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Lesson #1 Unit 6 Wellness Topic Introduction

By Kyle Butler,2014-05-27 12:11
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Lesson #1 Unit 6 Wellness Topic Introduction

    Lesson # 2 cont. Process of Puberty Unit 10: Sex Education/Family Planning Materials: NH Benchmark: #5

    1. Handout - Process of Puberty #5 Provide safe and supportive places to nurture the physical,

    2. Handout Endocrine System (Teacher and Student mental/intellectual, social, emotional, and spiritual health of the

    Versions) total community

    Content Standards and Benchmarks:

    CS: 2,4

    BM: 2.a,b,c, 4.a,b

    PI:2aa,ab,ac, 4aa,ab,ac,ad,ae

    ‗Olelo No‘eau: #2584 GLO‘s: Ability to:

    Pakī kēpau, o‗o ka ‗ulu.

    When the gum appears on the skin, the breadfruit is matured. ; be responsible for one’s own learning

    An observation. Also said when a young person begins to think ; recognize quality performance and produce quality products seriously of gaining a livelihood- he is maturing. ; communicate effectively

     ; work well with others

    Health Risk Area:

    #3 Sexual Health and Responsibility

    #7 Personal and Consumer Health

     Activity #1 TEACHER NOTES

    This is a continuation from lesson 2. It is a longer and more 1. Verbally share and write the ‘Ōlelo No‘eau for the day on the

    board. Provide time for the students to think about the proverb intense lesson and should be presented as such. Students will

    understand the concept of puberty if a thorough presentation is without sharing. Repeat if necessary.

    done. 2. Ask students to visualize the picture in their minds, give options

    of what they might draw or sketch.

    3. Distribute the ―Process of Puberty‖ handout.

    4. Instruct students to answer the questions individually then

    check with the person next to them.

    5. Discuss how might this lesson affect one‘s lokahi circle.

    6. Advise students to keep answers for another lesson.

    Activity #2 TEACHER NOTES

    1. Distribute handout on the Endocrine System

    2. Discuss terms of the Endocrine System and their functions.

    (Poster, power point, or transparencies of human anatomy.)

    what does this mean? Explain with the use of PP,

    transparencies??

    3. Ask students to record information on their worksheet and ask

    questions if concepts are unclear.

    4. Relate lesson to their lokahi circle.

    Activity #3 TEACHER NOTES

     JOURNALING

    Teacher/Student to choose journaling style (refer to journaling

    section of curriculum):

Ask students to write and or draw a short response to the following

    questions:

    1. How does this lesson relate to your lōkahi circle?

    2. How might you make personal changes to care for your

    health better?

    3. How might you educate your family on how to care for

    their health better? Do you think it‘s possible to make the

    family change for the betterment of future generations?

    4. Refer to the ‗Ōlelo No‗eau and reflect how it relates to the

    lesson.

    5. How does this lesson relate to what your culture practices?

    6. Refer ti to the Native Hawaiian Standard and reflect how it relates

    to the lesson.

    7. Identifies and compares health resource information from a

    variety of current sources.

    8. Evaluates each source to determine validity and

    appropriateness to the given health situation.

    9. Researches health risk/content areas by accessing a variety

    of health information resources, products and services.

    10. Compares and contrasts the effect of relevant influences on

    personal health choices, and on public perceptions

    surrounding health.

    11. Analyzes how influences impact personal, family, and

    community health practices and behaviors.

    12. Analyzes potential negative influences on self and others,

    and plans strategies to overcome them.

    13. Evaluates internal influences that affect healthy decision-

    making.

    14. Evaluates external influences that affect health decision-

    making.

    APPRECIATION TEACHER NOTES

    (Optional: go around the room, pass an object around from person-

    to-person, pass a book of positive daily affirmations, throw a ball with positive affirmations on it and do what it asks, etc)

Invite statements of appreciation:

1. I liked it when…….

    2. I am excited about…..

    3. I‘m glad we …..

Teacher copy/answer key:

    1. Define puberty as the ―stage of life in which the reproductive system matures, and

    secondary sex characteristics appear.‖

    2. Ask how does puberty happen? Draw the chart and make the following points: Students

    should fill in the blank spaces.

