Contraception. My Sexual Health: Objectives. Vocabulary. Standards Wisconsin Health Education Standards

Transcription

1 Contraception My Sexual Health: This lesson utilizes a game to review and explore the various forms of contraception. Abstinence is included as an option. Students will analyze scenarios to identify influences that determine contraceptive choices. Objectives Students will be able to Identify barriers to using contraception Categorize types of birth control Analyze influences on choosing a contraceptive method Vocabulary Contraception Hormonal method Barrier method Implant Intrauterine Standards Wisconsin Health Education Standards Grade: High School Length of Lesson: min Sequence: 9 Resources/Materials/ Technology Birth control methods cards 1 set for each group Scenarios handouts, one for every two students Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. National Sexuality Education Standards By the end of the 12th grade, students should be able to: PR.12.INF.DM.1 Analyze influences that may have an impact on making choices about contraception including abstinence and condoms.

2 Contraception Anonymous Question Box: (up to 5 minutes) Do whenever there are questions to answer. Reasons (5 minutes) Get a quick assessment of the class as you start this lesson by asking them to brainstorm reasons that People Use Birth Control/Contraception and Reasons People DON T Use Birth Control/ Contraception (may include they are abstinent or not engaging in sexual activity with risk of pregnancy). Ask students to think about these reasons as they go through the activities in the lesson. You should feel free to address these and/or refer to them as you go through the activities as well, particularly if there are barriers that can be addressed. NOTE TO TEACHER: Because this lesson focuses on contraception, it may be difficult to keep language inclusive. Be aware that many students that identify as gay or lesbian also have heterosexual sex that puts them at risk for unintended pregnancy. This is particularly true in communities where there is still a great deal of stigma or non-acceptance of same sex relationships. Speed Sort and re-sort (a timing game) (15 minutes) Break the class into groups of 4 players. Let them know that this is a game that is both for time and accuracy. Give each group a set of the contraceptive flash cards. Tell them to lay out all of the cards with the name of the method facing up. Give them a few minutes to be sure they know what each method is. Tell them to talk amongst their team first. If they are still unsure, they can flip the cards over. If they are still unsure ask them where they could go to get the answers to their questions. Let them know that you will call out categories and that they will sort the cards into the correct categories. Once they have the cards sorted, someone from the team should stand up. Once every team has someone standing, have the first team standing read out the cards they placed in the called out categories for that round. Have the whole class help you check for accuracy. If they are accurate and first, they get however many points you have teams (i.e.; 8 teams-first team gets 8 points, next gets 7 and the last team gets 1 point). That way every team scores on every round. Continue on with the game going through the category pairs. Tally points and give the winning team a prize (remember it could be extra credit, a school pencil, a sticker, etc.) Hormonal or Barrier Prescription or Over the Counter Long Acting (weeks, months, years) or Daily or with each act of intercourse Prevents STIs or Does not protect against STIs Scenarios and Influences: Which method? (20 minutes) Break the students off in pairs. Have them read each scenario and determine what birth control method might work best for the characters in each. Once students have gone through the scenarios in pairs, discuss each scenario as a large group capturing the influences the groups saw in each and the choices that need to be considered with each scenario. Here are the scenarios with some probable answers but if students have valid reasons for choosing other methods for these couples, then that is also acceptable. 2 My Sexual Health:

3 Contraception Sula (probable answer=abstinence; committed to family values) Dave and Trista (probable answer LARC/IUD; long acting and reliable) Mira and her boyfriend Sam (probable answer shot, implant, LARC-long acting, do not need to take it every day or every time you have sex) Katie and George (probably answer, the pill; concern about reaction to hormones so could stop taking it at any time, but based on condom use could do a daily method) Sierra and Mike (Probable answer is condoms; easily accessible in their rural community and protect against STI) Assessment: (5 minutes) Have students project into the future and discuss the values and circumstances that will impact their decision to become sexually active and whether or not to use contraception (up to three paragraphs). For anonymity or safety, students can do this broadly, thinking of their peers as a group rather than answering for themselves as individuals. 3 My Sexual Health:

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5 Abstinence Oral contraceptives Birth Control Patch Vaginal Ring (Nuvaring) Implanon Depo-provera injections Emergency Contraception External Condom Internal Condom (Female Condom) Sponge Avery label: Compatible Products: 15871, 18871, 27871, 27881, 27882, 27883, 28371, 28873, 28876, 28877, 28878, 38871, 38873, 38876, 5371, 5376, 5377, 55871, 55876, 5870, 5871, 5874, 5876, 5877, 5878, 5882, 5911, 8271, 8371, 8372, 8376, 8377, 8471, 8476, 8571, 8865, 8870, 8871, 8872, 8873, 8874, 8875, 8876, 8877, 8878, 8879

6 choosing not to have vaginal, oral, or anal sex; 100% effective; cost = free Birth control pills work by hormones which block the LH surge and prevent an egg from being released. A pill is taken at the same time daily. Slowly releases hormones into skin to prevent ovulation. Replaced weekly. ring inserted vaginally and remains there for three weeks; releases hormones to inhibit the releasing of the egg; replace monthly; reversible; 99% effective; NO STI protection Small rod implanted in upper arm; slowly releases progesterone to prevent release of the egg. Good for 3 years. Shot given once every four months. Progesterone that prevents ovulation. Prevents release of the egg from the ovary, and may prevent fertilization. Should not be used as regular form of birth control best in the first 24 hours although some now available that can be used up to 72 hours after unprotected sex. Latex covering for the penis. Traps sperm and prevents contact with an egg. Polyurethane liner fitted into the vagina. Blocks sperm from entering to uterus. A polyurethane foam device inserted in vagina over the cervix filled with spermicide. Acts also as a barrier method.

7 LARC (IUD) Avery label: Compatible Products: 15871, 18871, 27871, 27881, 27882, 27883, 28371, 28873, 28876, 28877, 28878, 38871, 38873, 38876, 5371, 5376, 5377, 55871, 55876, 5870, 5871, 5874, 5876, 5877, 5878, 5882, 5911, 8271, 8371, 8372, 8376, 8377, 8471, 8476, 8571, 8865, 8870, 8871, 8872, 8873, 8874, 8875, 8876, 8877, 8878, 8879

8 A device inserted into the uterus by a health professional that prevents sperm from meeting the egg. May contain hormones. Effective for 5-10 years depending on the type of IUD.

9 Contraception Birth Control Choices: Lots of Methods for Lots of Different Situations The decisions to be sexually active and use a contraceptive method are very personal ones and vary based on many influences, from values, to health, to cost, and reliability. Read the scenarios below and discuss them with your pair. Determine what birth control method you think fits the situation best. There are no right answers, just be sure to think the questions through before you decide. 1. Sula is very religious and committed to her family. Although she is very in love with her boyfriend of 8 months, she does not want to disrespect her parents. She is a first generation American and her family struggles to pay the bills. She doesn t really have the money to spend on birth control either. 2. Dave and Trista are both 17. They just starting seeing each other and there was immediate chemistry. They met at their afterschool jobs and they are both incredibly focused on the future. Trista wants to be a doctor and Dave is hoping to study international economics and travel abroad. They know marriage and family will be at least 6-8 years away. 3. Mira and her boyfriend Sam are both in chaotic living situations. Mira lives with her sister and her sister s family, including 2 small children. In fact she shares a bedroom with her nieces. Sam goes to the alternative school and works full time to help support his family. Mira and Sam have been together for almost 2 years and some very rough times for their families. They started having sex 5 months ago, but it is hard to find a place where they can be alone together. Mira sees firsthand how challenging it is to raise children and is not interested in getting pregnant any time soon. 4. Katie and George have been using condoms for the past 6 months. They both went and got STD tested and feel like it would be nice to not use condoms. Katie is afraid of hormones because her mother said she gained weight taking the pill when she was younger. Katie has a great relationship with her mom and they have talked about sex openly. She wants to learn more and make her own choice. 5. Sierra and Mike have been going out for a few months and just made the decision to be sexually active. They want to be responsible since they both have plans to leave their small town and go to college next year. And they both have had other sexual partners. The family planning clinic near them has closed and neither of them have regular access to a car. There is a pharmacy in town that they can walk to from the high school. My Sexual Health: