Transcript 6TH GRADE FAMILY LIFE

Notice
This curriculum will be taught on the dates determined by the
Department of Academics. These dates will be determined annually.
Only teachers who have attended Family Life Workshops or training
conducted or sponsored by the Germantown Municipal Department of
Academics may teach this curriculum.
Lesson 1; STANDARD 2:
FAMILY LIFE
OBJECTIVE: TSW UNDERSTAND HUMAN GROWTH
AND DEVELOPMENT. TO ACHIEVE THIS STANDARD,
TSW:
 EXHIBIT SENSITIVITY TO OTHERS AS PHYSICAL
CHANGES OCCUR DURING ADOLESCENCE.
 DESCRIBE AND DEMONSTRATE UNDERSTANDING
OF THE DEVELOPMENTAL CHARACTERISTICS OF
ADOLESCENCE INCLUDING PHYSICAL AND
EMOTIONAL CHANGES.
MATERIALS NEEDED:
HEALTH TEXTBOOK ( Glencoe Teen Health
Course 1), PROJECTOR, & SCREEN
SET:
SHOW STUDENTS AN APPROPRIATE PICTURE OF A YOUNG CHILD
AND AN ADULT. HAVE THE STUDENTS DESCRIBE HOW THE
PHYSICAL CHARACTERISTICS OF THESE AGES DIFFER. LIST A
FEW OF THESE CHARACTERISTICS ON THE BOARD. THEN ASK
STUDENTS THE FOLLOWING QUESTIONS:
1. ABOUT HOW MANY INCHES DOES A PERSON GROW FROM
BIRTH TO THREE YEARS OLD? FROM 5 TO 10?
2. IS THERE A TIME IN A PERSON’S LIFE WHEN THEY STOP
GROWING TALLER? WHY DOES THIS HAPPEN?
IN THIS LESSON, YOU WILL LEARN WHAT CAUSES THESE BODY
SYSTEM CHANGES.
INSTRUCTION:
TELL STUDENTS THAT THERE IS A GROUP OF
GLANDS IN THE BODY CALLED THE
ENDOCRINE GLANDS. THEY PRODUCE
SUBSTANCES CALLED HORMONES WHICH
CAUSE CHANGES IN OUR BODY. A LIST OF
THE ENDOCRINE GLANDS AND THEIR
FUNCTIONS INCLUDES:
ENDOCRINE GLANDS
AND THEIR FUNCTIONS:
1. PITUARY GLAND – LOCATED UNDER THE
BRAIN
IT PRODUCES THE GROWTH HORMONE THAT
CAUSES GROWTH IN YOUNGER YEARS. WHEN
IT STOPS PRODUCING THE GROWTH
HORMONE, THE GROWING PROCESS CEASES.
ENDOCRINE GLANDS
AND THEIR FUNCTIONS:
2. THYROID – LOCATED BELOW THE VOICE
BOX
THIS HORMONE REGULATES THE PACE OF
YOUR BODY PROCESSES. TOO MUCH OF THIS
MAKES THE BODY OVERACTIVE AND
EXCITABLE. TOO LITTLE CAUSES THE BODY
TO SLOW DOWN.
ENDOCRINE GLANDS
AND THEIR FUNCTIONS:
3. ADRENAL GLANDS – LOCATED NEAR THE
KIDNEYS
THEY PRODUCE CORTISONE AND
ADRENALINE. EACH OF THESE HORMONES
HAS MANY IMPORTANT FUNCTIONS IN THE
BODY.
ENDOCRINE GLANDS
AND THEIR FUNCTIONS:
4. PANCREAS – LOCATED NEAR THE KIDNEYS
IT PRODUCES INSULIN WHICH REGULATES
THE USE OF SUGAR IN THE BODY.
5. OVARIES AND TESTES
THESE PRODUCE A HORMONE WHICH GIVES
EITHER FEMALE OR MALE CHARACTERISTICS.
CLOSURE:
o TODAY WE HAVE LEARNED HOW THE
ENDOCRINE SYSTEM CONTROLS GROWTH
AND CHANGE IN THE BODY.
o YOUR ASSIGNMENT: WRITE A PARAGRAPH
DESCRIBING HOW ENDOCRINE GLANDS
CAUSE CHANGES THAT OCCUR DURING
PUBERTY. BE SPECIFIC. THEN, DRAW AND
LABEL THE ENDOCRINE GLANDS AS SHOWN
IN YOUR TEXTBOOK.
