Grade 5 Puberty, Family Life, & Social and Sexual Health

Health and Physical Education is a requirement for all students who attend a public school. Ridgewood Public Schools Wellness Program strives to provide students with a health education program that enhances their ability to make informed decisions and to exhibit behaviors that nurture their physical, social, and emotional well-being.

Pursuant to N.J.S.A. 18A: 35-4.7, any student whose parent or guardian presents to the school a signed statement that any part of the instruction in health, family life education or sex education is in conflict with his/her conscience or sincerely held moral or religious beliefs shall be excused from that portion of the health curriculum. The health teacher will be glad to speak with you to discuss the curriculum.

2020 New Jersey Student Learning Standards - Comprehensive Health and Physical Education

The fifth grade Puberty, Family Life, and Social and Sexual Health unit is comprised of these indicators: 

2.1.5.PGD.2: Examine how the body changes during puberty and how these changes influence personal self-care.

2.1.5.PGD.3: Explain the physical, social, and emotional changes that occur during puberty and adolescence and why the onset and progression of puberty can vary.

2.1.5.PGD.4: Explain common human sexual development and the role of hormones (e.g., romantic and sexual feelings, masturbation, mood swings, timing of pubertal onset).

2.1.5.PGD.5: Identify trusted adults, including family members, caregivers, school staff, and health care professionals, whom students can talk to about relationships and ask questions about puberty and adolescent health.

2.1.5.PP.1: Explain the relationship between sexual intercourse and human reproduction.

2.1.5.PP.2: Explain the range of ways pregnancy can occur (e.g., IVF, surrogacy). 

2.1.5.SSH.1: Describe gender-role stereotypes and their potential impact on self and others.

2.1.5.SSH.2: Differentiate between sexual orientation and gender identity.

2.1.5.SSH.3: Demonstrate ways to promote dignity and respect for all people (e.g. sexual orientation, gender identity and expression, race, ethnicity, socio-economic status, differing ability, immigration status, family configuration). 

2.1.5.SSH.6: Describe the characteristics of healthy versus unhealthy relationships among friends and with family members. 

2.1.5.SSH.7: Define teasing, harassment and bullying and provide examples of inappropriate behaviors that are harmful to others. 

2.3.5.PS.4: Develop strategies to safely communicate through digital media with respect. 

2.3.5.PS.5: Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries. 

2.3.5.PS.6: Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including bullying, teasing, teen dating violence, sexual harassment, sexual assault, and sexual abuse.