ETR GetReal MiddleSchool TeacherGuide SAMPLE

For
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Involving Empowering Supporting
Parents Youth Teachers
Middle School
SECOND EDITION
Foreword by Robie H. Harris Mark A. Schuster, MD, PhD

Author of It’s Perfectly Normal Boston Children’s Hospital
ETR (Education, Training and Research) is a nonprofit
organization committed to advancing science, reducing risk and
improving lives. ETR supports the work of health, education and
social service providers through high-quality research,
publications, programs and training. ETR is a leading producer
of coordinated school health curricula, evidence-based
interventions and other resources that empower students in
grades K–12 with the information and skills to make positive
health choices. Learn more about our materials by contacting us
at 1-800-321-4407 or visiting our website at etr.org/store.
Planned Parenthood League of Massachusetts is the largest

freestanding reproductive health care and education provider in
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Massachusetts. PPLM provides trustworthy, medically accurate,
age-appropriate education to young people, parents and
professionals. Ninety percent of PPLM services are preventive,
including lifesaving cancer screenings, birth control, testing and
treatment for STIs, breast health services, Pap tests, and sexual
health education and information. For nearly 90 years, PPLM has
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protected and promoted sexual and reproductive health and
rights through clinical services, education and advocacy. For
more information, visit www.pplm.org.
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© 2014, 2019 Planned Parenthood League of Massachusetts. Second edition 2019.
All rights reserved. No part of this publication may be reproduced or distributed in any
form or by any means, or stored in a database or retrieval system, without prior written
consent of Planned Parenthood League of Massachusetts.
Published by ETR, 100 Enterprise Way, Suite G300, Scotts Valley, CA 95066-3248
Printed in the United States of America
Title No. H609
ISBN 978-1-56240-215-0
19-0830
Foreword
Are you a teacher who may feel a bit nervous about teaching Get Real for the first time—or
who may be looking forward to teaching it? Are you a parent who may not feel ready to
talk with your child about sexual health—or who may be eager to have conversations with
your child through Get Real’s Family Activities? No matter how you feel, you’re about to
embark on an important journey with young people—a journey that can help them stay
physically and emotionally healthy as they go through puberty and adolescence. Get Real
will provide just what you need to help today’s kids and teens acquire accurate information
and develop the skills they need to form healthy relationships and make healthy decisions
about their sexual health.
One of the questions many parents and teachers ask is, “Do our kids really need to know
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this information now?” “Yes!” is our answer. That’s because, if kids have accurate and
up-to-date information along with the support of trusted adults such as parents and
teachers, most can make good decisions for themselves about sexual health issues. And
since today’s kids and teens are constantly surrounded and bombarded by sexual words
and images online and through advertisements, social media, videos, movies, television and
music, they need the information found in Get Real. Sometimes, the media do provide
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accurate information. Other times, the media provide inaccurate or misleading information
that can lead to unhealthy and risky behaviors.
Friends are another major source of information, but what they say may not always be
reliable. Our responsibility as parents and teachers is to ensure that our kids and teens have
the most up-to-date and accurate information, so they can make healthy decisions—
decisions that will reduce their chances of engaging in behaviors they are not yet ready for,
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of acquiring a sexually transmitted infection (STI) or of becoming parents before they are
mature enough to take responsible care of a baby. Get Real provides teachers and parents
with the latest information about sexual health and relationships, which teachers can share
with kids in the classroom and which parents or other caring adults can talk about with
kids at home.
One of the reasons Get Real works is because it’s organized in a developmentally
appropriate way. That means the curriculum makes sense to young people because the
information is geared to them. This makes it possible for them to incorporate what they
learn into their daily lives and relationships. Planned Parenthood League of Massachusetts
has been providing high-quality sexual health information and education to young people
and adults for over 100 years. That’s a long time to be thinking about the very best ways to
deliver essential, life-saving information to young people, and to their parents and teachers
as well. Planned Parenthood League of Massachusetts has drawn on its vast scientific and
medical expertise in developing the Get Real curriculum. It has also integrated all of its
experience in talking to thousands and thousands of parents, teachers, kids and teens into
this curriculum, which combines classroom learning with take-home activities. Most
important, Get Real supports the role of parents as the primary sexuality educators for their
Get Real: Comprehensive Sex Education That Works i

Middle School • Foreword
children. It also supports their role in raising healthy children by helping families talk about
their own personal values when discussing sexual health issues.
Researchers who’ve studied parent-child communication about sex and sexuality found
that more than 40% of adolescents had had sexual intercourse before talking to their parents
about safer sex, birth control or STIs. So, it’s never too soon to start talking! Parents can take
advantage of many teaching moments to talk about the subject, such as mention of sex or
sexuality on a TV show, a pregnancy in the family, sexuality education classes in school, or a
visit to the doctor or nurse around the time of puberty. When caring adults finally start that
first conversation, most discover that such talks can be easier than expected. If kids are
asking about sexual issues, it’s best to give them an answer right away—or as soon as
possible if the answer warrants some reflection or investigation. Parents should seize
opportunities as they arise, and a child who is asking for information is the best
opportunity there is.
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The time has come to roll up your sleeves and start talking to your kids, or to the students
in your classroom, because it’s really important. Young people may react to the information
in Get Real in different ways. Some will enthusiastically discuss all aspects of the
curriculum; some will plug their ears and implore you to stop talking; and some will do
both. Whatever their reaction, it’s all perfectly normal. Chances are they will be absorbing a
great deal of what you’re teaching them. And, at the very least, they’ll know they have
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caring adults to whom they can go when they want to learn or get advice about sexuality
and relationships.
Robie H. Harris
Children’s book author:
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It’s Perfectly Normal: Changing Bodies, Growing Up, Sex and Sexual Health,
illustrated by Michael Emberley
It’s So Amazing!: A Book About Eggs, Sperm, Birth, Babies and Families,
It’s Not the Stork!: A Book About Birth, Babies, Bodies, Families, and Friends,
Mark A. Schuster, MD, PhD

William Berenberg Professor of Pediatrics, Harvard Medical School
Chief of General Pediatrics, Boston Children’s Hospital
Co-author: Everything You Never Wanted Your Kids to Know About Sex (But Were Afraid They’d
Ask): The Secret to Surviving Your Child’s Sexual Development from Birth to the Teens
ii Get Real: Comprehensive Sex Education That Works

Introduction
About the Curriculum
Curriculum Objectives
The Get Real middle school curriculum is designed to delay sex and to increase correct and
consistent use of protection methods when a person becomes sexually active. Get Real views
sexuality in the context of relationships and focuses on social and emotional skills as a key
component of making responsible and healthy decisions. Additionally, parent engagement
through family activities is central to Get Real.
As a result of participating in the Get Real program, students will be able to:
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Connect self-awareness, self-management, social awareness and relationship skills to
responsible decision making.
Name reasons abstinence is a healthy and safe choice for youth their age.
Describeconsequences of sexual activity and ways to reduce the risk of negative
consequences.
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Apply a decision-making model to real-life situations.
Demonstrate assertive communication and refusal skills for delaying sexual intercourse
and avoiding unprotected sexual activity.
Increasetheir opportunities for conversations with their parents and other caring adults
about personal, family and community beliefs about sexual health.
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Premises on Sexual Health
The Get Real middle school curriculum consists of 27 sequential lessons taught across the
middle school years—9 lessons each in Grades 6, 7 and 8. The following four premises are
built into the curriculum:
Sexual health is an integral part of health education.
Parents and other caring adults are students’ primary sexuality educators.
Relationship skills are a key element of a comprehensive sexuality education curriculum.
While abstinence from sex is the most effective way to avoid sexually transmitted
infections and unintended pregnancy, adolescents require a comprehensive
understanding of sexual health, sexuality and protection methods, which they will need
when they become sexually active.
When addressing abstinence with teens, educators must recognize that there is a range of
ways in which people might define this term, from no sexual contact at all, to abstaining
only from sexual intercourse. Get Real adopts the definition from the Sexuality Information
and Education Council of the United States (SIECUS), which defines abstinence as
Get Real: Comprehensive Sex Education That Works iii

Middle School • Introduction
voluntarily choosing not to engage in certain sexual behaviors, including any sexual
behaviors that can result in pregnancy or sexually transmitted infections (STIs),
including HIV.
Health Standards
Get Real is mapped to the National Health Education Standards (NHES) using the Sexual
Health Module of the Health Education Curriculum Analysis Tool (HECAT). Additionally,
the curriculum is aligned to the National Sexuality Education Standards (NSES), which also
follow the NHES. These standards support best practices for teaching health education and
sexuality education in the classroom. These national standards are endorsed and
acknowledged by the Centers for Disease Control and Prevention (CDC) and many state
level administrations, school districts and boards, as well as many federal funding
guidelines. For more information on the program’s alignment to these standards go to
www.etr.org/get-real or www.getrealeducation.org.
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Parent Engagement
The Get Real program recognizes parents as the primary sexuality educators of their
children. Get Real also understands that not all young people have a parent who is
accessible, or a parent with whom they can discuss matters of sexual health. Parents,
guardians, grandparents and other caring adults in students’ lives impart family and
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community values, attitudes and beliefs, and Get Real values their important role. For
brevity, these roles are referred to in the curriculum by the phrase “parents and other caring
adults.” Get Real encourages students to talk with a parent or other caring adult about the
material covered in class, and every lesson includes Family Activities that encourage
dialogue between students and their parents and other caring adults.
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Family Activities: Get Real for Parents Website and Handouts
Get Real for Parents is a mobile website that provides parents and other caring adults with
access to Family Activities corresponding to each of the lessons in Get Real. These interactive
activities, along with frequently asked parent questions, conversation starters and other
resources, are conveniently accessible on a desktop, phone, tablet, laptop or other mobile
device. A pilot and formative evaluation by Wellesley Centers for Women of the Get Real for
Parents website found that frequency of conversations between parents and teens about
relationships and sexuality increased from the start to the end of the Get Real program.
Educators receive a unique code that provides access for parents and other caring adults to
the Get Real for Parents website.
Family activities can also be accessed as handouts, which are included as a part of the
curriculum and student workbooks.
In whichever ways parents and caring adults access the information, they can engage in
conversations with their children about relationships, sex and sexuality with full support of
the Get Real curriculum and materials.
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Parents and other caring adults are supported through:

A mobile website called Get Real for Parents, available in English and Spanish.
Informational letters that explain what’s being covered in class and the corresponding
Family Activity handouts. These are available in nine languages.
Strategies and tips for talking with their children about topics covered in class.
Additional education resources.
Schools implementing Get Real are encouraged to host parent orientations to give an
overview of the curriculum and to answer any questions parents and other caring adults
may have. The Family Activities, via handouts and/or the Get Real for Parents website,
should be a focus of the meetings, as these will allow families to explore their own values
about sex and sexuality, learn developmentally appropriate information, and develop the
skills to communicate with their children about sexuality. On www.getrealeducation.org, a
Parent Toolkit is available to support educators in their engagement of parents and other
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caring adults. The resources in the Parent Toolkit thoroughly support teachers in linking
families to Get Real for Parents, hosting a parent night, answering frequently asked parent
questions, and providing additional resources to parents and other caring adults.
Social and Emotional Learning

Get Real is framed with the concept of social and emotional learning, or SEL. The program
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uses SEL because all consensual sexual activity takes place in the context of relationships.
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL):
SEL is a process for helping children and even adults develop the fundamental skills for
life effectiveness. SEL teaches the skills we all need to handle ourselves, our
relationships, and our work effectively and ethically. These skills include recognizing
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and managing our emotions, developing caring and concern for others, establishing
positive relationships, making responsible decisions, and handling challenging
situations constructively and ethically. 1
Get Real incorporates the five SEL skills of self-awareness, self-management, social
awareness, relationship skills and responsible decision making as key elements in learning
how to negotiate relationships. If young people can negotiate relationships, they can better
negotiate sexual relationships. These skills are integrated into the content of the lessons
through activities and process questions. Educators are trained in the SEL framework
during the Get Real Training of the Educator curriculum training.
In Get Real, the tenets of SEL are incorporated into activities that lead students to use and
develop these skills.
To apply self-awareness, students are asked in each lesson to reflect on their personal
attitudes and beliefs about the lesson topic, and to consider how these attitudes and
beliefs affect their everyday lives.
Students gain self-management skills as they develop their beliefs and put voice to them,
associating beliefs with personal boundaries, guidelines and goals.
1 See www.casel.org/basics/definition.php.
Get Real: Comprehensive Sex Education That Works v

The many activities that focus on empathy and giving advice introduce students to
social awareness, and help them gain the ability to see the different roles they play and
understand how their actions affect their relationships and the larger community.
Because Get Real is grounded in the belief that consensual sexual activity occurs in
the context of relationships, nearly every lesson includes activities that practice
relationship skills, including refusal skills, negotiation and communication.
Students practice responsible decision making when they use their knowledge of sexual
health topics to make informed decisions in scenario situations. These role-play
opportunities and the use of a decision-making model utilized throughout the curriculum
help equip students with skills to make healthy decisions about their sexual health in the
real world.
Inclusive and Learner-Focused

The Get Real program understands that traditional sex education is rarely inclusive of
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LGBTQ+ young people, and therefore strives to be as inclusive as possible, not just in the
gender and sexual identity lesson, but throughout the entire curriculum. Get Real was
reviewed for LGBTQ+ inclusivity in fall 2017. Changes were made throughout the lessons
to make language more intentional, and activities more meaningful and accessible to the
lived experiences of young LGBTQ+ people. Several lessons and activities were piloted
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with LGBTQ+ high school students to ensure the language and approaches felt accessible,
affirming, inclusive and learner-focused. Additionally, some changes were informed by a
pilot implementation with pregnant and parenting teens in high school during the 2017-
2018 school year.
Trauma-Informed Approach
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A trauma-informed approach is another critical overlay in comprehensive sexuality
education to ensure the information taught is intentional, mindful and accessible to those
students who have experienced trauma in their lives. In fall 2017, Get Real was reviewed for
a trauma-informed approach. Changes were made throughout the lessons to make
language more intentional and supportive to students by recognizing the effects trauma can
have and how it may present itself in the classroom. Additional guidance was added to
sections of the Teacher’s Guide to support educators as they navigate the curriculum and
the specific needs of the students in their classrooms.
Acknowledgements
The Get Real Training Institute wishes to acknowledge Cardea for its review of Get Real for
LGBTQ+ inclusivity and a trauma-informed approach, as well as the following schools and
community organizations for piloting and reviewing some of the lessons and activities:
Boston GLASS; Brimmer and May GSA; Get Real Teen Council; Match Charter Public School;
and educators at Planned Parenthood of the Greater Northwest and the Hawaiian Islands.
Additionally, the Get Real Training Institute thanks staff and reviewers involved in the
alignment of Get Real to the Sexuality Module of the National Health Education Standards,
especially Antonella Lisanti, MPH, Harvard T.H. Chan School of Public Health in Social and
Behavioral Sciences.
vi Get Real: Comprehensive Sex Education That Works

Preparation
Teacher Preparation
Teaching a comprehensive sexuality education program can be challenging, humorous and
extremely rewarding. Skilled facilitation is vital for the successful implementation of Get
Real. It’s recommended that Get Real is taught by teachers who have a high level of comfort
in discussing sexuality with students. Get Real educators are strongly encouraged to attend
the Get Real Training of the Educator curriculum training offered by Planned Parenthood
League of Massachusetts or a certified Get Real replication partner.
Laws and Policies

It’s essential that schools implementing Get Real adhere to all state and local laws and
policies regarding informed parental consent, opt-out procedures, classroom discussions of
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parents’ beliefs about sex, and mandated reporting.
Support from District and School Administration

Get Real should be implemented with full support from the school and district
administrations. To optimize buy-in for this curriculum, follow standard procedures for
curriculum implementation in the school district and ensure that the school administration
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is aware of the curriculum and its content.
Supporting and Preparing Parents and Other Caring Adults

Parents and other caring adults play a critical role in how young people learn about their
sexual health. The Get Real curriculum is best implemented with the support of parents at
the school. It’s recommended that teachers hold a parent orientation before the curriculum
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is delivered in the classroom. The objectives of this meeting should be to familiarize parents
with the curriculum, allow them to ask questions, explain the Family Activities and access
to the Get Real for Parents website, and engage and support parents in their role as the
primary sexuality educators of their children.
Confidentiality
Students can expect confidentiality from a teacher only if the teacher has no concerns about
student safety. It’s a legal requirement for teachers to report suspected abuse and neglect on
behalf of certain vulnerable groups, including young people under age 18. It’s important for
educators to know and understand school policies and state requirements for mandated
reporting before beginning to teach Get Real. State policies on mandated reporting can be
found at: www.childwelfare.gov/systemwide/laws_policies/state/
Get Real: Comprehensive Sex Education That Works vii

How To Use This Curriculum

The Get Real Approach and Educator Training and Support
The Get Real Approach is the teaching philosophy and heartbeat of Get Real. The tenets of
the Get Real Approach enable educators to meet students where they are; use intentional
and inclusive language; present medically accurate, age-appropriate facts versus personal
values; engage parents and other caring adults as the primary sexuality educators of their
own children; and present the information in a way that respects the rights and abilities of
each student. The Get Real Approach to teaching comprehensive sexuality education is part
of what makes Get Real unique.
The Get Real program trains educators to implement the curriculum using the Get Real
Approach, ensuring that they develop the necessary knowledge and skills to become
competent and comfortable teaching comprehensive sexuality education to students.
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Educators who complete the Get Real Training of the Educator are eligible for continuing
education credits. A Get Real Training of the Trainer is also available for communities
seeking sustainability of comprehensive sexuality education over many years.
The Teacher’s Guide was created to provide educators with additional facts to know, ways
to address potential challenges, strategies for engaging students and useful resources.
Ongoing support through an online community, updated materials and additional
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resources are also available.
Implementation Guidelines
The Get Real middle school curriculum is designed to be implemented with 9 sequential
classes per year for 3 years while students are in the sixth, seventh and eighth grades, and
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the lessons are designed to be age appropriate for these particular grades. While schools
should use their judgment and discretion about what will serve their students best, altering
the lesson sequence, changing the lessons, or omitting lessons or activities may affect the
behavior-change outcomes around which the curriculum is designed.
Each Get Real lesson is designed to be taught in 45–55 minutes. If classes are generally
taught during longer blocks, the lessons can be expanded through prolonged discussion or
review of anonymous questions. However, it will be difficult to implement the classes in
less than 45 minutes each without substantial changes to the lessons. If necessary, two
lessons may be taught in a 90-minute block.
In order to best facilitate group work and discussion, the optimal class size for teaching
Get Real is 18–25 students.
Family Activity Implementation

In order to establish parents as the primary sexuality educators of their children, it’s
important to encourage completion of the activities through the Get Real for Parents website
and/or send home the Family Activities to be completed with the corresponding lessons.
Methods of delivery for Family Activities can vary depending on the systems in place at
each school. Examples of delivery methods include home mailings at the start of the school
viii Get Real: Comprehensive Sex Education That Works

year, sending the Get Real for Parents website access code and/or handouts of the Family
Activities home with students each week, posting the handouts on a school website, or
emailing the website access code and/or handouts directly to parents.
It’s important to acknowledge that it may be uncomfortable for students and parents to talk
about sex and sexuality. Teachers can model how to approach a parent or other caring adult
about completing the Family Activities, and it may be helpful to remind students that their
parents have been informed about the activities. Students will identify caring adults in their
lives in the first lesson of each grade. These may include parents, mentors, other family
members, religious leaders, coaches and teachers. Students who are concerned about asking
a parent to participate may be able to complete the Family Activities with another caring
adult.
Parents should be encouraged to participate in the Get Real Family Activities (via the Get
Real for Parents website or handouts) at the parent orientation sessions, and they can be
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reminded of the importance of these activities through any outgoing mailings, emails or
newsletters from the school. The Parent Letters that accompany each Family Activity
handout explain the topic of the lesson, provide more information, and offer tips on how to
talk to their children about the topic. Note that some states may have laws regarding
classroom discussions of parents’ beliefs about sex. Teachers should research these and
adapt how the Family Activities are processed in order to be in compliance with state laws.
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Although implementation of the Family Activities is essential and completion is to be
expected, it should not be a required component of the class or student grades. Due to the
sensitive nature of the material, as well as a student’s comfort and safety in approaching a
parent or caring adult about this material, students should not be penalized for not
completing the Family Activities. Teachers can encourage participation by offering
incentives to the class that turns in the most homework. If the Get Real class meets only once
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a week, a Family Activity box or folder placed in the classroom can help keep students from
losing or forgetting the assignments. To limit loss of handouts, encourage students to give
the Get Real for Parents website access code to their parent or caring adult, so completion of
the Family Activities can be done online from the convenience of a phone, tablet or other
mobile device.
Setting and Resources Required

Get Real lessons should be taught in a classroom setting, either in school or out of school,
with a dry-erase board or blackboard and room to post student work. All other materials
required are listed on the first page of each lesson.
Classroom Materials
An Activity Kit accompanies the Get Real curriculum. The kit includes scenario cards, wall
signs and posters. A protection methods kit is also included. These materials can assist in
faster and easier preparation and presentation of the lessons, and can support various
learning needs.
Get Real: Comprehensive Sex Education That Works ix

Role-Plays
Role-plays allow cognitive and behavioral rehearsal and help develop communication
skills. Using role-plays in Get Real enables students to practice communicating in sensitive
situations, such as standing up to peer pressure or decision making about sexual behaviors.
Some middle school students will not identify with the characters in role-play scenarios that
deal with sexual activity. To reduce discomfort with these scenarios, teachers can tell
students that the characters are older teens or young adults who need advice in order to
make decisions. While keeping the goal of the role-plays intact, teachers can feel free to
change details such as names or locations to make the scenarios more appealing and
culturally relevant to the students. Changing names is also important to avoid embarrassing
a student who may have the same name as a character in a scenario.
In order for the role-plays to improve self-efficacy of refusal skills, students must
demonstrate their responses. Simply observing a role-play is not enough to change self-
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efficacy. Having students practice with a partner is a good way to ensure that everyone has
a chance to demonstrate the skills being covered in the lesson. Some students are excited to
participate in role-plays, while others are not. It’s important that students who don’t feel
comfortable performing in front of the class have the option to practice with a partner, even
if they do not act it out for the class. Students can also be given the option to create a role-
play script and then act as director of the scene for their classmates to act out.
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Creating a comfortable space is necessary to engage students in role-plays. Depending on
the students’ developmental and social needs, teachers can modify the role-play situations
or the way in which the role-plays are rehearsed in class. One option is to develop realistic
assertive responses for the scenarios before class, and then model these responses before
students begin the role-play activity, or use them to prompt students who draw a blank
during the role-play practice.
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Modeling a role-play first in front of the class helps give students a clearer sense of what to
do. However, teachers must avoid putting themselves in a compromising situation in acting
out a scenario with a student. Avoid modeling scenarios that feature dating relationships or
threatening behaviors, or model these scenarios only with an adult classroom aide rather
than a student volunteer. Coach students to act out assertive responses to pressure or
problem behaviors, not the problem behavior itself.
It’s essential to allow students time to process the role-plays and think about what
components they could apply in real life. Whenever students are practicing role-plays, the
teacher should circulate through the classroom to help process the situations with pairs or
small groups and to keep students on task. It is good classroom management to establish
the teacher as the master director of the role-plays who can freeze the action at any time and
change out student actors when needed. The Assessment section below offers a simple tool
for assessing student performance during role-plays.
x Get Real: Comprehensive Sex Education That Works

Assessment
It’s important to be able to gauge student learning throughout Get Real. There are a number
of different formal and informal assessments built in to the curriculum.
Process questions are included after many activities. These are intended to extend
learning and assess student understanding through discussion. If students have difficulty
answering the process questions, it may indicate that they do not fully comprehend the
material. It’s important that students not only recall facts and figures, but be able to apply
the information and skills they are learning to their own lives. Process questions offer a
chance to extend the information learned in class to broader scenarios or discussions.
Class participation is another tool that can be used to assess student comprehension.
However, keep in mind that many students may feel shy or reluctant to participate in a
sexuality education class. Consider participation beyond speaking up in front of the
whole class. Students may also be assessed on their participation in small-group or
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partner activities, or in written work. Participation assessment should also reward
students who stay on task without distraction.
Student handouts throughout the lessons offer a way to evaluate student work and
assess their learning and application of knowledge and skills. These handouts, as well as
the family activities for each lesson, are found in the Student Workbook.
Final assessments can be used to assess overall learning in Get Real. Suggestions for final
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creative project options and a test question bank are provided at each grade level.
Role-plays allow for cognitive and behavioral rehearsal of communication and refusal
skills during difficult situations. The following simple checklist may be used to assess
student performance in role-plays. Teachers are encouraged to share these criteria with
students so they understand how they will be evaluated in the performance of the
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various role-plays.
Skill 3 = Demonstrates 2 = Shows Good 1 = Needs

Excellence Work at Times Improvement
Stays focused
and on task while
practicing role-plays
with partner
Creates responses
that are plausible
and constructive
Applies knowledge
from the lesson
Shows efficacy
in assertive
communication and
refusal techniques
Get Real: Comprehensive Sex Education That Works xi

Logic Model
Get Real is grounded in Bronfenbrenner’s socio-ecological model (1979) and employs
elements of the Theory of Planned Behavior (Aizen, 1991, 2006). A social emotional learning
approach is incorporated throughout the curriculum. Get Real is based on a behavior/
determinant/intervention (BDI) logic model. The health goal of the curriculum is to
promote positive sexual health behaviors and beliefs among students who have
participated in the Get Real middle school comprehensive sexuality education curriculum,
resulting in a delay of sexual initiation, a reduction of unintended pregnancies, and higher
use of protection methods.
The behaviors targeted are as follows:
Delay initiation of sex.
Increase correct and consistent use of condoms and/or other protection methods.
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Each behavior has corresponding determinants (risk and protective factors that affect the
behavior). Lessons in Get Real are mapped to these determinants, which are listed on the
first page of each lesson.
It should be noted that if lessons are altered or activities are omitted, some lessons may no
longer address a particular determinant, which may alter the intended behavior-change
outcomes.
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xii Get Real: Comprehensive Sex Education That Works

Get Real: Comprehensive Sex Education That Works Logic Model Snapshot
Behaviors Directly
Get Real Intervention Lessons Designed to Change Risk Risk & Protective Factors (Determinants) Affecting Sexual Get Real’s Health
Affecting Get
& Protective Factors Behaviors Addressed in Get Real Goal
Real’s Health Goal
  

Grade 6 Lessons KNOWLEDGE of: Delay initiation of Reduce incidence
6.1: Creating the Classroom Climate Activities 6.1-1 – 6.1-5 • Increase awareness of delaying sex as the healthiest choice sex of unintended
6.2: Communication and Refusal Skills Activities 6.2-1 – 6.2-5 • Increase knowledge of how pregnancy happens Increase correct pregnancy
6.3: Relationships and Boundaries Activities 6.3-1 – 6.3-8 • Increase knowledge of how STIs are transmitted and consistent use
6.4: Anatomy and Reproduction: The Penis and Related Parts • Increase knowledge of how drugs and alcohol can affect of condoms and/or
Activities 6.4-1 – 6.4-5 decision making around sexual behavior other methods of
6.5: Anatomy and Reproduction: The Vagina and Related Parts • Increase awareness of consequences when condoms and/or protection
Activities 6.5-1 – 6.5-6 other protection methods are not used
6.6: Puberty Activities 6.6-1 – 6.6-4 • Increase knowledge of correct and consistent use of condoms
6.7: Abstinence Activities 6.7-1 – 6.7-4 and other protection methods
6.8: Decision Making and Values Activities 6.8-1 – 6.8-6 • Increase knowledge of resources for community or
6.9: Grade 6 Conclusion and Review Activities 6.9-1 – 6.9-7 reproductive health information and services
Get Real: Comprehensive Sex Education That Works

PERCEPTION OF RISK of:
Grade 7 Lessons
• Increase perceived risk in having an older partner
7.1: Creating the Classroom Climate Activities 7.1-1 – 7.1-6
• Increase perceived risk of STIs
7.2: Media Literacy and Sexuality Activities 7.2-1 – 7.2-4
7.3: Gender and Sexual Identity Activities 7.3-1 – 7.3-5
For VALUES AND ATTITUDES towards:
7.4: Creating a Safe School Environment Activities 7.4-1 – 7.4-6 • Increase positive attitudes toward condoms and/or other
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7.5: Deciding About Sexual Behavior Activities 7.5-1 – 7.5-5 protection methods
7.6: Defining and Maintaining Abstinence Activities 7.6-1 – 7.6-6 • Address values around abstinence and sex
7.7: Introduction to Sexually Transmitted Infections Activities • Address attitudes about abstinence and sex
7.7-1 – 7.7-6 PERCEPTION OF PEER NORMS about:
7.8: Introduction to Protection Methods Activities 7.8-1 – 7.8-4 • Address perceptions of peer norms regarding sexual behavior
7.9: Grade 7 Conclusion and Review Activities 7.9-1 – 7.9-5
SKILLS to:
Grade 8 Lessons • Increase self-efficacy of SEL skills to delay and /or refuse sex
8.1: Creating the Classroom Climate Activities 8.1-1 – 8.1-5 • Promote SEL skills to increase use of condoms and/or other
8.2: Healthy and Unhealthy Relationships Activities 8.2-1 – 8.2-5 protection methods
8.3: Addressing Obstacles to Abstinence Activities 8.3-1 – 8.3-5 • Increase self-efficacy to demand the use of condoms and/or
8.4: Comprehensive Protection Methods Activities 8.4-1 – 8.4-7 other protection methods
8.5: STI/HIV Transmission Activities 8.5-1 – 8.5-5 PARENT-CHILD COMMUNICATION about:
8.6: Living with HIV Activities 8.6-1 – 8.6-5 • Increase communication with parents and other caring adults
8.7: Refusal Skills Activities 8.7-1 – 8.7-4 INTENTIONS to:
8.8: Goals and Decision Making Activities 8.8-1 – 8.8-4 • Address future goal setting
Teacher Review
8.9: Get Real Capstone Project Activities 8.9-1 – 8.9-4
xiii
Development of Get Real and Research Results

An Evidence-Based Program
In February 2015, Get Real was added to the U.S. Department of Health and Human Services
(HHS) list of evidence-based programs. Inclusion on this list requires meeting stringent
criteria for effectiveness.
Piloting and Formative Evaluation

Get Real was piloted in five Massachusetts schools over a 3-year period. During pilot testing,
the curriculum was taught by trained Planned Parenthood educators. Experiences and
observations gathered while teaching the curriculum contributed greatly to curriculum
revisions. The final year of pilot testing culminated in a formative evaluation conducted by
Wellesley Centers for Women (WCW), a scholarly research institution affiliated with
For
Wellesley College. The formative evaluation, carried out with 500 sixth, seventh, and eighth
graders, showed promising results, even though the students had only been exposed to
1 year of the 3-year curriculum.
The formative evaluation’s results included the following findings:
Students’ belief in their ability to talk about abstinence increased after exposure to
Get Real lessons. This finding suggests that the abstinence focus of the curriculum was
Teacher Review
effectively transmitted to the students.
After exposure to Get Real, students who believed they could talk to a dating partner
about abstinence were less likely to report having had sex, suggesting that increased trust
in one’s ability to talk about abstinence is associated with not being sexually active.
Students who believed their peers had not had sex were less likely to have had sex
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themselves. Conversely, students who believed their peers were sexually active were
more likely to report being sexually active. Both of these trends suggest that perceived
peer norms about sex have an important role in adolescents’ own sexual activity.
Students identified their parents and teachers as the most important and most trusted
sources of information on sex before they took the Get Real class. After exposure to Get
Real, teachers’ and parents’ importance as sources of information increased significantly.
None of the other sources of information, such as peers, the internet, video games, or
even books, were rated as highly as these two sources before or after exposure to Get Real.
Impact Evaluation Design

In 2008, Wellesley Centers for Women began the process of conducting a longitudinal
impact evaluation to study the effectiveness of Get Real. This evaluation was a scientifically
rigorous study featuring 24 middle schools in the greater Boston area. Half of the schools
were randomly assigned to have Get Real taught by a trained educator to a cohort of
students for 3 years, and half continued with their usual sex education programs. A total of
2,453 students participated in the evaluation. Of the participating schools, 22 were located
in an urban area, 13 were traditional public schools, 9 were public charter schools, and 2
were private middle schools. The sample was 52% female and 48% male, and 33% were of
xiv Get Real: Comprehensive Sex Education That Works

Hispanic or Latino ethnicity. With respect to race, 53% were Black/African American, 28%
White, 6% Asian/Pacific Islander, 2% Native American and 11% biracial/multiracial.
During the evaluation, students completed surveys that measured knowledge, attitudes,
and sexual behavior. Surveys were given at the beginning of sixth grade before beginning
the program, and follow-up surveys were conducted in seventh, eighth and ninth grades.
Researchers also conducted focus groups with students, and interviewed parents about
parent-child communication relating to relationships and sexuality.
Impact Evaluation Results

The ultimate aim of the evaluation was to establish whether Get Real had any impact on
students’ first vaginal sex. The sixth–eighth grade analyses showed that there was a
significant difference between students attending the treatment schools compared to those
in the comparison schools, with students in treatment schools reporting lower levels of
sexual activity. The research findings show that Get Real works to delay sex among students
For
who received the program, empowers parents to help their children delay sex, reinforces
family communication and improves communication skills for healthy relationships.
In terms of delaying sex:
There was a significant effect for both boys and girls, with 16% fewer boys and 15% fewer
girls who received Get Real having had sex by the end of 8th grade compared to boys and
Teacher Review
girls who had sex education “as usual” in comparison schools.
For boys, family involvement showed an additional effect, with boys who completed
Family Activities in sixth grade being less likely to report having had sex in eighth grade
than boys who did not complete these activities.
In addition to delaying sex, the research study found that Get Real also:
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Reinforced family communication through family activities and empowered parents to
help their children delay sex.
Improved communication skills for healthy relationships. Both boys and girls who
received Get Real identified that they were more prepared to assert themselves and
communicate in a relationship, including saying ‘no’ to sex.
Get Real for Parents Website

In order to increase parents’ access to the Family Activities in Get Real, the Get Real for
Parents mobile website was created. Get Real for Parents was designed to further engage,
support and provide guidance to parents and other caring adults as they have
conversations about sex, relationships and sexual health with their children. The website is
conveniently accessible via any mobile device including a phone, tablet or laptop. A
student’s parent or caring adult can log into the website using a code provided by the
child’s teacher, set up an account based on the child’s grade, and access a dashboard with
interactive Family Activities that follow the scope and sequence of the lessons in a Get Real
classroom. Get Real for Parents also offers other resources, answers to frequently asked
Get Real: Comprehensive Sex Education That Works xv

questions, and conversation starters to support parents in their ongoing communication

with their children.
Piloting and Formative Evaluation

Working with Wellesley Centers for Women (WCW), Get Real for Parents was piloted in a
Spanish-speaking school in Massachusetts, with 25 students receiving Get Real. WCW led a
teen focus group and conducted parent interviews to assess comfort and usefulness of the
website. During the 2016–2017 school year, eight Get Real schools or out-of-school programs
in Colorado, Massachusetts and Virginia participated in the formative evaluation.
One hundred sixty three parents or caring adults participated in the evaluation. Parents
received website access codes from their child’s Get Real educator, consented to
participation for themselves and their child, and set up an account based on the grade of
their child. Parents and teens took pre- and post-surveys, and parents engaged in phone
interviews. Survey and interview questions assessed frequency of talk about sexuality and
For
relationships, parent comfort, activity usefulness, and use of online tools as a way to
support communication on these topics.
The formative evaluation showed promising results and included the following findings:
Both parents and teens reported an increase in frequency of talk about relationships and
sexuality from the start to the end of the Get Real program, using the activities in Get Real
Teacher Review
for Parents.
Forboys, frequency of talk was reported at a higher rate than girls, mirroring Get Real’s
impact evaluation research, and highlighting the importance of gender in understanding
family communication.
Activities helped teens and parents bring up new conversations and questions.
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Parents
appreciated the encouragement to talk with their teens even if they were
uncomfortable.
Schools that can implement the program as intended are likely to reap significant benefits
from exposing their students to a relationship-skills-based comprehensive sexuality
education program with a Family Activities component.
xvi Get Real: Comprehensive Sex Education That Works

