Health Education Lesson Plan Format



Samantha McGovern

Jessica Ullrich

Diana VonStein

April 28, 2011

Health Education Lesson Plan

Descriptive Information

Skill Emphasis (NHES): Interpersonal Communication

Grade Level: 11th grade

Content Area of Health: Family Life and Sexuality

Content Descriptor & Sub-Descriptor(s):

2. Sexual Behavior

2.3 How to refuse unwanted or unprotected sex

2.6 Strategies for dealing with pressures to cross sexual limits

2.12 How to make a personal commitment to avoid pregnancy, HIV, and other STDs

3. HIV and Other STD Prevention

3.2 Effective prevention strategies-abstinence is the most effective

3.7 Valid sources of information and help

4. Pregnancy Prevention

4.1 That abstinence is the most effective method

4.4 Valid sources to get help

4.5 Effective prevention strategies

Title of Lesson: “STIs and Pregnancy Prevention”

PA Standard (Health & PE):

10.2.12 B. Assess factors that impact adult health consumer choices.

• Access to health information

• Access to health care

10.1.9 A. Analyze factors that impact growth and development between adolescence

and adulthood.

• interpersonal communication

• risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)

• abstinence

• STD and HIV prevention

Curricular Connections: Public Speaking, Theater,

Adolescent Risk Behavior: Sexual behaviors that result in HIV infection/other STIs and unintended

pregnancy

Behavioral Objective(s)

Cognitive:

After participating in the “4 Corners” activity, the students will be able to analyze and compare different communication strategies used to effectively discuss issues surrounding teen pregnancy and STI prevention.

Cognitive:

During the “Refusal Skits” assessment, the students will recognize and apply different refusal skills in scenarios involving teen pregnancy and STI prevention.

Affective:

After the lesson, the students will feel responsible for their future actions regarding sexual activity and feel prepared to deal with any situations involving sex, pregnancy, or STIs.

Skill-Based (Interpersonal Communication):

During the “Refusal Skits” assessment activity, the students will demonstrate interactions among individuals who use refusal skills such as walking away, providing a reason, delaying or changing the subject, and providing excuses.

Brief Outline of Today’s Lesson

1. Bell Ringer: “What Comes to Mind?”

2. Introduction to Lesson (Set Induction): “Sex ? Box”

3. Content and Instructional Strategies:

• “Find Someone Who…”

• “4 Corners”

4. In-Class Learning Activity: “Refusal Skits”

5. In-Class Learning Activity Assessment: “Refusal Skits”

• Description of Assessment

• Content and Skills Criteria

• Analytical Rubric

6. Final Thoughts/Conclusion to the Lesson

7. Classroom Management and Materials

Expanded Outline of Today’s Lesson

1.Bell Ringer (Instant Activity): “What Comes to Mind?”

Students will be given a packet of handouts, a name tag, and a colored index card (pink for girls and green for boys) as they enter the classroom. Students should sit down in their seat, put their name tag on, and wait for further instructions. Once all students have arrived, we will begin the lesson. Students will have 30 seconds to write down any words that come to their mind about the word displayed on our PowerPoint slide… SEX! However, warn students that their answers must not be inappropriate- students need to keep answers “PG rated” and not “X rated.” Students may write down anything that they want to, except for names of people! This is an anonymous activity so students should NOT put their names on their index cards. After the 30 seconds have expired we will ask students to put down their pencils and a teacher will collect all of the index cards from the students. Then, the teacher will shuffle the cards and redistribute the cards to new students. However, during this redistribution, the teacher will give the pink cards (that girls wrote on) to boys and give the green cards (that boys wrote on) to girls. The students will go around the room and read off their index cards. For example, a girl will be reading the words that a boy wrote on his index card regarding his thoughts on sex. As each student takes a turn to read their index cards, the teacher will make a list on the board of the words read. There will be two lists: boys’ thoughts and girls’ thoughts. After all students have read their cards we will discuss the reactions to the lists. It will be interesting to see the differences in the boys’ and girls’ thoughts. It is also important to discuss whether anyone has written down words such as: abstinence, contraceptives, pregnancy, STDs, communication, or refusal skills.

