FAMILY LIFE EDUCATION

Transcription

1 FAMILY LIFE EDUCATION Eighth Grade Instructional lessons As new and updated videos and instructional materials become available the Family Life Supervisor may include them where appropriate without altering the content of the Family Life Education curriculum. Revised January 2011

2 Goals for Eighth Grade Family Life Education The student will: 1. Understand human growth and development. 2. Understand human reproduction. 3. Understand the importance of regular self and medical examinations. 4. Understand the roles and responsibilities of family members. 5. Develop an understanding of the responsibilities involved in planning for a family. 6. Develop an increased understanding of the emotional and social aspects of maturing sexuality during adolescence. 7. Develop an awareness of the consequences of premarital sexual intercourse and understand that it is preferable to say NO. 8. Develop an increased understanding of sexual harassment. 9. Interpret messages in the media dealing with sexuality.

3 FLE GOALS: 1 & 2 LESSON 1 ***School Nurse EIGHTH GRADE LESSONS Human Growth and Development Video: The Reproductive System (19 minutes) Worksheet: Anatomy and Physiology 1 & 3 LESSON 2 Personal Health and Hygiene ***School Nurse (Male health teacher may teach the boys class) Worksheet: Health and Hygiene 2 & 5 LESSON 3 ***School Nurse 4 & 5 LESSON 4 HPE Teacher 6 LESSON 5 HPE Teacher Conception through Birth Video: Fetal Development: A Nine Month Journey (14 minutes) Worksheet: Pregnancy and Childbirth Planning for a Family Video: Growing Up Too Quickly (6 minutes) Worksheet: Planning For a Family Healthy Boundaries Video: Being Assertive (3 minutes) Worksheet: Peer Pressure Grid Worksheet: Personal Assertiveness Inventory 8 LESSON 6 Sexual Assault/Harassment Video: Talking About Sexual Harassment (21 minutes) Worksheet: Sexual Harassment 6 & 7 LESSON 7 HPE Teacher 7 LESSON 8 ***School Nurse Emotional and Social Aspects of Maturing Sexuality Video: Developing the Best Relationships (3 minutes) Worksheet: A Love Story Worksheet: Love or Infatuation Consequences of Teenage Premarital Sexual Intercourse Video: It Couldn t Happen to Me (6 minutes) Worksheet: Sexually Transmitted Infections (STIs) 9 LESSON 9 HPE Teacher Societal Messages from TV and Movies Worksheet: Societal Messages of Mass Media *** Lessons taught by the School Nurse. The Health/PE teacher presents the other lesson.

4 LESSON 1 FLE Goals 1 & 2 FLE Objectives 8.1 HUMAN GROWTH AND DEVELOPMENT The School Nurse will teach this lesson. Boys and girls will be separated. The same content will be taught to each group. Purpose: The student will develop an understanding of the changes of puberty and the development of the reproductive system. Instructional Materials: Video: The Reproductive System (19 minutes) Worksheet: Anatomy and Physiology Procedure: 1. Review the physical changes of puberty: a. Influence the endocrine system: 1. Female hormones Estrogen and Progesterone. 2. Male hormones - Testosterone b. Primary and secondary sex characteristics. 2. Show video with pauses to explain and enhance information given. Students will complete the work sheet while watching the video. 3. Review the following terms with the students: a. Reproduction b. Fertilization c. Heredity d. Chromosome e. Gene f. Endocrine System g. Hormones h. Premature- before due i. Miscarriage (spontaneous abortion)- unable to carry through Closing Activity: The students will be given the opportunity to ask questions.

5 NAME Anatomy and Physiology Directions: Fill in the blank with the correct answer. 1. Chemical substances produced by endocrine glands that help regulate body activities. 2. The male reproductive cell. 3. Sac of skin that hold the testes. 4. Tube through which sperm travels. 5. Fluid that nourishes and carries sperm. 6. Skin covering the head of the penis that may be removed by circumcision. 7. Organ that stores urine in males and females. 8. Contains the ova (eggs), the female reproductive cell. 9. The ovum (egg) travels through this tube to get to the uterus. 10. Place where a baby grows and develops during a pregnancy. 11. The narrow portion of the uterus that is the opening from the vagina to the uterus. 12. Membrane that may partially cover the opening of the vagina. A. Bladder G. Ovaries B. Cervix H. Scrotum C. Fallopian Tube I. Semen D. Foreskin J. Sperm E. Hormones K. Uterus F. Hymen L. Vas Deferens

