Nu-CULTURE

Cultivating Urban Leaders Through Unique Relationship Education

Introduction to Healthy Futures; Understanding Qualities of a Good Friend and Positive Personal Character Traits

Session 6.1

Session Overview:

  1. Introduce Healthy Futures.
  2. Introduce “The Choices You Make NOW Will Affect You LATER” slogan.
  3. Establish and post the Group Rights and Responsibilities.
  4. Explain and pass out question cards.
  5. Discuss the benefits and challenges of friendship during adolescence.
  6. Use the Build A Friend activity to discuss characteristics of a good friend and positive character traits.
  7. Distribute and discuss the Mission Possible activity.
  8. Describe the three step decision-making process, emphasizing the “Think” step in weighing the  consequences and benefits of a particular behavior.
  9. Use the Decision-Making Scale to demonstrate how to make decisions about high-risk behavior.
  10. Explain and distribute Parent Connection Form Session 6.1: Decision-Making/Friendships.

Learning Objectives:

  • Participants will understand the ground rules that promote a safe and comfortable learning environment.
  • Participants will gain understanding of how choices affect their future.
  • Participants will understand that the choices they make can have positive or negative consequences.
  • Participants will be invited to actively participate in the class, which will result in positive consequences.

Materials Needed:

  • Computer, projector, and speakers
  • Jar of Now and Later Candy
  • Giant pad of paper, markers
  • Group Rights & Responsibilities Cards (6.1.2)
  • Build A Friend Poster (6.1.4)
  • Stop, Think, Decide Cards (6.1.6)
  • Decision-Making Scale Poster (6.1.7)
  • Handouts:
    • Mission Possible (Handout 6.1.5)
    • Parent Connection Form Session 6.1: Decision-Making/Friendships
  • Question bag
  • Question cards

Classroom Planning:

  • Participants will understand the ground rules that promote a safe and comfortable
  • learning environment.
  • Participants will gain understanding of how choices affect their future.
  • Make copies of handouts.

National Standards:

  • PD.8.DM.1 Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make.

Activity 6.1.1
Introduction to Healthy Futures

Activity 6.1.2
Group Rights and Responsibilities

Activity 6.1.3
Qualities of a Good Friend

Activity 6.1.4
Build a Friend

Activity 6.1.5
Mission Possible

Activity 6.1.6
Decision-Making

Activity 6.1.7
Decision-Making Scale

Activity 6.1.8
Conclusion and Wrap Up

Puberty, Anatomy, and Reproduction

Session 6.2

Session Overview:

  1. Review Session 6.1.
  2. Pass out blank question cards only to those students that need them.
  3. Divide the class by gender and take them to separate rooms.
  4. Discuss the definition of puberty.
  5. Discuss the emotional and physical changes that occur during puberty.
  6. Discuss anatomy and physiology of human reproduction.
  7. Distribute the My Changing Body handout.
  8. Collect completed Parent Connection Form from Session 6.1: Decision-Making/Friendships.
  9. Collect completed question cards.
  10. Distribute the Parent Connection Form Session 6.2: Puberty.

Learning Objectives:

  • Participants will identify reproductive organs of both genders.
  • Participants will gain understanding of the physical and emotional changes that occur during puberty.
  • Participants will master the vocabulary terms and definitions.
  • Participants will be encouraged to respect themselves and others.

Materials Needed:

  • Computer, projector, and speakers (2 sets)
  • Jar of Now and Later Candy
  • Giant pad of paper, markers, and tape
  • KidsHealth Male Reproductive System PowerPoint (6.2.4)
  • KidsHealth Male Reproductive System .swf animation (6.2.4)
  • KidsHealth Female Reproductive System PowerPoint (6.2.4)
  • KidsHealth Female Reproductive System .swf animation
  • Handouts:
    • My Changing Body (Handout 6.2.4)
    • Parent Connection Form Session 6.2: Puberty
  • Question cards
  • Question bag

Classroom Planning:

  • Review the curriculum content for this session, specifically the reproduction videos.
  • Make copies of handouts.
  • Make sure the classroom teacher is aware that participants will need to be split by gender for part of this session and will require a separate room to accommodate the boy and girl breakout groups.

