AISD Sex Ed 2018-19 Grade 6

Sexuality & Responsibility Consent Form (Grades 6-8)
Dear Parent/Guardian,
Your child has the opportunity to participate in the Sexual Health curriculum through their
Science class. The curriculum content is age appropriate and scientifically accurate. The
teaching of human sexuality is covered under Board Policy EHAA (Legal) and (Local). A
preview copy of the curriculum can be found in your campus library. You may also view these
lessons at the AISD Health and Physical Education office. The High School Health curriculum
includes the following topics:
Self-Esteem
Communication
Responsible Relationships
Unhealthy Relationships
Peer Pressure
Using Refusal Skills
Basic Male/Female Reproductive Systems
Puberty
Abstinence
This experience will be most valuable for students if they have the opportunity to share what
they have learned with their families. I encourage you to engage in discussion around these
topics with your child
If you do not want your child to participate in the Sexual Health portion of their Science class
you must sign and date below and return to your child’s Science educator.
______________________________
Student Name
_______________________________ ______________________
Parent/Guardian Signature Date
Revised 1/12/17 Michele Rusnak, Health and Physical Education Supervisor 512-414-9779
Sexualidad y responsabilidad, Formulario de consentimiento (Grados 6-8)
Estimado padre/tutor:
Su hijo tiene la oportunidad de participar en las lecciones sobre Salud Sexual a través de su clase
de ciencias. El contenido del plan de estudios se adapta a la edad de los estudiantes y es
científicamente correcto. La enseñanza de la sexualidad humana está cubierta por la norma de la
Junta EHAA (Legal) y (Local). Puede encontrar una copia de las lecciones en la biblioteca de su
escuela. También puede consultar estas lecciones en la Oficina de Salud y Educación Física del
AISD. El plan de estudios de Salud de Educación Secundaria incluye los siguientes temas:
Autoestima
Comunicación
Relaciones responsables
Relaciones poco saludables
Presión de los compañeros
Cómo decir "no"
Conceptos básicos sobre el sistema reproductivo masculino y femenino
La pubertad
La abstinencia
Esta experiencia será más valiosa para los estudiantes si tienen la oportunidad de compartir lo
que aprendieron con sus familias. Les animo a conversar sobre estos temas con su hijo/a.
Si usted no quiere que su hijo/a participe en las lecciones de sexualidad y responsabilidad,

deberá firmar y poner la fecha a este formulario y entregarlo en la escuela de su hijo/a.
______________________________
NOMBRE DEL ESTUDIANTE
_______________________________ ______________________
Firma del padre/tutor Fecha
Modificado el 1/15/16 por Michele Rusnak, Supervisora de Salud y Educación Física 512-414-9779
Middle School Sexuality and Responsibility

6th Grade Scope and Sequence

Lesson 1 Self‐Esteem
The students will define the term self‐esteem
The students will identify the benefits of high self‐esteem
The students will identify influences on self‐esteem
The students will identify ways to improve their self‐esteem
Lesson 2 Communication
The students will identify the importance of good communication
The students will explore 3 communication styles
The students will identify the importance of body language in communication
The students will practice active listening
The students will identify the 10 life skills for healthy living
Lesson 3 Communications Activities
The students will demonstrate skills for effective communication through the I am Good
At It activity
The students will demonstrate skills for effective communication through the 1 Way‐2
Way activity
Lesson 4 Healthy Relationships
The students will identify the importance of teen relationships
The students will identify positive characteristics in a partner
The students will examine appropriate dating behavior
The students will identify the process for maintaining a healthy relationship
Lesson 5 Sexual Harassment
The students will identify the difference between flirting and sexual harassment
The students will define the term sexual harassment
The students will define the term sexting
The students will identify ways to stop sexual harassment and sexting
Lesson 6 Peer Pressure
The students will define the term peer pressure
The students will identify the difference between direct pressure and indirect pressure
The students will identify internal and external pressure
Lesson 7 Refusal Skills
The students will identify 12 types of refusal skills
The students will identify verbal and non‐verbal refusal skills
Lesson 8 Reproductive Systems
The students will identify the organs of the male and female reproductive systems
The students will describe the functions of the organs of the male and female reproductive
systems

© Austin Independent School District July 2018 Page 1 of 4


Lesson 9 Puberty
The students will identify the physical changes that occur in the body during puberty
The students will identify the emotional changes that occur in the body during puberty
The students will identify the social changes that occur during puberty
The students will examine how the changes that occur during puberty affect their lives
Lesson 10 Benefits of Abstinence
The students will explore the advantages of abstinence for teens
The students will identify the important reasons to wait before having sex


Lesson 1 Self‐Esteem
Students will define the terms self‐esteem, self‐concept, integrity, communication,
empathy, and peer pressure
Students will identify characteristics of a person with high self‐esteem and a person with
low self‐esteem
Students will identify the speaking skills that are beneficial to being a good communicator
Students will identify methods for improving self‐esteem
Students will discuss how self‐concept influences self‐esteem
Students will discuss how self‐esteem effects how they react to peer pressure
Students will discuss others ways to communicate besides verbal communication
Lesson 2 Dating Relationships
Students will describe the difference between different types of love
Students will identify the difference between love and lust
Lesson 3 Reproductive System #1
Students will state the role of the reproductive system of people with a penis
Students will describe the function of each of the organs of this reproductive system
Students will define the term testosterone and how it triggers puberty
Students will summarize four problems that can occur with this reproductive system
Students will list five things a person can do to keep this reproductive system healthy
Students will state the roles of the reproductive system of people with a vagina
Students will describe the functions of each of the organs of this reproductive system
Students will explain the menstrual cycle.
Lesson 5 Journey of the Egg and Sperm
Students will demonstrate how the sperm and egg travel through the reproductive
systems
Lesson 6 Abstinence
Students will be able to list the advantages of abstinence for teens
Students will learn the most important reason(s) to wait