6 Anatomy and Physiology Teacher Guide Directions: Fill in the blank with the correct answer. E 1. Chemical substances produced by endocrine glands that help regulate body activities. J 2. The male reproductive cell. H 3. Sac of skin that hold the testes. L 4. Tube through which sperm travels. I 5. Fluid that nourishes and carries sperm. D 6. Skin covering the head of the penis that may be removed by circumcision. A 7. Organ that stores urine in males and females. G 8. Contains the ova (eggs), the female reproductive cell. C 9. The ovum (egg) travels through this tube to get to the uterus. K B F 10. Place where a baby grows and develops during a pregnancy. 11. The narrow portion of the uterus which is the opening from the vagina to the uterus. 12. Membrane that may partially cover the opening of the vagina. A. Bladder G. Ovaries B. Cervix H. Scrotum C. Fallopian Tube I. Semen D. Foreskin J. Sperm E. Hormones K. Uterus F. Hymen L. Vas Deferens Back to Top

7 LESSON 2 FLE Goals 1 & 3 FLE Objectives 8.1 PERSONAL HEALTH AND HYGIENE The school nurse will teach this lesson. (Male health teacher may teach the boys.) Boys and girls will be separated. Content will be specific to the needs of each group. Purpose: The student will develop an understanding of the changes that occur during puberty, the importance of regular self and medical examinations, and recognize selected health problems related to gender. Instructional Materials: Worksheet: Health and Hygiene Procedure: 1. Have students complete the worksheet and discuss their answers. 2. Introduce the concept of regular medical examinations. a. Specialists: 1. Female Gynecologist, Obstetrician 2. Male Urologist b. Procedure of medical examinations: 1. Female breast exam, pelvic exam, pap smear 2. Male annual physical examination 3. Review health issues specific to females: a. Toxic Shock Syndrome (TSS) b. Premenstrual Syndrome (PMS) c. Douching d. Vaginitis 4. Review health issues specific to males: a. Undescended testicle b. Inguinal hernia c. Jock itch 5. Self examination procedure: a. Female breast exam b. Male testicular exam Closing Activity: Ask students to talk with their parents or guardian about the information presented in class about puberty and self examination.

8 NAME HEALTH AND HYGIENE 1. In your own words define the following: HEALTH - HYGIENE 2. List 8 things you can do to keep your body healthy: a. b. c. d. e. f. g. h. i. 3. List 3 health problems that can occur for your gender: a. b. c. Back to Top

9 LESSON 3 FLE Goals 2 & 5 FLE Objectives 8.10 & 8.11 CONCEPTION THROUGH BIRTH The School Nurse will teach this lesson. Boys and girls will be separated. The same content will be taught to each group. Purpose: The student will develop an understanding of fetal development, pregnancy and the birth process. Instructional Materials: Video: Fetal Development: A Nine Month Journey (14 minutes) Worksheet: Pregnancy and Childbirth Procedure: 1. Planning for and looking forward to the birth of a baby is a special time for a couple. a. Define SEXUAL INTERCOURSE an activity in which a man s penis is inserted into a woman s vagina. Sexual intercourse is a part of a marital relationship where responsible commitment, love, and trust are present. 2. Show video and pause to explain and enhance information given. Students will complete the worksheet while watching the video. 3. Discuss the importance of prenatal care and what effect the health habits of parents can have on the baby. Closing Activity: The students will be given the opportunity to ask questions. Encourage students to discuss today s lesson with parents/guardian.