LESSON 3; STANDARD 2:
FAMILY LIFE
OBJECTIVE: TSW UNDERSTAND HUMAN
GROWTH AND DEVELOPMENT. TO ACHIEVE
THIS STANDARD, TSW:
DISTINGUISH BETWEEN DOMINANT AND
RECESSIVE HEREDITARY TRAITS.
MATERIALS NEEDED:
PENNIES (1 FOR EVERY 2 STUDENTS),
ACTIVITY WORKSHEET, PENCIL
SET:
HAVE YOU EVER WONDERED WHY YOUR HAIR
AND EYES ARE A CERTAIN COLOR? YOU MAY
HAVE ALSO WONDERED HOW TALL YOU WILL
EVENTUALLY BE OR WHAT SIZE SHOE YOU
WILL WEAR AS AN ADULT. AS YOU LOOK
AROUND THE CLASSROOM, YOU WILL NOTICE
YOUR CLASSMATES ARE DIFFERENT FROM
YOU IN A NUMBER OF WAYS. NAME SOME
DIFFERENCES.
INSTRUCTION:
TELL STUDENTS THAT TRAITS ARE PASSED
FROM ONE GENERATION TO ANOTHER AS WE
INHERIT GENES FROM OUR PARENTS.
PHYSICAL TRAITS AND TALENTS ARE
EXAMPLES OF INHERITED TRAITS. FOR
EXAMPLE, IF PARENTS ARE SHORT, THEN
CHILDREN ARE LIKELY TO BE SHORT.
INSTRUCTION:
EXPLAIN TO STUDENTS THAT GENES ARE THE
CHEMICAL UNITS FOUND IN THE CELLS OF
ALL LIVING THINGS. GENES HAVE TWO
FUNCTIONS:
1) THEY CARRY HEREDITARY TRAITS AND
2) THEY GIVE CELLS THE INSTRUCTIONS FOR
REPRODUCTION, GROWTH, AND
DEVELOPMENT.
INSTRUCTION:
EACH GENE IS A SMALL SECTION OF A LARGER UNIT CALLED A
CHROMOSOME. CHROMOSOMES ARE FOUND IN THE NUCLEUS
OR CENTER OF A CELL. CHROMOSOMES ARE COMPOSED OF DNA
AND CONTAIN THE INFORMATION THAT CONTROLS CELL
STRUCTURE AND FUNCTION. WHEN A BABY IS CONCEIVED, HALF
OF THE CHROMOSOMES, AND THEREFORE, HALF OF THE GENES
ARE PASSED ON FROM THE MOTHER AND THE OTHER HALF FROM
THE FATHER. THE GENES OF THE RESULTING CELL WORK IN
PAIRS TO PRODUCE SPECIFIC INHERITED TRAITS SUCH AS EYE
COLOR. WHEN THE GENES FROM BOTH PARENTS CONTAIN THE
SAME INFORMATION, THE BABY WILL HAVE THE SAME TRAIT.
WHEN THE PARENTS CONTRIBUTE DIFFERENT GENES, THE
STRONGER OR DOMINANT GENE WILL SHOW UP. THE DOMINANT
GENE MASKS THE RECESSIVE GENE.
INSTRUCTION:
EACH PARENT HAS TWO GENES FOR EACH TRAIT AND
PASSES ONE OF THE GENES TO THE OFFSPRING.
DOMINANT GENES ARE THE STRONGER GENES WHEN A
SINGLE TRAIT CARRIES DIFFERENT CODES. DOMINANT
GENE CODES KEEP THE CODES ON THE OTHER GENE
FROM BEING CARRIED OUT.
RECESSIVE GENES ARE THE WEAKER GENES. THEIR
CODES ARE HIDDEN BY THE CODES OF THE DOMINANT
GENE.THEIR CODES ARE ONLY CARRIED OUT WHEN
TWO RECESSIVE GENES PAIR TOGETHER.
INSTRUCTION:
LET’S LOOK AT THE TRAIT FOR BODY SHAPE.
NORMAL BODY SHAPE IS A DOMINANT GENE.
DWARF BODY SHAPE IS A RECESSIVE GENE.
WE WILL DENOTE NORMAL BODY SHAPE WITH
THE LETTER D. THE DWARF BODY SHAPE AND
THE OTHER PARENT HAS THE DWARF TRAIT d.
