ࡱ> ` (jbjb $H|c|c"P))))4)DPj<*<*<*<*<*<*<*<*6888888,)R{<d<*<*<*<*<*d+<*<*y+++<*<*<*6+d@<*6++z0* )!)R*j<0++PP PP7th Grade Class Meeting #1 7th Grade Getting to Know You Goals: Establish Guidelines Have fun getting to know one another Setting Goals Plan: Lead guidelines discussion, write the guidelines on the board Give outline of class and discuss expectations Do an ice breaker (most embarrassing moment)-everything discussed here, stays here. Distribute the Self-Profile. Have students complete the activity. If they finish early, they may decorate the folder. Class Meeting #2 7th Grade Ways to Achieve Wellness Goals: Define wellness Identify positive qualities Set realistic goals Plan: Have the class define the term wellness. Examine the different aspects of wellness (social, mental, etc.) Students will complete the All About Me sheet. Explain to students that one aspect that effects all components of wellness is high self regard. Distribute the self-concept handout. Using the handouts, students will create affirmations to be put on an index card. The card should go in their locker. Students should develop three goals they would like to achieve in order to improve their overall wellness. They should then complete the Road to Wellness Chart. Class Meeting #3 7th Grade Building Empathy Goals: 1. Understand the benefits of demonstrating empathy 2. Identify the importance of acting with compassion Plan: Read Stephanies story. Ask the class for their reaction. Explain that Stephanies friends did not demonstrate empathy. Ask students to think of a time when they were not empathetic. If they could go back in time, how would they re-write the story? Explain that the video will give them strategies of how they can be more empathetic. Ask students to reflect about what they can take away from the video. They should write down 2 ways they currently show compassion and caring and two things they would like to do to increase their empathy. Class Meeting #4 & #5 7th Grade Mental Health: Exploring Stress, Depression and Anxiety Goals: Define stress, depression and anxiety Provide conflict resolution skills Identify resources for support and when to get help Plan: Have students make a list of the top 5 things that stress them out. Collect the lists and create a tally sheet. Allow students to reflect that they share many of the same stresses. Have students read about stress management techniques. Take the students outside or shut off the lights in the classroom. Use imagery and have the student practice relaxation techniques. Ask students, in addition to stress, what difficult feelings do you think effect middle school students most often? Introduce depression and anxiety. Read the articles on depression and anxiety. Have students make a list of the differences between feeling sad, and suffering from depression. Have students make a list of the differences between stress and anxiety. Read the 4 biographies. Have students identify if the person described is stressed, anxious, depressed or balanced. Class Meeting #6, #7 & #8 7th Grade Human Sexuality Goals: Define sexuality Differentiate between reliable and unreliable resources Provide a confidential place to have sensitive questions answered Plan: 1. Explain that today you will be discussing human sexuality. Go over the ground rules: -respect others -demonstrate maturity -dont try to embarrass others -confidentiality -honesty -no one HAS to share, but everyone should feel comfortable to share (If students are unable to control themselves, they will be asked to leave until they are able to participate) 2. Ask the class, what does the word puberty mean? Time of change, growth, becoming an adult 3. Ask the class: What signs does your body give you that you are going through puberty? (the answers will likely be benign :grow taller, voice changes, etc.). Growth, hair growth, voice change, etc. If this is the case, you should point out that few students brought up changes that are considered more sexual (like pubic hair for example). Explain that sometimes people have a hard time talking about this topic. In fact, they even sometimes try and make jokes or pressure friends to say or do something sexual. An example would be to play truth or and dare a friend to kiss someone. THIS IS NOT A MATURE OR APPROPRIATE WAY TO DISCUSS THE TOPIC OF SEXUALITY. TODAY WE WILL LEARN FACTUAL INFORMATION ABOUT PUBERTY AND SEXUALITY SO THAT WE ARE ABLE TO DISCUSS THE TOPIC APPROPRIATELY. Distribute the review sheets. Explain that this information is a review for them, but it helps them understand the changes that are happening or will soon happen. Ask students to quietly read the sheet (front and back). Once students have completed the reading, discuss with them why it is important to talk to a person they trust whenever they encounter info. that is confusing or hard to understand. -Misinformation can lead to anxiety, health problems and uncertainty 7. Ask them: Who can you talk to if you have questions about the changes in your body? -parents, counselor, teachers, school nurse, family doctor, trusted adult Ask: Why might it NOT be a good idea to ask your friends? -they may be confused also and might not be the best source of ACCURATE information (you are all in the same boat) 9. Lets make a list of all the places where you get information about sexuality (write their answers on the board): Parents Magazines TV Movies Books Friends Teachers, etc. Looking at the list we just created, lets identify which sources will give us accurate information, and which sources might give inaccurate information. (They might say it depends for each source which would be mostly correct, however, let them know that 70 percent of young teens reported in a national poll that they get their information about sex from their parents.) 11. Distribute the Circles of Sexuality sheet. Explain to the class that S-E-X are only the first three letters of the word sexuality. Sexuality encompasses many areas, not just the act of intercourse. Ask the students to think about what might go in each circle. Then, as a class, fill in the circles together. Please use the sheets I gave you AS A GUIDE. Below you will see the info. that you should focus on. Some of the info. in the sheets is a little much for them to handle at this age. Sensuality: understanding anatomy and physiology, body image, feeling attraction, fantasy Intimacy: liking or loving another person, emotional risk-taking, communicating Sexual identity: gender roles, sexual orientation, what is means to be male/female Sexual Health and Reproduction: facts about reproduction and pregnancy, sexual intercourse, STDs, contraception Sexualization: sexual harassment, sexual abuse Explain to students that they may have questions about the worksheets they read and/or general questions about sexuality. Distribute the index cards. Explain that students may write down a question (or two) on the card. They SHOULD NOT put their name on the card. After a few minutes, collect the cards, and put them in the question box. If they do not have a question they should write down a topic theyd like more information on. Everyone is expected to write down SOMETHING. This way, kids with pressing questions wont feel like they are the only ones. 12. Explain that you will answer questions from the question box during the final sex ed class. 13. Remind them that the info. Discussed in class today should remain in the classroom. 1. Finish anything from the first two lessons that you did not have a chance to complete. 2. Ask the class, What are some reasons that people become romantically involved? Put their answers on the board. -companionship -love -fun -status (people think youre cool if you have a boyfriend/girlfriend) -really care about someone -want to have children 3. Ask the class, What are some of the possible consequences of being involved in a sexual relationship with someone? -unwanted pregnancy -STDs -heart break -once you lose your virginity, you cant go back 4. Write the word abstinence on the board. Define the term and ask students what are the pros and challenges of abstinence? 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