10 NAME Pregnancy and Childbirth Directions: Fill in the blank with the correct answer. 1. The union of an egg and sperm. 2. A pear shaped muscular pouch sometimes called the womb. 3. The developing baby from fertilization until the tenth week of development. 4. The developing baby from tenth week of development until birth. 5. A three month period used to indicate a stage of pregnancy. 6. The vagina. 7. The surgical delivery of a baby. 8. A connection between the baby and the placenta containing 2 arteries and 1 vein. 9. A thin membrane surrounding the baby. 10. Removal of a small amount of amniotic fluid to determine possible abnormalities in the fetus. 11. Strong contractions of the uterus to expel the baby. 12. Provides for exchange of nutrients, oxygen, and wastes between the mother and baby. A. Amniocentesis G. Fetus B. Amniotic Sac H. Labor Pains C. Birth Canal I. Placenta D. Cesarean Section J. Trimester E. Embryo K. Umbilical Cord F. Fertilization L. Uterus

11 Pregnancy and Childbirth Teacher Guide Directions: Fill in the blank with the correct answer. F 1. The union of an egg and sperm. L 2. A pear shaped muscular pouch sometimes called the womb. E 3. The developing baby from fertilization until the tenth week of development. G 4. The developing baby from tenth week of development until birth. J 5. A three month period used to indicate a stage of pregnancy. C 6. The vagina. D 7. The surgical delivery of a baby. K 8. A connection between the baby and the placenta containing 2 arteries and 1 vein. B 9. A thin membrane surrounding the baby. A H I 10. Removal of a small amount of amniotic fluid to determine possible abnormalities in the fetus. 11. Strong contractions of the uterus to expel the baby. 12. Provides for exchange of nutrients, oxygen, and wastes between the mother and baby. A. Amniocentesis G. Fetus B. Amniotic Sac H. Labor Pains C. Birth Canal I. Placenta D. Cesarean Section J. Trimester E. Embryo K. Umbilical Cord F. Fertilization L. Uterus Back to Top

12 LESSON 4 FLE Goals 4 & 5 FLE Objectives 8.10 PLANNING FOR A FAMILY Purpose: The student will review roles and responsibilities of family members and discuss factors involved in planning for a family. The student will understand the relationship between love, commitment, marriage, and sexual intercourse. The student will be able to identify various forms of contraception. Instructional Materials: Video: Worksheet: Growing Up Too Quickly (6 minutes) Planning For a Family Procedure: 1. Have the students complete the worksheet and discuss. 2. Ask students to make a list of important considerations in planning for a marriage and family. (They may do so on the back of the worksheet.) In discussing the lists be sure to include the following: a. A secure and stable marriage. b. Adequate finances for shelter, food, clothing, health care, transportation, education, recreation, etc. c. Emotional maturity able to handle stress, i.e. parenting skills, sick baby, day care situations, nighttime feedings, etc. d. Health risks: 1. Early and continuing prenatal care for the mother and baby. 2. Are there any risk factors in the history or habits of either parent? Genetics? Smoking? Drugs? Alcohol? 3. Now ask the students to rank the list in order of importance (#1 being the most important.) 4. There are times in a marriage when a couple may want to postpone having children. (just married, financial problems, illness, etc.) Family planning is the shared decision making process a couple uses to have the child or children they both want. a. Abstinence is the only method that is 100% effective in preventing pregnancy and the most effective method of preventing STIs. b. When contraception is used, a couple must be aware of the safety and effectiveness of the method they choose. 1. Methods of birth control: a. Hormonal Barriers (BCP, Patch, Injections) b. Mechanical Barriers (Condom, Diaphragm, Cervical Cap) c. Chemical Barriers (Spermicidal) d. Surgical Sterilization (Tubal Ligation, Vasectomy) e. Others (Fertility Awareness Method, IUD) Closing Activity: Encourage the students to discuss the list with their parents.

13 NAME PLANNING FOR A FAMILY A. Are there some roles or responsibilities that you believe are only for the male? List B. Are there some roles or responsibilities that you believe are only for the female? List three C. How does your family make decisions or plans? D. How do you show your family that you are ready for more mature responsibilities and decisions? E. On the back, list 10 things to consider in planning for a marriage and family. Rank the list in order of importance (#1 being the most important.) Back to Top

