HUMAN GROWTH AND DEVELOPMENT OBJECTIVES BY GRADE

lesson 1Objectives
GirlsPuberty (GIRLS LESSON)4.1 (Gender Separate): The student will recognize the physical changes that occur during puberty and relate these changes to the increased need for personal hygiene.  Descriptive Statement: Instruction includes the following physical changes: growth spurt, increased sweat production, skin changes, mood swings, growth of pubic and underarm hair, increase shoulder width in boys, and breast and hip development in girls. In addition, the importance of personal hygiene in relation to these bodily changes is discussed. Instruction for girls includes basic anatomy of the female reproductive system, menstruation, and the intended use and proper disposal of sanitary products. Instruction for boys includes basic anatomy of the male reproductive system, erections, and nocturnal emissions. Emphasis is placed on the fact that the onset of sexual changes and growth patterns varies with individuals and that this is natural. Focus is on the development of a positive attitude toward oneself during puberty and appreciation for individual differences.
BoysPuberty (BOYS LESSON)4.1 (Gender Separate): The student will recognize the physical changes that occur during puberty and relate these changes to the increased need for personal hygiene.  Descriptive Statement: Instruction includes the following physical changes: growth spurt, increased sweat production, skin changes, mood swings, growth of pubic and underarm hair, increase shoulder width in boys, and breast and hip development in girls. In addition, the importance of personal hygiene in relation to these bodily changes is discussed. Instruction for girls includes basic anatomy of the female reproductive system, menstruation, and the intended use and proper disposal of sanitary products. Instruction for boys includes basic anatomy of the male reproductive system, erections, and nocturnal emissions. Emphasis is placed on the fact that the onset of sexual changes and growth patterns varies with individuals and that this is natural. Focus is on the development of a positive attitude toward oneself during puberty and appreciation for individual differences.
GirlsPuberty (GIRLS ONLY)  The following lesson is intended for students whose sex assigned at birth is female. There is also a lesson for students whose sex assigned at birth is male in this unit. Students may choose which lesson they participate in based on their gender identity. Teachers and counselors are encouraged to work with students and their support team to decide which lesson is best suited for them. Please remember to respect names and pronouns of students in your class.5.1 (Gender-separate): Students will recognize the physical changes that occur during puberty and relate these changes to the increased need for personal hygiene.  Descriptive Statement: Instruction includes the following physical changes: growth spurt, increased sweat production, skin changes, mood swings, growth of pubic and underarm hair, increased shoulder width in boys and breast and hip development in girls, menstruation, erections, and nocturnal emissions. Although instruction for boys includes brief mention of personal hygiene products during instruction about menstruation, girls only are taught about the intended use and proper disposal of personal hygiene products. Focus is on the development of a positive attitude toward oneself during puberty, an appreciation for individual differences, and an understanding of the relationship between changes that occur during puberty and the ability to conceive and bear children.
BoysPuberty (BOYS LESSON)                             For teachers: The following lesson is intended for students whose sex assigned at birth is male. There is also a lesson for students whose sex assigned at birth is female in this unit. Students may choose which lesson they participate in based on their gender identity. Teachers and counselors are encouraged to work with students and their support team to decide which lesson is best suited for them. Please remember to respect names and pronouns of students in your class.5.1 (Gender-separate): Students will recognize the physical changes that occur during puberty and relate these changes to the increased need for personal hygiene.  Descriptive Statement: Instruction includes the following physical changes: growth spurt, increased sweat production, skin changes, mood swings, growth of pubic and underarm hair, increased shoulder width in boys and breast and hip development in girls, menstruation, erections, and nocturnal emissions. Although instruction for boys includes brief mention of personal hygiene products during instruction about menstruation, girls only are taught about the intended use and proper disposal of personal hygiene products. Focus is on the development of a positive attitude toward oneself during puberty, an appreciation for individual differences, and an understanding of the relationship between changes that occur during puberty and the ability to conceive and bear children.
The Reproductive System (Assigned sex at birth as male)5.2 (Gender Separate): Students will identify the structures and functions of the male and female reproductive systems.  Descriptive Statement: Instruction includes the functions of the male and female reproductive organs, including the penis, testicles, vas deferens, scrotum, urethra, uterus, ovaries, vagina, cervix, and fallopian tubes. The reproductive organs are explained in relation to the total human anatomy.
