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Human Growth and Development Curriculum

Wisconsin statute 118.019 outlines that Human Growth and Development (HGD) instruction requires school districts review curriculum by way of an ad hoc advisory committee. On January 13, 2014, the Shorewood HGD Steering committee met to review current curriculum and practices. The committee consisted of teachers, administrators, parents and committee members.

The meeting agenda included a review of a HGD policy, review of the scope and sequence for K-12 curriculum and teacher highlights from a lesson of their choice.

As a result of this meeting, a HGD policy was presented to the school board policy committee and an enhanced HGD curriculum will be adopted and implemented. Specific information about the curriculum can be found below.

Parents/guardians do have the option to opt studen(s) out of one or more units of the HGD curriculum. For more information about the opt out process, click here.

Starting in Kindergarten through third grade students learn about personal safety and touching safety during their guidance classes. Elementary school counselors use the Talking About Touching Curriculum to educate students on these topics. Parents/guardians are informed on when these lessons will occur throughout the year and are welcome to request to see the lessons as well as opt their student out of any lesson.
Personal safety lessons educate students on topics such as: car safety, traffic safety, fire safety, gun safety, what to do if you're lost in a store, the always ask first rule (always ask the adult taking care of you before you accept a gift from a peer/adult AND always ask the adult taking care of you before you go somewhere with a peer/adult). Touching safety lessons include: getting and giving safe touches, dealing with unsafe touches, saying no to unwanted touches, learning the "touching rule" (no one should touch your private body parts except to keep you clean and healthy), learning how to use the touching rule.

Grade 5

Standards addressed:

Topic 1: Puberty

  • 1.1 Definition of puberty
  • 1.2 Identify physical changes in boys and girls
  • 1.3 Identify emotional changes in boys and girls
  • 1.4 Compare the changes between the 2 genders
  • 1.5 Define sexual orientation (relationships)

Topic 2: Endocrine System

  • 2.1 The causes for the changes one experiences during puberty
  • 2.2 Identify the glands and organs and their functions relating to puberty

Topic 3: Male Reproductive System

  • 3.1 Identify the organs and their functions
  • 3.2 The sperm and reproduction

Topic 4: Female Reproductive System

  • 4.1 Identify the organs and their functions
  • 4.2 The egg and reproduction
  • 4.3 The menstrual cycle

Topic 5: New Life

  • 5.1 The process of conception (when sperm meets the egg)
  • 5.2 The development of new life (fetus)

Topic 6: Hygiene

  • 6.1 The care of hair, nails, and skin
  • 6.2 Sweat, body odor, and the use of deodorant

Topic 7: Review

  • 7.1 Review worksheet with DVD: We're Growing Up!

Topic 8: Assessment

Topic 9: Same Gender group review (meet late in year, classes combined by gender and taught by same gender instructor)

  • 9.1 Review of gender specific organs and processes
  • 9.2 For females: discussion of feminine protection products

Resources:

  1. Text: The Human Body by Ruth Dowling Bruun, MD and Bertel Bruun, MD ©1982
  2. www.kidshealth.org website
  3. http://kidshealth.org/kid/htbw/ESmovie.html - KidsHealth Endocrine System Movie
  4. National Geographic “The Incredible Human Machine" VHS/DVD clip
  5. Always Changing for Girls and Always Changing for Boys videos
  6. https://jeopardylabs.com/play/hgd-final-session (review for hygiene)
  7. https://shorewood.eduvision.tv/Default.aspx (Puberty video-password protected)
  8. We're Growing Up! DVD

Grade 6

Standards addressed:

●PD.8.CC.1

●AP.8.CC1

●PR.8.CC.1

●PR.8.CC.5

●PR.8.CC.6

●PR.8.CC.2

●SH.8.CC.1

●SH.8.AI.1

●ID.8.CC.1

●ID.8.INF.1

●ID 8. AI.1

●ID.8.IC.1

●ID.8.ADV.1

●PR.8.INF.1

Click here to view the complete list of standards for 6th graders.