14 Lesson 5 FLE Goals 6 FLE Objectives 8.3, 8.4 & 8.7 Healthy Boundaries Purpose: The student will understand the importance of saying No to uncomfortable or harmful situations, and how to deal with peer pressure and manipulation. Instructional Materials: Video: BEING ASSERTIVE (3 minutes) Worksheet: Peer Pressure Grid and Personal Assertiveness Inventory Procedure: 1. May invite presenter from Women s Resource Center for 3 lessons. 2. Discuss the importance of saying No uncomfortable or harmful situations, and how to deal with peer pressure. 3. Play video 3. Distribute Peer Pressure Grid. Allow several minutes for students to complete the gird. The class should discuss their various answers incorporating the following: a. How do you feel when your attitudes differ from those of your friends? b. Do you ever feel pressured to change your behavior because of what others are doing? Change your attitudes because of what others believe? Do you ever try to pressure your friends to change? c. How can a person tell when he/she is being pressured? 1. When you feel as if you don t have any choices? 2. When it s not something you would choose on your own? d. When it s something that goes against your values? e. What groups or forces in society pressure teens to have sex? The list usually includes: TV, magazines, books, music, movies, ads, and friends. f. What groups discourage sexual activity among teen? The list usually includes: parents, church, teachers, friends. g. When you have some groups pressuring you to have sex and some groups pressuring you not to have sex, what happens to you? h. Do you think there is pressure on males to be sexually active? If so, where does the pressure come from? Do you think males and females differ in their attitudes about sexual activity? 4. Discuss ASSERTIVE BEHAVIOR: a. Be honest and direct. b. Stand up for yourself and your rights and values. c. Don t put the other person down. d. Think about whether this will make you feel good about yourself. 5. What are the advantages of making a decision about your dating behavior before you get into a pressure situation? a. We all have choices. b. You can t always choose your feelings, but you can choose your response to your feelings. Closing Activity: NAME Have the students complete the Personal Assertiveness Inventory.

15 Personal Assertiveness Inventory Directions: Read each question. Write the letter A, S, or N to indicate your behavior in each situation. A = ALWAYS S=SOMETIMES N=NEVER 1. Do you keep quiet when you disagree with a friend rather that risk an argument? 2. Are you able to ask a friend for help when you are confused? 3. Are you able to ask your parent/guardian for help when you are confused? 4. Are you comfortable talking with the opposite gender? 5. Do you let your friends know when they disappoint you? 6. Are you able to refuse unreasonable requests made by others? 7. Are you able to refuse unreasonable requests made by others? 8. Are you able to express your own ideas even if these ideas are unpopular with your friends? 9. When you disagree with others do you express your opinion?

16 NAME Peer Pressure Grid ISSUE WHAT YOU THINK WHAT YOUR FRIEND THINKS What determines popularity Talking with parents Importance of sex in a relationship Teenage sex Back to Top

17 SEXUAL ASSAULT /HARASSMENT Lesson 6 FLE Goals 8 FLE Objectives 8.13 Purpose: The student will recognize warning signs for potentially abusive dating relationships. The student will recognize various examples of sexual harassment and how to prevent and report it. Instructional Materials: Guest speaker from Women s Resource Center. Peaceline Plus Curriculum: Lesson 1: Sexual Assault Lesson 2: Healthy Boundaries Lesson 3: Healthy Communication Additional Resourses: Video: Talking About Sexual Harassment (21 minutes) Worksheet: Sexual Harassment Procedure: 1. Discuss the following with the students: a. Sexual Harassment is unwelcome behavior of a sexual nature directed at someone because of their gender. In the video, sexual harassment is described in three main forms: 1. Visual sexual harassment dirty pictures, unwanted love letters, bathroom wall graffiti, or obscene gestures. 2. Verbal sexual harassment dirty jokes, comments about one s body. 3. Physical sexual harassment grabbing, touching or blocking someone, unwanted massages, or bear hugs. 2. Hand out the worksheet ( page 8-8) and show the video, Talking About Sexual Harassment. Have the students complete the worksheet while watching the video. 3. Explain to the students ways of dealing with sexual harassment: Don t ignore it. Tell the harasser to stop Get support Keep a record Report it Don t be a bystander. 4. Answer student questions and/or refer to the school nurse or guidance counselor for assistance.

