PARENTS ONLY - Comprehensive Health, Puberty, and Sexuality Education: Grades 4-8                 

Curriculum and Instructional Guides

4th Grade

Opt - Out Alternative Lessons 

5th Grade

Opt - Out Alternative Lessons

6th Grade

Opt - Out Alternative Lessons 

 7th Grade

 8th Grade

Introduction

The Fremont Unified School District Board of Education and school faculty understand that students are assuming more responsibility for their own health and well-being. Our students will benefit from instruction that fosters the development of positive health behaviors and prevention of negative unhealthy behaviors. FUSD’s Health, Puberty, and Sexuality Education Curriculum focuses on essential information that is imperative for students well -being. This course of study will conform to the guidelines provided by the California State Education Code 51933 and the California Healthy Youth Act.  Content within grade-level lessons are developmentally appropriate and aligned with Health Framework for California Public Schools,  National Health Education Standards, and National Sexuality Education Standards.

Parent Opt Out Message

State law allows parents/guardians to remove their student from the Health, Puberty, and Sexuality lessons. Students opting out of this instruction will be provided alternate curriculum under the supervision of a credentialed teacher.  If parent/guardian does not want their student to participate in the Health, Puberty, and Sexuality education program, they must provide, in writing (email or on paper), a note to student’s teacher.

Instructional Boundaries

  • Learning goals and vocabulary are specific to each lesson.  Trained Health Educators should be prepared to respond to student questions that expand on the materials presented. Student questions that fall outside the scope of the curriculum will be directed to reputable local resources, community providers, and trusted adults, including parents.
  • The curriculum is designed to be inclusive of all genders, gender identities, gender expressions and sexual orientations.  To that end, the language used and examples provided within lessons recognize the spectrum of gender, gender identities and expressions and sexual orientations.
  • Instruction will be in whole-class setting for all lessons so that all students are provided the same information, not just issues specific for their gender. Whole class instruction also removes the possibility of a gender nonconforming student needing to decide which gender group to go with.

About the Curriculum

Rights, Respect, Responsibility (3Rs) is a comprehensive curriculum that provides a collection of lessons on a wide range of topics including: self-understanding, family, growth and development, friendship, sexuality, life skills, and health promotion. Learning about good communication, safety in relationships, and growth and development lays a foundation that can support healthy relationships and healthy behaviors throughout a person’s lifetime.

Parent / Teacher Resources

4th Grade

Lesson

Learning Objectives

Curriculum (Click on blue links to view lessons)

Parent Resources

Intro

  • Establish a safe and inclusive classroom environment.
  • Create a safe environment for students to ask questions and have them answered.

Resources

Suggested Reading

Lesson

1

1-2 hours

  • Describe at least three changes that take place during puberty.
  • Differentiate between what could be considered physical, social, and emotional changes of puberty.
  • Explain one thing they can do to manage a physical, emotional, and a social change of puberty.
  • Identify at least one reliable, accurate source of information about puberty.
  • Understand the processes of ovulation, menstruation, and how the human reproductive systems work.

Lesson

Resources

NOTE TO STUDENTS

NOTE TO TEACHER

Optional Resources

Conversation Starters

  • There are some changes that will be very different, but you should be comfortable letting me know what’s on your mind.
  • It will take some getting used to certain changes, but I am here to support you.

Suggested Reading

Resources

Lesson

2

40 minutes

  • Describe at least three healthy and three unhealthy characteristics of a relationship.
  • Compare at least two positive and two negative ways friends and peers can influence relationships.
  • Identify at least two trusted adults they would talk to about relationships.

Lesson

Conversation Starters

  • Discuss what a healthy and unhealthy relationship is.
  • What is needed to keep a relationship healthy?
  • Who can you go to if you are having a problem in a friendship or relationship?

Suggested Reading

Resources

Lesson

3

45 minutes

  • Define “sexual abuse” and “sexual harassment”.
  • Define “consent” and “personal boundaries.”
  • List at least 3 accurate facts (ex. statistics or warning signs) about sexual abuse among young people their age.
  • Demonstrate that they have a trusted adult with whom they can speak if they or someone they know is being sexually abused or harassed.

Lesson

Resources

Optional Resources

Conversation Starters

  • As appropriate, have a conversation about sexual abuse and sexual harassment.
  • What questions do you have about “good” and “bad” touch?
  • Discuss who are trusted adults to speak with about sexual abuse/sexual harassment.