Lesson 7 Pregnancy and Reproduction
Students will be able to summarize how a pregnancy occurs
Students will be able to describe how a human life begins and the stages of birth
Students will be able to summarize how a baby develops during the three trimesters of
pregnancy
Lesson 8 Sexually Transmitted Diseases
Students will be able to identify the risks of sexual activity
Students will be able to identify possible consequences and the serious problems that can
occur because of STIs
Students will be able to identify why teens are at a higher risk of getting an STI
Students will be able to identify ways to prevents being infected with an STI
Lesson 9 Sexually Transmitted Infections
Students will be able to identify the different ways STIs can be spread
Students will learn about how STIs can affect babies
Students will be able to identify facts about different STIs
Students will be able to identify factors in being responsible if you have an STI
Lesson 10 Understanding HIV and AIDS
Students will list four ways to protect from HIV and AIDS
Students will describe the process of getting tested for HIV
Students will summarize the treatment of HIV infection and AIDS
Students will state three ways a person living with HIV infection can delay the progression
from HIV infection to AIDS
Students will identify four ways you can help an HIV/AIDS program in your community

Students will state the purpose of the reproductive system of a person with a penis
Students will state the roles of the reproductive system of a person with a vagina
Students will explain the menstrual cycle
Lesson 3 Dating Relationships
Students will be able to identify characteristics of a healthy relationship
Students will be able to identify abusive dating behaviors
Students will be able to define the terms sexual assault, date rape and consent
Students will be able to list three ways to increase their dating safety
Students will identify help resources for dating abuse and sexual assault
Lesson 4 Benefits of Abstinence
Students will be able to list the advantages of abstinence for teens
Students will learn the most important reason(s) to wait


Lesson 5 Pregnancy and Reproduction
Students will be able to summarize how a pregnancy occurs
Students will be able to describe conception, pregnancy and the stages of birth
Students will be able to summarize how an embryo/fetus develops during the three
trimesters of pregnancy
Students will discuss how STI’s are spread in both sexual and nonsexual ways
Students will discuss the facts about STI’s that can help you avoid contracting and
spreading these infections
Students will talk about the risks for STI’s and ways to reduce and/or eliminate these risks
Students will learn about steps they can take in order to take responsibility for their health
Students will be able to identify different types of STI’s, effects of STI’s on a baby,
symptoms of STI’s and how common the STI is
Lesson 8 Contraception
Students will be able to describe the contraceptive methods
Students will be able to evaluate the factors to consider if choosing a contraceptive
method
Lesson 9 Understanding HIV and AIDS
Students will list four ways to protect from HIV and AIDS
Students will describe the process of getting tested for HIV
Students will summarize the treatment of HIV infection and AIDS
Students will state three ways a person living with HIV infection can delay the
progression from HIV infection to AIDS
Students will identify four ways you can help an HIV/AIDS program in your community
Lesson 10 Protecting Your Future
Students will be able to compare two strategies to prevent pregnancy
Students will list three factors to consider when planning a family
Students will be able to describe ways to communicate effectively with your
partner about family planning


6th ade u an Sexuality
Sel stee

uided uestions

hat is Self‐Esteem

b ecti e s

1. Students will define self‐esteem
2. Students will list the benefits of high self‐esteem
3. Students will identify factors that influence the development of self‐esteem
. Students will describe the ways you can improve your self‐esteem

Resou ces

Self Esteem PowerPoint (provided)
Self Esteem orksheet (provided)

ocabula y

Self‐Esteem
Self‐Concept

nstant cti ity ell in e

Have students list the benefits of having high self‐esteem

cti ity use the p o ided o e oint o discussions

1. Discuss definition self‐esteem
2. Discuss the benefits of having high self‐esteem
3. Discuss the risks of having low self‐esteem
. Discuss definition of self concept
. Discuss ways to improve self‐esteem

Lea nin onnection

High self‐esteem is important to your overall health. ake a list of your
strengths and weaknesses and post it somewhere that you can see it daily.

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Austin Independent School District rade esson 1
Sel stee
Bellringer hat are the benefits of having a high self‐esteem
1. hat is self‐esteem
2. hat are the benefits of a high self‐esteem
a.
b.
c.
d.
3. hat are the risks of a low self‐esteem
a.
b.
c.
d.
. hat is self‐concept
. How does your self‐esteem develop
a.
b.
c.
. hat are the 10 tips for building a healthy self‐esteem
a.
b.
c.
d.
e.
f.
g.
h.
i.
.
. How can you improve your self‐esteem
a.
b.
c.
d.

o unication S ills 10 Li e S ills

uided uestions

hy are good communication skills important

b ecti e s

1. Students will identify why good communication is important.
2. Students will differentiate between the 3 communication styles.
3. Students will identify different types of body language.
. Students will identify what active listening is.
. Students will identify the 10 skills needed for a healthy life.

