PARENT/CHILD
ACTIVITIES
Family Life Education
A 6th Grade Course Companion for Parents
San Diego Unified School District
Physical Education, Health and Athletics
HIV Prevention Program
2013
This booklet may not be reproduced for commercial use.
Funding provided by the Centers for Disease Control and Prevention,
Division of Adolescent School Health.
Stock # 4017
GOALS FOR PARENT/STUDENT HOME ACTIVITIES
Parents are the primary sexuality educators for their children. While schools have accepted
more responsibility in this area, parents play a primary role in providing guidance and imparting
values to their children. The enclosed home activities are designed to do the following:

Encourage communication between parent and child.

Create an environment for discussing human sexuality.

Provide information about puberty, reproductive anatomy, STDs, and relationships.

Encourage the discussion of family values.

Support and reflect what is being taught in the classroom.
If you think that your child is too young to think about sex, consider what he/she is exposed
to in the media. Even if your child seems too young to understand these concepts fully, he/she
may have questions that need answering at an age-appropriate level. If you believe that an
activity in this packet is too advanced for your child, simply skip it. Hopefully these home
activities will support discussions with your child about sexuality.
Using the Activities
These activities supplement classroom sexuality education instruction, Rights, Respect,
Responsibility, which consists of ten one-hour lessons. Please see the chart below for the
home activity that you and your child should complete, so that they coincide with and reinforce
the classroom lessons.
DAY
CLASSROOM LESSON
HOME ACTIVITY
Before
Instruction
N/A
Values and Beliefs
1
Introduction to Family Life
N/A
2&3
Learning About Puberty and the
Reproductive System
Male and Female
Reproductive Systems
4
Learning Refusal Skills
Reinforcing Refusal Skills
5&6
Learning About Sexually
Transmitted Diseases and HIV/AIDS
Rating Behavior for Risk
7
Learning About Sexual Harassment
Sexual Harassment
8
Learning About Cyber Safety
Internet Safety Pledge
9
Learning About Health Promotion
N/A
(Answer Sheets are included in the Appendix.)
2
Parents or Guardians – Briefly describe the messages your parent(s) gave you
about the following topics:
1. Sexuality
2. Women
3. Men
4. Female / Male Relationships
5. Masturbation
6. Premarital Intercourse
7. Teenage Pregnancy
8. STDs including HIV
9. Are these the same messages you want your child to receive? If not, what
changes would you make?
10. As you work with your child, keep these messages in mind.
(This activity is not part of the Family Life Curriculum, but can help prepare for a discussion at home.)
3
MALE REPRODUCTIVE SYSTEM
Directions: Match the word from Column 1 with its definition in Column 2.
Column 1
Column 2
_______
1. Testicle
A. An opening from the digestive system for
eliminating wastes
_______
2. Scrotum
B. Duct through which urine and semen is
discharged
_______
3. Epididymis
C. Either of two ducts that allow sperm to pass
from the testicles
_______ 4. Vas Deferens
D. The male sex organ; also the male urinary organ
_______
5. Urethra
E. The external pouch that contains the testes
_______
6. Seminal Vesicles
F. One of two glands in the male that produce
sperm.
_______
7. Prostate
G. Organ where urine is stored
_______
8. Cowper's Gland
H. Small tubes where sperm further develops
_______
9. Penis
I. Secretes fluid that coats the lining of the
urethra
_______ 10. Bladder
J. Produce a thick, whitish fluid, called semen
_______ 11. Anus
K. Produces a fluid that mixes with the semen