Topic 1: Introduction, class rules, puberty

Students will demonstrate an understanding of physical and emotional changes during PUBERTY

1.Go over Class guidelines (see slide 2), discuss class rules;

2.Pass out a folder to keep class activities in

3.Overview of Course

a.Written question format at the end of each class

b.Discuss what each class will cover

i.Day 1 – Intro, class rules, puberty

ii.Day 2 – Female Anatomy

iii.Day 3 – Male Anatomy

iv.Day 4 – Question session first (boys & girls separate) , then review intercourse, consent, coercion

v.Day 5 – Conception; Pregnancy; Birth

vi.Day 6 – Sexually Transmitted Infections

vii.Day 7 – Question session 1st then introduce new terms relating to sexual orientation, gender, identity, sexual orientation

4.Do "Who's Who" activity—Male, Female, or Both; Sticker/labels activity with a partner

5.Describe the physical, social, cognitive and emotional changes of adolescence using the DAY 1 PowerPoint slides

a.Discuss changes in boys and girls that are similar and different

b.Discuss Emotional Changes

c.See slides for specific details to be covered.

d.Includes detailed information about personal hygiene

e.Show video "We're Growing Up"

6.Have students fill out a question sheet for the day

Topic 2: Female Anatomy
Students will demonstrate knowledge of the FEMALE reproductive system

1.Pick out a few questions from the last class to answer

2.Describe female sexual and reproductive systems including body parts and their functions

a.Show Day 2 slides covering female anatomy and body parts

b.Have students pull out sticker sheet and move any stickers they need to (do during slides – but then check after)

c.Show video "Puberty for Girls Amazing Changes Inside & Out"

d.Have students label a diagram

e.Students complete question sheet - everyone must write a question, comment, or I learned statement

Topic 3: Male Anatomy
Students will demonstrate knowledge of the MALE reproductive system

1.Pick out a few questions from the last class to answer

2.Start male anatomy

a.Show Day 3 slides from Male Anatomy PowerPoint (covering male anatomy & introducing sexual intercourse)

b.Have students pull out sticker sheet and move any stickers they need to (do during slides – but then check after)

c.Show video "Puberty for Boys: Amazing Changes Inside and Out"

d.Have students label a diagram

e.Students complete question sheet

Topic 4: Relationships, consent, coercion
Students will demonstrate knowledge of sexual pressures and strategies for dealing with difficult situations


1.Divide the class into male/female groups. Go to separate classrooms. (15 minutes);

a.Review concept of intercourse.

b.Use questions from past 3 class periods

c.Have students ask questions they still have

2.Day 4 PowerPoint slides: lead discussion around the following ideas:
a.Discuss healthy relationships

b.Abstinence

i.Ways to say No

ii.Delay/avoidance tactics

c.Consent versus coercion
i. What to do when you feel endangered

ii.Discuss consent versus coercion

d.Show video segment "It's not funny" and discuss

e.Show video segment "You Must Tell" and discuss

f.Show video segment "It's not your fault" and discuss

g.Discuss dating violence and unhealthy relationships

3.Students complete question sheet

Topic 5: Pregnancy and the Start of Life
Students will demonstrate an understanding of pregnancy and the birth process

1.Answer some questions from previous class

2.Show Day 5 slides on Pregnancy and the Start of Life (see PowerPoint slides for more details)

a.Define sexual intercourse and its relationship to human reproduction

b.Describe conception, includes several short video segments "Conception"; Fertilization"; "From Fertilization to Birth";

c. Describe the signs and symptoms of a pregnancy

d.Identify prenatal practices that can contribute to a healthy pregnancy

e.Discuss sexual abstinence as it relates to pregnancy prevention

f.Discuss labor and delivery including video segment "Childbirth"

g.Discuss shaken baby syndrome

h.Show "Miracle of Life" Video segment. (Edited version which includes the birth of a baby)

3.Students complete question sheet

Topic 6: Sexually Transmitted Infections
Students will demonstrate knowledge of sexually transmitted infections (STI's)

1.Start with questions from previous class

2.Play the "XYOA" activity (leading into discussion about sexually transmitted infections and abstinence)

3.Define STI's including HIV, and how they are and are not transmitted by showing Day 6 slides on Sexually Transmitted Diseases (see PowerPoint for details)

a.Identify medically accurate information about STDs, including HIV

b.Includes video segments on "HIV"; 'Hepatitis B and Hepatitis C"

4.Students complete question sheet

Topic 7: Social influences, sexual orientation, gender identity
Students will be introduced to the concepts of identity, gender, gender identity, etc.