Resou ces

Communications Skills PowerPoint (provided)
Communications Skills orksheet (provided)
10 ife Skills PowerPoint (provided)
10 ife Skills orksheet (provided)

ocabula y

Communication
Passive communication
Aggressive communication
Assertive communication
Active istener
Paraphrasing
Body anguage
10 ife Skills


Describe a situation where poor communication resulted in an argument or
disagreement.

cti ity use the p o ided o e oints o discussions

sin the o unications o e oint
1. Have students define communication.
2. Have students discuss why good communication is so important
th
3. Have students differentiate between Passive, Aggressive and Assertive
communication styles.
. Have students define active listening and paraphrasing.
sin the Li e S ills o e oint
. Have students list and discuss the 10 skills needed for a healthy life.
. Discuss the influence that media has on the decisions we make.
. Have the students complete the communications worksheet.

Lea nin onnection

iscommunication can result in hurt feelings, mistakes or fights. Think about a
time that this has occurred in your life. ake a list of things that could have been
done or said to avoid this same type of situation the next time.
th
1. ASSESSING YOUR
HEALTH
2. COMMUNICATING
EFFECTIVELY
3. PRACTICING
WELLNESS
4.
COPING
5. BEING A WISE
CONSUMER
6. EVALUATING MEDIA
MESSAGES
7. COMMUNITY
RESOURCES
8. MAKING GREAT
DECISIONS
9. USING REFUSAL
SKILLS
10. SETTING
GOALS
o unication and Sel stee

uided uestions

ur self esteem can be based on the level of our success. hat are some of the
things you are good at that have a good effect of your self esteem

How is 2‐way communication more effective then 1‐way communication

b ecti e s

1. Students will identify things that they are good that will have a positive
influence on their self esteem.
2. Students will be able to participate in a communication activity that will help
them see the benefits of 2‐way communication verses 1‐way
communication.

Resou ces

I Am ood At game handout (provided)
ne way communication activity handout (provided)
ne way communication activity cards (provided)


Have students make a list of at least activities they feel they are good at.

cti ity eache Student

1. I’m good at game. (see game handout)
2. Communication game (see handout)

Lea nin onnection

Two‐way communication is important in any type of relationship. ake a list of
the things you can do to be a better communicator.
th
o unication S ills
Bellringer Describe a situation where poor communication resulted in an argument or
disagreement.
1. hat is communication
2. hy is good communication important
a.
b.
c.
3. hat are the 3 communication styles
a.
b.
c.
. hat is active listening
. hat is paraphrasing
. How else do we communicate besides using words
ood t

This is a game intended to help students recognize their strengths and how identifying
those strengths can influence self‐esteem.

1. Have students put their chairs in a circle. ne person will begin by standing in
the middle of the circle and will not have a chair. (The teacher can begin in the
middle)
2. The person in the middle states something he/she is good at (ex. I am good at
soccer ). Everyone who is good at the stated activity stated will stand up and
move to another chair. The person in the middle should sit down in the nearest
empty chair.
3. The person who does not get a chair becomes the person in the middle and
makes a statement about something they are good at.
. The game continues for however long you wish. Set a time limit or until
everyone has been in the middle at least once.

ist of suggested I’m good at topics
Playing any sport
Playing any instrument
ood at any school sub ect
riting
histling
Painting
Drawing
Taking pictures

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Austin Independent School District r de esson
MM

Concept/ Description ne‐ ay communication allows for no questions or
clarification and involves one person speaking.

b ective To show students the difficulties that arise from using one‐
way communication.

aterials ne‐way communication picture cards
Paper
Pens or pencils

Directions 1. Explain that one‐way communication involves one
person speaking, but there is no give and take. o
questions may be asked and there is no way to clarify
statements made. ne‐way communication leaves a great
deal of room for misinterpretation.
2. To demonstrate this ask for a volunteer to describe a
picture for the class to draw. (Choose one of the
pictures from the one‐way communication picture
cards.)
3. Tell the class that they may not speak in any way. They
cannot ask for something to be repeated, they cannot ask
questions, etc.
. hen finished, ask class members to show their
pictures. Do any of them come close to the picture the
volunteer has on the card hy is one‐way
communication an ineffective method of communication
hat frustrations did the class members experience
. Discuss times when students felt they were being
talked at rather than talked to. How does it make you
feel
. Finally, discuss why two‐way communication is more
effective.
Variation Repeat the activity using two‐way communication and
compare the pictures to the original being described. Are
these drawings closer to the original hy
Allow other students to try describing a picture using
either one‐way or two‐way communication.

th
M L R S

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Austin Independent School District r de esson
ealthy Relationships

uided uestions

hat is a healthy relationship

b ecti e s

1. Students will state why teen relationships are important.
2. Students will list positive characteristics to look for in a partner
3. Students will describe appropriate dating behavior.
. Students will state two things you can do to maintain a healthy relationship
with a partner.

Resou ces

Healthy Relationships PowerPoint (provided)
Healthy Relationships orksheet (provided)

ocabula y

Relationships
orals
Values
Partner


roup Juggling Activity (see PowerPoint)


1. Discuss why teen relationships are important.
2. Discuss how to find the right person.
3. Discuss the dos and don’ts of dating.
. Discuss appropriate dating behavior.
. Discuss evaluating changing relationships.
e sonal ualities
. Ask each student to list three qualities they currently possess that would
contribute to a responsible and healthy relationship.
. Ask each student to list three qualities a person would need to work on that
would contribute to a responsible and healthy relationship.
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Austin Independent School District rade esson
8. Ask students to list activities that would help a person improve the qualities
needed for a responsible and healthy relationship.

