Human Sexuality
Grade 6
CSSD Grade 6 Human Sexuality
Page 1
September 2010
Human Sexuality
GRADE 6
Table of Contents
Page
Teacher Background:
Notice to Parent or Guardian of Religious Permeation ----------------------------- 1
Role of the Family, Parish, and Community ------------------------------------------ 1
Religious Education Program Philosophy --------------------------------------------- 2
3
The Truth and Meaning of Human Sexuality – Catholic Principles ----------------Alberta Education Guidelines (Directive 4.1.2) -----------------------------------------3
Teaching Human Sexuality in the CSSD – Guidelines for Teachers ----------- 4
Preparing for Instruction:
Creating the Climate -------------------------------------------------------------------------- 5
Question Box ----------------------------------------------------------------------------------- 6
7
Sample Parent Letter – September --------------------------------------------------------10
Sample Parent Letter – One Month Prior to Instruction -------------------------------Outcome Background:
13
Grade 6 Outcomes ------------------------------------------------------------------------------Catechetical Focus -----------------------------------------------------------------------------13
Note to the Catechist ------------------------------------------------------------------------- 14
14
Theological Background -----------------------------------------------------------------------14
Scripture Commentary ----------------------------------------------------------------Scripture Texts -------------------------------------------------------------------------14
Commentary on the Catechism of the Catholic Church ----------------------15
Lessons:
Development of Lesson 1 ---------------------------------------------------------------- 16
2 ------------------------------------------------------------------ 18
30
3 --------------------------------------------------------------------4 ---------------------------------------------------------------- 44
Background of Lesson 5 ------------------------------------------------------------------- 48
Development of Lesson 5 ---------------------------------------------------------------- 51
6 ----------------------------------------------------------------- 59
7 ----------------------------------------------------------------- 61
CSSD Grade 6 Human Sexuality
Page 1
September 2010
For Teacher Information
NOTICE TO PARENT OR GUARDIAN
OF RELIGIOUS PERMEATION
The Alberta Human Rights Act requires a school board to give notice to a parent or
guardian when courses of study, educational programs, institutional materials,
instruction or exercises include subject matter that deals primarily and explicitly with
religion.
All of the schools in this district are Catholic Separate Schools, the essential purpose of
which is to fully permeate Catholic theology, philosophy, practices and beliefs, the
principles of the Gospel and teachings of the Catholic Church, in all aspects of school
life, including in the curriculum of every subject taught, both in and outside of formal
religion classes, celebrations and exercises.
Every course of study and educational program, all institutional materials, instruction
and exercises will at all times include subject matter that deals primarily and explicitly
with religion.
Role of the Family, Parish, and Community
Parents, as primary educators of their children, have both the right and the duty to
nurture, guide, and prepare their children for the obligations of living and learning
outside the home. The Religious Education program in the school supports parents in
their efforts by modeling and teaching the truths of the Catholic faith. If this education is
to be successful, parents must cooperate actively with the school, be kept informed of
the Religious Education program, and support the Religious Education efforts of the
school by making use of the structures offered for parental involvement in the school.
Good parent-teacher relations contribute to a well-rounded experience for the child.
Ultimately, Religious Education takes place within a community living out its faith in a
space and time not limited to the school. Religious Education is the work of a lifetime,
aimed at enriching the faith life of students at each stage of their development, and
leading them to an eventual adult understanding to which they are able to respond fully.
CSSD Grade 6 Human Sexuality
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September 2010
Religious Education Program Philosophy
As Catholic Educators, we have a philosophy. It emerges from our faith and it is
expressed in our concept of and relationship with God, human beings, our environment,
and society. Our philosophy is based on the teachings of Jesus Christ.
As religious educators, we represent the Church. Thus, our teaching cannot be limited
to our own thoughts and opinions. We speak for the Church community, its history, and
its divine authority to teach.
“The activity of a Catholic school is, above all else, an activity that shares in the
evangelizing mission of the Church; it is a part of the particular local Church of the
country in which it is situated, and shares in the life and work of the local Christian
community.”
The Religious Dimension of Education in a Catholic School
The Sacred Congregation for Catholic Education
Rome, 1988
Regarding the teaching of human sexuality:
“The role of parents is so vital in the basic education of children that no other agency
can adequately replace it. The Church and school can only assist and support parents
in fulfilling their responsibility for developing moral attitudes and Christian values.”
Guidelines for Family Life Education
Ontario Conference of Catholic Bishops, 1987
CSSD Grade 6 Human Sexuality
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September 2010
The Truth and Meaning of Human Sexuality
Catholic Principles
1. Parents are the primary educators in the area of human sexuality.
2. Pope John Paul II states, “The family is the primary but not the only exclusive
educating community.” He emphasizes the importance of parents and educational
groups to strive for the “formation of a perfect educating community.”
3. Each person is created unique in the image and likeness of God.
4. All life is valuable and worthy of respect from the time of conception and in every age
and condition.
5. The role of Catholic Education is to present “Human Sexuality as a sacred mystery
and in accord with the doctrinal and moral teaching of the church.”
6. Sexuality, including the genital experience, is to be valued.
7. Sexual intercourse has a two-fold purpose: unitive and procreative.
8. “Only information proportionate to each phase of their individual development should
be presented to children and young people.” As educators, we must make good
judgment calls. “The principle of decency” must safeguard the virtue of chastity.
“Therefore in passing on sexual information in the context of education for love, the
instruction must always be ‘positive and prudent’ and ‘clear and delicate’.
Alberta Education Guidelines
(Directive 4.1.2)
o Every school operated by a board shall provide human sexuality education to
students in Grades 4 through 9, and in at least one senior high course required of all
students.
o Human sexuality education shall be taught within the normal school day.
o Human sexuality education may be offered through different instructional structures.
The goals and objectives outlined in the health curriculum are prescribed, but may
be offered through family life or religion classes.
o Parents shall be advised prior to the start of human sexuality instruction of their right
to exempt their child from this course component.
o Parent information nights to meet the teachers and ongoing chances for parents to
review learning resources and teaching concepts are strongly recommended.
o Schools will provide alternate learning experiences for those students who have
been exempted from human sexuality instruction by their parents.
CSSD Grade 6 Human Sexuality
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September 2010
Teaching Human Sexuality
in the Calgary Catholic School District
Guidelines for Teachers
1. Parents are their children’s primary educators.
2. All teachers new to teaching human sexuality in the Calgary Catholic School
District must take the “Teaching Human Sexuality” inservice prior to teaching
this component of the Family Life Program.
3. Human sexuality is taught in the spring in grades 4 – 9 when rapport has been
developed between teachers and students.
4. A letter must be sent home to parents in September, informing them that
human sexuality will be taught in their child’s classroom later that year, and
listing the topics that will be addressed. A second letter must be sent home
one month prior to instruction, listing the topics and dates of instruction.
Parents have the right to exempt their children from human sexuality
instruction. Schools will provide alternative learning experiences for those
students who have been exempted.
5. All resources must be approved by the District. Always check the reference
for appropriate Catholic content and that information given is compatible with Church
teachings.
6. Check the Approved Organizations & Agencies book in your school library
before booking guest speakers.
7. Preview videos. All videos at I.M.C. have been approved. If you are using
videos from other sources, they must be approved.
8. Students in combined grades must be taught human sexuality according to
their grade level curriculum only.
9. The School Nurse is available as a resource for teachers. The School Nurse
does not teach curriculum and cannot be asked to teach students human
sexuality.
10. Stay within the curriculum guidelines. If the resources go beyond the
curriculum for your grade level use only the applicable material.
11. For further information, support, resources, and other help, please contact
the Religious Education & Family Life Consultant.
CSSD Grade 6 Human Sexuality
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September 2010
Creating the Climate
Discussing topics on sexuality with young people can be very challenging. It is
important to create the climate in which sexuality issues are to be discussed. The
following will provide you with a few suggestions.
•
In preparing to teach each lesson, read and reflect on the scripture texts and church
teaching included in the Theological Background of the section for the teacher. A
key passage is in bold type.
•
Begin each lesson with a prayer and a discussion of a scripture passage as
indicated in the lesson plan. This helps to set the context of our faith tradition. To
give the Scripture text the dignity it deserves, read the Scripture from the Bible in
your prayer space.
•
Be sensitive to the varying degrees of student comfort level. Silly questions may
arise, which may reflect student anxiety with the topic at hand.
•
Set ground rules for discussion. Such rules may include: Be a good listener, no put
downs, laugh with each other, but not at each other, respect one another, use
appropriate language. “No names” (to protect the anonymity of people, “I know
someone who…”). “Right to pass” (no one should feel pressured to respond to a
question).
•
Use a Question Box (see p.5).
•
Keep the tone of the lesson light.
•
In combined grade classrooms, human sexuality instruction must be gradespecific. Arrangements must be made to separate students according to grade for
these lessons.
•
Due to the sensitivity of certain lessons, teachers may arrange for the boys and girls
to receive separate instruction.
•
Keep parents informed. There are two letters for this purpose – one to be sent
home in September and the other to be sent home one month prior to beginning
instruction (see p.6 & 7).
•
Develop an instructional plan for students whose parents request they not participate
in human sexuality lessons.
CSSD Grade 6 Human Sexuality
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September 2010
Question Box
The topic of sexuality can be challenging to teach. Many young people are very
interested in the topic of sexuality, but are not always comfortable asking questions. To
facilitate student questions, it is recommended that teachers use the “Question Box”.
The “Question Box” encourages students to ask questions while maintaining
confidentiality.
Directions:
Make a box with the label “Question Box”. At the end of the class, or every second or
third class, pass around slips of paper to all the students. Ask all students to write down
a question or comment that they may have on the lesson of the day. The teacher then
collects all the slips of paper into the question box. This process ensures anonymity. It
is strongly recommended that the teacher sort through the questions. Be prepared to
discard inappropriate questions and comments. Review the questions asked by the
students and prepare suitable responses for the next lesson.
Heads Up!
•
Remember, teacher responses must always reflect our Catholic tradition.
•
Answer questions that reflect the context of the curriculum outcomes. It is important
that teachers focus on age appropriate material and use correct terminology.
•
If some students need questions answered that go beyond the curriculum outcomes,
do not hesitate to refer these questions to the parents, who are the primary
educators.
•
If you are uncertain as to how to answer a question, let the students know.
Research the question and then provide correct information to the student.
CSSD Grade 6 Human Sexuality
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September 2010
Sample Parent Letter
(To be sent home in September on School Letterhead
with all students in Grades 4 - 9)
(Date)
Dear Parent(s):
Parents are the primary and most important educators of their children, especially in
matters related to faith and morals. Our role as Catholic educators is to support you in
teaching your children in these matters. This letter is to keep you informed regarding
human sexuality instruction in your child’s classroom.
The human sexuality curriculum was developed by a working committee established by
the Catholic Bishops of Alberta, and is being taught across Alberta in Catholic schools
in Grades 4 through 9. At the request of our parents, this curriculum is taught in the
Religious Education program. This provides the opportunity for teaching the principles
of family life education in the context of our faith tradition.
Human sexuality instruction in your child’s class will include addressing the following
topics:
(Teachers: enter the appropriate grade level outcomes from the curriculum.)
We will be teaching these lessons (Teachers: insert approximate dates – i.e. “mid-May”
or “after Easter”).
The Calgary Catholic School District has developed a Family Life Parent Handbook to
support parents in teaching their children about human sexuality. It includes some
information about Church teachings regarding this topic, more information about the
curriculum, some tips for parents, and additional resources. If you would like a copy of
this resource, please visit the District website at
www.cssd.ab.ca/programs/coresubjects/religioused or call me.
Pursuant to section 11.1(2) of the Human Rights Act, you as a parent/guardian may
request that your child be excluded from the above-identified instruction, without
academic penalty, by having your child either:
a) leave the classroom or place where the instruction is taking place or where
the instructional material is being used for the duration of that part of the
instruction; or
b) remain in the classroom or place where the instruction is taking place without
taking part in the instruction or use of instructional material.
In order to exercise this option, you must sign and return the attached exemption form
to ________________________________ [teacher’s name] on or before the date of the
instruction indicated above. If this form is not returned before that date, your child will be
included in the instruction.
CSSD Grade 6 Human Sexuality
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September 2010
If you have any questions or concerns regarding this instruction, feel free to contact me.
Thank you for your continued support.
Sincerely,
(Teacher name and signature)
CSSD Grade 6 Human Sexuality
Page 8
September 2010
STUDENT EXEMPTION UNDER SECTION 11.1 OF THE ALBERTA HUMAN RIGHTS ACT
TO:
Principal/Teacher of ____________________________________ [identify school], of
_____________________________________ [identify school board].
In response to the notice provided to me by my child’s school ___________________[name of
School] of ________________________________________ [name of school board] dated
_________________ [date of notice]
indicating that a course or program of studies in which my child is enrolled, or an instructional
material or exercise used in a course or program of studies in which my child is enrolled,
includes subject matter that deals primarily and explicitly with ___________________________
[specify human sexuality or sexual orientation], I, __________________________________
[name of parent/legal guardian], in accordance with section 11.1(2) of the Human Rights Act,
hereby request that my child, ______________________________ [name of child] be excluded
from the instruction, exercise or the use of instructional material identified in the notice.
I request that my child: (check relevant box)
 A) Leave the classroom or place where the instruction is taking place or where the
instructional material is being used for the duration of that part of the instruction.
OR
 B) Remain in the classroom or place where the instruction is taking place without taking part
in the instruction or use of instructional material.
I confirm that I am the legal guardian of ________________________________ [name of child]
and have chosen to exercise my option to have my child excluded from the instruction described
in the notice from _______________________________ School [name of school] on the dates
indicated in the notice. I also confirm that it is my obligation to ensure that this form is returned
to the school principal/teacher on or before the date of the instruction indicated in the notice.
The child to whom this exemption notice applies is: _______________________________
[name of child]
Grade: __________
______________________________________
_______________________
Parent/Legal Guardian
Date
______________________________________
________________________
Independent Student
Date
CSSD Grade 6 Human Sexuality
Page 9
September 2010
One Month Prior to Human Sexuality Instruction:
Sample Parent Letter
(Printed on School Letterhead)
(Date)
Dear Parent(s):
Parents are the primary and most important educators of their children, especially in
matters related to faith and morals. Our role as Catholic educators is to support you in
teaching your children in these matters. This letter is to keep you informed regarding
human sexuality instruction in your child’s classroom.
The human sexuality curriculum was developed by a working committee established by
the Catholic Bishops of Alberta, and is being taught across Alberta in Catholic schools
in Grades 4 through 9. At the request of our parents, this curriculum is taught in the
Religious Education program. This provides the opportunity of teaching the principles of
family life education in the context of our faith tradition.
Human sexuality instruction in your child’s class will include addressing the following
topics:
(Teachers: enter the appropriate grade level outcomes from the curriculum.)
The instruction in human sexuality will occur in your child’s class on the following dates:
________________________________________________________________
The Calgary Catholic School District has developed a Family Life Parent Handbook to
support parents in teaching their children about human sexuality. It includes some
information about Church teachings regarding this topic, more information about the
curriculum, some tips for parents, and additional resources. If you would like a copy of
this resource, please contact me or visit the District website at
www.cssd.ab.ca/programs/coresubjects/religioused
Pursuant to section 11.1(2) of the Human Rights Act, you as a parent/guardian may
request that your child be excluded from the above-identified instruction, without
academic penalty, by having your child either:
a) leave the classroom or place where the instruction is taking place or where
the instructional material is being used for the duration of that part of the
instruction; or
b) remain in the classroom or place where the instruction is taking place without
taking part in the instruction or use of instructional material.
In order to exercise this option, you must sign and return the attached exemption form
to _______________________________ [teacher’s name] on or before the date of the
CSSD Grade 6 Human Sexuality
Page 10
September 2010
instruction indicated above. If this form is not returned before that date, your child will be
included in the instruction.
If you have any questions or concerns regarding this instruction, feel free to contact me.
Thank you for your continued support.
Sincerely,
(Teacher signature)
CSSD Grade 6 Human Sexuality
Page 11
September 2010
STUDENT EXEMPTION UNDER SECTION 11.1 OF THE ALBERTA HUMAN RIGHTS ACT
TO:
Principal/Teacher of ____________________________________ [identify school], of
_____________________________________ [identify school board].
In response to the notice provided to me by my child’s school ___________________[name of
school] of ___________________________________________ [name of school board] dated
_________________ [date of notice]
indicating that a course or program of studies in which my child is enrolled, or an instructional
material or exercise used in a course or program of studies in which my child is enrolled,
includes subject matter that deals primarily and explicitly with ___________________________
[specify human sexuality or sexual orientation], I, __________________________________
[name of parent/legal guardian], in accordance with section 11.1(2) of the Human Rights Act,
hereby request that my child, ______________________________ [name of child] be excluded
from the instruction, exercise or the use of instructional material identified in the notice.
I request that my child: (check relevant box)
 A) Leave the classroom or place where the instruction is taking place or where the
instructional material is being used for the duration of that part of the instruction.
OR
 B) Remain in the classroom or place where the instruction is taking place without taking part
in the instruction or use of instructional material.
I confirm that I am the legal guardian of ________________________________ [name of child]
and have chosen to exercise my option to have my child excluded from the instruction described
in the notice from _______________________________ School [name of school] on the dates
indicated in the notice. I also confirm that it is my obligation to ensure that this form is returned
to the school principal/teacher on or before the date of the instruction indicated in the notice.
The child to whom this exemption notice applies is: _______________________________
[name of child]
Grade: __________
______________________________________
_______________________
Parent/Legal Guardian
Date
______________________________________
________________________
Independent Student
CSSD Grade 6 Human Sexuality
Date
Page 12
September 2010
GRADE 6 OUTCOMES:
1) The student will review the changes that occur during puberty and the
importance of self-care.
2) The student will review what it means to be male and female and
describe the creative process involved in the gift of life.
3) The student, as a child of God, will explore the stages of human
development from conception through birth.
4) The student, as a child of God, will explore positive and negative
choices that impact the development of human life.
5) The student, as a child of God, will discern life choices that can lead to bloodborne diseases and examine our Catholic response to those who suffer from
them.
6) The student will examine how health habits/behaviours/media images
influence body image and feelings of self-worth.
7) The student will identify personal boundaries and ways they can
respond when they feel others have not respected those boundaries.
Students, whose parents have requested exemption from human sexuality
lessons, must not participate in this lesson.
Catechetical Focus
• We are created in God's image.
• As Christians, we appreciate our uniqueness, demonstrate sensitivity towards
others, and understand that each person is worthy of love and respect.
• We marvel at the complexity of the human body and how God has created its parts
to work as a whole.
• Our bodies are temples of the Holy Spirit.
CSSD Grade 6 Human Sexuality
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September 2010
Note to the Catechist
• The focus of this lesson is to help the students recognize that new life begins at
conception.
• We learn from our Catholic faith tradition the “consistent ethic of life”, which teaches
that from the womb to the tomb, life is to be respected.
• To foster a respect for the life of the unborn, we identify the stages of development
during the nine months of pregnancy.
Theological Background
Scripture Commentary
• Awe and wonder are the first stages of wisdom. God continually invites us to learn
more about and to respect and appreciate how wonderful the gift of human life really
is.
• To instill within others a deeper sense of reverence for their bodily existence helps
them truly understand what we mean by human dignity.
Scripture Texts
1 Cor. 6:19
19 Or do you not know that your body is a temple of the Holy Spirit within you, which
you have from God, and that you are not your own?
Eph. 2:10 Jerusalem Bible quote directly
10 We are God’s work of art, created in Christ Jesus for the good works which God has
already designated to make up our way of life. (Jerusalem Bible)
1 Cor. 12:26
26 If one member suffers, all suffer together with it; if one member is honoured, all
rejoice together with it.
Col. 3:12-17
12 As God’s chosen ones, holy and beloved, clothe yourselves with compassion,
kindness, humility, meekness, and patience. 13 Bear with one another and, if anyone
has a complaint against another, forgive each other; just as the Lord has forgiven you,
so you also must forgive. 14 Above all, clothe yourselves with love, which binds
everything together in perfect harmony. 15 And let the peace of Christ rule in your
hearts, to which indeed you were called in the one
body. And be thankful. 16 Let the word of Christ dwell in you richly; teach and
admonish one another in all wisdom; and with gratitude in your hearts sing psalms,
hymns, and spiritual songs to God. 17 And whatever you do, in word or deed, do
everything in the name of the Lord Jesus, giving thanks to God the Father through him.
CSSD Grade 6 Human Sexuality
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September 2010
Eph. 5:1-2
1 Therefore be imitators of God, as beloved children, 2 and live in love, as Christ loved
us and gave himself up for us, a fragrant offering and sacrifice to God.
Mat. 25:36
36 I was naked and you gave me clothing, I was sick and you took care of me, I was in
prison and you visited me.”
Commentary on the Catechism of the Catholic Church
• We are created as beings with a free will. We have the power to make free choices
that can lead to life to the fullest or to death and destruction. If we use our intellect
and our free will to make life-giving choices we will experience what happiness truly
is.
• Being human, we have the ability to freely reason and choose our actions. We are,
however, responsible for the choices we make. Our freedom allows us to grow and
mature in truth and goodness.
• It takes effort and time to become the person we are called to be.
CCC #1730 "God created man a rational being, conferring on him the dignity of a
person who can initiate and control his own actions. 'God willed that man should be 'left
in the hand of his own counsel,' so that he might of his own accord seek his Creator and
freely attain his full and blessed perfection by cleaving to him.' [GS 17; Sir 15:14] Man
is rational and therefore like God; he is created with free will and is master over his acts.
CCC #1731 "Freedom is the power, rooted in reason and will, to act or not to act, to do
this or that, and so to perform deliberate actions on one's own responsibility. By free
will one shapes one's own life. Human freedom is a force for growth and maturity in
truth and goodness; it attains its perfection when directed toward God, our beatitude."
CCC #2342 "Self-mastery is a long and exacting work. One can never consider it
acquired once and for all. It presupposes renewed effort at all stages of life. [Cf. Titus
2:1-6] The effort required can be more intense in certain periods, such as when the
personality is being formed during childhood and adolescence."
CSSD Grade 6 Human Sexuality
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September 2010
Development of Lesson 1
Outcome 1: The student will review the changes that occur during puberty
and the importance of self care.
Introduction to this Unit:
•
•
•
Be sure to send home Letter to Parents (see p. 6) in September and again one
month prior to this instruction (see p. 7). Students whose parents have requested
they not participate must have alternate learning provided to them outside of the
classroom during this time.
Establish ground rules for discussion and question box procedures.
Choose a scripture reading from the biblical texts identified in the section entitled
Theological Background (p. 9). Ask the students to reflect on this passage. What
do you think God wants to tell us in this passage?
Activity 1 - Get ready
(This lesson is adapted for use in the Calgary Catholic School District from Calgary
Health Region’s Puberty Changes Lesson 1.)
•
Write three headings on the board: “Physical Changes”, “Emotional Changes”, and
“Social/Relationship Changes”. In small groups, invite students to come up as many
changes under each category as they can. Have groups compare responses.
• Now write the following titles on separate pages of newsprint, and post them on the
wall:
o The great things about growing up
o The difficult things about growing up
As a class, come up with an example or two for each heading. An example of
a difficult change could be period cramps. A great change could be more
independence. Have students write their own examples on the newsprint. If
they are struggling, encourage them to review the list of changes created
during the small group brainstorming.
• Class discussion:
o Are there changes on these lists that probably won’t happen to people? For
example, students may have listed a change such as “I can’t do gym when I
have my period,” which is not true and is a myth.
o Why are some changes difficult? Great?
People react to change differently. Some changes may be listed as being
both great and difficult. Feelings about change are personal.
o What can we do to make change easier?
Focus on student strengths. Have students brainstorm things they are
already good at (i.e. communication, self-advocacy, independence) that will
help them with puberty. Help students identify support systems (i.e. family,
school, parish youth group, etc.) who can provide help/support.
CSSD Grade 6 Human Sexuality
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September 2010
Activity 2 – Explore and apply
(The following is adapted from the Health and Life Skills Guide to Implementation (K-9),
2002, p. 368.)
•
•
•
•
As a class, discuss and define the concept of personal hygiene. Personal hygiene
habits that keep you healthy and clean include brushing teeth, changing one’s
underwear and socks daily, and washing with soap regularly.
Brainstorm a list of personal hygiene tasks you do to get yourself physically ready for
school. What else do you do to keep clean throughout the day?
Discuss how your hygiene needs have changed since you were in Grade 1. How
does puberty affect these needs?
Discuss the connection between your personal hygiene and your social relationships
with others.
Activity 3 – Extend and commit
•
•
•
The Elementary Puberty Kit is an optional tool that may be used in assist in teaching
about puberty and personal hygiene. It is available from your School Nurse upon
request, and subject to availability. See Lesson 4 in the Puberty Kit for ideas on how
to use the kit.
Compile a collection of ads for personal care products. Discuss:
o are all these products necessary for good health?
o do they fulfill the claims they make?
o do they create an artificial need or are they meeting the real needs of young
people?
o what values are the messages in the ads communicating?
Read the following passage:
1 Cor. 6:19
“Or do you not know that your body is a temple of the Holy Spirit within you,
which you have from God, and that you are not your own?”
What does this say to us about taking care of our bodies? How do we honour
God by doing that?
Additional Resources:
The following video resources are appropriate to use with this outcome:
•
•
The New Improved Me: Understanding Body Changes (most schools have a copy,
IMC #VT3118)
Puberty Happens (IMC #VT7408)
CSSD Grade 6 Human Sexuality
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September 2010
Development of Lesson 2
Outcome 2: The student will review what it means to be male and female
and describe the creative process involved in the gift of life.
Activity 1: Get ready
•
Begin with reading this passage from Scripture (Read directly from a Bible, if
possible):
Gen. 1:27-31
27 So God created humankind in his image, in the image of God he created them;
male and female he created them. 28 God blessed them, and God said to them, ‘Be
fruitful and multiply, and fill the earth and subdue it; and have dominion over the fish
of the sea and over the birds of the air and over every living thing that moves upon
the earth.’ 29 God said, ‘See, I have given you every plant yielding seed that is
upon the face of all the earth, and every tree with seed in its fruit; you shall have
them for food. 30 And to every beast of the earth, and to every bird of the air, and to
everything that creeps on the earth, everything that has the breath of life, I have
given every green plant for food. ’ And it was so. 31 God saw everything that he
had made, and indeed, it was very good. And there was evening and there was
morning, the sixth day.’