Related Publications
Charmaraman, L., & McKamey, C. (2011). Urban early adolescent narratives on sexuality:
Accidental and intentional influences of family, peers, and the media. Sexuality Research and
Social Policy, 8(4), 253-266.
Erkut, S., Grossman, J. M., Frye, A. A., Ceder, I., Charmaraman, L, & Tracy, A. J. (2013). Can
sex education delay early sexual debut? Journal of Early Adolescence, 33, 479–494.
Grossman, J. G., Frye, A., Charmaraman, L., & Erkut, S. (2013). Family homework and
school-based sex education: Delaying early adolescents’ sexual behavior. Journal of School
Health, 83(11), 810-817.
Grossman, J. M., Tracy, A. J., Charmaraman, L., Ceder, I., & Erkut, S. (2014). Protective
effects of middle school comprehensive sex education with family involvement. Journal of
School Health, 84(11), 739–747.
For
Teacher Review
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Get Real: Comprehensive Sex Education That Works xvii

For
Teacher Review
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xviii Get Real: Comprehensive Sex Education That Works

Grade 6
Lesson 6.1 Creating the Classroom Climate . . . . . . . . . . . . . . . . . . 6-1
Lesson 6.2 Communication and Refusal Skills . . . . . . . . . . . . . . . 6-11
Lesson 6.3 Relationships and Boundaries . . . . . . . . . . . . . . . . . . . 6-19
Lesson 6.4 natomy and Reproduction: The Penis and
A
Related Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-29
For
Lesson 6.5 A
natomy and Reproduction: The Vagina and
Related Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-41
Lesson 6.6 Puberty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-53
Lesson 6.7 Abstinence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-65
Lesson 6.8 Decision Making and Values . . . . . . . . . . . . . . . . . . . . 6-73
Teacher Review
Lesson 6.9 Grade 6 Conclusion and Review . . . . . . . . . . . . . . . . . 6-81
Grade 6 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 6-89

Grade 6 Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . 6-101
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For
Teacher Review
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Lesson 6.1
Creating the Classroom Climate
Connecting the Lessons
SEL Skills Addressed
Students will apply skills learned to all sixth-grade lessons. Self-awareness, self-
management, social awareness,
Lesson Goals relationship skills, responsible
decision making
Create group rights and responsibilities.
Communicate with peers about sexuality. Logic Model Determinant(s)
Identify an adult with whom the student can talk about Increase communication with
parents and other caring adults.
For
sexuality.
Preparation & Materials Checklist

Review SEL skills.
¨¨
Review meanings of “sex” and “sexuality.”
¨¨
ÎÎTeacher Note
Create Class Rights and Responsibilities poster.
¨¨
Teacher Review
Be sure to include “confidentiality”
Review student handouts:
¨¨ in the list of Rights and
Responsibilities and to explain
–– Handout 6.1-2: SEL Skills your role as a trusted adult
–– Handout 6.1-3: Find Someone Who… and mandated reporter. See
the Teacher’s Guide pages for
–– Handout 6.1-4: Resources additional resources.
Copy family letter and family activity.
¨¨
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Have:
¨¨
–– SEL Skills poster
–– Anonymous Questions Box
–– Slips of paper for anonymous questions
Terms to Use
Sexuality
Sexual behavior
Caring adult
Get Real: Comprehensive Sex Education That Works 6-1

Grade 6 • Lesson 1: Creating the Classroom Climate
Activity 6.1-1 Introduction and Class Rights and

10 minutes Responsibilities
Establish classroom expectations and group rights and
responsibilities
Welcome students to the Get Real comprehensive sexuality education
classes. State your goals for the class.
Ask students what they expect to learn in this
class, and add to their responses. Explain that
 Teacher Note
Get Real is about more than discussing sexual Important rights and
responsibilities to include
behavior.
Be enthusiastic
Introduce Class Rights and Responsibilities Feel positive about your sexuality
and label a large piece of paper with the Feel how you feel
For
heading “Rights and Responsibilities.” Ask Pass
students: Self-care
Be heard
What rights do you need in order to
Express your opinions
engage in a class focused on sexuality and
Ask questions
sexual health?
Be respected
Teacher Review
What rights or responsibilities can we add Not have assumptions made
to support one another in feeling safe about you
discussing these important topics? Privacy
What can we all do to make this class Confidentiality
successful?
Prompt students as needed and add responses to the list.
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Have students sign the list, or give a thumbs up/verbal agreement to the
Group Rights and Responsibilities. Post the list for future reference.
Icebreaker game (optional)

If this class is new to you, lead a brief icebreaker to get to know the
students. Go around the room and ask students to say their first names
and one thing they feel comfortable sharing about themselves that starts
with the same letter as their first name (e.g., a favorite color, sport, or
hobby; how many people are in their families).
Activity 6.1-2 Introduction to Social and Emotional Learning

10 minutes Explain key points of SEL
To go along with the Rights and Responsibilities list, introduce Social and
Emotional Learning (SEL) skills that students will focus on this year.
Explain that SEL is a process for helping people develop the fundamental
skills for life effectiveness.
6-2 Get Real: Comprehensive Sex Education That Works

SEL teaches the skills we all need to handle

ourselves, our relationships, and our
 Teacher Note
decisions. Display SEL Skills poster and ask Self-Management,
Rights & Responsibilities
students to turn to Handout 6.1-2 in the
Refer to the Rights and
Student Workbook. Give definitions and Responsibilities list and talk about
elicit examples from students. Students how self-management will help
should use these examples to create a sketch students stick to the list even when
it is difficult (self-control, impulse
for each SEL skill on Handout 6.1-2. To assist control).
the students, you may provide example
sketches on the SEL poster. Handout 6.1-2
Self-awareness: Getting to know and trust

Name:
SEL Skills
Instructions: For each Social and Emotional Learning skill described by your teacher, sketch
yourself. This includes recognizing your feelings

a picture in the cartoon panel that represents this skill. Next to your sketch, describe how the
image relates to SEL skills.
Self-awareness
and values, gaining self-confidence, and being

aware of what makes you individual and unique.
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Self-management: Expressing feelings in healthy
ways, keeping track of progress toward goals. Self-management
Social awareness: Understanding others and
© PPLM
being able to “put yourself in another person’s
shoes.” It also includes recognizing individual Grade 6 • Student Workbook
(continued)
1
Teacher Review
and group differences and similarities; finding
Handout 6.1-2
and using family, school and community
Student Workbook
resources; and understanding the difference pages 1–2
between fiction and reality.
Relationship skills: Building healthy relationships, resisting social
pressure, dealing with conflict, seeking help when needed.
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Responsible decision making: How to think through pros and cons of
choices and how your actions may affect others; making healthy
decisions, keeping yourself healthy and safe, and respecting yourself
and others.
Process Questions
1. What pictures did you draw to represent each of the skills? Why did
you choose those pictures?
2. Why are these skills so important for relationships?
Activity 6.1-3 Find Someone Who…

 Teacher Note
10 minutes Encourage students to interact and Slang
begin talking about sexuality Explain that students can use slang
Ask students to turn to Handout 6.1-3 in the if they don’t know the medically
appropriate term, but they are
Student Workbook. Students should go expected to learn and use medically
around the room asking other class members appropriate terms as the class
the yes-or-no questions on the sheet in any progresses.

order. When they find a “yes,” they should write Handout 6.1-3
that person’s initials on the line provided. Tell the Name:
Find Someone Who…
students the goal is to ask these questions verbally

Instructions: Find someone in the room to answer “yes” to each item listed below. When
someone answers “yes” to an item, have that person initial the blank provided. Try to fill in all
the blanks. Do not ask more than two questions of one person.
and to get to know as many people as possible (no

Are you someone who…
knows how long a pregnancy is? __________
more than two answers from the same person). A has trouble saying no to friends? __________
discussion will follow when they finish. (Refer to the knows at least three slang words for “elbow”? __________
Teacher’s Guide for this lesson for additional talking knows the difference between sex and sexuality? __________
points.)
can talk about sexuality openly with parents or guardians? __________
feels comfortable standing up for your personal beliefs and values? __________
© PPLM
Process Questions
has told a lie to a friend? __________
1. Name a feeling you had while participating in Grade 6 • Student Workbook 3
this activity. Why do you think you felt that way? Handout 6.1-3
2. Which questions were easy to ask? Which were Student Workbook page 3
more difficult?
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3. Which questions were difficult to get a “yes” for? Why?
4. Why did we do this activity? (Explain the reasons: to communicate and get
to know each other, but mostly to have students talk about sexuality and begin
to become more comfortable with the topic; self-awareness.)
Key Points for Discussion
Teacher Review
When might it be hard to stand up for personal values or beliefs?
Emphasize that everyone has things (personality traits, style choices,
values) that make them unique. Ask students to think of a situation in
which one of these things was questioned. Would it be harder to stand
up for personal values then? Why?
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The lying question: Why might someone lie to a friend? What does it
feel like to tell a lie or to be lied to? What effect can lying have on a
friendship? What can we do to make people more comfortable being
honest?
What about the question asking for slang words for “elbow”? Why is it
difficult to find slang for “elbow”? What if the question were to find
someone who knew a slang word for the body part “breast”? Would
that be easier and if so, why? What does that say about our society’s
comfort level around sex/sexuality/body parts?
What is the difference between sex and sexuality? Elicit a definition of
“sex” from the students (assigned sex or sexual behaviors) and explain that
sex is one part of sexuality. Emphasize that sexuality is not one defined
thing but a combination of many aspects, including values,
relationships, self-expression, and romantic or sexual feelings. Stress
that sex is one part of sexuality and that throughout the Get Real classes,
students will be looking into all that makes up sexuality, including
puberty, body functions and feelings.

Activity 6.1-4 Caring Adults Brainstorm Handout 6.1-4
Resources
5 minutes Students identify trusted adults Caring Adults Three caring adults I can talk to about sexuality are…
1.
2.
3.
The Find Someone Who... handout mentioned

Books
It’s Perfectly Normal, by Robie Harris, illustrated by Michael Emberly. Latest edition 2014.
(Recommended for 10- to 15-year-olds; available in Spanish.)
“What’s Happening to My Body?” Book for Girls: A Growing Up Guide for Parents and Daughters,
discussing sexuality with parents or guardians. Tell

by Lynda Madaras and Area Madaras. Latest edition 2009. (Recommended for 8- to 15-year-olds.)
“What’s Happening to My Body?” Book for Boys: A Growing Up Guide for Parents and Sons, by
Lynda Madaras and Area Madaras. Latest edition 2009. (Recommended for 8- to 15-year-olds.)
Website and Phone Resources
students that this class may bring up a lot of

Planned Parenthood Federation of America
English/Spanish: 1-800-230-PLAN
www.plannedparenthood.org
24 hours a day, 7 days a week
thoughts and questions. Encourage them to share

Planned Parenthood provides help with locating the nearest health centers. Trained health
center staff and volunteers are available to discuss a wide range of issues related to birth
control, pregnancy options, STIs (including HIV/AIDS), and other aspects of reproductive health.
LGBT National Help Center

Toll-Free National Hotline: 1-888-843-4564
their feelings about this class and sexuality with

Toll-Free Youth Talkline: 1-800-246-7743
Mon.–Fri. 4 p.m.–midnight, Sat. noon–5 p.m EST.
www.lgbtnationalhelpcenter.org
help@LGBThotline.org
© PPLM
adults who care about them and with whom they
This hotline offers telephone and email peer counseling, as well as factual information and local
resources for cities and towns across the United States.
I Wanna Know
www.iwannaknow.org
feel comfortable discussing sex and sexuality.

This website provides information about adolescent sexual health, including family planning,
emergency contraception, sexual assault, STIs, etc.
(continued)
Grade 6 • Student Workbook 5
Ask students to turn to Handout 6.1-4 in the

Handout 6.1-4
Student Workbook. Ask them what makes an adult
Student Workbook
trustworthy and list their answers on the board. pages 5–6
For
Have each student take a minute to write down the
names of three adults on their resources sheet that they can go to with
questions or concerns about sexuality. This may be a parent, relative,
teacher, coach, youth group leader, or other person in their lives.
Explain that in addition to the caring adults they have listed, there are
other resources available to help them address their questions.
Teacher Review
Activity 6.1-5 Anonymous Questions Box
Introduce Anonymous Questions Box
Explain the Anonymous Questions Box. The teacher will hand out small
pieces of paper at the beginning or end of class. Explain that students may
Only
write any questions they have about the topics covered in class or about
sexuality in general on those pieces of paper. They should not put their
names on their questions for anonymity, and their questions will be put
into a box that will be available during all sessions. The questions will be
answered as frequently as the teacher determines. The teacher will also
pose another question to the class (e.g., “What is your favorite video
game?”), which students should answer if they do not have a class-related
question. Everyone should write something on a slip of paper and place it
in the box in order to preserve the anonymous nature of the activity.

Activity 6.1-6 Family Activity Name:

Family Activity 6.1
When You Were in Middle School
Explain family activity Instructions: Student and parent or other caring adult should work on this activity together.
Students, ask your parent or other caring adult to

think about when they were in middle school, then
 Tips for Parents
The goal of this activity is to promote
conversations between Get Real students
ask them the following questions. If they answer and caring adults in their lives. It provides
Review the Family Activity for this lesson.

“yes” to a question, ask them to sign their initials on a great chance to review material covered
the line. Ask them the follow-up questions in italics in class, research resources for additional
information, and share your feelings and
to get more information. If you want, you may ask
values.
other parents or other caring adults in order to get Note: If it’s embarrassing to discuss these
as many lines initialed as possible. Feel free to share issues with one another, you can decide to:
knowledge from class today with your parents or Say so—and do the exercise anyway.
other caring adults. Skip parts of it.
Write down your answers and then read
each other’s answers.
When you were in middle school, were you Laugh, giggle, blush, and go right on
someone who… talking.
knew the difference between sex and sexuality? ______
Get Real for Parents

Do you know the difference now?
was taught slang words for private body parts? ______

Why do you think people use slang words?
Remind students to have their

was ever lied to by someone you cared about? ______
Why did they lie? How did it feel?
© PPLM
parent/caring adult use the had a trusted adult to talk to about sexuality?
Why might it help to have a trusted adult to talk to?
______
access code to log in to the

mobile website.
Parent or Other Caring Adult Signature Student Signature
Family Activity 6.1

Student Workbook page 7
For
References
Information on SEL:
Collaborative for Academic, Social, and Emotional Learning: www.casel.org
Teacher Review
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Family Letter 6.1
Dear Parent or Other Caring Adult,

As you know, your child is attending a program called Get Real: Comprehensive Sex Education
That Works in health class. The program gives young people the facts, in an age-appropriate
way, on a range of sexual health and relationship topics. Get Real is based on Social and
Emotional Learning (SEL). It teaches students five skills that lead to healthy behavior.
Self-awareness, or getting to know and trust yourself.
For
Self-management and self-control to express feelings in healthy ways.
Social awareness, or being able to put yourself in “another person’s shoes.”
Relationship skills to build healthy relationships, deal with conflict, and seek help when
needed.
Responsible decision making, such as how to think through pros and cons of choices and
Teacher Review
how your actions may affect others.
Get Real supports parents and other trusted caregivers as the primary sexuality educators of
their children. The teen years and changes of puberty can bring lots of questions and
concerns, for both parents and their kids. For many reasons, it can be hard to talk with
children about sex. But results of a national survey show that parents have the most influence
on their children’s decisions about sex. A recent study from the National Campaign to
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Prevent Teen Pregnancy (currently publishing as Power to Decide) found that 87% of U.S.
teens said it would be easier to put off having sex if they were able to talk more openly about
sex with their parents. But 37% said they had never had a talk with their parents on this topic.
Students in the Get Real program will bring home Family Activities for each class. These
offer a way for parents and kids to start conversations and share information. Please
complete the homework with your student, sign, and return the sheet to class. Students
who can’t do the homework with a parent can work with a guardian or other trusted adult.
These Family Activities give parents a way to explore their own values about sex and
© PPLM
sexuality. They’ll help you provide facts and information your child can understand, and
build skills for having ongoing talks about this important topic. Good information and other
resources can also be found on the Planned Parenthood League of Massachusetts parent
education website. Just visit www.pplm.org/education and click on “Parent Education.”
Good communication between parents and children helps families share their values and
enables young people to make healthier, safer and wiser decisions about sex. The themes
below can help with your ongoing talks. Remember, it’s your right and responsibility to
share your values and the facts about sex with your child!
(continued)

Family Letter 6.1
Continued
Themes for Parents to Think About

Rights and Responsibilities
As a parent, you have the right and responsibility to be your child’s primary sexuality
educator.
Children will get information about sex from the culture around them.
Taking action to teach your children about sexuality gives you the best chance of having a
positive effect on their choices and experiences.
Children have a right to get information from their parents. They also have a
responsibility to understand that their choices about sexuality can have risks.
For
Values
Think about your own beliefs and values, so you can clearly share them with your child.
Look at where your beliefs and values come from. Which are universal? (For example, all
children have a right to be safe.) Which are more individual? (For example, people differ
in their beliefs about when it’s OK for young people to become sexually active.)
Teacher Review
Honest communication between parents and children is key.
It’s
OK for parents and children to disagree about values. Examining values can be a
powerful, positive influence on a child’s developing sexuality.
Feelings and Self-Esteem
Exploreyour own feelings around sexuality. Share some of these with your child.
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Encourage your child to share feelings too.
Practice how to listen closely. Don’t judge or criticize. This will build trust and help your
child feel comfortable coming to you with questions or concerns.
Help your children feel good about who they are. This will build healthy self-esteem and
lead to good decisions.
Facts and Knowledge
Find the resources you need to give your child clear and accurate information about
sexuality.
Ifyou don’t know the answer to a question, say so. Promise to get back to your child with
© PPLM
the answer. Or look for it together.

Connect. Keep talking in an ongoing, open way.

Family Activity 6.1
When You Were In Middle School

Instructions: Student and parent or other caring adult should work on this activity together.
Students, ask your parent or other caring adult to  Tips for Parents
think about when they were in middle school, then The goal of this activity is to promote
ask them the following questions. If they answer and caring adults in their lives. It provides
“yes” to a question, ask them to sign their initials on a great chance to review material covered
the line. Ask them the follow-up questions in italics in class, research resources for additional
to get more information. If you want, you may ask
For
values.
other parents or other caring adults in order to get Note: If it’s embarrassing to discuss these
as many lines initialed as possible. Feel free to share issues with one another, you can decide to:
knowledge from class today with your parents or Say so—and do the exercise anyway.
other caring adults. Skip parts of it.
When you were in middle school, were you
Teacher Review
Laugh, giggle, blush, and go right on
someone who… talking.
knew the difference between sex and sexuality? ______

Do you know the difference now?
Only
was taught slang words for private body parts?
Why do you think people use slang words?
______
was ever lied to by someone you cared about? ______

Why did they lie? How did it feel?
© PPLM
had a trusted adult to talk to about sexuality? ______

Why might it help to have a trusted adult to talk to?

For
Teacher Review
Only

Lesson 6.2
Communication and Refusal Skills
Connects to Lesson 6.3: Relationships and Boundaries and Self-awareness, self-
Lesson 6.8: Decision Making and Values. management, social awareness,
relationship skills
Lesson Goals
Logic Model Determinant(s)
Demonstrate use of skills for effective communication.
Increase communication with
Name reasons why assertive communication is important. parents and other caring adults.
For
Demonstrate refusal skills in role-play. Increase self-efficacy of SEL
skills to delay and/or refuse sex.

Be familiar with assertive, aggressive and passive
¨¨
communication styles.
Practice examples of nonverbal communication.
¨¨ ÎÎTeacher Note
Teacher Review
Pre-read assertive response scenarios and, if necessary,
¨¨ In discussing assertive
make adjustments for class population. communication, be sure to model
examples of passive communication
¨¨ and aggressive communication to
–– Handout 6.2-2: Communication Skills show assertive communication as
a positive contrast. For students
¨¨ who have difficulty standing up for
Only
Have:
¨¨ themselves, be sure to discuss the
benefits of assertive communication
–– Assertive Communication scenario cards and show the connection between
clear communication and healthy
–– Anonymous Questions Box relationships.
Terms to Use
Active listener
Nonverbal communication
Assertive communication
Passive communication
Aggressive communication
Refusal

Grade 6 • Lesson 2: Communication and Refusal Skills
Activity 6.2-1 Process Family Activity Get Real for Parents

5 minutes Process Family Activity from Lesson 6.1 Remind students to have their
parent/caring adult use the
Process Questions access code to log in to the
mobile website.
1. Did you do the activity with your parent
or other caring adult?
2. Name some feelings you had while doing this activity.
3. Name something you learned or discovered during this conversation.
4. What might you do differently as a result of this conversation with your
parent or other caring adult?
Activity 6.2-2 Communication Skills
For
20 minutes Introduce keys to effective communication; explain and practice
active listening
Explain that today’s class will deal with communication. Ask students
why clear communication is important and what can happen if people
don’t communicate clearly.
Teacher Review
Define effective communication for students as Handout 6.2-2
follows. Two things are important for active Communication Skills
communication: (1) being an active listener, and

Active Listener Checklist
¨¨STOP¨TALKING.
¨¨Showÿouäreïnterested!
(2) being able to get your message across.

¨¨Make¨comfortableëye¨contact.
¨Üse¨respectful¨body¨language.
¨¨Keepä¨relaxed¨posture.
¨¨Nodïnägreement.
¨¨Remove¨distractions¨(phone,ïPod,¨TV,¨computer).
Ask a student to share a story about a weekend

¨Ëmpathize:¨How¨might¨theöther¨person¨be¨feeling?¨
¨¨Beöpen-minded.
Only
Assertive Communication Checklist
activity. Demonstrate poor listening skills, then ask ¨¨Checkïn¨withÿour¨feelings¨(it’sÖK¨to¨nameÿour¨feelings).

¨Ïdentify¨whatÿou¨want¨to¨say¨(think¨beforeÿou¨speak).
¨¨Pick¨theäppropriate¨timeänd¨setting.
students what you did wrong as the listener.

¨Üseäppropriate¨body¨language,ëye¨contactänd¨tone.
¨¨Say¨NO¨clearlyänd¨directly¨when¨necessary.¨
¨Ÿou¨may¨have¨to¨repeatÿourselför¨considerüsingä¨differentäpproach.
¨Üse¨“I”¨statements:
¨Ï¨feel…
After hearing their responses, ask students to turn

¨¨whenÿou…
© PPLM
¨¨because…
to Handout 6.2-2 in the Student Workbook and

review the Active Listening Checklist. Grade 6 • Student Workbook 9
Handout 6.2-2
Process Questions
1. How can active listening lead to effective
communication?
2. How can active listening reduce misunderstandings?
3. How does active listening connect to social awareness?
Explain nonverbal communication; practice skills for getting your

message across
Introduce the Assertive Communication Checklist in the Communication
Skills handout. Go through the steps in the handout. Demonstrate steps
and give students time to practice each part.

Ask for examples of ways in which people communicate messages

without speaking (choice of clothing, eye contact, body language, etc.).
Have a few students come in front of the class to communicate a message
quickly based on body language (bored in class, happy, sharing a secret,
etc.). Other students should guess what the message is, then show their
own version of the feelings from their seats.
Process Questions
1. In what ways can nonverbal communication get your message across?
2. In what ways can nonverbal communication reduce
misunderstandings?
3. Why can it get confusing to understand someone’s meaning over social
media or text? (Can’t see the person, can misunderstand tone.)
For
Activity 6.2-3
20 minutes
Assertive Communication Scenarios
Consider assertive communication scenarios
Ask students how they might feel if someone didn’t understand them
(i.e., if their message did not get across).
Teacher Review
Introduce assertive communication: the ÎÎTeacher Note
ability to express positive and negative ideas Engaging Students
and feelings in an open, honest, and direct If students are struggling to offer
examples of passive, assertive and
way. Also introduce passive and aggressive aggressive communication, use one
communication. (See the Teacher’s Guide for of the Assertive Communication
talking points.) Elicit examples of each of these
Only
Scenarios and model all three styles
for them.
styles from students.
Ask students why assertive communication is the most effective of these
styles of communication. (It’s the only style that gets a person what they want/
need, without ignoring/hurting the feelings of someone else.) Ask students to
read the Assertive Communication Checklist in the Communication Skills
handout.
Practice assertive communication skills

Pick a few of the assertive response scenarios. Play the role of the
“problem person” and have students react to you. Remind students to use
the Assertive Communication Checklist to communicate effectively.
Then give students the remaining scenarios and ask them to work through
two or three with a partner.

Process Questions
1. How did it feel to practice assertive communication?
2. Ask students to raise their hands if they practiced saying “no” during
any of the scenarios. What was challenging about saying “no”? What
was challenging about hearing “no”?
3. Why is it important to respect a partner’s “no,” even if it’s difficult to
hear?
4. Why are refusal skills an important part of assertive communication?
Emphasize for students that assertive
communication is being taught as a skill ÎÎTeacher Note
because it is a healthy and responsible way Refusal Skills
for people to communicate. Sometimes When reviewing the Assertive
Communication Checklist,
assertive communication requires that a
For
emphasize that saying “no,” or
person may need to compromise or accept using refusal skills, is an important
another person’s “no.” Respecting other part of assertive communication.
Sometimes getting what you
people is an important part of social
want requires naming what
awareness. you don’t want. Respecting
a partner’s “no” is an equally
important part of assertive
Teacher Review
Activity 6.2-4 Anonymous Questions Box communication and consent.
Review anonymous questions

Address student questions from the Anonymous Questions Box. Give
students a new question prompt they can answer if they don’t have one
about the class material, and remind students to place their anonymous
Only
questions in the box as they leave the classroom.
Activity 6.2-5 Family Activity Family Activity 6.2
Explain family activity Role Reversal

Instructions: Read the scenario below. Then, use role reversal so the parent gets a chance to
be the kid in the situation!
Parents, pretend you are the “kid” in this situation.
Communicate with your child, who will play your
“parent.” Try to get what you want using either

passive, aggressive or assertive communication skills. and caring adults in their lives. It provides
The “parent” will respond. Try it three different times a great chance to review material covered
using each of the three methods. in class, research resources for additional
All your friends are going to see the big new values.
movie. You really want to go too. You have it all Note: If it’s embarrassing to discuss these
issues with one another, you can decide to:
planned. You can get a ride with your neighbor,
Say so—and do the exercise anyway.
and you have enough of your own money to
Skip parts of it.
get in. But here’s the problem: it’s a late show
that will be over much later than you’re usually each other’s answers.
allowed to stay out. You don’t know if your Laugh, giggle, blush, and go right on
parents will let you go. They feel strongly about talking.
your being home at a certain time. What could
you do?

Continue your discussion using the following questions as guidelines:
• How did it feel to reverse roles?
• Which method was the easiest/most difficult?
• What are the pros and cons for each kind of response?
• Which communication method worked the best for each person to get what was wanted in a
respectful way?

© PPLM

mobile website.
10 Get Real: Comprehensive Sex Education That Works
Family Activity 6.2


Scenarios 6.2 In Activity Kit
Assertive Communication

1. A friend has asked to borrow something you care about, but she never returned the last
thing you loaned her.

2. A friend comes over to tell you something that is really important to him, but you are in the
middle of studying for an important test.
For

3. The person you are dating wants you to stay a little longer, but if you don’t leave now, you’ll
be late for something important.

Teacher Review
4. Some friends of yours tell you they want to shoplift something, and they need your help to
avoid getting caught.

5. A person you have met before starts spreading rumors about your best friend.

Only
6. A friend asks you to go out, but you don’t like this person romantically.
7. Your teacher says you are missing a homework assignment that you know you turned in.

8. Your parents say they don’t like one of your friends, but that person is really important to
you.
© PPLM

For
Teacher Review
Only

Family Letter 6.2

This week in Get Real class, we explored communication skills. Ask your child what it
means to be an “active listener” and to describe the steps for effectively communicating a
message to another person.
You can use the handout your child received in class as a guideline during your
conversations and while doing the family activity. This handout outlines the skills learned
and practiced in class.
For
It’s important for young people (and adults) to learn how to communicate in ways that can
reduce misunderstanding, build positive interactions with others, and clearly express what
they mean. These skills help people be good friends and are useful in all relationships.
Some ways to communicate are more effective than others. Here are three different ways
people might communicate.
Teacher Review
Two ineffective methods:
Passive communication involves giving in and saying “yes” when you aren’t sure, feel
confused, or really don’t want to do something. It means not asking for what you want in
order to feel liked, be nice or avoid hurting another person’s feelings.
Results: You don’t get what you want. You can feel used, manipulated or as if people are
Only
stepping on you.
Aggressive communication involves trying to get your own way by showing the anger,
frustration, or fear you feel in response to a situation or something someone says. It
involves reacting strongly, for example, by name-calling, without thinking about how it
might hurt or insult another person. Sometimes it leads to getting into a fight.
Results: You may get the outcome you wanted, but at the cost of hurting the other
person’s feelings. You may also get outcomes you didn’t want (violence, rejection).
An effective method that builds healthy and supportive relationships:
© PPLM
Assertive communication is giving people an honest answer about things you want and
don’t want. It involves making sure you are speaking up for yourself and your feelings. It
includes asking for time to think when you feel confused and aren’t sure what you want.
It also means not hurting or using other people and not letting yourself be used.
Results: You often get what you want. You build self-respect and respect for others.

Family Activity 6.2
Role Reversal
Instructions: Read the scenario below. Then, use role reversal so the parent gets a chance to
be the kid in the situation!
Parents, pretend you are the “kid” in this situation.
Communicate with your child, who will play your
“parent.” Try to get what you want using either
passive, aggressive or assertive communication skills. and caring adults in their lives. It provides
The “parent” will respond. Try it three different times a great chance to review material covered
using each of the three methods. in class, research resources for additional
For
All your friends are going to see the big new values.
movie. You really want to go too. You have it all Note: If it’s embarrassing to discuss these
planned. You can get a ride with your neighbor,
and you have enough of your own money to
Skip parts of it.
get in. But here’s the problem: it’s a late show
that will be over much later than you’re usually each other’s answers.
Teacher Review
allowed to stay out. You don’t know if your Laugh, giggle, blush, and go right on
parents will let you go. They feel strongly about talking.
your being home at a certain time. What could
you do?
Continue your discussion using the following questions as guidelines:
Only
• How did it feel to reverse roles?
• Which method was the easiest/most difficult?
• What are the pros and cons for each kind of response?
• Which communication method worked the best for each person to get what was wanted in a
respectful way?
© PPLM

Lesson 6.3
Relationships and Boundaries
Builds on Lesson 6.2: Communication and Refusal Skills; Self-awareness, social
connects to Lesson 6.7: Abstinence and Lesson 6.8: Decision awareness, relationship skills
Making and Values.
Lesson Goals Increase communication with
Identify characteristics of a healthy relationship.
Increase self-efficacy of SEL
Establish personal boundaries and identify consequences
For
of crossing others’ boundaries. Increase perceived risk in
having an older partner.
Rehearse responses to inappropriate behavior.

Review talking points on consent.
¨¨
Teacher Review
Review statistics on older men dating younger women.
¨¨ Consent and Self-Care
–– Handout 6.3-2: Circles of Relationships This lesson discusses qualities of
healthy and unhealthy relationships,
–– Handout 6.3-7: Peer Pressure Homework boundaries and consent. These
¨¨ topics may bring up a number
Only
of feelings and experiences for
Have:
¨¨ students. It’s important to remind
–– Personal Space and Peer Pressure scenario cards students of their right to self-care,
and to check in with any student
–– Anonymous Questions Box who is disengaged or seems upset
about the topic. It can be helpful to
–– Slips of paper for anonymous questions alert the school counselor about the
topic of discussion ahead of this
Terms to Use lesson.
Peer pressure
Personal space
Consent/permission
Healthy relationship/unhealthy relationship
Refusal
Boundaries

Grade 6 • Lesson 3: Relationships and Boundaries

mobile website.
Activity 6.3-2 Circles of Relationships  Teacher Note
For
10 minutes Establish that everyone has different Activity Tip
relationships with varying degrees of To avoid hurt feelings, encourage
closeness students to write in terms of the
categories on the sheet (e.g.,
Introduce the topic of healthy relationships “teammates”), rather than specific
and explain that people have many kinds of names of friends.
Teacher Review
relationships in their lives. Ask students to
name different relationships that people may have Handout 6.3-2
(close friends, family, distant family, coworkers, Name:
Circles of Relationships
etc.).
Instructions:
1. Write your name in the center circle.
2. Write the names of people closest to you in the next largest circle.
3. Write casual relationships—friends or family you know well enough to talk to or to have lunch
with, but not as well as those in your closest circle—in the next circle.
Explain that some relationships may be close while

4. Write acquaintances—people you speak with sometimes but do not consider to be close—in
the outer circle.
Types of Relationships
Family: parent, Friends: best, lifelong, Romantic: boyfriend,
others are more distant. Ask students to turn to

grandparent, aunt, uncle, teammate, classmate, girlfriend, partner, person
Only
cousin, brother, sister, group member, etc. you date sometimes, etc.
niece, nephew, etc.
Handout 6.3-2 in the Student Workbook and have

them fill in the circles according to how close the
people from each category are to them.
© PPLM
For example, some family members may be in your

closest circle of people, while other family members Grade 6 • Student Workbook 11
may be in your third or fourth circle.

Handout 6.3-2
Process Questions
1. What did you think of this activity?
2. Why are relationships so important to us?
3. Can people who are in your closest circle move to a circle that is farther
away from you? Can a person who is in one of your outer circles move
in to a circle that is closer to you? Why or why not?

Activity 6.3-3 Examining and Respecting Personal Space

5 minutes Examine personal sense of physical boundaries
The Circles of Relationships represents how close our relationships are
emotionally. Explain to students that there is also an amount of physical
or personal space that people feel comfortable with in relationships. Elicit
a definition of “personal space” from students. Explain that everyone has
a different concept of what personal space means.
Demonstrate this distance visually by stretching out your arms and
moving them in a circular (hula-hoop) motion.
Have the students stand up and move their arms according to their
personal space limits. Ask students to demonstrate these limits for each
level of circle on their Circles of Relationships handout. Tell them to
For
observe other people as well.
Process Questions
1. Did everyone have the same amount of personal space?
2. How might the amount of personal space that you have be different in
different situations (e.g., standing in line for lunch vs. walking through
Teacher Review
a mall)?
3. How might your personal space be different for different people in your
life?
4. How does this relate to the Circles of Relationships handout? Are
people in some circles allowed to be physically closer than people in
Only
other circles?
5. Why is self-awareness of your personal space important? (safety,
comfort, respect, etc.)
Discuss respecting personal space

Explain that it is important both to protect one’s own personal space and
to be aware of other people’s personal space. This is a way for people to
be respectful of one another.
Ask: “How can you tell when you’ve invaded someone else’s personal
space?” (Some possibilities: facial expressions, body language, tone of voice, what
the person says, etc.) Ask students if they’ve ever had someone invade their
personal space. Prompt: “How did that feel?”
Explain that some people may not realize they’ve invaded your personal
space, or they may ignore your signals that you don’t want them in your
personal space. Why is it important for you to be aware of other people’s
personal space and respect it?