2.Introduction to the Lesson (Set Induction):

The bell ringer activity will continue into the introduction of the lesson. Before giving the students any further introduction to the lesson, ask them to turn over the index card they have in their hands and write down any questions that they have pertaining to sex. The questions will be anonymous, and writing down a question is optional-but encouraged. The teacher will pass around the “Sex ? Box” during the introduction and the students will place their cards in the box regardless of whether or not they chose to write down a question. At the end of the class period, the teachers will try to answer as many questions from the “Sex ? Box” as possible.

The teacher will continue to give the introduction as this box is passed around.

In 2009, the National Youth Risk Behavior Survey indicated that 46% of 9th-12th grade students had had sexual intercourse at least once. Each year, in the United States, between 800,000 and one million adolescents under the age of 19 become pregnant! Each year, there are also approximately 19 million new STD infections, and almost half of them are among youth aged 15 to 24. Sexual intercourse is defined in the dictionary as heterosexual intercourse involving penetration of the vagina by the penis. It can also be defined as intercourse (as anal or oral intercourse) that does not involve penetration of the vagina by the penis. Sex can be defined differently for everyone. Your opinion of sex may be different than my opinion of sex. The most important thing however, is to be educated about the consequences and risks associated with sexual activity and how to be prepared to effectively communicate with others about sex.

3.Content & Instructional Strategies:

I. “Find Someone Who…” (Learning Activity, Discussion)

a. Ask students to turn to the handout labeled “Find Someone Who…” Students will be using this worksheet to find peers that can sign off on one of the ten statements listed. When a student finds another student who can provide an answer to one of the statements, that student must legibly initial on the provided line of the statement. There must be a different peer’s initial for each of the ten statements. So, students may only initial someone else’s handout one time. If you claim to know an answer, be prepared to share the answer during the following discussion. Students will have no more than five minutes to gather all ten signatures. When students get all ten statements signed, they should return to their seat, sit down, and raise their hand. The first three students to finish will receive a prize (piece of candy?).

b. After five minutes, ask all students to return to their seats. Engage in a group discussion as the teacher and students refer to the PowerPoint slides to go over the ten statements on the handout.

c. Someone Who…

1. Can name three different STIs:

• Herpes

• Syphilis

• Gonorrhea

• Hepatitis B

• HIV and AIDS

• HPV

• Genital Warts

• Pelvic Inflammatory Disease (PID)

• Pubic Lice (Crabs)

o STIs can either be viral or bacterial. Teachers should desribe the difference between these two types. As stated before, each year there are 19 million new STD infections in individuals!

2. Can name three different forms of contraception

• Condoms

• Disphragm

• IUD: Itrauterine Device

• Spermicide

• Cervical Cap

• Oral Birth Control Pills

o In any case, contraception is either one of two types: Barrier or Hormonal. Teachers should describe the differences between the two types of contraception.

3. Can name three different place to purchase contraceptives in this town.

• Any drug store

• Planned Parenthood (on Pugh Street)

• Guillard Medical Center

• Ask your doctor!

4. Can give you three different examples of how to say “NO!”

• Clear “No” Statement

• Walk Away

• Provide a reason

• Delay

• Change the subject

• Repeat Refusal

• Provide an excuse

• Put it off

o Teacher should provide an example of each type of refusal statement. Address that these different ways to say no are all types of refusal statements.

5. Can tell you why abstinence is the healthiest option.

• Abstinence is the only way to 100% prevent pregnancy and STIs.

o Teachers should really emphasize the importance and benefits of abstinence.

6. Knows three symptoms of pregnancy.

• Delay/Difference in Menstrual Cycle

• Swollen/Tender Breasts

• Fatigue and Tiredness

• Nausea/Morning Sickness

• Backaches

• Food Cravings

• Frequent Urination

o Teachers should explain that if a teen thinks she is pregnant she should seek immediate medical attention.

7. Can give you three benefits of setting sexual limits.

• Reduce risk of STIs

• Reduce risk of pregnancy

• Knowing your limits prevents going too far!

• Discover your values

• Find others who have similar values with sexual limits.

8. Can name three factors that influence sexual behavior.

• Interests

• Gender

• Age

• Peers

• Values

• Religion

• Family

9. Talks openly with their parents about sex.

• Communication about sex is especially important!

• Ask your parents about sex!

o Address the benefits of talking openly about sex and having good communication.

