This document outlines lessons from a health education program, including: 1) Creating classroom rules and discussing anatomy, decision making, and media literacy. 2) Analyzing ads for unhealthy messages and discussing bullying prevention. 3) Covering puberty, reproductive health, dating, sexual behaviors and risk levels. 4) Defining abstinence and practicing refusal skills to support abstinence choices. The lessons aim to develop social-emotional skills around relationships, sexuality, and personal values.

1. Program Director- Larry Moore
Health Educator- Shawna Schaeffer
Health Educator- Lindsey Kelly

2. INTRODUCTIONS
• Get to know your instructors
• Incentive Explanation- Tickets
• Family Activities
• Sign-in sheets
• Pre-Survey/Post-Survey- DO NOT PUT YOUR NAME ON THESE

3. LESSON 1
CREATING THE CLASSROOM CLIMATE
Lesson Goals:
• Create group rights and responsibilities
• Name key components of anatomy and reproduction
• Explain the importance of thoughtful decision making

4. THINK ABOUT IT
•What rights do you need to have in order to feel safe talking about body
changes and sexual health?
•What would you need to do to help your classmates feel safe talking about
body changes and sexual health?
•What responsibilities can you agree to take on for the class to be successful?

5. 1. Self- Awareness
2. Self- Management
3. Social Awareness
4. Relationship Skills
5. Responsible Decision Making
SOCIAL AND EMOTIONAL LEARNING

6. 1. 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
2. Self- Management- Expressing feelings appropriately, keeping track of progress toward goals
3. Social Awareness- Understanding others and being able to “put yourself in another person’s
shoes.” It also includes recognizing individual and group differences and similarities, and
understanding the difference between fiction and reality
4. Relationship Skills- Building healthy relationships, resisting social pressure, dealing with conflict,
seeking help when needed
5. Responsible Decision Making- How to think 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

7. 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?

8. STEPS TO A DECISION- SCENARIO
Chris really likes Terry, and they are going out. Terry is
pressuring Chris to do things Chris is not comfortable with.
Chris is worried that saying no will cause Terry to break up
with Chris and make fun of Chris to their friends.
Name the
decision
List
choices
Pros vs
cons
Make a
decision
Evaluate
decision

9. LET’S PROCESS
1. How does weighing pros and cons assist with decision
making?
2. Why learn a decision-making model?
3. How can you use this model in your everyday life?

10. WHAT MAKES AN ADULT TRUSTWORTHY?
Brainstorm……What qualities make an adult trustworthy to you?
Think about the names of three adults you can go to with questions.

11. LESSON 2
MEDIA LITERACY AND SEXUALITY
Lesson Goals
• Identify myths surrounding sexual behaviors.
• Identify ways in which the media promotes myths.
• Name types of media
• Explain the relationship between media and consumerism
• Categorize ads as promoting healthy or unhealthy behaviors

12. Media- includes all the ways that information, ideas, stories, etc. are
shared between people. It’s a form of communication that is often, but
not always, recorded in some way.
Literacy- the ability to read, identify, understand, and interpret material
shared through different kinds of media.
WHAT IS MEDIA?

13. What are some different types of media?
How does media affect people?

14. Sexual activity shown on TV usually doesn’t reflect real life. On some
teen dramas, every character is sexually active: but in reality, most
young teenagers are not having sex. 53% of all high school students
and 84% of teens under age 15 have reported they had NOT sex.
SEXUALITY ON TV

15. 1. List 3 TV shows that you or your peers watch.
2. Do any of these shows have characters who are sexually active?
3. When the characters on these shows participate in sexual activity, do they usually discuss pregnancy,
STI’s or using protection PRIOR to becoming sexually active? Why do you think that is?
4. What do you think is realistic about these TV shows?
5. What is unrealistic about these TV shows?
6. How do these shows promote healthy or unhealthy behaviors?
7. TV shows tend to have higher numbers of sexually active teens than in real life. Why do you think that is?
LET’S DISCUSS

16. LET’S PROCESS
1. In what ways do you think the sex shown on TV is not like real life? What are
some things that get left out?
2. What effect can these images have on people who are watching?
3. Does TV add to the myth that all teens are sexually active? If so, why do you
think TV shows continue to over represent teen sexual behavior?

17. A primary purpose of media can be to help sell things to viewers- “advertising.”
Advertisers use models to sell a product and these models represent an unrealistic image of
“beauty,” because most people in the world don’t look like these models.
Describe some of the models you have seen on TV.
Why do you think advertisers use these images?
Name a feeling you have or others may have when they see unrealistic body images.
UNDERSTANDING ADVERTISING MESSAGES

18. What do you think this word means?*
INSECURITY
Lack of confidence about something; self-doubt
Many ads tap in to the insecurities of people in order to get them to buy products
so they can be like the people in the ads.
How do insecurities relate to self-awareness?