Lea nin onnection

Developing a healthy relationship with the right person is an important aspect of
a responsible relationship. Post the list of positive characteristics of a dating
partner that you developed during this lesson to remind you to seek responsible
relationships.

th
DO’s of Dating Don’ts of Dating
1. hy are teen relationships important
a.
b.
2. hat types of characteristics make a good friend or dating partner
a.
b.
c.
d.
e.
f.
3. hat are some of the D ’s and Don’ts of dating
D D ’T

. hat is appropriate Dating Behavior
a.
b.
c.
d.
e.
. hat type of risk might there be when dating
a.
b.
c.
d.
e.
. hat are some things you should look for in a changing relationship
1.
2.
3.
.

. hat can you do you help yourself if a relationship ends
a.
b.
c.
d.
S
hat e t n
Sextin is the act of sending sexually explicit messages or photos (i.e. nude, semi‐nude, or
otherwise sexual in nature) electronically, primarily between cell phones.

So e th n to eep n nd a out e t n
Images sent by mobile phone can easily fall into the wrong hands, and once these pictures are
posted online they may never really go away even after you try to delete them.
thers may copy and post your images in other places online where friends, parents, teachers
and enemies could see them.
Sexting can lead to public humiliation, cyber‐bullying, or even sexual assault.

hat are the e a con equence o ett n cau ht e t n
It is illegal to take sexual photos of children and young people, and it is also a crime to pass them
on.
Teens involved in sexting could be prosecuted and convicted of crimes such as manufacturing,
distribution, and possession of child pornography. If convicted of such crimes they could also
become registered sex offenders.

6 p to re ent e t n
1. S S of taking, sending, or forwarding a sexual picture of
someone underage, even if it’s of you. You could get kicked off of sports teams, face
humiliation, lose educational opportunities, and even get in trouble with the law.

2. R images of yourself that you wouldn’t want everyone including your classmates,
your teachers, your family, or your employers to see.

3. R S , remember that you can’t control where this image may travel. hat
you send to a boyfriend or girlfriend could easily end up with their friends, and their friends, and
their friends

. S RR S R , do not send it to anyone else If you forward a
sexual picture of someone underage, you are as responsible for this image as the original
sender. You could face child pornography charges, go to ail, and have to register as a sex
offender.

. R R any sexting you receive on your cell phone to an adult you trust. Do not delete the
message. Instead, get your parents or guardians, teachers, and school counselors involved
immediately. Tell them the full story so they know how to support you. And don t freak out if
that adult decides to talk with the parents of others involved ‐ that could be the best way to
keep all of you from getting into serious trouble.

. L R R S so that they know sexting is against the law. You re actually doing them
a big favor because of the serious trouble that can happen if the police get involved.

Sou ces http //ncmec.vo.llnwd.net/o1 /downloads/special/Sexting Prevention.pdf
http //www.schools.nsw.edu.au/media/downloads/news/technology/cybersafety/yr200 /sextingfacts.pdf
http //www.antigo‐city.org/Docs/Sextingarticle.pdf
Sexual a ass ent

uided uestions

hat is sexual harassment

b ecti e s

1. Students will be able to distinguish between flirting and sexual harassment.
2. Students will be able to define sexual harassment.
3. Students will be able to define sexting.
. Students will know how to stop and prevent sexual harassment and sexting.

Resou ces

Sexual Harassment PowerPoint (provided)
Sexual Harassment orksheet (provided)
Sexting Information Sheet (provided)
That’s ot Cool www.thatsnotcool.com, Futures ithout Violence

ocabula y
Flirting
Sexual harassment
Sexting

nstant cti ity ell in e hat are examples of common flirting that you see or
experience at school hen does flirting become sexual harassment

li tin Sexual a ass ent
Flirting is welcome attention. Sexual harassment is not wanted.
Flirting goes both ways. Sexual harassment is one‐sided.
Flirting makes you feel in control Sexual harassment makes you feel
put down or ugly.
Flirting makes you feel good Sexual harassment makes you feel
about yourself. powerless.
Flirting is legal in school. Sexual harassment is a violation of
school rules.
( ational Center for Victims of Crime, 200 , Youth Reaching Youth Victims,
www.ncvc.org)
e inin Sexual a ass ent

1. Read the following definition to the class
th
Sexual a ass ent
2. Sexual ha ass ent is un anted and un elco e sexual beha io hich
inte e es with your right to get an education or to participate in school
activities. In school, sexual harassment may result from words or conduct of
sexual in nature that offend, stigmatize, demean, frighten or threaten you
because of your sex. Therefore, sexual harassment is prohibited by AISD,
state and federal law. Sexual harassment is determined by the target.
3. Ask students to answer these three questions
a. hat is sexual harassment
Answer Sexual harassment is unwanted and unwelcome sexual
behavior.
b. ho determines if it is flirting or sexual harassment
Answer Target, or in other words, the person receiving the behavior
c. If sexual harassment is illegal in schools, how come it goes on
Answer Students and adults tolerate it.

ontinuu o Sexual a ass ent
eeping in mind the definition ust discussed, explain that students will work in small
groups to brainstorm different types of sexual harassment.

Part 1.
Divide the class into four groups. ive each group a stack of Post it notes. Assign
each group one of the four categories below. Have them write down different
types of harassment (one per note) that occur in their assigned relationship.
a. People who identify as Boys toward People who identify as irls
b. People who identify as irls toward People who identify as Boys
c. People who identify as Boys toward People who identify as Boys (for
example, calling someone gay )
d. People who identify as irls toward People who identify as irls (for
example, calling someone slut )
After approximately two minutes, have each group report their responses to the
class.
Encourage questions and discussion among students after each group report.
Challenge any ustifications for harassment that may be expressed, such as
someone having a bad reputation or not conforming to the stereotype of
masculinity or femininity.

