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7th Grade - Get Real Curriculum
- 1. Program Director- Larry Moore Senior Health Educator- Lindsey Kelly Health Educator – Michelle Cathey Health Educator – Anthony Fontanes
- 2. “The production of this slideshow presentation was made possible by Grant Number 90AK042-02-00 from the Department of Health and Human Services, Administration for Children and Families. Its contents are solely the responsibility of Heartland Rural Health Network and do not necessarily represent the official views of the Department of Health and Human Services, Administration for Children and Families.”
- 3. Get to know your instructors Incentive Tickets Family Activities Anonymous Question Box Pre-Survey/Post-Survey- DO NOT PUT YOUR NAME ON THESE
- 4. LEARNING GOALS FOR LESSON ONE Create group rights and responsibilities Review the Social and Emotional Learning skills Brainstorm resources
- 5. Creating the classroom environment What rights do you need to feel safe and comfortable talking about body changes and sexual health?
- 6. Social and Emotional Learning Self-awareness Self-management Social awareness Relationship skills Responsible decision making
- 9. Lesson Two
- 10. LEARNING GOALS FOR LESSON TWO Examine different types of media Examine the effects of advertising on body image Brainstorm insecurities of teens
- 11. Brainstorm What is media? How does media affect people?
- 12. Effects of advertising on body image
- 13. Effects of advertising on body image
- 14. Effects of advertising on body image
- 15. Lesson Three
- 16. LEARNING GOALS FOR LESSON THREE Clarify values around bullying Discuss being an ally Practice identifying and stopping bullying
- 17. Clarifying values around bullying If a friend or family member of mine were being harassed or bullied for being too smart, I would say something to stop it. If someone I didn’t know very well were being harassed or bullied for being too smart, I would say something to stop it. If a friend or family member of mine were being harassed or bullied for being “different”, I would say something to stop it. If someone I didn’t know very well were being harassed or bullied for being “different”, I would say something to stop it. If my friends were texting mean or hurtful things about someone in our class, I would say something to stop it. I find it easy to stick to my beliefs even if everyone around me is doing something different.
- 18. Being an ally – Scenario Charles, one of the guys in Alicia’s class, has made fun of her clothing all year. He always makes a mean comment or says something negative about what she is wearing, and has started to get others to join in. Alicia hates wearing tight clothes and feels comfortable in baggy jeans, boots and big T-shirts. One day, when Alicia is walking down the hall with best friend, Teniqua, Charles sees her and says, “Nice shirt. Where did you get that ugly thing?” Alicia and Teniqua don’t know what to do so they keep walking.
- 19. Identifying and stopping bullying
- 22. Lesson Four
- 23. LEARNING GOALS FOR LESSON FOUR Name key components of anatomy and reproduction Review puberty
- 24. Anatomy and Reproduction Review
- 25. Puberty
- 26. Lesson Five
- 27. LEARNING GOALS FOR LESSON FIVE Defining and deciding about sexual behaviors Sexual behavior and risk Defining and deciding about dating
- 28. Deciding about sexual behaviors Self- awareness is important when a person sets their boundaries! Respect your partner’s boundaries the way you want them to respect yours.
- 29. Consent
- 30. Sexual behavior and risk High Risk – any contact where body fluids are exchanged without the use of a barrier Some Risk – any contact involving body fluids with the use of a barrier Low Risk – no contact with body fluids
- 31. Defining and deciding about dating
- 32. What’s important to me? Good sense of humor Attractive Popular Smart Self-confident Does not push drugs/ alcohol on others Shares feelings Stands up for others Understands people’s feelings Notices and celebrates occasions Works through disagreements with others
- 35. Lesson Six
- 36. LEARNING GOALS FOR LESSON SIX Define abstinence Identify where you draw the line Practice and demonstrate refusal skills
- 37. What does abstinence mean? Choosing to not engage in sexual activity is often called abstinence.
- 38. Where do you draw the line?
- 39. Abstinence and postponement Remember… abstinence is the only 100% effective method of not contracting an STI or having an unplanned pregnancy!
- 40. Refusal skills Stick to your limits Stay sober Respect your partner
- 41. Lesson Seven
- 42. LEARNING GOALS FOR LESSON SEVEN Defining STIs STI quiz STIs: What they are and how to avoid them Demonstration
- 43. Defining STIs STIs pass from one infected person to another during sexual or intimate contact. Remember… abstinence is the only 100% way to avoid an STI.
- 44. STI Quiz – Pt. 1 Condoms reduce the risk of pregnancy and STIs, including HIV. People who think they might have come in contact with an STI should see a nurse or a doctor. A person who doesn’t have any symptoms doesn’t have an STI. Older partners are safer to be with because they know more and can protect the younger person. Abstinence, when practiced correctly and consistently, is 100%effective at protecting a person from getting an STI.