19. BRAINSTORM:
What are some insecurities that teens have?
Which products target these insecurities in their
advertisements or commercials?
Let’s look at an ad…

20. What are they
selling?

21. AD ANALYSIS
1. What is this product selling?
2. The name of the product wasn’t in the ad, did you still know what the ad was for?
Why or why not?
3. What do the pictures in the ad have to do with sex and sexuality?
4. Are the advertisers using people’s insecurities to help sell the product? If so, how?
5. What negative or positive message about sexuality does the ad send? (Example:
body image, intimacy, sexual behavior, respect for oneself and others.)

22. LESSON 3
CREATING A SAFE SCHOOL ENVIRONMENT
Lesson Goals
•Discuss the motivations of bullies and consequences of bullying
•Clarify personal values around bullying and harassment
•Brainstorm ways to be an ally to people who are different from oneself
•Rehearse and demonstrate ways to confront hurtful behavior

23. BULLYING…
… is unwanted, aggressive behavior that involves a real or perceived power imbalance.
The behavior is repeated, or has the potential to be repeated over time. Bullying can take
many forms, such as hitting someone, teasing, making inappropriate sexual comments,
spreading rumors about someone, and leaving someone out on purpose. Bullying can
happen online or in person.

24. Stand Up/ Sit Down Activity
1. If a friend or family member of mine were being harassed or bullied for being too smart, I would
say something to stop it.
2. If someone I didn’t know very well were being harassed or bullied for being too smart, I would
say something to stop it.
3. If a friend or family member of mine were being harassed or bullied for being “different”, I would
say something to stop it.
4. If someone I didn’t know very well were being harassed or bullied for being “different”, I would
say something to stop it.
5. If my friends were texting mean or hurtful things about someone in our class, I would say
something to stop it.
6. I find it easy to stick to my beliefs even if everyone around me is doing something different.

25. LET’S PROCESS
1. What did you notice during this activity?
2. Why do you think people bully or harass other people even though they're not supposed to?
What makes them think it’s OK?
3. Why do you think we’re discussing harassment and bullying in a sex education class?
4. How does bullying relate to social awareness? To relationship skills?
5. How does it feel to be the only one left out? If everyone is doing something, does that make it
more acceptable for you do it too?

26. Define the term “ally.”*
Someone who supports the rights of any other person
This takes a very strong person to step away from what everyone
else is doing and be an ally.
BEING AN ALLY

27. COMMUNICATING RESPECT
•What are some verbal and nonverbal ways in which people communicate
respect?*
(examples: eye contact, listening to other’s opinions, acknowledging what
the person said)
•What are some verbal and nonverbal ways people communicate disrespect?*
(examples: eye rolling, sighing, disrespectful comments)

28. 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.
SCENARIO

29. • How do you think Alicia felt after hearing Charles’s comment?*
• Angry, frustrated, scared, low self-esteem, etc.
• Why do you think Charles is acting like a bully?*
• He 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
• Why did Charles pick Alicia to bully?*
• Because she dressed for her comfort and not to follow any gender norm

30. • 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.
• 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.

31. • How would you define harassing or bullying behavior?*
• Bullying or harassment happens when someone hurts or scares another person on
purpose, repeatedly. The ‘hurt’ can be physical or emotional. Harassment or bullying can
happen in person, but it can also happen on social media, online, or by text message.

32. ROLE PLAY SCENARIOS
Scene One
Background: Veronica and Amber are good friends. Amber needs some special help
during math class, so several days a week she goes to a tutor in another classroom.
Craig: Where did Amber go?
Veronica: I think she goes for math tutoring during lunch.
Craig: What a freak! She must be really stupid.
Veronica: Whatever
Veronica: ___________________________________

33. Scene Two
Background: Anna sent some inappropriate pictures of herself to someone she
likes, and that person sent the pictures to several friends. This scene take place
over text messages.
Jason: Did you see the picture of Anna?
Jessica: OMG
Jason: What a *&^%, I’m sending them to everyone.
Jessica: K
Jessica: _________________________________________

34. LET’S PROCESS
1. What would it be like if everyone in this school dressed the same, thought the same, had the
same interests, liked the same foods, and had the same favorite subject?
2. What were the different strategies used in these scenes? What are some other strategies
people could try?
3. At what point should people who witness bullying seek help from trusted adults?
4. In the future, do you think you might use any of the responses observed in the role-plays?
Which ones?

35. LESSON 4
ANATOMY & PUBERTY
Lesson Goals
• Review the key parts of the anatomy
• Discuss the connection between anatomy and reproduction
• Explain the link between menstrual cycle and reproduction
• Identify emotional and physical changes of puberty for males and
females

36. ANATOMY AND THE REPRODUCTIVE SYSTEM
What do you know about the reproductive system?

38. LET’S PROCESS
1.Name some feelings people might have while talking about these
terms. Why might they feel this way?
2.Why is it important to be comfortable talking about how bodies work
and change?