Part 2.
Tape a large sheet of paper to the board. n the paper draw a continuum ranging from
least harmful to most harmful, as shown on the slide. rite the word wink near the
least harmful end and the words sexual assault on the most harmful end.

th
Sexual a ass ent
. Ask students to quickly and silently place each note on the continuum near its
most appropriate label of east harmful to ost harmful.
. hen all notes are placed, engage students in a discussion about which
behaviors they consider to be more or less harmful. Challenge students to think
about whether any of these behaviors should be accepted as okay. Explain to
students the need to confront all forms of sexual harassment either by speaking
up or telling an adult because stopping the least harmful behaviors can prevent
sexual harassment from escalating to the most harmful behaviors. Ask students
for examples of what they could say to someone who makes a sexually
harassment comment.

Sextin
Discuss the definition of sexting and its consequences. Explain that forwarding a sexual
image or text is also a crime and can have serious consequences for the target.
Encourage students not to take or send any embarrassing or hurtful images or texts. Ask
students to discuss if they think sexting is a form of sexual harassment. Review the
definition of sexual harassment on slide 3. Sexting is a form of sexual harassment when
it is unwanted and when it interferes with a person’s ability to participate in school.
Sexting can result in further verbal and physical harassment toward the target from
others who received the image or text.

elp Resou ces
Encourage students who experience sexual harassment to tell the harasser to stop. If
the harassment is serious, tell an adult at school. Sexual harassment is against school
rules and students have a right to be free from harassment. Report harassment,
including sexting, to a school administrator, counselor, SR or other trusted adult.

earning Connection Have students visit www.thatsnotcool.com to learn how to draw
their digital line against unwanted texting, sexting and other harassment.
th
i ting a a ass nt
Sexual a ass ent
Bellringer hat are examples of common flirting that you see or experience at school
1. Sexual Harassment is
a.
b.
c.
d.
e.
2. hat is the difference between flirting and sexual harassment
3. hat is sexting

. hat should you know about sexting
a.
b.
c.
d.

. hat of teens say they have electronically sent or posted online, nude or suggestive
images of themselves
. hat of young people say pressure from a partner is a reason teens who identify as

female send/post sexual messages and images

. hat of young people say pressure from friends is a reason teens who identify as
male send/post sexual messages and images

8. hat can you do to prevent sexting
a.
b.
c.
d.
e.
f.
. Is sexting sexual harassment hy
10. hat can you do if you have experienced sexual harassment
a.
b.
c.
11. ho can you call if you need help
ee essu e
uided uestions

hat are different types of pressures

b ecti e s

1. Students will define peer pressure.
2. Students will be able to identify three types of direct pressure.
3. Students will be able to identify three types of indirect pressure.
. Students will be able to define internal pressure.
. Students will be able to define external pressure.

Resou ces

Peer Pressure PowerPoint (provided)
Peer Pressure orksheet (provided)

ocabula y

Peer Pressure
Direct Pressure
Indirect Pressure
Internal Pressure
External Pressure


ho influences the decisions you make


1. Discuss ho Influences You
2. Discuss Types of Pressure
3. Discuss Coping with Pressure
. Peer Pressure Table Activity
Have students create a table with two columns one for negative peer pressure
and one for positive peer pressure. Ask them to list at least five ways friends can
influence each other. Students should list each influence in the appropriate
column. Students can then share their table with the rest of the class.

Lea nin onnection
Everybody has felt some type of pressure from their friends at one point or another.
ake a list of things that you can do to avoid peer pressure so that you will not be
influenced in a negative way.
th
ee essu e
Bellringer ho influences the decisions you make
1. Define positi e influences
2. Define negati e influences
3. Define peer pressure
. hat is the difference between direct pressure and indirect pressure
. hat is the difference between internal pressure and external pressure

no hat to Say andout

You may want to find yourself wanting to get out of a situation where you
are being pressured. nowing what to say ahead of time can help you out
of these situations. Below are some scenarios where teens may feel
pressures to do something they normally wouldn’t do.

1. You are at the movies when your partner says, et’s leave now and
go to my brother’s apartment ust across the street. Your parents will
never know.
2. You are spending the night at the house of a friend whose parents
are out for the evening. Your friend wants to invite over two people
you went to the movies with last week.
3. Your partner’s parents are out one evening. You go to hang out at
their house and they have a big surprise. Your partner has a bottle of
wine that they want to drink while their parents are away.
. You and your partner go to the park after school. Your partner wants
you to walk to the woods behind the park so you can spend alone
time together.

Communicating Effectively

hat would you say to get out of each of these situations

hat other pressure situations do teens often find themselves in
th
Re usal S ills

uided uestions
hy are refusal skills important

b ecti e s

1. Students will state an example of each of the twelve types of refusal skills.
2. Students will identify verbal and nonverbal refusal skills.

Resou ces

now hat to Say Handout (provided)
Refusal Skills PowerPoint (provided)
Refusal Skills orksheet (provided)

ocabula y

Refusal Skills
Verbal
onverbal


ist three ways you can refuse a negative behavior.

cti ity use the p o ided o e oint o discussions

1. Discuss Verbal Refusals
2. Discuss onverbal Refusals
3. Discuss the twelve types of refusal skills
. Discuss Practicing Refusal Skills.
. now hat to Say Activity‐ (provided)

Lea nin onnection

Refusal Skills help you get out of situations that make you uncomfortable. ake
a list of 3 things you will say to someone who is pressuring you to do something
that you do not want to do.
th
Re usal S ills
Bellringer ist 3 ways that you can refuse a negative behavior
1. Define Refusal Skills
2. hat would be some situations in which you may need to use refusal skills
3. hat are some verbal refusal skills
a.
b.
c.
d.
e.
. hat are nonverbal refusal skills

. ist the 12 refusal skills
a.
b.
c.
d.
e.
f.
g.
h.
i.
.
k.
l.