What does this passage say about the dignity of being male or female? What
does it mean to be created in the image of God as male and female? What
does “Be fruitful and multiply” mean? Emphasize the goodness of our
sexuality and that God has created it with a wonderful purpose in mind.
Activity 2 – Explore and apply
•
Begin a class discussion/review of the reproductive systems this way:
“God has created the male and female bodies so that we can share in the wonderful
creation of new life. God created the male and female bodies to be able to join
together so that sperm cells may leave the father’s body and enter the mother’s
body. There the sperm cells may meet an egg cell that is in the mother’s body. If a
sperm cell and an egg cell join, then a new human life begins. This is called
conception, and it is the beginning of the life of a brand new human person.”
“Let’s review how the male and female bodies are created and how each plays a
part in this wonderful gift of life.”
Begin with showing the Overhead Transparency on the Male Reproductive System
(p. 15) (Answer Key on p. 16). Ask students to name the parts that they can. Ask
what they know of the function of each part:
Testicles (or testes): produce and store millions of tiny sperm cells; also produce
hormones, including testosterone. Testosterone is a major part of puberty in
males. Testosterone is the hormone that causes males to develop deeper voices,
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bigger muscles, and body and facial hair, and it also stimulates the production of
sperm.
Scrotum: This bag of skin helps to regulate the temperature of testicles, which
need to be kept cooler than body temperature to produce sperm. The scrotum
changes size to maintain the right temperature. When the body is cold, the scrotum
shrinks and becomes tighter to hold in body heat. When it's warm, the scrotum
becomes larger and more floppy to get rid of extra heat. This happens without a
male ever having to think about it. The brain and the nervous system give the
scrotum the cue to change size.
Bladder: This organ is not part of the reproductive system. It stores urine
transported from the kidneys that will be eliminated from the body through the
Urethra.
Urethra: The urethra is a tube in the penis that serves two purposes: to eliminate
urine from the bladder and to allow for the passage of sperm, mixed with seminal
fluids, from the male body.
Penis: The penis is the organ that is created for sexual intercourse. The penis,
which usually hangs limp, becomes hard when a male is sexually excited. Tissues
in the penis fill with blood and it becomes stiff and erect (an erection). The rigidity of
the erect penis makes it easier to insert into the female's vagina during sexual
intercourse. When the erect penis is stimulated, muscles around the reproductive
organs contract and force the semen through the vas deferens and urethra. Semen
is pushed out of the male's body through his urethra - this process is called
ejaculation. Each time a man ejaculates, it can contain up to 500 million sperm.
The penis is also the organ that allows for passage of urine from the body. Urine
and semen cannot pass through the urethra at the same time.
Vas Deferens: The vas deferens is a muscular tube that passes upward alongside
the testicles and transports the sperm-containing fluid called semen.
Seminal Vesicles: These are two small glands that produce a fluid that makes up
about 50% of semen. The fluid produced by the seminal vesicles is rich in fructose
(a sugar) that may be important as an energy source for sperm.
Prostate Gland: produces a fluid that protects and nourishes sperm. Secretions
from the prostate contribute to approximately 40% of semen.
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The Female Reproductive System:
(Use the Overhead Transparency on page 19 (Answer Key on page 20) and ask
students what they know of the female system.)
The female reproductive system, unlike the male’s, is mostly inside a female’s body.
Females also have external organs that together are called the vulva (which means
"covering). The labia, which are folds of skin, surround the vaginal opening. Inside
the labia are openings to the urethra (the canal that carries urine from the bladder to
the exterior of the body) and to the vagina.
Ovaries: two almond-shaped organs that lie to the right and left of the uterus. The
ovaries contain thousands of egg cells. These egg cells are only about the size of a
tiny grain of sand. The egg cells are formed inside of a girl's ovaries before she is
even born. During puberty these egg cells will begin to mature and be released from
an ovary, about once a month. This is called ovulation. The ovaries also produce
the hormones estrogen and progesterone, important in the regulation of
menstruation.
Fallopian Tubes: When an egg cell is released from an ovary it begins its journey
to the uterus. Directly next to each ovary is a thin tube, called a fallopian tube,
through which the egg cell travels to get to the uterus. The interior of a fallopian
tube is only the thickness of two human hairs. (Teachers – use the Overhead
Transparency – Implantation – on page 21, to illustrate how a fertilized egg, now a
baby at its earliest stage of development, travels through the fallopian tube to the
uterus.)
Uterus: The uterus is about the size and shape of an upside-down pear.
Sometimes you might hear the uterus called the womb. The womb or the uterus is
where a baby grows and develops inside the mother. It is a small organ that can
stretch a great deal to allow a baby to grow inside it. After giving birth, a mother’s
uterus returns to almost the same size as before.
Cervix: the lower portion or neck of the uterus. At the end of pregnancy, the cervix
acts as the passage through which the baby exits the uterus into the vagina. The
cervical canal expands to roughly 50 times its normal width in order to accommodate
the passage of the baby during birth.
Vagina: The tube-shaped passageway that leads from the uterus to the outside of
the body. During intercourse, the husband inserts his penis in his wife’s vagina,
allowing for sperm to enter into her body. The vagina is also called the birth canal
because a baby needs to journey through the vagina to the world outside during
birth.
Uterine Lining: (Teachers – use the Overhead Transparency – The Menstrual
Cycle – on page 22, to explain the following:)
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For most of a woman's life the egg cell that is released approximately once each
month will not become fertilized, so the lining that develops each month for the
possibility of a growing baby won't be needed. Over a period of days the blood
vessels shrink and the uterus will shed the unneeded lining, which is made of a
small amount of blood and tissue. The lining flows down the uterus through the
cervix into the vagina and out of the body. This is called menstruation or the
menstrual period. The amount of blood being lost during menstruation is relatively
small. Only about two to four ounces over a three to eight day period slowly flow
from the vagina. A woman has approximately 120 ounces of blood in her body that
is constantly being replenished. Having a period is completely natural and healthy.
Menstruation is an important part of the menstrual cycle.
Activity 3 - Extend and commit
•
•
After completing the review on both reproductive systems, ask students to identify
the similarities and differences between the systems.
Have students complete the crossword puzzle, Reproductive Systems Review, on
page 23. Note that the Answer Key for this crossword puzzle is on page 24.
Additional Resources:
•
CD ROM: Life Begins, available through your school library. Use only the
appropriate sections for this Outcome.
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Reproductive Systems Review Crossword
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Reproductive Systems Crossword Answer Key
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Development of Lesson 3
Outcome 3: The student, as a child of God, will explore the stages of human
development from conception through birth.
Teachers: This is a wonderful time to bring in the Calgary Pro-Life
Educator for the presentation on fetal development. Book well in
advance as availability is on a first-come, first-served basis.
Activity 1 - Get ready
•
Read the following as an opening prayer:
“O Lord, you have searched me and known me…For it was you who formed my
inward parts; you knit me together in my mother’s womb. I praise you, for I am
fearfully and wonderfully made.” (Psalm 139: 1, 13-14)
What do you think God wants to tell us in this passage?
•
Do you know how big you were when you first came into being? Take a sharp pencil
and make a point on your paper. There you are, that’s it. That’s how big you were
when you first started to grow. Isn’t that amazing? When one of the two hundred
million to five hundred million sperm that came from your father met one of your
mother’s eggs, you were conceived. This was the moment of your conception!
(Teachers: use the Overhead Transparency “Conception” on page 28 at this point.)
This happened when at the right time a tiny egg from one of your mother’s ovaries
was in her fallopian tube. That’s where it met one of your father’s sperm and you
were created. You, a unique human being; no one ever was or will be like you. You
are God’s gift to our world.
•
(Teachers: use the Overhead Transparency “Implantation” on page 21 at this point)
In order for you to grow and have just the right kind of protection and nourishment,
you needed to find your way to your mom’s uterus. This journey took from 7 to 10
days. There, in your mother’s womb, you found a warm, cozy place to grow. This is
called “implantation”. Your mom probably didn’t know at that point that she was
pregnant, but her life was about to change in a big way. You were already making
yourself at home, causing huge changes in your mother’s body. For one thing, since
you moved in, you sent a chemical, hormonal message through your mother’s blood
stream to her brain that you were here. Her brain sent that message to her ovaries
so that they would stop releasing an egg each month. Since you needed that warm,
cozy place to grow, you also sent signals to her body to stop menstruating for the
rest of her pregnancy. That’s probably how she found out she was pregnant in the
first place. Her period never came, and she started to feel changes in her body. For
a little person, you sure could impact at least two other people – your mother and
your father! (Teachers: You may want to ask students to talk to their parents about
this impact.)
•
At this time, one of a number of videos may be used to show the development of the
baby in the uterus. Some of these include:
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



•
•
VT3641 Fertilization and Birth
VT2453 Life Before Birth
VT6123 Fetal Development: A Nine Month Journey
VT4762 Reproductive Systems
Ask students to read the Handout, “God’s Gift of New Life”, (pages 29 – 30) which
defines sexual intercourse, conception, and the stages of human development to
birth.
