Human Growth & Development Lesson Handbook. K-4 Elementary Lesson Plans. Lesson Plans Created By: Emilie Ratter; Jamie Kupkovits; Jen Losey

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1 Human Growth & Development Lesson Handbook K-4 Elementary Lesson Plans Lesson Plans Created By: Emilie Ratter; Jamie Kupkovits; Jen Losey 5/15/2012 Updated: 2/14/13

2 Human Growth and Development Parent Letter Muskego-Norway Schools Educational Services Center S87 W18763 Woods Road Muskego, WI (262) February, 2013 Dear Parents, Each year, students in kindergarten through ninth grade receive instruction in human growth and development. We recognize that you too are providing one-on-one instruction related to your child s human development and find it a privilege to partner with you in this endeavor. The purpose of this letter is to inform you of this up-andcoming instruction and to afford you multiple opportunities where you can learn more about the content of these lessons as well as to view the accompanying resources we will be using. The lessons developed are the result of the efforts of our district s human growth and development instructional team with the oversight and input of the district s human growth and development advisory committee. Depending upon the grade level your son/daughter is in, these specific lessons will be imbedded within health or physical education classes. If you would like to review the materials used for these lessons, you can do so by selecting one of the four options listed on the next page. On the second page of this letter, you will find a lesson schedule and additional contact information. Please don t hesitate to contact your school s health/human growth and development instructor or myself if you have any additional questions. If you prefer your son/daughter not receive instruction in one of the lessons listed, please contact your child s teacher so that another accommodation can be made when the lesson is taught. Sincerely, Principal 1

3 4 Lesson Review Options: Option #1: Kindergarten 8 th Grade Parent Informational Meeting Date: February 28, 2013 Time: 6:00-7:15 Location: Country Meadows School Option #2: Muskego Public Library All resources will be available for your review by stopping at the Circulation/Reference Desk. Option #3: At Your Child s School Using the contact information listed below, you can set up an appointment to stop by your child s school to personally review the materials at a time that works for you. Option #4: Muskego-Norway School District Web Site Go to: Elementary Human Growth and Development Lessons: Grade Lesson Resources Weeks of: Teacher(s) K Your Body Belongs to You Lesson 1 Book that will be read aloud: Your Body Belongs to You, Spelman (1997) 1 Stranger Awareness Lesson 1 Book that will be read aloud: Not Everyone is Nice, Alimonti & Tedesco, (2003) 2 Your Body Belongs to You Lesson 2 Books that will be read aloud: My Body is Private, Girard & Pate, (1984) 3 4 Your Body Belongs to You Lesson 3 Assertive Skills Training Safety Training The Human Body Is a Living System Book that will be read aloud: Mia s Secret, Ledwon and Mets (2006) Videos: Say No and Mean It What if Keeping Kids Safe Growing up for Boys; OR Growing up for Girls 2

4 Kindergarten Lesson Plans Lesson Plan 1: Your Body Belongs to You Learning Target: I know how to protect myself from harm through a variety of approaches. Learning Target: I understand that my body is my own private property. Opening Activity: Go around the room and have the students answer the following question: o What are some things that belong to just you (i.e. my clothes, toothbrush, supplies)? o How do you know they belong to just you (i.e. has my name on it, I got it as a gift)? Discussion Questions (Before Reading the Story): Look at the title of this book. What do you think the story is about? What are the children doing on the cover? Discussion Questions (During Reading the Story): When are some times that you like to be hugged? When are some times that you don t like to be hugged? What can you say or do if you don t want to be hugged? Discussion Questions (After Reading the Story): Use a graphic organizer to answer the following questions: o What did you learn about your body? 3

5 Sometimes hugs feel good Sometimes I do not want to be touched My Body It is private Etc.. What are some rules about your body? Rules about My Body: Who are some people that it is okay to get hugs and kisses from? Is it okay to not want hugs and kisses sometimes? Will you still be friends with someone even though you do not feel like hugging sometimes? Okay Hugs and Kisses Not Okay Hugs and Kisses Role Play Practice: What can you say when you do not want to be touched? 4