Process Questions
1. What would you do if you saw a friend invading someone’s personal
space? How can you talk to your friends about their actions and their
comments?
2. What does it mean if someone respects you? Does it mean they can
cross into your personal space without your permission? Does it mean
you can cross into their personal space?
Activity 6.3-4 Healthy Vs. Unhealthy Relationship Brainstorm

10 minutes Discuss qualities of healthy and unhealthy relationships
Explain that there are many different kinds of relationships, and it’s
important for relationships to be healthy.
For
Tell students that, in order to focus the discussion, this part of the class
will deal with romantic relationships. Explain that students who haven’t
been in a romantic relationship can think about a healthy romantic
relationship they’ve witnessed. Have students work in groups of two or
three to brainstorm a list of healthy qualities they believe are important in
romantic relationships. Ask student pairs to share with the class, and
Teacher Review
create a list on the board of the qualities they name. Prompt students to
list “equality of power” within a romantic relationship.
After brainstorming healthy qualities in romantic relationships, explain to
students that when the opposites of these qualities exist, a relationship
may become unhealthy. For example, the opposite of honesty is
Only
dishonesty, which can be a quality of an unhealthy relationship. Write a
list on the board of unhealthy qualities and ask students to add any they
feel are missing.
Process Questions
1. What qualities are most important to you in a relationship?
2. What qualities would you consider the top-two most healthy? What
would be the two most unhealthy qualities? Why?
3. Are the qualities you look for in a friendship the same as the ones you
would look for in a romantic relationship? Why or why not? How
might they be the same or different?
4. What does it mean if the qualities that are important to you are different
from the ones that are important to your friends?

Activity 6.3-5 Dating Older Partners  Teacher Note

5 minutes Introduce consent Facts
Introduce the concept of consent: getting a Drinking age in the U.S.: 21
person’s permission to engage in an activity. Voting age in the U.S.: 18

Age of sexual consent in the
Explain that consent is important in
U.S.: varies by state
everything from teasing to sexual behavior.
Any sexual behavior (talking, kissing,  Teacher Note
touching, sex) should be mutually
Get Real’s Definition of
consensual. Both people must agree to Sexual Consent
participate. Consent means “giving permission.”
Consent is an active process. People can’t Get Real defines sexual consent
as requiring a sober “yes” from all
give consent if they are drunk, drugged or partners, free from intimidation or
For
asleep. pressure. Consent is an ongoing
process, and a “yes” to something
“No” means no. If a person has not clearly once doesn’t mean a “yes” to
said “yes” to something, then the response something always.
should be considered a “no.”
People can change their minds and stop consenting at any time.
Consent is about doing something because you want to, not because
Teacher Review
you feel pressured or manipulated.
Introduce some risks of dating older partners

Ask students to think about the concept of equality of power. How can
age and maturity have an impact on this idea? Would a 10-year age gap
Only
between people who were dating make a difference if one partner were 50
and the other 40? What if one partner were 25 and the other 15?
Elicit from students why a difference in age
might be unhealthy (power, control, loss of
 Teacher Note
balance in relationship, etc.). Add these Facts
reasons to the lists on the board. Early sexual activity has been
linked to an increased risk of
Ask students: teen pregnancy and STIs.
81% of sexually experienced
What are some possible risks for the youth ages 12–14 wish they had
younger partner? (Feeling pressured for waited longer to have sex.
sexual activity; jealous of other partner’s (from Power to Decide: The
freedom; feelings of inequality; could get into Campaign to Prevent Unplanned
Pregnancy)
trouble with parents.)
What are some possible risks for the older partner? (Frustrated with age
difference; could get into trouble, including legal trouble.)
Inform students that romantic relationships with people who are
significantly older are much more likely to be sexual than when people date
someone close to their own age. Research also shows that girls who are in

relationships with boys who are three or more years older are at higher risk
for pregnancy and STIs. Ask students why dating someone older would
put these girls at higher risk. Ask students why dating someone older
might put any person, regardless of their gender, at higher risk.
Tell students there are laws about the age of sexual consent. These laws
are designed to keep young people safe. (See the Teacher’s Guide for
information about how to access your state laws regarding age of consent.)
Process Questions
1. What relationship skills might be affected by a big age difference?
2. Why is it important to know about the age of sexual consent?
Activity 6.3-6 Boundaries and Peer Pressure Scenarios
For
10 minutes Discuss boundaries and peer pressure
Introduce the idea of personal boundaries. Boundaries are the limits
people set for how close or distant a person will be to them. Boundaries
can be physical (such as personal space) and/or emotional.
Inform students that consent and boundaries apply to both physical space
Teacher Review
(touching someone, standing too close, etc.) and to social/emotional
things such as peer pressure.
Ask students what “peer pressure” means. Is it always obvious, clear-cut
pressure? Another kind of pressure can happen when, because of what
people have seen or heard, they feel as if everyone else is doing
Only
something, such as drinking or having sex. That feeling can be a form of
pressure, and it’s often much harder to recognize and deal with. Self-
awareness and social awareness are especially important in recognizing
this kind of peer pressure. Ask students when these feelings might occur
and how they would deal with them.
Introduce scenarios for personal space and peer pressure. Students will
write scripts for these scenarios but will not act them out. Distribute
different scenarios to each student, and ask each student to reflect on two
scenarios. After students have had time to think, ask for volunteers to give
their responses to each scenario.
Process Questions
1. How do these situations relate to the idea of boundaries?
2. How can clear communication help in these scenarios?
3. How do boundaries connect to social awareness and relationship skills?
4. If something like these scenarios happened, whom could you talk to
about it?

Activity 6.3-7 Homework Name:

Handout 6.3-7
Peer Pressure Homework
Ask students to turn to Handout 6.3-7 in the 1. What’s an example of peer pressure you’ve witnessed at your school?
Student Workbook. Review and have them

complete it for homework.
2. What are some assertive ways to respond to that pressure?

What could a person say?
© PPLM
Address student questions from the Anonymous

Questions Box. Give students a new question Handout 6.3-7
prompt they can answer if they don’t have one Student Workbook page 13
about the class material, and remind students to
For
place their anonymous questions in the box as they leave the classroom.
Explain family activity

TV Time!
Instructions: Set aside a time to watch a television show that focuses on the interaction
between members of a family or a close group of friends. This might be a show the student
currently enjoys or a “classic” from the parent’s or other caring adult’s past. (Note: You could
also watch a movie, if time allows.) As you watch, look for examples of what you think are
Teacher Review
healthy or unhealthy relationships. Use the statements below to talk more about what you

observed.
1. Share an example of a healthy relationship between

characters on the show.  Tips for Parents
2. Share an example of an unhealthy relationship conversations between Get Real students
between characters on the show. and caring adults in their lives. It provides
a great chance to review material covered
3. Did anything happen on the show as a result of in class, research resources for additional
being in an unhealthy relationship? How was this information, and share your feelings and
values.
situation resolved?
Note: If it’s embarrassing to discuss these
4. Did the characters treat each other with respect? issues with one another, you can decide to:
If so, how could you tell? If not, what made the Say so—and do the exercise anyway.
communication seem disrespectful? Skip parts of it.
5. Was there a character who had qualities you would

look for in a friendship? In a dating relationship? Laugh, giggle, blush, and go right on
If yes, what were these qualities and why are they talking.
important to you?
© PPLM
Only
mobile website.
Family Activity 6.3

References
Circles of Relationships handout:
Adapted from Life Planning Education by Advocates for Youth, Washington, D.C.,
www.advocatesforyouth.org. Circles of Sexuality created by Dennis M. Dailey,
Professor Emeritus, University of Kansas, based on the initial work of Harvey Gochros.
Statistics on older partners:
From Albert, B., Brown, S., and Flanigan, C., eds. 14 & Younger: The Sexual Behavior of
Young Adolescents (Summary). Washington, D.C.: National Campaign to Prevent Teen
Pregnancy, 2003.

Scenarios 6.3-6 In Activity Kit
Personal Space and Peer Pressure

1. A person at school is always hugging you and everyone else in the hallway. You don’t want
to be hugged by this person.

2. Someone you are dating has asked you to come over while there are no adults at home.

For
3. A friend compliments your clothes and touches them in a way that makes you
uncomfortable.

4. Someone makes a sexually inappropriate joke about someone else around you.
Teacher Review

5. Someone you are dating wants to go further than the limit you’ve set for yourself around
sexual behavior.

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6. Someone writes you a sexually inappropriate note, text or email.

7. Someone older than you by more than three years has asked you to go on a date.

© PPLM

Family Letter 6.3

Some of the topics talked about in Get Real class this week were respecting personal space,
setting boundaries, and how to deal with peer pressure.
“Personal space” is defined as the amount of space or distance around your physical body
that you feel comfortable having between yourself and other people. Young people and
adults have the right to choose whom they will allow in their personal space. It’s important
to pay attention to and respect other people’s nonverbal and verbal communication about
For
how they feel about having others in their personal space.
Students also talked about the concept of consent, or getting someone’s permission before
doing something with or to that person. Consent matters in everything from teasing to
sexual behavior. Although most adolescents your child’s age are not sexually active,
including discussion of sexual behaviors when talking about consent helps them be
Teacher Review
prepared for pressure in the future. Be clear and specific when talking about consent with
your child.
Here are some points you may want to include:
“No” means no. If a person has not clearly said “yes” to something, the response should
be considered a “no.”
Only
People can change their minds and stop consenting at any time.
Consent is about doing something because you want to, not because you feel pressured
or manipulated.
Any sexual behavior (talking, kissing, touching, sexual intercourse) should be mutually
consensual. Both people must agree to the activity.
Consent is an active process. People can’t give consent if they are drunk, drugged or
asleep.
© PPLM

Family Activity 6.3
TV Time!
Instructions: Set aside a time to watch a television show that focuses on the interaction
between members of a family or a close group of friends. This might be a show the student
currently enjoys or a “classic” from the parent’s or other caring adult’s past. (Note: You could
also watch a movie, if time allows.) As you watch, look for examples of what you think are
healthy or unhealthy relationships. Use the statements below to talk more about what you
observed.
1. Share an example of a healthy relationship between

For
characters on the show.
2. Share an example of an unhealthy relationship conversations between Get Real students
between characters on the show. and caring adults in their lives. It provides
3. Did anything happen on the show as a result of in class, research resources for additional
being in an unhealthy relationship? How was this information, and share your feelings and
values.
situation resolved?
Teacher Review
4. Did the characters treat each other with respect? issues with one another, you can decide to:
If so, how could you tell? If not, what made the Say so—and do the exercise anyway.
communication seem disrespectful? Skip parts of it.
5. Was there a character who had qualities you would each other’s answers.
look for in a friendship? In a dating relationship? Laugh, giggle, blush, and go right on
Only
If yes, what were these qualities and why are they talking.
important to you?
© PPLM

Lesson 6.4
Anatomy and Reproduction:
The Penis and Related Parts
Planning ahead: Students will apply information learned to Self-awareness, social
Lesson 6.6: Puberty and Lesson 6.7: Abstinence. awareness
Lesson Goals Logic Model Determinant(s)

Identify key parts of the anatomy.
For
Discuss the connection between anatomy and reproduction. Increase knowledge of how
STIs are transmitted.
Explain how pregnancy occurs.
Increase knowledge of how
pregnancy happens.
Preparation & Materials Checklist Increase knowledge of correct
Review the information about the penis and related
¨¨ and consistent use of condoms
Teacher Review
and other protection methods.
anatomy in the Teacher’s Guide pages.
Increase awareness of
Review the prompt questions in the Teacher’s Guide to ask
¨¨ consequences when condoms
your students during this lesson. and/or other protection
methods are not used.
¨¨
–– Handout 6.4-2: The Penis and Related Parts
Only
Copy family letter, family activity and answer key.
¨¨
Have:
¨¨
–– Poster of The Penis and Related Parts
–– (Optional) Condoms (Check with class[es] to make sure there are no airborne latex
allergies among students.)
Terms to Use
Reproduction Egg
Vaginal intercourse Pregnancy
Fertilization Hormone
Sperm Sexually Transmitted Infections (STIs)
Condoms

Grade 6 • Lesson 4: Anatomy and Reproduction: The Penis and Related Parts
ÎÎTeacher Note
Ideally this lesson will be a dialogue with students as you cover the information. The questions
in the Teacher’s Guide pages can help encourage student participation. This lesson can help
correct student misconceptions about the penis and related anatomy, how the parts work, and
how pregnancy and STIs can occur.
It is important to use gender-neutral language when discussing sexual and reproductive anatomy
and physiology. Some students may identify as transgender or non-binary, and gendered
language may make these students feel excluded from the lesson. Remember, not all who
identify as female have a vagina, and not all who identify as male have a penis, and that some
youth, regardless of what body parts they have, do not identify as male or female. Using gender-
neutral language helps all youth understand how to take care of their bodies and their sexual and
reproductive health, and prevent unintended pregnancy and STIs.
There’s a lot of information for students to retain in this lesson, and much of it is presented in
a way that will appeal to auditory/verbal learners. Referring to the poster of the reproductive
system will help visual learners. Creating a graphic organizer on the board that lists the sequence
of the lesson will also help visual learners retain the information in each section.
For
Activity 6.4-1
5 minutes
Process Family Activity
Process Family Activity from Lesson 6.3
Process Questions
mobile website.
Teacher Review
Only
Activity 6.4-2 The Penis, Related Parts and What They Do

15 minutes Assess student knowledge
Explain that the next two lessons will focus  Teacher Note
on the human reproductive systems. Ask Normalizing Body
Differences
students what other body systems they can
People’s bodies come in all shapes
think of (e.g., circulatory system). Ask them and sizes, including the sexual body
to give examples of some body parts that parts, such as penises and breasts.
make up these systems (e.g., heart, arteries). Our society puts a lot of pressure
on people to look a certain way, but
Explain that anatomy is the structure of it’s important to know that people’s
human bodies, while reproduction is making bodies function in the same way
more of something. For humans, reproduction even if they look different from each
other.
refers to making more humans.
Explain that there are two different types of human reproductive systems,
and that today’s lesson will focus on the penis and related parts and the
role they play in reproduction. Tell students you want to see how many of

the parts they already know, using an anatomy Handout 6.4-2
diagram like one they may have seen in science Name:
class. Ask students to turn to Handout 6.4-2 in the Definitions
Scrotum: the sack of skin that holds the testes outside the body and helps control their
Student Workbook. Give them 3 minutes to try to

temperature.
Testes (singular = testicle): organs that produce sperm and the hormone testosterone.
Epididymis: a coiled tube behind each testicle where sperm are made.
label the diagrams on their own.

Vas deferens: tubes that carry sperm from the testes to the urethra.
Seminal vesicles: glands on each vas deferens that produce fluids that mix with the sperm to
make semen.
Prostate: a gland under the bladder that contains pleasure sensors and produces fluids that
mix with the sperm to make semen.
Show students the penis and related parts poster.

Cowper’s glands: glands on either side of the urethra that make a fluid called pre-ejaculate,
which lines the urethra before ejaculation when the penis is erect. This fluid acts as a lubricant
for the sperm during the ejaculation.
Urethra: the tube that carries ejaculate, pre-ejaculate or urine out of the body.
Tell them you are going to explain the parts and Penis: an organ made of soft, spongy tissue and blood vessels, used for reproduction,
urination and pleasure.
Foreskin: a loose skin that covers the head of the penis. At birth all penises have a foreskin.
what they do, and that they should follow along Anus: the opening through which feces (solid waste) leaves the body.
© PPLM
and make any additional notes on their own
diagrams. Explain that this information is an (continued)
important part of learning to be healthy and

understanding how pregnancy occurs. Handout 6.4-2

Student Workbook
pages 15–16
Explain basic functions of the parts
For
Scrotum: a skin sack that holds the testes
outside the body and helps control their  Teacher Note
temperature. Engaging Students
Testes (singular = testicle): organs that Refer to the Teacher’s Guide pages
for additional talking points and
produce sperm and the hormone questions that can help engage
Teacher Review
testosterone. students during your discussion
of the penis and related parts and
Epididymis: a coiled tube behind each ensure you cover important material
testicle where sperm mature and develop in a student-centered manner.
the ability to swim.
Vas deferens: tubes that carry sperm from the testes to the urethra.
Only
Seminal vesicles: glands on each vas deferens that produce fluids that
mix with the sperm to make semen.
Prostate:a gland under the bladder that contains pleasure sensors and
produces fluids that mix with sperm to make semen.
Cowper’s glands: glands on either side of the urethra that make a fluid
called pre-ejaculate that lines the urethra before ejaculation when the
penis is erect. This fluid acts as a lubricant for the sperm during the
ejaculation.
Urethra: the tube that can carry ejaculate, pre-ejaculate or urine out of
the body.
Penis:an organ made of soft, spongy tissue and blood vessels, used for
reproduction, urination and pleasure. When the penis becomes erect, or
“hard,” its tissues fill with blood. This is called an erection.
Foreskin: a loose skin that covers the head of the penis. At birth, all
penises have a foreskin, though some people are circumcised.
Explain circumcision (the removal of the foreskin).
Anus: the opening through which feces (solid waste) leaves the body.

Even though it isn’t on this poster, remind students that the most
important part of both reproductive systems is the brain. The brain
controls all the parts of a person’s anatomy, regardless of whether they are
awake or asleep.
Process Questions
1. What was one fact we just discussed that surprised you?
2. Why are some people more comfortable discussing some body parts
than others?
3. How do you think pressure to have a person’s body look or be a certain
way might feel for that person?
4. Why is it important to get questions about reproductive organs
answered?
For
Activity 6.4-3 Linking Parts with Reproduction
20 minutes Introduce pregnancy basics
Explain that the two different human reproductive systems each make
special cells—sperm and egg (or ovum). The testes produce sperm. The
Teacher Review
ovaries produce eggs. When a sperm and egg come together, we say that
fertilization has occurred. This is the first step necessary for a pregnancy
to happen.
Since a pregnancy develops in the uterus, there has to be a way for the
sperm to get to a waiting egg. Many of the organs we just discussed, such
as the testicles and vas deferens, are involved in helping the sperm make
Only
their way to an egg. It usually takes an erection, vaginal intercourse and
ejaculation to get sperm close enough to an egg for fertilization to happen.
Use the following terms and questions from the Teacher’s Guide to
explain how the reproductive organs and processes just described work
with the vagina, eggs and uterus to create a pregnancy.
Erection: when blood fills the small blood vessels of the penis’s spongy
tissue, making the penis hard.
Explain that erections are caused when a message of “arousal,” or a good
feeling, is sent to the penis from the brain, which then causes additional blood
flow to the penis. Erections are a normal part of having a penis, and it’s normal
for erections to happen spontaneously, especially during puberty.
Vaginal intercourse: when a penis enters a vagina. This contact will
allow the sperm released during ejaculation to travel into the other
partner’s reproductive organs (the vagina, uterus and fallopian tubes)
to possibly join with an egg.
Review that the number of times intercourse needs to happen for reproduction
to occur can be just once.

Ejaculation: the process of sperm and supportive fluids (semen) leaving

the penis.
Be sure to explain that wet dreams (ejaculation during sleep) are a normal part
of puberty. Relate this point to the brain being the most important part of the
reproductive anatomy. Even when people are asleep, their brains are still
working.
Pre-ejaculate: fluid that appears before an ejaculation takes place to get
the urethra ready for the passage of sperm. Pre-ejaculate happens each
time the penis gets erect, whether the person notices it or not. Pre-
ejaculate can contain up to 20,000 sperm and can transmit STIs. An
ejaculation contains 300 million to 500 million sperm. It only takes one
to cause a pregnancy.
Discuss vaginal intercourse and possible health risks
For
Explain the possible health risks of unprotected vaginal intercourse:
Pregnancy
Sexually transmitted infections (STIs)
Explain that STIs are infections or diseases
 Teacher Note
Teacher Review
typically transmitted, or spread, through
sexual behaviors. STIs are passed through How Condoms Work
fluid, including ejaculate, pre-ejaculate, Condoms work to prevent
pregnancy by covering the penis.
vaginal fluid, rectal fluid and blood. Some
This creates a barrier that stops the
STIs have visible symptoms, and some do sperm and semen from entering
not. Some can cause serious damage to the the partner’s body. With a condom,
Only
body if they aren’t treated with medicine. Let the ejaculation is caught in the tip
of the condom, which prevents
students know they will learn more about the possibility of a sperm reaching
STIs later in Get Real. an egg and creating a pregnancy.
And, if either sexual partner has
an STI, the condom also prevents
Discuss the role of condoms the bacteria or virus from being
transmitted from one person to the
Using the information provided in the box, other.
explain the role of condoms in preventing For a condom to be used properly,
these health risks. Emphasize that the most it needs to be put on after the penis
effective way for sixth graders to prevent is erect but before contact with the
sexual partner. After ejaculation, the
STIs and pregnancy is not to have vaginal base of the condom should be held
intercourse. around the penis as it is withdrawn,
to ensure that none of the semen or
Condoms are an effective choice for sperm leaks out. Condoms should
protecting against both pregnancy and be used only once. They should not
be carried around in a pocket or
possible STI transmission if a person is
wallet, because heat can weaken
having sexual intercourse. Explain the terms the condom over time.
“protected sex” and “unprotected sex.” Ask
students what can happen without condom
use (pregnancy, STI transmission).

Ask students where people their age can get condoms.

If appropriate, and as time permits, you may choose to show the students
a condom and describe how it should be used. (Additional talking points on
condoms and a condom demonstration can be found in the Teacher’s Guide for
Lessons 7.8 and 8.4.)
Wrap-up
The penis and related parts are designed to help sperm cells enter the
vagina and potentially join with an egg (ovum), which is the first step
necessary for pregnancy to happen.
There are a number of possible health risks involved if a person chooses to
have unprotected vaginal intercourse, such as getting an STI or becoming
pregnant without wanting to. The most effective ways for sixth graders to
For
avoid STIs and unintended pregnancy are to choose not to have sex
(abstinence) or to postpone sex until they are older. You will have the
opportunity to discuss this more during a future Get Real lesson.
Process Questions
1. Why is it so important to understand how the reproductive body
Teacher Review
organs work?
2. What are some feelings a person might have about starting to have wet
dreams?
3. What could happen if a couple decided not to use condoms and to have
unprotected vaginal intercourse just one time?
Only
4. What might make it difficult for a sixth grader to choose not to have
vaginal intercourse? (Peer pressure, lack of self-confidence, unclear personal
goals.)
Activity 6.4-4 “What Am I?” Game

In this game, offer students a short description of the penis and related
reproductive body parts and their functions and make them guess the
answer. (You can give prizes if you want.) For example, “I am the tubes
that carry sperm from the testes to the urethra;” “I am made up of spongy
tissue filled with blood vessels;” or “I am the number of sperm in an
ejaculation.” This game assesses student knowledge and can be a great
way to reinforce important facts and ideas from the lesson.


Explain family activity Word Connect: The Penis and Related Parts
Instructions: Draw a line between the reproductive anatomy word on the left and the correct
definition of the word on the right.
Foreskin Organs that produce sperm and the hormone testosterone
Review the Family Activity for this lesson. Scrotum
Testes
The tube that carries ejaculate, pre-ejaculate and urine out of the body
Tubes that carry sperm from the testes to the urethra
Urethra The sack of skin that holds the testes outside the body and helps control
their temperature
For
Vas deferens The loose skin that covers the head of the penis at birth
Bonus: Write down an additional fact you remember about three of these body parts.
Get Real for Parents  Tips for Parents

and caring adults in their lives. It provides
in class, research resources for additional

values.
© PPLM

Skip parts of it.
talking.

mobile website.
Teacher Review
Family Activity 6.4
Only

Handout 6.4-2 Answer Key
bladder
4. Vas deferens •
5. Seminal vesicles •
Prostate 6.
•
For
7. Cowper’s glands •
Urethra 8.
•
Penis 9.
•
3. Epididymis •
Teacher Review
Testes 2.
•
1. Scrotum •
circumcised penis uncircumcised penis
Only
4. Vas deferens •
•
bladder
5. Seminal vesicles • 10. Foreskin
© PPLM
Prostate 6.
•
11. Anus Urethra 8.

• • •
7. Cowper’s glands Penis 9.

•
•
Testes 2.
3. Epididymis •
•
1. Scrotum
These drawings are an example of sexual/reproductive parts.

People’s bodies come in all different shapes, sizes and colors.
For more information, contact Planned Parenthood at
1-800-258-4448 or visit our website www.getrealeducation.org.
6-36 Images © 2010 Planned Parenthood League of Massachusetts Get Real: Comprehensive Sex Education That Works
Family Letter 6.4

This week’s Family Assignment focuses on reproductive anatomy, specifically the penis and
related parts. Most of this information might be a review for you, but don’t be surprised if
your child can teach you something new about the human body!
When you talk about sexuality, it’s important to understand the language used. Sometimes
parents and other adults may use terms for body parts and functions that can confuse or
mislead children. If children don’t learn the correct terms, they may not have the respectful
For
language to discuss sexual facts and feelings with parents, teachers, health care providers,
or eventual future partners. Knowing the facts allows adolescents to make healthier, safer,
well-informed decisions related to sexuality.
Try to use “accurate” language when discussing sex and sexuality with your child. This
includes using the medical or biological words for parts and functions, such as penis, vagina,
Teacher Review
urine, and semen. Parents sometimes punish children for using sexual slang without making
sure that the children understand why these words are offensive. So, if your child uses a
slang word, a helpful response might be, “There are many silly-sounding words (sometimes
called “dirty” words) about sex and bodies—words like ‘boobs’ and ‘balls.’ Some people
think it’s fun or OK to use these words, but others can feel embarrassed or uncomfortable
when they hear them. It’s important to respect other people’s feelings about slang and
Only
‘dirty’ words or jokes, whatever those feelings may be.”
The Parent Buzz is a bimonthly newsletter that contains helpful strategies for communicating
with kids about sex and sexuality. It’s a great resource for information, and offers tips for
parents around talking with their children, current information about sexuality issues and
trends, links to useful websites, and descriptions of adolescents’ developmental stages.
To receive The Parent Buzz, please visit www.pplm.org/parenteducation to sign up. If you
decide The Parent Buzz isn’t for you after reading one issue, simply click on the opt-out box
in the newsletter.
© PPLM

Family Activity 6.4
Word Connect: The Penis and Related Parts

Scrotum The tube that carries ejaculate, pre-ejaculate and urine out of the body
For
Testes Tubes that carry sperm from the testes to the urethra
their temperature
Teacher Review
Only
values.
issues with one another, you can decide to: © PPLM
Skip parts of it.
talking.

Family Activity 6.4 Answer Key
Word Connect: The Penis and Related Parts

Scrotum The tube that carries ejaculate, pre-ejaculate and urine out of the body
For
Testes Tubes that carry sperm from the testes to the urethra
their temperature
Teacher Review
Only
values.
© PPLM

Skip parts of it.
talking.

For
Teacher Review
Only

Lesson 6.5
Anatomy and Reproduction:
The Vagina and Related Parts
Connecting the Lessons SEL Skills Addressed
Builds on Lesson 6.4: Anatomy and Reproduction: The Penis and Self-awareness, social
Related Parts. Planning ahead: Students will apply information awareness
learned to Lesson 6.6: Puberty and Lesson 6.7: Abstinence. Logic Model Determinant(s)
Lesson Goals
For
Identify key parts of the anatomy. Increase knowledge of how
pregnancy happens.
Define menstrual cycle.
Explainthe link between menstrual cycle and
reproduction.
Teacher Review
ÎÎTeacher Note
Review the information about the vagina and related
¨¨
Ideally this lesson will be a dialogue
anatomy in the Teacher’s Guide pages. between you and the students as
Review the prompt questions in the Teacher’s Guide to
¨¨ you cover the information. The
questions in the Teacher’s Guide
ask your students during this lesson. pages can help encourage student
¨¨ participation. This lesson can help
Only
correct student misconceptions
–– Handout 6.5-2: The Vagina and Related Parts about the vagina and related
–– Handout 6.5-5: “What Am I?” Homework anatomy, how the parts work, and
how pregnancy and STIs can occur.
¨¨ There’s a lot of information for
Have:
¨¨ students to retain in this lesson,
and much of it is presented in a
–– Poster of The Vagina and Related Parts way that will appeal to auditory/
verbal learners. Referring to the
poster of the reproductive system
–– Slips of paper for anonymous questions will help visual learners. Creating a
graphic organizer on the board that
–– (Optional) Samples of tampons and sanitary pads lists the sequence of the lesson will
–– (Optional) Plastic pelvis/vagina (to show tampon also help visual learners retain the
information in each section.
insertion)
Terms to Use
Ovulation Menstruation
Egg Tampon
Fertilization Sanitary pad

Grade 6 • Lesson 5: Anatomy and Reproduction: The Vagina and Related Parts

mobile website.
Activity 6.5-2 The Vagina, Related Parts and What They Do
For
 Teacher Note
Explain that there are two different types of
Engaging Students
human reproductive systems, and that
Refer to the Teacher’s Guide pages
today’s lesson will focus on the vagina and for additional talking points and
related parts and the role they play in questions to help engage students
Teacher Review
reproduction. Tell students you want them to during your discussion of the
vagina and related parts and ensure
see how many of the parts they already you cover important material in a
know. Ask students to turn to Handout 6.5-2 student-centered manner.
in the Student Workbook. Give them 3
minutes to try to label the diagrams on their own.
Handout 6.5-2
Show students the vagina and related parts poster.
Only
Name:
Tell them you are going to explain the parts and Definitions
Ovaries: organs that contain egg cells (ova) and produce the hormones estrogen and
what they do, and that they should follow along

progesterone, which cause body changes, ovulation and menstruation.
Fallopian tubes: small tubes that carry the egg from the ovaries to the uterus. This is where
sperm will join with, or fertilize, an egg, which is the first step necessary for pregnancy to
happen.
and make any additional notes on their own

Fimbria: the fingerlike parts on the end of each fallopian tube that find an egg after it is
released from the ovary and sweep it into the tube.
Uterus: the pear-shaped, muscular reproductive organ from which menstruation occurs and
where a pregnancy develops.
diagrams. Explain that this information is an Cervix: the lower part of the uterus that contains the opening to the vagina.
Vagina: the passageway that connects the uterus to the outside of the body. It serves as the
birth canal and provides a way for menstrual fluid to leave the body. It is also used for pleasure.
important part of learning to be healthy and to Hymen: a thin membrane that may partially cover the opening to the vagina.
Vulva: the external sex organs (or genitalia), including the clitoris, urethra, both sets of labia,
and the opening to the vagina. There are three separate openings in this general area. Two of
understanding how pregnancy occurs.

these are in the vulva: the urethra and the vagina. The third opening is the anus, just behind the
vulva.
Clitoris: a mound that contains many nerve cells and is very sensitive to touch. Its only
purpose is pleasure.
© PPLM
Urethra: the tube that carries urine out of the body.
Labia: The outer and inner labia (also called “lips”) are two folds of skin that surround the
opening to the vagina. The outer lips lie closest to the legs, and pubic hair grows on them in
most adolescents and adults. The inner lips are the folds of skin inside the outer labia that
Explain basic functions of the parts

begin at the clitoris and end around the vaginal opening.
Anus: the opening through which feces (solid waste) leaves the body.
(continued)
Ovaries: organs that contain egg cells (ova,

singular = ovum) and produce the hormones Handout 6.5-2
estrogen and progesterone, which cause body Student Workbook
pages 19–20
changes, ovulation and menstruation. Ovulation
is the process by which an egg is released from one of the ovaries.
Fallopian tubes: small tubes that carry the egg from the ovaries to the
uterus. This is where sperm will join with, or fertilize, an egg, which is
the first step necessary for pregnancy to happen.
Fimbria: the fingerlike parts on the end of each fallopian tube that find
an egg after it is released from the ovary and sweep it into the tube.

Uterus:the pear-shaped, muscular

 Teacher Note
reproductive organ from which
menstruation occurs and where a The Menstrual Cycle
The uterus is the size of a person’s
pregnancy develops. fist, but it can grow to the size
Cervix:the lower part of the uterus that of a baby. Hormones cause the
body to add extra lining to the
contains the opening to the vagina.
inside of the uterus every month
Vagina: the passageway that connects the to get it ready for a fertilized egg.
uterus to the outside of the body. It serves But if an egg reaches the uterus
without being fertilized, the lining
as the birth canal and provides a way for isn’t needed. The unfertilized egg
menstrual fluid to leave the body. It is also disintegrates into the lining, which
used for pleasure. then leaves the body through a
process called menstruation, or a
Discuss vaginal discharge and explain that it is “period.” Menstruation is one part
normal. of the menstrual cycle, which will be
explained after the body parts are
For
Hymen: a thin membrane that may discussed.
partially cover the opening to the vagina.
Vulva: the external sex organs (or
genitalia), including the clitoris, urethra,  Teacher Note
both sets of labia, and the opening to the Hymen Facts
vagina. There are three separate openings Many people with a vagina are born
Teacher Review
in this general area. Two of these are in the with no visible hymen. The hymen
is a thin membrane that may cover
vulva: the urethra and the vagina. The the opening to the vagina. The
third opening is the anus, just behind the hymen can disintegrate over time.
anus. It is normal for a person to have
a noticeable hymen, and it’s also
Clitoris:a mound of skin that contains normal if a person does not have a
many nerve cells and is very sensitive to noticeable hymen.
Only
touch. Its only purpose is pleasure. It is
located between the labia at the top of the vulva.
Urethra: the tube that carries urine out of the body.
Labia: the outer and inner labia (also called “lips”) are two folds of skin
that surround the opening to the vagina. The outer lips lie closest to the
legs, and pubic hair grows on them in most adolescents and adults. The
inner lips are the folds of skin inside the outer labia that begin at the
clitoris and end around the vaginal opening.
Anus: the opening through which feces (solid waste) leaves the body. It
is important for people with a vagina to wipe from front to back after
using the toilet to make sure bacteria from the anus do not get into the
urethra, which could cause a urinary tract infection.
Even though it’s not on the poster, remind students that the brain is the
most important part of both human reproductive systems. The brain
controls all of the parts of a person’s anatomy, regardless of whether they
are awake or asleep.

Process Questions
1. What was one fact we just discussed that surprised you?
2. Which body parts on the diagram belong to both human reproductive
systems?
3. Why are some people more comfortable discussing some body parts
than others?
4. How do you think pressure to have a person’s body look or be a certain
way might feel for that person?
5. Why is it important to get your questions about reproductive organs
answered?
Activity 6.5-3 The Menstrual Cycle Explained
For
15 minutes Explain process of ovulation and menstruation
The menstrual cycle is critical to reproduction
and is important for everyone to understand  Teacher Note
whether they menstruate or not. Starting to See the Teacher’s Guide pages for
menstruate is a normal part of going through leading questions to help students
participate and share important
puberty for a person with a uterus.
Teacher Review
information.
About once per month, an egg is released
from the ovary (this process is called
ovulation). The hormones estrogen and  Teacher Note
progesterone prepare the lining inside the “Safe” Intercourse?
uterus for a possible pregnancy. If an egg is Q. Is there a “safe” time to have
Only
unprotected intercourse when a
present in the fallopian tube when semen is person can’t get pregnant?
released into the vagina, sperm can swim up A. No, for several reasons. First,
to the egg and fertilize it. When the fertilized sperm can live in the fallopian tubes
egg reaches the uterus, it will implant itself in for several days. So, even if there’s
no egg there when the sperm are
the lining, and a pregnancy will then start to first ejaculated, a person could
grow. If the egg isn’t fertilized and a ovulate during the time sperm are
pregnancy doesn’t happen, the egg and present, and that egg could be
fertilized. Second, very few people
lining of the uterus are shed and leave the have perfectly regular cycles,
body through the vagina. This process is especially when they are young.
called menstruation or a “period.” So it’s difficult to predict when
ovulation will occur.
Review facts about the menstrual cycle

Explain that some sixth-graders may already have their periods, and some
may not get them for a while. The average age menstruation starts is
between 12 and 13, but many people are younger or older when they get
their first periods. Discuss cycle length and amount of blood.

