Friday, March 18, 2011

Human Growth and Development - An Adventure for Everyone!

Last week I taught Human Growth & Development to my 6th graders. They were pretty awesome, really - they took it seriously, tried hard not to laugh at the wrong times, and didn't make any audible inappropriate commentary. All things considered, it was a breeze. What follows are some of the "best" questions we fielded during the 4-day event.

How does pee turn into semen?
Is it true that sperm tastes like the last thing you drank?
What happens if you put "it" in the wrong hole?
Why can't you get pregnant before you are 16?
If you have a "nocturnal emission", does that mean you had sex?
How do you know if you had a wet dream?
What if you break your penis?
How big will a little penis grow up to be?

These two were on anonymous question slips:
This lesson is a total review for me. I know everything about penises already.
Is hard-on slang for boner?
(They were pretty preoccupied with how boys work. Not a lot of questions about girls...)

We also had some good conversations and contributions.

"So nocturnal emissions are basically a wet dream, and a wet dream is wetting the bed. Right?" "Not quite. Wetting the bed means you urinated in the bed. A wet dream means a release of... reproductive... material." "How can you tell the difference?" "Well, urination won't be sticky, and the quantity of the liquid will be very different." "Like... more or less?" "Less." "Ok, that's a relief!"

"My auntie taught me something about testicles and sperm last night. But I don't remember."

"Question - I'm still not totally clear on the foreskin." (Cue giggles and snickers around the room. The kid who asks looks around the room with that 'what-the-hell' expression.) "Maaan, grow up guys. This is our bodies. Deal with it."

"Today wasn't as gross as yesterday. It wasn't what I was expecting." "I know, right? To be honest, I'm a little disappointed."

Ahhhh, The Wonder Years.

1 comment:

  1. OH! I wanted to add one more hilarious incident during this unit:

    Students are told to discuss various questions/elements of their Puberty Packets (diagrams, etc.) with a trusted adult. A student asked me if I'd be his trusted adult. This is the conversation that ensued.

    "Miss B., will you be my trusted adult?" "Hmm. I know your mom, and I know she'd really love to be your trusted adult in this situation." "Well, it isn't that I don't trust my mom, 'cause I do, but I don't really want to talk about... you know, parts? Yeah... I don't want to talk about parts with her." "I know it is awkward, but I also think she'd probably like to be the adult that has those kinds of conversations with you." "Here is what I figure, Miss B. I already have to hear about this stuff from you in the first place, and you're an adult I trust, so lets just keep it at one adult. I don't want to talk about this with my mom and then eat dinner, ya know? Weird!"

    We compromised - I was his trusted adult for the first activity (answering questions like "What was your favorite part about being a kid? What do you like most about being an adult?") but I told him he had to find a family member for the rest of the activities.