Complete the Student Handout (page 31), A New Life, adding the details of what is
developing at each stage.
Activity 2 - Explore and apply
•
Genes play a big role in determining our characteristics. Use the Overhead
Transparency, “Genetics – Sex Determination” (page 32), to illustrate how genes
from both mothers and fathers determine gender. Ask students: “Which parent’s
genes determined if you were male or female?” (Answer: father’s. Mother always
contributes an x chromosome.)
•
How are twins created? Are there different kinds of twins? Does anyone here know
a set of twins? How are they the same/different?
•
Read with the students the Student Handout, Twins, as found on page 33. Use the
Overhead Transparencies, “Fraternal Twins”, and “Identical Twins”, on pages 34 35. Discuss the difference between identical twins and fraternal twins.
Activity 3 - Extend and commit
•
Using the Overhead Transparency Childbirth, found on page 36, explain the
process of childbirth as follows:
After more than nine months in his/her mother’s womb, the baby is finally ready to
be born. The birth process sometimes takes many hours and sometimes it can be
very short. The birth process begins with a stage called labour. This stage is called
labour because the mother and baby must work very hard in order for the birth to
occur.
The muscles around the uterus now start to push and tighten around the amniotic
sac which holds the baby. This tightening around of muscles around the uterus is
call a contraction. Contractions can start out weak and far apart. The closer the
baby gets to birth, the stronger and closer together the contractions become.
With each contraction the baby is pushed headfirst farther down the birth canal.
The birth canal leads down the vagina to the vaginal opening. The vagina stretches
all around the baby’s head. The mother pushes and the baby moves that much
farther through the vagina. The doctor or midwife helps the mother during the birth.
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He/she will guide the baby’s head out of the vagina and will make sure the baby can
breathe on his/her own and then cuts the umbilical cord. A new child is born!
•
Complete the Student Handout (page 37) puzzle, Review. The answer is found on
page 38.
Recommended Resources:
“Life Begins” (CD ROM: Quality Multimedia, phone number 1-800-594-9769) – use
only the appropriate sections. A copy of this CD Rom is in your school library.
Print resources from Alberta Pro Life: If You Could See Me Now; How You Began;
Very Much Alive; The First Days of Human Life; 6 Week Child
“The First Nine Months” is a beautifully illustrated brochure on human development in
the womb. It is available through Life Cycle Books, www.lifecyclebooks.com (Item
#307).
Also available from Life Cycle Books is the Life Magazine Reprint “Life Before Birth”
(Item #27).
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Student Handout
God’s Gift of New Life
In marriage, a man and a woman share a special love relationship with each other. You
may see a couple holding hands, kissing one another or cuddling. These are signs of
affection that a couple shows for one another. The bond of love the married couple
shares is capable of bringing forth new life. This is all part of God’s great plan.
The possibility of life begins with a love relationship between a husband and a wife.
There are times when a husband and a wife show their love for one another through
sexual intercourse. It is in sexual intercourse that a husband and wife can express deep
love for each other as they join their bodies, minds, and hearts. Through sexual
intercourse, a husband and wife can truly give the gift of themselves to each other. It is
a way for them to strengthen their love and commitment to each other and their
marriage.
During sexual intercourse, the husband’s penis becomes erect in order to fit inside the
wife’s vagina. This very special closeness causes enjoyable physical and emotional
feelings for both the husband and wife. The husband’s body releases millions of sperm
into his wife’s body. These sperm cells swim through the wife’s vagina, into the uterus
then into the fallopian tubes in search of an egg cell to fertilize.
If the sperm finds an egg, then one sperm will be able to join with the egg; the two cells
become one. This is the moment of conception and new human life begins. God has
fashioned the body of the husband and the wife to create new life. Not all instances of
sexual intercourse result in conception, but there is always the possibility.
From the moment of conception, there is a new human life developing in the mother’s
body. The mother is pregnant. This is a very special gift of love for the husband and
wife. Precious is this new life and in need of protection and respect.
This new human life is very hard to see at first. It may look like a tiny dot. But the one
cell soon begins to divide; it becomes two cells, the two cells become four, then eight
cells, then 16, and so on. The baby keeps growing. All this is taking place in the
mother’s fallopian tube.
It takes three or four days for the developing human life to travel through the fallopian
tube into the mother’s uterus, or womb. The cells are continuing to divide and the baby
continues to grow. Each cell has a very specific purpose. The cells in a person’s body
carry within their core the person’s genes. Genes are small information sources. They
carry information about the colour of eyes, the shape of a nose, length of feet, the
colour of skin, and the gender or sex of the person. So, in that one cell - the one that
was created by the union of the egg and the sperm - all the information about the new
baby was known. This is a miracle of God’s creativity.
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Once the baby has made its way into the mother’s uterus, the baby will attach itself to
the lining that has been prepared to support this new life. This is called implantation.
A mother’s uterus has been created to protect and nourish her baby. The baby is
surrounded by fluid inside the amniotic sac. The baby stays in this fluid for the full nine
months. Nourishment is provided to the growing baby by the placenta that is a
collection of blood vessels built up at the place where the baby implants itself. The baby
is attached to the placenta by an umbilical cord. This is the tube, which provides the
oxygen and food to the baby. The umbilical cord is where the baby’s belly button will be
after birth. The baby will continue to grow and develop in the mother’s uterus, for
almost 40 weeks until birth. The pregnancy will last for almost 9 months.
When the baby is about 4 weeks old, the heart is beating, other major organs are
beginning to develop, and the head and spine are starting to take shape. The baby is
only about half a centimetre long or half the size of a pea.
At eight weeks, the baby is now about 2.5 centimetres in length. Facial features, arms,
legs, hands feet, fingers, and toes can be seen. The nervous system is responsive and
many of the internal organs begin to function.
At 12 weeks, the baby is now almost 8 centimetres long. The muscles begin to develop
and sex organs develop. Eyelids, fingernails, and toenails form. The digestive system
is working and the baby can open its mouth and swallow.
At 16 weeks, the baby is now about 12 centimetres long. The baby blinks, grasps
things, and moves his or her mouth. Sometimes the baby will hiccup. Hair grows on
the baby’s head and body. The baby is moving about in the mother’s uterus and the
mother can begin to feel the baby’s movements.
After 24 weeks, the baby can now inhale, exhale and even cry. The baby’s eyes have
completely formed, and the tongue has developed taste buds. Most everything that a
baby needs to survive after birth is present at this time. For the next three months the
baby will continue to grow, gain weight, add strength, and develop more fully.
About 38 weeks after the baby’s life began at conception, the baby takes up most of the
space in the womb. The baby may feel the need to leave its comfortable home in the
mother’s uterus. The baby is ready for birth.
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Student Handout
A New Life
In each frame, name what is developing and some interesting facts about the baby.
Conception
Four weeks
12 weeks
Eight weeks
24 weeks
16 weeks
38 – 40 weeks
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Student Handout
Twins
Do you know someone who is a twin? Do the twins you know look alike or do they look
different? Are they the same gender? Have you ever wondered how twins come to be?
There are two types of twins: fraternal twins and identical twins.
Fraternal twins do not look alike. Fraternal twins can also be different genders.
Fraternal twins occur when the mother’s body releases two eggs at the time of
ovulation. If these two eggs become fertilized by two sperm cells, two babies begin to
develop and grow. Because there are two different egg cells and two different sperm,
the babies have their own unique features and may also be of a different gender.
Identical twins occur when the woman’s body releases an egg cell at the time ovulation
and the egg is then fertilized. The fertilized egg then divides into two separate parts.
Since it is the same egg cell fertilized by one sperm, the babies look identical in features
and gender.
The mother and father may not know for sometime that they are expecting twins.
Sometimes the doctor can tell if there are two or more babies by listening to the
heartbeat of the growing baby. Ultrasounds can also tell if the mother and father are
expecting more than one baby. An ultrasound is a device that takes a picture of the
baby growing in the womb.
A mother and a father will be very busy with one baby, but if they have twins, they will
be especially busy. Remember, babies cry a lot and do not sleep through the night so
parents of newborn twins often need the help of friends and family.
Are there twins in your class?
Are they fraternal or identical twins?
Have you asked them what it is like to be a twin?
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(Childbirth transparency)
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Student Handout
Review
Complete the puzzle by first solving each of the TEN clues, and then finding the words in the
word search puzzle. The words may be vertical, horizontal, or diagonal.
1. Where conception occurs in the mother's
body ________________
6. Provides nourishment for the baby
________________
2. Attachment to uterus wall
________________
7. Period of baby's development in the
uterus________________
3. Attaches the baby to the placenta
________________
8. Another name for womb
________________
4. The moment when human life begins
________________
9. Sexual ______________ is a gift of life
and love in a marriage.
5. When the baby leaves the womb
________________
10. Information sources in the cells
________________
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Teacher Master
Review
Complete the puzzle by first solving each of the TEN clues, and then finding the words in the
word search puzzle. The words may be vertical, horizontal, or diagonal.