    Puberty begins with a hormonal signal from the hypothalamus to the pituitary gland. The pituitary gland produces hormones that then signal the adrenal glands and the gonads or sex glands like the ovaries and testes to produce sexual hormones. These sex hormones are called estrogen in girls and testosterone in boys.

What are hormones?

    Hormones are chemical substances that are produced in glands and help to regulate many of your body‘s functions. These chemical substances are released into a person‘s blood system and travels to their destinations in the body as messengers and influence physical and mental responses. Hormones produced during puberty triggers physical as well as mental changes in your body.

    HypothalamuPituitary

    gland s a hormonal

    signal from produces

    hormones the base of

    that stimulate the brain

    the

    Causes adrenal

    growth spurts glands and

    the gonads or primary and

    secondary sex glands

    sex

    characteristic

    s

    Increases the

    production of

    sex hormones

    Testosterone

    Estrogen

The Endocrine System

    What is the Endocrine System?

All the cells in your body respond to messages sent by three major body systems. The nervous

    system, the immune system and the endocrine system, these systems all work closely together to

    coordinate the functions of the body. We are going to focus on the endocrine system because

    this system is especially important during the teen years. The main function of the endocrine

    system is to regulate growth and development.

    What are the parts of the Endocrine system?

The endocrine system is a network of glands located throughout the body. It consists of the…

    3. Thyroid- produces hormones that regulate metabolism, body heat, and bone growth. The

    thyroid produces thyroxine, which regulates the way cells release energy from nutrients.

    4. Parathyroid glands- produce a hormone that regulated the body‘s calcium and phosphorus

    balance.

    5. Testes- are the male reproductive glands.

    6. Ovaries- are the female reproductive glands.

    7. Hypothalamus links the endocrine system with the nervous system and stimulates the

    pituitary gland to secrete hormones.

    8. Pineal gland secretes melatonin, which regulates sleep cycles and is though to affect the

    onset of puberty.

    9. Pituitary regulates and controls activities of other endocrine glands.

    10. Thymus- regulates development of the immune system.

    11. Adrenal glands- produce hormones that regulate the body‘s salt and water balance.

    Secretions form the adrenal cortex and the adrenal medulla control the body‘s emergency

    response.

    12. Pancreas- serves both the digestive and the endocrine systems. As an endocrine gland,

    the pancreas secretes two hormones that regulate the level of glucose in the blood and

    glucagon and insulin.

    13. Ask how old are boys and girls when they go through puberty?

    Girls change anytime between the ages of 9 and 16.

    Boys change anytime between the ages of 10 and 16.

Emphasize that:

    Everyone changes at his/her very own rate.

    Some will begin to change much earlier or later than others, and that is normal for them.

    In general, girls begin to change a couple of years earlier than boys. (e.g. it is very normal for girls to be taller than boys for a while, especially during Grades 7 and 8.)

    3. Ask what happens to your body during puberty? Instruct participants to:

    Think of someone who has already gone through puberty. How is he/she different from

    you? What changes have happened?

    List on blackboard the changes that relate to puberty. Observe reactions of participants to your questions. You may get a few superficial, non-threatening answers e.g. taller, bigger, deeper

    voice, rounded hips, etc. They may be feeling too embarrassed to answer.

MALE FEMALE

    Acne acne

    perspiration perspiration

    hair hair

    grow taller grow taller

    shoulders and chest broaden breasts develop

    muscles hips widen

voice deepens voice deepens

    genitals grow larger genitals grow larger and darker

Note how many of these changes are common to both males and females.