Human Reproduction5.3 (Gender Separate): Students will be introduced to the basic process of human reproduction.  Descriptive Statement: Instruction includes the uniting of the egg and the sperm through sexual intercourse and basic information about prenatal development and birth. The umbilical cord, placenta, and amniotic sac are introduced. Students learn that at the end of nine months of development, the baby leaves the mother’s body through the vagina or through a surgical procedure called Cesarean section.
Abstinence and Refusal Skills5.5 (Gender separate): Students will explore the benefits of abstinence from sexual intercourse.   Descriptive Statement: The consequences of sexual intercourse on healthy physical, emotional, social, and intellectual development during adolescence are explored; and students review and practice refusal skills in situations related to adolescent development. The concept that physical changes which prepare a person to become a mother or father occur before a person is emotionally, intellectually, spiritually, financially, and socially mature enough to make a commitment to marriage and raising a family is emphasized.
Sexually Transmitted Infections5.4 (Gender Separate): Students will be introduced to the most common sexually transmitted infections (STIs).  Descriptive Statement: Instruction includes basic information about the most common bacterial STDs (curable – chlamydia, gonorrhea, syphilis) and viral STIs (incurable – genital herpes, human papilloma virus [HPV], HIV/AIDS). The term abstinence is defined, and abstinence from sexual intercourse and needle sharing is presented as the only 100% effective way of avoiding STIs.
GirlsPuberty, Personal Hygiene, and the Female Reproductive System (GIRLS LESSON)                         The following lesson is intended for students whose sex assigned at birth is female. There is also a lesson for students whose sex assigned at birth is male in this unit. Students may choose which lesson they participate in based on their gender identity. Teachers and counselors are encouraged to work with students and their support team to decide which lesson is best suited for them. Please remember to respect names and pronouns of students in your class.6.1 (Gender Separate): Students will explore the physical, emotional, and social changes that occur during puberty and relate personal hygiene to these changes.  Descriptive Statement: This includes a review of physiological changes introduced in fifth grade and a brief examination of psychological and social changes, including mood swings, changing family and peer relationships, and increasing interest in romantic relationships. Ways to cope with these changes are addressed, including proper diet, exercise, and talking with a trusted adult such as an adult family member, teacher, counselor, or member of the clergy. The relationship among bodily changes, good personal hygiene and positive interactions with others is emphasized. Girls only review the use and proper disposal of personal hygiene products.
BoysPuberty, Personal Hygiene, and the Male Reproductive System (BOYS LESSON)                  For teachers: The following lesson is intended for BOYS only. There is also a lesson girls. Students may choose which lesson they participate in based on their gender identity. Teachers and counselors are encouraged to work with students and their support team to decide which lesson is best suited for them. Please remember to respect names and pronouns of students in your class.6.1 (Gender Separate): Students will explore the physical, emotional, and social changes that occur during puberty and relate personal hygiene to these changes.  Descriptive Statement: This includes a review of physiological changes introduced in fifth grade and a brief examination of psychological and social changes, including mood swings, changing family and peer relationships, and increasing interest in romantic relationships. Ways to cope with these changes are addressed, including proper diet, exercise, and talking with a trusted adult such as an adult family member, teacher, counselor, or member of the clergy. The relationship among bodily changes, good personal hygiene and positive interactions with others is emphasized. Girls only review the use and proper disposal of personal hygiene products.
Puberty, Personal Hygiene, and the Female Reproductive System (BOYS LESSON)6.2 (Gender Separate): Students will review the structures and functions of the male and female reproductive systems and how these change during puberty.  Descriptive Statement: Instruction includes the structure and function of the reproductive organs, including the ovaries, fallopian tubes, uterus, cervix, and vagina in girls, and the testicles, vas deferens, urethra, penis, and scrotum in boys.