2. Where conception occurs in the mother's
body
fallopian tubes___.
14. Provides nourishment for the baby
Placenta .
10. Attachment to uterus wall
Implantation .
15. Period of baby's development in the
Uterus pregnancy .
11. Attaches the baby to the placenta
Umbilical cord .
16. Another name for womb
Uterus .
12. The moment when human life begins
Conception .
17. Sexual
intercourse is a gift of life and
love in a marriage.
13. When the baby leaves the womb
Birth .
10. Information sources in the cells
genes .
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Development of Lesson 4
Outcome 4: The student, as a child of God, will explore positive and negative
choices that impact the development of human life.
Note to the Catechist
• Fetal Alcohol Syndrome is the leading cause of mental disabilities in children. Even
moderate consumption of alcohol during pregnancy can affect a baby.
• Refer to the Canada Food Guide for suggested servings for pregnant mothers.
• Many over the counter and prescription drugs may have adverse affects on the
developing baby. The first trimester is the most critical time to refrain from taking
any drugs.
• Addiction can occur in the baby if a mother abuses barbiturates or heroin.
• Smoking can cause a rapid increase in the baby’s heartbeat and depress
respiration.
Activity 1 - Get ready
•
Read the following as an opening prayer:
“O Lord, you have searched me and known me…For it was you who formed my
inward parts; you knit me together in my mother’s womb. I praise you, for I am
fearfully and wonderfully made. Wonderful are your works; that I know very well.
My frame was not hidden from you, when I was being made in secret, intricately
woven in the depths of the earth. Your eyes beheld my unformed substance.”
(Psalm 139: 1, 13 – 16a)
Ask the student to reflect on this passage. What do you think God wants to tell us in
this passage? How precious we are to God, from the very beginning of our lives!
Even babies in the womb are deeply cared for by our loving Father.
•
A baby in the womb is very vulnerable. He/She is totally dependent on his/her
mother for care and safety. In what ways can the pregnant mother show her love for
her baby? What are some things she can do to take care of her baby while the baby
is in her womb? How can her husband help with this? What can other people do to
provide the unborn baby with the best possible conditions for growth in the womb?
Activity 2 - Explore and apply
•
Using the Overhead Transparency, “Pregnancy”, page 41, discuss how the growing
baby is protected and nurtured in the womb:
From very early in the pregnancy, the baby is fed through the umbilical cord which is
connected to the placenta. Point out to students that their umbilical cord was once
attached to what is now their belly button or navel. The placenta is the lifeline of the
baby. He/she receives nutrients, water, and oxygen from the mother’s blood through
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the placenta. Waste material travels from the baby through the placenta to the
mother’s body where her system can get rid of them.
Many substances that are in the mother’s blood can be passed through the placenta
and umbilical cord to her baby. Poisons such as alcohol and drugs in the mother’s
bloodstream will pass through to the baby.
•
Complete the diagram Healthy Choices for Pregnant Mothers, on page 42.
Activity 3 - Extend and commit
Choose from one of the following activities:
•
•
•
In pairs or small groups, create warning labels for cigarette packages and alcohol
that encourage pregnant mothers to abstain from using these products. Create
posters or radio ad scripts that would send the same encouraging message.
Research the cause and health consequences of Fetal Alcohol Syndrome Spectrum
Disorder.
List and briefly describe 10 positive health choices a pregnant mother can make in
order to give her baby a good start in life.
Recommended Resources
Teaching for the Preventions of Fetal Alcohol Syndrome Spectrum Disorder (teaching
guide: Alberta Learning)
CSSD Grade 6 Human Sexuality
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Transparency - Pregnancy
CSSD Grade 6 Human Sexuality
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September 2010
Student Handout
Healthy Choices for Pregnant Mothers
Directions: Name the choice that will lead to the healthy development of a baby.
Exercise
Food
Rest/Sleep
Alcohol
Illegal drugs
Medicines
Tobacco
CSSD Grade 6 Human Sexuality
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BACKGROUND OF LESSON 5
Outcome 5: The student, as a child of God, will discern life choices that can lead
to blood-borne diseases and examine our Catholic response to those
who suffer from them.
Catechetical Focus
• As Christians, we appreciate our uniqueness, demonstrate sensitivity towards
others, and understand that each person is worthy of love and respect.
• Our bodies are temples of the Holy Spirit.
• We see Christ in one another. We are all children of God.
Note to the Catechist
• To identify blood-borne diseases and the means of transmission.
• To discern life choices that can lead to blood-borne diseases.
• As Catholics we treat all people who suffer from disease and affliction with
compassion and respect.
• We find in scripture that Jesus was often moved by compassion and healed people
of their afflictions. Note that the Jewish people of Jesus’ day kept a distance from
people who suffered from blindness, leprosy or paralysis, etc. Sickness and
disease was seen as a sign of ones sinfulness, hence people with disease lived in
isolation. Jesus touches the sick, heals them, and forgives them.
Theological Background
Scripture Commentary
• Our human existence is not by chance, rather by providence. God knew of our
existence even before we were conceived in the womb. God gives us the gift of life
so that we can experience it to the fullest and eventually live eternally with him. As
children of the one Father, we all are brothers and sisters who look out for one
another and are there for each other especially in times of trouble. As a Family of
God we cannot be indifferent to the plight of others. We are one human family,
always there for each other, to build a better world for all.
Scripture Texts
Is. 49:1
1 Listen to me, O coastlands, pay attention, you peoples from far away! The LORD
called me before I was born, while I was in my mother's womb he named me.
Mark 12:30-31
30 you shall love the Lord your God with all your heart, and with all your soul, and with
all your mind, and with all your strength.' 31 The second is this, "You shall love your
neighbour as yourself.' There is no other commandment greater than these."
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1 Cor. 12:26
26 If one member suffers, all suffer together with it; if one member is honored, all rejoice
together with it.
Col. 3:12-17
12 As God’s chosen ones, holy and beloved, clothe yourselves with compassion,
kindness, humility, meekness, and patience. 13 Bear with one another and, if anyone
has a complaint against another, forgive each other; just as the Lord has forgiven you,
so you also must forgive. 14 Above all, clothe yourselves with love, which binds
everything together in perfect harmony. 15 And let the peace of Christ rule in your
hearts, to which indeed you were called in the one body. And be thankful. 16 Let the
word of Christ dwell in you richly; teach and admonish one another in all wisdom; and
with gratitude in your hearts sing psalms, hymns, and spiritual songs to God. 17 And
whatever you do, in word or deed, do everything in the name of the Lord Jesus, giving
thanks to God the Father through him.
Mat. 25:36
36 I was naked and you gave me clothing, I was sick and you took care of me, I was in
prison and you visited me.”
Commentary on the Catechism of the Catholic Church
 Being human, we have the ability to freely reason and choose our actions. We are,
however, responsible for the choices we make. Our freedom allows us to grow and
mature in truth and goodness.
 As we are created in the image and likeness of God we regard our bodies with
dignity and respect. Our bodies are a temple for God’s Holy Spirit.
• Jesus calls us to love one another. Loving actions demand that we be merciful
toward one another.
CCC #1731 "Freedom is the power, rooted in reason and will, to act or not to act, to do
this or that, and so to perform deliberate actions on one's own responsibility. By free
will one shapes one's own life. Human freedom is a force for growth and maturity in
truth and goodness; it attains its perfection when directed toward God, our beatitude."
CCC #364 "The human body shares in the dignity of 'the image of God': it is a human
body precisely because it is animated by a spiritual soul, and it is the whole human
person that is intended to become, in the body of Christ, a temple of the Spirit [Cf. 1 Cor
6:19-20; 1 Cor 15:44-45] Man, though made of body and soul, is a unity. Through his
very bodily condition he sums up in himself the elements of the material world. Through
him they are thus brought to their highest perfection and can raise their voice in praise
freely given to the Creator. For this reason man may not despise his bodily life. Rather
he is obliged to regard his body as good and to hold it in honour since God has created
it and will raise it up on the last day 233".
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CCC #1823 "Jesus makes charity the new commandment. [Cf. Jn 13:34] By loving his
own 'to the end,’ [Jn 13:1] he makes manifest the Father's love which he receives. By
loving one another, the disciples imitate the love of Jesus which they themselves
receive. Whence Jesus says: 'As the Father has loved me, so have I loved you; abide
in my love.' And again: 'This is my commandment, that you love one another as I have
loved you.'[Jn 15:9, 12]
CCC#1829 The fruits of charity are joy, peace, and mercy; charity demands
beneficence and fraternal correction; it is benevolence; it fosters reciprocity and
remains disinterested and generous; it is friendship and communion. Love is itself the
fulfillment of all our works. There is the goal; that is why we run: we run toward it, and
once we reach it, in it we shall find rest.
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Development of Lesson 5
Outcome 5: The student, as a child of God, will discern life choices that can lead
to blood-borne diseases and examine our Catholic response to those
who suffer from them.