- 45. STI Quiz – Pt. 2 For some STIs, there is no cure. A person who claims to be a virgin or “clean” can’t have an STI. Proper use of latex condoms every time reduces the risk of getting an STI, including HIV. Having multiple sexual partners can greatly increase a person’s risk of getting an STI.
- 46. STIs: What are they and how to avoid them The five most common STIs for teens: HPV Trichomoniasis Chlamydia Gonorrhea Genital Herpes Modes of Transmission Exchange of sexual fluids Exchange of blood Skin-to-skin contact Passage from infected mom to baby
- 50. Lesson Eight
- 51. LEARNING GOALS FOR LESSON EIGHT Why use risk reducers? Risk reduction methods
- 52. Why use risk reducers? Why might a person decide to become sexually active? What are some of the risks involved with becoming sexually active?
- 53. Risk reduction methods What is the only 100% effective method to prevent getting an STI or having an unplanned pregnancy??
- 54. Lesson Nine
- 55. LEARNING GOALS FOR LESSON NINE Sexual decision making Practicing refusal A promise to myself
- 56. Sexual decision making Steps to a decision: Name the decision to be made List possible choices Think about pros and cons for each choice Make a decision Evaluate your decision: what do you think will happen as a result of this decision?
- 57. Practicing refusal - Scenario Carlos and Veronica got drunk at a party and had sexual intercourse last weekend. Now Veronica wants to have sex again, but Carlos doesn’t want to. What should Carlos do? Name the decision to be made List possible choices Look at pros and cons Make a decision Evaluate your decision
Editor's Notes
- 4
- Go over class rights and responsibilities. Ask students: What rights do you need to feel safe and comfortable talking about body changes and sexual health? Remember: right to pass, confidentiality, privacy, using appropriate language
- Self-Awareness: Getting to know and trust yourself. This includes recognizing your feelings and values, gaining self-confidence, and being aware of what makes you individual and unique. Self-Management: Expressing feelings appropriately, keeping track of progress toward goals. Social Awareness: Understanding others and being able to “put yourself in another person’s shoes.” It includes recognizing individual and group differences/ similarities, and understanding the difference between fiction and reality. Relationship Skills: Building healthy relationships, resisting social pressure, dealing with conflict, seeking help when needed. Responsible Decision Making: Thinking through pros and cons of choices and how your actions may affect others; making good decisions, keeping yourself healthy and safe, and respecting yourself and others.
- Have students think about the people and places they can go to for information and to talk to. This can include family, teachers, counselors, youth leaders, etc.
- You can give them time to write these down, but you can also tell them that they will be available later as well. They will be listed at the end of every lesson.
- 10
- Ask students to list types of media- social media, radio, tv, newspapers, magazines, books, podcasts… Make sure to address sexuality on tv and how it doesn’t reflect real life. Teacher’s Note: More than 75% of prime-time tv programs contain sexual content. Only 14% of these mention risks and/or responsibilities of sexual activity.
- Explain that one powerful form of media is advertising. Explain that advertisers use models to sell products. These models can portray an unrealistic image of “beauty.” Ask them why they think advertisers would use these models to sell products and how it can have a negative effect on body image. Elicit a definition of insecurity (lack of confidence about something; self doubt.) Explain that these ads tap into peoples insecurities and encourage people to buy products if they want to be like the men and women in the ads. Relate this lesson to self awareness. Ask students what insecurities teens have (weight, height, acne, athletic ability, etc.). Which products target these insecurities in their ads or commercials? (deodorant, makeup, acne wash, etc.)
- Ask what product this ad is selling. Stress that advertisers often focus on body parts or sexuality to sell products.
- Ask students- What is this ad actually selling? Briefly analyze the ad as a class. What is product is the ad selling? If the name of the product wasn’t in the ad, would you know what they were trying to sell? What does the picture have to do with sex and sexuality? Are advertisers using people’s insecurities to sell the product? What positive or negative messages about sexuality does the ad send?
- 16
- Read these to the class and ask them to raise their hand if they agree with the statement. Process the activity by asking what the students notices from the activity. Ask them why they think it is that people bully. Be sure to emphasize that exclusion is also a form of bullying. Ask them why they think we are talking about bullying in a sexual health education class. Examples of bullying – hitting someone, teasing, making inappropriate sexual comments, spreading rumors about someone, leaving someone out on purpose. Teacher’s Note – Before the next slide, ask students what an ally is (someone who supports the rights of any other person; can relate to the LGBTQ). Explain that it takes a strong self-awareness to step away from what every one else is doing and be an ally.