Explain and demonstrate tampons and sanitary pads

Tell students that most people choose to use either a tampon or a sanitary
pad to absorb the menstrual flow. Either is fine and normal.
Show both a tampon and a sanitary pad to the class and pass them around
for students to see. If time permits, you might demonstrate how each
works by submerging the tampon in a clear glass of water or pouring
some water onto the pad.
Note that it’s good hygiene practice for a person to change the tampon or
sanitary pad when they go to the bathroom or take a bath or shower.
Process Questions
1. What was one fact that you learned today that surprised you?
For
2. Why do some people use slang terms to refer to their menstrual
periods?
3. How might a person feel if they were the first person in their class to
get their period?
4. How might a person feel if they were the only one of their friends who
had not gotten their period yet?
Teacher Review
Activity 6.5-4
5 minutes
“What Am I?” Game
Assess student knowledge
In this game, offer students a short description of the reproductive organs
and functions they just learned about (vagina, ovaries, menstruation, etc.)
Only
and make them guess the answer. (You can give prizes if you want.) For
example, “I am the organ that holds the eggs,” “I am the length of an
average period,” or “I am the fold of skin on the outer part of the vulva.”
This game assesses student knowledge and can be a great way to reinforce
the important facts and ideas from the lesson.
Handout 6.5-5
Homework
Name:
Activity 6.5-5 “What Am I?” Homework

Instructions: On the lines provided, write the letter from the right column that corresponds
with the definition in the left column.

Example:
Z I am the most important part of the reproductive anatomy. Z. The Brain
Student Workbook. Review and have them 1. I am the location where a sperm fertilizes an egg.
2. I am the tubes that carry the sperm from the testes.

A. Erection
B. Anus

3. I am the only part of the reproductive anatomy designed C. Vulva
solely for pleasure.
D. Vas Deferens
4. I am the part of the body through which solid waste is
eliminated. E. Fallopian Tubes
5. I am one of the hormones produced in the ovaries. F. Estrogen
6. I am what it is called when blood fills the blood vessels in G. Scrotum

the tissue of the penis, making it hard.
H. Clitoris
7. I am the term that refers to the clitoris, both sets of labia,
urethral opening and vaginal opening.
8. I am the sack of skin that holds the testes outside the body.
© PPLM
Handout 6.5-5


students a new question prompt that they can answer if they don’t have
one about the class material, and remind students to place their
anonymous questions in the box as they leave the classroom.

Word Connect: The Vagina and Related Parts
Fallopian tubes The organs that contain egg cells (ova) and produce the hormones
(estrogen, progesterone) that cause body changes, ovulation and

menstruation
Vagina The tube that carries urine out of the body
Urethra The lower part of the uterus that contains the opening to the vagina
Cervix The term that refers to the clitoris, both sets of labia, urethral opening
and vaginal opening (external genitalia)
For
Ovaries The passageway that connects the uterus to the outside of the body
Vulva The small passageways an egg travels through to get from the ovary

to the uterus

Bonus: Write down an additional fact you remember The goal of this activity is to promote
about three of these body parts. conversations between Get Real students

values.
© PPLM

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talking.

mobile website.
Teacher Review
Family Activity 6.5
Only

Fallopian tube 2.
•
3. Fimbria
For
•
Uterus 4.
1. Ovary •
Cervix 5.
•
6. Vagina
Teacher Review
•
Vulva 7.
2. Fallopian tube
Only
3. Fimbria Vulva 7.
Clitoris 8.
1. Ovary • •
• Labia 10.
•
•
4. Uterus • Urethra
• 9.
Vagina
5. Cervix •
6.
•
bladder
© PPLM
Anus 11.
6. Vagina •

•
•
11. Anus •
Clitoris 8.
9. Urethra Vulva
7.
These drawings are an example of sexual/reproductive parts.

People’s bodies come in all different shapes, sizes and colors.
For more information, contact Planned Parenthood at
1-800-258-4448 or visit our website www.getrealeducation.org.
Get Real: Comprehensive Sex Education That Works Images © 2010 Planned Parenthood League of Massachusetts 6-47
For
Teacher Review
Only

Family Letter 6.5

This week’s Family Assignment again focuses on reproductive anatomy, specifically the
vagina and related parts. The vagina and related sexual and reproductive parts are just as
fascinating as the penis and related sexual and reproductive parts! Knowing the facts about
bodies and how they work helps young people make healthier, safer, well-informed
decisions related to sexuality.
Puberty, or adolescence, refers to the span of time between childhood and adulthood. It is a
For
time of many changes. Between the ages of about 9 and 16, young people do more than just
grow taller and bigger, as they have done since birth. During this time, hormones cause
young people to grow and change in many ways—socially, emotionally, mentally,
physically and sexually. The changes don’t all take place at once. Most happen slowly over
a few years’ time, although a few may happen quickly. They often take place in a certain
order, but not always.
Teacher Review
As a parent, it’s important to help your child realize that all of these changes are normal. It
can be reassuring to remind your child that:
Puberty is a process, not a single event. Everyone will go through it.
During this time, a person’s body and feelings begin to change from a child’s to an
adult’s.
Only
Puberty tends to occur between the ages of 9 and 16; but it can happen sooner or later as
well.
No matter when puberty begins or ends, the whole process is very normal.
The “Events of Puberty” chart outlines the age range for young people when some of the
physical changes of puberty usually happen. But, remember, it’s very normal for physical
changes to happen before or after these ages.
To learn more about puberty, including the challenging but exciting emotional and social
changes that take place, visit the parent education website at www.pplm.org/education and
© PPLM
click on “For Parents.” Keep on talking and listening to your child!

(continued)

Family Letter 6.5
Continued
The Events of Puberty

— People with a Vagina and Related Parts —
1. Age Range: Usually 8–11 There are no outside signs of development, but the ovaries are
enlarging and hormone production is beginning.
2. Age Range: Usually 8–14, Average 11–12 The first sign is typically the beginning of breast
growth, including “breast buds.” A person may also grow taller and heavier. The first pubic
hairs start out fine and straight, rather than curly.
3. Age Range: Usually 9–15, Average: 12–13 Breast growth continues. Pubic hair becomes
For
darker and more coarse, but there still isn’t a lot of it. The body is still growing. The vagina is
enlarging and may begin to produce a clear or white discharge. This is a normal self-cleansing
process. Often young people get their first menstrual periods late in this stage.
4. Age Range: Usually 10–16, Average: 13–14 Pubic hair growth takes on the triangular shape
of adulthood, but doesn’t quite cover the entire area. Underarm hair is likely to appear in this
stage, as is menstruation. Ovulation (release of egg cells) begins in some young people, but
Teacher Review
typically not on a regular monthly basis until the last stage.
5. Age Range: Usually 12–19. Average: 15 This is the final stage of development, when a person
is now physically an adult. Breast and pubic hair growth are complete. Full height and physique
are usually attained. Menstrual periods are well established, and ovulation occurs monthly.
— People with a Penis and Related Parts —
Only
1. Normal Age Range: 9–12, Average: About 10 The hormone testosterone is becoming active,
but there are hardly any outside signs of development. Testicles are maturing. Some young
people start a period of rapid growth late in this stage.
2. Normal Age Range: 9–15, Average: 12-13 Testicles and scrotum begin to enlarge, but penis
size doesn’t increase much. There is still very little, if any, pubic hair at the base of the penis.
Increase in height and change in body shape.
3. Normal Age Range: 11–16, Average: 13–14 Penis starts to grow in length but not much in
width. Testicles and scrotum are still growing. Pubic hair starts to get darker and more coarse © PPLM
and spreads toward the legs. Growth in height continues, and body and face shape start to
look more adult. Voice begins to deepen (and crack). Some hair grows around the anus.
4. Normal Age Range: 11–17, Average: 14–15 Penis width and length increase. Testicles and
scrotum are still growing. Pubic hair begins to take on adult texture but covers a smaller area.
Most young people have their first ejaculations. Underarm hair develops. Facial hair increases
on chin and upper lip. Voice gets deeper, and skin gets more oily.
5. Normal Age Range: 14–18, Average: Around 16 Full adult height and physique are nearly
reached. Pubic hair and genitals have adult appearance. Facial hair grows more completely,
and shaving may begin. During the late teens and early 20s, some people grow a bit more and
develop more body hair, especially chest hair.

Family Activity 6.5

Fallopian tubes he organs that contain egg cells (ova) and produce the hormones
T
menstruation
For
Teacher Review
to the uterus
Only
about three of these body parts.
values.
© PPLM

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talking.


Fallopian tubes he organs that contain egg cells (ova) and produce the hormones
T
menstruation
For
Teacher Review
to the uterus
Only
about three of these body parts.
values.
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talking.

Lesson 6.6
Puberty
Builds on Lesson 6.4: Anatomy and Reproduction: The Penis and Self-awareness, social
Related Parts and Lesson 6.5: Anatomy and Reproduction: The awareness
Vagina and Related Parts.
Identify emotional and physical changes of puberty.
Identify impact of social awareness during puberty.
For
Discuss links between anatomy and puberty.

Discussemerging sexual feelings and the difference
between sexual feelings and sexual readiness.
ÎÎTeacher Note
Preparation & Materials Checklist When processing Activity 6.6-2,
Teacher Review
it’s important to describe emerging
Review the information about the vagina and related
¨¨
sexual feelings as normal for some
anatomy in the Teacher’s Guide pages. (though not all) people during
Review the prompt questions in the Teacher’s Guide to
¨¨ puberty, and to emphasize that
having sexual feelings does not
ask your students during this lesson. equal sexual readiness. This is a
¨¨ good opportunity to discuss the
difference between the two. Also,
Only
–– Handout 6.6-3: They May Feel... masturbation is brought up in
Activity 6.6-3 as a healthy part of
¨¨
sexual activity that some (though
Have:
¨¨ not all) people choose to engage in.
See the Teacher’s Guide pages for
–– They May Feel… scenario cards further explanation.
–– Puberty Changes cards
–– Male Assigned at Birth/Female Assigned at Birth/Most wall signs
–– Masking tape
Terms to Use
Puberty Pubic hair
Normal Body odor
Emerging sexual feelings Erections
Sexual readiness Masturbation
Pimples/acne Wet dreams

Grade 6 • Lesson 6: Puberty

mobile website.
Activity 6.6-2 Experiences in Puberty
For
20 minutes Identify emotional and physical changes of puberty
State that today’s activity will help students
learn and talk about the process of puberty  Teacher Note
and the different changes young people Consent and
Sexual Readiness
experience. Explain that you will be
Teacher Review
This conversation about puberty,
discussing bodily changes that occur within feelings and sexual readiness can
different human reproductive systems, as be an important opportunity to add
well as both the similarities and differences in talking points about consent and
the importance of respecting other
people may experience during puberty. people’s boundaries. Teachers may
Ask what kind of changes young people can also choose to remind students that
in the context of Get Real, sexual
expect to go through during puberty. (Possible
Only
behavior is being discussed as
responses: the way teen bodies look on the outside something all partners have agreed
and inside, feelings, emotions, decisions, etc.) to. If someone has been in a sexual
situation in which their choice was
Highlight that puberty is a process and removed, they are never at fault
and this is not the same as sexual
doesn’t happen overnight. A lot of changes activity. If needed, provide students
occur over time based on a gradual increase with sexual assault resources,
of sex hormones, which affect how people connect with a school counselor,
and remind them of the caring
develop physically and emotionally. These
adults they brainstormed in Lesson
changes are normal parts of puberty. 6.1 as people they can talk to.
Distribute Puberty Changes cards and tape

MALE ASSIGNED AT BIRTH, FEMALE ASSIGNED AT BIRTH, and
MOST signs on the board with space for students to tape their cards
underneath. Depending on the size of the class, some students may get
more than one card.
Ask students to come up to the board one or two at a time and tape their
change card(s) on the board in the appropriate MALE ASSIGNED AT
BIRTH, FEMALE ASSIGNED AT BIRTH or MOST column. Encourage
students to guess if they are unsure where to place the cards.

After students have placed all the cards, review the columns and ask
students whether the cards are placed correctly. Encourage discussion
about why a card might need to be moved. Move cards to the places
outlined in the Teacher’s Guide.
Once all cards have been moved to the correct column, highlight the cards
that relate to feelings. Note that all young people, regardless of which
body parts and hormones they have, may feel confused and moody, and
may have sexual feelings. Explain the difference between sexual feelings
and sexual readiness. Remind students that the most effective way to
avoid STIs and unwanted pregnancy is not to have sex.
Process Questions  Teacher Note

1. What did you notice about the placement Naming Feelings
of most of the cards? (There are more under
For
If students are reluctant to name
MOST, which shows that young people are feelings, have them brainstorm
in pairs quickly, then share their
more alike than different when going through answers with the class.
puberty.)
2. How might this change the way you see other people who are
experiencing puberty?
Teacher Review
3. Which card placements surprised you?
4. What are some feelings people might have while going through
puberty?
5. What age is normal for going through puberty? (Between 9 and 16; but
this isn’t true for everyone)
6. If young people have sexual feelings during puberty, does that mean
Only
they are ready to engage in sexual activity? What’s the difference?
7. What skills from Social Emotional Learning does this activity make you
think about? (Self-awareness, self-management, social awareness)
Activity 6.6-3 They May Feel…

20 minutes Explore the range of feelings about changes of puberty
State that exploring feelings during puberty
is important and that everyone has different
 Teacher Note
feelings about these physical changes. Some It’s Normal!
people might feel self-conscious or Puberty can be a confusing time!
Be sure to normalize all these
uncomfortable. Ask students how people can changes as part of the experience
stand by their uniqueness in a time of of growing older.
change. What could they do to stay
confident? Focus on the importance of self-awareness and social
awareness during this time of change.

Explain that the next activity will give students a Handout 6.6-3
chance to discuss some of the normal feelings they Name:
Feelings Bubbles
may have about the changes puberty brings. Model

this activity by reading aloud the first scenario and
filling in the feelings bubbles. See the Teacher’s
Guide pages for helpful language to process the
scenario.
Divide students into groups of 2 or 3. Ask students
© PPLM
to turn to Handout 6.6-3 in the Student Workbook, Name of Person:
and give each group a They May Feel… scenario. (continued)
Instruct groups to write the name of the person in

their scenario in the box, and then fill in the bubbles Handout 6.6-3
with the feelings the person is having. Student Workbook
pages 25–26
For
When students have completed the sheet,
post the sheets on a classroom wall so
everyone can see the images and read the  Teacher Note
scenarios. Have students tour the “art Defining Masturbation
gallery,” reading the scenarios and feelings. You will most likely need to define
masturbation for the class and
When students complete their tour, have
Teacher Review
offer more information about it, as
them return to their seats. discussed in the Teacher’s Guide
pages.
Process Questions
1. Which feelings appear more than once in the gallery?
2. Are there any similarities you noticed among the situations? Any big
differences?
Only
3. Think for a minute about what feelings you might have if some of these
scenarios were about you.
4. How might you deal with those feelings?
5. How might your feelings and reactions differ from others’? (Be sure to
connect this conversation to social awareness and acknowledge that different
people may feel differently about puberty. It’s important to always put oneself
in someone else’s place to understand how they might feel.)
6. To whom might you turn to get help with understanding these changes
and feelings? (Remind students about the Caring Adults Brainstorm from
lesson 6.1.)


Explain family activity The Time Machine

Student instructions: Imagine you are a journalist researching a story called “The Time
Machine.” Set up a time to interview a parent or other caring adult. You want to understand
what middle school and puberty were like for this person. Lead them through a walk down
memory lane by asking the questions below. Keep some notes so you can have a good picture
of what life was like when this adult was your age.
Review the Family Activity for this lesson. 1. Try to picture yourself as a teenager around the age of 11, 12, or 13. Describe where you
lived. What did your room at home look like? Did you share a room with a sibling?
2. Describe your school. What was it like for you to walk down the hallway, enter a classroom,
get dressed for school every day? Was school easy or hard for you? What were you
interested in (sports, music, art)?
3. Who was important to you? Did you have a big group of friends? Did you have friends who
were girls or friends who were boys? What did you do together for fun? How did you feel
around them? Did you have a crush on anyone? Did this person know, or was it a secret?
For
4. What was going on with your body? Were you the first to change in your class, or maybe the
last? Did you want it to happen, or did you hope it didn’t? Did anyone tell you about these
changes or answer your questions? Did you understand what was happening?
5. Did your parents talk to you about this stuff? Were they easy to talk to? Did you tell them

everything about your life—your friends, your body, and your feelings? Did they drive you
crazy sometimes? Did you feel they understood you?
6. If you didn’t talk to your parents, whom did you talk  Tips for Parents
to—your friends? A sibling? An aunt or uncle? The goal of this activity is to promote
7. Finally, how did you feel about life at that time? and caring adults in their lives. It provides
Name one feeling word to describe this time in your a great chance to review material covered
life. Is there anything you would change about this

time if you could? values.
© PPLM

Skip parts of it.

talking.
mobile website.
Teacher Review
Family Activity 6.6
Only

Signs 6.6-2 In Activity Kit
Wall Signs
Male
Assigned at Birth
For
Teacher
FemaleReview
Assigned at Birth
Only
© PPLM
Most

Cards 6.6-2 In Activity Kit
Puberty Changes
Most
Skin & hair get more oily Sweat more
For
Hands and feet get bigger Shoulders get broader
Teacher Review
Develop pubic hair Voice gets deeper
Only
Facial bones change Breasts grow
Hair grows under arms May feel confused

© PPLM
Grow very quickly May feel moody

Continued
Most
Have sexual feelings/dreams Become more mature
Experience physical response
For
Begin to get hair on face, legs
to sexual feelings
Male Assigned at Birth
Teacher Review
Gain more responsibility
Testes begin to grow
Female Assigned at Birth
Only Ovaries release eggs Have wet dreams
Periods begin Get erections © PPLM
Vaginal discharge appears Penis grows

They May Feel…

1. Vincent overheard his older brother 8. For the first time ever, Sasha’s parents
telling a friend that he masturbated. let Sasha stay home alone.
Vincent isn’t sure what masturbation is.
2. Marc noticed something wet in his 9. Susanna told her mom she got her
bed when he woke up this morning. period, and her mom made Susanna’s
He’s afraid to ask anyone about it and favorite dinner to celebrate.
For
wonders if there’s something wrong
with him.
3. Troy got an erection in math class 10. Jamal has gym class today, which he
today. He hopes no one saw it. normally likes. But lately he’s been
really smelly under his arms. He
Teacher Review
doesn’t want the cute person he likes
to be grossed out.
4. Whenever Jose sees Whitney in the 11. Corey is nearly a foot taller than the
school halls, his palms get sweaty, his rest of the students on the team, and
Only
stomach flutters, his heart races, and scored the winning basket in this
he stutters when he tries to talk to her. week’s game.
5. Anne is getting pimples on her face 12. Talia is the only one in her group of
and back. friends who wears a bra.
6. While Martin was reading aloud today, 13. Judi and her friend Nikki have been
his voice went crazy. It got all squeaky flirting after class in the halls. Today
and he sounded like a girl. Everybody Nikki worked up the courage to ask
© PPLM
laughed. Judi on a date.
7. Erica has always been really good at 14. Chris has started binding their chest
soccer, but lately her friends all want to because they don’t want people to
do other things after school instead of see their developing breasts.
playing on the soccer team.

Family Letter 6.6

Many parents wait for their child to ask a question about puberty or sexuality rather than
start the conversation themselves. But many children won’t ask their parents about sexual
topics, and parents may also avoid these conversations, because they feel uncomfortable
with the subject. In fact, a study by the National Campaign to Prevent Teen Pregnancy
(currently publishing as Power to Decide) found that 87% of U.S. teens said it would be
easier to postpone sexual activity if they could talk more openly about sex with their
For
parents, but 37% of teens had never had a single talk with their parents on this topic!
Open-ended questions can be a good way to begin talking about sexuality with your child
in a comfortable way. Remember, it’s your right and responsibility to be your child’s
primary sexuality educator. As much as you can, stay calm and relaxed, and keep in mind
that you’re talking because you care about your child’s happiness and well-being. Try these
conversation starters today!
Teacher Review
For Kids Who Don’t Bring Up the Subject
”Ican’t believe how tall you’ve grown already. Have you noticed other changes in your
body? What do you like (or what don’t you like) about the changes you’re going
through?”
”When do you think a person is ready to be a parent?”
Only
Answering Tough Questions You Don’t Feel Ready for
“That’s a really good question. It’s normal to be curious about [fill in the topic]. I’d really
like to talk about it with you, but I need some time to think about it first.”
“What have you heard or learned already about [fill in the topic], and where did you hear
it?”
Questions That Open the Door to Discussing Values
”How do you think people know for sure whether they’re ready to have sex?”
”What do you think about how that couple on [fill in a favorite TV show] deal with each
© PPLM
other when they get angry?”

(See reverse side for more ideas)

Family Letter 6.6
Continued
Ways to Give the Facts and Clear Up Slang While Responding to the Question
Q. Why do we need to talk about this stuff? I’m not having sex.
A. I know it can be difficult to talk about this stuff, and I get embarrassed, too. But there are
so many things you need to know about your body, and about human sexuality and
reproductive anatomy, as you grow and mature. Your body is going to change, and some of
those changes can seem scary or strange. I want you to have all the right information so you
can stay safe and healthy.
Q. Where do girls pee from?

A. Another word to describe peeing is “urinating.” All people have a urethra from which
For
they urinate, which is connected to the bladder where urine is stored.
Q. Everyone is talking about “hooking up.” What does that mean?

A. That’s a great question. I think it means different things to different people. Some people
might use it to describe going out or dating, but others might use it to describe having
Teacher Review
sexual contact in a casual way (not in a serious relationship with a partner). Here’s what
concerns me about that: [Insert your personal and family values here]. What do you think
“hooking up” means?
Only
© PPLM

Family Activity 6.6
The Time Machine

Student instructions: Imagine you are a journalist researching a story called “The Time
Machine.” Set up a time to interview a parent or other caring adult. You want to understand
what middle school and puberty were like for this person. Lead them through a walk down
memory lane by asking the questions below. Keep some notes so you can have a good picture
of what life was like when this adult was your age.
1. Try to picture yourself as a teenager around the age of 11, 12, or 13. Describe where you
lived. What did your room at home look like? Did you share a room with a sibling?
2. Describe your school. What was it like for you to walk down the hallway, enter a classroom,
For
get dressed for school every day? Was school easy or hard for you? What were you
interested in (sports, music, art)?
3. Who was important to you? Did you have a big group of friends? Did you have friends who
were girls or friends who were boys? What did you do together for fun? How did you feel
around them? Did you have a crush on anyone? Did this person know, or was it a secret?
Teacher Review
4. What was going on with your body? Were you the first to change in your class, or maybe the
last? Did you want it to happen, or did you hope it didn’t? Did anyone tell you about these
changes or answer your questions? Did you understand what was happening?
5. Did your parents talk to you about this stuff? Were they easy to talk to? Did you tell them
everything about your life—your friends, your body, and your feelings? Did they drive you
Only
crazy sometimes? Did you feel they understood you?
6. If you didn’t talk to your parents, whom did you talk  Tips for Parents
to—your friends? A sibling? An aunt or uncle? The goal of this activity is to promote
7. Finally, how did you feel about life at that time? and caring adults in their lives. It provides
Name one feeling word to describe this time in your a great chance to review material covered
life. Is there anything you would change about this
time if you could? values.
Skip parts of it.
talking.

Lesson 6.7
Abstinence SEL Skills Addressed
Self-management, responsible
decision making
Builds on Lesson 6.2: Communication and Refusal Skills and
Lesson 6.3: Relationships and Boundaries. parents and other caring adults.
Planning ahead: Concepts learned in this lesson will be used Increase awareness of delaying
sex as the healthiest choice.
in Lesson 6.8: Decision Making and Values.
Address values around
abstinence and sex.
Lesson Goals Increase self-efficacy of SEL
For
Identifybehaviors that may carry risks for STIs and skills to delay and/or refuse sex.
unintended pregnancy. Increase knowledge of how
drugs and alcohol can affect
Statereasons why postponement and condom use are decision making around sexual
healthy behaviors for sixth-graders. behavior.
Address perceptions of peer
Name risks of unprotected sex and drug/alcohol use.
norms regarding sexual
Give reasons why a majority of students in sixth grade
Teacher Review
behavior.
abstain from sex.
Address values around abstinence and sex.

Cut strips of paper for students. (Optional: Use sticky notes.)
¨¨
Only
¨¨
–– Handout 6.7-3: Abstinence Advice ÎÎTeacher Note
¨¨ The focus of this lesson is on
abstinence and behaviors that may
Have:
¨¨ carry risk, including some sexual
–– Strips of paper (or sticky notes) behaviors. Remind students that
any time sexual activity is discussed
–– Tape in the Get Real curriculum, it is
–– Anonymous Questions Box referring to consensual behavior—
something all partners have agreed
–– Slips of paper for anonymous questions to—and that sexual assault is
not the same as sexual activity.
Terms to Use Remind students of their right to
self-care and alert them in advance
Healthy and unhealthy behaviors of the topic that will be discussed.
Pay attention to students who
Abstinence
disengage with the material, as
Postponement they may have been triggered by
something in the lesson, and follow
Sexual intercourse up with them afterward.
Sexually transmitted infection (STI)
Commitment

Grade 6 • Lesson 7: Abstinence

mobile website.
Activity 6.7-2 Defining Unhealthy Behaviors, Abstinence and
For
25 minutes Sexual Abstinence
Name behaviors that carry risk
State that the class will be looking at ways to stay healthy and safe by
avoiding and reducing unhealthy behaviors.
Ask students to work in pairs to brainstorm examples of unhealthy
Teacher Review
behaviors. Answers may include drinking alcohol, taking illegal drugs,
having sexual intercourse too soon, having unprotected sexual
intercourse. Ask students to share some responses and make a list on the
board. Assign one behavior to each pair, and ask each pair to identify two
to three potential risks of the behavior. Have pairs share their answers
with the class, and record on the board.
Only
Note: For now leave out the behaviors of “having sexual intercourse too
soon” and “having unprotected sexual intercourse.”
Define abstinence
Ask students why an individual might choose to engage in potentially
harmful behaviors. Answers may include wanting to fit in, peer pressure,
not feeling good about oneself, not thinking about the consequences.
Despite these reasons, these behaviors can still carry risk and can be
dangerous or harmful. Explain that considering risks is part of responsible
decision making.
Introduce the term abstinence by stating that abstaining from a behavior
means choosing not to engage in that behavior in order to eliminate the
risk it could cause. Give an example, such as: “People who choose to
abstain from using illegal drugs don’t have to worry about breaking the
law, hurting their bodies or becoming dependent on a drug.” Ask students
how abstinence relates to self-management.

Point to each behavior listed on the board and ask students for reasons
abstaining from that behavior would be a healthy choice.
Now add “having sexual intercourse too soon” and “having unprotected
sexual intercourse” to the list of behaviors on the board. Ask students
what the benefits may be in abstaining from these behaviors.
Discuss motivations for sex and define sexual abstinence

State that, before talking about sexual abstinence, it’s important to first ask
why people might choose to have sexual intercourse (define if needed as
vaginal, oral and/or anal).
Possible responses include: “in love,” “feels
good,” “to have a baby,” “fun,” “married,”
 Teacher Note
“pressured,” etc. Definitions
For
Vaginal sex: penis to vagina
Go back to the board and revisit the risks Anal sex: penis to anus
listed under “having sexual intercourse too Oral sex: mouth to genitals (penis
soon” and “having unprotected sexual or vulva) or anus
intercourse.” Ask students how they can
know if something is “too soon.”
 Teacher Note
Teacher Review
Bring out the fact that sometimes engaging in
Engaging Students
one unhealthy behavior can lead to engaging
If students seem resistant to
in others. For example, drinking alcohol can discussing motivations for sex,
make it easier to use drugs or have have them write their ideas on a
unprotected sex. strip of paper and pass them to
you to read.
Only
Benefits of delaying sex
Ask if there are additional risks involved with these behaviors other than
the ones listed. If needed, be sure to add “unintended pregnancy,” “STI
transmission,” “getting emotionally hurt,” “difficulty staying in school,”
and “going against personal, family or religious values or beliefs.”
State that, because of the risks involved, or simply because they’re not
ready, many young people choose to delay sex. Very few middle school
students have sex. If you think it will resonate with your students, ask
them what percentage of teens they think have sex, then share the
national statistics.
Explain that most young people decide to put off having sex until they are
older. This is called abstinence, or postponement, because they are
delaying the decision until a later time. Read students the Get Real
definition of abstinence. Explain that delaying sex is a way of reducing the
risks of sexual activity, because the longer people wait, the more they
reduce risks associated with sex. Ask how delaying sex relates to
responsible decision making. Ask students how people can know if

they’re ready to have sex. Are they ready when their bodies change? Are
they ready when their friends are ready?
 Teacher Note
Process Questions
1. What other behaviors do people choose to Abstinence
abstain from? (Responses may include use of Get Real defines abstinence
alcohol, drugs, certain foods, cigarettes, etc.) as “voluntarily choosing not to
engage in certain sexual behaviors,
2. How does abstinence or postponement including any sexual behaviors that
relate to responsible decision making? can result in pregnancy or STIs,
including HIV.”
3. How might people weigh their
People may have different ideas
motivations for having sexual intercourse about what constitutes abstinence,
against the possible risks? from no sexual contact of any kind,
including kissing, to abstaining only
4. Why do many young people choose to from sexual intercourse, and all
delay sex?
For
points in between.
5. Why might someone who’s had sex before (from SIECUS, “Guidelines for
Comprehensive Sexuality Education,
choose to not have sex (abstain or K–12”)
postpone) in the future?
6. Would choosing to postpone or abstain from sexual activity be easy or
difficult? What might make it easy? What might make it difficult?
Teacher Review
Confirm that for sixth graders, a healthy choice is to abstain from alcohol,
other drugs and sex.
Activity 6.7-3 Abstinence Advice Scenarios Handout 6.7-3
Name:
15 minutes Apply learning
Only
Abstinence Advice
Instructions: Discuss the following scenarios and record your answers to each of the process
questions.
Tell students they will have an opportunity to

Scenario 1 Ashley met Corey at her cousin’s house. Corey is her older cousin’s friend. It
didn’t take long for Ashley and Corey to hit it off and start going out in secret. Corey is 16
years old, and Ashley is almost 13. If Ashley’s parents or cousin found out she and Corey were
dating, they would be really upset. Because Ashley is keeping her relationship with Corey a
secret, she doesn’t have anyone to talk to about it. Ashley is feeling pressured to have sex
discuss some “real-life” situations concerning

with Corey, even though she doesn’t really want to. She feels confused and overwhelmed and
doesn’t know what to do.
Process Questions
1. What should Ashley do?
abstinence. Explain that they will discuss these 2. Can she choose abstinence? Why or why not?
scenarios from the point of view of sexual health

3. What skills can she use to make abstinence work?
Scenario 2 Eric’s parents are out late, and he has some friends over. Eric’s friend Greg
wants to take some of Eric’s parents’ alcohol to drink. Greg tells Eric that if they all get drunk,
experts giving advice and feedback to the characters

maybe the person Eric likes will make out with him. Eric tells Greg he doesn’t feel right about
that. He says that he likes this person but wants things to happen when they are both sober
and in control. Plus he doesn’t want to get in trouble with his parents if they find out he’s been
drinking.
involved in each scenario.

Process Questions
© PPLM
1. Eric showed several positive behaviors during his conversation with Greg. What were they?
2. What could Eric do if Greg continued to give him a hard time about not wanting to drink?

3. What are some reasons Eric might not want to be drunk with the person he likes?
(continued)
Student Workbook.
Handout 6.7-3
Read Scenario 1 aloud and ask the process questions
Student Workbook
included with the scenario. pages 29–30
Split the class into pairs or small groups.
Instruct students to work together for the next 10 minutes to read the
remaining scenarios and answer the process questions. You may want to
assign the students just one scenario, depending on the time remaining
and their reading levels.

If there’s time, ask for volunteers to read their scenarios aloud and share
their process question answers with the class.
Before ending class, review the following process questions.
Process Questions
1. What types of commitments do people make? (Possible responses include:
getting good grades, being on an athletic team, getting married, etc.)
2. How do people make commitments work? What qualities are
important? (Self-confidence, a plan, communication, trust if the commitment
involves another person.)
3. What qualities are important for a commitment to sexual abstinence?
For
Teacher Review
Activity 6.7-5 Family Activity
Family Activity 6.7
Interview Questions
Instructions: Interview a parent or other caring adult. Fill in the blanks using the answers you
and your caring adult come up with.
(adult’s name)
believes that dating for kids in sixth grade can be
(adult’s name)
.
suggests the following guidelines for parents and their

sixth graders:
values.
Only
1. An appropriate age for kids to be going out or Say so—and do the exercise anyway.
dating is . Skip parts of it.
2. Two important rules that must be followed: each other’s answers.
talking.
and .
3. Kids in sixth grade should be allowed to

but not to
because .
4. If dating someone started to feel uncomfortable for any reason, a person could
or .

5. A parent who felt uncomfortable about a child’s dating situation could
.
© PPLM
Being assertive and taking care of yourself in dating situations can be difficult because of

feelings of excitement and being grown-up. Parents can encourage young people to take care
of themselves by teaching their children to

.
mobile website.
Family Activity 6.7


References
Definition of abstinence:
From the Sexuality Information and Education Council of the United States (SIECUS),
Guidelines for Comprehensive Sexuality Education: Kindergarten to 12th Grade, 3d ed.,
2004, www.siecus.org/_data/global/images/guidelines.pdf.
More information is available from www.siecus.org and by contacting SIECUS at 90 John
St., Suite 704, New York, NY 10038.
Background on risk behavior:
From Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance—United
States, 2013, www.cdc.gov/mmwr/pdf/ss/ss6304.pdf.
For
Teacher Review
Only

Family Letter 6.7

This week’s Get Real class presented the concept of abstinence and how it relates to sexual
activity. Get Real defines abstinence as choosing not to engage in certain sexual behaviors,
including any sexual behavior that could result in pregnancy or sexually transmitted
infection (STI), including HIV.
People may have different ideas about what abstinence is. For some it means no sexual
contact of any kind, including kissing. For others it can include everything but sexual
For
intercourse. Still others fall somewhere in between. Some people choose to abstain from sex
until marriage. Some decide to put off or postpone having sex until they are older.
The Family Activity gives you a chance to share your personal and family values around
dating and romantic relationships, and talk about how these relate to abstinence, with your
child. You can communicate your thoughts, concerns and values.
Teacher Review
Values are deeply held beliefs about what is right and appropriate for us and what is
wrong. Some people think of values as morals. Values guide our decisions in life and can
help us stay healthy. They help us model healthy behavior and respect ourselves and others.
Even if you and your child disagree about some values, these discussions give you a chance
to understand each other’s point of view and explain why you feel the way you do.
Only
There are different kinds of values:
Personal values come from our own experiences and are not necessarily agreed upon by
everyone. For example, someone might tidy their room every day because of a value for
cleanliness. Or different families may have different beliefs about when it’s appropriate
for people to begin engaging in sexual activity.
Culturalvalues are influenced by groups, societies or cultures and are largely shaped by
their members. For example, a person growing up in the United States might value
democracy because that is the accepted political ideal of this country.
Universalvalues can be defined as those that are important to the majority of humans.
© PPLM
For example, across most cultures, people value safety, personal health and self-respect.

Family Activity 6.7
Interview Questions
Instructions: Interview a parent or other caring adult. Fill in the blanks using the answers you
and your caring adult come up with.

(adult’s name) The goal of this activity is to promote
believes that dating for kids in sixth grade can be conversations between Get Real students
. a great chance to review material covered
(adult’s name) information, and share your feelings and
For
suggests the following guidelines for parents and their values.
sixth graders:
1. An appropriate age for kids to be going out or Say so—and do the exercise anyway.
dating is . Skip parts of it.
2. Two important rules that must be followed: each other’s answers.
Teacher Review
talking.
and .
3. Kids in sixth grade should be allowed to

Only
but not to
because .
4. If dating someone started to feel uncomfortable for any reason, a person could

or .
5. A parent who felt uncomfortable about a child’s dating situation could
. © PPLM
Being assertive and taking care of yourself in dating situations can be difficult because of
feelings of excitement and being grown-up. Parents can encourage young people to take care
of themselves by teaching their children to

.