Activity 1 - Get ready
•
Choose a scripture reading from the biblical texts identified in the background for this
lesson. Ask the student to reflect on this passage. What do you think God wants to
tell us in this passage?
•
Ask students if they have ever had a virus before? An example of a virus is a cold or
a flu. Discuss with students that a virus causes virtually all colds and most cases of
the flu. They can also cause more serious infections such as smallpox or AIDS.
Some viruses simply run their course while others can be deadly.
The common cold is a contagious viral infection that can be caused by a number of
common viruses. The common cold can result from breathing in virus particles
spread through the air by sneezing, coughing, or person-to-person contact. Care
must be taken when coming into contact with an infected person to prevent
contracting the virus. Washing hands frequently with soap and water can help
prevent getting the common cold. Medicine cannot cure the common cold but can
relieve some of the symptoms. The cold simply has to run its course which
sometimes takes up to two weeks or more.
•
Sometimes viruses are passed through body fluids. Body fluids include saliva,
blood, and those body fluids associated with our reproductive systems such as
semen and vaginal fluids. These viruses can be more serious. Some common
blood-borne viruses include those that cause HIV/AIDS infection, Hepatitis B and C.
Explain why they are a health risk. For information see Teacher Information on
Blood-Borne Diseases (pages 48 – 49).
Activity 2 - Explore and apply
•
•
Form students into groups and assign one of the three common blood-borne
diseases. Give each group a copy of the Student Information sheet for the disease
they have been assigned (see pages 51 – 53) along with a copy of the graphic
organizer, Blood-Borne Diseases (see page 50). Using their Information sheet,
have each group complete the graphic organizer, Blood-Borne Diseases.
Have each group share their responses.
Activity 3 - Extend and Commit
•
Ask students the following question: “How might people who have a blood-borne
disease be treated by others?” Discuss the student responses.
CSSD Grade 6 Human Sexuality
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September 2010
•
Read and discuss the following passages from scripture:
Mt. 20: 29-34 (note how Jesus was moved with compassion);
Mt. 8:14-17(Jesus touches the sick);
Lk. 5:17-26 (Jesus forgives people of their sins);
Lk. 8:42b-48 (Note the woman’s faith, she risks everything to touch the cloak
of Jesus. Since she is hemorrhaging, she is considered unclean and should
not be in public. This is an example if how the sick live in isolation. Jesus
heals her.)
•
Summarize with the students how we are to be like Jesus.
Pray the following prayer together:
“Lord of mercy and compassion,
we are called to a change of mind and heart
when we meet persons who desperately need your love.
Persons who suffer with diseases like AIDS are shunned by others.
We ask you to open our minds
so that we can understand.
We ask you to change our hearts
so that we can love with compassion and care.
Grant us this in the name of your Son, Jesus Christ,
Amen.”
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Teacher Information on Blood-borne Diseases
Blood-borne Disease
Blood and other body fluids are often the source of many infectious diseases. Contact with
blood or body fluids of someone carrying such an infectious disease could result in
transmission. The common blood-borne diseases are HIV infection and AIDS; Hepatitis B and
C.
What is HIV/AIDS?
Acquired Immunodeficiency Syndrome (AIDS) is an infection caused by the Human
Immunodeficiency Virus (HIV). The virus is spread through contact with blood or body fluids of
an infected person. The virus enters the body and begins destroying a special kind of white
blood cells called T cells. T cells play a very important role in protecting the body from infections
and disease. HIV, however, damages and destroys T cells and the infected person then
becomes vulnerable to infections that the body cannot fight off. When the immune system
becomes too weak to fight off infections and diseases, we say the person has AIDS. AIDS can
eventually lead to death.
How do you get HIV?
• Sharing intravenous needles or being punctured by a needle may result in the virus being
spread
• Unclean body piercing or tattooing implements may also exchange blood from an infected
person to another.
• Helping someone who is bleeding may exchange blood of an infected person or other body
fluids, if and only if, the helper has a large open wound.
• Sexual intercourse exchanges body fluids and possibly blood.
How do you prevent HIV?
• Take great caution when coming into contact with blood or body fluids.
• Don’t share needles.
• Practice abstinence.
What is Hepatitis B?
Hepatitis means “inflammation of the liver”. Hepatitis is caused by the hepatitis B virus, which is
found in the body fluids of an infected person. The only way to know if you have the hepatitis B
virus is to get a blood test from your doctor.
Some people will get sick. Some symptoms of the virus are: loss of appetite, nausea, vomiting,
abdominal pain, jaundice, skin rashes, pain in the joints. These symptoms can begin 40-160
days after the person comes into contact with the hepatitis B virus. The illness may last for up
to three months.
A person may have the virus and not experience any symptoms, however, they are still capable
of passing the virus to others. Presently there is no cure. Approximately 90% of people with
hepatitis B will get well and develop lifelong immunity. The remaining 10% of the people are will
develop liver problems.
CSSD Grade 6 Human Sexuality
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September 2010
How do you get Hepatitis B?
The Hepatitis B virus is spread when blood or other body fluids from a person with the hepatitis
B virus comes in contact with another person’s blood or body fluids. The virus can be spread in
the following ways:
• Sharing intravenous needles or being punctured by a needle may result in the virus being
spread
• Unclean body piercing or tattooing implements may also exchange blood from an infected
person to another.
• Helping someone who is bleeding may exchange blood of an infected person or other body
fluids, if and only if, the helper has a large open wound.
• Sexual intercourse exchanges body fluids and possibly blood.
• At birth, the baby can contract the hepatitis B if the mother has this virus in her blood or
body fluids.
How do you Prevent hepatitis B?
• Take great caution when coming into contact with blood or body fluids.
• Don’t share needles
• Practice abstinence
• Get the hepatitis B vaccination.
What is Hepatitis C?
Hepatitis C is a liver disease that is caused by the hepatitis C virus . The virus enters the liver
cells to make copies of itself, which then infect more cells. In a few cases, hepatitis C infection is
acute, meaning it is cleared spontaneously by the body and there are no long-term
consequences. Unfortunately, in the majority of cases, the infection becomes chronic and slowly
damages the liver over many years. Over time, this liver damage can lead to cirrhosis (or
scarring) of the liver, liver disease, and liver cancer. The symptoms of hepatitis C are not
always visible. Unlike other forms of viral hepatitis, hepatitis C infection usually does not result
in jaundice. When symptoms do appear, they may include tiredness, stomach pain, and rash.
Because Hepatitis C infection often has no symptoms, many people do not know they have
hepatitis C and may be infecting others. The only way to know whether you have hepatitis C is
to get a blood test for hepatitis C.
How do you get Hepatitis C?
The Hepatitis C virus is spread when blood or other body fluids form a person with the hepatitis
C virus comes in contact with another person’s blood or body fluids. The virus can be spread in
the following ways:
• Sharing intravenous needles or being punctured by a needle may result in the virus being
spread.
• Unclean body piercing or tattooing implements may also exchange blood from an infected
person to another.
• Helping someone who is bleeding may exchange blood of an infected person or other body
fluids, if and only if, the helper has a large open wound.
• Sexual intercourse exchanges body fluids and possibly blood.
How do you prevent Hepatitis C?
• Take great caution when coming into contact with blood or body fluids.
• Don’t share needles.
• Practice abstinence.
• Never share objects such as needles, razors, toothbrushes, nail files, and clippers, which
can be a means of coming into contact with blood or body fluids of an infected person.
CSSD Grade 6 Human Sexuality
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September 2010
Student Handout
Blood-borne Diseases
How to prevent contracting this disease
s
Name of disease
How this disease is transmitted
Questions I have about this disease
The symptoms and effects of this disease
CSSD Grade 6 Human Sexuality
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September 2010
STUDENT INFORMATION SHEET: HIV/AIDS
What is HIV/AIDS?
Acquired Immunodeficiency Syndrome (AIDS) is an infection caused
by the Human Immunodeficiency Virus (HIV). The virus is spread
through contact with blood or body fluids of an infected person. The
virus enters the body and begins destroying a special kind of white
blood cells called T cells. T cells play a very important role in
protecting the body from infections and disease. HIV, however,
damages and destroys T cells and the infected person then becomes
vulnerable to infections that the body cannot fight off. When the
immune system becomes too weak to fight off infections and diseases,
we say the person has AIDS. AIDS can eventually lead to death.
How do you get HIV?
Sharing intravenous needles or being punctured by a needle may
result in the virus being spread
Unclean body piercing or tattooing implements may also exchange
blood from an infected person to another.
Helping someone who is bleeding may exchange blood of an infected
person or other body fluids, if and only if, the helper has a large open
wound.
Sexual intercourse exchanges body fluids and possibly blood.
HOW DO YOU PREVENT HIV?
Take great caution when coming into contact with blood or body fluids.
Don’t share needles.
Practice abstinence.
CSSD Grade 6 Human Sexuality
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September 2010
STUDENT INFORMATION SHEET: Hepatitis B
What is Hepatitis B?
