen?”. Ask students to volunteer ideas. Some may already know how puberty begins. Clarify the issue by drawing this chart and by providing the following information. Pituitary Gland ↓ Chemical Messages - Hormones ↓ ↓ Ovaries Testicles ↓ ↓ Production Of New Hormones Production Of New Hormones ↓ ↓ estrogen and progesterone testosterone Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 84 Lesson Two ● The pituitary gland is the master gland located in the brain. It sends out chemical messages to the body through the blood stream. These messages are sent in the form of hormones. Puberty begins because the pituitary gland sends out chemical messages through the hormones to ovaries (in girls) and testicles (in boys). The ovaries and testicles then begin to produce their own hormones. In girls, the ovaries produce estrogen and progesterone. In boys, the testicles produce testosterone. It is important to remind students that both girls and boys have both female and male hormones. Girls have more female hormones and boys have more male hormones. Activity Two: “Bernie” - Male Anatomy - 25 minutes Begin the exercise by explaining that today’s lesson will focus on changes that occur for boys while tomorrow’s lesson will address changes for girls. Tell students that you will be talking about the male reproductive system and how boys’ bodies change during puberty to make reproduction possible. Describe how boys generally experience an overall growth spurt during puberty as they grow taller, bigger and their weight increases. Stress the need for proper nutrition and exercise during this time, and into adulthood. As the teacher, you will have to decide whether or not it is appropriate for your students to assist you in placing the proper body parts on the models. You may choose to perform this task yourself. Start with the male figure and explain the external physical changes, from head to toe. The third activity follows with a description of the male internal reproductive system. External Physical Changes for Male (Changes You Can See) Face/neck area: a) the face changes in shape - including the definition of a noticeable jaw b) a ‘blush patch’ often develops on cheeks You may want to discuss the reasons people blush and remind students to respect the feelings of their classmates when they are embarrassed. c) the size of the larynx increases - including the vocal cords which causes the voice to deepen Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 85 Lesson Two Explain to the students that when a boy’s larynx grows, so does his thyroid cartilage. This results in the growth of their “Adam’s Apple”. All girls also have an “Adam’s Apple”. However, in girls and women, it is often smaller in size. d) pimples appear - discuss why acne occurs and provide options for managing it successfully e) facial hair growth - including beard and moustache Chest: f) growth of underarm hair g) growth of chest hair h) breast growth - discuss gynecomastia (a temporary increase in the size of the male breasts that occurs for approximately half of all boys and normally disappears in a year or two) i) broadening shoulders - due to increased muscle in the shoulder area Genitals: j) increase in size of penis, testicles and scrotum k) growth of pubic hair l) erections and wet dreams occur - see Activity Four for more information Legs: m) hair growth on legs Be sure to explain that hair growth during puberty is related to hormonal changes. However, genetics, ethnicity and racial background also influence hair growth patterns in people. All human bodies are covered in hair follicles. We cannot control our body’s hair growth. Once the physical changes have been examined, review the major characteristics by using the Bernie model. Please note: that the model and body parts are magnetic and must be placed on a magnetic surface (such as a white board or chalkboard) for the Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 86 Lesson Two models and body parts to stick. Attach the facial hair (goatee), as well as the chest, underarm and pubic hair. Place the larger shoulders on top of the original model. Finally, cover the smaller penis from Bernie with the larger penis. Activity Three: Male Reproductive Anatomy (internal) - 15 minutes The third part of this lesson illustrates the male internal reproductive system. To illustrate this, show the anatomy image that portrays the male reproductive system. Place image on the under the document arm. Walk through the anatomical parts in this order: penis, scrotum, testicles, epididymis, vas deferens, seminal vesicle, prostate gland and urethra. The function of each of these parts is clearly described in Lesson One’s Anatomy Review - Teacher Guide. While the Anatomy Review and Teacher Guides in this unit are helpful to you in their description of the physical changes children experience, they are probably too academic for children to understand. For this reason, you will need to provide just enough information to teach your students about their bodies, while making sure they can clearly comprehend the explanation. The following list provides a brief outline of information you might share with your class. penis: external male reproductive organ, provides males with sexual pleasure and allows release of urine and semen separately scrotum: sac located under the penis that holds and protects the testicles testicles: make sperm and testosterone epididymis: long tube where sperm travel from the testicles to the vas deferens vas deferens: where sperm is stored on its way to the urethra seminal vesicle: produces fluids that mix with sperm to create semen prostate gland: also produces fluids that mix with sperm to create semen urethra: where the semen travels to exit the penis (also where urine leaves the body at a separate time) You may also want to introduce the anus as the outlet of the rectum which can be found in-between the buttocks. It is the opening at the end of digestive system where the body gets rid of solid waste (feces) at the end of the digestive system. The anus is part of the diagram that accompanies this lesson. Remind students that they will have the opportunity to review this information when they watch the video entitled, “You, Your Body & Puberty”. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 87 Lesson Two Activity Four: Erections, Ejaculations and Wet Dreams - 10 minutes As you write the terms on the chalkboard, tell your class you are about to discuss erections, ejaculations and wet dreams. Your talk can be based on the following ideas: An erection occurs when a male’s penis fills with blood. When this occurs, the penis temporarily expands to a larger size. A baby boy will experience his first erection when he is still developing in his mother’s uterus. Erections are natural and normal. Erections occur during all stages of a male’s life - from the time boys are babies all the way through adulthood. There are many reasons males experience erections. Erections might occur when the penis is touched or rubbed, or when a male thinks about sexually arousing thoughts. Erections could happen when a male needs to urinate, or even when they are nervous about something. Many boys have an erection when they wake up in the morning. Sometimes, erections occur for no apparent reason at all. Ejaculation is the term used to describe the process of the release of semen from a male’s penis via the urethra. During puberty, ejaculations normally occur in two different ways - first, if a boy touches or rubs his penis, he may ejaculate - this is called masturbation. Some boys masturbate, while others do not. Either way, masturbation is a common, normal activity. Second, a boy might ejaculate in his sleep, which is called a no“wet dream”. Wet dreams occur when semen is released from the penis involuntarily. Since boys ejaculate outside their bodies, the semen frequently wets their bedding during a wet dream. Boys can be encouraged to change and wash their own sheets, should they wish. The most important thing to remember is that ejaculations, either by masturbation or as wet dreams, are very common and a normal part of puberty as young people develop sexual thoughts and feelings. Activity Five: Male Anatomy Review - 10 minutes After this lesson on male anatomy, distribute the anatomy diagram that includes the labels for each body part. (It is entitled, “Male Reproductive Anatomy - Answer Sheet”.) Review each of the body parts - their names and their purpose. Write terms on the chalkboard in large letters. Ask your students to study this handout. Inform them that there will be a quiz at the beginning of the following class. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 88 Lesson Two Possible Extensions You might consider using the question box after this lesson as there may be many questions children feel embarrassed about asking in the classroom setting. If you have space in your classroom, you might leave the models displayed for your students. Possible Assessment Since many of the terms presented today may be new or difficult for young children to learn, avoid testing on the same day you present the information. Instead, give your students the evening to study for the quiz on male anatomy. If you are able, develop some strategies that will help them to remember the terms and share them with your students. You may want to provide a few extra minutes of study time at the beginning of the next lesson before you ask students to complete the quiz. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 89 Male Reproductive Anatomy Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 90 Answer Sheet Male Reproductive Anatomy Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 91 Lesson Three Title: Puberty for Girls Theme: Female Anatomy and Physical Changes during Puberty Time: 100 minutes Materials: ● Preparing To Teach About Puberty - Teacher Guide ● Anatomy Review - Teacher Guide ● Male Reproductive Anatomy - Quiz ● Bernice (female poster model) ● Female Reproductive Anatomy and Menstruation Images ● Female Reproductive Anatomy - Answer Sheet ● Ovulation and Pregnancy Game ● Scissors Objectives ● to review male reproductive anatomy from previous class ● to identify the external changes girls experience during puberty ● to identify the internal physical changes that occur in girls during puberty ● to provide students accurate information concerning female anatomy, menstruation, ovulation and pregnancy Curriculum Expectations 4p2 – identify the physical … aspects of healthy human beings 5p11 – describe the secondary physical changes at puberty 6p2 – identify the major parts of the reproductive system and their functions and relate them to puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 92 Lesson Three Procedure Before this lesson, you may want to review the physical changes girls experience at puberty. If so, please reference the documents entitled, “Preparing To Teach About Puberty” and “Anatomy Review”. Prior to this lesson, you will need to hang the magnetic female poster model (“Bernice”) in a magnetized central location in the classroom and set up a document arm. There are five distinct activities in this lesson. The first is a quiz covering the male reproductive anatomy. The second activity involves an exploration of the external physical changes that girls experience during puberty. The third activity follows with a description of the female internal reproductive system. In the fourth activity, students learn about the menstrual cycle. Students will be given a review sheet outlining the information on female reproductive anatomy in the fifth activity. The lesson ends with students learning about ovulation and pregnancy. Please note that this lesson will likely take a number of days to complete. Activity One: Male Reproductive Anatomy Quiz - 10 minutes If you like, give your students a few minutes to glance over their answer sheets from yesterday’s lesson. After a few minutes, ask them to put away the answer sheets (or you may collect them) and distribute the Male Reproductive Anatomy Quiz to your students. Have the students write their names on the top of the quiz. Ask the students to label the parts of the male reproductive system. Once they have completed the quiz, ask students to trade papers and mark each other’s work. Ask for volunteers to identify the body parts. Have students assign a mark out of 11 (10 plus bonus) and submit the quiz so you may record the grades. Activity Two: “Bernice” - Female Anatomy - 25 minutes Begin the exercise by explaining that today’s lesson will focus on changes that occur for girls. Tell students that you will be talking about the female reproductive system and how girls’ bodies change during puberty to make reproduction possible. Describe how girls generally experience an overall growth spurt during puberty as they grow taller, bigger, and their weight increases. Stress the need for proper nutrition and exercise during this time, and into adulthood. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 93 Lesson Three As the teacher, you will have to decide whether or not it is appropriate for your students to assist you in placing the proper body parts on the poster models. You may choose to perform this task yourself. Moving from head to toe, explain the external physical changes that occur in girls. External Physical Changes for Female (Changes You Can See) Face/neck area: a) the face changes in shape b) a ‘blush patch’ develops on cheeks c) the size of the larynx increases to some extent - causing the voice to deepen slightly d) pimples appear - discuss why acne occurs and provide options for managing it successfully. Chest: e) growth of breasts It is a good idea to discuss the function of breasts. Ask the students, “What is the purpose of breasts?”. Be sure to talk about breastfeeding as many children associate breasts with sexuality, but not with functionality. f) growth of underarm hair - due to hormonal changes Hips: g) broadening hips - to allow for childbirth should a female choose to have a baby Explain to the children that a girl’s pelvic bones grow and shift during puberty. This growth helps to accommodate the growth of the internal reproductive system, but primarily prepares females for potential childbirth. Females also experience a change in the shape of their hips during this time. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 94 Lesson Three Genitals: h) increase in size of labia and clitoris i) growth of pubic hair j) wet dreams may occur Most people are aware that during puberty many boys have wet dreams but few people realize that girls experience wet dreams as well. Since girls produce vaginal lubrication inside their bodies, they may find vaginal secretions in their underwear, but they will not normally need to change and wash their bed sheets after experiencing a wet dream. Legs: k) hair growth on legs As you did in the previous lesson, be sure to explain that all new hair growth during puberty is related to hormonal changes. Genetics, ethnicity and racial background all influence hair growth patterns in people. All our bodies are covered in hair follicles. We cannot control our body’s hair growth. Decisions to shave certain areas of the body may or may not be based on family, cultural or religious expectations, or perhaps on political convictions. Once the physical changes of girls have been examined, review the major characteristics by using the Bernice poster model. Please Note: The Bernice model and all body parts are magnetic and must be placed on a magnetic surface such as a white board or chalk board in order to stick. Attach the blush patches to her cheeks. Finally, attach the breasts, underarm, leg and pubic hair and the larger pelvis/hips. Activity Three: Female Reproductive Anatomy (internal) - 30 minutes The third part of this lesson illustrates the female internal reproductive system. To illustrate the front and side views, as well as the internal and external views, show both overheads that portray the female reproductive system. Project the anatomy images to the class. Walk through the anatomical parts in this order: ovaries, fallopian tubes, uterus, endometrium, cervix, vagina, vulva, mons pubis, clitoris, labia and urethra. The functions of these parts are described in the “Preparing To Teach About Puberty Teacher Guide” and in Lesson One’s Anatomy Review - Teacher Guide. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 95 Lesson Three While the Anatomy Review and Teacher Guides in this resource are helpful to you in their description of the physical changes children experience, they are probably too academic for children to understand. For this reason, you will need to develop descriptions that are age-specific and appropriate for your students. The following list provides a brief outline of information you might share with your class. ● ovaries: release the ova (eggs) or female reproductive cells and produce hormones ● fallopian tubes: long tubes that move the ovum (egg), or the fertilized ovum (egg), down to the uterus ● uterus: (womb) where a fertilized egg can develop and where menstruation begins ● endometrium: the inner-lining of the uterus where a fertilized ovum (egg) can attach ● cervix: the mouth of the uterus leading to the vagina that expands during childbirth ● vagina: a muscular, hollow tube that can expand and contract ● vulva: the outside area that shields the vagina - includes the mons pubis, the labia, the clitoris, and the urinary and vaginal openings ● mons pubis: the mound just below the abdomen where pubic hair grows ● clitoris: external female organ that provides females with sexual pleasure ● labia: folds of skin at the opening of the vagina (sometimes called “lips”) ● urethra: opening where urine leaves the body While it is not labelled on the diagrams, you may also want to discuss the hymen. ● hymen: The opening of the vagina is completely or partially covered by the hymen, a thin piece of tissue that has one or more holes in it. The hymen differs from person to person. Many women find their hymen has stretched or torn after their first sexual experience. Others have their hymen torn during other physical activity. Some women who have had sex do not have much of a change in their hymen. If the hymen is stretched or torn, it may bleed a little, but this usually causes little, if any, pain. As in the previous lesson, you may also want to introduce the anus as the outlet of the rectum which can be found in-between the buttocks. It is the opening at the end of the digestive system where the body gets rid of solid waste (feces). The anus is part of the diagram that accompanies this lesson. Remind students that they will have the opportunity to review this information when they watch the DVD entitled, “You, Your Body and Puberty”. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 96 Lesson Three Activity Four: The Menstrual Cycle - 10 minutes Display the Menstrual Cycle image. Tell your class that you are about to discuss the process of menstruation in simple steps. You can begin in the top left corner of the diagram and move down through the graphics. Then, move from top to bottom on the right side of the diagram. Your talk can be based on the following ideas: First Graphic: This diagram shows the front view of a woman’s reproductive system and the thickening of the uterine lining. Point out the vaginal opening as the place where a woman’s menstrual blood exits her body. Second Graphic: Due to hormonal messages, an egg (ovum) matures in one of the two ovaries each month. Estrogens cause the ovary to release the mature ovum. This process is called ovulation. Ovulation occurs approximately fourteen days before a woman’s menstrual period. Please refer to the 28 and 35 day menstrual cycles image. Once an egg is released from an ovary, it enters the fallopian tube that is connected to that ovary and begins the trip to the uterus. The egg is moved along by hair-like projections in the fallopian tube. Note: While the egg is travelling to the uterus, two hormones (estrogen and progesterone) cause the lining of the uterus to thicken (seen in image #1). If a sperm cell fertilizes the ovum in the fallopian tube, the egg will attach to the soft spongy lining of the uterus where it will grow into a fetus. When an egg is fertilized, it is called a zygote. Third Graphic: If the egg is not fertilized by a sperm cell, the egg simply disintegrates and together with the lining tissue and blood cells from the uterus exits the body through the vagina. This is called a menstrual period or menstrual flow. Sample Menstrual Cycles Image: The menstrual cycle normally repeats itself about every twenty eight days. Just after the half-way point of a woman’s cycle, ovulation occurs. A woman’s period normally follows about fourteen days after ovulation. You may want to stress that an individual woman’s menstrual cycle can repeat itself approximately every twenty to forty days. Only fifteen percent of women experience a cycle that is consistently twenty eight days in length. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 97 Lesson Three Activity Five: External Female Anatomy Review – 10 minutes After this lesson on female anatomy, distribute the anatomy diagram that includes the labels for each body part. (It is entitled, “External Female Reproductive Anatomy Answer Sheet”.) Review each of the body parts - their names and their purpose. Write terms on the chalkboard in large letters. Ask your students to study this handout. Inform them that there will be a quiz at the beginning of the following class. Activity Six: Ovulation and Pregnancy Game - 15 minutes Once you have described the menstrual cycle, you have given the students enough information to play the Ovulation and Pregnancy Game. It is designed to test the ability of your students to apply the knowledge they already have, and for them to make informed guesses to fill in the information you have not yet given them. The premise is simple, put the cards in the correct order: Divide your students into groups of four. Each group will need their own Ovulation and Pregnancy Game Sheet and pair of scissors. Ask one volunteer in each group to cut the squares into separate pieces. In groups, students will need to decide which process occurs first, second, third and so on. There are ten steps that need to be put into the correct order. Students should try to come to a consensus about the proper order of the cards. Once the groups have completed the exercise, you may want a group who believes they have the correct order to share their answers with the class. Or you may provide the students with the answers in the correct order. Be sure to allow a few minutes to answer any further questions students have about ovulation, conception, pregnancy or birth. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 98 Lesson Three Possible Extensions Since Lessons Two and Three tend to inspire many enquiries, consider asking students to submit more questions to the Question Box. You might want to make multiple copies of the Question Box Handout found in Lesson One. If you have space in your classroom, you might leave the anatomy posters displayed for your students. Possible Assessment Since many of the terms presented today can be difficult for young children, avoid testing on the same day you present the information. Instead, give your students at least one evening to study for the quiz on Female Anatomy. If you can develop some strategies that will help them to remember the terms, share them with your students. You may want to provide a few extra minutes of study time at the beginning of the next lesson before you ask students to complete the quiz. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 99 Quiz Male Reproductive Anatomy Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 100 Internal Female Reproductive Anatomy Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 101 Female Reproductive Anatomy – Front And Side Views Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 102 The Menstrual Cycle Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 103 Answer Sheet External Female Reproductive Anatomy Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 104 Ovulation and Pregnancy Game █ When the zygote (fertilized the fetus develops in the uterus egg) reaches the uterus, it attaches to the lining of the (womb) until the baby is ready uterus. This is called to be born. After conception, implantation. the fetus takes approximately 38 to 40 weeks to grow to a full term baby. ♪ The pregnancy continues and ■ The mature ovum is released ● At puberty, the egg (ovum) from an ovary and travels through the fallopian tube. matures in a follicle inside the ovary. ♠ Stored in the ovaries are all ♣ If a female and a male have the eggs (ova) that a female will sexual intercourse, and sperm use in her life. are present in the fallopian tubes, the egg may become fertilized. This is known as fertilization. ♥ Once implantation occurs, ♦ This meeting of the sperm the cells of the zygote continue to divide and grow into a fetus. and egg (ovum) is called fertilization. ▲The zygote divides into ♫ In 3 to 5 days, the fertilized many cells and travels to the uterus (womb). egg, also known as the zygote, moves through the fallopian tube. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 105 Answer Sheet Ovulation and Pregnancy Game 1. ♠ Stored in the ovaries are all the eggs (ova) that a female will use in her life. 2. ● At puberty, the egg (ovum) matures in a follicle inside the ovary. 3. ■ The mature ovum is released from an ovary and travels through the fallopian tube. 4. ♣ If a female and a male have sexual intercourse, and sperm are present in the vagina, the egg may become fertilized. This is known as fertilization. 5. ♦ This meeting of the sperm and egg (ovum) is called fertilization. 6. ♫ In 3 to 5 days, the fertilized egg, also known as the zygote, moves through the fallopian tube. 7. ▲ The zygote divides into many cells and travels to the uterus (womb). 8. █ When the zygote (fertilized egg) reaches the uterus, it attaches to the lining of the uterus. This is called implantation. 9. ♥ Once implantation occurs, the cells of the zygote continue to divide and grow into a fetus. 10. ♪ The pregnancy continues and the fetus develops in the uterus (womb) until the baby is ready to be born. After conception, the fetus takes approximately 38 to 40 weeks to grow to a full term baby. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 106 Lesson Four Title: You, Your Body and Puberty Theme: Puberty for Boys and Girls Time: 110 minutes Materials: ● External Female Reproductive Anatomy - Quiz ● Internal Female Reproductive Anatomy - Quiz ● External and Internal Female Reproductive Anatomy - Answer Sheet ● DVD – “You, Your Body & Puberty” and Summary ● DVD - Handout ● Puberty Discussion - Handout ● DVD Rewind Quiz & Answer Key ● Match-Up Activity & Answer Key Objectives ● to review female reproductive anatomy from the previous class ● to provide students with a simple explanation of puberty and the role of hormones in the process of maturation ● to review the physical, emotional and social changes that occur during puberty ● to re-examine information on conception and pregnancy with students ● to encourage students to talk with their families about puberty and sexuality Curriculum Expectations 4p2 – identify the physical, interpersonal, and emotional aspects of healthy human beings 5p2 – describe physical, emotional and interpersonal changes associated with puberty 5p11 – describe the secondary physical changes at puberty 5p12 – describe the process of menstruation and spermatogenesis 6p2 – identify the major parts of the reproductive system and their functions and relate them to puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 107 Lesson Four Procedure Before this lesson, you should review the film entitled, “You, Your Body & Puberty”. This DVD is produced by McIntyre Media Inc., 2004. Below is a brief summary of the program. DVD Program Summary: You, Your Body & Puberty* The program begins with a montage of home videos showing four kids – Tyler, Sam, Michelle and Vanessa. Tyler begins to narrate in voice over, explaining that the four youth have been best friends all their lives. As they cut to a scene at the bowling alley, Tyler explains that things are beginning to change, but the friendship of the four is as strong as ever. “I know it sounds weird, but things stayed this way even as we got older. Our friendship didn’t change, even when other things did.” Michelle and Vanessa are seated at the bowling alley and all engage in a serious conversation. The boys look on, wondering why the girls aren’t bowling. Later, Michelle’s older brother Marcus and his girlfriend Julian pick up the kids. When the guys tease the girls about doing more talking than bowling, Vanessa tells them to cool it and an awkward silence follows. The group drops off Tyler at his house, where Tyler’s dad is inside making dinner. When Tyler describes the girls’ strange behaviour, his dad points out all the changes they’re going through. When Tyler complains about being the tallest kid in his class, his father reminds him that everyone matures at their own pace. “That’s sort of the cool thing about it. Things happen to everybody in a different way, but the end result is the same….you’re a grown-up”. He also tells his son that the changes are not just physical. Growing up means developing more responsibilities and giving more thought to goals and values. He explains, “What do you value? What kind of friends do you want to have? How will you deal with your new independence? Things like that.” Later that night, Tyler begins reading a chapter in his health textbook about puberty. As the images in the book become animated, each of the four friends is seen reading a different part. The animation sequence describes specifics about physical changes that take place during puberty for boys and girls. These details include information about when puberty usually begins, the external changes that take place, and the internal developments that transform boys into men and girls into women. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 108 Lesson Four After finishing the chapter, Tyler joins his dad in the kitchen. They have an honest conversation about the slightly embarrassing aspects of puberty including erections and wet dreams. Tyler’s dad assures him that the same things happened to him at that age and that it’s completely normal. As they cut to Vanessa’s bedroom, we see her reading more of the puberty chapter. Another animated sequence describes menstruation, pregnancy and birth. When her grandmother enters, Vanessa confides that she’s a little disappointed about Michelle getting her period first. Her grandmother reminds her that it’s not a contest and that things happen for everyone when the time is right. “There’s a really wide range of normal….and whatever your time frame is, it’ll be right for you.” As Vanessa agrees, she wonders what Michelle must be feeling. Over at Michelle’s house, she and Julian are having a girl talk. Michelle is embarrassed about having her period at the bowling alley, but Julian reassures her that no one knew. They talk about the cool side of growing up and becoming a woman. Julian points out, “Just because your body is becoming more like an adult doesn’t mean you are one yet.” Marcus enters and adds his own thoughts on what it was like to be a boy going through puberty. Michelle feels better and considers talking to the boys about what she’s going through. The next day in health class, Mr. Saulson gives the children a lecture on acne, including tips on how to keep outbreaks to a minimum. They talk about the importance of good hygiene and Mr. Saulson clears up some common myths about skin care. After class, Tyler and Sam wonder if they should ask Michelle what’s going on. They’re worried about her, but don’t know how to bring up the subject. At lunch, Tyler awkwardly tries to offer his support to the girls, whatever they might be going through. Michelle is touched by his concern. Things quickly get back to normal as the four begin to tease and joke with each other. As the program closes, Tyler explains in voice over that he is excited about the coming years. Even though things will change and he will have more responsibilities, he says he’s looking forward to all the possibilities that lie ahead for him and for his friends. “One of the things I know now is that I’m not alone in all this. My friends, my parents, brothers and sisters, teachers, they all seem to want to help. I just have to remember to ask. You know what? I think being a teenager’s gonna be pretty cool.” Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 109 Lesson Four DVD Menu* The DVD can be screened in a male, female or co-ed version. Please choose the version that best suits your students. Remember it is important that all students see both the male and female portions of the DVD. Since the DVD is divided into sections/chapters based on topics, you may wish to review certain parts of the DVD. Here is a list of the topics: Male Version* Chapter Selection 1. Introduction 2. Tyler’s Dad 3. Puberty 4. Pituitary Gland 5. Male Growth 6. Androgens 7. Male Genitalia 8. Tyler’s Dad (part 2) 9. Michelle’s Brother 10. Personal Hygiene 11. Conclusion Female Version* Chapter Selection 1. Introduction 2. Tyler’s Dad 3. Puberty 4. Pituitary Gland 5. Androgens 6. Female Growth 7. Female Genitalia 8. Vanessa’s Grandma 9. Girl Talk 10. Personal Hygiene 11. Conclusion * Reprinted with permission: McIntyre Media Inc. (2004) You, Your Body & Puberty. Orangeville, Ontario. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 110 Lesson Four Before your students begin watching the DVD, you may ask them to complete the quiz that covers female reproductive anatomy. The rest of the activities in this lesson involve material presented in the film. Please note, given the length of the video (25 minutes), this lesson will likely take a number of days to complete. Activity One: Female Reproductive Anatomy Quiz - 10 minutes Allow students a few minutes to glance over their answer sheets from the previous lesson. After a few minutes, ask them to put away the answer sheets (or you may collect them) and distribute the Female Reproductive Anatomy Quiz to your students. Have the students write their names on the top of the quiz. Ask the students to label the parts of the female reproductive system. Once they have completed the quiz, ask students to trade papers and mark each other’s work. Ask for volunteers to identify the seven body parts. Have students assign a mark out of seven and submit the quiz, so you may record the grades. For bonus marks, you may want to have students try completing the additional quiz related to internal female anatomy. This quiz and the corresponding answer sheet can be found at the end of this lesson. Activity Two: Introduction to the DVD - 10 minutes Introduce the film to your class. Tell your students that they have already learned about a number of the topics that the film will be covering, so some of the material will be a review. Suggestions for each grade follow: Grade Four: Focus on facts and anatomy related to puberty. Grade Five: Focus on hormonal, physical, emotional and social changes that occur during puberty, stress the importance of talking with parents/guardians and of taking personal responsibility for their actions. Grade Six: Focus on physical, emotional and social changes that occur during puberty, as well as questions related to sexuality, relationships and peer pressure. Stress the importance of talking with parents or guardians and of taking personal responsibility for their actions. Activity Three: Screen The DVD - up to 25 minutes Just before you begin, distribute the DVD Handout so students may write down their questions throughout their viewing of the film. Tell the children they should deposit their sheets into the Question Box at the end of the film and that you will address these questions at a later time. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 111 Lesson Four Activity Four: Class Discussion and/or Assessment - 30 minutes If you feel comfortable, this would be a good time to lead a class discussion regarding the main themes from the DVD. This is also a great opportunity for you to address questions that have been collected in the Question Box over the last few lessons. You may also wish to review the video and/or assess the students with a quiz or match up activity. These activities can be done by students individually or together as a class. These activities may assist in guiding your class discussion. Student handouts / quizzes can be found at the end of this lesson. The following are some other suggested topics you may want to discuss with each grade: Grade Four ▪ The importance of increased attention to hygiene during puberty. ▪ Consider what characteristics make a good friend. ▪ How to develop healthy friendships with peers of both sexes. ▪ Stress respect among students including the avoidance of teasing and bullying around issues of sexuality and maturation. Grade Five ▪ The existence of peer pressure and strategies for successful management. ▪ How emotional and social changes that occur during puberty result in new relationships with peers. ▪ The processes of conception, pregnancy and childbirth. ▪ The importance of talking with a trusted adult about changes during adolescence. Grade Six ▪ Healthy friendships and dating relationships. ▪ The realities of early sexual activity that may lead to transmission of disease, pregnancy and parenthood (please see Possible Extensions for further information). Activity Five: DVD Rewind Quiz & Puberty Match Up Quiz – 15 each minutes At the end of this lesson there is a Rewind Quiz (true or false) worth 12 marks and a Match-Up Quiz worth 20 marks to be given after the DVD is watched and discussed. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 112 Lesson Four Activity Six: Homework Assignment - 5 minutes Distribute the Puberty Discussion Assignment. Ask the students to complete this homework activity with an adult whom they trust. This activity is meant to promote communication between the students and their families (or adult support people), regarding the subject of puberty and adolescent development. Due to family, cultural or religious reasons, this assignment may be difficult for some students. You might consider asking any students who are concerned about the nature of this assignment to see you privately after class. If a student believes that the puberty discussion is inappropriate in his/her family environment, please allow this student to submit another assignment in lieu of the discussion. Possible Extensions Many teachers will be familiar with the very popular Egg Babies assignment. Here, children are required to “parent” an egg for a short period of time (a week or so). The assignment is designed to teach students a powerful lesson about the responsibilities of parenthood. Since there have been numerous problems with Egg Babies breaking, teachers across North America have shared interesting alternatives on educational websites. Some of these alternatives are as follows: Flour Babies (bags of flour), Sugar Babies (bags of sugar), Potato Babies, and Sock Babies (stuffed socks sewn into baby-shapes). Schools with adequate resources may have access to materials from The Baby Think It Over ® Program, which is designed to help young people understand the full-time commitment and responsibility of parenting. This program is made up of two parts, a comprehensive parenting education curriculum and a computerised infant simulator. The RealCare® Baby requires feeding using a bottle or breastfeeding device, changing Diapers, rocking and burping. The schedules of RealCare® Baby are based on those of real infants. Teachers can electronically track how well a student has done with the parenting simulation. The Baby Think It Over ® Program instructor handbook can be found at www.realityworksinc.com. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 113 Lesson Four Possible Assessment This lesson lends itself to multiple forms of assessment. The quizzes on female reproductive anatomy are worth 7 and 5 marks respectively. The homework assignment includes a rubric outlining its required criteria for a total of 5 marks. At the end of this lesson there is a Rewind Quiz worth 12 marks and a Match-Up Quiz worth 20 marks to be given after the DVD is watched and discussed. Should you decide to include a “Baby Assignment” as described above, students could write a reflective essay in response to their experiences as “new parents”. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 114 Quiz External Female Reproductive Anatomy Name: _________________ Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 115 Quiz External Female Reproductive Anatomy Answer Sheet Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 116 Quiz Lesson Four Internal Female Reproductive Anatomy Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 117 Answer Sheet Lesson Four Internal Female Reproductive Anatomy Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 118 DVD Handout As you view the DVD, “You, Your Body & Puberty”, please write down any questions that you have on this sheet of paper. Also, remember to NOT write your name on this sheet! The following are some topics to guide your questions. If you have other questions, feel free to write them down instead. ●family, community, spiritual or religious ideas about sexuality ●the physical, emotional and social changes that occur during puberty ●relationships between peers, friends, boyfriends and girlfriends during adolescence ●sexuality-based issues including erections, wet dreams, masturbation, orgasm ●menstruation, “periods”, feminine hygiene ●the importance of making good decisions about sexual activity ●sexual activity between partners ●sexual orientation ●conception, pregnancy, childbirth Questions about topics that you have heard about but do not understand: Questions that deal with things you want to know more about: Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 119 DVD Handout Questions about something you are concerned or worried about: Questions about how to talk with your family about sexuality: Any other questions: Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 120 Puberty Discussion Handout Dear Parent/Guardian or Adult Support Person, Your child/friend is currently learning about puberty and adolescent development. This homework assignment is designed to allow an opportunity for you to talk with her/him about this important topic. There are many ideas you can discuss. You may wish to use the list that follows to guide your conversation, or you may wish to discuss other topics. Please spend a few minutes talking and sign the form to indicate the completion of this assignment. Thank you. All students who complete at least one of the five criteria will receive full marks (5 marks) for participation. ●family, community, spiritual or religious ideas about sexuality ●the physical, emotional and social changes that occur during puberty ●relationships between peers, friends, boyfriends and girlfriends during adolescence ●sexuality-based issues including erections, wet dreams, masturbation, orgasm ●menstruation, “periods”, feminine hygiene ●the importance of making good decisions about sexual activity ●sexual activity between partners ●sexual orientation ●conception, pregnancy, childbirth Place a check mark beside those you completed today. √ What we did today We spent some time discussing what I’ve been learning about in school. We talked about the challenges faced by kids when they grow up. We discussed the good things about getting older and more mature. We talked about the changes in people’s bodies during puberty. We shared our feelings with one another about growing up. Signed: ____________________ and ____________________ Date: _____________ Adult Student Mark for participation ………………………………………………………………………………… Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 121 /5 *DVD - Rewind Quiz Student Handout Name: _________________________ You, Your Body and Puberty What did you learn from the video, “You, Your Body and Puberty’’ about the changes that happen during puberty? To find out, read each statement below. Circle “T” for “true” and “F” for “false”. 1. The changes caused by puberty are only physical. T F 2. Generally speaking, girls begin puberty before boys. T F 3. Mood swings and increased appetite are two changes that can happen during puberty. T F 4. All boys and girls begin puberty at age 9. T F 5. Chemicals in the body called “perspiration” control the changes that happen during puberty. T F 6. In boys, testosterone causes the vocal cords to thicken, which makes the voice deeper. T F 7. The male reproductive cells are called “sperm”. T F 8. In girls, the hormones estrogen and progesterone cause menstruation. T F 9. About once a month, the lining of the uterus is shed during a girl’s menstruation. T F 10. The menstrual period happens every three to eight days. T F 11. Washing your face at least five times a day will prevent acne. T F 1. Eating greasy foods cannot cause pimples. T F * Reprinted with permission: McIntyre Media Inc. (2004) You, Your Body & Puberty. Orangeville, Ontario. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 122 *DVD - Rewind Quiz Answer Key 1. The changes caused by puberty are only physical. FALSE - Puberty also causes emotional changes. 2. Generally speaking, girls begin puberty before boys. TRUE – This is usually true, although everybody is different. 3. Mood swings and increased appetite are two changes that can happen during puberty. - TRUE 4. All boys and girls begin puberty at age 9. FALSE – Changes can begin at age 9, but everyone’s body had its own timetable for puberty. 5. Chemicals in the body called “perspiration” control the changes that happen during puberty. FLASE – The chemicals that cause puberty are called “hormones”. 6. In boys, testosterone causes the vocal cords to thicken, which makes the voice deeper. - TRUE 7. The male reproductive cells are called “sperm” - TRUE 8. In girls, the hormones estrogen and progesterone cause menstruation to begin. TRUE 9. About once a month, the lining of the uterus is shed during a girl’s menstruation. – TRUE 10. The menstrual period happens every three to eight days. FALSE – A menstrual period happens about every 28 days, lasting about three to eight days. 11. Washing your face at least five times a day will prevent acne. FALSE – You should only wash your face twice a day with a mild soap. Washing it more often can irritate the skin and cause it to produce more oil and make acne even worse. 12. Eating greasy foods cannot cause pimples. TRUE – Although a healthy diet is important during puberty, diet does not directly cause pimples. * Reprinted with permission: McIntyre Media Inc. (2004) You, Your Body & Puberty. Orangeville, Ontario. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 123 *Match-Up Activitiy Student Handout Name: _________________________ Write the letter of the correct definition in the box next to each term. 1. Puberty 2. Genitals 3. Hormones A. Chemicals released by the brain that control the changes caused by puberty B. The male reproductive glands 4. Pituitary C. A set of physical changes that happen to boys and girls starting around age 8 D. Made with sperm mixed with fluids 5. Testes E. The male reproductive cell 6. Ovaries F. Hormone that causes girls to develop sexually 7. Testosterone 9. Scrotum G. The male and female reproductive organs that are on the outside of the body H. Tube inside the penis that carries urine and semen outside the body I. Carries an egg from an ovary to the uterus 10. Sperm J. Develops into a baby as it grows in the uterus 11. Egg/ovum 15. Fallopian tube K. Muscular organ that holds the fetus and pushes the baby out of the body during childbirth L. Happens when muscles around the male genitals cause semen to leave the penis M. The passage that leads from the uterus to the outside of the body N. Gland near the brain that releases hormones into the body O. The female reproductive glands 16. Fetus P. A pouch of skin that holds the testicles 17. Uterus/womb Q. The female reproductive cell 18. Vagina R. A monthly discharge of fluid from the uterus in females who are not pregnant S. Happens when oil and dirt back up in the pores and bacteria begins to grow T. Hormone that causes boys to develop sexually 8. Estrogen 12. Urethra 13. Semen 14. Ejaculation 19. Menstruation 20. Acne * Reprinted with permission: McIntyre Media Inc. (2004) You, Your Body & Puberty. Orangeville, Ontario. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 124 *Match-Up Activitiy Teacher Copy Answer Key C 1. G 2. Genitals A 3. Hormones N 4. Pituitary C. A set of physical changes that happen to boys and girls starting around age 8 D. Made with sperm mixed with fluids B 5. Testes E. The male reproductive cell O 6. Ovaries T 7. Testosterone F 8. Estrogen P 9. Scrotum F. Hormone that causes girls to develop sexually G. The male and female reproductive organs that are on the outside of the body H. Tube inside the penis that carries urine and semen outside the body I. Carries an egg from an ovary to the uterus E 10. Sperm Q 11. Egg/ovum H 12. Urethra D 13. Semen L 14. Ejaculation I 15. Fallopian tube J. Develops into a baby as it grows in the uterus K. Muscular organ that holds the fetus and pushes the baby out of the body during childbirth L. Happens when muscles around the male genitals cause semen to leave the penis M. The passage that leads from the uterus to the outside of the body N. Gland near the brain that releases hormones into the body O. The female reproductive glands J 16. Fetus P. A pouch of skin that holds the testicles K 17. Uterus/womb Q. The female reproductive cell M 18. Vagina R 19. Menstruation S 20. Acne R. A monthly discharge of fluid from the uterus in females who are not pregnant S. Happens when oil and dirt back up in the pores and bacteria begins to grow T. Hormone that cause boys to develop sexually Puberty A. Chemicals released by the brain that control the changes caused by puberty B. The male reproductive glands * Reprinted with permission: McIntyre Media Inc. (2004) You, Your Body & Puberty. Orangeville, Ontario. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 125 Lesson Five Title: Facing Tough Situations During Puberty Theme: IDEAL Decision-Making Model Time: 100 minutes Materials: ● Pat’s Puberty Paper Handout ● Puberty Changes Handout ● IDEAL Decision-Making Model – Overhead Image ● IDEAL Decision-Making - Handout ● IDEAL Decision-Making Scenarios ● IDEAL Decision-Making Scenarios -Teacher Guide ● IDEAL Decision-Making - Homework Assignment Objectives ● to reflect on the experience of completing the puberty discussion ● to acknowledge how similar the experiences of girls and boys are during puberty ● to teach students about the IDEAL Decision-Making Model ● to provide students with an opportunity to put the IDEAL theoretical model into action ● to allow students to demonstrate their decision-making skills in groups ● to reinforce students’ skills through their completion of a homework assignment Curriculum Expectations 4p9 - identify the challenges (e.g., conflicting opinions) and responsibilities in student’s relationships with family and friends 4p36 - demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’ ideas, etc.) 5p2 - describe physical, emotional, and interpersonal changes associated with puberty 5p9 - identify strategies to deal positively with stress and pressures that result from relationships with family and friends 6p9 - apply a problem-solving and/or a decision–making process to address issues related to friends, peers, and family relationships Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 126 Lesson Five Procedure This lesson focuses on decision-making skills. During puberty, children are faced with new problems and difficult situations involving their peers, their families and even their own bodies. In order to better cope with the responsibilities of good decision-making, students require opportunities to practice their skills. This lesson is designed to give students a chance to hone their decision-making skills, both in a group setting and independently. Activity One: Introduce the Puberty Discussion - 5 minutes Last class, students were asked to complete a puberty discussion with an adult whom they trust. This activity was designed to promote communication between the students and their families or support people regarding the subject of puberty. Due to family, cultural or religious reasons, this assignment may have been difficult for some students. If someone does not submit his/her assignment, consider talking with this student privately to assess whether or not s/he believed the puberty discussion was inappropriate in his/her family environment. Allow this student to submit another assignment in lieu of the discussion. For those students who did complete the assignment, you might reflect on the experience by having a brief class discussion based on the following questions: ● Who did you choose to talk with about their experiences during puberty? ● What surprised you about the conversation you had with this person? ● Name one new thing that you learned. Your new information could be about this person or about the subject of puberty. Activity Two: Pat’s Puberty Paper - 15 minutes This activity is designed to illustrate the similarities between the experiences of girls and boys during puberty. It contrasts the messages given in many puberty resources that stress the differences between girls and boys. Focusing on differences can serve to alienate students from one another. While physiologically, certain changes are sexspecific, all children share common changes, and therefore common concerns, throughout puberty. This exercise emphasizes this likeness. Distribute the handout entitled, “Pat’s Puberty Paper”. Have students, in groups or as individuals, read the paper and complete the question at the bottom of the handout. This story is written in such a way that students will be unable to decipher whether or not the author is female or male. Once the students have had time to complete the Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 127 Lesson Five question, lead a short discussion highlighting the similarities between girls’ and boys’ experiences during puberty. Use the Puberty Changes Chart to demonstrate that the changes between girls and boys are quite comparable. Activity Three: Puberty Changes Chart - 10 minutes Present the information provided on the Puberty Changes Handout. Point out that all children undergo changes in their bodies: They grow, change and develop into young adults. All children struggle with new stresses in relationships with their friends, peers and families. It is hoped that through the illustration of the universality of these experiences, students will recognise that they are not alone should they be feeling anxiety and apprehension. While many puberty resources tend to concentrate on the physical changes associated with puberty, this activity provides you an opportunity to discuss the emotional and social changes students will experience. The questions at the bottom of this handout can be completed during class or as a homework assignment, could be answered in verbal or in written form. Activity Four: The IDEAL Decision-Making Model - 5 minutes Tell your students that you are going to begin a new activity that involves decisionmaking. Introduce the IDEAL Decision-Making Model to your class by using the overhead of the same name. Move step-by-step through the process of IDEAL Decision-Making. Ask your students why it is significant that the model is named “IDEAL”. Stress that good decisions are difficult to make and that practicing decisionmaking will help them improve their skills. Activity Five: Group Work - The IDEAL Decision-Making Activity - 20 minutes Ask students to get into groups of four, or number students off as 1, 2, 3, or 4. Distribute one of the Decision-Making Scenarios to each group, along with an “IDEAL Decision-Making Handout”. Tell the students that they will be reading about a young person who has a problem. They are to develop a number of ways this person could resolve his/her problem. If students self-selected their groups, have students number themselves group member number one, two, three and four. Group member one will read the scenario aloud. Group member number two will write down all ideas the group develops in their brainstorming session. This can be completed on scrap paper. Member number three will record the final responses on the handout. Finally, the fourth group member will present the group’s findings to the class. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 128 Lesson Five Activity Six: The IDEAL Decision-Making Activity Class Presentations - 40 minutes When all groups have completed the activity, begin the presentations. You might want to read aloud the scenario associated with the group and then allow the presenter to share the group’s favourite solution. If you have time, you could discuss the possible positive and negative consequences related to the group’s decision. Use the Teacher Guide to help direct your discussion. Activity Seven: The IDEAL Decision-Making Homework Assignment - 5 minutes For homework, each student will be asked to use the IDEAL Decision-Making Model to write a response to an advice column reader. Students will answer a letter written by a young person looking for help. Be sure to remind students to choose a scenario that they have not yet used in class. Instruct students to keep the IDEAL Decision-Making Model in mind when they are writing their answers. The basic guidelines to the IDEAL Decision-Making Model are included on the assignment, as are the evaluation criteria. Possible Extensions You might consider having students use role-play during this lesson. When using the laminated scenario cards, students could act out the scenarios and/or the solutions to the problem encountered by the character. This would allow for students to practice their negotiation, refusal and communication skills. Role-play could also be used in order to act out the conversation between the “doctor” and the person who wrote the advice column letter. You might also consider having students write their own scenarios, and then use some of the students’ scenarios to work through the IDEAL model as a class, or have students share their scenarios in partners or small groups to work out solutions using the IDEAL model as a guide. Possible Assessment This lesson lends itself to multiple forms of assessment. Group members could evaluate themselves and/or each other in terms of their participation. You could develop a quiz that tests students’ rote memory of The IDEAL Decision-Making Model. Alternatively, the presentations could be evaluated on the merit of the group’s preferred solution. Finally, the homework assignment includes a rubric outlining the required criteria of the written response. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 129 Handout Pat’s Puberty Paper Hey, My name is Pat. My teacher gave me an assignment to complete. I am supposed to write about the changes that I’m experiencing during puberty. There are a lot of changes going on – some good, some not so good. I’ll talk about some of each. Here goes. It is weird to get used to the fact that hair is growing in new places on my body. When it first started happening, I was kind of freaked out. I know it’s normal, but still. Now, I’m getting used to it. I bought some shaving cream, and I’m thinking about shaving once my hair gets a bit longer. Another change that I worry about now is body odour. When I was a younger kid, I could sweat all the time and I never really smelled that bad. Now, it’s different. I have to wash more often and I decided to try wearing antiperspirant. It sure helps. Washing my face is really important too. This year, I started to get pimples for the first time. I was embarrassed about it. It kind of stinks, but everyone seems to be going through the same thing. It seems to be pretty common. There are some good things about puberty, though. As I get older, my friends and I get to hang out more than we used to. I’ve started thinking about dating and I’ve been spending more time with this person who I really like. When we are together, I sometimes get these new feelings. They feel kind of strange, but kind of good too. There are a few more things that are okay about puberty. Teachers don’t baby me as much as they did when I was younger. And my parents are starting to let me do some things on my own. They’re letting me go to the school dance next month. So, things are pretty cool. Well, that’s my paper on puberty. All and all, things are okay and I’m sure they will get better as I grow older. Question: Do you think Pat is a girl or a boy? Not sure? On a separate piece of paper, state the reasons for your answer. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 130 Handout Puberty Changes Physical Changes: GIRLS BOYS Increase in the production of estrogens Increase in the production of testosterone May develop acne May develop acne Perspiration will increase which may cause Perspiration will increase which may body odour cause body odour Hair will grow on the body Hair will grow on the body Body will grow taller Body will grow taller Hips broaden Shoulders and chest broaden Breasts develop Testes and scrotal sac develop Pubic hair develops Pubic hair develops Voice changes (Larynx grows) Voice changes (Larynx grows) Underarm and leg hair grows Underarm and facial hair grows Menstruation begins Penis grows Emotional Changes: The hormones that begin the physical changes during puberty also affect your moods and the way you feel: Some kids experience quick changes in their moods, others feel terrific about the changes in themselves. Many young people become more interested in their physical appearance and in their bodies. You might develop romantic feelings towards one of your peers. Every person is different, but it is common for all young people to experience some basic changes. Happiness, love, anger, frustration, sadness and sexual feelings often accompany puberty. Although you might sometimes feel like your emotions are out of control, what you are feeling is perfectly natural. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 131 Handout Puberty Changes Social Changes: During puberty, and into adolescence, most young people want to be more independent. You might notice that you want to spend more time with your friends than with your family. Even so, it is also important to stay close to your family. When you have questions or concerns about puberty, or about anything, try talking with an older person who you trust. This could be a parent, step-parent, older sister or brother, or another family member or friend. You can make positive, close relationships with your friends during your teen years. Take the time to choose friends who you think will be good for you. Questions: 1. Look at the Physical Changes Chart. What do you notice about the changes that happen to girls and boys during puberty? 2. As we get older, we develop new feelings about all sorts of things: our family, our friends, our favourite things to do, and even ourselves. List one or two emotional changes that you have recently noticed in yourself. 3. Name a person who you feel comfortable talking to about puberty or other important topics. What is your relationship to this person? Parent? Sibling? Relative? Friend? What is the best thing about having a special relationship with this person? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 132 Overhead Lesson Five – IDEAL Decision-Making The IDEAL Decision-Making Model I– D– E– A– L– Identify the problem. Describe how you might solve this problem. Evaluate all the possible solutions. Act on one of the solutions. Learn from your choices. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 133 Handout IDEAL Decision-Making I – Identify the problem faced by your character. The problem facing ___________ is : D – Describe a number of ways s/he might solve this problem. 1. 2. 3. 4. 5. E – Evaluate all the possible solutions. Ask yourself: “What would happen if the character chose this solution versus another one?” Choose the solution that you think is best. Be prepared to defend your choice. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 134 Anwar is eleven years old. One day after school, his mother overheard him talking on the phone with his girlfriend, Mina. Later that night at dinner, Anwar’s mom told his dad and his older brother that Anwar has “a new special female friend”. She winked at his dad when she made this comment. His mom asked Anwar if he would like to tell the family about her. Anwar was so mad. He had never been so embarrassed in his whole life. He got up from the table, without finishing his meal, and went to his room. What could Anwar do to make this situation better? Changes In Me: A Puberty and Adolescent Development Resource for Educators 137 Junior Grade Level, Second Edition 135 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Candace is ten years old and she loves Taylor, the lead singer of a popular band. She listens to their CD everyday without fail. Over the last year, Candace has noticed that every time she looks at the band’s picture, her heart races and she can’t stop smiling. Candace talks about Taylor constantly, and she has fantasies about meeting the group one day. Her parents are concerned that this interest is distracting Candace from her homework. Candace did not complete her last two English assignments. After her parents learned about these incomplete assignments, they started setting limits on how much time Candace can spend listening to her music. When they told Candace about the new rules, she was furious. Candace slammed her bedroom door and refused to come out. Candace feels that her parents are being mean. She thinks they don’t understand how important Taylor is to her. Candace is upset at herself for failing to complete the English assignments, but she thinks her parents are wrong about her music interfering with her progress at school. What can Candace do to make this situation better? Changes In Me: A Puberty and Adolescent Development Resource for Educators 138 Junior Grade Level, Second Edition 136 Peel Public Health, Healthy Sexuality Program, 905-799-7700 At school, Daniel hangs out with his two best friends, Andrew and Matthew. They do everything together. One morning in class, Daniel overheard Andrew and Matthew talking about the Toronto Maple Leafs game that they went to see the night before. They had not even invited Daniel. Daniel cannot understand why they would leave him out. Daniel is feeling very hurt and confused. He is worried that maybe Andrew and Matthew aren’t his real friends after all. Daniel doesn’t know what to do. Should he talk to Andrew and Matthew about it? Should he pretend that he didn’t hear it? Right now, Daniel feels like he will never talk to either Andrew or Matthew ever again! What can Daniel do to solve this problem? Changes In Me: A Puberty and Adolescent Development Resource for Educators 139 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 137 Haroon really likes a girl in his class named Jasmine. Since September, Haroon has liked Jasmine, but he has been too nervous to talk to her. On Valentine’s Day, Haroon wrote Jasmine a valentine card and left it on her desk. Thomas, a boy in the class, saw the card and opened it before Jasmine had a chance. Thomas has been teasing Haroon about it all day. When Thomas laughed at him, Haroon wanted to hit Thomas. Haroon felt angry and embarrassed. When Jasmine tried to make Haroon feel better, he told her to ‘get lost’ and then completely ignored her for the rest of the day. Now, Haroon feels awful for treating Jasmine badly. What can Haroon do to make this situation better? Changes In Me: A Puberty and Adolescent Development Resource for Educators 140 Junior Grade Level, Second Edition 138 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Jamil has been working on a Social Studies presentation with four of his classmates. Since Jamil is a good public speaker, they elected him to present the information to the class. During his presentation, Jamil’s voice squeaked and the students laughed. Jamil stopped talking for a second, but then continued with his speech. His voice did not crack again until he read the last sentence. But when it did, the kids in his class burst out laughing again. Jamil is embarrassed because his voice keeps cracking, and he is angry with his classmates for laughing at him. He doesn’t feel like speaking in front of the class ever again. What can Jamil do to make this situation better? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition 141 Peel Public Health, Healthy Sexuality Program, 905-799-7700 139 Lilisha is ten years old. She already knows a little bit about puberty and periods. While sitting in her class one afternoon, Lilisha feels some cramping. She asks her teacher, Mrs. Williams, if she can go to the washroom. There, she discovers some blood on her underwear. She does not have a pad or tampon in her locker. What can Lilisha do? Changes In Me: A Puberty and Adolescent Development Resource for Educators 142 Junior Grade Level, Second Edition 140 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Lisa and Robynne are sisters. Robynne is sixteen and Lisa is eleven. They enjoy spending lots of time together. Robynne helps Lisa with her homework, and they both enjoy shopping and watching movies in their free time. For the last year or so, Robynne and Lisa went to a movie every Friday after school. However, this Friday Lisa will have to find something else to do. Robynne cancelled her plans with Lisa so that she could see her new boyfriend, Antonio. On Friday morning, when Robynne was picking out a special outfit to wear on her date with Antonio, she asked Lisa for her opinion. Lisa ignored Robynne and marched downstairs. Lisa left for school early without saying a word to Robynne. When Robynne came home later that evening, Lisa was still giving her “the silent treatment”. Lisa is jealous of her sister’s new relationship. What could Lisa do to make this situation better? Changes In Me: A Puberty and Adolescent Development Resource for Educators 143 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 141 Malcolm is giving a presentation about Ancient Times in front of his grade five class. All of a sudden, he can feel himself getting an erection. Malcolm is horrified. He stumbles over his words and his face turns bright red. Malcolm feels like everyone is staring at him. When he returns to his seat, the boy sitting next to him, named Allan, leans over and says, “Looks like you were pitching a tent up there!” Malcolm wants to die of embarrassment. What can Malcolm do about this situation? Changes In Me: A Puberty and Adolescent Development Resource for Educators 144 Junior Grade Level, Second Edition 142 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Zuma and Jamie are ten years old. They have been friends since they were six years old. They would often play together after school or during recess. Zuma and Jamie loved to play catch and they were teammates on their school’s soccer team. Lately, Zuma has been having some different feelings for Jamie. Zuma would rather spend time with Jamie away from the other kids. Zuma is feeling attracted to Jamie. Zuma likes Jamie more than as a friend. What can Zuma do about this situation? Changes In Me: A Puberty and Adolescent Development Resource for Educators 145 Junior Grade Level, Second Edition 143 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Moira is an active twelve-year-old girl. She is a member of the girls’ swim team. She is very proud of her swimming skills. Since Moira was ten years old, she has been wearing a bra. Her breasts have grown faster than most of the girls in her school. Moira is self-conscious of her breast size. At the school swim meet, Moira and her teammates heard a group of their male classmates teasing Moira by saying, “No wonder she’s on the team - with those huge boobs she won’t ever sink!”. The boys laughed and pointed at Moira. Everyone at the swim meet heard this comment. What can Moira do to make this situation better? Changes In Me: A Puberty and Adolescent Development Resource for Educators 146 Junior Grade Level, Second Edition 144 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Rena is eleven years old. She has been invited to a sleepover at her friend Stephanie’s house. Five girls from her class will be celebrating Stephanie’s birthday. Rena’s parents do not allow their children to attend sleepovers at non-family members’ houses. Rena is excited because all her closest girlfriends from school are going. Rena’s parents explain that they do not feel it is proper for young girls to spend the night at other people’s houses. They describe some of the reasons why they would be nervous about Rena staying over at Stephanie’s house. Rena is very frustrated and she thinks her parents are being ridiculous. She is considering sneaking out to the party without her parents’ permission. What could Rena do to make this situation better? Changes In Me: A Puberty and Adolescent Development Resource for Educators 147 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 145 Tyrone, like many ten year olds, loves sports. Every chance he gets, he watches basketball on T.V. He has even been to a few NBA games. Tyrone dreams of becoming a basketball star one day. At recess, he shoots hoops in the school yard, but he doesn’t make many baskets. This is because Tyrone won’t practice basketball if anyone is around. He is embarrassed because he’s shorter than a lot of the boys in his class, and because most of them play basketball better than he does. Next week, the coach is holding tryouts for the grade five basketball team. Tyrone has signed up. Some of the other guys in his class have been calling him “Shorty” and making fun of Tyrone. This makes Tyrone feel nervous about trying out. He fears the boys in his class may be right. Tyrone is considering skipping the tryouts. What can Tyrone do to make this situation better? Changes In Me: A Puberty and Adolescent Development Resource for Educators 148 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 146 Teacher Guide IDEAL Decision-Making Scenarios As students present their solutions to the class, use these ideas to guide your discussion. Supplement their work with these suggestions and/or with your own ideas. ANWAR While he was still at the table, Anwar might have tried explaining that he would rather not talk about his friend right now. After cooling off a little, Anwar might try talking to his mom. He could explain that her comments made him feel uncomfortable. Anwar could tell his mom that he was embarrassed that she asked about his friend, Mina, in front of the whole family. Anwar could also ask if he could have privacy while talking on the telephone with Mina. Anwar’s mom may decide to apologize to him after she realises that she upset him. CANDACE Candace’s interest in a celebrity is very common. As young boys and girls experience puberty, they often look for idols with whom to identify. They may also develop crushes on people they admire. This is okay, but it can sometimes lead to confusion. Candace feels like thinking about her crush and listening to his music, but she knows that she should be doing her homework. Candace needs to find a balance between her interest in Taylor and her school work. She should talk to her parents about how she is feeling. Perhaps she could complete her homework right after school, so that when it is finished, she can listen to her music and think about Taylor all she likes. DANIEL It is perfectly natural that Daniel is feeling left out as his two best friends did something special together without him. It is also important to recognize that these situations happen all the time. Sometimes, we don’t get invited to a birthday party, a sporting event, or a sleepover. We can still be friends with people who do not invite us to a specific event. Daniel has to decide how important this issue is for him. Right now, he may feel like never talking to Andrew and Matthew again, but they are still his best friends and Daniel probably wants it to stay that way. It’s always a good idea to wait a little while before you act on your feelings. Often, feelings change in a day or two. In the meantime, Daniel could talk about his feelings with an adult whom he trusts. Adults have all experienced this situation from time to time during their lives. Knowing this might help Daniel feel better. Now, Daniel has to decide if he wants to talk to Andrew and Matthew about it. He might decide to forget all about it. He might decide to tell Andrew and Matthew that he overheard their conversation and ask the boys how they enjoyed the game. He might want to tell Andrew and Matthew how he was feeling. Whatever decision Daniel makes, he should consider that being left out of one activity is not normally a good reason to give up a good friendship – or two. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 147 Teacher Guide IDEAL Decision-Making Scenarios HAROON It is important to remember that, even though Haroon felt like hitting Thomas, he did not. Hitting someone is not a good way to deal with a problem. Instead, it is a smart idea to take some time to think things through, and talk with someone whom you trust like a parent, sibling or friend. However, when Haroon goes back to school the next day, he will have to do something to make the situation better. Haroon could tell Thomas that he is angry that he opened a card that was addressed to Jasmine. Haroon could also tell Jasmine he is sorry for telling her to “get lost”, and for ignoring her. He could explain to Jasmine that he was really angry with Thomas, not with her. If Haroon is still feeling upset about the situation, he should keep talking to people he trusts. Next time Haroon wants to give something special to someone he likes, he might consider handing the item to the person directly. JAMIL During puberty, the voice box (larynx) grows. This means it is natural for boys and girls to experience changes in their voice. All children’s voices deepen as they grow into adults. For boys, this change often sounds like their voices are “squeaking” or “cracking” when they speak. Jamil needs to know that this experience is perfectly normal: his voice will deepen and stop “cracking”, once puberty is complete. Jamil could talk to his teacher and ask him/her to remind the students to be respectful of each other when they are presenting in front of the class. If Jamil is still upset about the situation, he might feel better after talking with his parents or an older sibling or friend. LILISHA Since Lilisha’s period is unexpected, and she does not have a pad or tampon readily available, she will have to get one. If there is a dispenser in the washroom, Lilisha could buy her own. If not, she will need to ask for help. Before she leaves the washroom, Lilisha can place some toilet paper in her underwear for temporary protection. Then, she could ask to see Mrs. Williams privately for a moment in order to ask her for help in locating a pad or tampon. Alternatively, Lilisha could go to see any teacher, coach or administrator with whom she felt comfortable. Any female and/or male staff person at a school will be happy to help. From now on, Lilisha should keep a private supply of pads or tampons in her locker or in her backpack. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 148 Teacher Guide IDEAL Decision-Making Scenarios LISA Feeling jealous of a sibling’s new partner is normal - especially when time spent with the new partner changes regular plans. Lisa needs to talk with her sister and tell her how she feels. Lisa will also need to understand that this is a very exciting time for Robynne. Since Friday after school was their special time together, maybe Lisa can suggest that she and Robynne choose another day to spend time together. Lisa might also decide to talk to a friend about her feelings. This will probably help make her feel better. MALCOLM Malcolm needs to know that it is common for boys to have frequent, involuntary erections during puberty. It is important that he understands his erections may have nothing to do with sexual thoughts or sexual desire - sometimes, they just happen. An unexpected erection can be disguised by wearing fitted jeans or pants, as opposed to loose-fitting athletic pants. Another possible solution might be for Malcolm to stand behind a podium, desk or table the next time he presents in front of the class. Malcolm will have to decide if he wants to tell Allan that his comment wasn’t very nice. Malcolm could remind Allan that the same situations could happen to him. ZUMA What Zuma is experiencing in the relationship with Jamie, is normal. Young adolescents may start to develop romantic feelings for their friends, sometimes for individuals of the opposite and/or same gender. Zuma might want to tell Jamie about these feeling, but Zuma also needs to recognise that Jamie may not feel the same way right now. Jamie may want to continue their friendship as it is. Zuma might decide not to mention these feelings to Jamie. Zuma might decide to talk to friends, a sibling or a parent. Zuma should be prepared that these romantic feelings might change the friendship with Jamie. Zuma should think of this consequence before speaking with Jamie and decide if it is worth the rush. MOIRA Moira could talk to the other members of her team about the situation and her feelings about the comments. The group may come up with some solutions or discover that other members of the team are having similar problems. She could also approach her coach to discuss her experience. The comment made by the boys is a form of sexual harassment. The school administration will have a policy to deal with sexual harassment in the school. The principal should be informed so that s/he can address the situation appropriately. Moira should also approach her parents, or a trusted adult, about coping with changes of puberty. Moira may also consider meeting with the principal, coach, her parents and the boys involved, to explain to them how she felt about the remarks. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 149 Teacher Guide IDEAL Decision-Making Scenarios RENA Rena feels like her parents do not understand her or her friends. She thinks it is unfair that she is not allowed to attend the sleepover for the reasons her parents have given. The parents of the other four girls are allowing them to have a sleepover. Rena wants her parents to start trusting her and her friends. Rena might decide to talk to an older sibling or relative about the issue. Perhaps that person has encountered a similar situation. Rena might also try talking to another adult that her parents trust. Ultimately, if Rena’s parents do not allow her to go to the sleepover, she will need to comply with their rules. However, she might try to find out if there is anything she could do to change their minds. Is there a specific reason for her parents’ concern? Is this an important rule in her culture? Perhaps offering for Rena’s parents to meet with Stephanie’s parents might help. Whatever happens, Rena will have to learn to live with her parents’ decision. She could suggest to her parents that she attend the party until her bedtime, at which time they could pick her up. Although she is angry, Rena should not disobey her parents and sneak out to the sleepover. If Rena has to miss Stephanie’s birthday party, she could talk to a friend or relative about the situation. This might help Rena feel better. TYRONE The rate of growth at puberty is different for everyone. While Tyrone is shorter than most boys right now, he may grow taller in the next few years. It is important to remember however that many successful athletes are shorter than average. The sure way Tyrone can improve his basketball skills is to practice. Even if the boys in his class tease Tyrone, he should keep practicing the sport he loves. He could also talk to an adult he trusts about how he is feeling. Most people experience self-doubt when they are learning a new sport. As for trying out for the basketball team, Tyrone should be prepared that he may or may not make the team, but the important thing is that he tries his best. Even if Tyrone doesn’t make the team, the experience of the tryout may be helpful to him in the future. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 150 Homework Assignment IDEAL Decision-Making In your groups today, you completed a decision-making exercise using different scenarios. Your homework assignment is to answer a letter written by a young person looking for help. You will write a short response to one of the four letters printed below. Be sure to choose a scenario that you have not yet used in class. Also, make sure that you keep the IDEAL Decision-Making Model in mind when you are writing your answer. Here are the basic guidelines to the IDEAL Decision-Making Model. ● Identify the problem faced by the person who wrote the letter. ● Describe one or two ways s/he might solve his/her problem. ● Explain why you gave this advice. ● Suggest that the person who wrote the letter act on your advice. ● List one or two things the person could learn from his/her experience. Step One: Choose ONE letter to answer. Advice Column Letter One: Dear Dr. Love, I’m ten-years-old and my name is Zuma. I have been friends with Jamie since I was six. Jamie lives down the road from me. At recess and after school, we hang out and talk and sometimes play catch and soccer together. Lately, I’ve been thinking about Jamie a lot. I want to spend time alone with Jamie. I’m feeling attracted to Jamie and I think I like Jamie more than as a friend. I don’t know how Jamie feels, but I would like to know. I am worried that I might mess things up if I talk to Jamie, but, I can’t stop thinking about it. Jamie said I have been acting weird lately. What should I do? Zuma Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 151 Homework Assignment IDEAL Decision-Making Advice Column Letter Two: Dear Dr. Friendship, You have got to help me. My name is Daniel. Until today, I have been best friends with Andrew and Matthew. We did everything together. This morning, I overheard Andrew and Matthew talking about the Toronto Maple Leafs game that they went to see last night. They didn’t even invite me! I can’t understand why they would leave me out like that! This just stinks. I’m worried that maybe Andrew and Matthew aren’t my real friends after all. I’m angry and sad that they would do this to me, but I don’t know if I want to lose them as friends. Should I talk to Andrew and Matthew about it? Should I pretend that I never heard them talk about the Leafs game? Right now, I feel like I will never talk to either Andrew or Matthew ever again! I don’t know what to do. Please help. From Daniel Advice Column Letter Three: Dear Dr. Problem-Solver, I’m eleven years old and my name is Rena. I was invited to a sleepover at my friend Stephanie’s house. Five girls from my class are going to celebrate Stephanie’s birthday. I really want to go. My parents say that I’m not allowed to go to sleepovers at people’s houses unless they are family members. They say that it is not proper for young girls to spend the night at other people’s houses. They are being ridiculous! Everyone else gets to go except me! I cried and begged them to allow me to go out, but they still said “no”. I’m thinking about breaking their stupid rule and sneaking out to the party anyway. What do you think I should do? Rena Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 152 Homework Assignment IDEAL Decision-Making Advice Column Letter Four: Dr. Know-It-All, My name is Candace and I’m ten. I absolutely love Taylor, the lead singer of my favourite band. I listen to his CD everyday! Every time I look at the band’s picture, my heart races and I can’t stop smiling. Taylor’s just so gorgeous and so sweet. I talk about Taylor to all my friends. I keep having fantasies that I will meet Taylor one day. My parents totally don’t understand me. They say that my feelings for Taylor are interfering with my homework. Can you believe it? O.K., so I didn’t complete my last two English assignments. That doesn’t mean it’s Taylor’s fault. After my teacher called to tell my parents about the missing assignments, my parents started setting limits on how much time I’m allowed to spend listening to my music. When they told me about the new rules, I freaked out. I slammed my bedroom door and refused to come out to talk to them. My parents are being so mean! They don’t understand how important Taylor is to me! I know I should have done my English homework, but I still think my parents are wrong. I am so mad and I don’t know what to do. How can I get my parents off my case? Candace Step Two: Pretend you are the doctor. Write a response to your letter. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 153 Homework Assignment IDEAL Decision-Making Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 154 Homework Assignment IDEAL Decision-Making Evaluation Here’s how your written response will be evaluated. It is worth a total of 15 marks. Each criterion is graded out of a possible 5 marks. ● A poor performance will receive a grade of 1 out of 5. ● A fair performance will receive a grade of 2 out of 5. ● A good performance will receive a grade of 3 out of 5. ● A great performance will receive a grade of 4 out of 5. ● An excellent performance will receive a grade of 5 out of 5. Criteria poor fair good great excellent The problem was identified and possible solutions were given Quality of the advice and encouragement given in the written response Use of proper style, tone, spelling and grammar Sub-totals FINAL GRADE out of 15 ………………………………………………….. Comments: Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 155 / 15 Lesson Six Title: Feeling Good in Your Skin Theme: Developing a Positive Body Image Time: 115 minutes Materials: ● “Ideal Femininity” and “Ideal Masculinity” Charts ● Nutrition - Station Work ● Physical Activity - Station Work ● Female Advertisement - Station Work ● Male Advertisement - Station Work ● Tips For Healthy Eating And Keeping A Positive Body Image - Handout ● Canada’s Food Guide, Resource Information ● Hip To Hygiene - Quiz ● Hygiene Hints - Handout ● Body Matters Reflective Writing - Homework Assignment Objectives ● to teach students about the concept of body image ● to acknowledge the links between physical changes during puberty and body image ● to discuss the reasons it is important to have a positive body image ● to challenge stereotypes of “ideal femininity” and “ideal masculinity” ● to allow students to discuss body image issues in mixed-gender groups ● to reinforce the importance of proper nutrition and adequate physical activity ● to decipher reasonable personal hygiene practices from those that are media-influenced and unnecessary Curriculum Expectations 4p5 - outline factors that influence body shape and size (e.g., heredity, diet, exercise) 5p7 - describe the influence of the media on body image (e.g., shape and size) 5p8 - explain how changes in our bodies sometimes affect our eating habits (e.g., increased appetite during growth spurts) 5p13 - describe the increasing importance of personal hygiene following puberty 6p1 - explain how body image and self-esteem influence eating practices Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 156 Lesson Six Background Information This lesson focuses on the issues young people face surrounding body image. During puberty, as their bodies mature, children form new ideas about themselves in relation to their peers, people in the media and their family members. Youth are bombarded with images of ideal femininity and ideal masculinity that are unattainable for most people. Preteens grow up in a culture that promotes a thin and voluptuous body for women, and a lean and muscular body for men. Students are exposed to unhealthy messages about beauty, exercise, body shape and dieting. While neither gender is immune from developing eating disorders, females are at an increased risk. In Canada, the vast majority of people suffering from eating disorders are females. Studies, including one conducted in the Region of Peel, show that a large percentage of teenage girls feel dissatisfied with their bodies. This situation reflects the particularly harsh standards to which females are compared. Negative relationships with their bodies may lead females to unhealthy practices including binge-eating, bulimia and anorexia, which may result in consequences such as depression, fatigue, poor concentration, social withdrawal, low self-esteem and negative long term health effects. Girls and boys who develop eating disorders can suffer from hair loss, problems with their liver and pancreas, digestive and intestinal problems, damaged teeth, dehydration, diabetes, stroke, cardiac arrest, depression and even self harm resulting in suicide. Boys are also facing increasing pressure to conform to unrealistic standards of masculinity. As the pressure for boys to develop muscular physiques rises, the use of steroids in boys also increases. Potential side effects of steroid use are liver damage, shrinkage of the testicles, acne and increased aggressive behaviour as well as contracting hepatitis B and C and HIV from contaminated needles. This lesson is designed to introduce students to the concept of body image and to increase their awareness of the factors influencing their views of their bodies. By focusing on strategies for girls and boys to care for their bodies, this lesson allows teachers to stress the importance of healthy eating, active living and proper hygiene. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 157 Lesson Six Procedure Activity One: Class Discussion Regarding Body Image - 30 minutes Ask students to move their desks into groups of four. Be sure that each group includes both girls and boys. Have the children turn their chairs towards the front of the room. Tell the students that they will be listening to you lead a discussion and working on a series of tasks in their small groups periodically throughout this lesson. As you lead the discussion, pause to let students work together at each group task. Here are some ideas you may use to guide your discussion. ● What does “body image” mean? Body image is the picture we have in our minds of our physical body. It is how we feel about our bodies. Our body image can change after eating a dessert, seeing “the wrong number” on a scale or even hearing a negative comment about our appearance from someone else. The media strongly influences our perception of the right or perfect body image and often suggests that we should try to achieve an idealised version of femininity or masculinity. Body image is also affected by the messages we receive as a child and throughout our lifetime from our family, friends and peers. ● How can we define “femininity” and “masculinity”? Femininity: what it means to be a girl or woman Masculinity: what it means to be a boy or man ● How do you think body image relates to puberty? Bodies grow and mature during puberty, changing in new ways. Changes associated with puberty often makes us think about our bodies and wonder if we are “normal” and “attractive” as young women and men. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 158 Lesson Six ● What does it mean to have a “positive body image”? When an individual has a positive body image they appreciate their natural body shape and usually feel proud, comfortable and confident in their body. They recognize that their body shape, like other physical traits, is determined in part by their heredity or family heritage. They realise that their body shape has nothing to do with their value as a person. ● What does it mean to have a “negative body image”? When you have a negative body image you might feel anxious or embarrassed about your body. You might feel ashamed, uncomfortable and awkward in your body. You believe that your value as a person depends on your body shape or size. ● Why is it important to have a “positive body image”? When you feel better about yourself, you are more likely to take good care of yourself. You will be happier and healthier and proud of the body that you work to keep healthy. You will be better able to fight the pressure to achieve unrealistic standards of physical attractiveness. ● Group Task # 1: Make a list of factors that make it difficult for youth to have a positive body image during puberty. Answers might include: weight gain and changes in our bodies during puberty, peer pressure, the media, parents who have negative body images and/or fashion trends that favour very thin people. ● One of the reasons we have unrealistic ideas about ideal body types is because the media portrays “beauty” in very stereotypical ways. Define a stereotype as: an opinion about someone or a group of people that is often negative and that might be based on gender, race, religion, class, sexuality, ability or physical appearance. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 159 Lesson Six ● Group Task # 2: Fill out the “Ideal Femininity” and “Ideal Masculinity” Charts. Once your students have completed the charts, discuss their ideas. Listen for any stereotypical or sexist responses given by students. Discuss the reasons it is inappropriate for people to assume that females and males should act in stereotypical ways. Stress that all females and all males are different and may or may not assume these traits. Some examples of such generalizations are as follows. Female: domestic, homemakers, passive, helpless, dependent, beautiful, sexy, skinny, large-breasted, over-emotional, prim and proper Male: protectors, aggressive, brave, tough, strong, breadwinner, muscular, gorgeous, powerful, athletic, violent and insensitive Since this lesson is focused on body image, be sure to call attention to any stereotypes that deal specifically with the body. Consider asking the questions that follow: ● Are these stereotypes and standards possible for most people? No. They are unrealistic and impossible for most people. The majority of females and males do not look anything like the models and actors who appear on television and in magazines. Females who are very thin with larger breasts are not any more “feminine” than other females. Men who are lean with larger muscles are not any more “masculine” than other males. ● What do you think happens when people cannot meet these standards of femininity and masculinity? Sometimes people may feel badly about themselves and develop a negative body image and low self-esteem. ● Are the pressures the same for girls and boys? While both girls and boys encounter pressures relating to body image, there are more realistic images of males in the media than there are of females. This unbalanced portrayal of male/female body type ideas may explain why females report that they think about their weight and dieting more often than males. Young females also express a great deal more dissatisfaction with their Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 160 Lesson Six bodies than do young males and are more likely to develop eating disorders. Young males are facing increasing pressure to conform to unrealistic standards of masculinity. As the pressure for boys to develop muscular physiques rises, the use of steroids in boys may also increase. Activity Two: Group Work At Stations - 50 minutes There are four activities for this component. Set up eight stations in your classroom – two for each activity. Leave the Station Work handouts on Female Advertisements, Male Advertisements, Nutrition and Physical Activity at the appropriate stations. Each of the groups will move through the stations, ensuring they complete all four activities. Allow the students ten minutes to work at each station before moving along to the next. Activity Three: Take Up A Few Questions - 10 minutes When all groups have completed the group work, ask for volunteers to share some of their answers. Ask the following questions: ● What are three benefits to healthy eating? ● What are three benefits to active living? Nutrition And Physical Activity Station Work To supplement this discussion, consider sharing information with your students from the handout entitled, “Tips For Healthy Eating And Keeping A Positive Body Image”. This handout provides suggestions for kids to be healthy, fit and to have fun. The handout may also be copied for parents. You might also distribute a copy of Canada’s Food Guide for the students’ reference. It can be found following this lesson plan. ● Who is in control of what you eat and in what activities you participate in? It is important to empower your students in regard to their own health. Youth need to hear positive messages and they need to be given the confidence to make smart choices for themselves. That being said, since your students are children, parents will often continue to be partially responsible for your students’ diet and perhaps to a lesser extent, their activity level. Acknowledge the fact that some children have limited access to healthy food choices in their home environment or the ability to take part in organized sports or physical activities, which are often costly.. You can still encourage children to make as many healthy choices as they are able. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 161 Lesson Six Female And Male Advertisements ● I would like someone to review the list of products that are targeted to be sold to women. ● I would like someone to please list the products that are targeted to be sold to men. At this point, it is worth discussing the number of personal hygiene products that are advertised to young people, versus those products that are necessary for proper hygiene. Create a chart on the board, as illustrated below. Emphasise how few products students actually need by creating a short list of their ideas. This list might include soap, shampoo, deodorant/antiperspirant, toothbrush, toothpaste, dental floss, nail clippers, razor (optional) and feminine hygiene products such as pads and/or tampons. Remind students that advertisers try to make preteens feel as if they need many products to improve themselves and to be clean, healthy and attractive. Stress that they need only a few items to achieve proper hygiene during puberty. Products that are targeted to females Products that are targeted to males Products that are necessary for proper hygiene ● ● ● ● ● ● ● ● ● ● What is the main message that advertisers are trying to send us? Tell your students that the underlying message of most advertisements for personal products is: “You are not good enough as you are”. Inform the children that this message is completely false: They do not need a large number of products to be clean, healthy and attractive. Your students need to know that commercials on television and advertisements in magazines are designed to lead viewers and readers to make a purchase the next time they are in a store. Activity Four: Discussion About Hygiene - 10 minutes ● What are some of the body changes that happen during puberty that would make you want to change your hygiene habits? Answers might include: sweat glands and oil glands are more productive, or that wearing braces requires more careful oral hygiene practices. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 162 Lesson Six ● Why is it important to have good hygiene? By taking care of our bodies through proper hygiene, we are more likely to stay healthy. Good hygiene can also help us better cope with the changes that occur during puberty. ● There are many ways that girls and boys can practice good hygiene. Oral Hygiene ● How can we take care of our teeth and gums? Brushing teeth with fluoride toothpaste is one of the most effective ways of removing plaque from the exposed surfaces of teeth. Effective tooth brushing takes a minimum of two minutes and is recommended twice daily, once in the morning and especially before bedtime. Flossing once a day in addition to brushing will also help keep the spaces between your teeth clean. Hygiene for the body ● What happens to our skin during puberty? As hormone levels increase, the oil glands (on the face, shoulders, chest and back) become more active. If the pores are blocked, blackheads may result. When bacteria get into pores, it can cause infections that produce pimples. ● What can you do? Washing your face with a face cloth using soap and water a few times a day, can help remove oils from the skin and keep your pores clean. Regular showers will help to clear up pimples from your shoulders, chest and back. Sometimes, washing does not help acne problems. In these cases, you should talk to a parent, teacher, or consult a doctor. ● Why does body odour occur during puberty? At puberty, sweat glands start to produce more secretions. When these secretions are exposed to air and moisture, they produce odours. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 163 Lesson Six ● What can you do? Take daily showers or baths with soap and water. Pay particular attention to underarms and the pubic area to decrease unpleasant odours. Wash your hair at least three times a week or when your hair starts to become oily. Dry your skin well after you shower or bathe. You might also try wearing antiperspirant or deodorant. Finally, be sure to change your underwear every day. Hygiene for girls ● What do girls need to think about during puberty? When girls begin to menstruate, the promotion of good vaginal health becomes important. To prevent the growth of harmful bacteria, girls should change their tampons or pads every four hours. Tampons or pads with deodorant should not be used, as they can be harmful to delicate membranes. Contrary to what commercials will tell you, thin pads (pantiliners) are NOT required for everyday use. Girls should also avoid wearing tight jeans or pants as this can lead to vaginal infections. Young women should wear underwear and tights that are lined with cotton. This allows for absorption of moisture and a free exchange of air to discourage bacterial growth. Girls should avoid wearing underwear to sleep at night unless they are loose-fitting such as boxer shorts. Douches are unnecessary as the vagina secretes its own cleansing mucous. Vaginal sprays are not recommended since they can cause irritations. Hygiene for boys ● What do boys need to think about during puberty? Boys should not wear extremely tight jeans or pants because they prevent good air circulation in the pubic region. Jeans should be washed frequently to prevent odour and infections from starting in the scrotal region. Any boy who has an uncircumcised penis must learn to wash away the oily secretions that collect under the foreskin. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 164 Lesson Six Boys should use athletic supports when engaging in active sports. If pain or bruising occurs as a result of injury, and does not go away fairly quickly, ask your parent or another trusted adult about it. You may require the attention of a doctor. Activity Five: Hip To Hygiene Quiz - 10 minutes If time allows, have the students fill out the “Hip To Hygiene Quiz” (quiz can be found following this lesson). Students can complete the quiz individually or in groups. Take a few minutes to review the answers and to address any questions your students may have. Answers to the Hip To Hygiene Quiz: 1. True 6. False 2. True 7. True 3. False 8. True 4. True 9. True 5. False 10. False Activity Six: Body Matters Reflective Writing Homework Assignment - 5 minutes For homework, consider allowing students to complete a reflective writing assignment that focuses on body image. Reflective writing allows students to share their own opinions and personal feelings. Due to the sensitive nature of body image, there are four topics from which students can choose. Distribute the “Body Matters” assignment for homework. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 165 Lesson Six Possible Extensions This lesson lends itself to many creative extensions. Students could write monologues from the perspectives of people dealing with body image issues or eating disorders. Or students could identify an advertisement or television program that they find offensive and coordinate a letter writing campaign. You can consult various youth-oriented media websites such as Media Watch Youth (www.mediawatchyouth.ca) or the Media Awareness Network (www.media-awareness.ca) for support. Possible Assessment Group members could evaluate themselves and/or each other in terms of their participation at the stations. You could mark the Hip To Hygiene Quiz. The homework assignment also includes an evaluation component for the written response. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 166 “Ideal Femininity” and “Ideal Masculinity” Charts Name: _____________ Ask yourselves, “How would you describe the ideal feminine woman?” Think about the following questions: What makes her “ideal”? What does she look like? What are her personality traits? What does she like to do? What makes her feminine? Ask yourselves, “How would you describe the ideal masculine man?” Think about the following questions: What makes him “ideal”? What does he look like? What are his personality traits? What does he like to do? What makes him masculine? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 167 Station Work Nutrition 1. As a group, create a list of your favourite foods. Write down everyone’s ideas. 2. Go through your list and circle all those foods that you consider “healthy choices”. 3. How many do you think are “unhealthy food choices” if you eat them often? 4. It is very important for children to eat well. List three benefits of eating healthy foods. 5. Pretend that you need to plan and cook a “healthy meal” for your family. Try to include each of the four food groups in your meal. Explain how you would prepare the meal. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 168 Station Work Physical Activity 1. As a group, brainstorm all of your favourite things to do. Write everyone’s ideas on your sheet. Some examples might be playing soccer or watching television. 2. Go through your list and circle/highlight all those choices that are physically ACTIVE – that require children to walk, run, play and move around. 3. How many activities are on your list? How many of your choices were active? How many were inactive? 4. It is very important for children to be active. List three benefits of being physically active. 5. Are there any “wrong reasons” to be active? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 169 Station Work Female Advertisement Go from flabby .. Do you need to lose a few pounds? Want to get a date for the school dance? Are you jealous of skinny girls? Still trying to get rid of that ugly baby fat? Wish you could fit into a smaller size? Or look good in a bikini? to fabulous! We can help. When you buy our 100% Natural Fat-Burning Weight Loss Pills, you will lose weight without diet or exercise. Call Flab-Away at 1-800-SKINNY-1 to order your first bottle of these miracle diet pills. Say goodbye to your thunder thighs! After you have read this mock advertisement, please answer the following questions. 1. People who make advertisements like this are trying to make you feel a certain way. How did the people at “Flab-Away” want girls to feel after reading their advertisement? How did you feel after reading it? 2. Make a list of all the products that are made for females to improve themselves. Start at the top of a female’s body, with products to improve her hair, and continue down her body to her feet. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 170 Station Work Male Advertisement Beanpole? Are you the last person chosen for a team in gym class? Tired of being picked on? Having trouble getting a date? Do you wish girls would notice you? Classmates calling you “beanpole”? Want to turn your flab into hard muscle? Chubby? We can help. When you drink our protein shakes, you are getting important vitamins and minerals that will increase your lean muscle mass. Call Muscle Milk at 1-800-DRINK-UP to order your new body in a can. After you have read this mock advertisement, please answer the following questions. Perfect! 1. People who make advertisements like this are trying to make you feel a certain way. How did the people at “Muscle Milk” want boys to feel after reading their advertisement? How did you feel after reading it? 2. Make a list of all the products that are made for males to improve themselves. Start at the top of a male’s body, with products to improve his hair, and continue down his body to his feet. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 171 Handout Tips For Healthy Eating And Keeping A Positive Body Image It is no fun to worry all of the time about how much you weigh, how much you eat, how muscular you are or whether you are thin enough. Instead, try some of these ideas: Have fun! Find a sport (like basketball or soccer) or an activity (like jumping rope, dancing, karate or riding your bike) that you like and do it!! You may be able to join a team or club, the YMCA or a gym. Be active with a friend or on your own. Good health and having fun go hand-in-hand. Try out different hobbies, like drawing, reading, playing music or making crafts. See what you are good at and enjoy doing these hobbies. Be healthy and fit! Remember that kids and adults who exercise and stay active are healthier and better able to participate in the activities they enjoy, no matter what they weigh. All foods can be part of healthy eating - there are no “good” or “bad” foods. Try to eat lots of different foods including fruits, vegetables and even sweets sometimes. Try to eat lots of healthy snacks like apples, popcorn, raisins, cheese and crackers, cereal, or carrot and celery sticks dipped in peanut butter. Eat when you are hungry. Stop eating when you are full. If you are sad or mad or have nothing to do, and you are not really hungry, find something to do other than eating. Often, talking with a friend, parent or teacher is helpful. Feel good about how you look! Remind yourself that healthy bodies and happy people come in all shapes and sizes. No one body shape or body size is the healthiest or perfect for every individual. Some people believe that fat people are bad, sick and out-of-control, while thin people are good, healthy and in-control. These beliefs are not true and can be hurtful. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 172 Handout Tips For Healthy Eating And Keeping A Positive Body Image Do not tease people about being too fat, too thin, too short or too tall. Don’t laugh at jokes about people’s bodies. Teasing is mean, hurtful and a form of bullying. Appreciate yourself for all you are – everyone should respect themselves, like themselves, enjoy playing and being active and eat a variety of healthy foods! You are terrific just the way you are! Resource: Levine, Dr. Michael. EDAP. (1997). Tips For Kids on Eating Well and Feeling Good About Yourself. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 173 Lesson Six Canada's Food Guide to Healthy Eating To view and/or order a copy of Canada’s Food Guide, as well as access interactive tools, please visit Canada’s Food Guide on-line at: www.healthcanada.gc.ca/foodguide Or contact: Publications Health Canada Ottawa, Ontario K1A 0K9 Email: publications@hc-sc.gc.ca Tel.: 1-866-225-0709 Fax: 613-941-5366 TTY: 1-800-267-1245 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 174 Quiz Hip To Hygiene Name: __________________ True 1. Washing your face every day can help control pimples. 2. Tobacco and cola stain teeth. 3. Getting a lot of sun is good for acne. 4. Flossing your teeth every day removes food between teeth that can cause bad breath. 5. You should put on deodorant or antiperspirant after gym class. 6. Eating chocolate and greasy foods will cause pimples. 7. The best way to stay clean during puberty is to wash your body on a daily basis. 8. Using fluoride toothpaste will help fight tooth decay and cavities. 9. Males tend to sweat more than females. False 10. If you scrub your face very hard, you can eliminate blemishes. Reference: The Canadian Association For Health, Physical Education, Recreation and Dance. (2000). Always Changing-About You Grade 5/6 School Program Canadian Implementation Supplement. Ottawa: Author. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 175 Handout Hygiene Hints When you take care of your body, through good personal hygiene, you are helping yourself to stay healthy and to enhance your self-esteem. What happens to my skin during puberty? As hormone levels increase, the oil glands (on the face, shoulders, chest and back) become more active. If the pores are blocked, blackheads may result. When bacteria get into pores, it can cause infections that produce pimples. What can I do? Washing your face with a face cloth using soap and water, a few times a day, can help remove oils from the skin and keep your pores clean. Regular showers will help to clear up pimples from your shoulders, chest and back. Sometimes, washing does not help acne problems. In these cases, you should talk to a parent, a teacher or your family doctor. Why does body odour occur during puberty? At puberty, sweat glands start to produce more secretions. When these secretions are exposed to air and moisture, they produce odours. What can I do? Take daily showers or baths with soap and water. Pay particular attention to underarms and the pubic area to decrease unpleasant odours. Wash your hair at least three times a week or when it starts to become oily. Dry your skin well after you shower or bathe. You might also try wearing antiperspirant or deodorant. Finally, be sure to change your underwear every day. What do girls need to think about during puberty? ● When girls begin to menstruate, the promotion of good vaginal health becomes important. To prevent the growth of harmful bacteria, girls should change their tampons or pads every four hours. Tampons or pads with deodorant should not be used, as they can be harmful to delicate membranes. Contrary to what commercials will tell you, thin pads (pantiliners) are NOT required for everyday use. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 176 Handout Hygiene Hints ● Girls should also avoid wearing tight jeans or pants. This can lead to vaginal infections. Young women should wear underwear and tights that are lined with cotton. This allows for absorption of moisture and a free exchange of air to discourages bacterial growth. Girls should avoid wearing underwear to sleep at night unless they are loose-fitting such as boxer shorts. ● Douches are not necessary as the vagina secretes its own cleansing mucous. ● Vaginal sprays are not recommended since they can cause irritations. What do boys need to think about during puberty? ● Boys should not wear extremely tight jeans or pants because they prevent good air circulation in the pubic region. Jeans/pants should be washed frequently to prevent odour and infections from starting in the scrotal region. ● Any boy who has an uncircumcised penis must learn to wash away the oily secretions that collect under the foreskin. ● Boys should use athletic supports when engaging in active sports. If pain or bruising occurs as a result of injury, and does not go away fairly quickly, ask your parent or another trusted adult about it. You may require the attention of a doctor. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 177 Homework Assignment Body Matters Reflective Writing Choose ONE (1) of the following four options. Your written assignment should be one page in length. Option One: Think about a time when you got angry or upset because the media portrayed a female or a male in a particular way. Describe the advertisement, commercial, television show, music video or movie and then write about how it made you feel. Option Two: Write a few paragraphs that describe your opinion of the media’s obsession with thin and muscular body types. Suggest things that television and advertising producers could do differently to make “real-life” people feel better about themselves. Option Three: We have been talking about body image during our puberty unit. This topic might be meaningful to you, to someone in your family or to one of your friends. If you are comfortable doing so, write about a personal experience with body image issues. Remember to give your characters fake names so they will be anonymous. Option Four: Imagine that one of your friends keeps complaining that s/he is “too fat” and needs to go on a diet. Knowing what you do about keeping a healthy body image and avoiding dieting, write a paragraph that outlines what you could say to your friend. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 178 Lesson Seven Title: There’s Nothing Better than a Good Friend Theme: Considering the Characteristics of a Good Friend Time: 175 minutes (approx. 3 hours) Materials: ● Want Ad for a Friend - Assignment ● Friendship Stoplight - Laminated Game ● Magnets or Masking Tape ● Chart Paper & Markers ● Solving Problems In Friendships - Homework Assignment ● Agree/Disagree Chart Worksheet ● Ball (beach ball or object that can be tossed between students) Objectives ● to teach students about the concept of positive, healthy friendships ● to acknowledge the links between healthy friendships and positive self-esteem ● to consider the reasons it is important to have good friends ● to allow students to think about their own criteria for healthy friendships ● to discuss the healthy signs, warning signs and unhealthy signs in friendships ● to have students explore strategies to deal with difficult situations in friendships ● to identify the effects of social influences on gender roles and equity Curriculum Expectations 4p8 - identify the characteristics of healthy relationships (e.g., showing consideration of others’ feelings by avoiding negative communication) 4p9 - identify the challenges (e.g., conflicting opinions) and responsibilities in their relationships with family and friends 5p9 - identify strategies to deal positively with stress and pressures that result from relationships with family and friends 5p10 - identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers 6p9 - apply a problem-solving / decision–making process to address issues related to friends, peers, and family relationships Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 179 Lesson Seven Background Information This lesson focuses on the issues young people face surrounding friendships during adolescence. This topic is important because while friendships are vital throughout life, peer groups and social relations among friends gain increasing importance during puberty and adolescence. As the peer group becomes a more significant source of influence, friendships begin to take on new meaning. During puberty, children will be making new friends at school and in social settings, and many will also be coping with evolving friendships from their earlier childhood. Friendships are often put to the test during senior elementary and secondary school. Children struggle to maintain relationships with peers who may be changing in a variety of ways. Problems can occur when children form “cliques,” begin to “hang out” with different crowds, or when they simply grow apart from previous friends. Peer pressure can be a problem for adolescents. For example, sometimes young people who choose to use drugs and alcohol try to persuade their friends to do the same. Inevitably, the friends children choose will shape their experiences in critical ways. This lesson is designed to compel students to think about their own criteria for postive friendships, to discuss ways to evaluate friendships and to explore ways to deal with difficult situations in their friendships. Procedure Activity One: Class Discussion Regarding Friendships - 30 minutes Tell your students that you will be discussing friendships during today’s lesson. Encourage students to participate frequently during the discussion, as their input on this topic is very important. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 180 Lesson Seven Here are some ideas you may use to guide your discussion. ● What kind of things can we do to begin and keep friendships? Join a club or a team. Meet a neighbour. Seek out a friend at school. Make contact with the person you would like to know better. Find ways to spend time with him/her. Talk about yourself, sharing more information as time goes by. Talk on the phone, write text and/or instant message or e-mail notes to your friend. ● What is a friend? Friends are people … …we feel close to. Friends are people who have similar interests, people who care about us, and people we can trust. Friends offer support and understanding when we really need it. ● Last class, we talked a lot about self-esteem or feeling good about ourselves. How do you think self-esteem is related to friendships? When we feel good about ourselves, we are more likely to choose friends that are good for us. There is a saying that says, “we teach people how to treat us”. In other words, how we behave toward ourselves and other people gives them clues as to how they should behave towards us. If we feel good about ourselves and respect ourselves, and treat others with respect, we are showing people how we would like to be treated. ● Why is it important to have good friends? True friendship is important. Friends support one another, listen to each other and give advice. When you and your friend share personal information about yourselves, you can learn from each other and explore what you have in common and what makes you different. Friends can teach us many things like how to play a game or how to make a craft. Friends can introduce us to exciting things like delicious new foods and interesting customs or celebrations. You can also learn about acceptance by appreciating the different qualities that make us unique individuals. When you accept people for who they are, you are being a respectful friend. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 181 Lesson Seven ● What kinds of things do you like doing with your friends? Ideas might include: playing games (video) and sports, hanging out, having lunch together, attending Girl Guides, Boy Scouts or other community groups, going to classes together (e.g., dance, martial arts, music lessons), watching television/movies, using the computer, working on projects and/or doing homework together. ● How can we be good friends? Share our interests and activities Trust each other and be honest Share our thoughts and feelings Respect each other’s opinions and beliefs Try to relate to how the other person feels Be sincere with each other Accept each other for who we are Encourage and support each other Commit to the friendship Activity Two: (2 parts) Part A: Ball Toss – 10 minutes This is a warm-up activity to help students explore the qualities of healthy relationships. Have the students stand up behind their desks or in a circle at the front of the room. Toss the ball to someone in the group, and ask them to call out a word that represents qualities of a healthy relationship (for example; trust, supportive, kind, fun…). Ask that person to then toss the ball to someone else. Each time a new student catches the ball, ask them to share a new quality… and so on. Part B: Want Ad for a Friend - 20 minutes Tell your students that you would like them to think about the characteristics that are most important in a friend. Distribute the assignment entitled, “Want Ad For A Friend”. Ask your students to complete this assignment individually. Allow students ten to fifteen minutes of quiet writing time. Once students have written the advertisement, ask some students to share their work by reading aloud to the class. (Friendship Want Ad handout can be found following this lesson) Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 182 Lesson Seven Activity Three: Friendship Stoplight Game - 30 minutes Here are the instructions to set up the Friendship Stoplight Game. (The Stoplight game cards can be found following this lesson). Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 On the top left corner of your board or wall space, use tape or magnets to attach the red stoplight card that reads, “These are bad signs in a friendship”. Place the corresponding yellow and green stoplights underneath, like in a street stoplight. Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Shuffle the stoplight scenario cards to ensure that they are not in order. Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 The graphic shown below appears on each scenario card. The object of this game is to decide which scenarios are most compatible with each of the following three statements: “these are bad signs in a friendship”, “these are warning signs in a friendship” and “these are good signs in a friendship”. Attach the appropriate answers to the board/wall beside the corresponding stoplight with tape or magnets. There are several ways that you can play this game. You can read the scenarios aloud and ask students where they think they best belong. You can give scenarios out to groups of students and they can arrive at a consensus. You can place the scenarios on overheads or on the document arm and ask volunteers to give suggestions. You might also consider placing the scenarios around the room and asking for volunteers to place them beside the proper stoplight on the board. No matter what pedagogical strategy you use to play this game, be sure that you ask students for explanations regarding their choices. The most important part of this activity is the discussion around whether each scenario constitutes a good, a warning or a bad sign in a friendship. It is in this arena that students will be able to discuss their various points of view. Your role in this game is to facilitate and mediate the conversations of your students. When there is disagreement, you might choose not to place the scenario beside one statement, but rather choose to set it aside for further debate and discussion. If the scenario clearly represents a bad or warning sign, be sure to make this clear for your students. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 183 Lesson Seven There are fifteen scenario cards. Five scenarios correspond with each coloured stoplight: red (unhealthy/bad signs), yellow (warning signs) and green (healthy/good signs). While there may be some discrepancies, the following is a list of suggested correct answers. RED LIGHT: These are unhealthy/bad signs in a friendship. 1. 2. 3. 4. 5. You are afraid of your friend’s temper. Your friend criticizes you or people you care about. Your friend threatens to hurt you. Your friend bullies and makes fun of you or other kids at school. Your friend pressures you to do things you do not want to do. YELLOW LIGHT: These are warning signs in a friendship. 6. 7. 8. 9. 10. You are nervous that if you tell your friend something personal, s/he will tell other people at school. Your friend sometimes makes fun of you. You rarely get to plan what the two of you will do together. Your friend tells you not to hang out with certain people. You say that you agree with your friend, even when you really don’t. You are afraid they won’t be your friend anymore if you disagree. GREEN LIGHT: These are healthy/good signs in a friendship. 11. 12. 13. 14. 15. You usually feel happy when you are with this person. Your friend respects your feelings and your opinions. Your friend talks to you about his/her feelings. Your friend is happy when good things happen to you. You enjoy being with this person, but you also enjoy spending time with other friends. Activity Four: Solving Problems In Friendships Homework Assignment - 5 minutes Distribute the homework assignment. Remind your students about the IDEAL DecisionMaking Model to which they were introduced to in Lesson Five. (If you have not yet used the model, please refer to Lesson Five for a detailed explanation.) While it is not necessary, they could use the IDEAL Decision-Making Model to guide their answers. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 184 Lesson Seven Activity Five: Putting Girls and Boys In Boxes – 80 Minutes* * Adapted with permission from Rainbows and Triangles: A Curriculum Document for Challenging Homophobia and Heterosexism in the K-6 Classroom; Toronto District School Board & Elementary Teachers of Toronto, 2002. Activity Overview: In the following activity, the class has an opportunity to explore and examine the ways gender-role expectations limit and hurt both sexes. In group discussions, students develop lists of expectations based on gender and as a whole class, begin to challenge these ideas. As a final task, the class develops an action plan to challenge gender-role stereotyping in their classroom and school. Teacher Note: Because of the content and level of discussion involved, activity five may not be suitable for grade levels under five. The class should have plenty of previous experience working and solving problems in small groups. PART A: 1. To begin this activity, have students complete the “Agree or Disagree” chart independently (Blackline master of this chart can be found at the end of this lesson). Encourage students to answer honestly and then in pairs, discuss their responses. Encourage students to provide each other with reasons for their answers. Give the class a few minutes (e.g., five to seven minutes) to complete this task. The “Agree or Disagree” chart provides an anticipation guide to assist students in assessing their own knowledge and ideas about the topic of gender roles before study. The following are notes on this teaching/learning strategy: An anticipation guide is a series of statements with which the students must agree or disagree with and support his/her response with reasons. An anticipation guide: Activates prior knowledge; Supports students in questioning the accuracy of their knowledge; Helps identify student misconceptions; Provides students with a purpose for reading/viewing/listening; Is used individually, but opportunities need to be provided for sharing and comparing responses; Builds students’ confidence that they are already familiar with areas of the topic; Assists students in making predictions about the topic. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 185 Lesson Seven 2. Spend a brief amount of time as a whole class sharing students’ responses. Ask for a show of hands about who agrees/disagrees with the statements and have volunteers share their reasons. Open the topic up for discussion, clarifying any misconceptions. PART B: 3. Organize the students into mixed or same gender groups of four or five. Explain that each person in the group is to have a specific task. If the class has had experience formulating group responsibilities, assign the following roles: - 2 recorders (record the information) - 1 organizer (keeps time, encourages people to stay focused) - 1 idea seeker (reminds students of the task, asks group for ideas, etc.). 4. When these tasks have been distributed among the groups, pass out one piece of flipchart paper and two markers to each group and ask the recorders to copy the following diagram in the middle of the chart paper: 5. Divide the class into two. One half focuses on the male roles and the other half on female roles. (If the class consists of six small groups, three are assigned the task of male roles and three female roles.) Regardless, each group works on its own chart, focusing on one gender. 6. Instruct students to fill in the inner square with words or ideas that express all the things that only boys/males or girls/females can do/be or are supposed to do/be. Have them leave the inner circle blank for now. Explain that these items should reflect what students have been taught, either directly or indirectly, by parents, teachers, siblings and friends. The list does not reflect what is necessarily true. Many of these items may be stereotypes of untrue expectations (e.g., girls/women are soft, sweet, etc.; boys/men are strong, don’t cry, like sports, etc.). Provide approximately five to ten minutes to complete this task. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 186 Lesson Seven 7. Bring the class together. Ask each group to report back its list (adding only what has not already been stated from the other groups). Compile two master lists – one for males and one for females – on the board or chart paper as students share their brainstorm. In the following discussion, consider the following questions: Do you think it’s reasonable for all boys/males and girls/females to act in these ways? Are there people we know who fit within this square? Are there people we know who do not fit within this square? What is it called when we make assumptions and put expectations on certain individuals or groups based on their gender? 8. At this point, define gender-role stereotyping with students: Gender-role stereotyping: the assumption that males and females are limited by gender in their interests, capabilities and accomplishments. It is the expectation that being a male or female biologically limits what one can do as a human being. Simplified version: thinking that boys can do only some things and should be interested in only some things just because they are boys, and thinking that girls can do only some things and should be interested in only some things just because they are girls. 9. Record an appropriate definition for the class so that it is visible in the classroom. 10. Have students return to their working groups. Before starting the next task, ask the recorders to write in the inner circle the word “gender-role stereotyping” e.g.; Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 187 Lesson Seven PART C: 11. For the next task, have students insert words and ideas they think of if boys/girls don’t fit into what is in the box. (e.g., what happens if a girl/female is not skinny, sweet, doesn’t like shopping, and likes to build things, etc.? What happens if a boy/male is not strong, cries, doesn’t like sports, likes to cook, etc.?) Ask students to consider specific slurs or put-downs that are used, assumptions people may have about the girl/boy, negative behaviours towards the person not fitting into the gender role. Teacher Note: Be sure to create a safe environment by letting students know that it’s okay to use slang and/or inappropriate language for the purpose of deconstructing myths and stereotypes. You may want to discuss this lesson (language use) with your administrator prior implementing this activity. For example: 12. As a whole class, discuss the students’ results. List in categories the ideas that groups came up with. Create headings, and record appropriate items under the headings as students share. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 188 Lesson Seven For example: Boys/males who don’t “fit in” Ideas (stereotyping) Behaviours (discrimination) Wants to be/act like Name-calling (sissy, a girl faggot, gay) Is gay, homosexual Left out Likes boys Picked on, beaten up Attitudes (prejudice) Disliked or hated 13. Share ideas with the class as to how the victim might feel if these thoughts, behaviours and negative attitudes were targeted at him/her (e.g., sad, isolated, angry, ashamed, embarrassed, etc…). What might he/she do to get away from this treatment? (e.g., change to be something he/she is not, pretend to be different, fight back, become violent and angry, change schools, become isolated, depressed, etc.) Discuss the ways that gender-role stereotyping hurts everybody: males and females. Ask students to provide examples of times that they, or someone they know, have stepped out of the traditional gender role in their lives (e.g., males cooking or taking care of younger siblings, females being athletic or working in construction). Possible Extensions Once their homework assignments have been submitted, think about having students role-play their way through some of the “friendship problems”. Consider having classmates judge their performances, offering alternative suggestions for solving the problems. Activity Five – Possible Extensions: 1. In groups, create posters that express messages of gender equity and antihomophobia education to place around the school. 2. Read stories of same-sex families or gay/lesbian and bisexual characters (refer to the sexual orientation section in the introduction/teacher guide section). 3. Research how gender-role stereotyping and homophobic attitudes are perpetuated in our society (e.g., peer behaviour, parents, media, religion). Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 189 Lesson Seven Possible Assessment Two opportunities for formal, summative evaluation are presented in this lesson: the “Want Ad for A Friend” assignment and the “Solving Problems In Friendships” homework assignment. As well, if students complete the role-play activity, they could evaluate themselves or their peers. Activity Five – Possible Assessment: 1. Group Discussion/Chart Work Do students work effectively and co-operatively in their group? Do they share and listen to each other’s opinions and ideas? Are they able to incorporate prior knowledge of issues (e.g., vocabulary and ideas related to equity)? 2. Development of Action Plan – Do student understand equity concepts and vocabulary and are they able to utilize the knowledge in a practical way? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 190 Assignment Want Ad For A Friend Date: ______________ Name: ______________ We are a young couple who is looking to adopt a puppy. We would like to add a golden retriever to our family. The puppy should like children and should enjoy going on long walks. I am an eleven-year-old girl who is looking for a friend who is also in grade six. I would like my new friend to play volleyball with me. This person should be funny, honest and a good listener. Have you ever seen a want ad in the newspaper or online? Sometimes people who are looking to adopt a pet write ads describing the type of pet they are hoping to find. Other times, adults write want ads if they are looking to find a friend. Pretend that you are trying to make a new friend. Write an ad that describes a friend you would like to find. Think about what age you would like this person to be. Does it matter if the friend is a girl or a boy? What personality traits are you looking for in a friend? What kind of person do you think would make a great friend? Are there any activities that you would like to share with this new friend? If you spend a lot of time rollerblading, you might want a friend to share this activity with you. Think about all the things you need in a good friend. Today, you will be writing a want ad for a friend. This is how your written assignment will be marked. Criteria poor fair good very good excellent Student completed at least five full sentences Response shows evidence of careful consideration of characteristics desired in a friend Quality of written work including spelling and grammar Grade out of 15 ………………………………………………………………..... Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 191 / 15 Assignment Want Ad For A Friend In the space provided below, write a want ad for your new friend. Make sure that you write at least five full sentences. Use your best spelling and grammar. Total Grade out of 15 ………………………………………………………. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 192 / 15 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition 193 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition 194 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition 195 Peel Public Health, Healthy Sexuality Program, 905-799-7700 You are afraid of your friend’s temper. Changes In Me: A Puberty and Adolescent Development Resource for Educators 196 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend criticizes you or people you care about. Changes In Me: A Puberty and Adolescent Development Resource for Educators 197 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend threatens to hurt you. Changes In Me: A Puberty and Adolescent Development Resource for Educators 198 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend bullies and makes fun of you or other kids at school. Changes In Me: A Puberty and Adolescent Development Resource for Educators 199 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend pressures you to do things you do not want to do. Changes In Me: A Puberty and Adolescent Development Resource for Educators 200 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 You are nervous that if you tell your friend something personal, s/he will tell other people at school. Changes In Me: A Puberty and Adolescent Development Resource for Educators 201 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend sometimes makes fun of you. Changes In Me: A Puberty and Adolescent Development Resource for Educators 202 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 You rarely get to plan what the two of you will do together. Changes In Me: A Puberty and Adolescent Development Resource for Educators 203 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend tells you not to hang out with certain people. Changes In Me: A Puberty and Adolescent Development Resource for Educators 204 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 You say that you agree with your friend, even when you really don’t. You are afraid they won’t be your friend anymore if you disagree. Changes In Me: A Puberty and Adolescent Development Resource for Educators 205 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 You usually feel happy when you are with this person. Changes In Me: A Puberty and Adolescent Development Resource for Educators 206 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend respects your feelings and your opinions. Changes In Me: A Puberty and Adolescent Development Resource for Educators 207 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend talks to you about his/her feelings. Changes In Me: A Puberty and Adolescent Development Resource for Educators 208 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Your friend is happy when good things happen to you. Changes In Me: A Puberty and Adolescent Development Resource for Educators 209 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 You enjoy being with this person, but you also enjoy spending time with other friends. Changes In Me: A Puberty and Adolescent Development Resource for Educators 210 Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Homework Assignment Solving Problems In Friendships Everyone will have some difficult times in their friendships. Even in the best of friendships, problems do arise. It is important that you are able to know the difference between good friendships and not-so-good friendships. One way you can do this is to decide if the problems you face with your friend are “warning signs” or “unhealthy/bad signs” in your friendship. By now, you have played the Friendship Stoplight Game with your class. Remember that “warning signs” make you feel a little worried about your friendship, while “bad signs” make you feel very uncomfortable. Think of a time when you had a problem with a friend. For this homework assignment, you will be writing a solution to a problem in a friendship. The solution can be something you actually did to solve a problem, or it can be something you might do if the problem came up again. If you cannot think of a problem in your own life, please provide a solution to either Caitlin’s or Taylor’s problem which are listed on the following page. On a lined piece of paper, complete all three tasks below. Task # 1: problem. In one or two sentences, describe the problem you faced with your friend OR write down that you will be trying to solve Caitlin’s or Taylor’s Task # 2: Explain why you think the problem is a “warning sign” or a “bad sign”. Task # 3: Write a solution that you used, or that a person could use, to solve the problem. If you are not sure how to solve the problem, try writing a few ideas that you think might work. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 211 Homework Assignment Solving Problems In Friendships Caitlin’s Problem: Caitlin and Suli are best friends. They see each other every day at school and sometimes get together on the weekend. Two weeks ago, an exchange student named Heather joined their class. Caitlin likes Heather and she wants to be her friend. Suli is not happy about this. Suli is jealous of the attention Caitlin is paying Heather and she is nervous she will lose Caitlin’s friendship. Suli tells Caitlin not to be friends with Heather. Caitlin wants to be friends with both Suli and Heather. Caitlin is scared that Suli will be mad at her and stop being friends with her if she keeps spending time with Heather. How can Caitlin solve this problem in her friendship with Suli? Taylor’s Problem: Taylor and Lee are good buddies. They sit beside each other in class. Lee is really funny and he makes Taylor laugh. Sometimes, Lee acts like a “class clown”. Taylor likes school and is a good student. Lee struggles in school, usually goofs around during class and often gets in trouble with their teacher. When Taylor is trying to pay attention in class, Lee often talks to him and writes notes to him. Their teacher sent home a note to Taylor’s parents telling them that he is not paying attention in class. Taylor is not happy. He usually feels proud because he is a good student. Now, Taylor is nervous that his grades will drop but he is also worried that if he does not act like Lee, he will lose his friend. How can Taylor solve this problem in his friendship with Lee? Criteria poor fair good very good excellent Student thoroughly completed all three tasks Quality of the solution(s) provided Grade out of 10 ………………………………………………………………..... Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 212 / 10 Worksheet Agree or Disagree? Read the following statements by yourself. Check off whether you agree or disagree in column 1. Think about the reasons why. Then, share your answers with a classmate. Give reasons for your choices. After talking it over, if you change your mind, check off your second answer in column 2. Statements COLUMN - 1 Agree Disagree COLUMN - 2 Agree Disagree 1. Girls are different from boys. 2. Girls are better babysitters than boys. 3. Bo ys are naturally better at sports. 4. Being a secretary is a woman’s job. 5. Being a construction worker is a man’s job. 6. It’s not right for little boys to play with dolls. 7. Little girls shouldn’t be playing with cars and trucks. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 213 Lesson Eight Title: Wrapping Up the Puberty Unit Theme: Puberty Questions & Answers (Q & A game) Time: 60 minutes Materials: ● Puberty Review - Quiz ● Puberty Review - Answer Sheet ● Magnets or Masking Tape ● Puberty Q & A - Laminated Game Cards ● Puberty Q & A - Answer Sheet ● Puberty Q & A – Electronic version of game Objectives ● to review the internal physical changes that occur in girls and boys during puberty ● to assess student learning of the changes associated with puberty ● to stimulate discussion among students ● to allow students to work in teams towards a common goal ● to have fun with students as the puberty unit draws to a close ● to address any outstanding questions students have about adolescent development Curriculum Expectations 4p36 - demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’ ideas and opinions) 5p11 - describe the secondary physical changes at puberty (e.g., growth of body hair, changes in body shape) 5p40 - follow the rules of fair play in games and activities (e.g., by displaying sports etiquette, by encouraging others with positive comments) 6p2 - identify the major parts of the reproductive system and their functions and relate them to puberty 6p8 - relate the changes at puberty to the reproductive organs and their functions Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 214 Lesson Eight Background Information As you reach the end of this unit on puberty and adolescent development, you can take a fun approach to assessing what your students have learned. The “Puberty Question and Answer (Q&A) Game” allows students to work together in teams toward a common goal. Since many students will already be familiar with the concept of the game, which is similar to the popular “Jeopardy” TV show, they will likely look forward to playing the game. This lesson is designed to review the internal physical changes that occur in girls and boys during puberty and to address any outstanding questions your students have about adolescent development. Procedure Activity One: Completion of the Puberty Review In Groups - 15 minutes Explain to your students that they will be playing the Puberty Q & A game in today’s class. Divide the class into three groups. Ask them to name their new “team”. Tell the class that they will be completing a review in order to prepare them for playing the game. Distribute copies of the “Puberty Review-Quiz” to the groups. You might want to provide enough copies for every student or simply a few per group. Ask the students to work as a group to complete the thirty questions as quickly as they can. Activity Two: Take Up The Puberty Review - 5 minutes Once all the groups have completed the questions, give them the ‘Puberty ReviewAnswer Sheet” so they may check over their responses. Ask each group to select a team captain for the Q & A game. This person will be presenting the group’s answer to the class. Arrange the students in their groups ensuring the captains are nearest to the front. Activity Three: Puberty Q & A Game - 30 minutes – Paper Version Here are the instructions to set up the Puberty Q & A Game with the laminated cards. On the top left corner of your board/wall, use tape or magnets to attach the card that reads, “BOTH”. Place the “FEMALE” and “MALE” cards underneath, as you see on the following page. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 215 Lesson Eight Puberty Jeopardy BOTH Puberty Jeopardy Puberty Jeopardy Puberty Jeopardy 5 10 15 POINTS POINTS POINTS Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Jeopardy Puberty Jeopardy Puberty Jeopardy Puberty Jeopardy 5 10 15 POINTS POINTS POINTS FEMALE Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Jeopardy Puberty Jeopardy Puberty Jeopardy Puberty Jeopardy 5 10 15 MALE POINTS POINTS POINTS Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 etc. etc. etc. Beside these heading cards, attach the point cards in order of point value, as above. There are eight cards to place beside each heading: 5, 10, 15, 20, 25, 50, another 50 and 100 points. On the back of each card, there is an answer. This is because while playing the game, the teams’ goal is to determine the correct question that corresponds to each answer. For example, the answer on the back of the BOTH card that is worth 5 points is: “The age range of 8 to 16 years”. To earn 5 points, the team would need to give their response in the form of a question such as, “What is the time when puberty occurs?” The object of this game is to earn as many points as possible for your team. Students must choose 5 point cards before 10 point cards and so on. The correct questions are listed on the “Puberty Q & A - Answer Sheet”. If there is some disagreement, be sure that you ask students for explanations regarding their responses. Allow the team captain to describe why his/her group believes they are correct. Instead of playing a “Daily Double”, there are two 50 point cards. For “Final Q &A”, there is a card worth 100 points. Once all the other cards have been answered, the “Final Q & A” is played. Rather than giving their answers aloud, for the 100 point card, each team can consult within their group and then must record their “question” on a Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 216 Lesson Eight piece of paper. Collect the papers and check to see which teams had the correct questions. Allocate the points as appropriate. Total the points for each team and relay the final scores to the class. If possible, you might reward the winning team with a small prize. Activity Three: Puberty Q & A Game - 30 minutes – Electronic Version Materials: Electronic version of Puberty Q & A (Disc included at the end of this lesson) Computer/Laptop LCD Projector Projection screen Methods: Advise students that they will be playing the Puberty Q & A game. Divide the class into three groups. Ask them to name their new “team”. Ask each group to select a team captain for the Puberty Q & A game. This person will be presenting the group’s answer to the class. Arrange the students in their groups ensuring the captains are nearest to the front. Open the PowerPoint presentation and view in the slideshow setting – here you will see the main point value screen (See Puberty Q & A image below). There are eight boxes beside each heading (Both, Female, Male): 5, 10, 15, 20, 25, 50, 50 and 100 points. Both 5 10 15 20 25 50 50 100 Female 5 10 15 20 25 50 50 100 Male 5 10 15 20 25 50 50 100 Once you click on the requested category and point value, a statement will appear. On this screen there is an arrow on the right hand side that will link you back to the main point value screen and on the left hand side of the screen if you click on the word Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 217 Lesson Eight answer – that will link you to a screen with the correct question/response (See image below as an example as to link locations). Both - 5 Points: The age range of 8 to 16 years The teams’ goal is to determine the correct question that corresponds to each answer. For example, the answer/statement for the BOTH link that is worth 5 points is: “the age range of 8 to 16 years”. To earn 5 points, the team would need to give their response in the form of a question such as, “What is the time when puberty occurs?”. The object of this game is to earn as many points as possible for your team. Students must choose 5 point cards before 10 point cards and so on. The correct questions are listed on the Puberty Q & A - Answer Sheet, as well as on the answer link on the screen. If there is some disagreement, be sure that you ask students for explanations regarding their responses. Allow the team captain to describe why his/her group believes they are correct. Instead of playing a “Daily Double”, there are two 50 point boxes. For “Final Q & A”, there is a box worth 100 points. Once all the other cards have been answered, the “Final Q & A” is played. Rather than giving their answers aloud, for the 100 point box, each team can consult within their group and then must record their “question” on a piece of paper. Collect the papers and check to see which teams had the correct question. Allocate the points as appropriate. Total the points for each team and relay the final scores to the class. If possible, you might reward the winning team with a small prize. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 218 Lesson Eight Activity Four: Addressing Any Further Questions - 10 minutes Since this is the final class of the unit, be sure to answer any outstanding questions that students have placed in your classroom Question Box. You might also consider asking what the students enjoyed most about the unit or what surprised them about the material. Provide a closing statement and, if they are comfortable doing so, encourage students to offer comments or ask any final questions. Possible Extensions Rather than completing the “Puberty Review – Quiz” as a group, you might choose to have students complete it individually. Possible Assessment This lesson lends itself to informal assessment. You can assess your students’ learning and retention of information from earlier lessons. If you chose to have students complete the Puberty Review - Quiz independently, you might ask them to mark their own work and submit a grade out of thirty. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 219 Quiz Puberty Review As a team, answer these questions. T F 1. Females should not exercise during their period. T F 2. Puberty happens at different times for different children. T F 3. The fluid released from the penis during ejaculation is made up of sperm and urine. T F 4. The size of a male’s penis determines the amount of sperm he produces. T F 5. Sometimes it is hard for children and parents to talk to each other about sex. T F 6. You should always do what your friends want to do. T F 7. There is no “right time” to begin dating. T F 8. There is no such thing as a “perfect female” or a “perfect male” body. T F 9. If a person has a question about sex, answer is a friend. T F 10. It is common for a female to have one breast that is sli ghtly bigger than the other. the best place s /he can go to get an Circle the best answer and write the answer in the blank spot. 1. Puberty is the time when a person changes from a child into _____. a) a person b) an adult c) a woman d) a man 2. Puberty usually begins at around ages _____. a) 4 to 6 b) 7 to 8 c) 8 to12 d) 13 to 16 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 220 Quiz Puberty Review 3. Sometimes people have pimples during puberty. This is normally caused by _____. a) catching a virus b) worrying too much about things c) getting too much sun d) a natural increase in the skin’s oils 4. During puberty, _____ begins to grow under a person’s arms and in the pubic area. a) hair b) pimples c) perspiration d) layers of fat 5. When people reach puberty, they need to take showers and wash their hair more often than when they were young children because _____. a) they get dirtier than young children b) they perspire more than young children c) they need to use up extra energy d) showers help you grow faster 6. People start growing quite quickly during puberty because of increased _____ in their blood. a) hormones b) sugar c) protein d) glands 7. The _____ gland in the brain causes the body to produce growth hormones. a) sweat b) pituitary c) salivary d) puberty 8. During puberty, both boys’ and girls’ voices change because the _____ grows bigger. This is also known as the Adam’s apple. a) lungs b) mouth c) abdomen d) larynx Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 221 Quiz Puberty Review 9. Girls usually reach puberty a little _____ than boys. a) earlier b) later 10. During puberty, a girl’s body produces hormones called _____. a) pituitaries b) excedrins c) estrogens d) menstruations 11. Menstruation is the periodic shedding of the lining of the _____. a) vagina b) uterus c) pituitary d) larynx 12. Ovaries produce hormones throughout the month, but once in each menstrual cycle, a female’s ovaries produce _____. a) a period b) cramps or aches c) a pregnancy d) an egg or ovum 13. When a girl’s breasts begin to grow, it means that she _____. a) Has begun puberty b) is thinking about sex c) is gaining too much weight d) is old enough to date 14. The _____ is the part of the uterus that extends into the vagina. a) ovary b) cervix c) larynx d) fallopian tube 15. By the end of puberty, boys usually end up a little _____ than girls. a) shorter b) faster c) taller d) slower Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 222 Quiz Puberty Review 16. Hormones from the pituitary gland cause a boy’s testicles to produce____. a) sperm and hair growth b) hair growth and voice changes c) muscles and testosterone d) sperm and testosterone 17. When boys reach puberty, they may grow hair in all of these places, except _____. a) on the face b) on the soles of the feet c) under the arms d) around the penis 18. Sometimes a boy’s penis fills with blood and becomes hard. This is a normal reaction called _____. a) an erection b) puberty c) testosteron e d) an irrigation 19. Occasionally, a boy’s body will release some fluid through the penis during the night while he is asleep (known as a nocturnal emission or wet dream). The fluid that comes out of the penis is made of _____. a) white blood cells b) urine c) sperm and seminal fluid d) adrenalin 20. When girls mature, they begin producing mature egg (ova) cells about once a month. When boys mature, they begin producing sperm cells _____. a) once a year b) continuous ly c) once a month d) one time only Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 223 Answer Sheet Puberty Review Answers to the True/False questions: 1. FALSE: Some studies indicate that exercise can relieve discomfort from cramping. Many active teens and adult females seem to have less painful cramps. 