10. Can tell your three different people or places you can talk freely about sex.

• Doctor

• Nurse’s Office

• Guidance Counselor

• Planned Parenthood

• Family

o Explain the confidentiality laws with students so they feel safe going to any of these sources.

II. “4 Corners” (Learning Activity, Discussion)

a. For this activity, there will be posters with numbers displayed in each corner of the room. Each corner will be labeled 1-4. The teacher will use the PowerPoint to display scenarios (one at a time) involving sexual activity and communication problems. The teacher will display four different options of answers to the scenario. Each option will be labeled 1-4.

b. After reading the scenario and the four options, each student will go stand in the corner of the room with the number solution that they feel is the best answer to the scenario. For example, if a student thinks choice number 3 is the best answer to the scenario, he or she will stand in the corner that displays the number 3.

c. After all students have chosen a corner, the teacher will review all of the choices. Students will be asked to defend their choices and explain their reasoning. The teacher and class will discuss all of the options.

d. The prompts are as follows:

1. Shauna, a junior in high school, decides that she wants to give her boyfriend, Tyler, oral sex. They have been dating for a month and he says he’s ready to take that next step. Shauna agrees and gives oral with no protection. Can Shauna get an STI?

a. NO Shauna cannot contract an STI from oral sex.

b. Shauna could only contract herpes, no other STI’s.

c. Shauna will get an STI no matter what.

d. Shauna should use a dental dam to help prevent contracting an STI.

• Teacher should discuss that option d is the correct choice. However, using a dental dam will not guarantee that Shauna does not get an STI; the dental dam can only help to prevent the contraction of an STI.

2. Your good friend is pregnant, or their girlfriend is pregnant, and he/she is very scared about telling his/her Mom and come to you asking for help.

a. Offer to go with your friend to tell his/her Mom.

b. Role play with friend what Mom might say and how to handle it.

c. Encourage friend to tell Mom, it’s their problem and you don’t want to get in the middle of it.

d. Tell friend that they don’t need to tell Mom, she’ll just freak out anyway, and they can go to a clinic without any parents knowing about it.

• Teacher should discuss how all options are correct choices, but some may be better than others.

3. You are at a party with your friends having a great time. Someone you are interested in walks up to you and sparks a great conversation. You both start kissing when the other starts progressing into fondling and foreplay. You set your sexual limits and know you don’t want to do anything more than make out. What is the best way to handle this situation?

a. Stop kissing the person and say that you had a great night but need to get home before curfew.

b. Say, “No, I really am not going to do anything more than kiss you, if you have a problem, we can stop.”

c. Walk away from the person immediately.

d. Not right now because we are in front of people. Later on, leave before the other person can stop you.

• Teacher should discus that all options are correct choices. It is personal preference which refusal skill a student chooses to use. Some refusal skills can even be combined and used together.

4. In-Class Learning Activity: “Refusal Skits”

(Skill to be practiced: Interpersonal Communication)

• Students should refer to the number at the bottom of their name tag to find their group number for this activity. Each group should find their team corner according the number from the “4 Corners” activity. The group should flip over their number poster in their corner, and read the refusal skills listed on the back of the poster. There will be one refusal skill listed on the back of each poster.

▪ 1: Walk Away

▪ 2: Provide a Reason

▪ 3: Delay or Change the Subject

▪ 4: Provide an Excuse

• The students will have five minutes to work with their group to develop a 1-2 minute skit that revolves around their refusal skill. The students must incorporate their refusal skill into a skit that demonstrates the refusal skill in a scenario about sex, teen pregnancy, and/or STIs.

• Each group will receive a “Refusal Skits Group Worksheet.” The group will turn in this worksheet to the teacher before they prevent their skit. The worksheet includes the facts the students are using in their skit and their refusal skill. This worksheet is not included as a part of the student’s grade and is mainly for the teacher to use to help grade the actual skit as she watches it. Using the worksheet, the teacher will know what facts and refusal skill to look for in the skit.

• Each group’s skit must have:

▪ 1 minute long (no longer than 2 minutes)

▪ Tone of voice can be heard by entire class & energy/enthusiasm is shown

▪ Demonstration of creativity and uniqueness

▪ Each group member must actively participate

▪ 2 clear facts stated about STIs

▪ 2 clear facts about pregnancy, contraceptives, or abstinence

▪ Refusal skill used must be clearly identifiable

• Each presentation will be scored using the Analytical Rubric found in the Assessment section. It will be scored on Content Criteria, the Skill cues of Interpersonal Communication, and Additional Criteria/Characteristics.