National Standards:

  • AP.8.CC.1 Describe the male and female sexual and reproductive systems including body parts and their functions.
  • PD.8.CC.1 Describe the physical, social, cognitive, and emotional changes of adolescence.
  • PD.8.DM.1 Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make.
  • PR.8.CC.1 Define sexual intercourse and its relationship to human reproduction.
  • PR.8.CC.2 Define sexual abstinence as it relates to pregnancy prevention.

Activity 6.2.1
Review Session 6.1

Activity 6.2.2
Puberty Icebreaker

Activity 6.2.3
Puberty Introduction

Activity 6.2.4
Puberty, Anatomy, and Reproduction Talk (Boys)

Activity 6.2.4
Puberty, Anatomy, and Reproduction Talk (Girls)

Gender Reflection, Emotional Needs, Identity, and Self-Concept

Session 6.3

Session Overview:

  1. Review Session 6.2 using Puberty Review PowerPoint.
  2. Pass out blank question cards only to those students that need them.
  3. Create teams by gender to complete the What I Like About Being A Boy/Girl handout.
  4. Discuss emotional needs using the PowerPoint, handout, and skits.
  5. Distribute Emotional Needs cards for skits and have participants present.
  6. Discuss healthy and unhealthy ways to meet emotional needs and the importance of avoiding risky behavior.
  7. Distribute I Am Poem.
  8. Collect completed Parent Connection Form from Session 6.2: Puberty
  9. Collect completed question cards.
  10. Distribute the Parent Connection Form Session 6.3: Emotional Needs/Identity Reflection.

Learning Objectives:

  • Participants will recognize their emotional needs and identify positive personal character traits in healthy friendships.
  • Participants will become familiar with the relationships between one’s character, self-sufficiency, and maintaining the expected standard of abstinence from risky behaviors, including sexual activity as a teenager.
  • Participants will identify different feelings and emotions that teens experience during puberty.
  • Participants will be able to identify their own positive character traits that will help them grow into self-sufficient young men and women.

Materials Needed:

  • Computer, projector, and speakers
  • Jar of Now and Later Candy
  • Giant pad of paper, markers
  • Puberty Review PowerPoint (6.3.1)
  • Emotional Needs PowerPoint (6.3.3)
  • Emotional Needs Scenarios/Skit Cards (6.3.4)
  • Handouts:
    • What I Like About Being a Boy/Girl (Handout 6.3.2)
    • Emotional Needs (Handout 6.3.3)
    • I Am Poem (Handout 6.3.5)
    • Parent Connection Form Session 6.3: Emotional Needs/Identity Reflection
  • Question bag
  • Question cards

Classroom Planning:

  • Review the curriculum content for this session.
  • Make copies of handouts.

National Standards:

  • PD.8.DM.1 Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make.

Activity 6.3.1
Review Session 6.2

Activity 6.3.2
Gender Reflection

Activity 6.3.3
Emotional Needs

Activity 6.3.4
Emotional Needs Skits

Activity 6.3.5
I Am Poem

Activity 6.3.6
Conclusion and Wrap Up

Interpersonal Interactions and Romantic Relationships

Session 6.4

Session Overview:

  1. Review Session 6.1, 6.2, and 6.3.
  2. Pass out blank question cards only to those students that need them.
  3. Discuss what it means to “go out” in middle school.
  4. Define the words appropriate and inappropriate and give examples.
  5. Develop a list of appropriate, non–physical ways to show affection.
  6. Discuss why hugging and kissing are inappropriate for their age and to be careful about flirting.
  7. Emphasize it is ok not to have romantic feelings at this age.
  8. Talk about love and explain the different types of love.
  9. Lead the Different Types of Love activity.
  10. Complete and discuss the Ask Dr. Love activity, including student volunteers.
  11. Collect completed Parent Connection Forms from Session 3: Emotional Needs/Identity Reflection.
  12. Collect completed question cards.
  13. Distribute Parent Connection Forms for Session 6.4: Appropriate Behavior.