2. TRUE: Puberty is the stage of life at which members of both sexes become functionally capa ble of reproduction. Puberty is a period of rapid ph ysiological changes th at occur be tween the ages of approximately 8 to 16 for girls and 8 to 18 for boys. 3. FALSE: Although urine and sperm are both excreted through the urethra, the two functions do not (and cannot ) occur at t he same time. The fluid released f rom the penis during e jaculation contain s sperm and seminal fluid. Urine is excreted only during urination. 4. FALSE: There is a wide range of penis si zes. A male’s penis size has no effect on his testi cles’ ability to produce sperm. 5. TRUE: Parents and ch ildren may or may not have a difficult time discussing sex. There are many resources available to assist with developing or improving communication regarding puberty. 6. FALSE: Peer pressur e occurs w hen ‘friends’ try to enforce their ide as, opinion s and action s on to others. Adolescent s n eed to trust their own judgement when making decision s. These judg ements should be based on their personal and family values and beliefs. 7. TRUE: As with puberty, there is no one ‘right a ge’ for dating or experiencing the fe elings or desires to initiate a relationship. The ‘right time’ may be based on personal or family values. 8. TRUE: Every individual’s body size, type and measurements are based on his/her personal genetic makeup. The definition of ‘perfect’ differs from individual to individual. It is important to have a p ositive body image and accept yourself as you are. By having realistic body perceptions and expectations you will feel better about yourself and your body. 9. FALSE: A friend may not be able to provide a ll the correct information. A better resource to obtain accurate inf ormation ab out sexual health could be a parent, a trusted adult, a teacher or health educator. 10. TRUE: Bodies are never exactly symmetrical. I t is common for one breast to develop faster than the other and to remain asymmetrical. The same is true for a male’s testicles. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 224 Answer Sheet Puberty Review Answers to the multiple choice questions: 1. ..... b 2. ..... c 3. ..... d 4. ..... a 5. ..... b 6. ..... a 7. ..... b 8. ..... d 9. ..... a 10. ..... c 11. ..... b 12. ..... d 13. ..... a 14. ..... b 15. ..... c 16. ..... d 17. ..... b 18. ..... a 19. ..... c 20. ..... b Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 225 Lesson Eight Puberty Q & A – BOTH Cards – From 5 to 100 Points Puberty Jeopardy – Both for 5 Points Puberty Jeopardy – Both for 10 Points the age range of 8 to 16 years this is the result of sweat mixing with bacteria on a person’s skin Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Jeopardy – Both for 15 Points Puberty Jeopardy – Both for 20 Points a common skin condition for boys and girls during puberty this grows in the genital area during puberty Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Jeopardy – Both for 25 Points Puberty Jeopardy – Both for 50 Points rest, exercise and good nutrition two body parts that should be examined monthly Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Jeopardy – Both for 50 Points Puberty Jeopardy – Both for 100 Points the gland that causes puberty to begin conception results if these join during intercourse Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource Fo r Educato rs On P uberty And Adolescent Develop ment Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healt hy Sexuality Program – Contact Healt h Line Peel @ 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 226 Lesson Eight Puberty Q & A – FEMALE Cards – From 5 to 100 Points Puberty Jeopardy – Female for 5 Points Puberty Jeopardy – Female for 10 Points these body parts grow on a girl’s chest during puberty these can be used by girls to absorb the flow of menstrual blood Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource Fo r Educato rs On P uberty And Adolescent Develop ment Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healt hy Sexuality Program – Contact Healt h Line Peel @ 905-799-7700 Puberty Jeopardy – Female for 20 Points Puberty Q & A – Female for 15 Points this hormone increases in production during puberty the place where a fetus grows inside a female’s body Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Q & A – Female for 25 Points Puberty Jeopardy – Female for 50 Points where the eggs/ova are stored in a female’s body when the lining of the uterus is shed each month Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Q & A – Female for 50 Points Puberty Q & A – Female for 100 Points this keeps the vagina clean & healthy the tubes that transport the egg/ovum in a female’s body Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 227 Lesson Eight Puberty Q & A – FEMALE Cards – From 5 to 100 Points Puberty Jeopardy – Female for 5 Points Puberty Jeopardy – Female for 10 Points these body parts grow on a girl’s chest during puberty these can be used by girls to control the flow of menstrual blood Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Jeopardy – Female for 20 Points Puberty Q & A – Female for 15 Points this hormone increases in production during puberty the place where a fetus grows inside a female’s body Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Q & A – Female for 25 Points Puberty Jeopardy – Female for 50 Points where the eggs/ova are stored in a female’s body when the lining of the uterus is shed each month Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Q & A – Female for 50 Points Puberty Q & A – Female for 100 Points this keeps the vagina clean & healthy the tubes that transport the egg/ovum in a female’s body Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 228 240 Lesson Eight Puberty Q & A – MALE Cards – From 5 to 100 Points Puberty Jeopardy – Male for 5 Points Puberty Jeopardy – Male for 10 Points this is when the penis becomes enlarged and hard where sperm are produced Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Puberty Jeopardy – Male for 15 Points Puberty Jeopardy – Male for 20 Points the hormone responsible for most of the changes in boys during puberty this is an ejaculation during sleep Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 P uberty Q & A – Mal e for 25 P oi nts Puberty Q & A – Male for 50 Points the fluid produced in the prostate, seminal vesicles and Cowper’s glands the amount of fluid released when a male ejaculates Changes In Me: A Resource Fo r Educato rs On P uberty And Adolescent Develop ment Chan ges I n M e: A P uberty and Ado lescent Develo pmen t Resource for Ed ucators Juni or Grade Level , Seco nd E di ti on Peel Pu bic H ealth, Healthy Sexual ity P rogram, 90 5-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Peel Public Health @ 905-799-7700 Puberty Jeopardy – Male for 50 Points Puberty Jeopardy – Male for 100 Points when this body part grows, a boy’s voice gets deeper the tube that allows for both urination and ejaculation Changes In Me: A Resource For Educators On Puberty And Adolescent Development Changes In Me: A Resource For Educators On Puberty And Adolescent Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @ 905-799-7700 Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 229 Answer Sheet Puberty Q & A BOTH 5 Points: Question: the age range of 8 to 16 years What is the age at which puberty begins? 10 Points: Question: this is the result of sweat mixing with bacteria on a person’s skin What is body odour? 15 Points: Question: a common skin condition for boys and girls during puberty What is acne? 20 Points: Question: this grows in the genital area during puberty What is pubic hair? 25 Points: Question: rest, exercise and good nutrition What are ways to stay healthy during puberty? 50 Points: Question: two body parts that should be examined monthly What are the breasts and testicles? 50 Points: Question: the gland that causes puberty to begin What is the pituitary gland? Final Q & A Question 100 Points: pregnancy results if these join during intercourse Question: What are the female and male sex cells – the sperm and the egg? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 230 Answer Sheet Puberty Q & A FEMALE 5 Points: Question: these body parts grow on a girl’s chest during puberty What are breasts? 10 Points: Question: these can be used by girls to absorb the flow of menstrual blood What are pads or tampons? 15 Points: Question: the place where a fetus grows inside a female’s body What is the uterus or womb? 20 Points: Question: this hormone increases in production during puberty What is estrogen? 25 Points: Question: where the eggs/ova are stored in a female’s body What are the ovaries? 50 Points: Question: when the lining of the uterus is shed each month What is menstruation or a period? 50 Points: Question: this keeps the vagina clean and healthy What is vaginal fluid or discharge? Final Q & A Question 100 Points: the tubes that transport the egg/ovum in a female’s body Question: What are the fallopian tubes? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 231 Answer Sheet Puberty Q & A MALE 5 Points: Question: this is when the penis becomes enlarged and hard What is an erection? 10 Points: Question: where sperm are produced What are the testicles? 15 Points: Question: this is an ejaculation during sleep What is a wet dream or nocturnal emission? 20 Points: Question: the hormone responsible for most of the changes in boys during puberty What is testosterone? 25 Points: Question: the fluid produced in the prostate, seminal vesicles and Cowper’s glands What is semen? 50 Points: Question: the amount of fluid released when a male ejaculates What is one teaspoon? 50 Points: Question: when this body part grows, a boy’s voice gets deeper What is the larynx? Final Q & A Question 100 Points: the tube that allows for both urination and ejaculation Question: What is the urethra? Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 232 Puberty Q & A Game 5 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 233 Puberty Q & A – Both for 5 Points the age range of 8 to 16 years Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 234 Puberty Q & A Game 10 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 235 Puberty Q & A – Both for 10 Points this is the result of sweat mixing with bacteria on a person’s skin Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 236 Puberty Q & A Game 15 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 237 Puberty Q & A – Both for 15 Points a common skin condition for boys and girls during puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 238 Puberty Q & A Game 20 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 239 Puberty Q & A – Both for 20 Points this grows in the genital area during puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 240 Puberty Q & A Game 25 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition 241 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Puberty Q & A – Both for 25 Points rest, exercise and good nutrition Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 242 Puberty Q & A Game 50 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 243 Puberty Q & A – Both for 50 Points the gland that causes puberty to begin Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy 244 Sexuality Program, 905-799-7700 Puberty Q & A Game 75 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 245 Puberty Q & A – Both for 75 Points two body parts that should be examined monthly Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 246 Puberty Q & A Game 100 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 247 Puberty Q & A – Both for 100 Points conception results if these join during intercourse Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 248 Puberty Q & A Game 5 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 249 Puberty Q & A – Female for 5 Points these body parts grow on a girl’s chest during puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 250 Puberty Q & A Game 10 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 251 Puberty Q & A – Female for 10 Points these can be used by girls to absorb the flow of menstrual blood Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 252 Puberty Q & A Game 15 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 253 Puberty Q & A – Female for 15 Points the place where a fetus grows inside a female’s body Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 254 Puberty Q & A Game 20 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 255 Puberty Q & A – Female for 20 Points this hormone increases in production during puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 256 Puberty Q & A Game 25 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition 257 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Puberty Q & A – Female for 25 Points where the eggs/ova are stored in a female’s body Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 258 Puberty Q & A Game 50 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 259 Puberty Q & A – Female for 50 Points this keeps the vagina clean & healthy Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 260 Puberty Q & A Game 75 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 261 Puberty Q & A – Female for 75 Points when the lining of the uterus is shed each month Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 262 Puberty Q & A Game 100 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 263 Puberty Q & A – Female for 100 Points the tubes that transport the egg/ovum in a female’s body Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 264 Puberty Q & A Game 5 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 265 Puberty Q & A – Male for 5 Points this is when the penis becomes enlarged and hard Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 266 Puberty Q & A Game 10 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 267 Puberty Q & A – Male for 10 Points where sperm are produced Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 268 Puberty Q & A Game 15 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 269 Puberty Q & A – Male for 15 Points this is an ejaculation during sleep Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 270 Puberty Q & A Game 20 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 271 Puberty Q & A – Male for 20 Points the hormone responsible for most of the changes in boys during puberty Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 272 Puberty Q & A Game 25 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition 273 Peel Public Health, Healthy Sexuality Program, 905-799-7700 Puberty Q & A – Male for 25 Points the fluid produced in the prostate, seminal vesicles and Cowper’s glands Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 274 Puberty Q & A Game 50 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 275 Puberty Q & A – Male for 50 Points when this body part grows, a boy’s voice gets deeper Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 276 Puberty Q & A Game 75 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 277 Puberty Q & A – Male for 75 Points the amount of fluid released when a male ejaculates Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 278 Puberty Q & A Game 100 POINTS Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 279 Puberty Q & A – Male for 100 Points the tube that allows for both urination and ejaculation Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 280 Additional Resources Body Image: Fostering a Healthy Body Image in Children and Teens (2007). Region of Peel, School Health Program. Available for download at: www.schoolhealth101.ca http://www.peelregion.ca/scripts/school/health101.pl?action=article&id=43 7&back=4-11-0-0-0-0 Body Image (2007). Region of Peel, School Health Program. Available for download at: www.schoolhealth101.ca http://www.peelregion.ca/health/baew/lesson-plans/body-image/index.htm Healthy Eating: Health Canada. (2007). Canada’s Food Guide. Ottawa: Author. www.healthcanada.gc.ca/foodguide. Peel Health. (2009). Discover Healthy Eating: A Teacher’s Resource for Grades 1–8. Toronto: Author. Available for download at: http://www.peelregion.ca/scripts/school/health101.pl?action=search&s election_0=3&subtopic=33 Media Literacy: Canadian Federation for Sexual Health (2009). Youth Talk Back – Sex, Sexuality and Media Literacy. Available for download at: http://www.cfsh.ca/Resources/Educational_and_Training_tools/YouthTalk-Back.aspx Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 281 Additional Resources Physical Activity: Ontario Physical and Health Education Association - OPHEA. (2010). Ontario Health and Physical Education Association Curriculum Resource” Grades 1-8. Toronto: Author. Available for download at: http://hpe.ophea.net Sexual Health Education: McIntyre Media Inc. (2004). You, Your Body & Puberty. Orangeville, Ontario. Ontario Curriculum Grades 1-8. (2010). Health and Physical Education, Interim Edition. Available for download at: http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html Peel District School Board. (2000). Wellness and Sexuality – Revised Edition. Mississauga: Peel District School Board and Peel Health. Canadian Federation for Sexual Health (2005). Beyond The Basics: A Sourcebook on Sexuality and Reproductive Health Education 2nd Ed. Ottawa: Author. Available for download at: www.cfsh.ca/resources Public Health Agency of Canada. (2008). Canadian Guidelines for Sexual Health Education. http://www.phac-aspc.gc.ca/publicat/cgshe-ldnemss/pdf/guidelineseng.pdf Public Health Agency of Canada. (2005) Talking to Kids about HIV/AIDS. Canadian HIV/AIDS information Centre. http://library.catie.ca/PDF/P25/22195e.pdf Sex Information and Education Council of Canada. (2010). Sexual Health Education in the Schools: Questions & Answers 3rd Edition. Available for download at: http://www.sieccan.org/ Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 282 Additional Resources Talking to Your Child About Sexuality, Ages 9 – 12 (2009). Region of Peel, Healthy Sexuality Program. Available for download at: http://www.peelregion.ca/health/sexuality/parents/parents-hschildren.htm Sexual Orientation: Public Health Agency of Canada. (2010). Questions & Answers: Sexual Orientation in Schools. http://www.phac-aspc.gc.ca/publicat/qasosqose/pdf/qasos-qose-eng.pdf Public Health Agency of Canada. (2010). Questions & Answers: Gender Identity in Schools. http://www.phac-aspc.gc.ca/publicat/qagis-qrise/pdf/qagis-qriseeng.pdf Toronto District School Board & Elementary Teachers of Toronto, (2002). Rainbows and Triangles: A Curriculum Document for Challenging Homophobia and Heterosexism in the K-6 Classroom; Available for download at: http://www.tdsb.on.ca/_site/viewitem.asp?siteid=15&menuid=5400&pa geid=4716 Picture Books: Newman, Leslea., (2001). Heather Has Two Mommies, Alyson Books. Setterington, K., (2004). Mom and Mum Are Getting Married!, Second Story Press. Skutch, Robert., (1998). Who’s In A Family?, Tricycle Press. Willhoite, Michael., (1994). Daddy’s Roommate, Alyson Books. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 283 Additional Resources Adult Resources: Bass, E. & Laufman, K. (1996). Free Your Mind: New York, NY. HarperCollins Publisher Inc. Creating Safe Schools for Lesbian and Gay Students: A resource guide for school staff. (1997). Ten Suggestions for Reducing Homophobia in Your Environment. Youth Pride, Inc. http://members.tripod.com/~twood/oldguide.html#RESOURCE%20LIST. Gay, Lesbian, Straight Educators Network (GLSEN) http://www.glsen.org/cgi-bin/iowa/all/home/index.html Parents, Family & Friends of Lesbians and Gays http://community.pflag.org/Page.aspx?pid=194&srcid=-2 Rainbows and Triangles: A Curriculum Document for Challenging Homophobia and Heterosexism in the K-6 Classroom; Toronto District School Board & Elementary Teachers of Toronto, 2002. Resource Books Related to Puberty: Bourgeois, P., & Martyn, K. (2005). Changes in You and Me: A Book about Puberty Mostly for Girls, Key Porter Books; REV edition Bourgeois, P., & Martyn, K. (2005). Changes in You and Me: A Book about Puberty Mostly for Boys, Key Porter Books; REV edition Lopez, R. (2002). The Teen Health Book, W. W. Norton & Company, Inc. Marks, A., & Rothbart, B. (2003). Healthy Teens, Body and Soul,, Skylight Press. Madaras, L. (2000). The “What’s Happening To My Body?” Book for Boys, Newmarket Press. Madaras, L. (2000). The What’s Happening to My Body Book for Girls, Newmarket Press. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 284 Healthy Sexuality Program Information Clinic Tours As a teacher, you know the benefits of experiential learning. Peel Public Health, is pleased to continue to offer tours of our Healthy Sexuality Clinics. Providing information to your students does not increase sexual activity or risk-taking behaviours. In fact, research shows that just the opposite is true: The more kids know, the better equipped they are to make responsible decisions for themselves. You can provide young people with the opportunity to get accurate information and to have their questions answered. This fun and interactive tour can include information about many topics including the following. Healthy Relationships Birth Control, Emergency Contraception, Pregnancy Testing and Counselling Testing for Sexually Transmitted Infections (STI) including HIV/AIDS Screening for Hepatitis A, B, and C Tours can be tailored to suit the needs, interests and age of your students. Book your tour by calling Peel Public Health and ask for the clinic nearest you! Region of Peel Resources Region of Peel Customer Contact Centre: Do your students have questions that you need help answering? Are some of their questions outside your comfort area? In these cases, you can call, or encourage your students to call, Peel Public Health at 905-799-7700. A public health nurse is available to answer questions related to all sexuality and relationship issues. Region Of Peel Website: You and your students may also want to explore the resources available on our website. Please visit us at www.peelsexualhealth.ca and/or email us at AskAnExpert@peelregion.ca where a sexual health expert will answer your question(s). Resources For Educators: If you are teacher within the Peel District School Board, you will have access to educational kits for educators entitled, Changes In Me (grades 4, 5 & 6) also available online www.changesinme.ca, and Talk to Me (grades 7 & 8) www.talktomepeel.ca, Helping Teens to Make Healthy Decisions About Sex and Relationships (grades 9 & 10) www.helpingteens.ca. These kits include detailed lesson plans, student handouts, visual aids, student-centred activities, evaluation tools, videos, overheads, and further resources. These resources are available at a select number of elementary and secondary schools in the Region of Peel, and are also available for sign-out from the Healthy Sexuality Clinics. For more information call Peel Public Health 905-799-7700. Changes In Me: A Puberty and Adolescent Development Resource for Educators Junior Grade Level, Second Edition Peel Public Health, Healthy Sexuality Program, 905-799-7700 285