Suggested Reading

Lesson

4

40-60 minutes

  • Differentiate between the terms “upstander” and “bystander”.
  • Describe the four steps involved in being an upstander when bullying is happening.
  • Demonstrate effective ways of intervening when someone else is being bullied by creating and acting out a skit that integrates the four upstander steps.
  • Demonstrate an understanding of how being an upstander can inspire others to stand up against bullying.

Lesson

Resource

Optional Resources

Conversation Starters

  • What should you do if you are being bullied?
  • How can you be an “upstander” when you see bullying?
  • Who can support you if you or someone you know is being bullied? How can they support you?

Suggested Reading

Resources


5th Grade

Lesson

Learning Objectives

Curriculum

Parent Resources

Intro

  • Establish a safe and inclusive classroom environment.

Resources

Suggested Reading

Lesson

1

45-60 minutes

  • Correctly identify at least two parts of the biological male reproductive system.
  • Correctly describe the functions of at least two parts of the biological male reproductive system.
  • Correctly identify at least two parts of the biological female reproductive system.
  • Correctly describe the functions of at least two parts of the biological female reproductive system.
  • Identify at least one reliable, accurate source of information about reproductive anatomy.

Lesson

Resources

Optional Resource

NOTE TO STUDENTS

NOTE TO TEACHER

.

Conversation Starters

  • How can we (parents) help/support you when you feel confused or concerned regarding changes that are occurring with your body in puberty.?
  • Is there anything you are wondering about the changes in your body?

Suggested Reading

Lesson

2

1 hour

  • Describe how puberty prepares the human male body for the potential to reproduce.
  • Describe how puberty prepares the human female body for the potential to reproduce.
  • Describe the process of human reproduction by identifying the correct order of steps involved in conception.
  • Describe the process menstruation.  
  • Describe the importance of personal hygiene.

Lesson

Resources

Conversation Starters

  • What’s the best way to keep your body clean (personal hygiene)?

Resources

Lesson

3

40 minutes

  • Describe the difference between “liking” and “loving.”
  • Define “sexual orientation” and its most common categories.
  • Demonstrate that they have a trusted adult with whom they can speak about sexual orientation, among other sexuality related topics.

Lesson

Resources

Optional Resource

Teacher Only Resource

Conversation Starters 

  • “When I was your age….”
  • In what ways can people be different (including sexual orientation)?
  • Discuss what a trusting relationship means.  What is needed to maintain a trusting relationship?

Resources

Lesson

4

45 minutes

  • Successfully demonstrate assertive communication when expressing a difference of opinion with another person.
  • Successfully demonstrate at least one appropriate refusal skill when facing peer pressure.

Lesson

Resources

Conversation Starters

  • How does it feel when you are passive, aggressive, or assertive?
  • How can we (parents) help/support you to be assertive?
  • When do you struggle with passive or aggressive in situations?


6th Grade

Lesson

Learning Objectives

Curriculum

Parent Resources

Intro

  • Establish a safe and inclusive classroom environment.

Resources

Resources

Lesson

1

50 minutes

  • Correctly identify and describe structures and functions of the biological male and female reproductive systems.
  • Describe the process of human reproduction by identifying the correct order of steps involved in conception.

Review Lessons (introduced in 5th grade)

NOTE TO STUDENTS

NOTE TO TEACHER

Resources

Optional Resources

Conversation Starters

  • How can we (parents) help/support you when you feel confused or concerned?
  • Is there anything you are wondering about the changes in your body?

Suggested Reading

Lesson

2

60-90 minutes

  • Name at least one physical, social, cognitive and emotional change young people go through during adolescence.
  • Identify at least two websites that contain additional medically-accurate information about puberty and adolescence for young people their age.

Lesson

Conversation Starters

  • How can we (parents) help/support you when you feel confused or concerned?
  • Is there anything you are wondering about the changes in your body?
  • Discuss family norms for internet use.

Resources

Lesson

3

60 minutes

  • Name at least two characteristics that are stereotypically attached to boys, and two that are stereotypically attached to girls.
  • Describe their own feelings about behaviors being ascribed to a particular gender.

Lesson

Additional Resources

Teacher Resource

Conversation Starters

  • How do you feel about stereotypes that you see in society?
  • Who are some of today’s positive and negative role models in the media?
  • Discuss pros and cons associated with “conformity” and “individuality.”

Suggested Reading & Resources

Lesson

4

40 minutes

  • Define HIV as a virus that is transmitted through bodily fluids that weakens your immune system.
  • Identify at least two ways in which HIV can be transmitted.
  • Identify at least two ways in which HIV is not transmitted.
  • Identify at least one way to prevent HIV transmission.
  • Identify at  least one treatment for HIV.

Lesson

Conversation Starters

  • What do you know about HIV?
  • What are some questions that you might have about HIV?

Resources

Lesson

5

50 minutes

  • Define three types of communication: passive, assertive, and aggressive.
  • Demonstrate an understanding of assertive communication as the most effective way of telling someone they do not want  to  do something sexual with them.
  • Demonstrate an understanding of how to communicate assertively about one’s own decision to wait to engage in any shared sexual behaviors.·       
  • Define consent for sexual activity as mutual and consensual.
  • Identify ways to communicate consent and revoke consent.  

Lesson

Resources

Conversation Starters

  • How does it feel when you are passive, aggressive, or assertive?
  • How can we (parents) help/support you to be assertive?
  • When is it most important to be assertive?

Lesson

6

50 minutes

  • Define what a boundary is, with an emphasis on personal boundaries.
  • Demonstrate how to be clear about one’s own and show respect for others’ boundaries.
  • Demonstrate an understanding that no one has the right to violate someone else’s boundaries, and that doing so may be against the law.
  • Name at least one resource to whom they can report sexual assault or rape.

Lesson

 Resources

Conversation Starters

  • Why do you think it’s important to establish personal boundaries?
  • How can we (parents) help/support you in setting boundaries?

Suggested Reading


7th Grade

Lesson

Learning Objectives

Curriculum

Home Extensions and Parent Resources

Lesson

1

  • Establish a safe and inclusive classroom environment.
  • Understand levels of privacy and discuss appropriate disclosure.

Lesson

Resources

Home Extension

Lesson

2

  • Identify and describe structures and functions of internal and external sexual and reproductive systems.
  • Demonstrate a basic understanding of the menstrual cycle.
  • Demonstrate a basic understanding of where sperm is made and how it leaves the body.

Lesson

Resources

Home Extension

  • Review Reproductive System Crossword puzzles

Resources

Lesson

3

  • Describe the process of human reproduction by identifying the correct order of the steps involved with conception.
  • Define sexual intercourse as compared to other types of sexual activity.

Lesson

NOTE:  Emphasize that in addition to the contraceptive methods mentioned in the lesson, abstinence is a 100% effective way to prevent pregnancy.

Resources

Home Extension

  • Discuss “Reproduction Myth vs. Fact” worksheet
  • Video: Sex Myths (View together and discuss.)

Lesson

4

  • Define STIs and HIV.
  • Name at least three common STIs and how they are transmitted and can be prevented.
  • Compare sexual behaviors that put people at high, low or no risk for STIs.

Lesson

Teacher Resources

Home Extension

  • Complete the “HIV and AIDS” worksheet

Resources

Lesson

5

  • Define the terms sexual orientation, gender identity and gender expression.
  • Describe how each term is different from the others.
  • Name at least two factual statements and two incorrect statements about sexual orientation and gender.
  • List at least two respectful ways of communicating with or about LGBTQ individuals.

Lesson

Resources

Home Extension

  • Discuss “Fix This!” handout

Resources

Lesson

6

  • Name at least two stereotypes associated with why many people value the gender binary of “boys” and “girls.”
  • Analyze at least two sources of gendered messages and expectations that exist within their culture.
  • Describe at least one connection between gender expectations and discomfort around non-heterosexual orientations.

Lesson

Resources

Home Extension

  • Read the two stories of “Martin and Tia” and discuss the questions

Resources

Lesson

7

  • Demonstrate an understanding of using a decision-making model to determine whether they want to be in a sexual relationship.
  • Demonstrate their understanding of how to apply the SMART decision-making model to real-life situations.

Lesson

Home Extension

  • Complete “Everything’s Different, Nothing’s Changed” questionnaires and discuss reflection questions.

Lesson

8

  • Describe three different types of communication people use.
  • Demonstrate how to effectively use assertive communication in relationships.
  • Define consent (include that consent can be revoked at any time).

Lesson

Resources

Home Extension

Lesson

9

  • Characterize, in their own opinion, at least one relationship trait as either healthy or unhealthy.
  • Name at least two types of power differential in relationships, as well as their implication for the relationship.
  • Define sexual harassment, sexual assault, and sexual exploitation including sex trafficking.
  • Name at least one trusted adult and two local resources where students can seek support for abuse.
  • Describe at least two ways in which an unhealthy relationship can become a healthy one.
  • Apply their understanding of healthy relationships to a couple represented in the media.