INSTRUCTION:
LET DD = GENES FOR THE NORMAL BODY TRAIT AND dd
= GENES FOR DWARF BODY TRAIT.
ANY COMBINATION OF DD AND dd WOULD RESULT IN
NORMAL BODY SHAPE.
HOWEVER, IF TWO PARENTS WITH Dd COMBINATION
WERE TO CONCEIVE AND OFFSPRING, THE FOLLOWING
POSSIBILITIES COULD OCCUR: DD, Dd, or dd. USE A
DIAGRAM TO ILLUSTRATE THE COMBINATIONS. SEE
THE ACTIVITY THAT FOLLOWS.
ACTIVITY
INSTRUCTIONS:
PAIR STUDENTS AND MAKE SURE EACH PAIR
OF STUDENTS HAS A PENNY AND A DATA
SHEET. STUDENTS ARE TO IMAGINE THAT
THEIR FATHER HAS ONE GENE FOR BROWN
EYES AND ONE GENE FOR BLUE EYES. THEY
MUST DETERMINE THEIR CHANCES OF
GETTING ONE AS OPPOSED TO THE OTHER.
HAVE PAIRED STUDENTS TO PERFORM THE
ACTIVITY ON THE NEXT PAGE.
ACTIVITY:
1. FLIP THE PENNIE 50 TIMES (HEAD REPRESENTS
BLUE EYES AND TAILS REPRESENTS BROWN EYES).
2. RECORD A TALLY MARK IN THE APPROPRIATE BOX
TO REPRESENT THE FLIP RESULT.
3. RECORD THE TOTAL NUMBER OF TIMES BROWN AND
BLUE EYES TURNED UP.
4. DIVIDE THE TOTAL NUMBER OF TOSSES FOR EACH
GENE BY 50 TO DETERMINE THE CHANCES OF GETTING
A BROWN OR BLUE GENE. (EXAMPLE: 25 GENES FOR
BLUE EYES IN 50 TOSSES IS 25/50 = 1/2)
ACTIVITY:
5. RECORD THE CHANCES FOR GETTING BLUE
AND BROWN EYES ON THE CHART.
CLOSURE:
TODAY WE HAVE IDENTIFIED INHERITED
TRAITS AND DETERMINED THE FUNCTIONS OF
CHROMOSOMES, DNA, AND GENES. WRITE AN
EXPOSITORY PARAGRAPH ON WHY OR WHAT
CAUSED A CLASSMATE’S EYE OR HAIR COLOR.
FOLLOW-UP ACTIVITY:
STUDENTS MAY MAKE A GRAPH AND CHART
THE NUMBER OF CLASSROOM STUDENTS
WITH VARIOUS INHERITED TRAITS (SEE
ADDITIONAL ACTIVITY SHEET).
LESSON 4; STANDARD 2:
FAMILY LIFE
TSW UNDERSTAND HUMAN GROWTH AND
DEVELOPMENT. TO ACHIEVE THIS STANDARD,
TSW:
DISTINGUISH BETWEEN DOMINANT AND
RECESSIVE HEREDITARY TRAITS.
MATERIALS:
(FOR EACH GROUP) – 2 SMALL, BROWN PAPER
BAGS, 10 BROWN BEAN SEEDS, 10 WHITE
BEAN SEEDS, MARKER, ACTIVITY
WORKSHEET, PENCIL
SET:
YOU MAY HAVE OBSERVED THAT OFTEN
CHILDREN’S TRAITS MAY DIFFER FROM THEIR
PARENTS. FOR EXAMPLE, TWO BROWN-EYED
PARENTS MAY HAVE A BLUE-EYED CHILD. YOU
MAY HAVE ALSO NOTICED THAT SOME PEOPLE
HAVE A DIFFICULT TIME DIFFERENTIATING
BETWEEN COLORS (EXAMPLE: COLOR BLINDNESS).
HAVE YOU EVER KNOWN SOMEONE WHO WAS
COLOR BLIND? TODAY, WE’LL DETERMINE WAYS
IN WHICH DOMINANT AND RECESSIVE GENES
AFFECT OUR TRAITS.
INSTRUCTION:
TELL STUDENTS THAT CHILDREN RECEIVE ½
OF THEIR CHROMOSOMES FROM THEIR
FATHER’S SPERM CELL AND ½ FROM THE
MOTHER’S OVUM. NEW PAIRS OF
CHROMOSOMES ARE FORMED WHEN THE
SPERM AND OVUM CELLS JOIN. THE NEW
PAIRS OF CHROMOSOMES FORM NEW PAIRS
OF GENES WHICH IN TURN CARRY CODES FOR
A TRAIT.
