Content Area: Health and Physical Education

 

Index: 2.4B Grade 8 CPI 5

 

Standard: 2.4 - Human Relationships & Sexuality

 

Strand: B - Sexuality

 

Cumulative Progress Indicator:  5 - The student will analyze how certain behaviors place one at greater risk for HIV/AIDS, STDs, and unintended pregnancy.

 

Grade: 8

 

Sample Activities:

 

·        DOUBLE DIPPING - In the front of the room, set up a table as in a restaurant (use linens, flowers, etc.—this is not a fast food restaurant!) Use three yellow paper triangles to represent tortilla chips (or any kind of dipping food). Sprinkle each chip with a different color glitter. Pour creamy dip into a bowl and place in the center of the table. Invite two volunteers to the “restaurant” and instruct them to pretend to dip their chips and eat as they would at a party. Tell them to be sure they “double dip” at least one of the chips. After the students have “dipped,” show the bowl of dip. Students describe the appearance of the dip and discuss what the three colors of glitter represent (obviously the glitter represents the germs in the saliva of the “dippers”). Students list other behaviors that increase the risk of germ/disease transmission (e.g., sharing lipstick or eye makeup, sharing soda cans, kissing, sexual
intercourse, sharing hairbrushes). Students list strategies to reduce one’s risk of germ/disease transmission.

Variation: Students investigate the incidence of food-borne illnesses. As part of the research process, students contact local and state health departments for information, use online resources, and cut articles from local newspapers to describe the incidence of food-borne illnesses. Students develop a handbook or pamphlet on handling foods and preventing food-borne illness.

 

·        WHO TAKES RESPONSIBILITY? - Ask students: “Who has the responsibility to take action to prevent a pregnancy or STD?” Allow students a few minutes to debate the issue, then provide each student with a chart similar to the one below. As you read each statement, students indicate on the chart who they believe has responsibility for the action. After students have made their choices, discuss the responses. Students write a brief paragraph “I will take responsibility because...”

 

 

·        WHAT'S THE DIFFERENCE? - Divide the class into small groups, and assign each group a different method of contraception/risk reduction to investigate. Each group develops a pamphlet, poster, or chart about the method. Reconfigure the groups so each method is represented in a group. Using a modified jigsaw approach, students teach other group members about the method, using the materials developed in the first group.

Variation: In small groups, students investigate a number of contraceptives and risk reduction methods. Students consider the following questions during their research:
-        Are some methods not appropriate or safe for young people? Why?
-        What factors need to be considered when choosing a method?
-        Will these factors change as one gets older?
-        What are some of the legal, ethical, cultural, or religious issues surrounding this particular method?

Students create a chart comparing the reliability, cost, accessibility, and convenience of the methods and indicate on the chart whether the method prevents pregnancy, STDs/HIV, or both. Have students share the results of the research and create a class resource booklet or poster.

 

·        SAFE AND UNSAFE SITUATIONS - Begin the class by posing the following: “How many of you have found yourself in a situation where you felt just a bit uneasy? Maybe you went someplace you weren’t supposed to go or you followed the crowd to a place that made you nervous. Most teens find themselves in similar situations as they become more independent. What places or situations might be considered unsafe?” (See samples below.) After the introductory discussion, divide the class into small groups, and assign each group a situation. Students develop a role-play illustrating ways to handle such situations and present it to the class.

SAMPLE SITUATIONS: BEING SAFE
-        Situation #1: A 13-year old goes on date with 19-year old.
-        Situation #2: A 12-year old goes to an unchaperoned high school party.
-        Situation #3: A 14-year old joins a gang; the initiation involves having sexual intercourse.
-        Situation #4: A 13-year old drinks alcohol with a group of older kids he/she doesn’t know very well.
-        Situation #5: A 14-year old is asked to work late and alone with the assistant manager, who offers him/her a ride home.

Variation: Invite a panel of high school peer educators to talk about difficult situations they have faced and how they handled them.

Variation: Students interview a parent or adult about safe and unsafe settings for adolescents. What rules should parents establish? What safeguards should be in place in case a teen needs assistance?

 

·        COMPARING SEXUAL BEHAVIOR - Students research adolescent sexual behavior in other countries and seek answers to the following question: “Why is there a difference in the incidence of teen pregnancies?” Compare HIV and STD statistics. Students hypothesize why there are differences and discuss. Students consider who is in the best position to do something about these problems in the United States and brainstorm the names of such organizations and individuals. Divide the class into small groups, and assign each group one of the organizations or individuals cited on the list. Each group develops a list of strategies the organization or individual could initiate to help reduce the number of teen pregnancies or cases of HIV/AIDS. Each group selects the top three ideas and presents them to the class. The class votes on which plan is the best one. Students write a letter to the organization suggesting implementation of the strategy.