1.Divide the class into male and female groups. Go to separate classrooms. (15 minutes)

a.Use questions from past 2 class periods

b.Have students ask questions they still have

2.Examine how friends, family, media, society & culture influence decisions about engaging in sexual behaviors
a.Gather together as a group and do "Bowl of Milk" activity to start discussion about all the conflicting messages teenagers get from media, friends, parents, religious organizations.

b.Lead into discussion of gender identity, gender expression, sexual orientation, lesbian, transgender, gay, bisexual, heterosexual, homosexual, gender roles showing Day 7 slides

i.Differentiate between gender identity, gender expression, and sexual orientation

ii.Analyze external influences that have an impact on one's attitudes about gender, sexual orientation and gender identity

iii.Access accurate information about gender identity, gender expression and sexual orientation

iv.Communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations

v.Develop a plan to promote dignity and respect for all people in the school community

vi.Includes video segments from the video "Straight Talk: About Sex, Gender and the Media"

1."Introduction"

2."Media Stereotypes and Magazines"

a.Includes video segment "Sexual Orientation" from "Standard Deviants Guidance Systems; Gay, Straight, and Accepted"

b.Students complete question sheet

Resources:

All video segments are from Discovery Education streaming, except the "Miracle of Life", which was edited from the original version.

Grade 7

Standards addressed:

Continuing from past practice:

  • Examine how alcohol and other substances, friends, family, media, society and culture influence decisions about engaging in sexual behaviors. PR.8.INF.1

Newly adding to meet NSES standards

  • Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make. PD.8. DM. 1
  • Demonstrate the use of effective communication skills to support one's decision to abstain from sexual behaviors. PR.8.IC.1
  • Identify medically accurate resources about pregnancy prevention and reproductive health care. PR.8.AI.2
  • Identify medically accurate sources of pregnancy-related information and support including pregnancy options, safe surrender policies and prenatal care. PR.8.AI.3
  • Click here to view the complete list of standards for 7th graders.

Introduction:

  1. Connection to prior health units, evoking prior knowledge
  2. Discussion of spiraling of curriculum. Content is new, but so is the perspective as an older student.

Topic 1: It's UR Choice: Children's Hospital Online Alcohol, Tobacco and Other Drugs Prevention.

Learning Outcomes from online program:

  • 1.1 – Select the correct definition of the term “drug". ?
  • 1.2 – Identify common drugs found inside and outside your environment.
  • 1.3 – Identify characteristics of each of the following drugs: alcohol, tobacco, marijuana, inhalants, prescription drugs, and over-the-counter drugs.
  • 1.4 – Identify nicknames for drugs.
  • 1.5 – Given a diagram of the human body, identify how drugs move through the body and are eliminated.
  • 1.5.1 – Identify the ways drugs can enter the body. ?
  • 1.6 – Identify the way drugs affect the body. ?
  • 1.7 – Identify items that cause the effect of a drug to vary. ?
  • 1.8 – Distinguish between experimentation, abuse, and addiction.
  • 1.8.1 – Match the terms experimentation, abuse, and addiction with their correct definitions.
  • 1.8.2 – Determine if a person is experimenting with, abusing, or addicted to drugs.
  • 2.1 – Identify goals as either short-term or long-term.
  • 2.1.1 – Identify the correct definitions for “short-term goal" and “long-term goal".
  • 3.0 – Determine if a person is under the influence of drugs by identifying physical characteristics a person or their body is displaying.
  • 3.1 – Identify physical effects of a drug on a person's body. ?
  • 3.2 – Identify physical signs a person has been using drugs. ?
  • 3.4 – Identify myths about particular drugs. ?
  • 4.0 – Given a scenario, identify reasons a person either chose to do or not do drugs.
  • 4.1 – Identify reasons people use drugs.
  • 4.2 – Identify reasons people do not use drugs. ?
  • 6.0 – Select a healthy alternative to drug use. ?
  • 6.2 – Identify why positive alternatives to drugs made you feel good.

