Content Area: Health and Physical Education

 

Index: 2.4B Grade 12 CPI 6

 

Standard: 2.4 - Human Relationships & Sexuality

 

Strand: B - Sexuality

 

Cumulative Progress Indicator:  6 -  The student will investigate female and male reproductive and sexual health issues and discuss the importance of education and preventive healthcare (e.g., breast/testicular exam).

 

Grade: 12

 

Sample Activities:

 

·        COMMON CONCERNS - Brainstorm concerns, worries, or questions males or females might have about the “sexual” parts of their bodies. List the questions on newsprint entitled “Male Concerns” and “Female Concerns” and leave posted in the room. Divide the class into groups. Each group develops a list of resources for each listed concern. Students use resource directories, contact local healthcare organizations, or use the Internet to locate health and social service agencies that provide reproductive and sexual health-care and information.

Variation: Create several scenarios that represent the following situation: A friend shares a sexual concern with you (e.g., she thinks she’s pregnant; he has an unusual discharge; she found a lump in her breast; he thinks he might be gay). Students create a role-play that illustrates how to address the friend’s concerns and develop a list of school resources for students who need help.

 

·        CHECK IT OUT! - Invite a local healthcare provider or a representative from the American Cancer Society to discuss breast and testicular cancer detection. The speaker should demonstrate breast self-examination and testicular examination. Young people who have experienced such cancers can be used as presenters to support the prevention efforts.

 

       Variation: Students develop a brochure emphasizing the importance of breast self-examination and testicular examination for adolescents. The brochure can be disseminated in the school health office.

Variation: Students investigate current research and statistics on breast and testicular cancers in young people under the age of 25. Using this information, students develop an information session as part of a school or community health fair.

 

·        TUNING IN TO SEXUAL HEALTH NEEDS - Divide the class into pairs or small groups. Give each group one or more “Tuning In” cards(write one of the descriptions listed below on each card). Be sure to include an equal number of male and female profiles. Provide each group of students with a blank index card. Each pair/group writes on the blank card the following information about its assigned situation:
-        The sexual health concern or problem the person seems to have
-        How the person might be feeling about the problem
-        Suggestions about where the person could go for help or information

As each group presents its case study, record on newsprint the resources mentioned. Assist students to categorize the resources and services suggested (e.g., prenatal clinic, gynecologist, urologist, family planning clinic, HIV testing site).

 

TUNING IN CARDS

-        Scott just discovered that a former sexual partner shared needles with other people.

-        Maria’s period is almost two weeks late. She’s been having sexual intercourse with Tony for about three months without using any birth control.

-        Andy noticed a blister-like sore on his penis; it hurts a lot.

-        Sarah’s breasts hurt and she feels lumps on the sides of both breasts.

-        Ed sees a yellowish discharge from his penis and feels a burning sensation when he urinates.

-        Sandra just took a home pregnancy test and it is positive. She wants to be sure her baby gets a healthy start.

-        While taking a shower, Michael notices a lump on his scrotum and left testicle.

-        Ann has such heavy periods that she wears two tampons and a pad so she won’t stain her clothes.

-        For some time now Sam has had a small tender spot under his left nipple.

-        When Jennifer had sexual intercourse with her new partner last night, he said he would pull out in time but he didn’t.

-        Tom’s girlfriend just told him she’s three weeks late getting her period, but she thinks it will come any day now.

-        Marisa just did a home pregnancy test that came out positive. She and her partner Jason feel they’re too young to be parents right now and want to consider adoption.

-        Tasha just finished such a heavy menstrual period that she used several super absorbent tampons and has suddenly developed a fever, vomiting, and a sunburn-like rash.

-        Erica’s mother died of breast cancer. Each month she performs a breast self- examination, and this month she thinks she feels a lump in her left breast.

 

·        BE A HEALTH SERVICES DETECTIVE - Ask students where they might go to obtain information about a sexual health problem. List the answers on the board (e.g., call directory assistance for a local hot line or help line, call the help line number, look in the phone book for an agency or individual). After students have identified several agencies that provide reproductive and sexual health services, ask the following questions:
-        What qualities would you want in a person or agency that provides sexual and reproductive health services?
-        What would prompt you to choose one service over another?
-        What do the services cost?
-        How would you go about finding out more information?

 

      Assign each student an agency or resource to contact for more information. Student research should focus on costs and insurance; parental permission or notification; types and kinds of services; hours; location; transportation availability; and HIV, STD, and pregnancy testing. Students compile the information to create a resource directory for teens.

Variation: Students investigate health services and information provided by various state and federal agencies (e.g., state health department, CDC, medical schools, universities).

Variation: Students develop a list of advocacy groups and nonprofit organizations that support research, information, and treatment for individuals (e.g., American Cancer Society, March of Dimes). To learn more about the nonprofit agency or organization, students participate in a community service project for their selected agency.

Variation: Students research laws regarding health and reproductive care for minors and develop a pamphlet, poster, Web page, or fact sheet. Students should focus on the similarities and differences of these laws in neighboring states.

Variation: Invite a panel of healthcare providers to discuss reproductive and sexual health issues. Be sure to include physicians (OB-GYN and urologist), a nurse practitioner or midwife, a family counselor, a sexuality counselor, and a health educator.

Variation: Invite a human resources specialist from a large company to discuss its reproductive health benefits and policies.

Variation: Invite representatives from various health insurance companies to discuss reproductive and sexual health benefits and limitations. The speaker should address confidentiality, referrals for specialized services, and the costs of specialized programs dealing with infertility as well as the availability of coverage for oral contraceptives, hormone replacement therapy, and drugs for impotence.