Lesson 2 of 6

30 minutes
Curriculum expectations: C1.3, C2.4
Topics: Healthy Living
Making Informed Choices about Sexual
Health
Grade 7 | Understanding Sexual Health and Decision
Making

Learning Goals

By the end of this lesson, students will be able to:

● explain the importance of having a shared understanding with a partner about the following: delaying sexual
activity until they are older; reasons for not engaging in sexual activity; the concept of consent and how
consent is communicated; and, in general, the need to communicate clearly with each other when making
decisions about sexual activity in the relationship
● demonstrate an understanding of physical, emotional, social, and psychological factors that need to be
considered when making decisions related to sexual health.

Facility

Classroom

Equipment List

4 – 8 pieces of chart paper

Large sticky notes

Teacher Resource: Anecdotal Recording Chart

Student Resource 2: Fishbone

Grade 7 | Understanding Sexual Health and Decision Making | Making Informed Choices about Sexual Health | Page 1 of 6
 Lesson 2 of 6
30 minutes
Curriculum expectations: C1.3, C2.4
Topics: Healthy Living
Making Informed Choices about Sexual
Health
Grade 7 | Understanding Sexual Health and Decision
Making

Minds On

Share and clarify lesson learning goals, using student-friendly language.

Relationships Agree and Disagree

Display the terms “Agree” “Disagree”, and “Not sure” in three different areas of the classroom. Read the
following statements. Students move to the sign that they feel is most appropriate to their response.
Select statements from the following list, or recreate your own based on student/class makeup. Be sure to
approach this activity with sensitivity. It is important that a supportive learning environment has been
established. Watch and listen carefully to make sure that students are following ground rules and are
emotionally safe. Students should have the right to pass.

● Grade 7 is the right age to start dating.

● If someone doesn’t like you, there are things you can do to make them change their mind and you should
persist until they feel the same way.
● Family values influence how you think about sexual activity.
● A person should not have sex if their partner is unsure.
● Oral-genital contact is not “having sex”.
● If someone agrees to engage in sexual activity, but passes out, it is OK to still engage in sexual activity with
them.
● Religious beliefs should influence how you think about sexual activity.
● People don’t need a vaccination for HPV if they are not sexually active.
● Some types of sexual activity have more risks than other types.
● People of all gender identities and sexual orientations need to learn how to stay safe and healthy in
relationships.

Tell students that over the next few classes they will be discussing sexual activity, relationships, and
sexual health. Co-construct with students a definition of sexual activity. Note: sexual activity is broader
than just sexual intercourse. See Notes to Teachers.

A&E - Minds On

Teacher observation of students’ demonstrated understanding of factors that need to be considered when
making decisions related to sexual health

Grade 7 | Understanding Sexual Health and Decision Making | Making Informed Choices about Sexual Health | Page 2 of 6
 Lesson 2 of 6
30 minutes
Curriculum expectations: C1.3, C2.4
Topics: Healthy Living
Making Informed Choices about Sexual
Health
Grade 7 | Understanding Sexual Health and Decision
Making

Action

Describe the various physical and emotional factors associated with sexual activity. Consider telling
students the following: “Having sex can be an enjoyable experience and can be an important part of a
close relationship. If someone decides they are ready and comfortable to have sex they need to be aware
of some of the possible risks involved, including physical risks like sexually transmitted infections and/or
getting pregnant when they don’t want to, and emotional risks like application of self-awareness or coping
skills after a sexual activity or relationship decision. Being fully informed about safe sex and contraception
methods and having open and honest communication with their sex partner is the best way to minimize
risks. And if they are unsure or hesitant after they learn more, choosing to delay sexual activity is one way
to ensure they avoid these risks.” (Adapted from “The Ontario Curriculum, Grades 1–8: Health and Physical
Education,” by Ontario Ministry of Education, 2015 [revised], p. 196. Copyright 2015 by Queen’s Printer for
Ontario.)

Factors that Influence Sexual Health Decisions

Working with a partner, students generate a list of five factors that influence decision making related to
sexual health. Have pairs share some of their ideas with the large group. Record student responses on
large sticky notes. Students can add to their lists using ideas shared by classmates if they aren’t able to
think of five factors. Student responses will vary but might include:

● Religious beliefs
● Family and personal values
● Knowing yourself – what makes you feel good
● Concern about avoiding pregnancy and STIs
● Whether you are physically ready
● Emotional readiness
● Sexual orientation
● Gender identity
● Need for more time to think
● Personal decision-making skills
● Ability to communicate with others
● Desire
● Curiosity
● Pressure or expectation from partner

Write the words “physical”, “emotional”, “social”, and “psychological” on the board. Share with students
that when making decisions related to sexual health, they need to consider whether the factors they listed

Grade 7 | Understanding Sexual Health and Decision Making | Making Informed Choices about Sexual Health | Page 3 of 6
 Lesson 2 of 6
30 minutes
Curriculum expectations: C1.3, C2.4
Topics: Healthy Living
Making Informed Choices about Sexual
Health
Grade 7 | Understanding Sexual Health and Decision
Making
above affect their physical, emotional, social, and/or psychological well-being. Consider brainstorming
definitions for each of these headers as a class, posting the definitions on chart paper for reference
throughout the lesson.