INSTRUCTION
DOMINANT GENES ARE THE STRONGER
GENES WHEN A SINGLE TRAIT CARRIES
DIFFERENT CODES. DOMINANT GENE CODES
KEEP THE CODES ON THE OTHER GENE FROM
BEING CARRIED OUT. RECESSIVE GENES ARE
THE WEAKER GENES. THEIR CODES ARE
HIDDEN BY THE CODES ON THE DOMINANT
GENE. THEIR CODES ARE ONLY CARRIED OUT
WHEN TWO RECESSIVE GENES PAIR
TOGETHER.
SAMPLE CHART: Level 1
GRANDPARENTS
(MATERNAL)
Brown/Brown
blue/blue
(FRATERNAL)
blue/blue
Brown/Brown
SAMPLE CHART: Level 2
Parents
Brown/blue
blue/Brown
SAMPLE CHART: Level 3
Children
Brown/Brown
Brown/blue
blue/Brown
blue/blue
FOR DISCUSSION:
DISCUSS SEX-LINKED TRAITS.
THE GENES FOR THESE TRAITS ARE CARRIED BY
THE CHROMOSOMES THAT DETERMINE A
PERSON’S SEX.
COLOR BLINDNESS IS AN EXAMPLE OF A SEXLINKED TRAIT. IT IS COMMON FOR A COLOR BLIND
PERSON TO HAVE DIFFICULTY TELLING RED FROM
GREEN. USUALLY, ONLY MALES IN A FAMILY ARE
COLOR BLIND, BUT FEMALES WHO CARRY THE
GENE MAY PASS IT ON TO THEIR CHILDREN.
ACTIVITY: HOW IS
COLOR INHERITED IN
BEAN SEEDS?
• DETERMINE HOW CHANCE AFFECTS THE
COMBINATION OF GENES BY CONDUCTING
THE FOLLOWING ACTIVITY:
PROCEDURE:
1. EACH BROWN BEAN REPRESENTS THE
DOMINANT COLOR BROWN (B).
2. EACH WHITE BEAN REPRESENTS THE
RECESSIVE COLOR WHITE (b).
3. LABEL ONE PAPER BAG “PARENT A”. LABEL
THE OTHER PAPER BAG “PARENT B”.
4. PUT 10 BROWN BEANS IN BAG A. PUT 10 WHITE
BEANS IN BAG B.
PROCEDURE:
5. TAKE ONE BEAN FROM EACH BAG. RECORD THE
COMBINATION YOU DREW AND THE SEED COLOR THAT
WOULD RESULT FROM THE COMBINATION. (Bb-brown)
6. REPEAT 9 TIMES.
7. EMPTY BAGS. PLACE 5 BROWN BEANS AND 5 WHITE
BEANS IN BAG A. DO THE SAME WITH BAG B.
8. REPEAT STEP 5. RECORD THE RESULTS. REPEAT 9
TIMES.
ACTIVITY EVALUATION:
Q1. HOW DO THE RESULTS COMPARE?
Q2. HOW DO THEY DIFFER?
CLOSURE:
TODAY WE HAVE LEARNED WAYS IN WHICH
DOMINANT AND RECESSIVE GENES AFFECT
OUR TRAITS.
NOW, EXPLAIN TO A CLASSMATE WHICH
GENES PRODUCE BLUE-EYED CHILDREN.
THEN, NAME THE OTHER KIND OF GENES
WHICH PRODUCE OTHER EYE COLORS.
Lesson 5; STANDARD 1:
DISEASE PREVENTION
OBJECTIVE: TSW UNDERSTAND ATTITUDES
AND BEHAVIORS FOR PREVENTING AND
CONTROLLING DISEASE. TO ACHIEVE THIS
STANDARD, TSW:
1) CONTRAST COMMUNICABLE DISEASES
WITH RESPECT TO BEHAVIORS THAT LEAD TO
THE SPREAD OF DISEASES INCLUDING
HIV/AIDS AND STD’S.
Lesson 5; STANDARD 1:
DISEASE PREVENTION
2) UNDERSTAND THAT IN TERMS OF THE
RELATIONSHIP BETWEEN SEXUAL ACTIVITY
AND THE RISK OF BEING INFECTED WITH
HIV/AIDS OR STD’S, ABSTINENCE IS THE ONLY
SURE METHOD OF PREVENTION.