18 NAME SEXUAL HARASSMENT Mark T for TRUE or F for FALSE next to each statement. 1. Sexual harassment could occur at school. 2. Sexual harassment could occur in high school and college. 3. Sexual harassment is defined as any unwanted attention of a sexual nature. 4. The three main forms of sexual harassment are: visual, verbal, and physical. 5. Spreading rumors about someone s sexual activity or bathroom wall graffiti are some forms of sexual harassment. 6. Flirting is a form of sexual harassment. 7. The Internet is another place that sexual harassment can occur. 8. Sexual harassment is a minor annoyance, it never really hurts anyone. 9. People who are sexually harassed usually do something to invite it. 10. If everyone else thinks that a behavior is okay, you should just accept it, even if it bothers you. 11. Sexual harassment is all about boys harassing girls. 12. Someone may not realize they are sexually harassing another person. 13. If someone that is telling jokes of a sexual nature makes you feel uncomfortable and you ask the joke-teller to stop but he or she won t, it is sexual harassment. 14. Sexual harassment is never okay, even if everybody thinks it s funny. 15. There is no way to protect yourself from being sexually harassed when you are online ( on the computer.)

19 SEXUAL HARASSMENT Teacher Guide Mark T for TRUE or F for FALSE next to each statement. T 1. The most common place for sexual harassment is in school. F 2. Sexual harassment occurs more frequently in high school and college. T 3. Sexual harassment is defined as any unwanted attention of a sexual nature. T 4. The three main forms of sexual harassment are: visual, verbal, and physical. T 5. Spreading rumors about someone s sexual activity or bathroom wall graffiti are some forms of sexual harassment. F 6. Flirting is a form of sexual harassment. T 7. The internet is another place that sexual harassment can occur. F 8. Sexual harassment is a minor annoyance, it never really hurts anyone. F 9. People who are sexually harassed usually do something to invite it. F F T T T F 10. If everyone else thinks that a behavior is okay, you should just accept it, even if it bothers you. 11. Sexual harassment is all about boys harassing girls. 12. Someone may not realize they are sexually harassing another person. 13. If someone that is telling jokes of a sexual nature makes you feel uncomfortable and you ask the joke-teller to stop but he or she won t, it is sexual harassment. 14. Sexual harassment is never okay, even if everybody thinks it s funny. 15. There is no way to protect yourself from being sexually harassed when you are online ( on the computer.) Back to Top

20 Lesson 7 FLE Goals 6 & 7 FLE Objectives 8.2, 8.3 & 8.5 EMOTIONAL AND SOCIAL ASPECTS OF MATURING SEXUALITY Purpose: The student will understand the emotional and social aspects of maturing sexuality and how to apply this to their decision making process. Instructional Materials: Video: DEVELOPING THE BEST RELATIONSHIPS (3 minutes) Worksheets: Love or Infatuation? A Love Story Procedure: 1. Show video. 2. Discuss some of the basic emotional needs of all people? List includes: Love, belonging, affection, acceptance, self-awareness, etc. 3. Discuss the difference between love and infatuation. a. Have students compare love and infatuation by listing the characteristics of each. Closing Activity: Complete the above assignment and discuss it with parents.

21 A Love Story Kathy and Danny are students in high school who have been going together for about eight months. They have a very special relationship. They spend a lot of time together and really trust each other. They confide many of their secret fears and hopes to each other, talk about their parents, and what s happening at school. They are important parts of each other s lives. Although they are strongly attracted to each other physically, earlier in their relationship they had agreed they would not have sexual intercourse. Kathy s religion is very clear about not having intercourse before marriage, and she knows how disappointed her parents would be if she denied her church s teachings. She is also terrified of the possibility of becoming pregnant. Besides, Kathy feels she just isn t emotionally ready for the intimacy of sex. She loves Danny a lot and has just as strong sexual feelings as he does but thinks she wouldn t like the changes in their relationship that would happen if they had sex. Danny loves Kathy and respects her for her strong values. In fact, Danny shares many of those values. But lately, Danny has been talking to some of his friends about sex, and he is hearing that many of them are having sex with their girlfriends. Danny is feeling a little jealous. He and Kathy have kissed and made out and told each other they love each other. There have been occasions when they did not want to stop at making out. Now he is beginning to wonder if it s fair for Kathy to hold out, if he is less of a man for not taking things farther. So Danny has been putting pressure on Kathy to have intercourse. He has been pushing harder and they have been talking about it more and more. Danny has mixed feelings. On the one hand, he still respects Kathy s feelings and doesn t want to talk her into doing something she doesn t want to do. On the other hand, he is beginning to question whether it is important to wait until marriage before experiencing sexual intercourse. It s not as if they don t love each other. There seems to be an increasing amount of tension between them. They have begun to fight about little things, and they don t seem to talk about the really important things anymore. They are spending less time together, and Danny is thinking about seeing other girls. Kathy misses Danny when she doesn t see him and worries about losing him. She feels confused, depressed, and lonely. She wishes there were someone to talk with. She did talk with her friend Jenny. Jenny said, It s no big deal. Everyone is doing it. Kathy knows that is not true. Even if it were true, Kathy has never been one to do something just because everyone else was. She is afraid to discuss it with her mother. Kathy and Danny have come to a crisis. They each have an important and difficult decision to make, a decision which will have a big influence on their relationship.

