Content Area: Health and Physical Education

 

Index: 2.4B Grade 12 CPI 3

 

Standard: 2.4 - Human Relationships & Sexuality

 

Strand: B - Sexuality

 

Cumulative Progress Indicator:  3 -   The student will analyze factors that influence the choice, use, and effectiveness of contraception, risk reduction, or risk elimination strategies.

 

Grade: 12

 

Sample Activities:

 

 

·        STD MYSTERY BAG GAME - Prior to class, organize 10 bags, each containing one of the following items. Each item represents an item related to risk reduction and prevention. Items might include:

 

-       A bar of soap - Showering before and after sexual contact, 

-       A toy needle/syringe - Avoiding the use of injecting drugs and shared needles,

-       Condom - Protecting from disease; preventing pregnancy,

-       A can of foam - Using a spermicide,

-       A toy telephone - Communicating with one’s partner,

-       A light bulb, flashlight, or candle - Inspecting a partner’s genitals before intimate contact,

-       A empty beer bottle - Abstaining from alcohol and other drugs,

-       A toy stethoscope - Getting a medical checkup,

-       A candy kiss or wax lips - Kissing, 

-       Small hugging bears - Caring,

 

      Students circulate the bags, inserting a hand into each bag (no peeking!) to determine what they believe is in each bag. Once each person has had an opportunity to feel each item and record his/her guess, form small groups of equal numbers. Group members must come to consensus about what each item is and list their guesses on the board. Remove each item from its bag and score guesses as follows: two points for each exact answer; one point for a close but not exact answer; and zero points for a wrong answer. Tally points to determine a winner. Using each item as a prompt, pose the following questions:
-        What does each item suggest about preventing a sexually transmitted disease?
-        Which of these methods might be the most important in preventing the spread of HIV infection? least important? Which might be most important for herpes? chlamydia?
-         Of the methods noted in this activity, which one works best to prevent pregnancy?
-         What other items could be included in the bags to help people understand how to prevent STDs, HIV infection, and unintended pregnancy?

 

     Variation: Students develop a list of signs and symptoms of STDs and HIV infection. Organize the list as clues. Students guess the type of infection and describe the kind of treatment available and the best methods of prevention.

 

·        CONVINCE ME - Explain that many people have reasons why they don’t practice safe and healthy behaviors but when you really pin them down, their reasons are not always very good ones. Post newsprint around the room and give each student a marker. As students brainstorm reasons why people don’t use condoms, write a different response at the top of each page of newsprint. In small groups, students circulate to each page, and write a response to the reason noted on the sheet (see sample below). Discuss the student responses then divide the class into triads for role-play. One student in each trio convinces the other to use a condom. The third student serves as an observer, rating the effectiveness of the argument. Each student plays all three parts before a concluding class discussion.

 

 

 

·        RELATIVE RISK - For this activity, create two sets of signs. One set of signs (the blue set) is used in pregnancy prevention activities while the second set (the green set) is used in STD/HIV prevention activities. Label each card with one of the following contraceptive methods:

 

 

     Allow students an opportunity to review class notes, pamphlets, and other materials that describe the different types of contraception and how they work. Distribute the blue and yellow signs. Post a continuum similar to the one below.

 

 

     Students with blue signs post their cards along the Pregnancy Prevention Continuum. Review the placements and use student comments to make adjustments. Discuss things that increase or decrease a method’s effectiveness. Students post the green signs along the STD/HIV Prevention Continuum. Review the placements and make adjustments. Students analyze the continuum for similarities and discrepancies and write a paragraph summarizing the results of the activity.

Variation: Create a “No Risk,” “Low Risk,” and “High Risk” continuum. On index cards, write one activity or behavior (e.g., holding hands, kissing, touching a doorknob, vaginal intercourse without a condom), and distribute one card to each student. One at a time, students place their cards on the continuum, announce the behavior, and justify their answer. Discuss if the placements are appropriate and make changes. Emphasize that people can reduce their risk of STD/HIV infection by practicing low risk and no risk activities.

Variation: Brainstorm a definition of monogamy. Introduce the term serial monogamy and define it. Ask students: “Is this truly monogamy? How long do you have to be with one partner to be monogamous? How long would you have to be with one partner to be sure you are not at risk for HIV/STDs?”

 

·        STD RISK - Divide the class into small groups. Each group researches a different sexually transmitted disease. Allow 15 minutes to develop a chart that includes the following categories:
-        Why is the disease of concern? What are the short-term and long-term problems associated with the disease?
-        How is the disease transmitted?
-        What are its symptoms?
-        How is it treated?
-        What can be done to prevent the disease?

 

      Reconvene the class and develop a master chart. After discussing the results, students complete a journal entry that outlines 10 ways to prevent STDs and HIV.

Variation: In small groups, students develop a graphic organizer about one STD. Groups copy and distribute their learning aid and use it to support class discussion.