Lesson 6.8
Decision Making and Values
Builds on Lesson 6.7: Abstinence. Self-awareness, social
awareness, responsible
Lesson Goals decision making
Examine personal values and how they inform decision
making.
Discuss factors that go into decision making. parents and other caring adults.
For
Preparation & Materials Checklist drugs and alcohol can affect
decision making around sexual
¨¨ behavior.
–– Handout 6.8-4: Steps to a Decision Address values around
abstinence and sex.
–– Handout 6.8-5: Decision-Making Homework
¨¨ norms regarding sexual
Teacher Review
behavior.
Have:
¨¨
Address future goal setting.
–– Decision Making poster
–– Decision Making scenario cards
Only
ÎÎTeacher Note
Terms to Use People have many different ways
of making decisions. The decision-
Decision making making model is presented
Personal values as one concrete method that
can help students visualize the
Pros consequences of their actions. As
Cons you demonstrate the model with the
class, be sure to use a controlled
scenario where the pros and cons
are strong enough that it will be
easy for students to make a healthy
decision.

Grade 6 • Lesson 8: Decision Making and Values

mobile website.
Activity 6.8-2 Introduction to Personal Values and
For
5 minutes Decision Making
Review key points about unhealthy behaviors
Review the following points from the previous class on abstinence and
unhealthy behaviors:
Some behaviors can lead to outcomes that a person wasn’t expecting or
Teacher Review
ready for. (Ask for examples; one could be using an illegal drug and becoming
addicted to it.)
Some behaviors may lead to increased riskier behavior. (Ask for
examples; one could be having sex while under the influence and not using
protection.)
Only
Some behaviors can lead to outcomes that make it difficult for people to
respect their own personal values and achieve personal goals. (Ask for
examples; one could be giving in to peer pressure to drink, use drugs or have
sex when a person doesn’t want to.)
Discuss how responsible decision making reduces

unhealthy behaviors
Ask students to name something they do every day without even
realizing it. Prompt them to say “making decisions.”
State that an important skill for everyone to have to minimize risk is
knowing how to make safe and healthy decisions, which is the focus of
today’s class. Ask for examples of easy decisions and more difficult ones.
Ask why teens sometimes find it difficult to make healthy decisions about
their behaviors. Answers may include peer pressure, wanting to fit in,
curiosity, not thinking about negative risks.

Show link between values and reducing unhealthy behaviors

State that a key factor in making healthy decisions is knowing yourself—by
becoming more self-aware. Today’s lesson will focus on discovering personal
values and how knowing those values can help make decisions easier. Elicit
a definition of values from students, prompting when necessary. Ask
students to name some universal values (health, respect, safety, etc.). Ask
them how values can reduce the risk of unhealthy behavior.
Activity 6.8-3 Stand Up/Sit Down Activity

10 minutes Clarify personal values and discuss challenging situations
State that this activity is an exercise that will
help students learn more about some values  Teacher Note
For
they may hold. This activity assumes all students
have the ability to stand. Be sure
Tell students you will read eight brief to create accommodations for
students who cannot—e.g., having
statements. Each statement represents a
all students raise their hands, or
different value. They should stand up if they hold up a green (agree) or red
agree with the statement and remain seated if (disagree) card, etc.
they disagree.
Teacher Review
Remind students about group agreements and how everyone is free to
share their opinions and feelings. Read the following statements, then ask
students to add a few statements of their own:
Getting good grades is important to me.
It’s OK to get into a car with someone who has been drinking.
Only
Hanging out with my family is a priority for me.
Girls should be allowed to play football.
It’s OK for boys to wear pink.
If two people are in love, they should have sex.
A couple should wait until they’re married before trying to have a baby
together.
It’s OK for people in high school to have sex.
Having sex makes people cool.
Process Questions
1. Name some feelings you had during this activity.
2. Were any of the questions hard to answer? Why?
3. What can make it difficult to stand up for personal values? What does
“should” mean? Who decides what “should” happen?
4. Ask students for examples of situations in which their values have been
or could be challenged (prompt if necessary). Why are these situations
difficult?

5. How does it feel to make a decision that goes along with your values?
How does it feel to make a decision that goes against your values?
6. How does it feel to make a decision that goes along with/goes against
your peers?
Summarize by stating that the first step in acting on personal values and
standards is becoming aware of what your values are.
 Teacher Note
Activity 6.8-4 Decision-Making Activity
The Responsible Decision Making
25 minutes Introduce importance of decisions Activity is not designed to teach
students to choose the “right”
State that parents usually take care of most or “best” decision. Instead,
decision making for their young children. Part this process gives students an
opportunity to recognize that they
of growing up, however, is getting the have many choices and ultimately
For
opportunity to make your own decisions. need to weigh the pros and cons of
Learning how to make decisions can help each choice against their personal
values. For more information
young people deal with difficult situations about how to facilitate this activity,
and problems and follow through on their view the modeling video on www.
personal goals in ways that match their values. getrealeducation.org and read
through the Teacher’s Guide.
Explain that people have many different ways
Teacher Review
of making decisions. One way to practice the steps is
to look at real-life situations and go through a
Handout 6.8-4
Name:
decision-making model. Ask students if they’ve ever

Steps to a Decision
Name the decision to be made.
gone through a model in any other class. Choice 1

List possible choices.
Choice 2 Choice 3
Present decision-making model

Think about the pros and cons of each choice.
Only
Pros Pros Pros
Ask students to turn to Handout 6.8-4 in the Student

Cons Cons Cons
Workbook and go over the steps of the decision- Underline important pros and cons. Think about how they relate to your values and goals.
Make a decision.
© PPLM
making model. Then, using the model, go through Evaluate your decision: what do you think will happen as a result of this decision?
either the first example from the handout or a simple

situation to review the steps (e.g., deciding whether Grade 6 • Student Workbook 33
or not to cut school). Handout 6.8-4

After students understand the steps, divide the class Student Workbook page 33
into pairs or small groups. Each group will be given a scenario that
requires a decision to be made. They should discuss the case study, apply
the decision-making model, and fill out the steps to the decision. Prompt
students to think of values and short-term goals that relate to the decision-
making process. When it comes time for them to evaluate, ask students to
consider the possible effects of their decisions.
Practice using model in groups

Give students about 10 minutes to complete the handout in their groups.
Allow as many groups to present as time allows, leaving time to ask the
following process questions.

Process Questions
1. Was it easy for your group to make a decision on your case study? Why
or why not?
2. How might using drugs or alcohol affect the decision making in your
scenario? (It might lead to making decisions a person wouldn’t normally make
or ones that are risky or potentially unsafe—a person would not be able to
think through the decision-making process clearly.)
3. How could you decide when to use the decision-making model in your
life?
4. What can happen when you don’t give yourself time to think through
important decisions?
5. Which parts of this model could you share to help
someone else make a decision?
Handout 6.8-5
For
Name:
6. Complete this sentence: “The next time I’m faced

Decision-Making Homework
Instructions: Create a scenario in which someone your age would have to make a decision.
Write down the scenario and complete the decision-making model for this situation.
with a tough decision, I will…” Scenario:
Activity 6.8-5 Homework

Teacher Review
© PPLM
Activity 6.8-6 Anonymous Questions Box Handout 6.8-5

Review anonymous questions Student Workbook page 35
Only
Explain family activity Teaching the Decision-Making Model

Student instructions: Teach a parent or other caring adult the decision-making model (Steps
to a Decision) you learned in class today, using an example you will write ahead of time.
Part 1. Example Decision (to be written by the


student before the Family Activity)
Write about a decision you are going to have to make conversations between Get Real students
in the next month. Be sure it’s one you can use to and caring adults in their lives. It provides
teach your parent or other caring adult about the in class, research resources for additional
decision-making model. information, and share your feelings and
values.
Part 2. Teaching the Decision-Making Model
Guide your parent or other adult through the steps issues with one another, you can decide to:
of the decision-making model using the case study Say so—and do the exercise anyway.
Skip parts of it.
you’ve written. Explain each step (your worksheet
from class can help) and talk about it with each other
before recording your answers. Laugh, giggle, blush, and go right on
talking.
1. Name the decision to be made. (This is not a binary Yes/No decision.)

2. List possible choices.
3. Identify all the positive and negative outcomes of each choice for yourself and for others
(if…then…).
4. Identify the most important items on the pro/con list and think about how they will affect
your short-term and long-term goals.
5. Pick one choice and try it out.
Remind students to have their 6. Evaluate your decision (how did it work out?) and try again if necessary.
© PPLM

mobile website.
Family Activity 6.8


Decision Making
1. Your friend sent a sexy picture of herself to her crush. Without her knowledge, someone
emailed it to everyone you know. What do you do?

2. You overhear your older sister talking to her boyfriend about having sex. Your sister tells you
For
to swear you won’t tell anyone. She says it’s none of your business. What do you do?

3. You and four of your friends are at the movies on a Saturday night. One friend’s dad is
supposed to meet you at the end of the movie to take everyone home. When he arrives you
can tell that he’s drunk. What do you do?
Teacher Review

4. You’re invited to a sleepover with several friends. When you arrive, you find out your friend’s
parents are out of town. You are not supposed to attend any events when parents aren’t
there. What do you do?
Only

5. Two classmates are planning on drinking this weekend. They ask if you want to join them.
You aren’t sure what to say, and they call you a “chicken.” What do you do?

© PPLM

Family Letter 6.8

This week, the Get Real lesson focused on decision making and how it relates to values. As
part of this week’s Family Activity, your child will be teaching you about the decision-
making model taught in class.
Risk taking is a part of life that can result in both healthy and unhealthy outcomes. When
parents understand the parts of an effective decision-making process, they can support their
children and help them see that avoiding unhealthy behaviors is the best choice.
For
The Get Real decision-making model can be used for any decision in life—from deciding
whether to watch television or do homework, to save money or spend it, or to join or refuse
to do a risky behavior a friend or partner is encouraging or pressuring you to do.
Having useful skills, accurate information and good resources can empower young people
to make healthier, safer and well-informed choices, including decisions related to sex and
Teacher Review
sexuality. Recent studies show that children who have frequent and open conversations
with their parents about sex and sexuality have closer relationships with their parents and
are more likely to make healthy decisions.
Only
© PPLM

Family Activity 6.8
Teaching the Decision-Making Model

Student instructions: Teach a parent or other caring adult the decision-making model (Steps
to a Decision) you learned in class today, using an example you will write ahead of time.
Part 1. Example Decision (to be written by the

student before the Family Activity)
Write about a decision you are going to have to make conversations between Get Real students
in the next month. Be sure it’s one you can use to and caring adults in their lives. It provides
teach your parent or other caring adult about the
For
decision-making model. information, and share your feelings and
values.
Part 2. Teaching the Decision-Making Model
Guide your parent or other adult through the steps issues with one another, you can decide to:
of the decision-making model using the case study Say so—and do the exercise anyway.
Skip parts of it.
you’ve written. Explain each step (your worksheet
Teacher Review
from class can help) and talk about it with each other
before recording your answers. Laugh, giggle, blush, and go right on
talking.
1. Name the decision to be made. (This is not a binary Yes/No decision.)
Only
2. List possible choices.
3. Identify all the positive and negative outcomes of each choice for yourself and for others
(if…then…).
4. Identify the most important items on the pro/con list and think about how they will affect
your short-term and long-term goals.
5. Pick one choice and try it out.
6. Evaluate your decision (how did it work out?) and try again if necessary.
© PPLM

Lesson 6.9
Grade 6 Conclusion and Review
Builds on Lesson 6.2 Communication and Refusal Skills and Self-awareness,
Lesson 6.7: Abstinence. self-management,
responsible decision-making
Lesson Goals
Name topics covered in the course.
Name facts learned in the course. parents and other caring adults.
For
Demonstrate refusal skills as they relate to abstinence and Increase self-efficacy of SEL
healthy decision making.
Identify goals. Increase knowledge of how
Preparation & Materials Checklist decision making around sexual
behavior.
Review key points of previous lessons.
¨¨
Teacher Review
Set up classroom for brainstorming exercise.
¨¨
Find and enlarge photos of two young people who are
¨¨
close to students’ age and reflect your students’
demographics. ÎÎTeacher Note
¨¨ Since this is the final lesson of
Only
sixth grade, be sure to answer
Have:
¨¨
any remaining questions from the
–– Several large pieces of paper Anonymous Questions Box. It’s also
important to review local resources
–– Markers with students and encourage them
–– Tape to seek out caring adults with any
questions or concerns they may
–– SEL Skills poster have about sexuality.
–– Large pictures of two young people
(Optional) Create unit test from Grade 6 Test Question Bank.
¨¨
Terms to Use
Refusal skills Self-management
Abstinence Awareness of others
Plans and goals Relationship skills
Self-awareness Responsible decision making

Grade 6 • Lesson 9: Grade 6 Conclusion and Review

mobile website.
Activity 6.9-2 Review Contest
For
10 minutes Review course topics and importance of abstinence and
refusal skills
Write the words “sex” and “sexuality” on the board. Remind students of
the first day of Get Real, when you asked them whether they knew the
difference between the two words. Remind students that sex is only a part
Teacher Review
of what makes up sexuality.
Divide students into groups of four or five. Instruct them to brainstorm as
a group all the things, including topics, messages and SEL skills, that help
define “sexuality.” Their goal is to come up with more ideas than any
other group. When the teacher calls time, groups should tally up the
number of topics they listed and write it at the bottom of their sheet.
Only
Have groups post their sheets on the classroom wall and circulate to look
at other groups’ sheets. Review the tallies and declare one group the
winner.
Process Questions
1. What was something your group forgot?
2. Which ideas appear on every sheet?
3. What is puberty? Why is it important?
4. What is abstinence? Why is it important?
5. What are refusal skills? Why are they important?
6. Which ideas or topics do you think will be the most important to your
future decision making?

Activity 6.9-3 Character Case Study and Personal Goal

5 minutes Reflection
Reflect on personal goals and achievements
Show students the pictures of the two young people. Label them
Character 1 and Character 2. Announce that the class will be inventing
character histories for these people. Using student responses, write the
following things on the board for each person:
Character’s name and age
Character’s inner circle (closest
 Teacher Note
relationships) Guided Improvisation
For educators who have been
Character’s favorite TV show trained in the Guided Improvisation
Character’s favorite music role-play technique, this is an
For
opportunity to utilize this technique
Character’s plans for the weekend with the class by building out the
characters in Activity 6.9-3 and
Character’s plans for summer vacation
using them in Activity 6.9-4 to script
Character’s proudest achievements the start of a dialogue between the
characters. For a reminder of how
Character’s future career goals these activities are facilitated, log
on to www.getrealeducation.org for
Once each character is established, ask
Teacher Review
modeling videos.
students, “What is important to this
character? What has this character already achieved?”
Distribute slips of paper to students and ask them to write down at least
three things they themselves have already accomplished and at least one
goal they have. Goals could be things they plan to do in the next week, in
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the next few years, or at any point in their lifetimes. Ask students to keep
this slip of paper out for another activity.
Activity 6.9-4 Refusal Skills Demonstration

15 minutes Process a scenario and demonstrate key refusal skills
Using the characters developed above, explain that the class is going to do
a brief review of refusal skills. Ask students to name important elements
of clear communication and refusal skills.
Read the following scenario to the class, inserting the names given by the
class:
“Character 2 has a crush on Character 1, and Character 1 knows it.
Character 1 likes Character 2 back. After school, Character 2 invites
Character 1 over to hang out. Character 2’s parents are gone and
Character 2’s older brother will buy them beer. Character 1 isn’t sure
about it, but wants to still be liked by Character 2.”

Ask students to turn to a partner and practice what they would say as
Character 1 in this situation. Then ask for volunteers to role-play the scene
between Character 1 and Character 2. Have other students step into the
role-play and take on the role of Character 1 or Character 2 if they think
they have something to say.
 Teacher Note
Process Questions
Talking Point
1. What were Character 1’s options? Ask students what Character 1’s
2. What might make it hard for Character 1 to friends might say and have them
model it from their seats.
refuse in this situation?
3. How could alcohol make the situation more complicated? How does it
affect responsible decision making?
4. Which SEL skills does this scenario involve?
For
5. If Character 1 were your friend, what advice would you give?
Examine the relationship between goals and sexual activity

Ask students to imagine that Character 1
decides not to refuse, and instead goes over  Teacher Note
to Character 2’s house to drink beer without Consent and Alcohol
Teacher Review
parents home. What are some possible It is important to highlight that a
person is unable to give consent
outcomes of this decision? If Character 1 and if they are under the influence
Character 2 engage in sexual activity while of drugs or alcohol. In order for
drinking, what are some possible effects— consent to occur, all partners must
be sober. In the processing of this
what could happen? activity, it’s important to remind
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Ask students to look back at their list of their students of their right to self-
care. Be sure to check in with any
own achievements and goals from the students who may need additional
previous activity. Ask them to think about support.
how sexual activity might affect their
achievements. How might sexual activity before they’re ready affect their
goals? What is the role of self-management in helping them achieve their
goals? Ask students to circle achievements or goals that might be
negatively affected by sexual behavior before they’re ready.

Address any remaining student questions from the Anonymous
Questions Box. Remind students that you are always available to help
them find resources or answers to their questions.

Activity 6.9-6 Giving a Message (Optional)

5 minutes Clarify values surrounding sexuality
Ask students to think of all the parts of sexuality that came up during the
brainstorming for the review contest.
Prompt: “Think of someone younger who looks up to you. What message
would you want to give this person about sexuality?”
Allow students to write their individual responses. Call on volunteers to
share if they choose.
Activity 6.9-7 Wrap-Up (Optional)

5 minutes Encourage students to seek help for questions
For
Thank students for participating in their first year of the Get Real
curriculum. Encourage them to talk with their caring adults about the
issues discussed in class, and to come to you with questions at any time.
Teacher Review
Explain family activity What Have We Learned?
Instructions: Work together to finish these sentences. Think about the things you’ve both
learned and discussed over the 9 weeks of Get Real classes and Family Activities.
1. One fact I learned about sex and sexuality is…


2. One value about sex and sexuality I have is… in class, research resources for additional
values.
3. One thing I still wonder about the topic of sex and Skip parts of it.
sexuality is… Write down your answers and then read
talking.

4. One thing I want my parent or child to understand about my feelings on this topic is…
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5. One thing that’s working well in our relationship and communication about this topic is…
Remind students to have their 6. One of the main messages I want to share with my parent or child about the topic of sex and
© PPLM
sexuality is…

mobile website.
Family Activity 6.9


For
Teacher Review
Only

Family Letter 6.9

This was the final week of Get Real classes! The Family Activity will help you and your child talk
about the experience together. We hope you’ve found the Get Real Family Activities and letters
helpful in your ongoing conversations with your child.
As the primary sexuality educator of your child, here are some general strategies to
remember as you continue to talk about relationships, communication, decision making
and values—the keys to sexual health!
For
Remember, sexuality isn’t just about sex. Sexuality includes gender, reproduction and sexual
activity, but it’s also much more. Sexuality involves feelings, attitudes, intimacy, caring,
messages about gender identity, body image and sexual orientation.
Know that children and teens want to hear from their parents. Teens cite parents as the
number-one influence on their sexual decision making. Remind them that you care and want to
help them make safe, healthy choices.
Teacher Review
Be connected with their world. Be curious about young people’s interests (music, TV, sports,
etc.) and get to know their friends.
Affirm them. Compliments and support build positive self-esteem and will help your child
open up to you.
Talk less, listen more. Ask questions that open the door for discussion (e.g., “When do you
think a person is ready to be a parent?”). Validate your child’s questions, and really listen to
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your child’s thoughts and views without judging. Start on a positive note by giving a
compliment.
Choose the right times. Talk in the car or while having a snack, etc., not when people are on
the run or in the middle of an activity such as homework.
Be prepared. Learn about the sexuality education being taught in the schools, faith
communities and youth groups. Identify available resources, such as websites, books and
professionals.
Remember that it’s never too late. Starting early and talking often is great. But it’s never too
late to begin. Conversations about sexuality should be ongoing.
© PPLM
Be honest. Communicate your true feelings and values. If you believe your child should wait
to become sexually active, say so in a positive, supportive way. Don’t expect to have all the
answers. Admit when you don’t know. Be willing to seek answers together. It’s OK to feel
embarrassed or uncomfortable, as long as you keep talking.
Understand why facts and knowledge are important. Respect your child’s right to accurate
and honest information about sexuality. Giving them the information they need helps young
people make good decisions.

Family Activity 6.9
What Have We Learned?


For
2. One value about sex and sexuality I have is… in class, research resources for additional
values.
3. One thing I still wonder about the topic of sex and Skip parts of it.
Teacher Review
sexuality is… Write down your answers and then read
talking.
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5. One thing that’s working well in our relationship and communication about this topic is…
6. One of the main messages I want to share with my parent or child about the topic of sex and © PPLM
sexuality is…

Grade 6 Assessment
There are multiple ways to assess student learning throughout the unit. In addition to the
assignments embedded within the unit, you may choose to do a final assessment at the end
of the unit. In addition to the test questions included below, here are three creative options
you may choose as assessments:
1. Creative anatomy: Working individually or in groups, students will create a model of the
reproductive anatomy using art supplies and found materials. The model should be
approximately to scale. Students must be able to identify all the parts of the anatomy and
explain the function that each part plays in reproduction.
2. Puberty brochure: As a class, look at examples of brochures found in nurse’s offices and
health clinics geared toward middle school students. Working individually or in groups,
For
students will create an original brochure that explains puberty to sixth graders. The
brochure should contain facts about physical and emotional changes and should help
students to feel normal about the process of going through puberty.
3. Assertive scripting: Working individually or in groups, students will brainstorm a
situation in which two young people need to solve a problem within their friendship or
relationship. The scenario does not have to be about a romantic relationship, but there
Teacher Review
does need to be an important issue being resolved by the two characters. Then, based on
the scenario, the student(s) will write three scenes. The first scene should demonstrate
passive communication. The second scene should demonstrate aggressive
communication. The third scene should demonstrate assertive communication. After they
complete their scenes, students should write a one-paragraph analysis explaining why
assertive communication is the most effective. If students work in groups on this project,
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they could also present their scenes to the class.
You may also choose to create a final unit test for your students. Below are questions in
several different formats that test their ability to recall and apply concepts from this unit of
Get Real. Use this bank of questions to assemble a test that is well suited to assess your
students’ knowledge of the material from this unit.
© PPLM

Grade 6 Test Question Bank
Multiple-Choice Questions
1. When Albert gets angry, his first instinct is to yell. Lately he has started counting to 3
and taking a deep breath when he gets angry to prevent himself from yelling. Albert is
demonstrating:
a. Relationship skills
b. The decision-making model
c. Self-management
d. Social awareness
For
2. When saying “no” the most effective way to get your message across is to:
a. Use a soft tone of voice
b. Say “no” clearly and directly
c. Avoid eye contact
Teacher Review
d. Giggle
3. In which situation is a person giving consent for sexual activity?
a. If they say “yes” enthusiastically
b. If they are drunk or asleep and don’t say anything
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c. If they don’t say anything
d. If they are pressured into saying “yes”
4. What percentage of high school students have sex?
a. 100%
b. 75%
c. 50%
d. Less than 50% © PPLM
5. Abstinence is:
a. Breaking the law
b. Pressuring your friends to do something
c. Choosing not to engage in certain sexual behaviors
d. A sexual act

6. When making a decision using the decision-making model, you consider all possible
choices. What happens next?
a. Think about the pros and cons of each choice
b. Ask your friends for advice
c. Make a decision
d. Think about what will happen as a result of the decision
7. One important factor in making a responsible decision is…
a. What other people think is cool
For
b. Thinking about what someone else might do
c. Ignoring all possible consequences
d. Examining your personal values
8. This organ is found in both reproductive systems:
Teacher Review
a. Testes
b. Cervix
c. Urethra
d. Foreskin
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9. Carlos wants to be an active listener when his brother shares his problems. When his
brother starts sharing his problems, Carlos should:
a. Stop talking
b. Leave his earbuds in
c. Tell his brother he’s being stupid
d. Interrupt his brother to explain what he would do in the situation
10. Talia likes to hug people, but her cousin hates to be hugged by anyone. Talia and her
cousin have a difference of:
© PPLM
a. Circles of relationships
b. Personal space
c. Values about sex
d. Puberty development

True or False Questions
If the statement is true, circle T. If the statement is false, circle F.

1. T F Every person who has a vagina also has a hymen.
2. T F All young people develop pubic hair.
3. T F Only some young people develop hair under their arms.
4. T F Many young people may experience sexual feelings during puberty.
5. T F When a person begins menstruating, that means they’re ready to have sex.
For
6. T F Someone who has had sex before can never be abstinent.
7. T F Self-awareness can help someone make healthy decisions.
8. T F Everyone has the same values about sex.
9. T F Drinking alcohol can lead to risky sexual activity.
Teacher Review
10. T F Abstaining from sexual behavior is a healthy choice for sixth graders.
Short-Answer Questions
1. Respond assertively to the following scenario: A friend sends a mean email about a
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classmate of yours and tells you to send it to other people, but you don’t want to.
You respond:

2. What are three possible risks of dating someone significantly older?
1. © PPLM
2.
3.
3. How does delaying sex relate to responsible decision making?


4. What is the difference between sex and sexuality?

5. Why is it important to talk with a caring adult about sexuality?

For

Diagram Questions
Teacher Review
Label the following parts: Label the following parts:
1. Scrotum 6. Clitoris
2. Testes 7. Ovary
3. Penis 8. Fallopian tubes
4. Vas deferens 9. Uterus
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5. Urethra 10. Vagina
© PPLM

Matching Questions
Match the following terms with their definitions:

1. The process in which the lining of the uterus is shed through the vagina
2. The tube that carries urine out of the body
3. The two folds of skin that surround the opening to the vagina
4. The part of the uterus that includes the opening between the uterus and the vagina
5. The pear-shaped reproductive organ where a pregnancy develops
For
6. The process of a sperm and egg meeting
7. Organs that produce sperm
8. The loose skin that covers the head of the penis
9. The process of sperm and semen leaving the body
Teacher Review
10. The fluid that gets the urethra ready for the passage of sperm
a) Ejaculation
b) Labia
c) Testicles (Testes)
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d) Menstruation
e) Uterus
f) Urethra
g) Pre-ejaculate
h) Cervix
i) Fertilization
j) Foreskin © PPLM

Grade 6 Test Question Bank Answer Key
1. When Albert gets angry, his first instinct is to yell. Lately he has started counting to 3
and taking a deep breath when he gets angry to prevent himself from yelling. Albert is
demonstrating:
a. Relationship skills
b. The decision-making model
c. Self-management
d. Social awareness
For
2. When saying “no” the most effective way to get your message across is to:
a. Use a soft tone of voice
b. Say “no” clearly and directly
c. Avoid eye contact
Teacher Review
d. Giggle
3. In which situation is a person giving consent for sexual activity?
a. If they say “yes” enthusiastically
b. If they are drunk or asleep and don’t say anything
Only
c. If they don’t say anything
d. If they are pressured into saying “yes”
4. What percentage of high school students have sex?
a. 100%
b. 75%
c. 50%
d. Less than 50%
© PPLM
5. Abstinence is:
a. Breaking the law
b. Pressuring your friends to do something
c. Choosing not to engage in certain sexual behaviors
d. A sexual act

6. When making a decision using the decision-making model, you consider all possible
choices. What happens next?
a. Think about the pros and cons of each choice
b. Ask your friends for advice
c. Make a decision
d. Think about what will happen as a result of the decision
7. One important factor in making a responsible decision is
a. What other people think is cool
For
b. Thinking about what someone else might do
c. Ignoring all possible consequences
d. Examining your personal values
8. This organ is found in both reproductive systems:
Teacher Review
a. Testes
b. Cervix
c. Urethra
d. Foreskin
Only
9. Carlos wants to be an active listener when his brother shares his problems. When his
brother starts sharing his problems, Carlos should:
a. Stop talking
b. Leave his earbuds in
c. Tell his brother he’s being stupid
d. Interrupt his brother to explain what he would do in the situation
10. Talia likes to hug people, but her cousin hates to be hugged by anyone. Talia and her
cousin have a difference of: © PPLM
a. Circles of relationships
b. Personal space
c. Values about sex
d. Puberty development


1. T F Every person who has a vagina also has a hymen.
2. T F All young people develop pubic hair.
3. T F Only some young people develop hair under their arms.
4. T F Many young people may experience sexual feelings during puberty.
5. T F When a person begins menstruating, that means they’re ready to have sex.
For
6. T F Someone who has had sex before can never be abstinent.
7. T F Self-awareness can help someone make healthy decisions.
8. T F Everyone has the same values about sex.
9. T F Drinking alcohol can lead to risky sexual activity.
Teacher Review
10. T F Abstaining from sexual behavior is a healthy choice for sixth graders.
1. Respond assertively to the following scenario: A friend sends a mean email about a
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classmate of yours and tells you to send it to other people, but you don’t want to.
You respond:
Possible answers: use of “I” statement and clear, open refusal; response that is assertive,
not passive or aggressive.

2. What are three possible risks of dating someone significantly older?
1. Possible answers: inequality in relationship, pressure to have sex, jealousy, getting in
© PPLM
2. trouble with parents, legal trouble

3.
3. How does delaying sex relate to responsible decision making?
Possible answers: considering potential risks of sexual activity, including unintended
pregnancy, STIs and emotional consequences; thinking about the pros and cons of
waiting for sex; thinking about how sexual activity might affect long-term goals.

4. What is the difference between sex and sexuality?

Sex (sex assigned at birth or sexual behavior) is one part of sexuality. Sexuality is many
things, including values, relationships, body changes and functions, body image, and
romantic or sexual feelings.
5. Why is it important to talk with a caring adult about sexuality?
Possible answers: get advice, help you answer questions, hear from the perspective of
someone older, help you clarify your values and beliefs.
For

Diagram Questions
Teacher Review
Label the following parts: Label the following parts:
1. Scrotum 6. Clitoris
2. Testes 7. Ovary
3. Penis 8. Fallopian tube
4. Vas deferens 9. Uterus
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5. Urethra 10. Vagina
8
4 7
9
© PPLM
10
5
6
2
1 3

Matching Questions
Match the following terms with their definitions:

d The process in which the lining of the uterus is shed through the vagina
1.
f
2. The tube that carries urine out of the body
b The two folds of skin that surround the opening to the vagina
3.
h The part of the uterus that includes the opening between the uterus and the vagina
4.
e The pear-shaped reproductive organ where a pregnancy develops
5.
For
i
6. The process of a sperm and egg meeting
c Organs that produce sperm
7.
j
8. The loose skin that covers the head of the penis
a The process of sperm and semen leaving the body
9.
Teacher Review
g The fluid that gets the urethra ready for the passage of sperm
10.
a) Ejaculation
b) Labia
c) Testicles (Testes)
Only
d) Menstruation
e) Uterus
f) Urethra
g) Pre-ejaculate
h) Cervix
i) Fertilization
j) Foreskin
© PPLM

For
Teacher Review
Only

 Teacher’s Guide Lesson 6.1

Responsibilities
Facts to Know
The first Get Real lesson sets the tone for the next eight lessons.
Establishing Get Real Class Rights and Responsibilities is the first step in
creating a positive and safe learning environment. It’s essential that students
actively decide what they need in order to speak freely about sexual topics
in class.
For
Brainstorm ideas and write responses on large butcher paper to display their
suggestions. You should prompt students to share their responses but offer
examples if students hesitate. To help elicit student responses, ask, “What
do you need from your peers in order to feel comfortable asking questions in
class?”
You can ask students to sign their names to create student buy‑in. Posting
Teacher Review
the Rights and Responsibilities in a visible spot in the classroom is a
constant reminder of their commitment. Refer to the list throughout the nine
lessons to aid in behavior management and student engagement.
The following Rights and Responsibilities will set a positive and safe tone for
the classroom environment:
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Be enthusiastic. It’s the teacher’s job to engage students in the lesson
topics. Being enthusiastic yourself will allow students to feel enthusiastic.
Explain to students that you are aware some of them may feel
uncomfortable with the topic, while others may be very excited to learn
about sexuality. It’s completely normal to feel any of those feelings, but all
students have the right to be enthusiastic.
Feel positive about your sexuality. Affirm that, although it might be
embarrassing to talk and learn about sexuality, it can be a fun and positive
experience. Normalize that everyone has sexual body parts and goes
through sexual changes, and most people have sexual feelings. Feeling
excited, curious and positive about these changes is completely normal.
Feel how you feel. Acknowledge that discussions about sexual health
can make anyone feel uncomfortable or embarrassed. By normalizing
these feelings and reactions, you become more approachable, and
students may feel more at ease. Some teachers find it helpful to allow
students to giggle for a set amount of time when an “embarrassing” topic
is first introduced. It’s also important to acknowledge that many families

do not talk about sex in their homes, and this may be the first time some
students have had an opportunity to talk about these topics.
Pass. Sometimes talking about a subject goes beyond embarrassment.
Discussions on sexual health can bring up feelings of discomfort for
personal reasons. Students need to know that if they feel too
uncomfortable, for any reason, they can sit and be quiet, pass on
classroom discussions, or be excused.
Self-care. Providing students the space to interact with the material at
their own comfort level is critical to providing trauma-informed sexuality
education. Educators need to create an environment where students feel
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safe and comfortable. The topics discussed in Get Real may trigger
students and bring up memories of past experiences that require self-
care. Providing them an opportunity to leave class, if the school/
organization allows, to go to a separate area of the classroom to
disengage, or simply to pass are key parts of being trauma-informed. It is
important to encourage students to practice self-care when needed and
Teacher Review
to check in with them throughout and after the class.
Be heard. Everyone has important insights to share. Students should
speak one at a time to respect everyone’s right to be heard.
Express your opinions. The teacher’s role is to provide factual
information. Neither peers nor teachers should attempt to change a
student’s personal values or beliefs. People have the right to their own
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opinions.
Ask questions. Questions can be asked in front of the class, asked
privately to the teacher after class, or written down anonymously for the
Anonymous Questions Box. Asking questions should be encouraged.
Refer to the Anonymous Questions Box section below for more
information.
Be respected. Everyone will be treated with respect. Name calling, using
disrespectful language, and negative facial expressions (rolling eyes, etc.)
when people are speaking are all considered disrespectful. In order to
create a safe space, these behaviors will not be tolerated.
Not have assumptions made about you. Jumping to conclusions or
making judgments about people based on what they say or don’t say, how
they act, how they dress, etc., is not appropriate. Ask students if they
know what an assumption is. Use the following example if needed: “Can I
assume blue is your favorite color just because you are wearing a blue
shirt? Without having all the facts or asking for clarification, it’s unfair to
make assumptions about each other.”

Privacy. Students can share information in class if they choose, but they
are never required to do so. Remind students to think carefully before
sharing a personal story, as once they say something aloud, they can’t
take it back. This is much like writing a text message or an email. Once
the message is sent, there’s no way to unsend it. Also explain that the
right to privacy extends to people who are not in the room. If someone
wants to share a personal story or a friend or family member’s personal
story, they should change the people’s names or not use names at all.
Confidentiality. Confidentiality means that personal information will not
be shared outside of the classroom with students, parents, other teachers,
etc. Explain that one-on-one conversations between the teacher and
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student can be kept confidential unless the teacher has a concern about
personal safety. Teachers are required by law to report information if
students disclose being hurt or intentions to hurt themselves or others.
Reportable disclosures include physical, emotional and sexual abuse;
suicidal thoughts or behavior; and other dangerous behaviors. Reporting
Teacher Review
these situations will allow students to access help. Before teaching the
curriculum, teachers should ask about the mandated reporting procedures
at their school or organization. Teachers should be upfront with students
about what is reportable; they should also let students know what could
happen if a report is made (i.e., a social worker may call or visit your home
to check up on you and your family).
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Use appropriate language. In order to keep class discussions respectful,
encourage students to use the medically accurate terms for body parts
and sexual functions, instead of slang terms. If students don’t know the
appropriate terminology, they may ask.
Potential Challenges
Students have different levels of knowledge and experience when it comes
to defining “sex” and “sexuality.” Some students may be very uncomfortable
and embarrassed, while others will eagerly await any information you give
them. Setting a comfortable, positive, and open tone is extremely important.
As the educator, you have the responsibility to be as approachable as
possible. You must normalize and affirm the experiences students have
during adolescence. It’s important to look for teachable moments (e.g.,
anonymous questions, personal stories, student interactions, false
assumptions about someone or something, etc.). It’s also important to refer
to the Class Rights and Responsibilities poster when needed.

