Unit Area: Sexual Health
Grade Level: High School-Adult
Time: 3-4 45 minute periods
Ask The Sexperts
National Health Education Standards
Students will demonstrate the ability to access valid health information and health-
promoting products and services.
In small groups, students will be able to research answers to commonly asked questions about
sexual health, utilizing legitimate, accurate, and up-to-date internet sites.
Students will present findings to large group, simulating an “Ask The SEXperts” TV panel.
Utilizing approved web sites, students will access commonly asked questions regarding human
sexuality. The web site used for this particular activity is:
-Access to Internet at home or at school. If not available, or if sex-related sites are blocked in
your facility, students will have to do this assignment at home.
-Microphone (real or simulated), INDEX CARDS, table and chairs or several student desks,
overhead projector and blank transparency sheets, models of male/female reproductive systems,
condoms and examples of contraception, and other miscellaneous materials to be used as visual
aids in student presentations.
1. Introduce topic of sexual health. Explain that very often, sex education classes teach
students about the “basics” of reproduction, but sometimes do not actually answer some
of the “REAL” questions students may have. This activity will attempt to address this
2. Break students into FIVE groups (co-ed if possible). Assign each group one of the
SEXUALLY TRANSMITTED INFECTIONS
3. Reserve one class period for on-line research in computer room, library, etc.
4. Log on to site referenced above. Each group is to focus on their topic and review the list
of actual questions sent in by teens across the country.
5. Group should decide which questions they feel are most interesting/relevant to their
classmates. If groups are small (i.e. 3 in a group), each student in the group will be
responsible for answering 4 specific questions from the list, for a total of 12. If groups
are larger (i.e. 5 or 6), each student will only be responsible for answering 2 questions.
The group should address a minimum of TEN questions. They will then be required to
look up the ANSWER to each of the questions on the web site.
6. Each group is also required to have/create some type of VISUAL AID that is related to
the topic they are presenting. For example, the group on “Pregnancy” might utilize a
model of the female reproductive system, provided by the instructor. The “STI” and
“BIRTH CONTROL” groups may have condoms and other forms of contraception
available to demonstrate proper use.
In groups where props or models are not appropriate or available, they would be required
to create a transparency that addresses at least one of the questions they present. For the
“RELATIONSHIPS” group, they may create an overhead that lists “SIGNS OF A
HEALTHY/UNHEALTHY RELATIONSHIP”. For the “ABORTION” group, they may
create an overhead of “ABORTION LAWS IN THIS STATE”, or “MOST COMMON
METHODS OF ABORTION”.
7. In some cases, the instructor may have to assist in providing props or in making the
transparencies from student-created lists/pictures.
8. Allow groups a 2nd class period to finalize their information and create their visual aids.
Each individual question should be written out on separate index cards. These cards will
be distributed randomly to the “audience” for the actual “Show” the following day.
9. CLASS PRESENTATIONS
Set up the desks so that it takes the form of a PANEL in front for the group that is presenting.
The rest of the class can be in rows, semicircle, etc. and will serve as the audience.
10. The instructor will play the role of “Host” and will introduce the panel and their area of
expertise. Before class, the group that is presenting will distribute their index cards to
random audience members.
11. After introductions, the host will ask if any of the audience members has a question for
the panel. The host will then take the microphone to that member of the audience and
they will ask the question on their index card. The appropriate member of the panel will
answer that question. Often, that answer will generate further discussion, which will be
moderated by the host.
12. Continue with questions from the audience until all questions have been answered. If the
visual aid has not yet been used to clarify questions, the group should summarize their
presentation utilizing the visual aid/demonstration that was created.
13. Thank and dismiss the panel and move on to the next group. Follow the same procedure
until all groups have completed their presentations.
Assessment can be in the form of a Presentation rubric, written test, “I learned”…. journal,
President at Prime Time Health Consulting
Greater New York City Area