5. In-Class Learning Activity Assessment-Description & Criteria

• An analytical rubric will be used to grade the in-class learning activity, “Refusal Skits” on content (Core Concepts), health skills (Interpersonal Communication), and other specific criteria.

• Students must include content specifically about STIs, contraceptives, abstinence, and/or pregnancy. Their responses must be accurate, comprehensive, show relationships between concepts, and draw conclusions. The Core Concepts criteria on the analytical rubric below will be used to assess the content portion of the activity.

• In addition, students must demonstrate the ability to use interpersonal communication skills to enhance health in sexual activity related scenarios. They should use the interpersonal communication skills cues of: demonstrating interactions among individuals, using message tactics, and demonstrating refusals. The interpersonal communication skill criteria on the analytical rubric below will be used to assess the skill portion of the activity.

• Additional criteria are characteristics of the activity that are not content or skill-related. This criteria includes: the skit performance must be at least one minute long (no longer than 2 minutes), the tone of the group members voices must be loud enough to be heard by the entire class, energy and enthusiasm must be shown throughout the group’s presentation, the group’s skit must demonstrate creativity and uniqueness, each group member must actively participate, the refusal skill used must be clearly identifiable, there should be at least 2 clear facts stated about STIs, and there should be at least 2 clear facts stated about pregnancy, contraceptives, or abstinence.

• Score the “Refusal Skits” Activity using the following core concepts criteria, skill cues, additional criteria, and Analytical Rubric.

• Core Concepts:

o Content for Pregnancy and STI Prevention shows:

• Accuracy

• Comprehensiveness

• Relationships Among Concepts

• Conclusions Drawn

• Skill: Interpersonal Communication:

• Communication demonstrates interactions among individuals

• Interpersonal communication demonstrates message tactics and strategies (clear, organized ideas or beliefs, use of “I” messages, respectful tone vs. aggressive tone, body language)

• Communication demonstrates refusal skills (clear “no” statement, walk away, provide a reason, change the subject, repeat refusal, provide an excuse, put it off)

• Additional Criteria:

• 1 minute long (no longer than 2 minutes)

• Tone of voice can be heard by entire class & energy/enthusiasm is shown

• Demonstration of creativity and uniqueness

• Each group member must actively participate

• 2 clear facts stated about STIs

• 2 clear facts about pregnancy, contraceptives, or abstinence

• Refusal skill used must be clearly identifiable

See Below for Analytical Rubric for the In-Class Learning Activity “Refusal Skits”:

Analytical Rubric

| Parameter |4 |3 |2 |0-1 |

| Content |The skit is complex, accurate, |The skit identifies |The skit shows |The skit addresses the |

| |comprehensive, showing |relationships between 2 or |some accurate information |assigned task but provides |

| |breadth and depth of |more health concepts; there |about the relationships |little or no accurate |

| |information; |is some breadth of |between health concepts, |information about the |

| |relationships are described |information, although |but the response is |relationships between |

| |and conclusions drawn. |there may be minor |incomplete and there are |health concepts. |

| | |inaccuracies. |some inaccuracies. | |

|Interpersonal |The skit clearly demonstrates |The skit clearly |The skit demonstrates little interaction|The skit shows |

|Communication |interaction among individuals |demonstrates interaction |among individuals and no clear |no interaction among |

|(NHES/Skill) |and message tactics and |among individuals and |message tactics and strategies |individuals or message |

|Information |strategies (ex: clear, organized |message tactics and strategies |(ex: clear, organized ideas or beliefs, |tactics and strategies |

| |ideas or beliefs, use of “I” |(ex: clear, organized ideas or |use of “I” messages, respectful |(ex: clear, organized ideas |

| |messages, respectful tone and |beliefs, use of “I” messages, |tone and body language.) Also, the |Or believes, use of “I” |

| |body language.) Also the skit |respectful tone and body |refusal skill is not clear to the |messages, respectful |

| |clearly demonstrates refusal |language.) However, the |audience. |tone and body |

| |skills (ex: clear “No” |refusal skills is not clear to |(ex: clear “No” statements, walk away, |language.) Also, no |