Engaging Students
Creating a Rights and Responsibilities poster should be a class activity.
This is a great tool for getting student buy-in. After the class brainstorms
their Rights and Responsibilities, have the students sign this poster like a
contract. Their signatures symbolize that every student promises to make
the classroom a comfortable learning environment.
The optional icebreaker game is useful for teachers who do not know their
students well and for students who do not know each other well. Engaging
students in an icebreaker activity at the beginning of the Get Real curriculum
is a method for gaining student trust and respect, since sexuality education
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may often make students feel uncomfortable or embarrassed. Teachers
should also participate in icebreaker activities to show their interest in the
students. Here are some recommended examples of icebreaker activities:
Name Tags: Students make name tags for their desks and decorate them
with words or pictures that describe themselves.
Teacher Review
Name and a Movement: Students say their names while making a
specific movement, and the rest of the class repeats the name and
movement.
Name and a Hidden Fact: Students say their names and one fact that
people would not know from looking at them. This activity can be tied to
“Not have assumptions made about you” on the Rights and
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Responsibilities list.
Name and a Feeling Word: Students say their names and a word that
describes how they are feeling about the day or about beginning the
curriculum.
North Wind: Students stand in a circle with one person in the center. The
center person says, “The north wind blows for anyone who…” and then
completes the statement with something that’s true about themselves. For
example, “The north wind blows for anyone who loves baseball.” Once the
statement has been made, everyone who also identifies with the
statement attempts to move to a new spot in the circle. The person left in
the middle begins the next statement. This game is very engaging, but it
requires classroom space and additional class time.


Students really enjoy this activity. If you have multiple class periods to cover
this material, they can happily spend 20 to 30 minutes perfecting their
pictures and sharing them with each other. However, if you are teaching it
over one class period and, therefore, have only 10 minutes for the activity,
set a timer and explain that students will only have 2 minutes per picture in
class, but will be able to finish their artwork at home.
For
Engaging Students
Allow students to draw cartoons as they are given the description of each
of the SEL skills. It will help if students can see examples, which can be
simple stick figures with speech or thought bubbles. Enabling the students
to visually depict each SEL skill will help them recall these skills throughout
the curriculum.
Teacher Review
Activity 6.1-3 Find Someone Who…
Facts to Know
The following information pertains to each question in Handout 6.1-3, Find
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Someone Who….
Are you someone who knows how long a pregnancy is?
The average pregnancy lasts for 40 weeks, or about 9–10 months. If you
think your class would be interested, share some comparative examples of
average lengths of pregnancies (gestation periods) for animals:
Kangaroos: 1–2 months
Dogs and cats: 2–3 months
Cows: 9–10 months
Elephants: 17–24 months
Are you someone who knows at least three slang words for “elbow”?
There aren’t three slang words for “elbow.” Use this question to begin a
conversation about why slang words exist for certain body parts and not
for others. If time allows, this conversation could become a much larger
discussion about cultural norms and societal influences on sexuality.

Are you someone who knows the difference between sex and sexuality?
“Sexuality” is a fundamental aspect of being human throughout life. It
grows and changes over time and is dependent on each individual person’s
understanding of themselves and others. Sexuality includes, but is not
limited to:
Sexual behaviors, sexual relationships, and intimacy
How people express themselves (including the way they talk, dress and
relate to others)
Values, beliefs and attitudes
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Whom people are attracted to (sexual orientation)
Changes bodies go through during puberty
Whether or not and how people choose to have children
The kind of friends people have
How people feel about the way they look
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Who people are as individuals
The way people treat others
The term “sex” can refer to sex assigned at birth or to sexual behavior.
Sex assigned at birth refers to how a person is most often assigned a sex at
birth (male, female, intersex) based on their external genitalia.
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Sexual behavior usually involves touching oneself or another person or
persons in ways that stimulate sexual feelings and pleasure.
Sexual behavior can include many different acts:
Talking about sex
Kissing
Hugging
Massage
Masturbation
Intercourse, including oral, vaginal or anal intercourse
Engaging Students
Find Someone Who… is a comfort-building activity. Students leave their
seats and move around the classroom. They have the opportunity to see
that their classmates also have questions about topics related to sexuality. If
students are hesitant to begin, the teacher is encouraged to participate.

To follow up, the teacher should not feel obligated to review all the
questions in the activity. Some of the questions will help engage students by
normalizing feelings around sexuality and relationships.
Go over the question, “Are you someone who has told a lie to a friend?”
It is important that students explore how it feels to be lied to and why
people lie. For example, people might lie to keep from being judged. This
is an opportunity to introduce the ideas of stigma and judgment and why
people—even people who are in love—may not always be honest when it
comes to sexuality.
End this activity by reviewing the question, “Are you someone who can talk
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about sexuality openly with parents or guardians?” This is a great bridge to
Activity 6.1-4, Caring Adults Brainstorm.
See the “Facts to Know” section above for important talking points for the
Find Someone Who… activity.
Teacher Review
Engaging Students
A key component of the Get Real program is the opportunity for students to
ask questions anonymously, and the Anonymous Questions Box is a great
way to engage students. Although students are encouraged to ask questions
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out loud, having an Anonymous Questions Box is a welcome option for
some students.
The anonymous questions activity is suggested for the end of this first
lesson. Index cards or slips of paper are passed to each student, and they
are asked to write down a question. The teacher can provide examples
of anonymous questions from previous classes, such as “What’s a wet
dream?” or, “Is it normal for a young teen to have sexual feelings?” You
can also prompt students by suggesting different Get Real topics (e.g.,
puberty, anatomy, relationships, sexual health, etc.). All students should be
encouraged to write something down to support anonymity. Students who
have no questions can answer an alternate prompt, such as, “What is your
favorite TV show?” or “What type of music do you like?” If students are
reluctant to ask questions, teachers can even plant some questions in the
box to read out loud.
Once the process for asking anonymous questions is established, the
teacher can close each lesson by answering questions from the previous

class. If time is limited, the teacher can decide to answer questions every
other class or select only a few questions each time.
A decorated shoe box with a slit cut in the top makes a good Anonymous
Questions Box. Having the students decorate the box can help make using it
a fun rather than a feared activity. Some teachers opt to leave the box where
it is accessible to students during the week. To ensure anonymity, it’s best
to use a box that can be locked so that students cannot access questions
written by other students.
Student questions must always be answered in age-appropriate and
medically accurate ways. Always allow students to follow up with the teacher
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after class for more information. Sometimes it’s necessary to address
the feelings and values of the person asking the question, but it’s always
important for the teacher to answer questions factually. Students may also
be directed to ask a parent or other caring adult (e.g., religious mentor, family
physician, school nurse, or counselor) for further discussion, especially for
questions regarding personal values.
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Mandated reporting extends to anonymous questions. Educators must be
informed of their state and school/organization policies. It is important to
let students know about mandated reporting so they are not surprised if an
educator follows up with them about a question or something written on a
card. Educators can tell students that if they wish to disclose something or
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discuss a sensitive subject further, they can put their name on the card and
the educator will follow up one on one with them.
Use the Frequently Asked Student Questions section of www.
getrealeducation.org for hundreds of vetted answers to student questions.
Adolescents’ questions often fall into one of five categories. The following
types of questions have common themes and have been noted in several
comprehensive sex education programs. A sample question and suggested
answer is provided for each one.
Information-seeking. These are straightforward questions with specific,
factual answers. Answer these questions honestly and factually. If you
believe there is a value component to the question, it is important to
address multiple points of view in your answer.
Q: What is masturbation?
A: Masturbation is defined as touching, rubbing, and/or fondling one’s
own sex organs for pleasure and stimulation. There are no medical or
safety concerns for people who choose to masturbate. It is a personal
decision and a normal behavior for people of all ages. People may have

different opinions about masturbation, often based on cultural or religious

reasons. It’s important to know that it’s OK to choose to masturbate, and
it’s OK to choose not to masturbate.
Am I normal? These questions focus on adolescents’ concerns about
physical and emotional change. Answers should validate their concern
and provide factual information about the question asked. Also
acknowledge that everyone has different bodies and experiences.
Q: What is the average size of a penis?
A: Lots of people want to know what’s considered average. Sometimes
people worry that their penises are too big or too small. The average size
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of a penis for adults ranges from 2.5 to 4 inches if it is soft (flaccid), and 4
to 6 inches if it is hard (erect). “Average” means that most fall within this
range, but some are smaller or larger.
Permission-seeking/advice. These questions indirectly ask the teacher
for permission to engage in or avoid a behavior. It’s important to remind
students that a behavior may be appropriate for one person (e.g., at a
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certain age) but not necessarily for everyone.
Q: What’s the right age to have sex?
A: People have sexual intercourse for different reasons and at different
times in their lives. There is no “right” age to have sex. It’s important that
the two people involved have agreed and given their mutual consent to
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engage in sexual intercourse. They must be physically and emotionally
mature enough to know about, prepare for, and deal with the potential
risks of sexually transmitted infections or pregnancy. Research shows that
abstinence, or not having sex, is a healthy choice and the most effective
way to prevent unintended pregnancy and STIs.
Personal beliefs or experiences. These questions ask about the
teacher’s values, beliefs or experiences with regard to a certain topic.
Teachers should not share personal information. The teacher’s job is to
share the facts, not personal opinions or experiences. Refer students to
parents and other caring adults for discussions about values surrounding
the question asked.
Q: How old were you when you had sex for the first time?
A: I understand you may be curious about my life experience. However,
my experiences are not as important as your own values around having
sex for the first time. Speaking to a parent or other caring adult will help
you form and clarify your own values and beliefs.

Shock questions. These questions are asked to elicit a reaction from the
teacher. This is often a test of a teacher’s sense of humor and ability to
remain calm. Students are looking to see if the teacher will get upset or
flustered by a question. Sometimes it’s best to ignore the question, but, if
the question is relevant, the teacher can reword the question and give a
serious answer.
Q: If I banged 200 ladies, do I have AIDS?
A: This question asks, “If I’ve had sex with 200 women, do I have AIDS?”
Having multiple partners can increase the risk of getting an STI, including
HIV. Using condoms can help reduce the risk significantly. The only way to
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know for sure if a person has an STI is to get tested.
Lesson 6.1 Resources

Information on social and emotional learning:
Teacher Review
Information on sexuality education:
SIECUS: Sexuality Information and Education Council of the United States: www.siecus.org
Click on the “Information & Education” tab at the top of the screen to reach the
“Comprehensive Sexuality Education” page.
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See www.getrealeducation.org for more information and resources.

Activity 6.2-2 Communication Skills

Facts to Know
The following are additional ways to explain the words passive, aggressive
and assertive to students.
Passive: People give in and say “yes” when they are not sure, feel
confused, or really don’t want to. They don’t ask for what they really want,
or act in a specific way in order to feel liked, to be nice, or to avoid hurting
another person’s feelings. Passive communication may keep people from
getting what they need.
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Aggressive: People try to get what they want (not always consciously) by
showing the anger, frustration or fear they feel in reaction to a situation or
something someone says. They react strongly, often by name-calling,
without considering how it might hurt or insult another person. Aggressive
communication may lead to getting into a fight or argument.
Teacher Review
Assertive: People give an open and honest answer about what they want
and don’t want. They make sure they are speaking for themselves and
their feelings. This can include using “I” statements and asking for time
when they feel confused and aren’t sure what they want. It also means
they don’t use or manipulate other people and don’t allow others to take
advantage of or manipulate them.
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The teacher should use one scenario to provide examples of these three
types of communication. Have a student be the supporting actor and
demonstrate three possible responses. After each example, ask students
for pros and cons of the given response. Also ask students which
communication types were being demonstrated.
For example, say a friend borrows your favorite shirt and then loses it. Here
are different types of responses you could give:
Passive: “Oh, that’s OK…it’s no big deal….” (In this example, the person
gives in without expressing personal needs.)
Aggressive: “I hate you! You lost my shirt! Why do you always mess
things up? I’m never lending you anything again!” (In this example, the
person responds before thinking and attacks the other person in a hostile
tone.)
Assertive: “I understand that you didn’t do it on purpose, but I feel
frustrated when you lose my belongings because they are really important
to me. Could you please replace it for me this week?” (In this example, the
person responds in an open and honest way without giving in or being
hostile.)

An important way to help students formulate assertive responses is to

practice using the “I” statement template:
Step 1: “I feel…”
Step 2: “when you…”
Step 3: “because…”
Often misunderstandings and hurt feelings occur over social media and
texts because of the absence of tone and body language. To explain the
difficulties of communicating with these methods, you can introduce the
following concepts.
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One-way communication: Communication that works in only one direction,
such as:
Posting on social media
Text message
Information relayed through a third party
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Two-way communication: Communication that goes back and forth, such as:
Face-to-face conversation
Phone call
Conversations over social media
Replying to text messages
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Students should consider how one-way communication can be confusing
and lead to misunderstandings. Which forms of two-way communication are
most effective for important discussions? Why?
Engaging Students
Some prompts to introduce this lesson:
What are three common ways in which people communicate? (Spoken
word, such as talking in person or on the phone; written word, such as
social media, text messages, letters; body language, such as nonverbal
body and facial expressions.)
What does effective communication have to do with a comprehensive sex
education class? (Learn how to establish healthy relationships with family,
friends, romantic partners, and acquaintances; learn how to stand up to
peer pressure and ask for help when needed; etc.)
A great way to get students thinking about active listening is to ask a student
to share a 2-minute story with the class. While the student is talking, the

teacher can demonstrate poor listening skills by talking to other students,

texting/checking phone, and turning away from the speaker. Ask the
students for suggestions on becoming a better listener.
Activity 6.2-3 Assertive Communication Scenarios

If time is running short, choose two or three scenarios. Demonstrate one
of them with a student, but do not demonstrate either of the scenarios that
involve dating. Ask for two or three student volunteers to demonstrate the
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other two scenarios. This will give students who aren’t comfortable with
performing an opportunity to be engaged by their classmates.
You know your students better than anyone. You should use only the
scenarios that your students will feel comfortable exploring. If the students
are not at a level where they can handle the more sexual scenarios, focus on
other examples.
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For more information about successfully facilitating role-play, see the
“Guidelines for Role-Play” document at www.getrealeducation.org.
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Steps to Respect:
Information on assertive communication from www.cfchildren.org/Portals/0/STR/STR_DOC/
Research_Review_STR.pdf
Communication Skills:
www.seriouslysexuality.com/index.cfm?fuseaction=Page.ViewPage&pageId=1084

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Teacher Review
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Activity 6.3-2 Circles of Relationships

Having enough time for this activity may be a challenge. One way to
save time is to display a filled-out example of the Circles of Relationships
handout that includes types of relationships (close friends, distant relatives,
neighbors, etc.). Explain why each of the relationships fits into each circle.
Then assign the Circles of Relationships handout for homework so students
can reflect on their own relationships.
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Activity 6.3-3 Examining and Respecting Personal Space
Engaging Students
It’s extremely important for students to recognize the importance of
respecting others’ personal boundaries. The following process questions are
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included in this activity in order to connect this learning to address bullying
and bystander behaviors:
What would you do if you saw a friend invading someone’s personal
space? How can you talk to your friends about their actions and their
comments?
How does it feel when someone tells you “no”? Is it OK to feel
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disappointed? How can you deal with that disappointment?
What does it mean if someone respects you? Does it mean they can cross
into your personal space without your permission? Does it mean you can
cross into their personal space?
Note: Once consent is introduced in 6.3-5 these same concepts can be
revisited as part of the definition of consent.
Activity 6.3-4 Healthy Vs. Unhealthy Relationship Brainstorm

Facts to Know
Students may come up with a variety of words to describe healthy and
unhealthy relationships. The acronym HERRC, which stands for “honesty,
equality, respect, responsibility, consent,” may be useful in guiding them.
Research shows that people look for these characteristics in friendships and
romantic relationships. Elicit examples of each of these characteristics from
the students.

Help students identify equality of power as a characteristic of healthy

relationships. Equality of power in relationships means that both partners
have equal standing in the relationship. Both people are heard equally, can
share their interests, communicate effectively, and feel safe and secure in
their relationship. Prompt students if needed by asking why these qualities
are important in healthy relationships. If students struggle with this concept,
ask how different levels of power can affect a relationship. For example,
what if one partner controls all the money in a relationship? How could
that affect the dynamics? Help students understand that when there are
different levels of power in a relationship, including friendships and dating
relationships, it can lead to inequality, with one person feeling as if they have
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less power than the other.
Responsibility can be tied into the SEL skill of responsible decision making.
People in healthy relationships help each other make responsible decisions.
Unhealthy characteristics can be the opposites of the HERRC qualities:
dishonesty, inequality, disrespect, irresponsibility, manipulation or a lack of
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consent.
Activity 6.3-5 Dating Older Partners

Facts to Know
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This activity is included because one of the biggest risk factors for
pregnancy and STIs in young people is dating significantly older partners.
The discussion may get students thinking about power dynamics. While it’s
important for students to know the age of consent in your state, the goal of
the lesson is not to explain the intricacies of legality, but to focus on the main
teaching points.
Instead of explaining the wording of the law or definitions of “statutory rape,”
concentrate on possible risks for each partner in a relationship. The younger
partner may feel pressure to engage in sexual activities, may be jealous of
the older partner’s freedom, or may have feelings of inequality. The older
partner may become frustrated with the age difference or get into trouble,
including legal trouble. This last point can be a good place to mention the
law, which makes it illegal for someone in your state to have sex with a
person under the age of consent. Enforcement of the law varies depending
on circumstances. It’s important to emphasize that the law exists to keep
young people safe.
To find the age of consent in your state, see a summary of state laws at
http://aspe.hhs.gov/hsp/08/sr/statelaws/summary.shtml.

Activity 6.3-6 Boundaries and Peer Pressure Scenarios

Because of the personal nature of this activity, it is important to refer
students back to the class Rights and Responsibilities. Students always
have the right to feel embarrassed and the right to pass. Some students may
never have been in these types of situations, and others may have personal
experiences very similar to these situations.
It’s important that no one act out the boundary breaking/peer pressure
behaviors listed. Model the first few scenarios by asking students, “How
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might someone respond in this situation?” Then act out the response.
Students should focus on appropriate, assertive responses.
Reinforce that students might consider telling a parent or other caring adult
about situations in which they feel uncomfortable. If a student discloses
anything that concerns the teacher about potential abuse, the teacher
should remind the student about confidentiality and mandated reporting and
Teacher Review
consult with the proper officials at the school. Refer to the introduction to the
Get Real curriculum for more information on this subject.
Teachers know their students better than anyone else. If you think the
scenarios that are more sexual are too much for the students to handle,
change the words “sexually inappropriate” to “mean.” For example,
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“Someone makes a sexually inappropriate joke about someone else around
you” could read “Someone makes a mean joke about someone else around
you.” The important thing is that students explore how they would assertively
communicate their needs, wants and personal boundaries to others.
Engaging Students
The scenarios in this activity are not role-play scenarios. Students should
determine excellent, assertive responses without acting out the situations.
This is a great opportunity to review passive, aggressive and assertive
communication. Challenge students to present their responses to the
scenarios in an assertive way. “I” statements work very well for the majority
of the scenarios.
In addition to thinking about the question, “How can we tell when we have
invaded someone else’s personal space?,” it’s important that students learn
how to respect other people’s boundaries as part of healthy relationships
and consent.


Domestic violence and sexual assault:
Futures Without Violence: www.futureswithoutviolence.org
That’s Not Cool: www.thatsnotcool.com
Domestic Violence and Incest Resource Centre: www.dvrcv.org.au
Age of consent by state:
U.S. Department of Health and Human Services Summary of Current State Laws:
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http://aspe.hhs.gov/hsp/08/sr/statelaws/summary.shtml
Laws pertaining to consent, sexual assault or statuatory rape by state:
Sexlaws.org: www.sexlaws.org
Teacher Review
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6.4 Activities All 6.4 Activities

Some students may be too embarrassed to talk about the parts and
functions of the reproductive system. Emphasize that this information is
important for keeping people healthy and safe. Another way to counter this
discomfort and enable students to feel positive about the lesson is to play
the “What Am I?” game described in the Engaging Students section for this
lesson.
Students may ask why they have to learn about the body parts they don’t
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have. Explain that understanding anatomy is a human issue and not a
gender-specific one. This knowledge is related to the SEL skill of social
awareness. Understanding another human’s body helps to better understand
one’s own body and to empathize with others.
Be sure to acknowledge that human bodies come in all different shapes
Teacher Review
and sizes. This includes sexual body parts, such as penises and breasts.
Our society puts a lot of pressure on people to look a certain way, but it
is important to know that people’s bodies can all do the things they are
supposed to do even if they look different than others’. An easy analogy
to make is this: Do all our noses look the same? No. But do all our noses
smell? Yes. Our sexual body parts are no different.
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Engaging Students
 Teacher Note
When talking about reproductive anatomy it’s
Explaining Slang Terms
important to model inclusive language. For this
Horny: a term used to indicate
reason Get Real does not use the terms male feeling sexual.
and man or female and woman. A person’s Getting hard: an erection. The flow
sex assigned at birth and gender identity may of additional blood into the vessels
inside the penis is what makes the
be different. External genitalia do not define
penis stiff.
a person’s gender identity. A person may be
Boner: an erection. No bone is
assigned a specific sex at birth but not identify involved in a human erection.
in a gender binary way. (For more information
about gender and sexual identity, see Lesson 7.3.)
As you explain terms such as erection, ejaculation and wet dreams, feel
free to ask “How might a person feel…?” follow-up questions. For example,
“How might it feel for someone to get an erection in the middle of class?”
(This will be reinforced in the They May Feel… activity in Lesson 6.6.)
In each part of this lesson, emphasize that the most important organ in
the reproductive system is the brain. People are not always in control of

their brains—for example, when they are asleep. It’s common for people
to experience erections without knowing why, because the brain can
send signals when people are asleep or even when they’re thinking about
something completely different.
You may also include information here about masturbation as it relates to
wet dreams, erections, etc. You might tell students that as they are starting
to have sexual feelings, erections and wet dreams, masturbation may
become a topic of conversation and questions. (See information in Lesson
6.6 on masturbation.)
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Activity 6.4-2 The Penis, Related Parts and What They Do
Facts to Know
The following parts correspond to the numbers on the anatomy handout:
1. Scrotum
Teacher Review
2. Testes (singular = testicle)
3. Epididymis
4. Vas deferens
5. Seminal vesicle
6. Prostate
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7. Cowper’s gland
8. Urethra
9. Penis
10. Foreskin
11. Anus
The following provides additional information on the reproductive anatomy
and physiology terms discussed in this lesson.
Scrotum: This is the thin sac of skin that holds the testes outside the body.
In order for sperm to be produced, the testes must be kept at a temperature
that is two to three degrees cooler than the rest of the body. Although a
person can’t feel it happening, the scrotum is constantly moving and shifting
the testes to keep them at the correct temperature.
Testes (singular = testicle): These are the organs where sperm are made
and hormones are produced. They are located in the scrotum. Each
testicle is about the size of a walnut, and it’s normal for one to hang lower
than the other. It’s also normal if one does not hang lower. Once a young
person begins puberty, the testes begin to make sperm, which is a sex cell.

Sperm can combine with an egg to create a pregnancy. The testes are also
responsible for the production of the hormone testosterone.
Epididymis: The epididymis is a coiled tube behind each testicle where
sperm mature and develop the ability to swim. The epididymis acts as
a sperm “warehouse and recycling center,” storing sperm until they are
needed, or recycling them back into the body when they aren’t used.
Vas deferens: These are the tubes that carry the sperm from the testes to
the urethra. The vas deferens act as a highway that the sperm use to travel
to the urethra. The tubes are very tiny, each about the width of a piece of
uncooked spaghetti.
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Seminal vesicles: These are glands on each of the vas deferens. They
produce fluids that mix with sperm to make semen.
Prostate: This is a gland under the bladder that produces fluids that mix
with sperm to make semen. It also contains pleasure sensors. It’s the size
and shape of a walnut and has the texture of a kitchen sponge. It has a
Teacher Review
muscle that acts as a trap door, so it is physically impossible for a person to
ejaculate sperm and urinate at the same time.
Cowper’s glands: These are glands on  Teacher Note
either side of the urethra that release a fluid Circumcision
through the urethra every time a person has The New England Journal of
an erection. This pre-ejaculate fluid acts as Medicine has reported multiple
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studies that link circumcision to
a lubricant for the sperm. Pre-ejaculate can prevention of HIV, herpes virus
contain sperm and can transmit STIs. simplex 2, HPV and syphilis.
However, the American Academy
Urethra: The tube that can carry sperm or of Family Physicians website
urine out of the body. notes: “Studies about the benefits
of circumcision have provided
Penis: This organ is made up of soft, spongy conflicting results. Some studies
tissue and blood vessels. The penis serves show certain benefits, while other
studies do not…. The American
three purposes: (1) reproduction, (2) urination, Academy of Family Physicians
and (3) pleasure. believes parents should discuss
with their son’s doctor the potential
Foreskin: All people with penises are born with benefits and the risks involved when
this loose skin covering the end of the penis. making their decision.”
Usually, a decision is made soon after a person
is born about whether they will be circumcised. Circumcision is the removal
of the foreskin. This decision of whether to circumcise is made for religious,
cultural and health-related reasons. It’s completely normal for a person to be
circumcised, and it’s completely normal for a person to be uncircumcised.

Anus: The anus is not part of the reproductive system, but is located near
the external genitalia. It is the end of the digestive tract and the opening
through which feces (solid waste) is excreted.
Sperm and semen: It’s important to clarify the
difference between sperm and semen. Sperm
 Teacher Note
are the sex cells produced by the testes. Wet Dreams
Sperm are so tiny that 10,000 can fit on a Once sperm production starts
during puberty, it’s very normal for
period at the end of a sentence. There can be people with a penis and sperm to
as many as 300 million to 500 million sperm experience wet dreams. They may
in one ejaculation and can be up to 20,000 wake up with a sticky fluid on their
sheets. These dreams are the result
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in each pre-ejaculation. The seminal vesicles of our brains being at work even
and prostate gland are the parts responsible when we’re sleeping.
for adding fructose and nutrients to the sperm If the brain thinks of something
to create semen. Semen is the fluid that’s sexual, it may cause the penis to
become erect and ejaculate. People
released during ejaculation, along with the with a vagina can have wet dreams
sperm. Both ejaculate and pre-ejaculate fluid or sexual dreams too. But there is
Teacher Review
may contain the bacteria/virus that can cause less evidence because less liquid is
produced or spilled on the bed.
STIs, such as HIV.
Vaginal intercourse: This term refers to when a penis enters a vagina.
If a condom is not being used to act as a barrier, this contact may allow
the sperm released during ejaculation or pre-ejaculation to travel into the
partner’s reproductive organs to potentially join with an egg.
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Activity 6.4-3 Linking Parts with Reproduction
Engaging Students
The following questions could be asked of the students post-lecture to
assess retention of the material.
Testes:
What are sperm? (The sex cells made by people with a penis.)
How big are sperm? (Very small. Ten thousand of them can fit on the
period at the end of this sentence.)
What is testosterone? (The hormone responsible for changes in the body
of a person with a penis.)

Can a person run out of sperm? (No. People with a penis produce sperm
continuously starting in puberty.)
What happens to sperm if they don’t leave the body? (They are
reabsorbed by the body and new ones are made.)
Erections:
What can cause an erection? (The brain sends messages to the penis,
causing the blood vessels in the penis to fill up and the penis to become
hard.)
Do erections mean someone is ready to have sex? (No. Even babies can
get erections because erections are a physical response to increased
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blood flow to the penis. This can happen during sexual arousal, but can
also happen at lots of other times.)
Vaginal intercourse:
Could a person become pregnant after having vaginal intercourse only
once? (Yes.)
Teacher Review
Can a person get pregnant at any time? (The egg needs to be present to
join with a sperm, and this only happens a few days per month; however,
sperm can live in the organs of a person with a vagina for several days
and wait there for an egg.)
What can happen if a couple has vaginal intercourse without protection?
(Pregnancy and/or STI transmission.)
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Ejaculation/pre-ejaculation:
Could there be any sperm in the pre-ejaculate that may or may not be
visible at the tip of the penis? (Yes, which is why any contact of the penis
with the sexual organs of a person with a vagina can result in pregnancy.)
How many sperm does it take to get a person pregnant? (One.)
How long can sperm stay alive and get a partner pregnant after an
ejaculation? (Several days.)
Condoms (if you were able to offer the condom portion of the lesson):
Ifa condom is not used correctly and consistently, what could happen?
(Whenever sperm comes in contact with the reproductive organs of a
person with a vagina, there is a chance of pregnancy or STI transmission.)
Where can a person get condoms? (At a health clinic, drugstore or health
center, or online.)
What are some things you’ve heard about condoms? (Answers will vary.
Correct any misinformation. For more talking points on condoms, see
Lessons 7.8 and 8.4.)


Engaging Students
This game was included to engage students even if they are uncomfortable
with the topic. Ideally it should be played with candy or some other small
treat as a reward. Pick the major talking points you want your students to
leave with, and make them the questions for the game. Playing this game
requires students to use the appropriate language and reinforces the material
in a fun way.
Here are some potential questions and answers for the game:
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“Iam about the width of a piece of uncooked spaghetti, and I am the tube
that carries sperm from the testes to the seminal vesicle.” (Vas deferens)
“I am the sex cell produced in the testes.” (Sperm)
“I am the hormone that the testes produce.” (Testosterone)
“I am the average number of sperm in a pre-ejaculation.” (20,000)
Teacher Review
“Iam the average number of sperm in an ejaculation.” (300 million to
500 million)
“Iam the three fluids that can travel down the urethra in the body of a
person with a penis.” (Ejaculate, pre-ejaculate and urine)
“My job is to keep the testicles two to three degrees cooler than the rest
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of the body.” (Scrotum)
“Iam the time in life when a person with a penis starts producing sperm.”
(Puberty/between ages 11 and 15)

Information about reproductive anatomy:
Genitalia and Sexually Related Body Issues: www.kinseyconfidential.org/resources/bodies
Info for Teens: My Body: http://www.plannedparenthood.org/teens/my-body
Circumcision information from New England Journal of Medicine:
http://www.nejm.org (search for “circumcision”)
Information on herpes, HPV, syphilis, and circumcision:
http://www.nejm.org/doi/full/10.1056/NEJMoa0802556


Students may question why they need to learn about the body parts they
don’t have. This is a good opportunity to remind students that the more
they know about human reproductive anatomy, the more they will be
able to understand others. While some may not experience menstruation
firsthand, learning about it will give them some insight into the experiences
of those who do. This is also a good place to emphasize the SEL skill of
social awareness. While topics such as menstruation and erections may be
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embarrassing for some to talk about, they are normal, natural parts of the
experience of puberty.
Engaging Students
When talking about reproductive anatomy it’s important to model inclusive
language. For this reason Get Real does not use the terms male and man
Teacher Review
or female and woman. A person’s sex assigned at birth and gender identity
are potentially different. External genitalia do not define a person’s gender
identity. A person may be assigned a specific sex at birth but not identify in
a gender binary way. (For more information about gender and sexual identity,
see Lesson 7.3.)
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Although the They May Feel… activity isn’t used in full until Lesson 6.6, feel
free to add some “How would it feel…?” follow-up questions as you review
terms such as menstruation and hymen. For example, “How would it feel to
have your value judged by others based on a tiny membrane?”
You may also include information here about masturbation, since it is tied
to sexual feelings. You might tell students that as they start to have sexual
feelings, masturbation may become a topic of conversation and questions,
etc. (See information in Lesson 6.6 on masturbation.)
Activity 6.5-2 The Vagina, Related Parts and What They Do

Facts to Know
The following parts correspond to the numbers on the anatomy handout:
1. Ovary 5. Cervix 9. Urethra
2. Fallopian tube 6. Vagina 10. Labia
3. Fimbria 7. Vulva 11. Anus
4. Uterus 8. Clitoris

The following provides additional information on the reproductive anatomy

and physiology terms discussed in this lesson.
Ovaries: The ovaries are each about the size of an olive and are the “holding
grounds” for eggs. Unlike people with a penis, who continuously produce
sperm after puberty, people with a vagina are born with all the eggs they will
ever have. They have 500,000 eggs at birth, and by puberty there are about
250,000 left. The ovaries release approximately 500 eggs during a lifetime.
The ovaries also are responsible for producing the hormones estrogen
and progesterone. These hormones cause body changes, ovulation and
menstruation.
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Ovulation: This is the release of an egg cell from one of the ovaries, which
occurs about once each month starting in puberty. Once ovulation has
begun to occur, a person can get pregnant if an egg is fertilized by a sperm.
Since a person cannot tell when they have ovulated for the first time, there is
never a “safe” time for a young person to have unprotected intercourse.
Teacher Review
Fallopian tubes: The fallopian tubes are about the width of three strands of
hair. They are the tubes that eggs travel through to get from the ovaries to
the uterus. Fertilization generally occurs in a fallopian tube.
Fimbria: These fingerlike parts on the end of each fallopian tube find an egg
after it is released from the ovary and sweep it into the tube.
Fertilization: Fertilization occurs when a sperm and egg meet. This usually
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takes place in the fallopian tubes. Fertilization is the first step toward
pregnancy.
Uterus: This is where a pregnancy develops. It’s about the size of a fist and
shaped like a pear. Hormones cause an extra lining to be added to the uterus
every month, which prepares it for a fertilized egg. But if the egg doesn’t get
fertilized after ovulation, the lining isn’t needed. Then the egg and the lining
leave the body during menstruation or a “period.” Menstruation is one part of
the menstrual cycle, which also includes ovulation and the building up of the
lining in the uterus. (More information about the menstrual cycle appears in
Activity 6.5-3, The Menstrual Cycle Explained.)
Cervix: The cervix is located at the lower part of the uterus. It contains
the opening that leads to the vagina. It is made of muscle, like the rest of
the uterus. Have students touch the tip of their noses to approximate the
firmness of the cervix.
Vagina: Generally 3–5 inches in length, the vagina is the tube through which
a person can give birth and have vaginal intercourse. It’s made up of very
stretchy skin. Vaginal discharge, often clear or white, is often present from

puberty onward. This discharge is the way the vagina keeps itself clean.
Abnormal changes in color or smell of the discharge may be evidence of an
infection.
Vulva: Although the entire outside area of a person with a vagina’s
reproductive system is often mistakenly called the vagina, this area is
actually the vulva. The vulva includes the labia, clitoris, urethral opening and
vaginal opening.
Clitoris: There is an internal and external part of the clitoris. The external
part is a mound about the shape and size of a pea. It has many sensitive
nerve endings and is made of the same erectile tissue as the penis. It is
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sensitive to touch and protected by a hood of skin. Just like the penis, the
clitoral tissue fills with blood when sexually aroused, causing the clitoris to
become firm and erect. The internal part of the clitoris fans out to support
the external part of the clitoris and attaches to the internal tissue.
Urethra: The tube that carries urine out of the body.
Teacher Review
Labia: The outer and inner labia are folds of skin that surround the opening
to the vagina. Pubic hair grows on the outer labia for most adolescents and
adults.
Anus: The anus is not part of the reproductive system, but is located near
the external genitalia. It is the end of the digestive tract and the opening
through which feces (solid waste) is excreted. Because the anus is near the
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vulva, people with a vagina should wipe from front to back after using the
bathroom; otherwise, bacteria contained in feces can come into contact with
the vulva and cause infections.
Hymen: The hymen is not on the anatomy poster because many people with
a vagina are born without a visible hymen. The hymen is a thin membrane
that covers the opening of the vagina in some people. There are many myths
about the hymen; it is often referred to by the slang term “cherry.”
If students bring these myths to the classroom, it’s important to normalize
that some people are born without a visible hymen. So the presence
or absence of a hymen cannot prove whether a person has had vaginal
intercourse.
Engaging Students
If there is extra time, the following questions could be asked of the students
post-lecture to assess retention of the material:

Ovaries:
How large are the ovaries? (Each about the size of an olive.)
What is ovulation? (The release of an egg cell from one of the ovaries once
a month.)
Fallopian tubes:
Is there a “safe” time for a young person to have unprotected intercourse
and not get pregnant? (No, for several reasons. First, sperm can live in the
fallopian tubes for several days. So even if there’s no egg there when the
sperm are first ejaculated, a person could ovulate during the time sperm
are present and that egg could be fertilized. Second, very few people have
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perfectly regular cycles, especially when they are young. So it is difficult to
predict when ovulation will occur. Finally, infections or germs can be
passed at any time between partners having unprotected sex.)
How wide are the fallopian tubes? (About the width of three strands of
hair.)
Teacher Review
Vagina:
Is it normal for a person with a vagina to have clear or white fluid come
from the vagina when not having a period? (Yes. This is vaginal discharge,
which keeps the vagina clean and healthy. Abnormal changes in odor or
color of the discharge may be signs of an infection.)
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Activity 6.5-3 The Menstrual Cycle Explained
Facts to Know
The following are some points to note about the menstrual cycle:
Menstrual cycles can range between 21 and 35 days.
Menstrual periods typically last between 3 and 7 days. Note: Highlight the
difference between the menstrual cycle and the menstrual period.
Students can easily become confused and think that a menstrual period
will last 21–35 days.
What actually comes out of the body is mostly the extra lining from the
uterus. A period is typically about half a cup to a full cup of liquid and
tissue over several days, and only about 3–4 tablespoons of that liquid is
blood.
The average age for a first period is 12; however, some people may get
their period earlier or later.