Rep oducti e Syste s
uided uestions

hat are the organs of the reproductive systems

b ecti e s

1. Students will identify the organs of the reproductive systems.
2. Students will describe the functions of each of the organs of the reproductive
systems that develop during puberty.

Resou ces

Big Decisions aking Healthy, Informed Choices about Sex Curriculum by Janet
Realini, .D., .P.H.
Reproductive Systems PowerPoint (provided)

ocabula y

Reproductive System #1 Reproductive System #2
vary Bladder
Uterus Urethra
Vagina Seminal Vesicle
Fallopian Tube Prostate land
Cervix Vas Deferens
Epididymis
Testicle


Have the students list reproductive system body parts that they know.


sin the Rep oducti e Syste s o e oint
1. Discuss the parts of the reproductive system #1 and their function.
2. Discuss the parts of the reproductive system #2 and their function.

Lea nin onnection

earning about the reproductive systems helps you to maintain a healthy body.
ake a list of questions that you would like to have answered about your body.

th
REPR DUCTIVE SYSTE #1
Bellringer hat do you think reproduction means
hat Reproductive System #1 does
orks to produce sperm and deliver it to the reproductive system #2
Spe sex cells that are produced by the testes and that is needed to fertilize an egg
s (ova) sex cells produced by the ovaries that can be fertilized by sperm
e tili ation the process by which a sperm and an egg and their genetic material oin
to create a new human life
Rep oduction the process of producing a new human
estes (Testicle)
Reproductive organs that make sperm and testosterone
Produce several hundred million sperm each day
The 2 testes rest in the scrotum
Sc otu ‐ Skin‐covered sac that hangs from the body
Small muscles in the scrotum move the testes closer or farther from the body
help regulate temperature of sperm
enis
The reproductive organ that removes urine and releases sperm from the
body.
ade of soft tissue and blood vessels
During sexual activity, the penis becomes erect or firm
aculation occurs when sperm are released from the penis after
sexual excitement
o es in a sheath of skin that covers the tip of the penis
i cu cision surgery to remove foreskin
pididy is and as e e ens
pididy is tightly coiled tube where sperm mature and are stored
as e e ens a long tube where sperm mix with fluids made by three
accessory reproductive organs
Se inal esicles
Produce thick secretions that nourish the sperm and help sperm move easier
Found near the base of the urinary bladder
ostate land
A gland in males that adds fluids that nourish and protect sperm when the sperm
are in the reproductive system #2.
Secretes a thin, milky fluid that protects the sperm from acid in the reproductive
system #2
estoste one
A hormone made by the testes
hat happens i spe et too hot
Sperm made at high temperatures are defective and cannot fertilize eggs.
hat 3 pa ts a e up the spe hat is the unction o each pa t
the head contains substances that help the sperm enter the egg.
the mid piece contains structures that release the energy needed for the trip
through reproductive system #2.
the tail is made of proteins that help the sperm move.
o lon does it ta e an i atu e spe to atu e
An immature sperm takes 2 10 days to fully mature.
hat 3 o ans add luid to the spe
The seminal vesicle, bulbourethral glands (Cowpers glands) and the prostate gland
hat p e ents u ine and se en o oin th ou h the penis at the
sa e ti e
A flap in the urethra prevents urine and semen from going through the penis at the
same time.
hat a e so e si ns that a pe son ith ep oducti e syste
1 is oin th ou h pube ty
Shoulders get wider
The muscles get larger
Hair grows on the face and other parts of the body
The voice deepens
At this time testosterone also causes the body to start making sperm
ist things you know about the reproductive system
with a vagina and ovaries.
hat Reproductive System #2 does
The function is to make eggs and provide a place to support and
nourish a developing human
6th ade
a ies
The reproductive organs that produce eggs
s (ova) sex cells that are produced by the ovaries and can be fertilized
by sperm
All of the eggs a person with reproductive system #2 will ever have, are in
the 2 ovaries when the person born
ake the hormones est o en and p o este one
Regulates the monthly release of an egg and prepares the body for
pregnancy
a ina and eth a
a ina
Reproductive organ that connects the outside of the body to the uterus
Receives sperm during reproduction
eth a
ocated above and separate from the vagina‐ carries urine from the bladder to
the outside of the body
allopian ubes and te us
allopian ubes
The reproductive organs that transport an egg from the ovary to the uterus
te us
Reproductive organ that provides a place to support a developing human
uscular cavity the size of a fist
H THE E STRUA CYC E R S
Menst ual ycle
A monthly series of hormone controlled changes that prepare the uterine lining for a
pregnancy
ulation‐ the release of an egg from a follicle in the ovary
High levels of estrogen and progesterone thicken and maintain the uterine lining
If pregnancy does not occur‐estrogen and progesterone levels quickly fall
Menst uation breakdown and discharge of the uterine lining out of the vagina
Usually lasts between 3‐ days
Menst ual ycle can vary
Average cycle is 28 days
Can vary from one individual to another and from month to month
vulation usually occurs on the 1 th day
Environmental factors can influence the timing of a cycle
Stress
eight gain or loss
Travel
Exercise
Diet
Illness
Discussion uestions
Describe the pathway an egg takes after it is released from an
ovary.
Summarize the steps of the menstrual cycle.
Rep oducti e Syste s
Bellringer hat do you think reproduction means
1. hat does Reproductive System #1 do
2. Define the following terms
a. Sperm‐
b. Eggs‐
c. Fertilization‐
d. Reproduction‐
3. 3 facts about the testes
a.
b.
th

c.
. hat is the scrotum
. Define the following terms
a. Penis
b. E aculation
c. Foreskin
d. Circumcision
e. Epididymis
f. Vas Deferens
g. Seminal Vesicles
h. Prostate land
i. Semen
. Urethra
k. Testosterone
th