Human Reproduction6.3 (Gender Separate): Students will expand prior knowledge of the process of human reproduction.  Descriptive Statement: This includes review and extension of information about fertilization, prenatal development, fetal support structures, prenatal care, and birth. The concept that physical readiness to become a mother or father precedes the psychological, emotional, intellectual, spiritual, financial, and social maturity needed to make a commitment to marriage and raising a family is emphasized.
Sexually Transmitted Infections6.4 (Gender Separate): Students will study basic facts about sexually transmitted infections (STIs).  Descriptive Statement: Viral (genital herpes, human papilloma virus [HPV], HIV/AIDS) and bacterial STIs (chlamydia, gonorrhea, syphilis) are reviewed, and consequences of STIs are presented. Prevention of STIs through sexual abstinence, fidelity within marriage, available vaccinations, and avoidance of needle sharing and intravenous drug use is stressed.
Abstinence and Refusal Skills6.5 (Gender Separate): Students will identify reasons for avoiding premarital sexual intercourse.  Descriptive Statement: Instruction includes exploration of the physical, psychological, social, academic, spiritual, and financial consequences of premarital sexual intercourse. The benefits of sexual abstinence in supporting healthy adolescent development are emphasized and students review and practice using refusal skills in situations related to adolescent development.
GirlsChanges of Puberty: For Girls7.1 (Gender Separate): Students will examine the physical and emotional changes that occur during adolescence.  Descriptive Statement: Students are briefly introduced to the changes that occur during adolescence, including emotional and social changes addressed in the Emotional and Social Health unit. Instruction includes a review of the changes that occur during puberty in both the male and female (growth spurt, pubic and underarm hair, mood swings, skin changes, hygiene-related changes); the changes that occur to males only (including erections, ejaculation, broadening of shoulders, muscle development, nocturnal emission); and the changes that occur to females only (breast development, broadening of hips, menstrual cycle).
BoysChanges of Puberty: For Boys7.1 (Gender Separate): Students will examine the physical and emotional changes that occur during adolescence.  Descriptive Statement: Students are briefly introduced to the changes that occur during adolescence, including emotional and social changes addressed in the Emotional and Social Health unit. Instruction includes a review of the changes that occur during puberty in both the male and female (growth spurt, pubic and underarm hair, mood swings, skin changes, hygiene-related changes); the changes that occur to males only (including erections, ejaculation, broadening of shoulders, muscle development, nocturnal emission); and the changes that occur to females only (breast development, broadening of hips, menstrual cycle).
Reproductive Systems: For Boys7.2 (Gender Separate): Students will identify the components of the male and female reproductive systems and describe how their functioning changes during puberty.  Descriptive Statement: In addition to identifying the parts of the male and female reproductive systems, the following topics will be discussed: ovulation, menstruation, erections, ejaculation, and nocturnal emissions. During instruction, menstruation, sexual intercourse, and fertilization will be reviewed and primary amenorrhea will be introduced. Primary amenorrhea is defined as not having the first menstrual period by age 16. Emphasis will be placed on there being a broad range of ages when it is normal for menstruation to begin.
Sexually Transmitted Infections (STIs)7.3 (Gender Separate): Students will list common sexually transmitted infections (STIs), and identify behaviors which eliminate an individual’s risk of contracting STIs.  Descriptive Statement: Instruction will focus on the most common STIs. This includes categorizing STIs as curable (bacterial – chlamydia, gonorrhea, syphilis or parasitic pubic lice) and incurable (viral – genital herpes, human papilloma virus [HPV], HIV/AIDS) and a general overview of transmission, signs and symptoms, treatments, short- and long-term consequences, and prevention. Abstinence from both sexual contact (including oral sex) and intravenous drug use will be presented as the only way to eliminate the risk of contracting STIs.
Abstinence7.4 (Gender Separate): Students will list and discuss the benefits of abstaining from sexual activity until marriage.  Descriptive Statement: Instruction focuses on the reasons why sexual abstinence is a healthy choice, including its positive effects on relationships, academics, short- and long-term goals, and physical, emotional, social, financial, and spiritual health.