22 Name A Love Story The Decision Making Process Directions: Read A Love Story and complete the decision making process as outlined below as if you were Kathy and Danny. 1. Identify the problem: 2. Gather information: a. What are some short-term goals? (Something that can be accomplished quickly? b. What are some long-term goals? (Something that can be accomplished in the next 1 to 5 years?) c. List any personal or family values that may influence this decision. 3. List 3 choices and the possible consequences of each choice: a. b. c. 4. Make a decision. Which of the above choices is the best choice for Danny and Kathy?

23 NAME Love or Infatuation? The following article has been taken from an Ann Landers column published in the Roanoke Times. LOVE OR INFATUATION? Infatuation is instant desire. It is one set of glands calling to another. Love is friendship that has caught fire. It takes root and grows one day at a time. Infatuation is marked by a feeling of insecurity. You are excited and eager, but not genuinely happy. There are nagging doubts, unanswered questions, little bits and pieces about your love that you would as soon not examine too closely. It might spoil the dream. Love is understanding and the mature acceptance of imperfection. It is real. It gives you strength and grows beyond you, to bolster your beloved. You are warmed by his/her presence, even when he/she is away. Miles do not separate you. You want him/her near. But near or far, you know he/she is yours and you can wait. Infatuation says, We must get married right away. I can t risk losing him/her. Love says, Be patient. Don t panic. Plan your future with confidence. Infatuation has an element of sexual excitement. If you are honest, you will admit it is difficult to be in one another s company unless you are sure it will end in intimacy. Love is maturation of friendship. You must be friends before you can be lovers. Infatuation lacks confidence. When he/she s away, you wonder if he/she s cheating. Sometimes you check. Love means trust. You are calm, secure, and unthreatened. He/she feels that trust, and it makes him/her even more trustworthy. Infatuation might lead you to do things that you ll regret later, but love never does. Love is an upper. It makes you look up. It makes you think up. It makes you a better person than you were before.

24 Name Love or Infatuation? Directions: In your own words list the characteristics of love and infatuation. Love Infatuation Back to Top

25 Lesson 8 FLE Goals 7 FLE Objectives 8.10, 8.11 & 8.14 CONSEQUENCES OF TEENAGE PREMARITAL SEXUAL INTERCOURSE The school nurse will teach this lesson. Boys and girls will be separated. The same content will be taught to each group. Purpose: The student will understand that premarital sexual intercourse comes with serious social, emotional, and physical consequences. Abstinence from sexual intercourse is the best protection from pregnancy and STIs. Instructional Materials: Video: It Couldn t Happen to Me (6 minutes) Worksheet: Sexually Transmitted Infections Procedure: 1. Brainstorm possible social and emotional consequences as a result of premarital sexual intercourse: a. guilt, reputation, rumors, gossip, etc. 2. Brainstorm possible physical consequences as a result of premarital sexual intercourse: a. Pregnancy 1 million every year between the ages of b. STIs 3 million diagnosed every year (1 in 4 chance) 3. Show video with pauses to explain and enhance information given. Students will complete the worksheet while watching the video. Closing Activity: Your friend tells you she suspects that she is pregnant or that he has an STI and asks you not to tell anyone. What would you say to her or to him? Where could your friend get help?