- Read the following scenario to the class. 1. Process this by asking what they think Alicia felt after hearing Charles’s comment. angry, frustrated, scared, low self-esteem, etc. 2. Ask them why they think Charles is acting like a bully. Make sure to emphasize that none of the answers make it right. - sees others doing it, - it’s what he has to do to hang out with a certain crowd - it makes him feel stronger, smarter or better than the person he is bullying, - it keeps others from bullying him. 3. Ask why the think Charles picked Alicia to bully. she dressed for her comfort and not to follow any gender norm. (emphasize that Alicia has a right to dress how she chooses and not have to conform to social or peer norms) 4. What could Teniqua do to support, or be an ally to her friend?* - Say something to Charles: “That isn’t cool” or “Stop bothering my friend.” - Tell Alicia, “I’m sorry about what just happened” or “I don’t like it when Charles makes those mean comments” to support her. - Encourage Alicia to tell an adult what is going on and offer to help by going along. - Pay attention to the other kids who see the bullying and if they are joining in, tell them they are part of the problem. - Tell an adult about the situation. 5. What could Alicia do?* - Tell her parents or another trusted adult. - Calmly tell Charles to stop. - Try to avoid situations where Charles may be present.
- Give 2 students a copy of the following scenario to read aloud: Background: Veronica and Amber are good friends. Amber needs some special help in math class, so several days a week she goes to a tutor in another classroom. Craig: Where did Amber go? V: I think she goes for math tutoring during lunch. C: What a freak! She must be really stupid. V: Whatever. ____________________________________________ Ask students – “How can a character in the scene become an ally?” –The main point of this scenario is to emphasize that saying mean things behind someone’s back is a form of harassment or bullying. Process Questions: What would it be like if everyone in the school dressed the same, thought the same, had the same interests, and liked the same food? At what point should people who witness bullying seek help from trusted adults?
- 23
- This is just a review so it should be very quick. Don’t spend a lot of time on it. They already should have had it last year with us and also in their science classes at school. Go over the body parts as you explain reproduction (sperm formation child birth)
- Ask students – What changes can you expect to happen to your body during puberty?
- 27
- Explain that everyone has different boundaries and what one considers sexual behavior another may not. All of this is normal. Learning to respect these boundaries and feelings is important. Explain that self awareness is important so a person can identify what they consider sexual behaviors in order to set their boundaries. That they understand that if they are in a relationship with someone it is important to consider and respect the boundaries of the person they are with. Explain consent and the importance of it. Ask students what factors might influence a persons decision to have sex. (How they feel about themselves, How their friends feel about sex, Personal value system, Knowing the risks) Defined sexual behaviors: Vaginal Intercourse- penis-to-vagina sex Oral Intercourse- mouth-to-vulva or mouth-to-penis sex Anal intercourse- penis-to-anus sex
- High Risk - Any contact where body fluids are exchanged without the use of a barrier Some Risk - Any contact involving body fluids with the use of a barrier Low Risk - No contact with body fluids Ask students what the risk of each of these are: -Touching, -Talking, -Hugging, -Holding hands, -Kissing, -Asking someone on a date, -Having sex of any type, -Dancing, -Chatting (email, text, online), -Watching a movie with a romantic partner, -Touching under clothes Ask students - Why is it important to understand risk levels?
- Explain that while sexuality is a part of life most people choose not to engage in many sexual behaviors until they are older. Explain that most seventh graders do not engage in any type of sexual intercourse and that there are many ways to date that don’t involve sexual behavior. Ask students why people date. Explain that dating can be about showing affection, but not necessarily in a sexual way. Ask students what kind of terms and words they use to describe dating. Normalize students feelings and ideas about dating such as: Some young people are interested in dating; some are not. Some go out with groups of friends; some go out alone or as a couple. Some parents give permission to date; some parents don’t. Some young people are happy to hang out with close friends; some are too busy with sports, school and other activities to have time to date. Finally ask students what they can do on dates that does not involve sexual activity.
- Have students rate each quality 1-3: 1 being “not important”, 2 being “somewhat important”, and 3 being “very important”. Students will raise their number in the air as a group.
- 36
- Ask students - What abstinence means to you? *Choosing to not engage in sexual activity is often called abstinence. For the purpose of this portion of the program the students will be taught that sex is exactly what it says…oral, anal or vaginal and Sexually Transmitted Infections are transmitted through these behaviors. This is a required health standard. Process Questions: Which SEL skills does this activity relate to? Why is self-awareness important when it comes to sex and abstinence? Sets clear boundaries for self as well as others &helps honor personal value system. Why is abstinence a healthy choice?
- Have students think about the discussion on what they define as sexual behavior and think about where they draw the line and what they will be abstinent from. Explain that this will be personal to each and every one of them and is based on their personal values. Ask students to silently respond to the questions in their head. Do you believe people who say they are sexually abstinent can choose to… -hug? -french kiss? - touch someone else’s sexual body parts with clothes on? -touch someone else’s sexual body parts with clothes off? –engage in any type of sex? -be abstinent if they’ve ever had sex before? Process Questions: How do your personal values affect the way you answered the questions and how you defined abstinence? If you were dating someone, how would you let them know what abstinent means to you? How might drugs and alcohol affect your decisions around abstinence?