6 When I Don't Want to be Touched: I can... Words I Can Say: Script: "No, not right now please" or "No, thank you." Do: You do not need to hug or kiss back. Things I Can Do: Do: You can pull or walk away. Role Play 1: Your Aunt Suzie comes over to your house and moves toward you to give you a hug. You don t feel like getting a hug right now. What can you say? What can you do? Role Play 2: A friend in your class sees that you are sad. She comes up to you to give you a hug. You think a hug would help you feel better. What can you say to show her you want a hug? What can you do to show her you want a hug? 5

7 First Grade Lesson Plans Lesson Plan 1: Not Everyone is Nice Learning Target: I know how to protect myself from harm through a variety of approaches. Learning Target: I understand that my body is my own private property. Opening Activity: Things aren t always the way they appear on the surface. Show a picture of an iceberg (cover the bottom part of the iceberg picture so students only see the top). Ask the students what they notice about the iceberg at first glance. Next, uncover the rest of the iceberg. Ask the students what they notice next (i.e. the iceberg is a lot bigger than they thought, you couldn t see that part by just looking at the top of the iceberg). Note: Only 1/7 to 1/8 of an iceberg is noticeable above water. Discussion Questions (Before Reading the Story): What do you think the title of this book means (i.e. not everyone is nice )? Can people we know not be nice? (i.e. always do the ask first rule to make sure it is a safe person). How are icebergs like people you don t know (don t know what s inside or underneath)? Discussion Questions (During Reading the Story): Why do Kathy s parents tell her never to get in the car with someone she doesn t know? Is it okay for Kathy to get in the car with Mr. Green? Why or why not? Does Mr. Green know where Kathy s mom is? Can he take her to her mom? Should we get in a car with someone we know even if mom and dad did not say it was ok? o Why or why not? (i.e. remember to ask first). Discussion Questions (After Reading the Story): What should you do if the person picking you up from school is late to get you? Is it okay to tell someone you don t know your name? Why or why not? Is it okay to tell someone you don t know where you live? Why or why not? 6

8 How does Mr. Green try to get Kathy in his car (i.e. he acts friendly he says he ll take her to her mom, he offers her chocolate, he says he has a little girl too)? Is it okay for Kathy to trust Mr. Green? Why or why not? Why did Kathy s mom take her to the police office? If you ever feel uncomfortable around people you know, what should you do? (i.e. tell a safe adult, tell your mom/dad, tell your teacher, etc.). Role Play Practice: Practice what you would do if the following things happened to you. What would you say? What would you do? Role Play 1: You are riding your bike home from school when a lady drives up next to you in her car. She says she s a friend of your mom s and offers you a piece of candy. You have never seen her before, but you notice she has your favorite kind of candy. o Is it okay to take the candy? You ve had it before, so you know it s good candy. Why or why not? o Should you trust this lady? Why or why not? o What would you say to her? o What would you do? Role Play 2: You are walking home from school when you see one of your mom s friends, Christi, pull up next to you in her car. She has taken you home before. She tells you she can give you a ride home the rest of the way so you don t have to walk. o Is it okay to get in her car? You do know her after all, and she s given you a ride before. o Can you trust this person? Why or why not? o What would you say to her? o What would you do? 7

9 Second Grade Lesson Plans Lesson Plan 1: My Body is Private Learning Target: I know how to protect myself from harm through a variety of approaches. Learning Target: I understand that my body is my own private property. Opening Activity: Read the following situation aloud to the class: o Situation 1: Your teacher sends home a letter for you to give to your mom and dad. The envelope doesn t have your name on it. You want to know what is inside the envelope. Question 1: Should you open the envelope? Why or why not? Question 2: Is this envelope private? Discussion Questions (Before Reading the Story): What does the word private mean (keep things to myself)? What things would we keep private (i.e. things with my name on it, my body, toothbrush, mail)? Things with my name on it Mail Things that are private Toothbrush My Body Discussion Questions (During Reading the Story): What are some examples of okay touching (i.e. hugging your dog, kisses from baby brother, dad teaching you to dance)? 8

