Unit 2: Human Sexuality
1.Introduction to Human Sexuality /Ground rules (attached below)
2.Gender and Sexual Rights
3.Anatomy, Physiology, Puberty
4.Reproduction
5.Sexual Orientation
6.Intimate Relationships
7.Sexual Decision Making
8.Sexually Transmitted Infections and HIV/AIDS
9.HIV Activity: Fluid Exchange Activity and HIV Game (attached below)
10.STD Pamphlet Project (attached below)
11.Contraception/Prevention
12.Unintended Pregnancy and Abortion
13.Sexual Violence and Harmful Practices
14. Scenarios USA Videos on Healthy Sexual Decision Making
15. Healthy Sexual Decision Making PSA (attached below)
**Note: Post ground rules at the beginning of each lesson
Continuation for Lesson 1(Introduction to Human Sexuality)……….
-How many of you felt comfortable doing this activity why or why not?
- Inform students that these components will be covered during the next few weeks and before we continue we must set up ground rules for discussion that would make talking about sexuality more comfortable.
-Have student brainstorm ground rules for discussion and record on chart paper. Once they complete the ground rules ask students- why is it important to have these ground rules? Make sure to always post and refer to ground rules during lessons.
Recommended ground rules:
Respect—Give undivided attention to the person who has the floor (permission to speak).
Confidentiality—what we share in this group will remain in this group.
Openness—we will be as open and honest as possible without disclosing others' (family, neighbors, or friends) personal or private issues. It is okay to discuss situations, but we won't use names or other ID. For example, we won't say, "My older brother …" Instead we will say, "I know someone who …"
Right to pass—it is always okay to pass (meaning "I'd rather not" or "I don't want to answer").
Nonjudgmental approach—we can disagree with another person's point of view without putting that person down.
Taking care to claim our opinions—we will speak our opinions using the first person and avoid using 'you'. For example, "I think that kindness is important." Not, "You are just mean."
Sensitivity to diversity—we will remember that people in the group may differ in cultural background, sexual orientation, and/or gender identity or gender expression and will be careful about making insensitive or careless remarks.
Anonymity—it is okay to ask any question by using the suggestion box.
Acceptance—it is okay to feel uncomfortable; adults feel uncomfortable, too, when they talk about sensitive and personal topics, such as sexuality.
Have a good time—it is okay to have a good time. Creating a safe space is about coming together as a community, being mutually supportive, and enjoying each other's qualities.
-Suggestion Box-at the end of each lesson you can ask students to anonymously put questions they may have in the box. Instructor will read the question out loud to group at the beginning (possible check in) or at the end of each session.
HIV Transmission Game
Purpose: To increase awareness of how quickly HIV and other STDs can be spread and how they can be stopped and to illustrate effects of peer pressure
Materials: Hershey’s Hugs & Kisses, Hershey’s Almond Kisses, index cards, pens/pencils, and a small brown paper bag for each TAP member
Time: 30 minutes
Planning notes:
●In each participant’s bag (except one) place a mixture of approximately 10 to 12 Hugs & Kisses and one marked or unmarked index card. In one participant’s bag put 10 to 12 Almond Kisses (instead of Hugs & Kisses) and an unmarked index card. Put a star (*) on the bottom of the bag with Almond Kisses.
●Write on a second index card: Do not participate. When asked, tell anyone who wants to exchange candy, ‘I do not want to exchange hugs and kisses.’ Place the card in a bag with Hugs & Kisses and put an "A" on the bottom of the bag.
●Write on two separate index cards: Do not participate with anyone other than your partner. When asked, tell anyone (other than your partner) who wants to exchange candy, ‘I do not want to exchange hugs and kisses with anyone other than my partner.’ Place each card in a different bag with Hugs & Kisses and put an "M" on the bottom of each bag. Give these two bags to the two participants who are willing to sit in the front of room.
●Do not place any of the seven, marked cards in with the bag with Almond Kisses.
Procedure:
1.Ask for two participants who are willing to be partners and to sit in the front of the room throughout the entire exercise. Give each of these two participants a bag marked with an "M."
2.Hand out the other bags to the remaining participants. Explain that each participant is receiving a bag with Hershey’s Kisses and an index card. Ask each participant to pull the card out of his/her bag and follow the instructions on it (if there are any) and to keep secret any instructions on his/her card.
3.Tell the participants that they are to exchange candy and that they should write on their index cards the name of everyone with whom they exchange candy.
4.Give participants about five minutes to exchange candy and to write down names. Then, have everyone return to his/her seat.
5.Find out who got the most signatures.
6.Ask the one person whose bag has a star (*) on the bottom to stand up. Explain that this was the person who started out with Almond Kisses and that, for the purposes of this exercise, the Almond Kisses represent HIV infection.
7.Then, ask anyone who has an Almond Kiss in his or her bag to stand up. Explain that, because they exchanged Hugs & Kisses for Almond Kisses, they, too, have are infected with HIV.
8.Ask everyone who is still seated to check their index cards for the name of anyone who is standing. Ask participants to stand up if they see the name of someone who is standing on their index cards. Continue to ask participants to stand until everyone except the three participants with the "M" and the "A" on the bottom of their bags are standing.
9.Explain to the participants that this activity contains an error because someone might have received an Almond Kiss (HIV infection) and then given it away again. By contrast, you cannot give away HIV. Once you have it, you can share it with others; but, you can never get rid of it yourself.