| |statements, walk away, |the audience. (ex: clear “No” |provide a reason, delay, change the |refusal skills is presented |

| |provide a reason, delay, |statements, walk away, |subject, repeat refusal, provide an |(ex: clear “No” statements, |

| |change the subject, repeat |provide a reason, delay, |excuse and put it off.) |walk away, provide a reason,|

| |refusal, provide an |change the subject, | |delay, change the subject, |

| |excuse and put it off.) |repeat refusal, provide an | |repeat refusal, provide an |

| | |excuse and put it off.) | |excuse and put it off.) |

|Time of Skit. |The presentation was 1 |The presentation was 59-45 |The presentation was 44-30 |The presentation was |

|skitpresentation |minutes long. |Seconds long. |seconds long. |under 30 seconds in length. |

|pre | | | | |

|Skit includes 2 facts |The skit incorporates 2 facts |The skit incorporates 1 |The skit includes incorrect |The skit does not include |

|about STIs |about STIs. |correct fact about STIs and |facts about STIs. |anything regarding STIs. |

| | |one incorrect fact. | | |

|Skit includes 2 facts |The skit includes two facts |The skit incorporates 1 |The skit includes incorrect |The skit does not include |

|about Pregnancy, |about pregnancy, |correct fact about pregnancy, |facts about pregnancy, |anything regarding |

|Contraceptives or |contraceptives or abstinence. |contraceptives or abstinence |contraceptives or |pregnancy, contraceptives |

|Abstinence | |and one incorrect fact. |abstinence. |or abstinence. |

|Creativity and |Skit is creative and unique. |Skit is unique, but creativity |Skit is somewhat unique or creative, |Skit is bland; no |

|Uniqueness | |could be improved |but both could be improved |creativity or uniqueness |

|Energy, Enthusiasm |Shows energy and enthusiasm |Shows energy and enthusiasm |Shows little energy and enthusiasm. |Skit lacked energy and |

|and Tone |in skit. Can be heard from |but cannot be heard in the |Could not be heard by the entire |enthusiasm. Tone of voice |

|of Skit |the back of the classroom. |back of the classroom. |class. |was very low. |

|Group Participation |All members of the group are |Most members are |Only two members of the |Only one member is |

| |actively involved in the skit. |actively involved in the skit. |group are actively involved in the skit.|actively involved in the |

| | | | |skit. |

6. Final Thoughts/Conclusion to the Lesson

• “As we have learned in this lesson, the only way to 100% prevent pregnancy or STIs is to practice abstinence. Abstaining from sex is the best way for teens to protect themselves. There are an infinite amount of ways to say no to sexual activity. The refusal statements used today are some of the best ways to say no and to avoid situations where you feel pressured to have sex. If teens choose to engage in sexual activity it is important to practice safe sex by using contraceptives. It is even more important for teens to be able to communicate with their partners and parents about sex. There is always somewhere to go or someone to talk to if you have any questions or concerns.”

• Now, we will open the “Sex ? Box” and see if we can help answer some of the questions you wrote down. (Do not read inappropriate questions.)

7. Classroom Management & Materials

□ Classroom Materials

o Handouts/Worksheets: Grading Assessment Form, Analytical Rubric, “Find Someone Who…” Worksheet, “Pregnancy, STIs, Contraceptives, and Abstinence Fact Sheet”, “Teen Resources” Handout, Refusal Skits Group Worksheet

o Other Materials: PowerPoint Presentation, computer, projector screen, white board, dry erase markers, large numbered signs 1-4, Shoe box used as “Sex ? Box”, index cards (pink and green), name tags, markers, pencils

□ Classroom Management

o For Content Delivery: Traditional Seating in individual seats

o For In-Class Learning Activity: Students will be in four organized groups pre-determined by their numbers written on their name tags. Each group will begin in a corner of the room matching their number group with the number poster in the corners of the room. When students present their skits, the presenting group will be in the front of the classroom and the other groups will be watching from a traditional seating setting.

o For Bell Ringer: Students will be sitting in traditional seating.

o For “Find Someone Who…” Activity: Students will be moving around the room interacting with other students.