Hepatitis means “inflammation of the liver”. Hepatitis is caused by the
hepatitis B virus, which is found in the body fluids of an infected
person. The only way to know if you have the hepatitis B virus is to get
a blood test from your doctor.
Some people will get sick. Some symptoms of the virus are: loss of
appetite, nausea, vomiting, abdominal pain, jaundice, skin rashes, pain
in the joints. These symptoms can begin 40-160 days after the person
comes into contact with the hepatitis B virus. The illness may last for
up to three months.
A person may have the virus and not experience any symptoms,
however, they are still capable of passing the virus to others.
Presently there is no cure. Approximately 90% of people with hepatitis
B will get well and develop lifelong immunity. The remaining 10% of
the people are will develop liver problems.
How do you get Hepatitis B?
The Hepatitis B virus is spread when blood or other body fluids from a
person with the hepatitis B virus comes in contact with another
person’s blood or body fluids. The virus can be spread in the following
ways:
Sharing intravenous needles or being punctured by a needle may
result in the virus being spread
Unclean body piercing or tattooing implements may also exchange
blood from an infected person to another.
Helping someone who is bleeding may exchange blood of an infected
person or other body fluids, if and only if, the helper has a large open
wound.
Sexual intercourse exchanges body fluids and possibly blood.
At birth, the baby can contract the hepatitis B if the mother has this
virus in her blood or body fluids.
How do you Prevent hepatitis B?
Take great caution when coming into contact with blood or body fluids.
Don’t share needles
Practice abstinence
Get the hepatitis B vaccination.
CSSD Grade 6 Human Sexuality
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September 2010
STUDENT INFORMATION SHEET: Hepatitis C
What is Hepatitis C?
Hepatitis C is a liver disease that is caused by the hepatitis C virus.
The virus enters the liver cells to make copies of itself, which then
infect more cells. In a few cases, hepatitis C infection is acute,
meaning it is cleared spontaneously by the body and there are no longterm consequences. Unfortunately, in the majority of cases, the
infection becomes chronic and slowly damages the liver over many
years. Over time, this liver damage can lead to cirrhosis (or scarring) of
the liver, liver disease, and liver cancer. The symptoms of hepatitis C
are not always visible. Unlike other forms of viral hepatitis, hepatitis C
infection usually does not result in jaundice. When symptoms do
appear, they may include tiredness, stomach pain, and rash. Because
Hepatitis C infection often has no symptoms, many people do not know
they have hepatitis C and may be infecting others. The only way to
know whether you have hepatitis C is to get a blood test for hepatitis C.
How do you get Hepatitis C?
The Hepatitis C virus is spread when blood or other body fluids form a
person with the hepatitis C virus comes in contact with another
person’s blood or body fluids. The virus can be spread in the following
ways:
Sharing intravenous needles or being punctured by a needle may
result in the virus being spread.
Unclean body piercing or tattooing implements may also exchange
blood from an infected person to another.
Helping someone who is bleeding may exchange blood of an infected
person or other body fluids, if and only if, the helper has a large open
wound.
Sexual intercourse exchanges body fluids and possibly blood.
How do you prevent Hepatitis C?
Take great caution when coming into contact with blood or body fluids.
Don’t share needles.
Practice abstinence.
Never share objects such as needles, razors, toothbrushes, nail files,
and clippers, which can be a means of coming into contact with blood
or body fluids of an infected person.
CSSD Grade 6 Human Sexuality
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September 2010
Development of Lesson 6
Outcome 6: The student will examine how health habits/behaviours/media
images influence body image and feelings of self-worth.
Activity 1 - Get ready
•
Read the following as an opening prayer:
“We are God’s work of art, created in Christ Jesus for the good works which
God has already designated to make up our way of life.” (Eph. 2:10)
What do you think God wants to tell us in this passage? What does it mean to
be a “work of art”? What makes someone ‘beautiful’?
Activity 2 – Explore and apply
(The following is adapted from the Health and Life Skills Guide to Implementation
K-9, Outcome 6.4.)
•
Discuss: “Is it true that the better you take care of your body, the more you’ll
value and appreciate your body?” Discuss the challenges of keeping that
balance between caring about your physical appearance and obsessing over
what you look like.
•
Define body image (how a person feels about their body). As a class,
brainstorm a list of health habits, behaviours, and other influences (such as
media images) that influence body image. Sort the habits under the following
three headings:
Promotes self-worth
Damages self-worth
Can do either,
depending on
individual circumstances
Activity 3 – Extend and commit
•
What are some of the ways our society/media tell us we can improve our
feelings of self-worth? Discuss how society/media messages can
improve/damage our feelings of self-worth.
•
Our value as human beings comes from God, not from our appearance, our
behaviour, our gifts and talents, or anything else. We are valuable because
God loves us unconditionally, just as we are right now. Ask students to write
the following on a blank piece of paper:
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“I, _(name of student)_, am created in the image and likeness
of God, and I am loved.”
Ask students to respond to this in any way they like – through drawing,
reflective writing, poetry, story, etc. Display student work in the classroom.
Additional Resources:
IMC has the Elementary Body Image Kit available as a supplementary resource for
this outcome (IMC# K01307).
CSSD Grade 6 Human Sexuality
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September 2010
Development of Lesson 7
Outcome 7: The student will identify personal boundaries and ways they can
respond then they feel others have not respected those
boundaries.
Activity 1 - Get ready
•
Read the following as an opening prayer:
“Love one another warmly as Christians, and be eager to show respect for one
another.” (Romans 12:10)
What do you think God wants to tell us in this passage? What does it mean to
‘love one another warmly as Christians’? How do we show love? (For
example, there can be physical ways, such as hugging, that show love. It’s not
appropriate, though, to hug everyone. What are other ways we can show love,
without using our bodies?)
The second part of this passage says to “be eager to show respect for one
another”. “Respect” is a very important word. What does it mean to you? How
do you want to be respected? How do other people show that they respect
you? How can you show others that you respect them?
Activity 2 – Explore and apply
•
Clear a space in the classroom to allow for movement of students. Divide the
students into two groups (not gender-specific). Ask students to step towards
each other until they are at a comfortable distance, then stop where they are.
Discuss differences in ‘comfort zones’. Are some people closer together than
others? What accounts for this difference? Ask students to return to their
desks/seats for further discussion.
•
What is meant by “personal space”? Are there people you allow closer into that
personal space? Draw 3 or 4 concentric circles on the board. Tell students
that this represents each person’s personal space. The center circle is
reserved for those people we allow in the closest. Note that some people may
have only one or two people there, others may have more. Why is it
inappropriate to allow everyone there? Ask students to complete their own
personal space circles, from the most personal in the center to the least
personal in the outside circle.
•
“Personal space” can also refer to our emotional/social space. We could draw
another set of concentric circles and write in the names of people who we feel
close to, in the very center. These people are those who we could share our
deepest secrets with, those people who we know love us and accept us as we
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September 2010
are. These are the people we trust the most. Ask students to complete their
“emotional/social boundaries” circles.
•
Are the names of people in our first set of circles, representing physical
boundaries, the same as those in our emotional/social boundaries circles?
Why is it inappropriate to allow everyone into our innermost emotional/social
boundaries circle?
Activity 3 – Extend and commit
•
Discuss: Sometimes people disrespect others by not respecting their personal
boundaries. This means that they try to come into those inner circles without
being invited. This happens in many ways.
One of the more serious ways is when someone bigger or older looks at or
touches a child’s private parts or when a bigger or older person has a child
look at or touch the bigger or older person’s private parts. Of course, there are
times when this needs to happen – like when a doctor needs to do this, or when
someone needs to change a baby’s diaper.
Your body is your own and you get to decide if a touch is not okay. If anyone,
even someone you know, touches you in a way that is not okay, tell an adult
you trust. Brainstorm a list of adults students can talk to (including parents,
teachers, principals, aunts, uncles, friends of mom or dad, etc.)
Know that abuse is never the child’s fault. Never. (Make sure your students
know this.)
(Teachers: This Outcome may raise questions and/or disclosures from
students. Please review the attached pages from the Child Abuse
Domestic Violence Protocol Manual, including the following:
o Indicators of Abuse and Violence (Manual pages 6 – 8)
o Reporting to Child Welfare (Manual page 10)
o The Role of the Teacher (Manual page 13)
o School Protocol for Responding to Child Abuse (Manual page 18)
o Protocol for Documentation by School Personnel (Manual page 22)
For additional support and information, contact:
o Your school principal
o The Supervisor of Guidance & Counselling Services)
•
Conclude this unit with a final prayer, found on page 58. You can invite
students to pray with you if you create a transparency from this page.
Recommended Resources:
Check the District’s Approved Organization and Agencies for Classroom/School
Presentations booklet (revised annually), available through your school library, for
relevant speakers and presentations on this topic.
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Dear God, you created us in your image.
As male and female, we are human
expressions of your divinity.
We are the same and yet different.
We learn from one another.
We respect and value each other’s unique
identity.
Guide us in discovering and realizing who we
are, in the image of your beloved Son, Jesus
Christ.
Amen
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