Learning Objectives:

  • Participants will understand acceptable attitudes and appropriate conduct.
  • Participants will identify and describe the experience of different feelings, including attraction.
  • Participants will understand the terms appropriate and inappropriate.

Materials Needed:

  • Computer, projector, and speakers
  • Jar of Now and Later Candy
  • Giant pad of paper, markers, tape
  • Types of Love Cards (6.4.3)
  • Handouts:
    • Ask Dr. Love (Handout 6.4.5)
    • Parent Connection Form Session 6.4: Appropriate Behavior
  • Question cards
  • Question bag

Classroom Planning:

  • Review the curriculum content for this session, specifically review the definitions of appropriate and inappropriate as well as the different types of love.
  • Make copies of handouts.

National Standards:

  • PD.8.DM.1 Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make.
  • HR.8.CC.3 Analyze the similarities and differences between friendships and romantic relationships.
  • HR.8.CC.4 Describe a range of ways people express affection within various types of relationships.

Activity 6.4.1
Review Sessions 6.1, 6.2, and 6.3

Activity 6.4.2
Appropriate and Inappropriate Interactions

Activity 6.4.3
Introduction to Romantic Relationships

Activity 6.4.4
Types of Love Scenarios

Activity 6.4.5
Ask Dr. Love

Activity 6.4.6
Conclusion and Wrap Up

Healthy Relationships with Family and Peers

Session 6.5

Session Overview:

  1. Review Session 6.4.
  2. Pass out blank question cards only to those students that need them.
  3. View and discuss the Michelle and Brandon Grow Up video, ask questions throughout.
  4. Distribute the Recognizing a Healthy Relationship handout and identify how parents and peers meet emotional needs.
  5. Discuss characteristics of healthy relationships.
  6. Conduct the Healthy/Unhealthy Relationship Characteristics Activity using poster.
  7. Act out healthy/unhealthy scenarios with student volunteers.
  8. Collect the Parent Connection Forms Session 6.4: Appropriate Behavior.
  9. Collect completed question cards.
  10. Distribute the Parent Connection Form Session 6.5: Healthy Relationships.

Learning Objectives:

  • Participants will identify characteristics of healthy relationships with family and peers.
  • Participants will recognize how family and peers meet their emotional needs.

Materials Needed:

  • Computer, projector, and speakers
  • Jar of Now and Later Candy
  • Giant pad of paper, markers
  • Brandon and Michelle Grow Up Video (6.5.3)
  • Healthy or Unhealthy Poster (6.5.4)
  • Healthy or Unhealthy Scenario Cards (6.5.5)
  • Handouts:
    • Recognizing a Healthy Relationship (Handout 6.5.4)
    • Parent Connection Form Session 6.5: Healthy Relationships
  • Question cards
  • Question bag

Classroom Planning:

  • Review the curriculum content for this session, specifically the Healthy/Unhealthy Relationship Characteristics.
  • Make copies of handouts.

National Standards:

  • PD.8.DM.1 Demonstrate the use of a decisionmaking model and evaluate possible outcomes of decisions adolescents might make.
  • HR.8.CC.1 Compare and contrast the characteristics of healthy and unhealthy relationships.
  • HR.8.CC.3 Analyze the similarities and differences between friendships and romantic relationships.
  • HR.8.CC.4 Describe a range of ways people express affection within various types of relationships.
  • HR.8.IC.1 Demonstrate communication skills that foster healthy relationships.
  • HR.8.SM.1 Explain the criteria for evaluating the health of a relationship.