. How long does it take an immature sperm to mature
. Signs of puberty in a person with a penis.
a.
b.
c.
d.
e.
8. hat does Reproductive System #2 do
. Define the following terms
a. varies
b. Vagina
c. Urethra

th

d. Fallopian Tubes
e. Uterus
10. hat is the menstrual cycle
a. vulation
b. enstruation
12. hat is the average menstrual cycle

th

Reproductive Systems
Bellringer: What do you think reproduction means?
1. What does Reproductive System #1 do?
a. Sperm‐
b. Eggs‐
c. Fertilization‐
d. Reproduction‐
3. 3 facts about the testes?
a.
b.
Austin Independent School District 6th Grade Lesson 8

c.
4. What is the scrotum?
5. Define the following terms:
a. Penis
b. Ejaculation
c. Foreskin
d. Circumcision
e. Epididymis
f. Vas Deferens
g. Seminal Vesicles
h. Prostate Gland
i. Semen
j. Urethra
k. Testosterone

6. How long does it take an immature sperm to mature?
7. Signs of puberty in a person with a penis.
a.
b.
c.
d.
e.
8. What does Reproductive System #2 do?
9. Define the following terms:
a. Ovaries
b. Vagina
c. Urethra

d. Fallopian Tubes
e. Uterus
10. What is the menstrual cycle?
a. Ovulation
b. Menstruation
12. What is the average menstrual cycle?


ube ty

uided uestions

hat are the changes that occur to the human body during adolescence

b ecti e s

1. Students will compare the physical changes that occur during adolescence.
2. Students will describe the mental and emotional changes that occur during
adolescence.
3. Students will describe the social changes that occur during adolescence.
. Students will identify the added responsibilities teens have during
adolescence.
. Students will name three ways that changes during adolescence have
affected their lives.

Resou ces

Puberty PowerPoint (provided)
Puberty orksheet (provided)

ocabula y

Adolescence
Puberty
Hormone
Testes


hat are some of the physical changes that will begin to occur with puberty


1. Discuss Physical Changes in Puberty.
2. Discuss ental and Emotional Changes in Puberty.
3. Discuss Social Changes in Puberty.
. Review Evaluating Changing Relationships.

th
ube ty
ental and Emotional Changes
. Place students in groups of three and have them brainstorm for minutes
the ways that both parents and teens can communicate more effectively.
rite students’ responses on the board and discuss them.
a pe
een Says
You ust don’t understand
a ent Says
f course I understand. I was once your age too, you know.

Teen‐Parent Conflict ( ental/Emotional Changes)
. Have the class brainstorm examples of teen/parent conflicts
(Answers may include babysitting responsibilities, basketball practice, going out
on a date, or using the family car to go out on a Friday night.

Social Changes Evaluating Friendships
. rite these three questions on the board
1. Does this friendship bring out the best in me or does it discourage me.
2. Does the friendship make me a stronger or weaker person
3. Does this person respect me and allow me to share my opinions and
beliefs, or does this person insist I conform to this or her ways
Have students think about one of their friends and answer the three
evaluation questions.

Lea nin onnection
Understanding the body changes in adolescence will prepare you for the many
mental and physical changes that you will experience during your teenage years.
ist three ways that your body changes during adolescence and how that has
affected your life.

th
ube ty
Bellringer hat are some of the physical changes that will begin to occur with puberty
1. hat physical changes occur during puberty
a.
b.
c.
d.
2. hat mental changes might occur during puberty

3. hat emotional changes might occur during puberty

. hat social changes might occur during puberty

. Does everyone go through puberty at the same time

. How long does puberty last

. How do you know when you are going through puberty
ene its o bstinence

uided uestions

hy is it important to remain abstinent

b ecti e s

1. Students will be able to list the advantages of abstinence for teens.
2. Students will learn the most important reason(s) to wait.

Resou ces

Benefits of Abstinence PowerPoint (provided)
Benefits of Abstinence orksheet (provided)
Is This Abstinence Activity (provided)

ocabula y

Abstinence
Sex
Sexually Transmitted Disease
Sexual Contact


rite abstinence on the board and ask the class to define it.

cti ity eache Student

1. Define and discuss abstinence.
2. Define sexually transmitted infection.
3. Define and discuss sexual contact.
. Discuss the benefits of abstinence, Beliefs vs. Reality.
. Discuss the health benefits of abstinence.
. Discuss the emotional and social benefits of abstinence.
. Have students participate in the Is This Abstinence Activity. (provided)

Lea nin onnection

There are many benefits of remaining abstinent. ame three emotional benefits
of abstinence.