26 NAME SEXUALLY TRANSMITTED INFECTIONS 1. In a female the STI called Chlamydia can develop into if it is not treated. 2. Condoms are not 100% effective because they can or be used incorrectly. 3. The only sure way to prevent an STI is by practicing. 4. The most common STIs teens get are: a. d. b. e. c. 5. HPV is the virus that causes. 6. Chlamydia and Gonorrhea are infections and can be cured using antibiotics. 7. Genital Herpes, HPV and HIV are caused by and can not be cured but can be effectively treated. 8. T or F People can look perfectly healthy but can still have an STI? 9. Usually when a person is first infected with the virus that causes AIDS they often gets symptoms that resemble the a few weeks later. 10. T or F Drugs and alcohol use put teens at higher risk for STIs including AIDS? 11. List 4 symptoms of an STI Abstinence Gonorrhea PID Bacterial Herpes Viruses Bleeding HIV Warts Break Human Papiloma Virus (HPV) Burning Itching Chlamydia Pain Urinating Flu

27 SEXUALLY TRANSMITTED INFECTIONS Teacher Guide 1. In a female the STI called Chlamydia can develop into PID if it is not treated. 2. Condoms are not 100% effective because they can BREAK or be used incorrectly. 3. The only sure way to prevent an STI is by practicing ABSTINENCE. 4. The most common STIs teens get are: a. CHLAMYDIA d. HERPES b. GONORRHEA e. HIV c. HUMAN PAPILOMA VIRUS (HPV) 5. HPV is the virus that causes WARTS. 6. Chlamydia and Gonorrhea are BACTERIAL infections and can be cured using antibiotics. 7. Genital Herpes, HPV and HIV are caused by VIRUSES and can not be cured but can be effectively treated. 8. T or F People can look perfectly healthy but can still have an STI? 9. Usually when a person is first infected with the virus that causes AIDS they often get symptoms that resemble the FLU a few weeks later. 10. T or F Drugs and alcohol use put teens at higher risk for STIs including AIDS? 11. List 4 symptoms of an STI. 1. BURNING 3. PAIN URINATING 2. BLEEDING 4. ITCHING Back to Top

28 Lesson 9 FLE Goals 9 FLE Objectives: 8.6 SOCIETAL MESSAGES FROM TV AND MOVIES Purpose: The student will understand the positive and negative effects of media: music, videos, movies, TV, advertising and printed material. Instructional Materials: Worksheet: Societal Messages or Mass Media Questionnaire Procedure: 1. Discuss the use of sex and sexuality in TV, movies, and videos. a. What shows (movies, videos) use sex? b. What shows (movies, videos) do not? c. Why do some shows use sex? Could the story or message have been communicated without using sex? d. How were the men and women in these shows portrayed? Were sexual stereotypes used? Explain. How were the men and women dressed? e. Do these message have an influence on the audience? Explain. On teens? On you? f. Which TV shows portray life most realistically? Does TV portray sex in a factual manner? 2. Do you think the rating system for movies is effective? 3. YOU BE THE PARENT! Pretend you are the parent of a 4-year-old child and an 8-year-old child; make a list of five TV shows (movies, videos) you have seen recently. Consider their sexual messages and place them in the following categories for your young children: a. Very Acceptable b. Borderline Acceptable c. Not Acceptable 4. Discuss the lists. Complete worksheet. Closing Activity: Suggest students go without TV for two nights. They are to make a list of positive alternatives to watching TV.

29 NAME SOCIETAL MESSAGES OF MASS MEDIA Answer the questions on the front and back of this worksheet. 1. List 4 5 shows (TV, movies, videos) you watch that contain sexual scenes, comments behaviors, or suggestions. 2. List 4 5 shows (TV, movies, videos) you watch that do not. 3. Why do some shows use sex? 4. Could the story or message have been communicated without using sex? 5. How are the men and women in these shows portrayed? 6. Are sexual stereotypes used? EXPLAIN. 7. How is clothing used to portray men and women? 8. Do these sexual messages have an influence on the audience? EXPLAIN 9. Have you become desensitized to the use of sex in the shows you view?

30 10. Which TV shows portray life most realistically? 11. Does TV portray sex in a factual manner? 12. How effective is the rating system for TV and movies? EXPLAIN. 13. You be the Parent: Pretend you are the parent of a 4 year old child and an 8 year old child. Using the list you created in questions 1 and 2, consider their sexual messages and place them in the following categories for your children: a. Very Acceptable b. Borderline Acceptable c. Not Acceptable Back to Top