Activity 6.5.1
Review Session 6.4

Activity 6.5.2
Healthy Relationships

Activity 6.5.3
Healthy Family Relationships: Brandon and Michelle Grow Up

Activity 6.5.4
Healthy Peer Relationships

Activity 6.5.5
Healthy/Unhealthy Characteristics and Scenarios

Activity 6.5.6
Conclusion and Wrap Up

Abstinence and Developing Refusal Skills

Session 6.6

Session Overview:

  1. Review Session 6.5.
  2. Pass out blank question cards only to those students that need them.
  3. Define and discuss the word abstain.
  4. Use the decision-making scale to weigh reasons for not engaging in sexual activity before a faithful lifelong relationship.
  5. Define and discuss the word abstinence.
  6. Define and discuss the word assertiveness.
  7. Distribute and discuss the It’s Okay to Say NO! handout.
  8. Conduct the Refusal Skills Scenarios activity.
  9. Collect completed Parent Connection Forms from Session 6.5: Healthy Relationships.
  10. Collect completed question cards.
  11. Distribute the Parent Connection Form Session 6.6: Refusal Skills.

Learning Objectives:

  • Participants will develop strategies for refusing to participate in unsafe behaviors or risky situations.
  • Participants will demonstrate the use of refusal skills by role-playing.
  • Participants will define abstinence and understand practices that promote healthy lifestyles.

Materials Needed:

  • Computer, projector, and speakers
  • Jar of Now and Later Candy
  • Giant pad of paper, markers
  • Refusal Skills Scenarios Activity Cards (6.6.5)
  • It’s Okay to Say NO! PowerPoint (6.6.5)
  • Handouts:
    • It’s Okay to Say NO! (Handout 6.6.4)
    • Parent Connection Form Session 6.6: Refusal Skills
  • Question cards
  • Question bag

Classroom Planning:

  • Review the curriculum content for this session, specifically the instructions for establishing the rights and responsibilities.
  • Make copies of handouts.

National Standards:

  • PD.8.DM.1 Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make.
  • PR.8.CC.2 Define sexual abstinence as it relates to pregnancy prevention.
  • PR.8.IC.1 Demonstrate the use of effective skills to support one’s decision to abstain from sexual behaviors.
  • PR.8.DM.1 Apply a decision-making model to various sexual health decisions.

Activity 6.6.1
Review Session 6.5

Activity 6.6.2
It’s OK to Say No: Abstinence

Activity 6.6.3
Decision-Making Scale: Abstinence

Activity 6.6.4
It’s OK to Say No: Assertiveness

Activity 6.6.5
It’s OK to Say No: Refusal Skill Scenarios

Activity 6.6.6
Conclusion and Wrap Up

Conflict Resolution Skills; Sexual Abuse and Cyber Assault

Session 6.7

Session Overview:

  1. Review Session 6.6.
  2. Pass out blank question cards only to those students that need them.
  3. Present Conflict Resolution PowerPoint with educators acting out scenarios as indicated throughout.
  4. Distribute Steps to Resolving Conflict handout.
  5. Present Sexual Abuse and Cyber Assault PowerPoint.
  6. Conduct the Dollar Bill activity.
  7. Distribute the Sexual Abuse Resources handout.
  8. Answer question cards.
  9. Collect completed Parent Connection Forms from Session 6.6: Refusal Skills.
  10. Collect completed question cards.
  11. Distribute the Parent Connection Form for Session 6.7: Sexual Abuse and Cyber Assault.

Learning Objectives:

  • Participants will recognize and develop strategies for avoiding potentially dangerous situations.
  • Participants will recognize techniques used by abusers to entrap victims of sexual abuse.
  • Participants will discover strategies and techniques linked to their decision-making and assertiveness skills.
  • Participants will understand the importance of continuing to choose abstinence in spite of past experiences.