Directions: Use the diagram below to locate parts of the male reproductive system.
4
FEMALE REPRODUCTIVE SYSTEM
Directions: Match the word from Column 1 with its definition in Column 2.
Column 1
Column 2
_______ 1. Ovary
A. Passage that leads from the uterus to the outside
of the body
_______ 2. Fallopian Tube
B. Duct through which urine is discharged
_______ 3. Uterus
C. A ring of muscle at the end of the uterus which
dilates for the birth of a baby
_______ 4. Vagina
D. Either of two tubes through which the egg
travels on its way to the uterus after being
released from an ovary each month.
_______ 5. Cervix
E. An opening from the digestive system for
eliminating wastes
_______ 6. Vulva
G. A hollow muscular organ, which holds and
nourishes a baby until birth
_______ 7. Clitoris
H. Organ that stores urine
_______ 8. Bladder
I. One of two female organs in which egg cells and
sex hormones are produced
_______ 9. Urethra
J. External female genitalia
________10. Anus
K. A sensitive organ protected by the labia
Directions: Use the diagram below to locate parts of the female reproductive
system.
5
REINFORCING REFUSAL SKILLS
Your child will learn and practice refusal skills in order to stay in control of his/her
life. The following five steps are involved in staying in control.
1.
ASK QUESTIONS
What? Where? Why? Who?
2. NAME THE TROUBLE
That's stealing. That's vandalism. That's shoplifting.
That's mean.
3. STATE THE CONSEQUENCES
If I do that I’ll … Get grounded. Get arrested. Get suspended. Get pregnant.
Get hurt. Get killed.
4. SUGGEST SOMETHING ELSE
Instead, why don't we … Go to my house? Borrow money? Study together?
5. IF ALL ELSE FAILS, LEAVE
Walk away, keep it friendly.
"I can't go with you, but come by later."
"I don't want to do that today, but maybe we can do something tomorrow."
"I'll see you at school tomorrow."
Please complete the following activities:
1. Review the five steps described above with your child.
2. Have a discussion with your child about the personal limits that they set for
their own behaviors. Everyone has limits that determine what behaviors they
will or will not do. Limits are determined by laws, rules, personal values and gut
feelings.
3. Ask your child to share how they can use these refusal skills.
4. Role-play some challenging situations so your child can practice the skills.
6
RATING BEHAVIOR FOR RISK
It is not who you are that puts you at risk for sexually transmitted diseases
(STDs) and human immunodeficiency virus (HIV); it is what you do. You need to
know which behaviors can result in infection with STDs or HIV. When you know
the facts you won't need to worry.
Rate the risk level for each of the activities listed
below in the “Behavior” column by writing the
appropriate initial (H, L or N) in the box listed in
the “Rating” column.
H for High Risk
L for Low Risk
BEHAVIOR
N for No Risk
RATING
1. Holding Hands
2. Sharing a can of soda
3. Sitting next to someone who is
infected with HIV
4. Sharing needles or syringes for
injecting drugs
5. Kissing
6. Hugging
7. Sexual intercourse without a condom
8. Getting a tattoo at a licensed facility
9. Using public toilets
10. Getting your ears pierced with
medically sterilized equipment
11. Participating in oral sex
12. Getting a mosquito bite
7
13. Discuss how a low-risk behavior can become a high-risk behavior. For instance,
how might getting a tattoo or ear piercing turn into high-risk behavior?
14. Discuss how a high-risk behavior can become a low-risk behavior. For instance,
how might using condoms correctly and consistently change the risk factor for
sexual intercourse?
15. List the two most effective ways you can protect yourself from getting infected
with an STD or HIV.
16. How might the following situations affect risky behavior:

Spending a lot of time alone with a romantic partner?

Dating or hanging out with older friends?

Going to an unchaperoned party?

Drinking alcohol or doing drugs?
17. List some ways you can help your friends protect themselves:
18. Refer to classroom lessons to identify the following STDs (fill in the blanks):
Bacterial STDs
Viral STD
Cl__________________
H________ B V________
Go__________________
H________ P________ V________
Sy__________________
H________ S________ V________
H________ I________ V________
(Parent information about the vaccine to prevent cervical cancer is included the Appendix.)
8
SEXUAL HARASSMENT
Sexual Harassment is unwanted and unwelcome sexual behavior that interferes
with a student’s right to get an education or participate in school activities. Sexual
harassment includes words or behaviors of a sexual nature that offend, threaten
or scare a student. SDUSD has a Student Nondiscrimination and Sexual
Harassment Policy that prohibits harassment in the school setting. If a student or
parent has a discrimination or harassment complaint, they should notify the
classroom teacher and school principal. If the complaint is not resolved, notify the
district Title IX Coordinator at (619) 725-7225.
Read each statement and check “T” if it is true or “F” if it is false. Refer to the
appendix for explanations
1.
.
T
F
Sexual harassment is innocent fun.
2. There is nothing I can do if I am being harassed at school.
3. Boys cannot be sexually harassed.
4. Girls can sexually harass other girls.
5. If a girl wears certain clothing, it is her fault if she is sexually
harassed.
6. If you ignore sexual harassment, it will stop.
7. If you are just teasing or playing around, it can’t be considered
sexual harassment.
8. Writing dirty notes about someone is considered sexual
harassment.
9. If a teacher ignores sexual harassment then it isn’t that bad.
10. Flirting with someone may be considered sexual harassment.
11. Asking someone on a date is sexual harassment.
12. Telling someone they cannot participate in a school club or sports
activity because of their gender is perfectly acceptable.
13. Teasing someone because you think they are “gay” is sexual
harassment.
9
INTERNET SAFETY PLEDGE
Review these guidelines with your child and sign at the bottom:
1. I will talk with my parents or guardian to set up rules for going
online. I will not break these rules or access other areas without
their permission.
2. I will tell a trusted adult if I come across anything that makes me
feel scared, uncomfortable or confused. I will not download
anything from anyone without permission from my parent or
guardian.
3. I will never share personal information such as my address, phone
number, school name or picture without permission from my
parent or guardian.
4. I will never respond to any messages that are mean or
threatening. If I get a message like that, I will tell a trusted
adult right away.
5. I will not send messages that are mean or threatening. I will not
spread lies or rumors or pretend to be someone else when I am
online.
6. If my friends are sending mean messages about someone else, I
will tell them to stop it and tell an adult.
7. I will never meet anyone in person that I have only “met” online
without checking with my parents or guardian.
Child’s Signature: ________________________________
Parent’s Signature: _______________________________
Adapted from “My Rules for Online Safety”; National Center for Missing & Exploited Children
10
Appendix
MALE REPRODUCTIVE SYSTEM - ANSWER SHEET
Column 1
____F___ 1. Testicle
____E___ 2. Scrotum
Column 2
A. An opening from the digestive system for
eliminating wastes
B. Duct through which urine and semen is
discharged
____H___ 3. Epididymis
C. Either of two ducts that allow sperm to pass
from the testicles
____C___ 4. Vas Deferens
D. The male sex organ; also the male urinary organ
____B___ 5. Urethra
E. The external pouch that contains the testes
____J___ 6. Seminal Vesicles
F. One of two glands in the male that produce
sperm.
____K___ 7. Prostate
G. Organ where urine is stored
____I___ 8. Cowper's Gland
H. Small tubes where sperm further develops
____D___ 9. Penis
I. Secretes fluid that coats the lining of the
urethra
____G___ 10. Bladder
J. Produce a thick, whitish fluid, called semen
____A___ 11. Anus
K. Produces a fluid that mixes with the semen
11
Appendix
FEMALE REPRODUCTIVE SYSTEM - ANSWER SHEET
Column 1
Column 2