Austin Independent School District th
rade esson 10

A I S I S
o
o
o
ene its o bstinence
Bellringer hat does abstinence mean to you
1. Define abstinence
2. hat should teen relationships focus on
3. hat are sexually transmitted infections
. hat is sexual contact
. hat are the health benefits of abstinence
a.
b.
c.
d.
. hat are the emotional and social benefits of abstinence
a.
b.
c.
d.
e.
f.
g.
h.
i.
.
ABSTINENCE: Why Should I Wait?
ACTIVITY 5.2 -- Is THIS Abstinence? -- 5 to 10 minutes

At this point, pass out the sets of 20 cut-out “Is THIS Abstinence?” CARDS, one
set for each small group.4 Let the students know that some of these cards
describe activities that are pretty personal—and many people may feel
embarrassed talking about some of these things. Still, it is important to know
about these activities because some people, including some teenagers, engage
in these activities. And it is important for young people to know about sexual
activities, so they will be ready to make good decisions about what they will
do—and what they will not do. It is essential to think ahead and plan ahead.
Tell the class that you want each group to sort the cards into 2 groups:
• those activities that are OK to do if a person wants to choose Abstinence
• those activities that are NOT OK to do if a person wants to choose
Abstinence
Give the group a few minutes to discuss and sort the activity cards. On the
board or newsprint, start 2 columns labeled “ABSTINENCE” and “NOT
ABSTINENCE”, leaving room in the middle for a “May be ABSTINENCE, but may
still want to AVOID” column. Go through each of the activities, getting
feedback from the groups about into which column they would place each
activity. Suggested categorization of each item is listed in the FACILITATOR
RESOURCE.
Once all 20 items are categorized, reinforce that having oral, anal, or vaginal
sex is NOT Abstinence. Acknowledge that there are some disagreements about
whether some activities are OK to do, and still be considered Abstinence. For
these things, it is helpful to create a category of things that may technically be
Abstinence, but that a person may want to avoid anyway.
That is why, for people who want to choose Abstinence, there are lots of other
activities (besides oral, anal, or vaginal sex) that people might want to
abstain from. They may want to avoid situations that they think might lead to
sexual intercourse. Or they may simply want to avoid activities that are too
4 It may be helpful to use different colored paper for each set. After they are used, they can be collected
and used again for future classes.
BIG DECISIONSTM Lesson 5
personal or intimate. Every person should set their own boundaries—that is,
set the line between what they will do and what they won’t do.
Examples of activities that people may want to avoid include:
• Physical intimacy that may be too intimate, or that may make it difficult
to resist going farther and having sex, for example:
o Touching breasts
o Touching below the waist
• Other activities that put them in a vulnerable or risky situation, such as:
o Being alone with a partner
o Using drugs or alcohol with a partner
o Having an older partner
• Have the class suggest other activities that they might want to avoid if
they chose Abstinence.
[Note to Facilitators: If someone in the class asks about masturbation (touching
oneself), acknowledge that this is a controversial topic. Let the class know
that masturbation is something that many people do.
It does not have risks of unplanned pregnancy or of STIs, and it does not cause
health problems. However, some families, and some religions, do not approve
of masturbation.]
Summarize that Abstinence means not having sex, but it also means a decision
and a plan—and the plan might mean not doing other things, even if they are
not technically sex. For the rest of this session, leave the definitions on the
board:
ABSTINENCE = not having sex
SEX = vaginal, oral, or anal sex

Is THIS Abstinence?
Touching Touching
Touching Breasts Arm around Genitals
Holding Hands
Buttocks (Outside Shoulder (Inside
Clothes) Clothes)
Vaginal Sex Touching

Talking about Kissing Kissing
(Penis to above Waist
Sex (Mouth Closed) (Mouth Open)
Vagina) (not Breasts)
Touching Touching
Drinking
Being Alone Breasts Genitals Take Clothes
Alcohol when
Together (Inside (Outside Off
Together
Clothes) Clothes)
Oral Sex
Taking Drugs Arm around Anal Sex
(Mouth on Hugging
when Together Waist (Penis to Anus)
Genitals)
Directions: Cut into 20 “cards” for groups to sort. Make one set for each small group.
Activity 5.2: Cards for Small Groups

xt xt xt xtxt
xt
ee e ee
e
TT T TT
T

Facilitator Resource for Activity 5.2
“Is THIS Abstinence?”
Suggested Categorization
Abstinence May be Abstinence, but Not Abstinence

may Still Want to Avoid
Holding Hands Vaginal Sex (Penis to
Touching Buttocks Vagina)
Hugging
Touching Breasts (Outside Oral Sex (Mouth on
Arm around Shoulder Clothes) Genitals)
Arm around Waist Touching Breasts (Inside Anal Sex (Penis to Anus)
Clothes)
Kissing (Mouth Closed)
Touching Genitals
Kissing (Mouth Open) (Outside Clothes)
Touching Above Waist Touching Genitals (Inside

Breasts) Clothes)
Talking about Sex Take Clothes Off
Drinking Alcohol When

Together
Taking Drugs While

Together
Being Alone Together

AISD Sex Ed 2018-19 Grade 6

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AISD Sex Ed 2018-19 Grade 6

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Sexuality & Responsibility Consent Form (Grades 6-8)

Si usted no quiere que su hijo/a participe en las lecciones de sexualidad y responsabilidad,

© Austin Independent School District July 2018 Page 1 of 4

© Austin Independent School District July 2018 Page 2 of 4

© Austin Independent School District July 2018 Page 3 of 4

© Austin Independent School District July 2018 Page 4 of 4

e inin Sexual a ass ent

. hat of young people say pressure from a partner is a reason teens who identify as

ACTIVITY 5.2 -- Is THIS Abstinence? -- 5 to 10 minutes

Vaginal Sex Touching

Activity 5.2: Cards for Small Groups

Abstinence May be Abstinence, but Not Abstinence

Touching Above Waist Touching Genitals (Inside

Drinking Alcohol When

Taking Drugs While

Being Alone Together

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