Topic 2: What does it mean to be healthy?

  1. Reflect on how long you need your body and how long drugs impact it
  2. Reflect on how short of the average human lifespan 13 years is
  3. Brainstorm good and bad health choices
  4. Reflect on current healthy choices and choose one area to improve

Topic 3: Food Choices

  1. Introduce “go," “slow" and “woah" foods (NIH food education program)
  2. Introduce my plate (new food pyramid)
  3. Practice evaluating the healthiness of foods

Topic 4: Physical Activity

  1. Talk about the importance of physical activity
  2. Make plans for ways to increase the amount of physical activity in student schedules

Topic 5: Sickness

  1. Discuss what makes people sick
  2. Compare and contrast viruses and bacteria
  3. Connect exposure to life choices
  4. Teach proper hand washing and demonstrate with Glow-Germ
  5. Compare washing with soap to hand sanitizer

Topic 6: Bacteria vs. Viruses

  1. Analogies, examples, prevention and treatment for both types of germs
  2. Discussion of proper use of antibiotics
  3. Discussion of germs beyond bacteria and viruses

Topic 7: Disease Transmission

  1. Fist bump activity to show spread of disease in group
  2. Discussion of types of risks of different types of substances

Topic 8: Peer Pressure

  1. Define peer pressure and discuss
  2. Discuss escape plans
  3. Skit preparation and practice of escape plan use
  4. Home activity to plan escape plans as a family

Topic 9: *Accessing appropriate information

  1. Using a decision making model to evaluate the possible outcomes of adolescent decisions
  2. How to use effective communication skills
  3. Identify medically-accurate health resources

* This section is new and may not be in the order in which it will be addressed.

Grade 8

Standards addressed:

Has been done in the past, but in 7th grade- now addressed in 8th grade:

  • Define sexual intercourse and its relationship to human reproduction. PR.8.CC.1
  • Define sexual abstinence as it relates to pregnancy prevention. PR.8.CC.2
  • Examine how alcohol and other substances, friends, family, media, society and culture influence decisions about engaging in sexual behaviors. PR.8.INF.1
  • Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence and condoms. PR.8.CC.3
  • Describe the signs, symptoms and potential impacts of STDs, including HIV. SH.8.CC.3
  • Identify local STD and HIV testing and treatment resources. SH.8.AI.2

Newly adding to meet NSES standards

  • Identify accurate and credible sources of information about sexual health. AP.8.AI.1
  • Identify medically accurate sources of information about puberty, adolescent development and sexuality. PD.8.AI.1
  • Access accurate information about gender identity, gender expression and sexual orientation. ID.8.AI.1
  • Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make. PD.8. DM. 1
  • Differentiate between gender identity, gender expression and sexual orientation. ID.8.CC.1
  • Demonstrate the use of effective communication skills to support one's decision to abstain from sexual behaviors. PR.8.IC.1
  • Demonstrate the use of effective communication and negotiation skills about the use of contraception including abstinence and condoms. PR.8.IC.2
  • Apply a decision-making model to various sexual health decisions PR.8.DM.1
  • Click here to view the complete list of standards for 8th graders.