____I___ 1. Ovary
A. Passage that leads from the uterus to the outside
of the body
____D___ 2. Fallopian Tube
B. Duct through which urine is discharged
____G___ 3. Uterus
C. A ring of muscle at the end of the uterus which
dilates for the birth of a baby
____A___ 4. Vagina
D. Either of two tubes through which the egg
travels on its way to the uterus after being
released from an ovary each month.
____C___ 5. Cervix
E. An opening from the digestive system for
eliminating wastes
____J___ 6. Vulva
G. A hollow muscular organ, which holds and
nourishes a baby until birth
____K___ 7. Clitoris
H. Organ that stores urine
____H___ 8. Bladder
I. One of two female organs in which egg cells and
sex hormones are produced
____B___ 9. Urethra
J. External female genitalia
____E___ 10. Anus
K. A sensitive organ protected by the labia
12
Appendix
RATING BEHAVIOR FOR RISK – ANSWER SHEET
The focus of this activity is to help your child understand that a low-risk behavior can
become high-risk if the situation changes. Young people are often exposed to STDs or
HIV because a situation gets out of control. Discussing this ahead of time can help
them plan ahead and make healthier decisions.
BEHAVIOR
RATING
1. Holding Hands
NO RISK
2. Sharing a can of soda
NO RISK - There is no risk of infection with
HIV, but you can be exposed to other germs or
bacteria when sharing glasses, cans or straws.
3. Sitting next to someone who is
NO RISK
infected with HIV
4. Sharing needles or syringes for
injecting drugs
HIGH RISK - HIV exists in blood and can
5. Kissing
LOW RISK - Exchanging saliva does not pose
6. Hugging
7. Sexual intercourse without a condom
NO RISK
HIGH RISK - HIV and other STDs can be
8. Getting a tattoo at a licensed facility
NO RISK - Hepatitis B can transmit through
9. Using public toilets
NO RISK - Public toilets do not transmit HIV
10. Getting your ears pierced with
medically sterilized equipment
NO RISK - Hepatitis B can transmit through
11. Participating in oral sex
HIGH RISK - HIV and other STDs can be
12. Getting a mosquito bite
NO RISK
transmit through shared needles or syringes. To
eliminate this risk, do not share needles or
syringes. To reduce the risk, needles and
syringes need to be properly sterilized.
a risk for infection with HIV or STDs. If
someone has a herpes sore on their mouth (fever
blister or cold sore) this virus can transmit
through lip-to-lip contact.
transmitted through unprotected anal, vaginal or
oral sex.
sharing needles with an infected person. Make
sure the tattoo parlor follows health codes
established for equipment sterilization.
and STDs, but you can be exposed to other
types of germs and bacteria. Use a toilet seat
liner and always wash your hands.
sharing needles with an infected person. Make
sure the piercing parlor follows health codes
established for equipment sterilization.
transmitted through unprotected anal, vaginal or
oral sex.
13
Appendix
13. Discuss how a low-risk behavior can become a high-risk behavior. For instance, how
might getting a tattoo or ear piercing turn into high-risk behavior? Almost all behaviors
can increase in risk when the situation changes. Some behaviors may appear to be safe but can
lead to a dangerous situation. For example, kissing may lead to other sexual behavior if alcohol
or drugs are involved.
14. Discuss how a high-risk behavior can become a low-risk behavior. For instance, how
might using condoms correctly and consistently change the risk factor for sexual
intercourse? Many behaviors can decrease in risk when the situation changes. For example,
getting ears pierced by a licensed facility with sterilized equipment will eliminate the risk of
infection. And using condoms during sexual activity greatly reduces the risk of infection .
15. The two most effective ways you can protect yourself from getting infected with an
STD or HIV. (1) Abstinence from oral, vaginal or anal sex and (2) not sharing needles or syringes.
REMINDER: Transmission of HIV and other STDs can only occur if one person is infected.
16. How might the following situations affect risky behavior? All of these behaviors can lead to
increased risk taking behaviors, which could lead to transmission of HIV or STDs. For example, an
intoxicated person might have sex without using condoms when that person would not have engaged in sex
or would have used condoms if he or she had remained sober.
17. List some ways you can help your friends protect themselves.