Anatomy and Reproduction8.1 (Gender Separate): Students will review the physical, social, and emotional changes that occur during adolescence and identify and describe the anatomy and physiology of the reproductive systems.        Descriptive Statement: Instruction includes a brief review of the effects of hormonal changes on social and emotional development and focuses on the physical changes that occur during puberty. Topics include internal and external structures, erections, ejaculations, nocturnal emissions, and the menstrual cycle including review of primary amenorrhea and introduction of secondary amenorrhea (absence of menstruation after regular menstrual cycles have been established).        8.2 (Gender Separate): Students will examine and describe the process of human reproduction.        Descriptive Statement: Topics include ovulation, fertilization, implantation, prenatal development, and childbirth. Instruction includes the stages of labor and types of deliveries. It is emphasized that the physical ability to conceive a child comes before psychological, emotional, spiritual, financial, and social readiness.
Sexually Transmitted Infections8.3  (Gender Separate): Students will describe causes, effects, modes of transmission, treatment, and prevention of sexually transmitted infections (STIs).       Descriptive Statement: Instruction includes the curable (bacterial and parasitic) and incurable (viral) STIs. Bacterial STIs discussed include gonorrhea, chlamydia, and syphilis. Viral STIs include human papilloma virus (HPV), genital herpes, Hepatitis B and C, and HIV. Oral and anal sex are briefly defined and identified as risk factors for the transmission of STIs. Sexual abstinence and abstaining from intravenous drug use will be presented as the only way to eliminate the risk of contracting STIs. Risk factors discussed will include the use of alcohol and drugs and their effect on decision making.
Abstinence (NOTE: See statement below)8.4 (HGD) (Sex Separate): Students will describe the consequences of teen sexual activity and explore the benefits of abstaining from sexual activity until marriage.     Descriptive Statement: Instruction includes exploring the reasons why some teenagers may become sexually active; discussing the physical, social, emotional, and financial impact of premarital sexual activity and teen pregnancy; and identifying positive alternatives to sexual activity. This includes making responsible decisions that are consistent with one’s personal and family values and supportive of personal health and the well- being of others. Students will learn to set personal boundaries and respect the boundaries of others through means such as consent.
Contraception (NOTE: Abstinence has traditionally been defined in FCPS FLE as refraining from activity that may result in pregnancy. Therefore, sexual activity that would not result in pregnancy has been considered in the realm of abstinence, i.e. oral and anal sex. IF strict abstinence was being taught it would prevent, not minimize contracting sexually transmitted infections.) 8.5 (Gender Separate): Students will identify reliable methods of pregnancy and disease prevention. Descriptive Statement: Contraception will be defined. Instruction will include information about barrier and hormonal methods of contraception including specific examples of each method, how the methods work, how they are obtained, and their relationship to disease prevention. Abstinence will be emphasized as the only method that is 100 percent effective in preventing pregnancy and the most effective method of minimizing the possibility of contracting sexually transmitted infections.
Human Reproduction9.1 Students will review the structures and functions of the male and female reproductive systems and explain the process of fertilization.  Descriptive Statement: Instruction will include human reproductive anatomy, physiology, conception, ovulation, and fertilization.
Pregnancy and Childbirth9.2 Students will describe pregnancy and birth and analyze factors associated with a healthy pregnancy.  Descriptive Statement: Instruction will include signs and symptoms of pregnancy, stages of pregnancy, fetal development, stages of childbirth, and birthing options. Topics will include preconception and prenatal care, and effects of substance use on pregnancy and fetal development. Instruction will include roles of the mother and father during pregnancy and birth. Community resources for pregnancy testing and further information are identified.
Abstinence9.3 Students will identify sexual abstinence as the appropriate choice for adolescents and identify appropriate methods for expressing feelings and affection.  Descriptive Statement: Instruction will include benefits of choosing sexual abstinence, consequences of sexual activity, and appropriate methods for expressing feelings and affection. Students will learn that anyone who has been sexually active can make a new decision for premarital abstinence. Instruction will include effective strategies for promoting and maintaining self-worth and resisting peer pressure, such as communication, assertiveness, and refusal skills.
Contraception9.4 Students will examine methods of contraception.Descriptive Statement: Instruction will include barrier, hormonal, and surgical contraceptive methods; identification of effectiveness for prevention of pregnancy and disease prevention; and misconceptions regarding contraception. Abstinence will be emphasized as the only 100% effective method for preventing pregnancy and disease.