Some people use tampons to absorb menstrual fluids. Show an example

of a tampon and use the poster to demonstrate how it is used. It is
inserted into the vagina, held in place by surrounding tissue, and later
removed using the attached string. Any applicators should be thrown
away in a trash can or disposal box. Used tampons should be wrapped in
toilet paper and thrown away in a trash can or disposal box. Depending on
the plumbing system, they may sometimes be flushed down the toilet as
well. Tampons will not get lost in the body. Remind students that the
cervix is at the end of the vagina. The opening of the cervix is so tiny that
it will not allow a tampon to pass through.
Sometimes people who use high-absorbency tampons for longer than is
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recommended may become ill. This happens when bacteria in the vagina
grow too much, and this rare illness is called toxic shock syndrome. If a
person vomits and has a high fever, diarrhea, and a sunburn-type rash
while using a tampon, it’s important to remove the tampon, tell a parent or
caring adult, and see a doctor or clinician right away.
Teacher Review
Some people use pads to absorb menstrual fluids. Show an example of a
pad and use the poster to demonstrate how it is used. Pads stick to
underpants and absorb fluid as it leaves the body. Used pads should be
thrown away in a trash can or disposal box.
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Some students may become embarrassed by seeing pads or tampons.
Emphasize how handling these products and talking about menstruation can
be a normal, natural part of having a vagina.
Engaging Students
Here are some prompt questions to engage students in the explanation of
the menstrual cycle:
How often does menstruation happen? (About once a month, depending
on length of menstrual cycle.)
When a person gets pregnant, does that person continue to have a
period? (Not usually. The absence of a period can be a sign of pregnancy.)
Does every person have the same-length cycle? (No, it varies quite a bit
between individuals and may change throughout life. Most cycles are
21–35 days.)


Engaging Students
Here are some potential questions and answers for the game:
“I am about the width of three strands of hair, and I am what an egg
travels down to get to the uterus.” (Fallopian tubes)
“Iam the part of the body where a fertilized egg implants and a pregnancy
begins.” (Uterus)
“I am the part of the body that controls the reproductive system.” (Brain)
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“I am the folds of skin on the outer part of the vulva.” (Labia)
“We are the hormones the ovaries produce.” (Estrogen and progesterone)
“I am the average length of a menstrual period.” (3–7 days)
“Iam the part of the uterus that is shed during menstruation.”
(Endometrium, or uterine lining)
Teacher Review
Genitalia and Sexually Related Body Issues: www.kinseyconfidential.org/resources/bodies
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Info for Teens: My Body: http://www.plannedparenthood.org/teens/my-body
Information about menstruation:
All About Menstruation: http://kidshealth.org/kid/grow/body_stuff/menstruation.
html?tracking=K_RelatedArticle
Menstruation: www.plannedparenthood.org/health-topics/womens-health/
menstruation-20696.htm

Activity 6.6-2 Experiences in Puberty

Facts to Know
The following are some additional talking points for this activity.
“Have wet dreams” is listed in the “Male Assigned at Birth” category
because “wet dreams” is the term used to describe ejaculation by a person
with a penis during sleep. Another term for wet dreams is “nocturnal
emissions.” However, during puberty, anyone can have sexual dreams that
cause arousal and a physical response. It is important to normalize students’
experiences by explaining that sexual dreams do not happen exclusively to
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people with a penis.
Similarly, “Get erections” is listed in the “Male Assigned at Birth” category
because penile erections commonly occur during puberty. However, as
discussed in the Teacher’s Guide for Lesson 6.5, people with vaginas
may experience clitoral erections during arousal as well, although clitoral
Teacher Review
erections are less visible than penile erections. Likewise, anyone may
experience erect nipples as a result of a variety of stimuli, including arousal
and temperature. If your students can grasp this concept, feel free to list this
characteristic under the “Most” category.
“Have sexual feelings” is listed under “Most” because all people have brains,
and, as discussed in Lessons 6.4 and 6.5, the brain is the most important
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sexual organ in the human body. It’s important that students understand
the difference between having sexual feelings and being sexually ready. A
healthy choice for teenagers is not to engage in sexual intercourse. Just
because a body is physically capable of doing something does not mean the
person is emotionally ready to do it.
Students are often surprised to find “Breasts grow” listed under “Most.”
Remind the class of the concept of “respect” on the Class Rights and
Responsibilities poster. Try to foster both self-management and social
awareness. Explain that breast development happens as a result of hormonal
changes in puberty. In some people with a penis it’s more visible than in
others, and the condition usually goes away after a few months. Students
may assume that breast growth is a result of weight gain. Explain that breast
development during puberty for people with a penis (gynomasticism) is
different than breast growth associated with weight gain.

Engaging Students
The purpose of this exercise is to normalize changes that happen and to
show that people have similar experiences in puberty.
The process questions for this activity are a great opportunity to review the
key parts of the reproductive anatomy.
Activity 6.6-3 They May Feel…

Facts to Know
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The following are some additional talking points on masturbation:
Masturbation is defined as touching, rubbing or fondling one’s own
sex organs for pleasure or stimulation. Masturbation is done to cause
pleasurable sexual sensations and may result in orgasm. Masturbation
is a safe sexual behavior because there is no risk for STIs or pregnancy.
Masturbation, along with all other sexual activities, is something people may
Teacher Review
choose to do or not to do throughout their lives based on personal values.
It’s important for educators to talk openly about masturbation and
dispel any myths about the health risks of masturbation. It should also
be acknowledged that people have different beliefs and values about
masturbation.
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The most important messages to emphasize:
Masturbation can be a healthy way to explore one’s own body, if that is
something a person is comfortable with.
It’s OK if someone masturbates. It’s OK if someone doesn’t masturbate.
Theidea of “too much” masturbation is a myth. Some people masturbate
more often, some less often.
Inorder to normalize masturbation, don’t associate it solely with people
with a penis.
Whether to masturbate is a private decision, and masturbation should be
done privately.
Many people masturbate at various points in their lives.
Engaging Students
In scenario 1, Vincent’s older brother talks about masturbating. Help the
students process this scenario by asking the following questions:
What slang words or phrases have you heard for masturbation?

Do they apply to everyone?

Why do you think that is?
Discuss how masturbation is common for everyone. This may also be a
good point to talk about double standards regarding sexual desire.
After the gallery walk, ask students what feelings appeared in the gallery.
These feelings may include embarrassment, fear, etc. Some of the They
May Feel… scenarios had positive feelings associated with them. Highlight
positive emotions, such as pride and excitement, in order to normalize
puberty.
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Teen Talk: Sex and Masturbation: www.plannedparenthood.org/teen-talk/sex-masturbation/
masturbating-25057.htm
Teacher Review
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Engaging Students
A way to get buy-in from the students about abstinence is to elicit examples
of celebrities or television characters who have chosen abstinence or
postponement:
Lots of people choose different forms of abstinence. Some people choose
to be abstinent until they are married. Can you think of any celebrities who
have made that choice?
Other people choose to be abstinent until a certain age or until they meet
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the right person and feel ready for sex. Deciding to put off sex until later is
called “postponement.” Can you think of any TV shows where characters
have decided to postpone having sex? Why did they postpone?
Many students are under the impression that their peers and high school
students are having sex because of media messaging. According to the
Teacher Review
National Youth Risk Behavior Survey (CDC), in 2017:
Less than 40% of high school students reported ever having had sexual
intercourse.
Less than 4% of high school students reported having had sexual
intercourse before age 13.
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Sharing these statistics with students will demonstrate that their peers are
not likely to be sexually active. This may help reduce perceived pressure to
become sexually active.
Activity 6.7-2 Defining Unhealthy Behaviors,  Teacher Note

Abstinence and Sexual Abstinence
Abstinence Get Real defines abstinence
as “voluntarily choosing not to
Facts to Know including any sexual behaviors that
Unhealthy behaviors can be anything from can result in pregnancy or STIs,
including HIV.”
eating junk food to using drugs. To get the
People may have different ideas
conversation started, the teacher may need to about what constitutes abstinence,
provide an example of one type of unhealthy from no sexual contact of any kind,
behavior. For example, eating nothing but including kissing, to abstaining only
from sexual intercourse, and all
chips and soda would be an unhealthy points in between.
behavior because of obesity, diabetes, high (from SIECUS, “Guidelines for
blood pressure, etc. Comprehensive Sexuality Education,
K–12”)

Like the word sex, the concept of “abstinence” means different things to
different people. This can lead to misunderstandings about what people
mean when they refer to sex or abstinence. Giving students the Get Real
definition of abstinence will prevent confusion.
When discussing sexual behaviors that can result in pregnancy or STIs, you
should briefly define oral, anal and vaginal sex as follows:
Vaginal sex: penis to vagina
Anal sex: penis to anus
Oral sex: mouth to genitals (penis or vulva) or to anus
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The Get Real curriculum does not use the term “virgin” in discussions of
abstinence. Virginity is a culturally constructed concept, not a scientific term.
The phrase used in Get Real is “a person who has not been sexually active.”
This phrase carries less culturally charged connotations than the term
“virgin.”
Teacher Review
Sex is not an unhealthy behavior. However, having unprotected sex and
having sex without being ready can be potentially harmful because it
could lead to unintended pregnancy or STI. When brainstorming the list of
unhealthy behaviors with students, it is important that this distinction be
clear.
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Use language that promotes abstinence and postponement as normal.
People postpone all kinds of activities in their lives. People postpone doing
homework, cleaning their rooms, etc. Sexual activity is something else that
people can postpone for minutes, days, months or years. A healthy option
for adolescents is to abstain from or postpone sexual activity.
Often questions arise about whether or not a person can decide to be
abstinent after they have already had sex. According to the Get Real
definition of abstinence, people can decide to be abstinent at any point in
their lives, even if they’ve had sex in the past.
Activity 6.7-3 Abstinence Advice Scenarios

Facts to Know
In Scenario 1, 13-year-old Ashley feels pressure to have sex with her
16-year-old boyfriend. Relationships with a significantly older partner are
more likely to be sexual than those with a partner who is the same age,
slightly younger or only slightly older.

Research shows that girls in relationships with partners 3 or more years older
are more likely to be sexually active than girls with same-age partners, and
they are also more likely to partake in risky sexual behavior, including sex
under the influence of drugs and alcohol. They have lower rates of condom
use and higher rates of STIs (Gowen et al). Girls with older partners are also
more likely to face sexual coercion and intimate partner violence (Volpe et
al). This scenario is also an opportunity to remind students about the age of
consent in their state.
Engaging Students
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This activity is a wonderful time to use the role-play technique “mantle of
the expert,” in which students are placed in the role of experts rather than
adolescents. For more information about this, see the “Guidelines for Role-
Play” document at www.getrealeduation.org.
Teacher Review
Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance—United
States, 2017. www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/ss6708.pdf.
Gowen, et al., “A Comparison of the Sexual Behaviors and Attitudes of Adolescent Girls with
Older vs. Similar-Aged Boyfriends,” Journal of Youth and Adolescence, 33.2 (2004), 167–175.
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Volpe, et al., “What’s Age Got to Do with It? Partner Age Difference, Power, Intimate Partner
Violence, and Sexual Risk in Urban Adolescents,” Journal of Interpersonal Violence, 28.10
(2013), 2068–2087.

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Activity 6.8-2 Introduction to Personal Values and

Decision Making
Facts to Know
Students may define “values” as “the things we believe in,” “the things that
matter the most to us,” etc. Help them understand that values are also the
ideas and beliefs that guide our decision making and our behaviors.
When eliciting a definition of “values” from students, it’s important to clarify
the distinction between universal and personal values. An example of a
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universal value is, “People deserve to be healthy and safe,” whereas a
personal value might be, “It’s important to recycle.”
Activity 6.8-3 Stand Up/Sit Down Activity

Engaging Students
Teacher Review
This is an opportunity to discuss peer norms. An additional follow-up
question could be, “How many of you looked around the room before you
decided whether or not to stand up?” Even if they won’t admit it, odds are
most students did look around.
You can also ask the following process questions:
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Even if you didn’t look around the room, why do you think someone might
do this?
When making decisions about concepts that are so personal, why do
people feel the need to see what others are doing and saying?
Note that it’s completely normal to want to fit in. However, when it comes
to personal values, it is very important for people to stand up for what they
believe in, regardless of peer pressure.
Explain that none of the prompts have obvious “yes” or “no” answers.
There are gray areas in each and every one. This can be a difficult, abstract
concept for concrete middle-school minds to grasp, but it’s important to
explain. The process question “Were there any questions that were hard to
answer?” is a good prompt for this conversation.

Activity 6.8-4 Decision-Making Activity

Facts to Know
A decision-making model is a concrete tool to help middle-school students
identify the steps involved in making a complicated decision. The visual
element of the chart will help many students see the steps more clearly.
The six steps may be confusing at first to some students. To make sure
students understand, it is important to demonstrate the decision-making
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model on the board for the class. Pick a simple decision (e.g., “When should
I start studying for next week’s test?”) so the focus is on the model, rather
than the details of the decision.
Students may get stuck on the first part of the model if they fill in a very
simple, closed-ended question, such as “Should I brush my teeth today?”
Teacher Review
This leads them to outline the choices as “Yes,” ”No” and “Maybe.” To avoid
this, encourage students to word their questions in an open-ended way,
such as, “What could I do?”
One of the steps in the model asks students to consider how the pros and
cons they have identified relate to their values before they make a decision.
One way to phrase this is to ask students, “How do the pros relate to
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the universal values of health and safety? How do the pros relate to your
personal values?”
To keep students from getting off track, ask them to limit their thinking to
examining the three most likely outcomes of their decision. While there may
be more than three options for any given decision, ask them to pick the three
options that seem the most plausible and to pick the pros and cons that
would be likely results of those options.
It can be difficult to not lead students into picking a choice that an educator
feels is “right” or “best” for them. Some of the choices students come
up with may be unhealthy or have an increased level of risk. Encourage
students to close their eyes when making a decision as a class so they are
not influenced by peers, and fight the urge to guide students to choose
one choice over another. The biggest takeaway from this activity is helping
students realize that they always have choices and that weighing the pros
and cons can help them determine what is healthy and right for them based
on their own personal values. For a video of this activity being modeled go to
www.getrealeducation.org.

Engaging Students
In addition to using the decision-making scenario strips provided, groups of
students could make their own scenarios to try out with the model.
The decision-making model can be applied to many other scenarios. Refer
to previous classes that discussed choices. How would the decision-making
model be useful in those situations? For example, in Activity 6.7-3, there are
two scenarios in which characters make decisions regarding abstinence.
How could a decision-making model help those characters?
It’s important to get students thinking about the fact that there are pros and
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cons to every decision. Pros and cons should guide the decision-making
process. Teachers need to remember that the pros and cons are going to be
different for each group and each individual student.
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Facts to Know
The following definitions should be reviewed in this lesson.
Puberty: The emotional and physical changes that young people generally
experience between the ages of 9 and 16.
Sexual abstinence: Choosing not to engage in behaviors that could lead to
pregnancy or STI transmission, including vaginal, anal and oral intercourse.
Refusal skills: The skills, such as assertive communication, self-awareness,
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and social awareness, that enable people to refuse to engage in unhealthy
behaviors and make responsible decisions.
Activity 6.9-3 Character Case Study and Personal Goal

Reflection
Teacher Review
Engaging Students
It’s important to bring in pictures that represent a diverse group of young
people from which students can choose characters. Students usually love
this activity.
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If you are concerned about time, the exercise can be shortened to include
only the following:
Character’s name and age
Character’s inner circle
Character’s proudest achievement/moment
Character’s goals
Activity 6.9-4 Refusal Skills Demonstration

A classroom-management technique for this activity is to establish yourself
as the director of the scene. This means that at any point, you can freeze the
action and replace actors. By doing this, you maintain control of the exercise
while still allowing student participation. Students who don’t feel comfortable
performing can offer solutions from their seats for the volunteers to act out.
Students who want to volunteer can all have a chance to do so, because you
can freeze the scene at any time and bring in new actors.

For more information about successfully facilitating role-plays, see the Role-
Play Guidelines under Teacher Resources at www.getrealeducation.org.

Engaging Students
Be sure to answer any remaining anonymous questions before the end of
class, since you will not be teaching these topics again until the students are
in seventh grade.
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Activity 6.9-6 Giving a Message
Students may struggle with this activity. Remind students about the
definition of sexuality from the review contest. Then ask them to imagine that
Teacher Review
a younger sibling or friend who looks up to them asked them about sexuality.
They should explain their definition of sexuality to this person. Explain how
sexuality ties into health, safety, personal values, beliefs, and the ability to
achieve goals.
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Grade 7
Lesson 7.2 Media Literacy and Sexuality . . . . . . . . . . . . . . . . . . . 7-11
Lesson 7.3 Gender and Sexual Identity . . . . . . . . . . . . . . . . . . . . . 7-21
Lesson 7.4 Creating a Safe School Environment . . . . . . . . . . . . . . 7-31
Lesson 7.5 Deciding About Sexual Behavior . . . . . . . . . . . . . . . . . 7-41
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Lesson 7.6 Defining and Maintaining Abstinence . . . . . . . . . . . . . 7-53
Lesson 7.7 Introduction to Sexually Transmitted Infections . . . . . 7-61
Lesson 7.8 Introduction to Protection Methods . . . . . . . . . . . . . . . 7-77
Lesson 7.9 Grade 7 Conclusion and Review . . . . . . . . . . . . . . . . . 7-93
Teacher Review
Grade 7 Assessment . . . . . . . . . . . . . . . . . . . . . . . . 7-101
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For
Teacher Review
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Lesson 7.1
Builds on Grade 6 Lesson 6.1: Creating the Classroom Climate; Self-awareness, self-
Lesson 6.4: Anatomy and Reproduction: The Penis and Related management, social awareness,
Parts; and Lesson 6.5: Anatomy and Reproduction: The Vagina relationship skills, responsible
decision making
and Related Parts. Students will apply skills learned to all
seventh-grade lessons. Logic Model Determinant(s)
Lesson Goals parents and other caring adults.
For
Create group rights and responsibilities. Increase knowledge of
resources for community or
Name key components of anatomy and reproduction. reproductive health information
Explain the importance of responsible decision making. and services.
Teacher Review
Review SEL skills.
¨¨
¨¨
Review decision-making model.
¨¨
Review key anatomy terms.
¨¨ Encourage students to seek out
caring adults as resources instead
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–– Handout 7.1-3: Steps to a Decision of relying on their friends, siblings
–– Handout 7.1-4: Resources or the media for information about
sexuality.
¨¨ Be sure to include “confidentiality”
Have:
¨¨ in the list of Rights and
Responsibilities and to explain
–– SEL Skills poster your role as a trusted adult
and mandated reporter. See
the Teacher’s Guide pages for
–– Slips of paper for anonymous questions additional resources.
Terms to Use
Sexuality
Decision making
Reproduction


Establish classroom rights and responsibilities
Welcome the students to the seventh-grade component of Get Real
comprehensive sex education classes. Ask students what they remember
from sixth grade.
Give a brief overview of topics for seventh  Teacher Note
grade. Important rights and
Introduce Class Rights and Responsibilities Be enthusiastic
and label a large piece of paper with the Feel positive about your sexuality
heading “Rights and Responsibilities.” Ask Feel how you feel
students:
For
Pass
What rights do you need to have in order Self-care
to engage in a class focused on sexuality Be heard
and sexual health? Express your opinions
Ask questions
What rights or responsibilities can we add
Be respected
to support one another in feeling safe
Not have assumptions made
Teacher Review
discussing these topics? about you
What can we all do to make this class Privacy
successful? Confidentiality
Prompt students as needed and add

responses to the list.
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Have students sign the list, then post it for future reference.

students. Go around the room and ask students to say their first names
and one thing they feel comfortable sharing about themselves that starts
with the same letter as their names (e.g., a favorite color, sport, or hobby; how
many people are in their families).

Reintroduce the SEL component of Get Real and elicit student review of
skills. Display the SEL Skills poster. Give definitions and elicit examples
from students.
Self-awareness: Recognizing your feelings and values, maintaining
self-confidence, being aware of what makes you individual and unique.

Self-management: Expressing emotions

 Teacher Note
appropriately, monitoring progress toward
goals. Self-Management,
Rights & Responsibilities
Social awareness: Understanding others Refer to the Rights and
and being able to put yourself in another Responsibilities list and talk about
how self-management will help
person’s shoes; recognizing individual and
students stick to the list even when
group differences and similarities; finding it is difficult (self-control, impulse
and using family, school and community control).
resources; understanding the difference
between fiction and reality.
Relationship skills: Establishing healthy relationships, resisting social
Responsible decision making: Making good decisions, keeping
For
yourself healthy and safe, respecting yourself and others.
Activity 7.1-3 Decision-Making Review

15 minutes Review decision-making model and scenario Handout 7.1-3

Name:
Steps to a Decision
Teacher Review
Student Workbook. Connect to SEL and discuss the List possible choices.
importance of a decision-making model. Choice 1 Choice 2 Choice 3
Review the model by applying the following

Think about the pros and cons of each choice.
Pros Pros Pros
scenario: “Chris really likes Terry, and they are Cons Cons Cons
going out. Terry wants to do something sexual that Underline important pros and cons. Think about how they relate to your values and goals.
Chris is not comfortable with. Chris is worried that
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Make a decision.
© PPLM
saying no will cause Terry to break up with Chris Evaluate your decision: what do you think will happen as a result of this decision?
and make fun of Chris to their friends.” Grade 7 • Student Workbook 1
Have students complete handout in pairs. Ask Handout 7.1-3

students to share their answers with the class and Student Workbook page 1
write their responses on the board.
Process Questions  Teacher Note

1. How does weighing pros and cons assist If students have not completed Get
with decision making? Real in sixth grade, they are likely
unfamiliar with the decision-making
2. Why is it important to learn a decision- process. Either complete this
making model? activity together as a class, going
through all of the steps together,
3. How can you use this model in your or start the process of naming
everyday life? the decision to be made and help
students come up with possible
choices before having them work in
pairs.

Activity 7.1-4 Brainstorm Resources  Teacher Note

5 minutes Name resources for questions A Variety of Resources
While students are brainstorming,
Ask students to name people or places prompt them to consider family,
someone could go to with questions about school, online and community
resources.
sexuality or relationships. Have students
brainstorm for a minute in groups of two or
three, then share ideas from their groups. Write a list Handout 7.1-4
of their suggestions on the board. Resources

Caring Adults Three caring adults I can talk to about sexuality are…

1.
2.
3.
Books
Student Workbook. Ask them to list three caring It’s Perfectly Normal, by Robie Harris, illustrated by Michael Emberly. Latest edition 2014.
“What’s Happening to My Body?” Book for Girls: A Growing Up Guide for Parents and Daughters,
adults they could speak to about sexuality or

Website and Phone Resources

relationships. Encourage students to talk to you if

For
they are in need of additional resources or have

questions about the content of this course.

© PPLM
I Wanna Know
www.iwannaknow.org
“What Am I?” Game

(continued)
Activity 7.1-5 Grade 7 • Student Workbook 3
10 minutes Review key terms from anatomy and Handout 7.1-4

reproduction
Teacher Review
Student Workbook
pages 3–4
In this game, offer students a short description of a
reproductive organ or function, and make them guess the answer (give
prizes if you want). For example, prompt: “I am the fluid released before
an ejaculation that could carry up to 20,000 sperm” or “I am the organ that
holds the eggs.” This game assesses student knowledge and can be a great
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place to reinforce the important facts and ideas from sixth grade.
Process Questions
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?

Reintroduce Anonymous Questions Box
Review the Anonymous Questions Box. The teacher will hand out small
write any questions they have about the topics being covered in class or
about sexuality in general on those pieces of paper. They should not put
their names on their questions for anonymity, and their questions will be
put into a box that will be available during all sessions. The questions will
be answered as frequently as the teacher determines. The teacher will also

pose another question to the class (e.g., “What is your favorite video game?”),
which students should answer if they do not have a class-related question.
Everyone should write something on a slip of paper and place it in the
box in order to preserve the anonymous nature of the activity.

What’s Different? What’s the Same?
Instructions: Student and parent or other caring adult should share answers to the following
questions with each other. See if you can learn something new about each other!
1. What are two things that are different about you

this year, such as hairstyle, friends, job or height?

2. What are two things that are the same or similar values.
about you this year? Note: If it’s embarrassing to discuss these
Skip parts of it.
3. What is something you hope will change for you Laugh, giggle, blush, and go right on
this year? talking.
Get Real for Parents 4. What’s something you hope will stay the same for you this year?
5. What’s a question you still have about sexuality? (It might be about body changes,

reproductive anatomy, gender identity, sexual orientation or love.)
© PPLM
parent/caring adult use the 6. What’s a worry you might have about growing older or growing up?
For
mobile website.
Family Activity 7.1

Teacher Review
References
Information on SEL:
Only

For
Teacher Review
Only

Family Letter 7.1

Emotional Learning (SEL). It teaches students five skills that lead to healthy behavior:
self-awareness, self-management, awareness of others, relationship skills and responsible
decision making.
For
Get Real recognizes and supports parents and other trusted caregivers as the primary
sexuality educators of their children. The teen years and changes of puberty can bring lots
of questions and concerns for both parents and their kids. For many reasons, it can be hard
to talk with children about sex. But results of a national survey show that parents have the
most influence on their children’s decisions about sex. A recent study from the National
Campaign to Prevent Teen Pregnancy (currently publishing as Power to Decide) found that
Teacher Review
87% of U.S. teens said it would be easier to put off having sex if they were able to talk more
openly about sex with their parents. But 37% said they had never had a talk with their
parents on this topic.
Like last year, students in the Get Real program will bring home Family Activities for each
class. These are designed to help families start conversations and share information. Please
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build skills for having ongoing talks about this important topic. Good information and
other resources can also be found on the Planned Parenthood League of Massachusetts
parent education website. Just visit www.pplm.org/education and click on “Parent
Education.”
© PPLM
enables young people to make healthier, safer and wiser decisions about sex. The themes
(continued)

Family Letter 7.1
Continued

educator.
For
Values
Teacher Review
It’s
Exploreyour own feelings around sexuality. Share some of these with your child.
Only
Facts and Knowledge
sexuality.
© PPLM


Family Activity 7.1
What’s Different? What’s the Same?

Instructions: Student and parent or other caring adult should share answers to the following
questions with each other. See if you can learn something new about each other!
1. What are two things that are different about you

this year, such as hairstyle, friends, job or height?
For
2. What are two things that are the same or similar values.
about you this year? Note: If it’s embarrassing to discuss these
Skip parts of it.
Teacher Review
3. What is something you hope will change for you Laugh, giggle, blush, and go right on
this year? talking.
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4. What’s something you hope will stay the same for you this year?
5. What’s a question you still have about sexuality? (It might be about body changes,
reproductive anatomy, gender identity, sexual orientation or love.)
© PPLM
6. What’s a worry you might have about growing older or growing up?

For
Teacher Review
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Lesson 7.2
Media Literacy and Sexuality
Builds on Lesson 6.6: Puberty and Lesson 6.7: Abstinence. Self-awareness, social
awareness
Lesson Goals
Identify myths surrounding sexual behaviors. Logic Model Determinant(s)
Identify ways in which the media creates and promotes parents and other caring adults.
myths. Address perceptions of peer
For
Name types of media. norms regarding sexual
behavior.
Identifyways the media contributes to unrealistic body Increase self-efficacy of SEL
expectations. skills to delay and/or refuse sex.

Review different forms of media to get a sense of (and
¨¨
Teacher Review
examples of) sexuality—especially in commercials.
Find ads for class demonstration that use sexuality to
sell the product. There are many commercials and
ads from the radio, TV and online
¨¨ that can be used for this lesson.
–– Handout 7.2-2: What’s on TV? Familiarize yourself with your
students’ favorite TV shows so you
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–– Handout 7.2-4: Ad Analysis Homework can refer to them. Consider finding
¨¨ ads in magazines that are popular
among your students.
Have:
¨¨
–– Magazine ads or media clips of commercials
Terms to Use
Body image
Insecurities
Gender role
Stereotypes
Consumerism

Grade 7 • Lesson 2: Media Literacy and Sexuality

mobile website.
 Teacher Note
Activity 7.2-2 The Media Sex on TV
For
More than 75% of prime-time
30 minutes Examine different types of media television programs contain sexual
content, and only 14% of these
Announce that today’s class will focus on mention risks or responsibilities of
media literacy. Write the following definition sexual activity.
of media on the board: “Media includes all the (American Academy of Pediatrics,
ways that information, ideas, stories, etc., are Sexuality, Contraception, and the
Media.)
Teacher Review
shared between people. It’s a form of
communication that is often, but not always, Sex Online
One in five students age 12–13
recorded in some way.” You can also define
has been exposed to unwanted
literacy: “Literacy is the ability to read, pornographic images online.
identify, understand and interpret material (Wolak et al..)
shared through different kinds of media.”
Only
On another part of the board, draw a large stick Handout 7.2-2
figure with a confused face, and write “Types of Name:
What’s on TV?
Media” at the top of the board. 1. List three television shows that you or your peers watch:
•
•
•
Brainstorm different types of media and write

2. Do any of these shows have characters who are sexually active? Which ones?
student answers around the stick figure.

3. When the characters on these shows have sex, do they usually discuss pregnancy, STIs or
using protection? Why do you think that is?
4. What do you think is realistic about these television shows?
Ask: “Why is the stick figure confused? How does 5. What is unrealistic about these television shows?
the media affect people?” 6. How do these shows promote healthy or unhealthy behaviors?
© PPLM
7. Television shows tend to have higher numbers of sexually active teens than in real life. Why
Discuss sexuality shown on TV

do you think that is?

Student Workbook. Allow them to complete the Handout 7.2-2

questions in groups of 2 or 3. Go over the answers Student Workbook page 7
when students are finished.
Point out that 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. Only 40% of all high school
students and only 4% of teens under age 13 have had sex.

Process Questions
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 overrepresent teen sexual behavior?
Activity 7.2-3 Understanding Advertising Messages

15 minutes Examine effects of advertising on body image
Explain that one powerful form of media is
advertising, and one primary purpose of  Teacher Note
media can be to help sell things to viewers. Advertising Fact
For
The average American child views
Explain that many advertisers use models to 40,000 television commercials every
sell a product. These models represent an year.
unrealistic image of “beauty,” because most (American Academy of Pediatrics,
people in the world do not look like these Children, Adolescents, and
Advertising)
models. Ask the students to describe the
models they often see in advertisements.
Teacher Review
Show an advertisement featuring a model  Teacher Note
who has been photoshopped into unrealistic Inclusive Ads
beauty standards, and the original image This is an opportunity to be
before the photoshopping. Ask them why inclusive and intentional in the
media representations you display.
advertisers use these images. Be sure to show unrealistic
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Ask students to name a feeling they have or beauty standard advertisements
that represent a variety of race/
others might have when they see unrealistic ethnicities, genders, abilities, etc.
body images in the media.
Elicit a definition of “insecurity” (lack of confidence about something; self-
doubt). Explain that many ads tap into people’s insecurities and encourage
people to buy products if they want to be like the people in the
advertisements. Ads often focus on body parts or sexuality (show an ad
that does so). Ask: How do insecurities relate to self-awareness?
Demonstrate how to critique an ad

Brainstorm some insecurities that teens have (weight, height, acne, athletic
ability, etc.). Which products target these insecurities in their
advertisements or commercials? (Deodorant, face and body wash, makeup,
etc.)
Show an ad to the class. What is this ad really trying to say? Model the
questions from their homework worksheet and briefly analyze the ad as a
class.

Activity 7.2-4 Homework Handout 7.2-4
Ad Analysis Homework
Ask students to turn to Handout 7.2-4 in the Instructions: Find an advertisement from any magazine, then answer the following questions
about it.

1. What product is this ad selling?
complete it for homework. 2. If the name of the product weren’t in the ad, would 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?
Activity 7.2-5 Anonymous Questions Box 4. Are the advertisers using people’s insecurities to help sell the product? If so, how?
Review anonymous questions 5. What negative or positive messages about sexuality does the ad send? (Examples: body
© PPLM
image, intimacy, sexual behavior, respect for oneself and others.)
Address student questions from the Anonymous

Questions Box. Give students a new question Grade 7 • Student Workbook 9
prompt to answer if they don’t have one about the Handout 7.2-4
class material, and remind students to place their Student Workbook page 9
anonymous questions in the box as they leave the
For
classroom.
Explain family activity The People on TV

Instructions: Together, brainstorm a list of models or actors from current TV shows and
commercials that appear during popular shows your family watches. Then talk about these
questions.