Lesson

Resources

Background (Teacher use only)

Home Extension

  • Discuss “Healthy Relationships All Around Us!” worksheet

Lesson

10

  • Name at least two characteristics of accurate, reliable websites on sexuality and sexual health.
  • Demonstrate an understanding of how to determine whether a website is medically accurate, age-appropriate and youth positive.
  • Understand rights regarding minor consent laws and confidential medical release.

Lesson

Resources

Additional Resources (to be shared with students)

Conversation Starters

  • How do you know when a site is safe and trustworthy?
  • What would you do if you come across a website that is inappropriate or makes you feel uncomfortable

Resources


8th Grade

Lesson

Learning Objectives

Curriculum

Parent Resources and Suggested Homework

Lesson

1

  • Establish a safe and inclusive classroom environment.
  • Understand the range of values regarding sexuality and have objective conversations about the values.

Lesson

Teacher Resources

Home Extension

Lesson

2

  • Describe at least two things their school does well around LGBTQ inclusion, as well as two things it could do better.
  • Explain what that they, as students, can do to improve the school environment around LGBTQ inclusion.
  • Name at least one reliable website about sexual orientation and gender identity for their age group.

Lesson

Resources

Teacher Resources

Home Extension

  • Discuss “LGBTQ Issues Online: What did you learn?” handout

Suggested Reading

Resources

Lesson

3

  • Name at least three different sexual orientations.
  • Describe the three components of sexual orientation (orientation, behavior, and identity) and how they are unique from and connected to each other.

Lesson

Resources

Home Extension

  • Complete “Who do I Know?” worksheet

Lesson

4

  • Review Male and Female Reproductive Anatomy
  • Review menstrual cycle and sperm production
  • Review process of human reproduction

Review Lessons

Resources

Lesson

5

  • Describe the impact of correct and consistent use of a birth control method on how effective it is at preventing pregnancy.
  • Correctly recall that there is generally a gap between when a person may start to have vaginal sex and when they may wish to get pregnant, which makes using effective birth control important.
  • State what emergency contraception is and how it’s used to prevent pregnancy.

Lesson

Resources

  • Contraceptive Kit

Home Extension

  • Discuss contraceptive myth or fact index card

Lesson

6

  • Describe correctly, and in order, the steps to using an external condom.
  • Describe how an internal condom is used.

Lesson

Resources

  • Sample external (“male”) condoms
  • Sample internal (“female”) condom

Home Extension

  • Complete “Media Hunt: Did they Use Condoms Effectively”

Lesson

7

  • Describe at least two ways in which STDs, including HIV, can be transmitted.
  • Name at least one step they plan to take personally to reduce or eliminate their chances of contracting an STD.
  • Name at least one health center in their area to which they can go for STD testing and treatment that is affordable and confidential.

Lesson

Resources

Home Extension

  • Read and discuss “Taking Charge of My Sexual Health With STD Testing and Communication”

Lesson

8

  • Name at least three facts about STI symptoms.
  • Describe at least three facts about STI testing.
  • Apply knowledge about STI symptoms and testing to hypothetical situations relating to safer sex.
  • Distinguish between an accurate online resources about STIs and one that provides distorted, disrespectful information to youth.
  • Understand rights regarding minor consent laws and confidential medical release

Lesson

Resources

Additional Resources (to be shared with students)

Home Extension

  • Discuss “The STI Information I need” worksheet

Resources

Lesson

9

  • Name at least two different types of sexual assault.
  • List at least one example of each of the following: mutual consent, unfair manipulation, threats and aggression.
  • Describe at least two possible impacts of a sexual assault or abusive relationship on the person who was assaulted.
  • Demonstrate an understanding of how to report a sexual assault or abusive relationship.
  • Demonstrate an understanding of the warnings of sexual harassment and sex trafficking.

Lesson

Resources

Home Extension

  • Complete and discuss “Taking Action: Make Sexual Abuse and Assault STOP”

Resources

Lesson

10

  • Name at least two symptoms of pregnancy.
  • Explain the three choices a person has when they learn that they are pregnant.
  • Describe at least two reasons why a person might or might not choose each of the options.
  • Define “prenatal care.”
  • Access medically-accurate information about pregnancy options, including prenatal care.

Lesson

Resources

Note: All pregnancy outcomes are to be discussed with objectivity.

Teacher Resource

Home Extension

  • Complete “Pregnancy Website Hunt”

Suggested Reading