11. When they have given you the main general changes, point out how it seemed easier for

    them to talk about acne, perspiration, and voices changing than testicles, hair, and breasts. Why? How is everyone feeling about discussing these topics? Or If participants are just too embarrassed to give you any answers, just stop making the list. Comment and discuss feelings.

    12. Note the common external changes of puberty. Changes in the skin are often the first signs of puberty in boys and girls. Ask for some examples (e.g. acne and perspiration).

1) Skin

    a. Acne

    At puberty and all during adolescence, glands secrete an increased amount of oil.

    Increased hormones are responsible for this change.

    Pores get clogged with oil and dirt.

    The blocked area can form a pimple.

    Everyone will get a few pimples.

    Some people may require treatment by a doctor. BUT: Most people can reduce

    the severity by following these basic rules of hygiene:

    Wash face with unscented soap and water daily.

    Do not squeeze or pick pimples, as this can cause infection.

    Avoid creams and cosmetics that contain oil, and make sure all cosmetics are

    removed before going to bed.

    Eat a well balanced diet, and drink lots of water.

    Get lots of exercise and rest.

    Wash hair regularly and keep back from face.

    b. Perspiration

    At puberty, perspiration (sweating) increases.

    In combination with bacteria on the skin, an odor can resultsometimes called

    ―body odor.‖

    People perspire all the time not just during physical activity.

    Underarms, groin area, palms of hands, and soles of feet tend to perspire more.

    To combat perspiration, people can bathe or shower regularly (or wash underarms,

    genitals, hands and feet) use deodorants or antiperspirants and wear clean clothes.

2) Body Hair

    During puberty, the following changes may occur:

    a) Hair on head

    • Boys and girls may experience oilier hair. This is due to an increased hormone

    production, which causes increased oil secretion on scalp.

    b) Underarm hair

    • Boys and girls will experience an increased hair growth in the underarm area.

    This is normal. Because of increased activity, perspiration, and the presence of

    hair, boys and girls may want to cleanse this area daily.

    • Antiperspirants and deodorants are available. Antiperspirants slow the sweating

    process. Deodorants cover/mask unpleasant odors.

    • In our culture, some women shave underarms and legs. As this may not be

    • done in other cultures, be considerate of the practices/habits of others.

    13. Ask participants what other factors influence good health:

    • 3 meals a day; healthy snacking; drinking water

    • Breakfast every day

    • Moderate exercise 2-3 times a week

    • Adequate sleep

    • Not smoking

    • Healthy weight (NOTE: Body Mass Index is not valid during adolescence

     many adolescents gain weight before their growth spurt.) ______________________________________________________________________ (Adapted with permission from: Regional Niagara Public Health Department (1999) Growth and

    Development Lesson Plans for Grades 5 & 6 and Toronto Public Health (1998) Changes in You

    and Me!)

    Student Copy: Have students fill in the blanks during lecture.

    Name: _________________________ Date: _________________________ Pd. ______

Introduction to Puberty

    Directions: Write in information about the following topics during the presentation:

    1. What is puberty?

    2. How does puberty happen?

    3. How old are boys and girls when they go through puberty?

4. What happens to your body during puberty?

MALE FEMALE

5. Common external changes of puberty

SKIN

BODY HAIR

    OTHER FACTORS THAT INFLUENCE GOOD HEALTH

Answer Key

    Introduction to puberty

    1. What is puberty?

    It is the period of growing and changing from a child to an adult.

2. How does puberty happen?

    The pituitary gland sends out hormone messages to certain parts of the body to tell them to

    change. (see diagram above)

3. How old are boys and girls when they go through puberty?

    Girls: anytime between the ages of 9 and 16 Boys: anytime between the ages of 10 and 16 Everyone changes at his/her own rate.

    4. What happens to your body during puberty? MALE FEMALE

    Acne acne

    Perspiration perspiration

    hair hair

    grow taller grow taller

    shoulders and chest broaden breasts develop muscles hips widen

    voice deepens voice deepens

    genitals grow larger genitals grow larger and darker

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