Encourage abstinence from oral, vaginal and anal sex.
Give them correct information.
Encourage them to seek information and treatment as needed.
Caution them not to share needles or syringes.
Encourage them to talk to their parents.
If a friend is in trouble and unwilling to get help, you may have to talk to a trusted adult.
18. Refer to classroom lessons to identify the following STDs (fill in the blanks):
Bacterial STDs
Viral STD
Chlamydia
Hepatitis B Virus
Gonorrhea
Human Papilloma Virus
Syphilis
Herpes Simplex Virus
Human Immunodeficiency Virus
14
Appendix
SEXUAL HARASSMENT - ANSWER SHEET
T
F
1. Sexual harassment is innocent fun: Sexual harassment is against the law and
X
2. There is nothing I can do if I am being harassed at school: Sexual
X
3. Boys cannot be sexually harassed: Boys and girls can be the victims of sexually
X
against school policy.
harassment is against school policy and should immediately be reported to an adult.
harassment.
4. Girls can sexually harass other girls: Sexual harassment can occur between
students of the same sex or opposite sex.
X
5. If a girl wears certain clothing, it is her fault that she is sexually
harassed: Sexual harassment is never the victims’ fault.
X
6. If you ignore sexual harassment, it will stop: Sexual harassment must always be
X
7. If you are just teasing or playing around, it can’t be considered sexual
harassment: Teasing can be considered sexual harassment if it is unwanted attention
X
reported to a teacher, counselor or the principal. It usually does not stop on its own, and
may escalate into sexual assault.
that makes a student feel uncomfortable.
8. Writing dirty notes about someone is considered sexual harassment:
Harassment includes written or verbal comments or behavior of a sexual nature.
X
9. If a teacher ignores sexual harassment then it isn’t that bad: If a teacher
X
10. Flirting with someone can be considered sexual harassment: Flirting is okay
X
11. Asking someone on a date is sexual harassment: Asking someone on a date is
X
12. Telling someone they cannot participate in a school club or sports activity
because of their gender is perfectly acceptable: Excluding someone in a school
X
ignores a student’s complaint, the student or parent should notify the principal.
as long as the other person is not uncomfortable with the behavior. If someone asks you
to stop the flirting and you continue, it can be considered sexual harassment.
fine. If the person that you ask says NO, and then you ask he or she out again
repeatedly, the behavior becomes sexual harassment.
activity because of their gender is sexual harassment.
13. Teasing someone because you think they are “gay” is sexual harassment:
The law prohibits harassment directed toward a lesbian, gay, bisexual, or transgender
student that is sexual in nature.
X
15
Appendix
IMPORTANT INFORMATION FOR PARENTS ABOUT
GARDASIL
The Food and Drug Administration (FDA) licensed the first vaccine developed to
prevent cervical cancer in females caused by human papillomavirus (HPV). The
vaccine, Gardasil, protects against four types of HPV. This vaccine is
recommended for 11-12 year-old girls and boys. Ideally, the vaccine should be
administered to males and females before they are sexually active. The vaccine
protects against four types of HPV that are responsible for 70% of cervical
cancer.
The vaccine is administered through a series of three injections over a six-month
period. Some insurance companies may cover the cost of administration. There is
no law requiring males and females to have the HPV vaccine. If you are interested
in finding out more information about Gardasil, you may contact your family doctor,
or visit the following websites: www.cdc.gov/std/hpv and www.cancer.org.
RESOURCES
Advocates for Youth: www.advocatesforyouth.org
CDC Division of Adolescent and School Health (DASH):
www.cdc.gov/nccdphp/dash/
CDC National Center for HIV, STD and TB Prevention, Division of STDs:
www.cdc.gov/nchstp/dstd/Reports_Publications/pub_andrpts.htm
Healthy Kids Resource Center: www.hkresources.org
Henry J. Kaiser Family Foundation: www.kff.org
Planned Parenthood: http://www.plannedparenthood.org
16
Parent Evaluation of 6th Grade Activities Packet
Student Name:_______________________________________________
1. How many activities did you complete with your child?

None (Please skip to question 7)

1-3

4-5

All
2. Did these activities help you talk with your child about sexuality?
 YES
 NO
3. Did these activities encourage talk with your child about goal setting and future
choices?
 YES
 NO
4. Did these activities help you talk with your child about choosing healthy relationships?
 YES
 NO
5. Please tell us about the activities that you found most useful.
6. Please tell us about any activities that you feel could be improved or that you skipped.
7. What topics would you like more information about?
8. Please give us any other comments you have.
Parent Signature:___________________________________________________
Please return this sheet to your child’s teacher. THANK YOU!
Teacher – Please return to HIV Prevention and Sex Education
Program, Ed Center, Room 2155
17