Name and Pronouns Icebreaker

Instructions:

• Hello everyone! To start, I'd love for us to go around the room and introduce ourselves.
• Please share your name, and if you're comfortable, your pronouns (e.g., she/her, he/him, they/them).
• Then, share one word that describes how you're feeling right now, or one thing you hope to learn in our session today.

Let's go first to model: "Hi, I'm [Your Name], my pronouns are [Your Pronouns], and I'm feeling excited to learn with all of you today!"

Class Agreements and Rights of the Group

Facilitator Instructions:

• Explain that establishing group agreements helps create a safe, respectful, and inclusive learning environment where everyone feels comfortable participating.
• Ask learners: "What do we need to agree upon as a group to make this a safe and productive space for everyone to learn about their bodies and sexual health?" or "What are some ground rules that help us talk about sensitive topics?"
• Guide the discussion towards the following key agreements. Write them down visibly (on a whiteboard or chart paper) as they are discussed and agreed upon by the group.

Proposed Agreements (Facilitator can introduce these if they don't arise naturally):

1. Respectful Listening: Listen to understand, even if you don't agree. Avoid interrupting.
2. Confidentiality: What's said here, stays here, unless there's a safety concern (e.g., someone is being harmed or is at risk of harming themselves/others). Explain limits clearly.
3. Right to Pass: Everyone has the right to pass on answering a question or participating in an activity they are uncomfortable with.
4. Ask Questions: No question is silly. If you have a question, chances are someone else does too.
5. Use "I" Statements: Speak from your own experience and perspective rather than generalizing.
6. Respect Differences: We all come from different backgrounds and have different experiences. Let's respect those differences.

Once agreements are established, ask for a verbal affirmation (e.g., "Do we all agree to these? Give a thumbs up!")

Anatomy & Privacy Script

Introduction to Medically Accurate Terms (Refer to Your Body, Your Words Visual Slides - Slide 3)

Teacher: "Welcome back everyone. Today, we're going to start by talking about our bodies. It's really important to use words that are clear, accurate, and respectful when we talk about our bodies and others' bodies. Just like we have specific names for a 'hand' or a 'foot,' we have specific names for all parts of our body, including our genitals."

"On the screen, you see a list of body parts. Some you know well, like 'Brain,' 'Heart,' and 'Lungs.' These are all amazing parts of our body that help us live and do incredible things. Let's also learn the medically accurate terms for our reproductive and sexual organs."

Teacher: (Point to or verbally list each term, allowing for repetition and questions.)

• Penis: "This is an external genital organ on males. It's involved in urination and sexual activity."
• Vagina: "This is an internal genital canal in females. It's involved in menstruation, sexual activity, and childbirth."
• Vulva: "This is the external part of the female genitals. It includes the labia, clitoris, and the opening of the vagina and urethra."
• Testicles (or Testes): "These are two oval-shaped organs found inside the scrotum of males. They produce sperm and hormones."
• Breasts: "These are located on the chest of both males and females. In females, they develop during puberty and can produce milk."
• Anus: "This is the opening at the end of the digestive tract through which waste leaves the body."
• Urethra: "This is the tube that carries urine from the bladder out of the body in both males and females."
• Clitoris: "This is a small, sensitive organ located at the top of the vulva in females, primarily involved in sexual pleasure."

Teacher: "It's important to use these correct terms because it helps us communicate clearly, understand our health, and show respect for our bodies and others'. Does anyone have any questions about these terms?"

Sex vs. Gender (Refer to Your Body, Your Words Visual Slides - Slide 4)

Teacher: "Now, let's talk about two words that sometimes get confused: 'sex' and 'gender.' They are related, but they mean different things."

"Sex usually refers to the biological characteristics someone is born with or assigned at birth, often based on their genitals and chromosomes. So, someone might be assigned male or female at birth, or intersex if their biology doesn't fit typical male or female categories."

"Gender, on the other hand, is about how a person feels on the inside – their internal sense of being male, female, both, neither, or somewhere else on the gender spectrum. It's about how they express themselves to the world. A person's gender identity might be different from the sex they were assigned at birth, and that's perfectly normal and valid."

"For example, someone might be assigned female at birth but identify as a boy, or someone assigned male at birth might identify as a girl. Some people identify as non-binary, meaning they don't identify as exclusively male or female. Understanding this difference helps us respect everyone's identity. Any thoughts or questions on this?"

Public vs. Private (Refer to Your Body, Your Words Visual Slides - Slide 5)

Teacher: "Next, let's talk about privacy and our bodies. We all have a right to privacy, and that includes our bodies. We can think about our body parts as either 'public' or 'private.'"

"Public body parts are the parts of our bodies that are generally okay to see in public. Think about your hands, your arms, your face – these are usually uncovered and visible when we're out and about."

"Private body parts are different. These are the parts of our bodies that are usually covered by a swimsuit. For most people, this includes our genitals, our breasts or chest area, and our buttocks. These parts are considered private, and it's generally not okay for others to see them or touch them without our permission, especially in public spaces."

"This 'swimsuit rule' is a simple way to remember which parts of our bodies are private. It's about personal boundaries and feeling safe. It's also important to remember that everyone's comfort level with privacy can be a little different, but the core idea is about respect and consent. Any questions or reflections on this important idea?"