Materials Needed:

  • Computer, projector, and speakers
  • Jar of Now and Later Candy
  • Giant pad of paper, markers
  • Conflict Resolution PowerPoint (6.7.2)
  • Sexual Abuse and Cyber Assault PowerPoint (6.7.3)
  • Do you really know who you’re talking to? Video (6.7.3)
  • $100 bill (6.7.4)
  • Handouts:
    • Steps to Resolving Conflict (Handout 6.7.2)
    • Sexual Abuse Resources (Handout 6.7.5)
    • Parent Connection Form Session 6.7: Sexual Abuse and Cyber Assault
  • Question cards
  • Question bag

Classroom Planning:

  • Review the curriculum content for this session, specifically the instructions for establishing the rights and responsibilities.
  • Make copies of handouts.

National Standards:

  • HR.8.IC.1 Demonstrate communication skills that foster healthy relationships.
  • PS.8.CC.1 Describe situations and behaviors that constitute bullying, sexual harassment, sexual abuse, sexual assault, incest, rape, and dating violence.
  • PS.8.AI.1 Identify sources of support such as parents or other trusted adults that they can go to if they are or someone they know is being bullied, harassed, abused or assaulted.
  • PS.8.SM.1 Demonstrate ways to communicate with trusted adults about bullying, harassment, abuse or assault.
  • PS.8.SM.1 Describe ways to treat others with dignity and respect.
  • PS.8.ADV.1 Advocate for safe environments that encourage dignified and respectful treatment of everyone.
  • PS.8.CC.2 Discuss the impacts of bullying, sexual harassment, sexual abuse, sexual assault, incest, rape, and dating violence and why they are wrong.
  • PD.8.SM.2 Demonstrate ways they can respond when someone is being bullied or harassed.
  • PD.8.DM.1 Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make.
  • PS.8.CC.3 Explain that no one has the right to touch anyone else in a sexual manner if they do not want to be touched.
  • PS.8.CC.4 Explain why a person who has been raped or sexually assaulted is not at fault.
  • HR.8.INF.2 Analyze the impact of technology and social media on friendships and relationships.
  • HR.8.SM.2 Describe strategies to use social media safely, legally, and respectfully.

Activity 6.7.1
Review Session 6.6

Activity 6.7.2
Conflict Resolution

Activity 6.7.3
Sexual Abuse and Cyber Assault

Activity 6.7.4
Dollar Bill Activity

Activity 6.7.5
Conclusion and Wrap Up

Review Topics and Discuss Lessons Learned

Session 6.8

Session Overview:

  1. Answer as many question cards as possible.
  2. Review all material from the 6th grade sessions.
  3. Play Think Fast! Game.
  4. Distribute Parent Connection Forms Session 6.8: Review All 6th Grade Sessions.
  5. Distribute Participant Feedback forms and Teacher Feedback form(s).
  6. Collect feedback forms.
  7. Distribute Now and Later candy and incentives.

Learning Objectives:

  • Participants will process knowledge gained through sessions and activities.
  • Participants will have opportunities to discuss information learned with their parent(s) or guardian through the interactive Parental Connection Forms.
  • Participants will describe the effects of leadership skills on the promotion of teamwork.
  • Participants will understand the concepts of delayed gratification and reward for good choices.

Materials Needed:

  • Computer, projector, and speakers
  • Jar of Now and Later Candy
  • Giant pad of paper, markers
  • Think Fast! PowerPoint (6.8.2)
  • Handouts:
    • Teacher Feedback Form
    • Participant Feedback Form
    • Parent Connection Form Session 6.8: Review
  • Coin to flip for Think Fast! Game
  • Student incentives and gifts
  • Question cards
  • Question bag

Classroom Planning:

  • Review the Think Fast! Game.
  • Make copies of handouts.

National Standards:

  • PD.8.DM.1 Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make.

Activity 6.8.1
Review All 6th Grade Sessions

Activity 6.8.2
Think Fast! Game

Activity 6.8.3
Conclusion and 6th Grade Wrap Up

© 2015 Healthy Futures. This website was made possible by Grant Number TP2AH000006 from the Office of Adolescent Health (OAH), U.S. Department of Health & Human Services (HHS). Contents are the sole responsibility of Healthy Futures and do not represent the official views of the OAH or HHS.