5.2.1.G Explain how culture, media, and other factors influence perception about body image, gender roles, and attractiveness (Analyzing Influences). 5.3.1.G Recognize parents, guardians, caretakers, and other trusted adults as resources for information about puberty (Accessing Valid Information). Supplies: Flip-chart paper or whiteboard Markers or dry-erase markers Lesson: Prior to the activity, Ms. J prepares two sheets of flip-chart paper to create “gender room around the margins, she draws a large box on each sheet of boxes.” Leaving paper with the word on the top of one sheet, and on the top of the other. “BOY” “GIRL” At the beginning of the activity, students are reminded of classroom agreements to make sure everyone feels safe and accepted. Ms. J specifically points out the agreement the class made to treat others with respect, to keep confidential anything shared by classmates, and be open-minded about differences in opinion. This activity provides an introduction to discussing gender and approaches the topic from a point of exploring current and previously acquired knowledge. Ms. J students’ asks the students to consider what comes to mind when they think of the words “boy” and As students begin to think about each word individually, Ms. J explains that “girl.” often times, boys and girls have to fit inside a box in order to be accepted by their friends, family, and peers. Ms. J then asks students to share a few examples of what comes to mind when the students think of Students provide examples such as and Ms. J “boy.” “tough” “dirty.” writes these words within the box under Then Ms. J asks students to share a few “boy.” examples of what comes to mind when the students think of Students respond “girl.”
5.2.1.G Explain how culture, media, and other factors influence perception about body image, gender roles, and attractiveness (Analyzing Influences). 5.3.1.G Recognize parents, guardians, caretakers, and other trusted adults as resources for information about puberty (Accessing Valid Information). Supplies: Flip-chart paper or whiteboard Markers or dry-erase markers Lesson: Prior to the activity, Ms. J prepares two sheets of flip-chart paper to create “gender boxes.” Leaving room around the margins, she draws a large box on each sheet of paper with the word “BOY” on the top of one sheet, and “GIRL” on the top of the other. At the beginning of the activity, students are reminded of classroom agreements to make sure everyone feels safe and accepted. Ms. J specifically points out the agreement the class made to treat others with respect, to keep confidential anything shared by classmates, and be open-minded about differences in opinion. This activity provides an introduction to discussing gender and approaches the topic from a point of exploring students’ current and previously acquired knowledge. Ms. J asks the students to consider what comes to mind when they think of the words “boy” and “girl.” As students begin to think about each word individually, Ms. J explains that often times, boys and girls have to fit inside a box in order to be accepted by their friends, family, and peers. Ms. J then asks students to share a few examples of what comes to mind when the students think of “boy.” Students provide examples such as “tough” and “dirty.” Ms. J writes these words within the box under “boy.” Then Ms. J asks students to share a few examples of what comes to mind when the students think of “girl.” Students respond
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