Sexually Transmitted Infections9.5 Students will review information about bacterial, viral, and parasitic sexually transmitted infections to include prevention, transmission, diagnosis, and treatment.  Descriptive Statement: Instruction will include review of bacterial, viral, and parasitic STIs; and prevention, transmission, diagnosis, and treatment. Community resources for testing and treatment will be identified. Abstinence from sexual activity will be presented as the only 100% effective method for prevention of sexually transmitted infections.
Human Sexuality9.6 Students will recognize development of sexuality as a lifelong aspect of personality.  Descriptive Statement: Instruction will include that individuals are sexual beings from birth to death and that sexuality evolves from infancy to old age. Sexual orientation terms heterosexual, homosexual, and bisexual; and the gender identity term transgender will be defined. Students with questions or concerned about their sexual orientation or gender identity will be advised to talk with a parent, member of the clergy, trusted adult, health care provider, or counselor. Emphasis will be placed on tolerance and nondiscrimination of all people.
Health Awareness and Self-Examinations 10.1 Students will discuss sex-specific health concerns.  Descriptive Statement: Topics will include early detection strategies (self-examinations and medical examinations) and identification of warning signs of various gynecological disorders, breast cancer (female and male) and testicular cancer. Instruction will include testicular self-examination (boys only) and breast self-awareness (girls and boys separately).
Contraception10.2 Students will identify how contraceptive methods work and will identify the advantages of abstaining from sexual activity.  Descriptive Statement: Instruction will include barrier, hormonal, behavioral and surgical methods. Reproductive anatomy and physiology will be reviewed as appropriate. Sexual abstinence will be identified as the appropriate choice for adolescents. Instruction will include effective strategies for resisting peer pressure, such as communication, assertiveness, and refusal skills.
Unintended Pregnancy10.3 Students will discuss abortion and the different opinions in society about abortion.  Descriptive Statement: This includes the concept that abortions can be spontaneous (i.e. miscarriage) or induced. Varying opinions concerning abortion will be discussed. Information on the physical, emotional, and psychological risks will be presented. Applicable local, state and federal laws will be discussed (e.g. Virginia Parental Notification, Safe Haven, and Roe v. Wade).  10.4 Students will discuss adoption as a positive choice in the event of an unintended pregnancy.
Descriptive Statement: Information will be provided about the benefits of adoption for parents, child, family, and community. Community resources for further information and support are identified.
Sexually Transmitted Infections10.5 Students will examine the most common bacterial, viral, and parasitic sexually transmitted infections (STIs).  Descriptive Statement: Instruction will include review of bacterial, viral, and parasitic infections; and prevention, transmission, diagnosis, health consequences, and treatment of STIs. Abstinence from both sexual activity (including oral and anal sex) and intravenous drug use will be presented as the only way to eliminate the risk of contracting STIs. Risk factors discussed will include the effects of alcohol and drug use on decision making. Community health resources for further information, assistance, and support will be identified.
Human Sexuality10.5 Students will recognize development of sexuality as an aspect of one’s total personality.  Descriptive Statement: Instruction will include how sexuality develops throughout a lifetime and how sexuality encompasses attitudes, values, and behaviors. Sexual orientation and gender identity terms will be discussed with focus on appreciation for individual differences.
Relationships10.7 Students will examine teen dating relationships, teen dating violence, and human (teen sex) trafficking; and strategies for risk reduction, prevention, and available support services.  Descriptive Statement: Instruction will include elements of healthy dating relationships including affirmative consent. Instruction will include elements of unhealthy and abusive dating relationships to include verbal, physical, and emotional, and sexual abuse; Internet exploitation; and how coercive dating relationships may result in coerced sex and human (teen sex) trafficking. Instruction will include that abuse is never the fault of the victim and that responsibility for abuse lies with the person perpetrating abusive and coercive behaviors. Instruction will also include risk reduction strategies (establishing personal boundaries and being respectful of personal boundaries and the boundaries of others) and available resources for further information, assistance, and support. Instruction will include bystander awareness and intervention strategies.