• Content References

o CCSSO-SCASS Health Education Assessment Project (2006) Assessment Tools for School Health Education, ToucanEd Inc., Santa Cruz, CA.

o Donatelle, Rebecca (2007). Health the Basics 7th Edition, Pearson Benjamin Cummings, San Francisco.

o Family First Aid. (2004). Teen pregnancy sats, facts, and prevention. Retrieved from

o Rutgers University. (2011). Answer- sex ed, honestly. Retrieved from

o Rutgers University. (2011). Sex, etc. sexual education by teens for teens. Retrieved from

o U.S. Department of Health and Human Services, National Center for Chronic Disease Prevention and Health Promotion. (2008). Sexual risk behaviors Washington, DC: Division of Adolescent and School Health Printing Office. Retrieved from

Activity Reference(s)

o Duncan, L and Eckert, C. (2006) Strategies to Inspire Learning-Voices from Experience. Teaching Concepts. Downingtown, PA.

o Rutgers University. (2011). Answer- sex ed, honestly. Retrieved from

o Rutgers University. (2011). Sex, etc. sexual education by teens for teens. Retrieved from

Appendices

Grading Assessment Form

Name______________ _________

_____/4 points Content (Core Concepts)- Accuracy & Comprehensiveness

_____/4 points Interpersonal Communication (Skill)

_____/4 points Time of Skit

_____/4 points Facts about STIs

_____/4 points Facts about Pregnancy, Contraceptives, or Abstinence

_____/4 points Creativity and Uniqueness

_____/4 points Energy, Enthusiasm, and Tone

_____/4 points Group Participation

_____/32 Total Points

Name:___________________________________ Date:_____________

Find Someone Who

1. Can name three different STIs. ______

2. Can name three different forms of contraception.

3. Can name three different places to purchase contraceptives in this town ______

4. Can give you three different examples of how to say “NO!” ______

5. Can tell you why abstinence is the healthiest option. ______

6. Knows three symptoms of pregnancy. ______

7. Can give you three benefits of setting sexual limits. ______

8. Can name three factors which influence sexual behavior. ______

9. Talks openly with their parents about sex. ______

10. Can tell you three different people or places you can talk freely about sex. ______

Analytical Rubric

| Parameter |4 |3 |2 |0-1 |

| Content |The skit is complex, accurate, |The skit identifies |The skit shows |The skit addresses the |

| |comprehensive, showing |relationships between 2 or |some accurate information |assigned task but provides |

| |breadth and depth of |more health concepts; there |about the relationships |little or no accurate |

| |information; |is some breadth of |between health concepts, |information about the |

| |relationships are described |information, although |but the response is |relationships between |

| |and conclusions drawn. |there may be minor |incomplete and there are |health concepts. |

| | |inaccuracies. |some inaccuracies. | |

|Interpersonal |The skit clearly demonstrates |The skit clearly |The skit demonstrates little interaction|The skit shows |

|Communication |interaction among individuals |demonstrates interaction |among individuals and no clear |no interaction among |

|(NHES/Skill) |and message tactics and |among individuals and |message tactics and strategies |individuals or message |

|Information |strategies (ex: clear, organized |message tactics and strategies |(ex: clear, organized ideas or beliefs, |tactics and strategies |

| |ideas or beliefs, use of “I” |(ex: clear, organized ideas or |use of “I” messages, respectful |(ex: clear, organized ideas |

| |messages, respectful tone and |beliefs, use of “I” messages, |tone and body language.) Also, the |Or believes, use of “I” |

| |body language.) Also the skit |respectful tone and body |refusal skill is not clear to the |messages, respectful |

| |clearly demonstrates refusal |language.) However, the |audience. |tone and body |

| |skills (ex: clear “No” |refusal skills is not clear to |(ex: clear “No” statements, walk away, |language.) Also, no |

| |statements, walk away, |the audience. (ex: clear “No” |provide a reason, delay, change the |refusal skills is presented |

| |provide a reason, delay, |statements, walk away, |subject, repeat refusal, provide an |(ex: clear “No” statements, |

| |change the subject, repeat |provide a reason, delay, |excuse and put it off.) |walk away, provide a reason,|

| |refusal, provide an |change the subject, | |delay, change the subject, |

| |excuse and put it off.) |repeat refusal, provide an | |repeat refusal, provide an |

| | |excuse and put it off.) | |excuse and put it off.) |

|Time of Skit. |The presentation was 1 |The presentation was 59-45 |The presentation was 44-30 |The presentation was |