MATERIALS:
GLOBE SIZED PAPER WAD, POSTER
BOARD/UNLINED PAPER, PENCIL/MARKER
SET:
ASK STUDENTS HOW MANY OF THEM LIKE TO
MAKE CHOICES. EXPLAIN THAT THEY ARE
ABOUT TO PARTICIPATE IN A LESSON ON
CHOICES AND THE CONSEQUENCES OF THEIR
CHOICES.
INSTRUCTION:
THE CLASS WILL SIT IN GROUPS OF FOUR OR MORE.
THROW A GLOBE-SIZED PAPER WAD TO ONE PERSON.
TELL THE PERSON WHO CATCHES THE WAD TO TEAR A
PIECE OF THE PAPER TO KEEP AND THROW THE
REMAINDER TO SOMEONE ELSE.
THE OTHER PERSON MAY BE IN HIS GROUP OR OUTSIDE
OF THE GROUP.
ANYONE WHO CATCHES THE WAD FROM THIS POINT ON
MAY CHOOSE TO TEAR A PIECE AND THROW IT TO
SOMEONE ELSE.
INSTRUCTION:
ASK STUDENTS IF ANY OF THEM WOULD CHOOSE
NOT TO PLAY A GAME SUCH AS THIS IF IT HAD NOT
BEEN A PART OF A CLASSROOM EXERCISE.
ALLOW STUDENTS TO SHARE THEIR REASONS
FOR MAKING THE CHOICE NOT TO PARTICIPATE.
ONE REASON MAY BE THE RISK OF GETTING IN
TROUBLE FOR PLAYING SUCH A GAME IN THE
CLASSROOM. PEOPLE WHO ENGAGE IN AT RISK
BEHAVIORS TAKE A CHANCE OF BECOMING
INFECTED WITH THE AIDS VIRUS.
INSTRUCTION:
THIS DEADLY DISEASE IS ALMOST ALWAYS
PREVENTABLE!
IT IS WHEN THE FACTS ARE IGNORED AND
IRRESPONSIBLE BEHAVIOR IS CHOSEN THAT A
PERSON IS PUT AT RISK OF CONTRACTING
THE DISEASE.
INSTRUCTION:
THERE ARE FOUR MAIN WAYS THAT HIV CAN
ENTER A PERSON’S BODY.
 IT IS TRANSMITTED THROUGH SEXUAL
CONTACT WITH AN INFECTED PERSON,
SHARING NEEDLES WITH AN INFECTED
PERSON, CONTACT WITH BODY FLUIDS
CONTAINING BLOOD, AND FROM AN INFECTED
MOTHER TO CHILD BEFORE OR DURING BIRTH.
INSTRUCTION:
STRESS ABSTINENCE FROM USING DRUGS
ILLEGALLY AND PARTICIPATING IN SEXUAL
ACTIVITIS AS THE ONLY 100% SURE WAY TO
PREVENT THE SPREAD OF THE HIV/AIDS VIRUS.
REVIEW PROCEDURES FOR HANDLING BLOOD
AND BODY FLUIDS.
DISCUSS HOW RESPONSIBLE DECISIONS CAN BE
MADE TO AVOID THESE BEHAVIORS.
INSTRUCTION:
YOU HAVE PROBABLY HEARD A LOT ABOUT AIDS. IT IS
A DISEASE THAT IS NOT EASILY CONTRACTED UNLESS
YOU ARE INVOLVED IN ONE OF THE AT RISK
BEHAVIORS.
YOU CANNOT GET AIDS FROM NORMAL EVERY DAY
THINGS.
YOU CANNOT GET AIDS FROM SOMEONE WITH AIDS IN
THE FOLLOWING WAYS: USING THE SAME PEN OR
PENCIL; TOUCHING THAT PERSON; USING THE SAME
BATHROOM; BEING BITTEN BY AN INSECT; COUGHING
AND SNEEZING; HUGGING; OR GIVING BLOOD.
CLOSURE:
TODAY WE HAVE LEARNED ABOUT WAYS THAT
AIDS CAN BE PREVENTED.
GET WITH A PARTNER AND DISCUSS THREE
THINGS YOU SHOULD CHOOSE NEVER TO DO
IN ORDER TO PREVENT AIDS.