39. LESSON 5
DECIDING ABOUT SEXUAL BEHAVIOR
Lesson Goals
• List types of sexual behavior
• Explain possible outcomes of sexual behaviors
• Discuss how values affect sexual decision making
• Discuss nonsexual activities for dating
• Examine what qualities are important to students in dating relationships

40. REMEMBER…
Understanding individual values and boundaries
surrounding sexual behaviors is critical. To one person,
kissing might feel platonic; to another, kissing might be a
sexual behavior.

41. DECISION MAKING ABOUT SEXUAL BEHAVIORS
What factors might influence people’s decision making about sexual
behaviors?*
• How they feel about themselves
• How their friends feel about sex
• Personal value system
• Knowing the risks

42. THINK ABOUT IT…
How does what you’ve learned from parents or other influences play
a role in the decisions you make around sexual behaviors?
What are the pros and cons of what you have learned from parents
and other influences?

43. LET’S PROCESS
1. How might people’s personal definition of sexual behaviors impact their
relationships?
2. Could you have a discussion about these behaviors with a parent or other caring
adult? Why or why not?

44. SEXUAL BEHAVIOR AND RISK
Brainstorm…
1. What are some physical risks of sexual behavior?
2. What are some emotional risks of sexual behavior?

45. Touching
Talking
Hugging
Holding hands
Kissing
Going on a date
Having sex of any type
Dancing
Chatting (email, text, online)
Watching a movie with a romantic partner
Touching under clothes
HOW RISKY IS IT?

46. 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
LEVELS OF RISK

47. LET’S PROCESS
1. What did you learn in this activity?
2. Why is it important for us to understand risk levels?
3. How does information about condoms change the way you think about risk?
Abstinence is the only 100% effective method of ensuring a person will not get a STI or
have an unplanned pregnancy.

48. Why do people date?*
• Spending time with someone you like
• Wanting to get to know someone
• Wanting to do what others are doing
A person can show affection while dating without engaging in sexual
behaviors.
What types of messages do you receive from media about dating?
DEFINING AND DECIDING ABOUT DATING

49. The age for first engaging in a romantic relationship will be different, and that is
normal. When someone does make the decision to “date,” it is important to know
how to have a healthy, safe, and fun relationship.
• 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

50. 1. Name three things you like to do for fun.
2. Name three things you like to do with a friend.
3. Name three things you could do on a date.
Important Qualities in a Dating Relationship*
Rate each quality from 1 to 3
• Good sense of humor
• Attractive
• Popular
• Smart
• Does not push drugs or alcohol on others
• Notices and celebrates special occasions
• Works through disagreements with
others
• Shares feelings
• Self-confident
• Stands up for others
• Understands people’s feelings
THINK ABOUT IT…

51. LET’S PROCESS
1. How is dating (in real life) different than how it’s portrayed on TV?
2. How can thinking about dating activities help you in the future?

52. LESSON 6
DEFINING AND MAINTAINING ABSTINENCE
Lesson Goals
• Define abstinence and postponement.
• Identify reasons why abstinence is a healthy choice for teens.
• Identify links between abstinence and goals.
• Practice and demonstrate refusal skills relating to abstinence.
• Explain the relationship between drug and alcohol use and abstinence.

53. What does the term abstinence mean?*
Choosing not to engage in sexual activity is often called abstinence.
DEFINE ABSTINENCE
Which sexual behaviors do you believe should be considered “sex”?

54. LET’S PROCESS
1. Which SEL skills does this activity relate to?
2. Why is self-awareness important when it comes to sex and abstinence?*
• Sets clear boundaries for oneself as well as others
• Helps honor personal value system
3. Why is abstinence a healthy choice?

55. DO PEOPLE WHO ARE SEXUALLY ABSTINENT…
1. Hug?
2. French kiss?
3. Touch someone else’s personal body parts with clothes on?
4. Touch someone else’s personal body parts with clothes off?
5. Engage in any type of sex?

56. ABSTINENCE
Voluntarily choosing not to engage in ANY sexual behaviors that can
result in pregnancy or STIs including HIV.
People may have different ideas about what constitutes abstinence,
from no sexual contact of any kind, including kissing, to abstaining from
any type of sex.

57. POSTPONEMENT
What does postponement mean?
Delaying or putting off something until later.

58. LET’S PROCESS
1. How do your personal values affect your definition of abstinence?
2. If you were dating someone, how would you let them know what abstinence
meant to you?
3. How might drugs or alcohol affect your decisions around abstinence?