|skitpresentation |minutes long. |Seconds long. |seconds long. |under 30 seconds in length. |

|pre | | | | |

|Skit includes 2 facts |The skit incorporates 2 facts |The skit incorporates 1 |The skit includes incorrect |The skit does not include |

|about STIs |about STIs. |correct fact about STIs and |facts about STIs. |anything regarding STIs. |

| | |one incorrect fact. | | |

|Skit includes 2 facts |The skit includes two facts |The skit incorporates 1 |The skit includes incorrect |The skit does not include |

|about Pregnancy, |about pregnancy, |correct fact about pregnancy, |facts about pregnancy, |anything regarding |

|Contraceptives or |contraceptives or abstinence. |contraceptives or abstinence |contraceptives or |pregnancy, contraceptives |

|Abstinence | |and one incorrect fact. |abstinence. |or abstinence. |

|Creativity and |Skit is creative and unique. |Skit is unique, but creativity |Skit is somewhat unique or creative, |Skit is bland; no |

|Uniqueness | |could be improved |but both could be improved |creativity or uniqueness |

|Energy, Enthusiasm |Shows energy and enthusiasm |Shows energy and enthusiasm |Shows little energy and enthusiasm. |Skit lacked energy and |

|and Tone |in skit. Can be heard from |but cannot be heard in the |Could not be heard by the entire |enthusiasm. Tone of voice |

|of Skit |the back of the classroom. |back of the classroom. |class. |was very low. |

|Group Participation |All members of the group are |Most members are |Only two members of the |Only one member is |

| |actively involved in the skit. |actively involved in the skit. |group are actively involved in the skit.|actively involved in the |

| | | | |skit. |

Pregnancy, STIs, Contraceptives, and Abstinence Fact Sheet

• In 2009, the National Youth Risk Behavior Survey indicated that 46% of 9th-12th grade students had had sexual intercourse at least once.

• Abstinence is the only way to 100% prevent pregnancy and STIs!

• A teenage girl who dates a much older boy is more likely to become pregnant.

• Each year, in the United States, between 800,000 and one million adolescents under the age of 19 become pregnant!

• Each year, there are also approximately 19 million new STD infections, and almost half of them are among youth aged 15 to 24.

• Teen mothers are less likely to complete high school (only 1/3 receive a high school diploma).

• Only 1.5% of teen mothers have a college degree by age 30.

• A sexually active teen who continuously does not use contraception has a 90% chance of pregnancy within one year.

• The estimated number of people living in the U.S. with a viral STD/STI is over 65 million.

• One in two sexually active people will contact an STD/STI before the age of 25.

• Condoms are 98% effective in preventing pregnancy when used consistently and correctly.

• Using a condom to prevent transmission of HIV is more than 10,000 times safer than not using a condom!

• The estimated cost of taking care of a child for the first year of life is nearly 10,000 dollars!

• The children of adolescents are more likely to be born prematurely and 50%

more likely to be low-birth weight babies!

• As of 2007, an estimated 1 to 1.2 million Americans were living with HIV/AIDS, with 21% undiagnosed.

• Every day in America, 12,000 teenagers contract a sexually transmitted disease.

• With a single Chlamydia infection, there is a 25% chance of sterility for women. With a second infection, there is a 50% chance. And a third infection almost guarantees sterility, due to PID (pelvic inflammatory disease).

• STIs/STDs cannot be acquired in a swimming or public bathroom (unless you have sex in the pool or on the toilet). They are acquired through direct contact.

Teen Resources

State College Resources for STI and Pregnancy Info and Testing:

Planned Parenthood of the Susquehanna Valley

137 South Pugh Street #7

State College, PA 16801

(814) 867-7778

Open Mon-Tue,Thu-Fri 9am-4pm; Wed 12pm-7pm

Tapestry Family Planning and Health Services

240 Match Factory Place

Bellefonte, PA 16823

814-355-2762

Mon 8:30-6:00 Tues 8:30-4:30 Wed 8:30-4:30 Thurs 8:30-4:30 Fri 8:30-2:00

*Free Walk-In STD Testing: every Tuesday 1:00-3:00*

Online Resources:











Refusal Skits Group Worksheet

Group Members:_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Refusal Skill: ____________________________________________

Two facts about STIs:

1._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________

2.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Two facts about Pregnancy, Contraceptives, or Abstinence:

1.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download