Students review their list of five factors and identify which header each factor would fall under. Then
create a class-generated list, placing the factors students have categorized under the appropriate headers
on the board (physical, emotional, social, and psychological). Alternatively, record the headers and
student responses on chart paper.

A&E - Action

Teacher observation of students’ demonstrated knowledge of the importance of having a shared

understanding with a partner when making decisions about sexual activity in the relationship and their
understanding of physical, emotional, social, and psychological factors that need to be considered when
making decisions related to delaying sexual activity using Teacher Resource: Anecdotal Recording Chart

Consolidation

Using Student Resource 2: Fish Bone, students select four factors (from their own list or the
class-generated list) and identify why those factors might be important for someone when making
decisions about sexual health. Students identify the factor, what category it would fit under (physical,
emotional, social or psychological), and provide supporting detail as to why someone might consider that
factor important.

A&E - Consolidation

Teacher observation of students’ demonstrated knowledge of their understanding of physical, emotional,

social, and psychological factors that need to be considered when making decisions related to delaying
sexual activity using Teacher Resource: Anecdotal Recording Chart

Grade 7 | Understanding Sexual Health and Decision Making | Making Informed Choices about Sexual Health | Page 4 of 6
 Lesson 2 of 6
30 minutes
Curriculum expectations: C1.3, C2.4
Topics: Healthy Living
Making Informed Choices about Sexual
Health
Grade 7 | Understanding Sexual Health and Decision
Making

Ideas for Extension

Have students consider sources of support that may be available when considering entering into or when
they are in a sexual relationship. Using available technology may help students research local sources of
support, such as youth groups, religious services, community health centres, sexual health services, and
peer support networks. Ensure students consider not only services but also people such as friends, parents,
religious leaders, guidance counsellors, and peer support networks. Students complete a table with the
following headers to summarize their findings: "Source of Support", "Where to Access", and "Type of
Support/Service Provided".

Notes to Teacher

Definitions:
Abstinence: a conscious decision to refrain from a behaviour or activity. The Ontario Curriculum, Grades
1-8, Health and Physical Education, 2015 (revised), uses this term in reference to abstinence from all
forms of sexual intercourse and sexual activities.

Sexual activity: Any voluntary sexual behaviour including but not limited to: kissing, massages or touching,
oral sex, and anal or vaginal intercourse.

Adapted from Planned Parenthood Toronto. (2015). What is sex? Retrieved from:
http://teenhealthsource.com/sex/introduction-sex/

Sexual Consent: Sexual consent is defined in Canada’s Criminal Code in s. 273.1(1), as the voluntary
agreement to engage in the sexual activity in question. Consent means partners agree to the sexual
activity; everyone understands what they are engaging to; and all parties affirmatively communicate their
enthusiasm, whether through words or conduct. Silence or passivity does not equal consent.

Adapted from Women’s Legal Education and Action Fund. (2014). The law of consent in sexual assault.
Retrieved from: http://www.leaf.ca/the-law-of-consent-in-sexual-assault/

Oral sex: Using one’s mouth on another person’s genitals or anus for sexual pleasure.

Grade 7 | Understanding Sexual Health and Decision Making | Making Informed Choices about Sexual Health | Page 5 of 6
 Lesson 2 of 6
30 minutes
Curriculum expectations: C1.3, C2.4
Topics: Healthy Living
Making Informed Choices about Sexual
Health
Grade 7 | Understanding Sexual Health and Decision
Making
Adapted from Planned Parenthood Toronto. (n.d.). Oral sex 101. Retrieved from:
http://teenhealthsource.com/sex/oral-sex-101/

Vaginal intercourse: Penetration of another person’s vagina.

Adapted from Planned Parenthood Toronto. (2015). Vaginal sex 101. Retrieved from:
http://teenhealthsource.com/sex/vaginal-sex-101/

Anal intercourse: Penetration of another person’s anus.

Adapted from Government of Alberta. (2014). Anal sex. Retrieved from:

https://myhealth.alberta.ca/Alberta/Pages/anal-sex.aspx

Additional Resources
Additional information on the concept of consent from the Canadian Federation for Sexual Health is
available: http://srhweek.ca/healthy-sexuality-healthy-relationships/navigating-consent/

Additional definitions from the World Health Organization on sex, sexual health, and sexuality are
available at: http://www.who.int/reproductivehealth/topics/sexual_health/sh_definitions/en/

Grade 7 | Understanding Sexual Health and Decision Making | Making Informed Choices about Sexual Health | Page 6 of 6