7 th Grade

1. 7th Grade Dealing with Change

2. HEALTH GROUND RULES Respect what other people say; listen; no put downs Be sensitive to other people’s feelings It’s all right to pass (not answer a question) Respect other people’s differences Keep discussions and questions away from a personal level (no individual stories) Keep confidential all comments made by other students There are no “dumb” questions Use scientific terms rather than slang

3. Monday, February 6th Today’s Objective: To activate prior knowledge of the changes that occur during puberty and begin to understand how these changes impact our health and wellness.

4. Puberty Carousel • 6 groups • Male Physical • Female Physical • Male Emotional • Female Emotional • Male Social • Female Social

5. Tuesday, February 7th Today’s Objective: To gain an understanding of our own self worth in order to make positive choices now and in the future. Journal: “Although your esteem may rise and fall, what you’re worth never changes.” What does this quote mean? Explain in detail.

6. Reading Read pages 267- 274. On a scrap sheet of paper, complete the “Self-Worth Check-Up” on page 268. Be ready to discuss your results. Answer the question located on the bottom of the mirrors page (on back).

7. Mirrors The Social Mirror: What others say about you. Based on comparisons to others. External. Comes from the media. Where you are today. The True Mirror: The real you. Based on your personal best. Internal. Comes from conscience and self-awareness. Your potential.

8. Miss Gallagher’s 7th Grade Mirrors The Social Mirror: Boring. Unattractive. Average. Shy. Stuck-up. The True Mirror: Fun and outgoing. Beautiful inside and out. Unique. Friendly and kind. Shy.

9. Wednesday, February 8th Today’s Objective: To gain an understanding of sexuality terminology in order to better understand ourselves and others. Journal: What does the term “sexual orientation” mean to you?

10. Entrance Ticket Social and True Mirrors. Question located on the bottom of the page is answered on the back (2-3 sentences).

11. Reminders • Come prepared to class each day with something to write with (pencil, pen) and your health notebook. • Your responses to your journal should be thorough and show evidence of your thinking. • Your participation is an essential part of class, please raise your hand if you have something to share. • It is our responsibility to keep our classroom neat. Please pick up after yourself.

12. LGBTQIA TerminologyBiological Sex • our “packaging” determined by our chromosomes, hormones, and internal and external genitalia.

13. Sexual Orientation • determined by the sex of the person one is attracted to and encompasses our sexual drive.

14. Arm Crossing Activity • Cross Arms • Left on top—left of the room • Right on top—right of the room

15. Gay • a term given to males who are attracted sexually and emotionally to some other males.

16. Lesbian • a term given to females who are attracted sexually and emotionally to some other females.

17. Bisexual • a term given to people who are attracted sexually and emotionally to some males and females.

18. Intersex • a person who is born with ambiguous organs or organs of both sexes.

19. Gender Identity • our innermost feeling of ourselves as “male,” “female,” or somewhere between.

20. Gender Expression • the ways in which people externally communicate their gender identity to others through behavior, clothing, hair cut, etc.

21. Transsexual • people whose sense of themselves as male or female is different from their birth biological sense.

22. Transgender • a broad term for all people who do not match society’s expectations regarding gender, including transsexuals and cross-dressers.

23. Questioning • people who are in the process of figuring out their sexual orientation or gender identity.

24. Ally • someone who is supportive and accepts the LGBT person, or someone who personally advocates for equal rights and fair treatment.

25. Summary • Biological Sex (Body Parts) • Gender Identity (How we see ourselves) • Sexual Orientation (How we identify) • Sexual Behavior (How we behave) • Concept of continuums…

26. Continuum • Biological Sex • Gender Identity • Gender Expression • Sexual Orientation

27. How we act v.s. our sexual orientation • Sexual Orientation • Sexual Behavior • Gay is not a behavior…it is an identity. • Straight is not a behavior…it is an identity.

28. Ticket-out-the-door • Write down one question or comment that you have after today’s discussions.

29. Thursday, February 9th Today’s Objective: To describe gender-roles stereotypes, expectations, and sexism; to understand the role of respectful, inclusive language in promoting an environment free of bias and discrimination. Journal: Choose one question to respond to below: Can a boy wear a skirt to school? Can a girl join boy scouts? Explain your reasoning.

30. HEALTH GROUND RULES Respect what other people say; listen; no put downs Be sensitive to other people’s feelings It’s all right to pass (not answer a question) Respect other people’s differences Keep discussions and questions away from a personal level (no individual stories) Keep confidential all comments made by other students There are no “dumb” questions Use scientific terms rather than slang

31. Act Like a Man, Act Like a Woman • Inside the box identify characteristics or qualities of acting like “a man” or “a woman”. Brainstorm as a group.

32. Act Like a Man, Act Like a Woman • Now, on the outside of the box list names someone is called when they step outside of their “gender box”.

33. Group Discussion • What do you notice about the words inside the box (sexism, stereotyping, gender-roles)? • What traits do the words outside the box share? • Why is it important to recognize sexism and stereotyping?

34. Table Group Discussion • 1. Who created “boy” and “girl” norms? Do you agree or disagree with their existence? • 2. When an individual acts more feminine or masculine, does that mean they are LGBT? Why or why not? • 3. If someone’s parents are LGBT, does that mean the son or daughter has a greater chance of being LGBT too? Explain. • 4. What kind of things would be hard for a teenager who is questioning their sexual orientation, or knows that he/she is gay or lesbian? • 5. What can we do to help make that easier? List at least 3 ideas.

35. Friday, February 10th Today’s Objective: to continue to understand the role of respectful, inclusive language in promoting an environment free of bias and discrimination. Journal: What are the repercussions of having gender-related slang as part of your vocabulary?

36. How it feels to be different • How would it feel to live in such a world? • What would it feel like if you had to keep so many secrets about yourself?

37. Article Summaries • http://abcnews.go.com/Health/gay-buffalo-teen-commits-suicide-eve-national-bullying/story?id=14571861 • Read article w/partner • Write 1-2 paragraph summary including: • Information about the person who identified as LGBT • What happened to the person • How the person’s death could have been prevented

38. “That’s so gay” on trial

39. Monday, February 13th Today’s Objective: to continue to understand the role of respectful, inclusive language in promoting an environment free of bias and discrimination. Journal: What are the repercussions of having gender-related slang as part of your vocabulary?

40. How it feels to be different • How would it feel to live in such a world? • What would it feel like if you had to keep so many secrets about yourself?

41. Article Summaries • http://abcnews.go.com/Health/gay-buffalo-teen-commits-suicide-eve-national-bullying/story?id=14571861 • Read article w/partner • Write 1-2 paragraph summary including: • Information about the person who identified as LGBT • What happened to the person • How the person’s death could have been prevented

42. “That’s so gay” on trial

43. Tuesday, February 14th Today’s Objective: Journal:

44. PSA’s