Body Map Match-Up Activity

Objective: To reinforce the learning of medically accurate body part terminology.

Materials:

• One blank body outline (simple, gender-neutral drawing) per learner or small group.
• Set of word cards with medically accurate terms: "Brain", "Heart", "Lungs", "Penis", "Vagina", "Vulva", "Testicles", "Breasts", "Anus", "Urethra", "Clitoris".
• (Optional) Symbol or simple image cards for each body part for additional support.
• Glue sticks or tape.

Instructions:

1. Distribute Materials: Give each learner or small group a blank body outline and a set of word/symbol cards.
2. Explain the Task: "We've just learned about many important parts of our bodies using medically accurate terms. Now, you're going to put your knowledge to practice!
3. Match and Attach: "Your task is to match each word card (and optional symbol card) to its correct location on the body map. Once you're sure, you can glue or tape the card onto the body map."
4. Collaborate (Optional for Groups): If working in small groups, encourage discussion and collaboration. "Talk to your group members about where each body part belongs. Help each other learn!"
5. Facilitator Support: Circulate around the room to offer support, answer questions, and provide guidance as needed. Correct any misconceptions gently and reinforce correct terminology.
6. Review (10 minutes): Once most learners have completed the activity, bring the group back together. Review the correct placement of each body part by showing a completed body map or asking learners to share their answers. Address any common difficulties or questions.

(Space for learners to complete their body map or for facilitator notes)

Public or Private Sorting Cards

Objective: To help learners understand and apply the concepts of public and private body parts and situations.

Materials:

• Printable cards with various scenarios (see below).
• Two large labels: "Public" and "Private" (or two designated areas/envelopes).

Instructions for Learners:

1. Cut Out Cards: Carefully cut out each scenario card below.
2. Read and Discuss: Read each scenario card. Think about whether the situation describes something that is public or private, especially concerning body parts or personal space.
3. Sort the Cards: Place each card under the "Public" or "Private" label.
4. Be Ready to Share: Be prepared to explain why you sorted each card the way you did. There might be some discussion points!

Scenario Cards (Cut along the dotted lines)

Card 1

Scenario: Wearing a swimsuit at a public pool.

Card 2

Scenario: A doctor examining your chest during a check-up, with a parent/guardian present.

Card 3

Scenario: Hugging a friend hello in the school hallway.

Card 4

Scenario: Someone you don't know tries to touch your private parts.

Card 5

Scenario: Going to the restroom by yourself.

Card 6

Scenario: Your teacher asks you to show them your elbow.

Card 7

Scenario: Sharing a secret with a trusted friend in a quiet place.

Card 8

Scenario: Someone takes a picture of your private parts without asking.

Card 9

Scenario: Getting dressed in your bedroom with the door closed.

Card 10

Scenario: Giving a high-five to a teammate after a game.

Card 11

Scenario: Talking about your personal feelings in a small, trusted group.

Card 12

Scenario: Being naked in a locker room with others.

Puberty Changes Bingo!

Objective: To reinforce knowledge of common puberty changes in an engaging and interactive way.

Materials:

• Bingo cards (one per learner or pair). Create unique cards with a 3x3 or 4x4 grid. Each square should contain a different puberty change term. Include a "FREE SPACE" in the middle.
• Markers (small pieces of paper, beans, or bingo dabbers) for learners to cover squares.
• A list of all puberty changes to be called out by the facilitator (ensure all terms on the bingo cards are on this list).

List of Puberty Changes (for calling out):

• Body Hair Growth
• Voice Deepening
• Breast Development
• Growth Spurt
• Acne (Pimples)
• Starting Periods (Menstruation)
• Wet Dreams
• Body Odor
• Mood Swings
• Sweating More
• Hips Widening
• Shoulders Broadening
• Muscle Growth
• Feet/Hands Grow Faster
• Pubic Hair Growth

Instructions:

1. Distribute Materials: Give each learner a Bingo card and markers.
2. Explain the Rules: "We're going to play Puberty Changes Bingo! On your card, you'll see different changes that happen during puberty. When I call out a change, if you have it on your card, cover that square with a marker."
3. How to Win: "The first person to get three (or four, depending on grid size) in a row—horizontally, vertically, or diagonally—shouts 'BINGO!' and wins that round."
4. Start the Game: Begin calling out puberty changes one by one from your list. After each call, pause to allow learners to find and mark the square.
5. Check for Bingo: When a learner calls "BINGO!", verify their card by having them read off the changes they've marked. If correct, they win the round.
6. Continue Playing: You can play multiple rounds, clear cards, or continue until multiple people get Bingo. Encourage discussion of the terms as you go.

Sample Bingo Card (Facilitator will need to create varied cards)

(Facilitator: You will need to create several unique bingo cards with these terms in different arrangements.)

Exit Ticket: My Two Safety Rules

Instructions:

Before you leave today, please take a moment to reflect on our discussion and activities.

In your own words, write down two important safety rules or facts that you learned today about your body, privacy, or communicating with others. These can be rules you will remember for yourself, or rules to teach someone else.

1. Safety Rule 1:
   
   
   
   
   
   

2. Safety Rule 2:
   
   
   
   
   
   

Thank you for your thoughtful participation today!