Your SlideShare is downloading. ×
Sexperts Teenwire
Sexperts Teenwire
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Sexperts Teenwire

800

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
800
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. 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. Ready (Objective) 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. Set (Preparation) Utilizing approved web sites, students will access commonly asked questions regarding human sexuality. The web site used for this particular activity is: www.teenwire.com/ask/as_archive Materials: -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. Go (Procedure) 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 problem. 2. Break students into FIVE groups (co-ed if possible). Assign each group one of the following: PREGNANCY ABORTION RELATIONSHIPS SEXUALLY TRANSMITTED INFECTIONS BIRTH CONTROL 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.
  • 2. 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 Assessment can be in the form of a Presentation rubric, written test, “I learned”…. journal, skits, etc. Dom Splendorio President at Prime Time Health Consulting Greater New York City Area

×