Author:
Sex Ed Open Learning Project
Subject:
Health, Medicine and Nursing
Material Type:
Lesson, Lesson Plan
Level:
Upper Primary
Tags:
  • Anatomy
  • Gender
  • Gender Expression
  • Gender Identity
  • Growth and Development
  • Inclusivity
  • Oregon OER Quality Framework
  • Prevention
  • Puberty
  • Respect
  • SEOL
  • Sexual Health
  • Sexual Health Education
  • Sexual Orientation
  • Sexuality Education
  • seol
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Downloadable docs, Text/HTML

    Education Standards

    Respecting Expressions, 3-5 Lesson 2

    Respecting Expressions, 3-5 Lesson 2

    Overview

    Students will explore gender expression, gender identity, sexual orientation, and gender stereotypes. Students will discuss such topics as a safe space, demonstrating respect, and making assumptions based on expression

    Respecting Expressions -- Grade 3-5, Lesson 2

    Lesson Title

    Respecting Expressions: 3-5 Lesson 2

    Lesson Summary/Overview

    Students will explore gender expression, gender identity, sexual orientation, and gender stereotypes. Students will discuss such topics as a safe space, demonstrating respect, and making assumptions based on expression

    Grade Level :  3-5 

    Suggested Time: 30-60 Minutes     

     License Type: CC BY SA

    Author of the Lesson  Educators from Yamhill County

    Objectives

    • By the end of the lesson, students will be able to define “gender stereotype”.
    • By the end of the lesson, students will be able to name three things that are typically gender stereotyped.
    • By the end of the lesson, students will hold the attitude that all things are for all people.

     

    Aligned Standards, Performance Indicators, and Essential Questions

    Standards Covered

    Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

    Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

    Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

    Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

    Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

     

    Performance Indicators Covered

    • HE.1.3.11 Recognize differences and similarities of how individuals identify regarding gender or sexual orientation.
    • HE.1.3.12 Recognize the importance of treating others with respect including gender expression and sexual orientation.
    • HE.1.5.18 Analyze why bullying and teasing are inappropriate behaviors.
    • HE.1.4.10 Describe differences and similarities of how individuals identify regarding gender or sexual orientation.
    • HE.1.5.10 Explain differences and similarities of how individuals identify regarding gender or sexual orientation.
    • HE.1.5.12 Discuss ways of expressing gender.
    • HE.2.5.6 Provide examples of how friends, family, media,society and culture influence how people think they should act on the basis of their gender.
    • HE.4.5.5 Demonstrate ways to communicate
    • respectfully with and about people of all gender identities, gender expressions and sexual orientations.
    • HE.7.5.4 Demonstrate ways to treat yourself
    • and others with dignity and respect, with regard to gender, gender identity, and sexual orientation.
    • HE.8.5.4 Explain how to promote safety, respect, awareness and acceptance of yourself and others.

     

    Essential Question(s) Covered

    • What are ways that people can express themselves?
    • How can we contribute to and create safe and respectful environments for all gender expressions?

     

    Culturally Responsive Practices

    • How will your lesson relate and celebrate students’ cultural context, diversity, and funds of knowledge?
    • This lesson intentionally represents people of diverse races, body types, ability levels, and genders.
    • This lesson intentionally creates space for classroom norms and expectations for all students.
    • This lesson invites whole-class discourse and collaboration.
    • This lesson invites self-reflection and self-assessment.
    • This lesson is adaptable for students of all skill levels and abilities.
    • This lesson is adaptable for all levels of technology access.

     

    Information & Resources for Educators

    Information for Educators

    • This lesson should be completed only after lessons on the definitions of “gender identity”, “gender expression”, and “sexual orientation” have been taught.
    • This lesson pairs well with other lessons on respect.

    Links & Materials

    Lesson 2 Presentation Slides

     

    Lesson Overview

    Before the Lesson

    • Prior to the delivery of the lesson, teachers should review the lesson materials to become familiar with the topic, language, and lesson layout.
    • There are group expectations, knowledge pre-checks, activations of prior learning, and checks for understanding embedded within the provided presentation slides.

     

    During the Lesson

    Step 1: Setting Group Norms and Activating/Pre-Checking for Prior Knowledge - 10 minutes

    • Slides #1-3: Once the student group is gathered, introduce the main overarching topic and remind students of (or create) group norms.
    • Slides #4-5: Activate students’ prior knowledge and do a pre-check for understanding of the topic.

    Step 2: Lesson Content - 10 minutes

    • Slides #6-7: Introduce the lesson topic and teach the new terms and content using the provided scripts as guides for language and learning.

    Step 3: Student Activity to Solidify and Assess New Learning - 10 minutes

    • Slide #8: Repeat the earlier check for understanding, utilizing new information. This activity can be modified to be done individually, with a partner, in groups, or as a whole class, depending on the needs of the students and teacher. This activity can also double as a formative assessment. Teachers can support learning by navigating the classroom discussion and providing feedback to students on the topic. Teachers will gain information on individual student knowledge and comfortability with the topic throughout the discussion.

    Step 4: Checks for Understanding and Wrap-Up - 10 minutes

    • Slide #9: Close out the lesson by checking for understanding and then reminding students to respect others. Additionally, let students know where to go for help, should they need it.

     

    After the Lesson

    Modifications:

    • This lesson can be adapted to completely offline, by printing materials, or completely virtual, utilizing video conferencing software.
    • This lesson can be adapted to include individual reflection, partner work, group work, or whole-class discussion.

    Extension of Learning:

    • Follow-up lesson topic suggestions include: Erin’s Law, consent and autonomy, sexual and reproductive anatomy, and respecting sexual orientations
    • Books that can supplement this topic, include:
    • I Am Jazz by Jessica Herthel and Jazz Jennings
    • Jack (not Jackie) by Erica Silverman
    • Worm Loves Worm by JJ Austrian
    • Julián is a Mermaid by Jessica Love
    • When Aidan Became a Brother by Kyle Lukoff
    • Neither by Airlie Anderson
    • They She He Me: Free to Be! by Maya and Matthew Smith-Gonzalez
    • Red: A Crayon’s Story by Michael Hall
    • From the Stars in the Sky to the Fish in the Sea by Kai Cheng Thom and Kai Yun Ching
    • The Boy & the Bindi by Vivek Shraya
    • Introducing Teddy: A gentle story about gender and friendship by Jessica Walton
    • Be Who You Are by Todd Parr
    • Pink is For Boys by Robb Pearlman