10 What are some examples of not okay touching (i.e. being tickled too hard, when someone says stop)? Discussion Point: The parts of your body covered by your bathing suit are private. Sometimes parents and doctors may need to touch your body to make sure you are clean and healthy. Discussion Questions (After Reading the Story): What should you do if you don t want to be touched? What should you say if you don t want to be touched? Role Play Practice: What can you say when you do not want to be touched? When I Don't Want to be Touched: I can... Words I Can Say: Script: "No, not right now please" or "No, thank you." Do: You do not need to hug or kiss back. Things I Can Do: Do: You can pull or walk away. 9

11 Third Grade Lesson Plans Lesson Plan 1: Mia s Secret Learning Target: I know how to protect myself from harm through a variety of approaches. Learning Target: I understand that my body is my own private property. Opening Activity: Read the following situations aloud to the students: o 1) Kelly was invited to Brittney s birthday party. She really wants to surprise her with an awesome birthday gift, but she wants to keep it a secret. She doesn t want other kids to know, because she wants to make sure Brittney is surprised. Question 1: Is this a good secret to keep? Question 2: If yes, why is this a good secret to keep? o 2) Brady and Brody were walking home from school when an older boy came up to them. The older boy pushed them to the ground and ripped their backpacks. He told them they had better keep this a secret or he d hurt them. Question 1: Is this a good secret to keep? Question 2: If yes, why is this a good secret to keep? If no, why not? Discussion Questions (Before Reading the Story): What do you think this story is going to be about? What is a friend (i.e. someone who plays with you, is nice to you, doesn t make you feel afraid or uncomfortable)? How do you know someone is your friend? Friends 10

12 Discussion Questions (During Reading the Story): How was Mia feeling? What did she do about her feelings? How did Mia s mom show that she cared about her? Is the man in this story Mia s friend (No)? How do you know (he hurts her or makes her feel uncomfortable)? If Mia told the secret to her mom, do you think something bad would happen to her? Discussion Questions (After Reading the Story): When should we keep a secret (i.e. planning a surprise for someone)? When should we not keep a secret (i.e. when someone could be in danger or get hurt)? What should we do if someone asks us to do something that does not make us feel comfortable/good? o (i.e. Say no, walk away, tell a safe adult). (The game the man was playing with Mia was touching that made her feel uncomfortable). Role Play Practice: Activity 1: Have students identify 1 person at school they trust and feel comfortable talking to. Have students identify someone at home they trust and feel comfortable talking to. Activity 2: Have students brainstorm situations where they may feel uncomfortable. Secondly, have students brainstorm strategies for what they would do to keep themselves safe from those situations/when they occur. 11

13 Fourth Grade Lesson Plans (Video) Lesson Plan 1: What if Keeping Kids Safe Learning Target: I know how to protect myself from harm through a variety of approaches. Learning Target: I understand that my body is my own private property. Learning Target: I understand that my body will go through changes when I enter puberty. Learning Target: I know ways I can maintain my personal hygiene and how it will benefit my overall health. Discussion Questions (Before Watching the Video): What does it look like to be safe? What are some ways to be safe (i.e. personal safety, internet safety, home safety)? Why is it important to be safe? Discussion Questions (After the Video): What does the video say about being safe? Why should you be safe? What are some ways you can be safe? (Video) Lesson Plan 2: Say No and Mean It Learning Target: I know how to protect myself from harm through a variety of approaches. Learning Target: I understand that my body is my own private property. Learning Target: I understand that my body will go through changes when I enter puberty. Learning Target: I know ways I can maintain my personal hygiene and how it will benefit my overall health. Discussion Questions (Before Watching the Video): How do you know when someone means what they say? o What do they look like? o How do they sound? o What does their body language say? What does it mean to be assertive? Discussion Questions (After Watching the Video): How did the characters in the video show assertiveness? When should you say no and mean it? Provide examples. 12