Topic 1: Basics of the Human Brain:
Based on resources from Brain Power! an NIDA program:

  1. Neurons and how they work
  2. Parts of the brain, their jobs, and how they work together
  3. The brain's role in memory, emotion and decision making
  4. The teen brain

Topic 2: Effects of Substances on the Human Brain
Using resources and curriculum from Brain Power! an NIDA program. Includes information on:

  1. Cocaine, Heroin and Opiates
  2. Prescription Drugs and Over the Counter Drugs
  3. Marijuana
  4. Alcohol and Tobacco
  5. Inhalants
  6. Hallucinogens
  7. Steroids
  8. Methamphetamine

Topic 3: Substances and Decision Making

  1. Looking at decision making models
  2. Discussion of types of risks of different types of substances and decision making

Topic 4: Consequences of Sexual Behavior

  1. Discussion of pregnancy and access to teen pregnancy information
  2. Definition of vaginal intercourse and it's role in pregnancy
  3. Discussion of emotional consequences of teen sexual activity
  4. Definition of sexually transmitted infection
  5. Discussion of effectiveness of condoms
  6. Discussion that the only safe sex with another person is NO sex. Sexual feelings, fantasies, and desires do not need to be acted upon. Sexual expression is not a significant part of some people's lives. Most people have masturbated at some time in their lives. No one should be made to feel guilty for choosing or not choosing to masturbate. Self-stimulation of the genitals for pleasure is a healthy sexual behavior according to psychologists, health researchers, and physicians.
  7. Using a condom makes sex with a partner SAFER but not SAFE.
  8. Discussion of the benefits of minimizing sexual partners
  9. Comparing and contrasting sexual contact that can lead to pregnancy vs. sexually transmitted infections

Topic 5: Inclusive discussion of partnerships

  1. Define gender identity, gender expression and sexual orientation
  2. Discuss where to find medically accurate information on these topics
  3. Discuss the ratio within the adult population
  4. Discuss the importance of treating all people with respect

Topic 6: Sexually Transmitted Infections

  1. Discussion of risk level of different activities and how to reduce your risk, including signs that you're not ready to have sex.
  2. Collect information on the symptoms, transmission and cause of most common STIs
  3. Processing that information to determine symptoms for which one should see a doctor, the impossibility to detect STIs without medical testing, types of sexual contact that might lead to an STI, and why it matters if an STI is bacterial or viral.
  4. Focus on oral sex as a possible mode of transmission of STIs- trying to address teen misconception that oral sex “doesn't count".
  5. Discuss appropriate and local ways to find appropriate information.

Topic 7: Healthy Communication Skills

  1. Introduction to healthy communication skills
  2. Applying healthy communication skills to difficult situations including substance use and sexual activity.

Resources: http://www.amazon.com/Reality-Matters-Deadly-Desires/dp/B000OIOYKA

Grade 9

Standards addressed:

  • ID.12.CC.1
  • PD.8.CC.1
  • ID.12.INF.1
  • PD.12.INF.1
  • ID.12.ADV.1
  • AP.8.CC.1
  • AP.8.AI.1
  • AP.12.CC.1
  • PD.12.DM.1
  • PR.8.CC.2
  • PR.12.CC.2
  • PR.8.CC.3
  • PR.8.CC.4
  • PR.8.AI.1
  • PR.12.AI.1
  • PR.8.AI.2
  • PR.12.AI.2
  • PR.8.SM.1
  • PR.12.SM.1
  • PR.12.CC.1
  • SH.8.CC.3
  • SH.8.SM.1
  • SH.12.CC.1
  • SH.12.AI.1
  • SH.12.CC.2
  • SH.12.AI.2
  • HR.8.CC.1
  • PS.8.CC.1
  • HR.8.INF.1
  • PS.8.CC.2
  • HR.8.CC.2
  • PS.8.CC.3
  • HR.8.CC.5
  • PS.3.CC.4
  • HR.12.CC.3
  • PS.12.AI.1
  • HR.12.INF.2
  • PS.12.CC.2
  • HR.12.CC.1
  • HR.12.CC.3
  • HR.12.INF.2
  • PS.12.CC.1
  • PS.12.ADV.1
  • PS.12.IC.2
  • PS.12.AI.1
  • PS.12.AI.2
  • SH.12.DM.1
  • SH.12.CC.2
  • SH.12.AI.2
  • SH.12.SM.2
  • Click here to view the complete list of standards for 9th graders.

*8th grade standards are included because of the illumination of 8th grade Health.

Topic 1: Discuss tolerance in relation to respecting others religious beliefs, sexual orientation and family values in an attempt to promote dignity and respect for all.
A. Topic Areas: Identity & Puberty and Adolescent Development
B. Activities
a. Small group discussions merged into large group discussion.