10.Remind participants that this is a game. No one can become infected with HIV because he/she eats a particular kind of food nor by sharing or exchanging food.
Discussion Questions:
1.Did anyone notice anyone who did not stand up? Introduce the "abstinent" participant and the "monogamous" partners. Ask them how they felt not playing. How did the others feel when these people refused to exchange candy with them?
2.Why is it difficult not to participate when everyone else is participating?
3.How did the person with the Almond Kisses (HIV infection) feel?
4.The one person whose bag had a star did not know he/she was "infected" with HIV. How could we have known ahead of time?
This activity is taken from Guide to Implementing TAP (teens for AIDS Prevention): A Peer Education program to Prevent HIV/STD Infection. Washington, DC: Advocates for Youth.
Name ______Date ______
AIDS Transmission Lab
Rules of the activity:
1.Each student gets a test vial half filled with fluid. The fluid represents body fluids (for example: blood, semen, vaginal secretions). One of the vials contains the simulated HIV virus and the rest contain distilled water (Non- HIV virus).
2.You will randomly choose a role that will identify your behavioral role. The role tells you when and with whom you can exchange bodily fluids. You must follow your role.
3.When you exchange body fluids, use your pipette to remove some of your fluid and deposit it in the vial of the other person. You should receive back an equal amount from the person you are exchanging fluids with.
4.When the teacher states “Make an Exchange”, you must ask another person to exchange fluids, according to your role. You may NOT tell others what your role is.
5.You can exchange only if the exchange is in keeping your behavioral role.
6.After you have exchanged fluids with others, it will be time to get tested to see if you have contracted the simulated HIV virus.
Analysis:
1.Did you test positive for HIV? ______
2.What was your behavioral role? ______
3.Were you able to trace the route of the infection back to its original source? ______
4.If yes, how did you do so? ______
______
5.From the class data, fill in the following table and determine the risk for each of the roles.
Role / Number who practiced this behavioral role / Number who tested “HIV Positive” / Risk level of contracting AIDS (Low,Some,or High)Abstinence
Heterosexual Monogamous
Multiple Partners, No Condom
Steroid Abusing Athlete
Gay
Prostitute
Bisexual
IV Drug User
Alcohol Abuser
6.Describe one other role you feel should be added to the list of roles played in this AIDS transmission simulation. ______
7.Describe one way this activity could be modified to more accurately reflect society today. ______
8.HIV is the virus responsible for causing AIDS.
1.What system of the body does HIV affect? ______
2.Explain HOW this system of the body is affected by the HIV virus: ______
9.Explain 3 ways in which HIV can be transmitted from person to person:
1.______
2.______
3.______
10.AIDS is considered to be an autoimmune disease. What is an autoimmune disease? ______
Name: ______
Tenth Grade Sexually Transmitted Disease (STD) Pamphlet Project
For this project you will be required to design and create an educational pamphlet focusing on one of the STDs we have looked at in this unit. You will work in groups of 3-5 and use the knowledge you have gained in this class to make the pamphlet informative and interesting.
Guidelines:
Your pamphlet should adhere to the following:
●It should be on ONE STD only.
●It should be typed or neatly handwritten.
●It should be 5-7 pages long.
● It should have an attractive cover with an interesting title, the names of the group members, advisory and a picture/ drawing.
●Have 1-2 pages about how this STD is transmitted
●Have 1-2 pages about the effects of this STD on the human body and other long term consequences.
●Have 1-2 pages about treatment and prevention
●Have 1 page based on the group members’ WANT to know from KWL chart.
●Have a picture/drawing on each page.
Your pamphlet must show originality and creativity. It should be engaging and be appropriate for grades 9-10. It should show evidence of research and important statistics. Do not simply cut and paste from the internet as plagiarized work will get a zero.
Each group will present their pamphlet to the class.
Later, all pamphlets will be displayed in the auditorium for the school to view.
The best pamphlets from each advisory will be placed in the guidance counselor’s office and school library for actual use.
Sexual Health Media Campaign
Advisory Project
Teenagers are being bombarded with images and messages every day about sex and sexual activity. The music we listen to, the movies we watch, the commercials and ads we see frequently promote sexual activity among teenagers. They often completely ignore some of the consequences that the wrong choices with our sexual health can lead to: unwanted pregnancy, STD and HIV infection, emotional pain, and decisions we regret.
Our job is to create an effective media campaign that helps teenagers make the right choices about their sexual health. We have spent several days deconstructing and analyzing different short movies that other teenagers have written and produced with Scenarios USA. We already have ideas about what makes a successful marketing campaign. Now our task is to put those ideas to work.
We will share our public service media campaign with the whole school at a celebration in the auditorium.
Format:
Your media message can take many different forms. You can:
●Write, direct, and perform a TV COMMERCIAL that you film;
●Create a short skit or play that you perform;
●Write a song or poem that you sing or read;
●Create a poster that we display.
Groups:
You can work alone or with a group up to four people.
Requirements:
1.All PSAs must be performed or displayed for an audience.
2.All PSAs must send a positive message about making the right decisions with our sexual health.
Rubric:
Outstanding / Good / Competent / Not Ready to PresentEffective Message
Creative and Original Design
Professionalism (cooperative, on time, focused)