59. Setting limits- It is important that you set boundaries and are able to communicate these
boundaries to your potential partner. Know what you would say to ensure that your partner
knows how you feel. Know that in a healthy relationship your partner will respect your
boundaries and you will respect theirs.
Staying sober- Alcohol and drugs can make it difficult to stick to their boundaries. Know
that you need to avoid situations that could make you compromise your limits.
Respecting a partner’s refusal- Just as they need to respect your limits it is just as
important that you respect your partner’s limits. Pressuring someone shows a lack of
respect for that person’s choices.
REFUSAL SKILLS

61. LESSON 7: INTRODUCTION TO SEXUALLY
TRANSMITTED INFECTIONS
Lesson Goals
• List modes of transmission and most common STI’s for teens
• List behaviors that transmit STI’s
• Name the best ways to prevent STI transmission
• Identify having multiple partners as a risk factor

62. Sexually transmitted infections (STIs) are infections that pass from an
infected person to another during sexual contact. Some use the term
STD.
The only way to stay 100% safe from STIs is abstinence.
The information we talk about will help you to make healthy decisions
now and in the future.
DEFINING STI’S

63. True or False*
1. Condoms reduce the risk of pregnancy and STIs, including HIV.
2. People who think they might have come in contact with an STI should see a nurse or a doctor.
3. A person who doesn’t have any symptoms doesn’t have an STI.
4. Older partners are safer to be with because they know more and can protect the younger
person.
5. Abstinence, when practiced correctly and consistently, is 100%effective at protecting a person
from getting an STI.
6. For some STIs, there is no cure.
7. A person who claims to be a virgin or “clean” can’t have an STI.
8. Proper use of latex condoms every time reduces the risk of getting an STI, including HIV.
9. Having multiple sexual partners can greatly increase a person’s risk of getting an STI.

64. LET’S PROCESS
1. What was one thing you learned during this activity?
2. What advice might you give a friend who was sexually active?
3. Where could people go for help if they were concerned about taking risks that could lead to
STIs?
4. Why is it important for someone your age to know this information? How does this relate to
self-management? Social awareness?
5. Why do people use the term “clean” to mean “free of STIs”? How is this a myth? What is the
danger of making assumptions?

65. Name some STI’s you have heard of.
What are some of the most common STI’s teens are diagnosed with?*
• HPV
• Trichomoniasis
• Chlamydia
• Gonorrhea
• Genital herpes
STI’S: WHAT THEY ARE AND HOW TO AVOID THEM

66. Do you know why STI’s are grouped in different categories?*
STI’s that are caused by bacteria can be treated and cured.
STI’s that are caused by viruses cannot be cured, but symptoms can be managed.
There is a vaccine that can prevent the most common types of HPV, an STI that can cause
genital warts and cervical cancer. It is recommended for boys and girls starting at age 11 to 12.
STI’S: WHAT THEY ARE AND HOW TO AVOID THEM

67. The main modes of transmission for STI’s, including HIV:
• Exchange of bodily fluids through unprotected sex
• Exchange of blood through sharing needles
• Skin-to-skin contact
• Passage from infected mother to baby
MODES OF TRANSMISSION

70. There are more than 19 million new cases of STI’s each
year and many people who have them do not know it!

71. Name some symptoms of STIs.
The most common symptom*…
None at all!!
Why is an STI with out symptoms more dangerous?*
Because people don’t seek medical attention.
SYMPTOMS OF STI’S

72. Even when an STI has no symptoms, they can cause serious damage. If a
person doesn’t get tested they may not even know the STI is hurting them.
It is important to know that having one STI can make a person more vulnerable
to catching others if exposed.

73. HIV
HIV: Human Immunodeficiency Virus
HIV is a virus that attacks cells of your body’s immune system

74. HIV
What do you know about HIV?
Early treatment for HIV can keep the virus from turning into AIDS.
People with HIV can show no symptoms for years. This is why it is important to
be tested.
A test can be completed with a mouth swab or finger prick with results as quick
as 15 minutes.

75. REDUCING RISK
• Abstinence, when practiced correctly and consistently, is the only 100%
certain way to avoid STIs.
• Don’t touch sores or growths that are caused by STI’s.
• If people choose to be sexually active, using condoms can reduce their risk
by preventing the exchange of body fluids.

76. STI VISUAL DEMONSTRATION

77. LET’S PROCESS
1. How can responsible decision making reduce the transmission of STIs?
2. What messages can you take away from this lesson?

78. LESSON 8:
RISK REDUCTION METHODS & RESOURCES
Lesson Goals
•Discuss the most important risk reduction method
•Identify resources for information and support

79. The only way to be 100% sure you do not get an STI is abstinence.
Why use protection?
A latex barrier can reduce the risk of an unwanted pregnancy or STI if used
correctly every time. However, they are not 100%. Abstinence is the only
method that is 100% effective.
RISK REDUCTION METHODS

80. CONCLUSION
• Post Survey
Do NOT write your name on the survey.
• Questions & Review
• Incentives