C. Supplements:
a. Worksheet with general questions regarding sexual discussion and expectations.
b. “Perfect Mate" Activity,

Topic 2: Expect proficiency on male and female reproductive anatomy and physiology, and their relationship to reproductive health.
A. Topic Area: Anatomy & Physiology
B. Activities:

  • a. Pre-test
  • b. Lecture/PowerPoint/Diagraming
  • c. Testicular & Breast Cancer detection activity
  • d. Post-test

C. Supplements:

  • a. Glencoe Health, 2011; Chapters 16 & 18.
  • b. Handouts
  • c. Anatomical models

Topic 3: Discuss contraceptive methods, use, misuse, risks and effectiveness, including abstinence.

  1. A. Topic Area: Pregnancy & Reproduction
  2. B. Activities:
    a. Lecture
    b. PowerPoint
    c. Class discussion
    d. Post quiz

C. Supplements:

  1. a. Planned Parenthood Birth Control Effectiveness pamphlet
  2. b. Display kit
  3. c. HRM contraceptive video “Abstinence First"

Topic 4: Describe sign, symptoms and risks associated with STDs/HIV. Discuss prevention and the urgency of treatment to promote sexual reproductive health.

  1. A. Topic Area: Sexually Transmitted Diseases and HIV
  2. B. Activities:
    1. a. Lecture/PowerPoint/group discussions
    2. b. Videos
    3. c. Textbook readings
    4. C. Supplements:
      1. a. Glencoe Health 2011, chapter 24
      2. b. Visuals in PowerPoint of signs of infections

Topic 5

  1. 5. Compare and contrast the characteristics of healthy and unhealthy relationships, including behaviors that may constitute sexual harassment, sexual abuse, sexual assault, rape and dating violence.
  1. A. Topic Areas: Healthy Relationships and Personal Safety
  2. B. Activities:
    1. a. Lecture and group discussions
    2. b. Activity: “Pathway to Sexual Freedom"
    3. c. Watch videos
    4. C. Supplements:
      1. a. Glencoe Health 2011, chapter 6, 8, 9 (Skills for Healthy Relationships & Peer relationships &Resolving Conflict and Preventing Violence)
      2. b. School Sexual Harassment Policy
      3. c. Sexual Consent Laws

Resources:
• Cambridge Educations video “Date Rape, a Violation of Trust"
• Video “Sex, Real, Honest, nothing held back."
• For parents and adults: PBS video “Children of Rockdale County"
• HRM video “Preventing Sexually Transmitted Infections"
• American Cancer Society video

Grade 11

Topic 1: Describe characteristic of healthy and unhealthy romantic and/or sexual relationships

A. Topic Area: Healthy Relationships
B. Activities:

  1. Class discussions
  2. Small group activity

C. Supplements:

  1. Guest speaker
  2. Dating Timeline Activity

Topic 2: Providing resources for accessing information or help in situations of Date Rape, sexual abuse, sexual harassment and dating violence

  1. Topic Area: Personal Safety
  2. Activities:
    a. Guest speaker Jane Foley (Legal Advocate)
    b. Guest speaker Debra Fields (Sojourner Truth Family Peace Center)
    C. Supplements: See above

Topic 3: Examine real-life implications of acquiring an STD or HIV.

  1. Topic Area: Sexually Transmitted Diseases and HIV
  2. Activities
    a. Guest speaker Troy Tylock
    b. Class discussions
    c. Watch video

C. Supplements
a. Speaker

• Resources:“Bloodlines" video
• Click here to view the complete list of standards for 11th graders.


District Calendar

    • TueNov28 SEA Linkage 4:45 PMSHS Conference Room #116
    • TueNov28 Shorewood Historical Society/Connects/Library/Senior Center Linkage 6:00 PMSHS Conference Room #116
    • TueNov28 School Board Meeting 7:00 PM
    • MonDec04 Advanced Learning Information Session 6:00 PMSHS Library
    • MonDec25 Winter Break

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