- Ask students to define postponement. (delaying or putting off something until later) Review the idea that young people don’t have to make decisions about abstaining for the rest of their lives. People who don’t feel ready to engage in sex can postpone or put off sexual activity until they are older.
- Ask students to think about situations or activities that might make abstinence difficult. Relate self-awareness and self-management to setting and sticking to their limits. (Where do you draw your line?) Stress that staying sober is essential to maintaining the lines that they have drawn. Alcohol and drugs make it more difficult to stick to your decision to not have sex. Explain that respecting a partners refusal is important.
- 42
- Explain that the only 100% way to avoid an STI is abstinence. Explain that we will cover STI transmission so they can make the healthies choices about sexual activity for themselves now and in the future. Explain that these are infections that pass from one infected person to another during sexual or intimate contact.
- Ask students to name some STIs they have heard of. Explain that STIs are grouped differently based on bacterial, viral, or other, meaning they also have different treatments. Explain that bacterial STIs can be cured with medication but viral STIs cannot be cured. Mention HPV vaccine. Ask students to name some of the symptoms of STIs and stress that the most common symptom is no symptom at all. Make sure to cover HIV. (test by oral swab or finger prick with results in 15 min) Explain the modes of transmission Exchange of sexual fluids (ejaculate, pre-ejaculate, and vaginal fluid) through unprotected oral, vaginal, or anal intercourse Exchange of blood through sharing needles (used for tattooing, piercing, or injecting drugs). Skin-to-skin contact, including oral-to-genital touching. Passage from infected mother to baby. Discuss how to reduce the risk Explain that abstinence is the only 100% way and must be practiced consistently and correctly. It must include these two components: Keep blood, ejaculate, pre-ejaculate, and vaginal fluids from entering the body. Be aware that pre-ejaculate appears on the penis during an erection and can contain both sperm and STIs. Other ways to reduce STI transmission: Don’t touch sores or growths caused by STIs Avoid having multiple sexual partners If people are sexually active, using condoms can reduce their risk by preventing transmission of fluids
- Candy demonstration: Be sure to say that the volunteers are just an example and you are not saying or assuming anything about them. Explain that the risk of STIs including HIV increase dramatically when people have multiple partners at one time, because STIs can be passed back and forth, and not just in one direction. Ask students if they should always believe someone just because they say they don’t have an STI. Clarify that there is only one way for a sexually active person to know and that is to be tested. There are 19 million NEW cases of STIs every year, and many people don’t know they have it! Statistically, 1 in 4 sexually active teens are infected with an STI.
- 51
- Stress abstinence once again. Explain that if a person decides they are not going to practice abstinence, they can reduce their risk of transmission by using a latex condom, but there is still risk involved. Explain that the choice to become sexually active should not be made lightly. A person should ask themselves: Do I feel ready? Can I talk to my partner about having sex? Am I comfortable seeing my partner without clothes on? Do I have information about and access to methods that can reduce the risk or unplanned pregnancy? Do I know how to protect myself from STIs, including HIV? Am I prepared for how I’ll feel if the relationship ends? Explain that these question are essential to responsible decision making. Briefly discuss goals that the students may have and how engaging in sexual behaviors can change or make those goals difficult. This should be considered in responsible decision making.
- Explain that there are hormonal birth control methods that reduce the risk of pregnancy, but these do nothing to reduce the risk of STIs and HIV. Explain that latex condoms are the most effective at reducing the risk of both. Ask where a person can go to buy condoms- health centers, corner/grocery stores, pharmacy, health dept., etc.) Explain that there are things to keep in mind that will reduce the efficiency of a condom. Briefly and carefully go over these. ex. Expiration date, heat, tears/ folding in wallet, etc. Explain that there are people who have latex allergies and that there are options for those people. Again stress that these will only reduce the risk and will not prevent it. Only abstinence will 100% prevent and is the healthiest choice.
- 55
- Use the decision making model to review this scenario: Ashley and Craig are in high school. They’ve been dating for a few months, but they keep breaking up and getting back together. Craig thinks that if they have sex it will make their relationship stronger and they will stop breaking up. What should they do? How do their previous sexual experiences factor into their safety? What should Ashley and Craig be communicating about? How does communication connect with what you’ve learned about STIs and risk reducers? Process questions: Why do some people think certain sexual activities will strengthen a relationship? Why is communication about sexual activity so important in a dating relationship right from the beginning? What happens when couples don’t discuss their likes and dislikes? This can be food to sexual activity.
- Go over refusal skills and have a couple of volunteers role-play refusal and negotiation.