1. What do the actors usually look like? Be specific
Teacher Review
(hair, teeth, skin, clothes, body size). The goal of this activity is to promote
2. Compared to the models/actors how do typical, values.
everyday people look? Note: If it’s embarrassing to discuss these
Skip parts of it.
3. How might the contrast between the models/actors each other’s answers.
and other people affect viewers’ self-esteem or Laugh, giggle, blush, and go right on
thoughts about their own looks or bodies? talking.
Get Real for Parents 4. What helps the models/actors look the way they do in the ad or TV show? (What is the job of
the make-up artist, hair stylist, clothing stylist, photographer, graphic designer, etc.)
5. Why don’t advertisers use people with more realistic body types and looks in ads?
© PPLM
6. Rather than comparing ourselves to models/actors on TV, what are some ways we can
parent/caring adult use the measure our success, achievements and self-esteem?
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mobile website.
Family Activity 7.2


References
Teens and media:
American Academy of Pediatrics, Children, Adolescents, and Advertising, Pediatrics,
118.6 (2006), 2563–2569, http://pediatrics.aappublications.org/content/118/6/2563.full
American Academy of Pediatrics, Sexuality, Contraception, and the Media, Pediatrics, 126.3
(2010), 576–582, http://pediatrics.aappublications.org/content/126/3/576.full
Wolak, J., Mitchell, K., and Finkelhor, D., Unwanted and Wanted Exposure to Online
Pornography in a National Sample of Youth Internet Users, Pediatrics, 119.2 (2207),
247–257, http://pediatrics.aapublications.org/content/119/2/247.
Teen sexual behavior statistics:
Guttmacher Institute, American Teens’ Sexual and Reproductive Health, May 2014,
For
http://www.guttmacher.org/pubs/FB-ATSRH.html
Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance—
United States, 2017, http://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/ss6708.pdf
Teacher Review
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For
Teacher Review
Only

Family Letter 7.2

Often parents wait for their kids to ask a question about puberty or sexuality rather than
starting the conversation themselves. But many children and teens won’t ask their parents
questions about sexual topics, and parents may avoid these talks because they feel
uncomfortable with the subject. A study by the National Campaign to Prevent Teen
Pregnancy (currently publishing as Power to Decide) found that while 87% of U.S. teens
said it would be easier to postpone sexual activity if they were able to talk more openly
For
about sex with their parents, 37% had never had a conversation with their parents on this
topic!
Media plays a big role in the lives of today’s teens. So it’s no wonder many of the messages
young people get about sexuality come from the media they read and view. According to
the American Academy of Pediatrics, more than 75% of prime time TV programs had sexual
content, but in only 14% of the cases were any risks or responsibilities of sexual activity
Teacher Review
shown. According to the Committee on Public Education, the average U.S. teen views
nearly 14,000 sexual references each year, but only 165 of these will deal with birth control,
self-control, abstinence or the risk of pregnancy or sexually transmitted infections.
Help your child learn to filter and assess these media messages. Teaching kids how to be
media literate allows them to be an educated viewer who can notice and judge media
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content. Teens can learn to recognize sexual messages that are exploitive, irresponsible, and
unrealistic. One good way to do this is to watch a movie or TV show, go online or read a
magazine together. Then discuss the sexual content and messages you both observed.
Use the tips on the back of this letter and the Get Real Family Activity to encourage your
child to share his or her views and start the conversation.
(continued)
© PPLM

Family Letter 7.2
Continued
Tips for Talking with Youth About TV

Watch TV with your kids.
Share reactions and ask questions. For example:
–– What do you think of the way that couple relates to each other?
–– How well did they know each other before having sex? Do you think they’re making
the right choice? What might happen?
–– Is that realistic? Do you think that people really act/think/look like that in real life?
–– Why do you suppose advertisers use sexy people to sell their products?
–– What do you think about the teen in that show having sex/getting pregnant/having a
For
baby?
–– What message does that send?
Talk about stereotypes shown on TV:
–– What do you think this says about kids? women? men? gay people? people of color?
the elderly?
Teacher Review
–– Do you think that’s true about everyone? How is that portrayal inaccurate?
Don’t talk through the entire show. Look for the “teachable moments.” Wait for the
breaks and use the mute button.
Do watch ads and discuss the marketing techniques:
–– Whom does the ad target?
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–– What is the advertiser using to sell the product?
–– How does this ad play on people’s insecurities?
Don’t have the TV on during meals.
Listen to your kids’ reactions. Try to understand where they are coming from. Don’t
expect them to always agree. Hearing their ideas, without judging or trying to change
them, lets kids know you value them. It gives both of you a chance to think about other
points of view and look at your own.
© PPLM
Media Resources for Parents
Follow the media ratings system: www.tvguidelines.org.
Teach kids and teens how to stay safe online: www.netsmartz.org.
Read internet safety guidelines, articles and e-newsletter: www.safekids.com.
Locate detailed reviews for parents on films, videos and tv shows:
www.commonsensemedia.org.
Research media activities by, with and for children: www.unicef.org/magic.

Family Activity 7.2
The People on TV
Instructions: Together, brainstorm a list of models or actors from current TV shows and
commercials that appear during popular shows your family watches. Then talk about these
questions.
1. What do the actors usually look like? Be specific

(hair, teeth, skin, clothes, body size). The goal of this activity is to promote
For
2. Compared to the models/actors how do typical, values.
everyday people look? Note: If it’s embarrassing to discuss these
Skip parts of it.
Teacher Review
3. How might the contrast between the models/actors each other’s answers.
and other people affect viewers’ self-esteem or Laugh, giggle, blush, and go right on
thoughts about their own looks or bodies? talking.
Only
4. What helps the models/actors look the way they do in the ad or TV show? (What is the job of
the make-up artist, hair stylist, clothing stylist, photographer, graphic designer, etc.)
5. Why don’t advertisers use people with more realistic body types and looks in ads?
© PPLM
6. Rather than comparing ourselves to models/actors on TV, what are some ways we can
measure our success, achievements and self-esteem?

For
Teacher Review
Only

Lesson 7.3
Gender and Sexual Identity
Planning ahead: Connects to Lesson 7.4: Creating a Safe School Self-awareness, social
Environment. awareness

Identify gender stereotypes.
Explain why stereotypes can be harmful. Address perceptions of peer
For
Explain difference between sexual orientation and gender norms regarding sexual
behavior.
identity.
Discuss LGBTQ+ issues respectfully. skills to delay and/or refuse sex.

¨¨
Teacher Review
Have:
¨¨
–– Gender and Sexual Identity Vocabulary List answer ÎÎTeacher Note
key (Optional: Make copies for students.) The focus of this lesson is to teach
appropriate terms for gender
–– Gender and Sexual Identity Vocabulary word and identity and sexual identity, identify
definition cards why stereotypes can be harmful,
and address the importance
Only
–– Stereotypes About Men/Boys and Women/Girls of creating a safe space in the
written on chart paper (See Activity 7.3.2). classroom for all students. The
teacher’s tone in this lesson will
–– Tape help set classroom expectations
–– Anonymous Questions Box for addressing LGBTQ+ issues in a
respectful manner.
Terms to Use
Sexual orientation Gender expression
Straight Transgender
Gay Questioning
Lesbian LGBTQ+
Bisexual Ally
Gender identity

Grade 7 • Lesson 3: Gender and Sexual Identity

mobile website.
 Teacher Note
Activity 7.3-2 Stereotypes Brainstorm Before beginning this activity
For
Explore why stereotypes can be remind students that there is a
15 minutes difference between sex assigned at
harmful birth and gender. Explain that this
activity will examine stereotypes
Let students know that today’s class will and why they can be harmful. For
focus on identity. To begin the conversation that reason the activity uses the
tell students first they will talk about words “men,” “boys,” “girls,” and
Teacher Review
“women” intentionally.
stereotypes. Define stereotypes as “an
It may be important for you as the
oversimplified generalization about a person teacher to state that you do not
or group of people.” Give the example that believe these stereotypes to be true.
some people might say, “All that teenagers
care about is social media.” Ask students if this is true. Ask students why
stereotypes can be harmful. List student responses on the board as
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students volunteer them.
Examples may include, “They might be untrue,” “They can be negative
and make people feel bad,” “They can be racist, homophobic, sexist, etc.,”
“They might be true about some people, but not all people.”
Explain that together the class will examine some specific gender and
sexuality stereotypes. Post the following stereotypes about men/boys for
students to see:
Men/Boys don’t cry
Men/Boys have muscles
Men/Boys are attracted to women
Men/Boys have short hair and wear pants
Ask students if there are any other stereotypes about men/boys that
they’ve heard.
Post the following stereotypes about women/girls for students to see:
Women/Girls are crazy and emotional

Women/Girls wear dresses and makeup

Women/Girls are bad at math and science
Women/Girls are attracted to men
Ask students if there are other stereotypes about women/girls that
they’ve heard.
Process Questions
1. Are all of these stereotypes true?
2. Why do some people believe these stereotypes are true? (The stereotype
may be the only thing they’ve ever heard about a person/group of people, makes
them feel powerful and in control, keeps them from feeling threatened by things
they don’t understand, etc.)
3. If someone believed these stereotypes were true, how might that affect
For
their self-awareness and self-esteem?
Before moving on to the next activity, tell students that one of the reasons
stereotypes can be harmful is that they create expectations around
behavior and identity. However, a person’s identity is their own, and part
of self-awareness is figuring out who we want to be without forcing
Teacher Review
ourselves into stereotypes. There are lots of terms someone might use to
describe their identity, particularly as it relates to their gender and
sexuality. Tell students that the next activity will explore those terms.
Activity 7.3-3 Gender and Sexual Identity  Teacher Note

Vocabulary Key Points to Emphasize
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15 minutes
Everyone has a gender identity
Define gender and sexual identity and a sexual orientation.
Learning some of the common
Explain that, during the next activity, vocabulary used to describe
students will discuss terms related to gender these things is important
and sexual identity. Explain that sometimes because these are parts of
everyone’s identity.
people can be confused about what terms to
It’s also important to learn about
use when talking about gender and sexual identities that may be different
identity. This activity is designed to reduce than one’s own. Sometimes
some of that confusion. when people are unfamiliar
with something, they may view
Post the Gender and Sexual Identity it negatively just because it’s
Vocabulary word cards on the board. Hand different.
out the definition cards to students and ask Having a common language to
talk about differences can help
them to tape their definitions under the people to not use stereotypes.
correct vocabulary word. Correct placement Be sure to emphasize Process
as needed, and review words and definitions Question 3 and the importance
with the class in the order given in the of identity being self-identified.
Remind students of the
Vocabulary List answer key. importance of not labeling or
putting other people into boxes.

You may wish to have copies of the Gender and Sexual Identity
Vocabulary List answer key to distribute to students at the end of this
activity.
Process Questions
1. What was one thing you learned that was new to you?
2. Why is it important to define these words? (To avoid misuse and hurt
feelings, to promote understanding.)
3. Who gets to decide a person’s gender and sexual identity? (The person
does. Gender and sexual identity are self-identified.)
Activity 7.3-4 Visualization

5 minutes Explore characteristics of attraction
For
Explain to the students that they are now going to engage in a
visualization to help them explore identity further. Tell students that this
will be done silently and that they will not be asked to share aloud
anything that they picture during the visualization.
Have students close their eyes or put their heads down to focus on
Teacher Review
themselves. Instruct them to think silently about the questions you are
going to ask.
Begin the visualization by stating that some of them might already have
experienced liking someone in a romantic way, and some of them might
not have had that experience yet.
Only
Ask students to think of someone they’ve been attracted to or had a crush
on. If students haven’t been attracted to someone before, they can think of
an example of a romantic couple that they know. (See the Teacher’s Guide for
a visualization script.)
After the visualization is over, have students bring their attention back to
the classroom. Ask students to keep in mind the previous activities as they
process the visualization.
Process Questions
1. Why do you think we did this visualization?
2. Do you think a person can choose who they’re attracted to?
3. Why might a person choose not to share who they are attracted to?
4. How might a person feel if they believed they couldn’t share this part of
themselves with the important people in their lives?


students a new question prompt to answer if they don’t have one about
the class material, and remind students to place their anonymous

Patrick’s Story
Instructions: Either the student or adult can read the story out loud to the other person. While
reading or listening to the story, think about how Patrick felt before and after he talked to his
parents. After the story, talk about ways that your family is respectful of—or could be more
respectful of—people of differing sexual orientations.

Patrick’s Story
“Before I told my parents I was gay, the fear they wouldn’t accept me was overwhelming.
Now, knowing that my parents are there for me is incredible. It makes everything better. I see
so many stories on the news, and hear from other kids who are gay, that their families don’t
accept them. My parents totally trust me, I know they support me. Parents need to know that
a child they love may be gay. Unless your child tells you, you won’t know. There are ways to
bring up the subject. For example, when parents see things about the gay community on TV,
they need to be aware of comments they make. If they are supportive, children who are gay will
feel they can trust their parents to accept them. There are probably hard times ahead for me. I
am fully prepared for discrimination. There are people who are against homosexuals. I’ve dealt
For
with them before, and I’ll probably have to deal with them again. But the love from my parents
helps me cope with cruel comments. I know my parents love me. It makes me love myself
more.”

(from Words Can Work: When Talking with Kids About Sexual Health, by Jeanne Blake, www.wordscanwork.com.)


values.
© PPLM
parent/caring adult use the Skip parts of it.


talking.
mobile website.
Teacher Review
Family Activity 7.3
References
Gender and sexual identity:
Only
Definitions and background information adapted from the Human Rights Campaign:
Glossary of Terms: www.hrc.org/resources/glossary-of-terms.
A Few Definitions to Help Understand Gender and Sexual Orientation for Educators and
Parents/Guardians: www.welcomingschools.org/resources/definitions/definitions-for-adults.
Sexual Orientation and Gender Identity Definitions: www.hrc.org/resources/sexual-
orientation-and-gender-identity-terminology-and-definitions.
Schools in Transition: A Guide for Supporting Transgender Students in K-12 Schools:
https://www.genderspectrum.org/staging/wp-content/uploads/2015/08/Schools-in-
Transition-2015.pdf.
Gay, Lesbian & Straight Education Network, Safe Space Kit: A Guide to Supporting Lesbian,
Gay, Bisexual and Transgender Students in Your School. www.glsen.org/safespace

Vocabulary List 7.3 Answer Key
Gender and Sexual Identity Vocabulary List

Sex Assigned at Birth A term referring to how a person is most often assigned a sex at birth
based on their external genitalia.
Gender Identity Refers to a person’s deeply personal feeling of identifying as a man, a woman
or some other gender, which may or may not line up with the sex the person was assigned
at birth.
Transgender or Trans An umbrella term for a person whose gender identity and/or expression
is different from what might be expected based on the sex they were assigned at birth.
For
Cisgender A term used to describe a person whose gender identity and expression are
aligned with the sex they were assigned at birth.
Gender Expression How people express their gender to the world. This can include a
person’s name, clothing, hairstyle, behavior, body language and mannerisms.
Teacher Review
Sexual Orientation A term that refers to a person’s feelings of emotional, romantic or physical
attraction to others.
Straight A person who is emotionally, romantically and/or physically attracted to people of

another gender.
Only
Gay A person who is emotionally, romantically and/or physically attracted to people of the
same gender.
Lesbian A woman who is emotionally, romantically and/or physically attracted to other

women.
Bisexual A person who is emotionally, romantically and/or physically attracted to two genders.
Questioning A term used to describe people who are in the process of exploring their sexual © PPLM
orientation or gender identity.
LGBTQ+ An acronym for Lesbian, Gay, Bisexual and Transgender. Q can stand for Questioning
or Queer. The plus exists because these are not the only sexual and gender identities a person
may have.
Ally A person who is not LGBTQ+ but shows support for LGBTQ+ people and promotes
equality in a variety of ways.

Gender and Sexual Identity Vocabulary

Word Cards
Sex Assigned at Birth Straight
Gender Identity Gay
For Transgender or Trans Lesbian
Teacher Review Cisgender Bisexual
Only Gender Expression LGBTQ+

© PPLM
Sexual Orientation Questioning
Ally

Continued
Definition Cards
A term that refers to a person’s A person who is emotionally,

feelings of emotional, romantic or romantically and/or physically
physical attraction to others. attracted to people of another gender.
A person who is emotionally,

A term referring to how a person is
romantically and/or physically
most often assigned a sex at birth
For
attracted to people of
based on their external genitalia.
the same gender.
Refers to a person’s deeply personal

feeling of identifying as a man, a A woman who is emotionally,
woman or some other gender, which romantically and/or physically
Teacher Review
may or may not line up with the sex attracted to other women.
the person was assigned at birth.
An umbrella term for a person whose

A person who is emotionally,
gender identity and/or expression is
romantically and/or physically
different from what might be expected
Only
attracted to two genders.
based on their sex assigned at birth.
A term used to describe a person

A term used to describe people who
whose gender identity and expression
are in the process of exploring their
are aligned with the sex they were
sexual orientation or gender identity.
assigned at birth.
How people express their gender to A person who is not LGBTQ+ © PPLM
the world. This can include a person’s but shows support for LGBTQ+
name, clothing, hairstyle, behavior, people and promotes equality
body language and mannerisms. in a variety of ways.
An acronym for Lesbian, Gay,

Bisexual and Transgender. Q can
stand for Questioning or Queer.

Family Letter 7.3

This week in class, students learned more about gender identity and sexual orientation. Young
people get messages about this topic from lots of sources, including peers, the media, and the
internet. Parents and caregivers can help support the idea that all people deserve respect, no matter
what their race, ethnicity, religion, sexual orientation, or gender identity might be. Beliefs about
sexual orientation vary and are often based on religious, cultural and family values. Some families
already talk about this topic, while it may be challenging for others.
For
When talking about sexual orientation and gender identity, many different terms may be used.
These definitions can help make the Family Activity and your ongoing talks more clear.
Sexual orientation refers to a person’s feelings of emotional, romantic or sexual attraction to
others.
Straight refers to people who are emotionally, romantically and/or physically attracted to
Teacher Review
people of another gender.
Gay or lesbian refers to people who are emotionally, romantically and/or physically attracted
to people of the same gender.
Bisexual refers to people who are emotionally, romantically and/or physically attracted to
two genders.
Questioning refers to people who are in the process of exploring their sexual orientation or
Only
gender identitiy.
Some people know from a young age that they are attracted to people of the same or another
gender. For others, feelings can evolve over time.
Gender identity is people’s deeply personal feeling of identifying as a man, a woman or some
other gender, which may or may not line up with the sex assigned to them at birth.
Cisgender is a term used to describe a person whose gender identity and expression are
aligned with the sex they were assigned at birth.
Transgender is an umbrella term for people whose gender identity and/or expression is
© PPLM
different from what might be expected based on the sex they were assigned at birth.
Being transgender is not the same as being gay or lesbian. Transgender describes a person’s
internal sense of gender identity, while gay or lesbian are terms that describe a person’s sexual
orientation—the feelings of emotional, romantic and physical attraction the person feels toward
other people.
People who identify as transgender have some issues in common with gay, lesbian and bisexual
people, such as “coming out” (when a person tells another person about their sexual orientation
or gender identity), finding access to welcoming, supportive health care providers, self-esteem
and being targets of prejudice or violence. But gender identity is not the same as sexual
orientation.

Family Activity 7.3
Patrick’s Story
Instructions: Either the student or adult can read the story out loud to the other person. While
reading or listening to the story, think about how Patrick felt before and after he talked to his
parents. After the story, talk about ways that your family is respectful of—or could be more
respectful of—people of differing sexual orientations.
Patrick’s Story
“Before I told my parents I was gay, the fear they wouldn’t accept me was overwhelming.
Now, knowing that my parents are there for me is incredible. It makes everything better. I see
For
so many stories on the news, and hear from other kids who are gay, that their families don’t
accept them. My parents totally trust me, I know they support me. Parents need to know that
a child they love may be gay. Unless your child tells you, you won’t know. There are ways to
bring up the subject. For example, when parents see things about the gay community on TV,
they need to be aware of comments they make. If they are supportive, children who are gay will
feel they can trust their parents to accept them. There are probably hard times ahead for me. I
Teacher Review
am fully prepared for discrimination. There are people who are against homosexuals. I’ve dealt
with them before, and I’ll probably have to deal with them again. But the love from my parents
helps me cope with cruel comments. I know my parents love me. It makes me love myself
more.”
(from Words Can Work: When Talking with Kids About Sexual Health, by Jeanne Blake, www.wordscanwork.com.)
Only  Tips for Parents

values.
Note: If it’s embarrassing to discuss these © PPLM
Skip parts of it.
talking.

Lesson 7.4
Creating a Safe School
Environment
Connecting the Lessons Self-awareness, social
awareness, relationship skills
Builds on Lesson 7.3: Gender and Sexual Identity.
Discuss the motivations of bullies and effects of bullying. Address perceptions of peer
For
Clarify personal values around bullying and harassment. norms regarding sexual
behavior.
Brainstorm ways to be an ally and respectful of all people.
Rehearseand demonstrate ways to confront bullying/ skills to delay and/or refuse sex.
harassment behavior.
Teacher Review
Read through the scenes in Handout 7.4-4: Role-Plays.
¨¨
–– Handout 7.4-2: Speaking Up The focus of this lesson is to help
create a safe school environment
–– Handout 7.4-4: Role-Plays by empowering your students to
identify and reject harassment
–– Handout 7.4-5: Ally Homework and bullying behaviors, and act as
Only
¨¨ allies for students who are targets
of these behaviors. Encourage
Have:
¨¨ students who see bullying to speak
–– SEL Skills poster out and tell a teacher, parent or
other caring adult.
Terms to Use
Harassment
Bullying
Ally
Homophobia

Grade 7 • Lesson 4: Creating a Safe School Environment

mobile website.
Activity 7.4-2 Agree/Disagree Handout 7.4-2
For
Speaking Up
15 minutes Clarify values around bullying Instructions: Read the following statements and think about what your honest response
would be in that situation. Then check a box to indicate whether you agree or disagree with the
statement. Do not put your name on this paper!
Statement Agree Disagree
Tell students this class will be about bullying. 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 gay, I would say something to stop it.
4. If someone I didn’t know very well were being harassed or

bullied for being gay by my friend or family member, I would
say something to stop it.
Student Workbook. Emphasize that there are no 5. If my friends were emailing an inappropriate picture of
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
right or wrong answers, only people’s opinions and

me is doing something different.
Teacher Review
feelings. Remind students of the Rights and
© PPLM
Responsibilities around being respectful of each
other’s opinions and beliefs. Instruct students not to Grade 7 • Student Workbook 13
put their names on the handout so their responses

Handout 7.4-2
can be anonymous.
Only
Give students a limited amount of time to
pick their positions. Then collect the
handouts and randomly redistribute them.  Teacher Note
Defining Bullying
Read each statement from the sheet to the
Bullying is unwanted, aggressive
class. After each statement is read, ask behavior that can occur among
students to raise their hand if the sheet they people of any age that involves a
have been given is checked “Agree.” Then real or perceived power imbalance.
The behavior is repeated, or has
ask students to raise their hands if their sheet the potential to be repeated, over
says “Disagree.” Clarify that they should time. Bullying can take many forms,
raise hands based on the sheet they have such as hitting someone, teasing,
making inappropriate sexual
been given, not on their personal answers. comments, spreading rumors about
someone, and leaving someone out
Ask student volunteers to speak in support on purpose. Bullying can happen in
of the opinion on their sheet after each school or online.
statement. (www.stopbullying.gov)
Process Questions
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 do homophobia and 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 OK to do it, too?
Activity 7.4-3 Defining Harassment/Bullying  Teacher Note

10 minutes and Being an Ally Bullying and LGBTQ+ Kids
Discuss being an ally Tie in the previous topic of sexual
orientation: mention that LGBTQ+
For
Ask students to define the term ally. Note youth are often targets of bullying
behavior, and define homophobia.
that this term was defined in the previous
Find out if students are familiar with
lesson as someone who supports the rights of the “It Gets Better” project:
people who identify as LGBTQ+; but it can be www.itgetsbetter.org
defined as someone who supports the rights
of any other person. Explain that it takes strong self-awareness to step
Teacher Review
away from what everyone else is doing to be an ally.
Ask students to listen carefully to the following 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
Only
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 her
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 just keep walking.
Ask the following questions, making sure the information given below
each question is covered:
1. How do you think Alicia felt after hearing Charles’s comment?
–– Angry, frustrated, scared, low self-esteem, etc.
2. Why do you think Charles is acting like a bully? (Emphasize that none
of the answers below make it “right.”)
–– 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.
3. Why did Charles pick Alicia to bully?

–– Because she dressed for her comfort and not to follow any gender norm.
(Emphasize that Alicia has the right to dress however she chooses
and should 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  Teacher Note
them they are part of the problem. Communicating Respect
–– Tell an adult about the situation. Ask students:
For
What are some verbal and
5. What could Alicia do? nonverbal ways in which
–– Tell her parents or another trusted adult. people communicate respect?”
(Examples: eye contact,
–– Calmly tell Charles to stop. listening to other’s opinions,
–– Try to avoid situations where Charles may be acknowledging what the person
said)
present. (Acknowledge that this can be
Teacher Review
What are some verbal and
difficult in a school setting.) nonverbal ways people
6. How would you define harassing or communicate disrespect?
(Examples: eye rolling, sighing,
bullying behavior? disrespectful comments)
–– Bullying or harassment happens when
someone hurts or scares another person on purpose. The hurt can be physical
or emotional. Usually bullying happens over and over again. Harassment or
Only
bullying can happen in person, but it can also happen online over email, on
social media or by text message, which is just as hurtful.
Activity 7.4-4 Role-Plays

15 minutes Practice identifying and stopping harassment
Handout 7.4-4
Role-Plays
Explain that sometimes harassment is less obvious

Instructions: In the space provided, write a different last line for the character. Write a new
response that shows the character being an assertive ally in the scenario. Remember, assertive
communication is open, honest and uses I-statements.
than physical bullying. The following scenarios will

Scene One
Background: Marc and Ashley are doing science homework. Marc’s cousin is gay, and Marc
doesn’t want to say things that are disrespectful to his cousin.
Ashley: Did you get the answer for question 6?
explore more subtle forms of harassment.

Marc: I’m still stuck on number 4.
Ashley: I know, this homework is so gay, right?
Marc: I guess…
Marc:
Scene Two

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?
Student Workbook. Student volunteers should share

Veronica: I think she goes for math tutoring during lunch.
Craig: What a freak! She must be really stupid.
Veronica: Whatever.
Veronica:
the background information for Scene One and read Scene Three
Background: Anna sent some sexy pictures of herself to someone she likes, and that person
© PPLM
sent the pictures to several friends. This scene takes place over text message.
through the role-play in front of the class.

Jason: Did u see the pix of Anna?
Shawna: OMG
Jason: What a slut. I’m sending them 2 every1.
Shawna: K
Shawna:
Ask the class to think about how a character in the Grade 7 • Student Workbook 15
scene could become an ally and, in the space

Handout 7.4-4
provided on the handout, to rewrite the end of the
scene.

Have volunteers read the role-play again. At

the end of the scene, have students share
 Teacher Note
their ideas for what the characters could say Scene 1
in that situation to be good allies. The main point is to emphasize that
using the phrase “X is so gay” is
Follow with a discussion of the different a hurtful comment not only to gay
people, but also to those who have
solutions portrayed and end with the process LGBTQ+ friends and family and
questions. If there is time, use the same anyone concerned with fairness.
technique for role-playing the other scenes. Ask what other words could Ashley
have used instead of “gay” that
would be more descriptive? (This
Process Questions homework is so hard, difficult, long,
1. What would it be like if everyone in this boring, etc.)
school dressed the same, thought the same, Scene 2
had the same interests, liked the same The main point is to emphasize
foods, and had the same favorite subject? that saying mean things behind
For
someone else’s back is also a form
(Stress that it is our differences that make our
of harassment or bullying.
experiences interesting and can bring new
ways of thinking and feeling into our lives; Scene 3
encourage appreciation for differences versus Bring out the fact that the word
“slut” is a derogatory term generally
sameness.) applied to girls and women. Discuss
Teacher Review
2. What were the different strategies used to the effects of sending a cell-phone
picture in which someone underage
be an ally in these scenes? What are some is nude or behaving inappropriately.
other strategies people could try? (Write Brainstorm ways to be an ally in a
strategies on the board.) text-message situation. Ask: What
should Shawna do? (Immediately
3. At what point should people who witness talk to a parent, school official or
bullying seek help from trusted adults? other caring adult.)
Only
4. In the future, do you think you might use
any of the responses observed in the role-plays? Which ones?
5. Ask each student to commit to themselves to
trying at least one of the strategies in the role-
plays, emphasizing that it should be something
they can imagine themselves doing. If there’s Name:
Handout 7.4-5
time, ask them to select a second strategy they Ally Homework

1. Describe a time in your life when you acted like a bystander instead of an ally.
aren’t as sure about but might be willing to try.

2. If you could go back in time, how would you behave differently? What would you do or say?

© PPLM

Handout 7.4-5



A Safe Place
Instructions: According to the CDC and the National School Climate Survey, students who
describe themselves as lesbian, gay, bisexual or transgender (LGBT) experience a significant
amount of bullying and harassment. The worst experiences were reported in middle school.
Working together, circle the answers you think are correct.
1. What percentage of LGBT students reported being verbally harassed at school in the past

year?
a. 30% b. 50% c. 80%
2. When compared to peers, this group… The goal of this activity is to promote
a. was more than twice as likely to have attempted conversations between Get Real students
suicide in the past year than their heterosexual a great chance to review material covered
peers. in class, research resources for additional
b. had the same likelihood of attempting suicide as
values.
their peer group.
c. was less likely to attempt suicide than their peer issues with one another, you can decide to:
For
group. Say so—and do the exercise anyway.
Skip parts of it.
3. What percentage of LGBT students skipped a day
of school in the last month because they felt unsafe each other’s answers.
or uncomfortable?

a. 10% b. 20% c. 30% talking.
Discuss with each other:

• Has there ever been a time you felt unsafe at school, either physically or emotionally? What
can you do to help create a safe school environment for everyone?
• How often do you hear anti-gay or anti-lesbian name-calling? (For example, “That’s so gay.”)
• How do anti-gay name-calling and bullying affect people who are or may be gay? How might
Remind students to have their it affect someone who is not gay?

• What are three ways people who are or think they might be gay or lesbian can find support?
© PPLM
What are three ways people can be allies and support their gay and lesbian classmates?
parent/caring adult use the (Quiz answers: 1. c, 2. a, 3. c)

mobile website.
Teacher Review
Family Activity 7.4
References
Information about bullying:
Only
U.S. Department of Health and Human Services: www.stopbullying.gov
The “It Gets Better” project: www.itgetsbetter.org
GLSEN, National School Climate Survey: http://glsen.org/nscs
Centers for Disease Control and Prevention, Lesbian, Gay, Bisexual and Transgender Health:
www.cdc.gov/lgbthealth/youth.htm

Family Letter 7.4

Here are some helpful resources you can refer to in your talks with your child about sex and
sexuality. They include call centers, websites and book lists. Try exploring some of the
websites with your child to help you start talking and find some more activities to do
together!
Phone Resources
For
Planned Parenthood Sexual Health Counseling and Referral Hotline
English/Spanish: 617-616-1616, Toll-Free: 1-800-258-4448, Option #3
Mon., Tues., Thurs., 9 a.m.–8 p.m.; Wed., Fri., 9 a.m.–6 p.m.; Sat., 9 a.m.–3 p.m. (EST)
Trained health center staff and volunteers are available to discuss a wide range of issues
related to birth control, pregnancy options, sexually transmitted infections, including
HIV/AIDS, and other aspects of reproductive health.
Teacher Review
AIDSinfo
1-800-HIV-0440 (1-800-448-0440), TTY: 1-888-480-3739
Mon.–Fri. 1 p.m.–4 p.m. (EST)
Chat room available in English and Spanish: Mon.–Fri. 12 p.m.–4 p.m. (EST)
Offers information on HIV treatment and research, customized clinical trial searches, and
Only
referrals to a host of other useful government-approved resources. Health information
specialists can confidentially answer questions in both English and Spanish.
Rape, Abuse & Incest National Network
English/Spanish: 1-800-656-HOPE (4673)
National Sexual Assault Hotline offers access to a range of free services including:
Confidential, judgment-free support from a trained staff member
Help with finding a local health facility trained to care for survivors of sexual assault that
© PPLM
offers services such as sexual assault forensic exams

Someone to help you talk through what happened
Local resources that can assist with your next steps toward healing and recovery
Referrals for long-term support in your area
Information about the laws in your area
Basic information about medical concerns
(See reverse side for more resources)

Family Letter 7.4
Continued
Websites
Planned Parenthood: www.plannedparenthood.org
This website contains information on contraception, pregnancy testing, emergency
contraception, pregnancy options, STI and HIV testing and treatments, as well as a
pro-choice action network and sex education programs.
SIECUS (Sexuality Information and Education Council of the United States):
www.siecus.org
SIECUS provides medically accurate information about sex and sexually transmitted
diseases. They also provide many guides for talking with children about these topics.
For
Advocates for Youth: www.advocatesforyouth.org/parents
This organization creates programs and advocates for policies that help young people make
informed and responsible decisions about their reproductive and sexual health.
Parents, Families and Friends of Lesbians and Gays (PFLAG): www.pflag.org
PFLAG’s mission is to promote the health and well-being of gay, lesbian, bisexual and
Teacher Review
transgender persons and their families and friends. PFLAG provides support in coping
with a hostile society, and offers education and advocacy.
Books for Parents

Debra Haffner, Beyond the Big Talk: Every Parent’s Guide to Raising Sexually Healthy Teens.
Debra Haffner, From Diapers to Dating: A Parent’s Guide to Raising Sexually Healthy Children.
Only
Justin Richardson and Mark Schuster, Everything You Never Wanted Your Kids to Know About Sex.
Deborah Roffman, Sex and Sensibility: The Thinking Parent’s Guide to Talking Sense About Sex.
Ellen Rosenberg, Get a Clue: A Parent’s Guide to Understanding and Communicating with Your
Preteen.
Books for Adolescents (14–18)

Carol Weston, Girltalk.
Columbia University Health Education Program, The Go Ask Alice Book of Answers: A Guide © PPLM
to Good Physical, Sexual and Emotional Health.

Ruth Bell, Changing Bodies, Changing Lives: A Book for Teens on Sex and Relationships.
Books for Preteens (10–14)

Robie Harris, illustrated by Michael Emberly, It’s Perfectly Normal (also en Español).
Lynda Madaras with Area Madaras, “What’s Happening to My Body?” Book for Girls: A
Growing-Up Guide for Parents and Daughters (recommended for ages 8 to 15).
Lynda Madaras with Area Madaras, “What’s Happening to My Body?” Book for Boys: A
Growing-Up Guide for Parents and Sons (recommended for ages 8 to 15).

Family Activity 7.4
A Safe Place
Instructions: According to the CDC and the National School Climate Survey, students who
describe themselves as lesbian, gay, bisexual or transgender (LGBT) experience a significant
amount of bullying and harassment. The worst experiences were reported in middle school.
Working together, circle the answers you think are correct.
1. What percentage of LGBT students reported being verbally harassed at school in the past
year?
a. 30% b. 50% c. 80%
2. When compared to peers, this group…
For
a. was more than twice as likely to have attempted conversations between Get Real students
suicide in the past year than their heterosexual a great chance to review material covered
peers. in class, research resources for additional
b. had the same likelihood of attempting suicide as
values.
their peer group.
Teacher Review
c. was less likely to attempt suicide than their peer issues with one another, you can decide to:
group. Say so—and do the exercise anyway.
Skip parts of it.
3. What percentage of LGBT students skipped a day
of school in the last month because they felt unsafe each other’s answers.
or uncomfortable? Laugh, giggle, blush, and go right on
a. 10% b. 20% c. 30% talking.
Only
Discuss with each other:
• Has there ever been a time you felt unsafe at school, either physically or emotionally? What
can you do to help create a safe school environment for everyone?
• How often do you hear anti-gay or anti-lesbian name-calling? (For example, “That’s so gay.”)
• How do anti-gay name-calling and bullying affect people who are or may be gay? How might
it affect someone who is not gay?
• What are three ways people who are or think they might be gay or lesbian can find support?
© PPLM
What are three ways people can be allies and support their gay and lesbian classmates?
(Quiz answers: 1. c, 2. a, 3. c)

For
Teacher Review
Only

Lesson 7.5
Deciding About Sexual Behavior
Builds on Lesson 7.2: Media and Sexuality, Lesson 7.3: Gender Self-awareness, self-
and Sexual Identity and Lesson 7.4: Creating a Safe School management, social awareness,
Environment. responsible decision making
Planning ahead: Concepts addressed in this lesson will be Logic Model Determinant(s)
helpful for Lesson 7.6: Defining and Maintaining Abstinence, Increase communication with
Lesson 7.7: Introduction to Sexually Transmitted Infections, and parents and other caring adults.
For
Lesson 7.8: Introduction to Protection Methods. Increase knowledge of how
STIs are transmitted.
Increase knowledge of correct
Lesson Goals and consistent use of condoms
List types of sexual behavior. and other protection methods.
Explain possible outcomes of sexual behaviors. Increase perceptions of
peer norms regarding sexual
Discuss how values affect sexual decision making. behavior.
Teacher Review
Discuss nonsexual activities for dating. Address values around
abstinence and sex.
Examine what qualities are important to students in a Address future goal setting.
dating relationship.
Only
Read through definitions of sexual behaviors in the Teacher’s Guide pages.
¨¨
¨¨
–– Handout 7.5-3: What’s Important to Me?
¨¨
Have:
¨¨
–– Behavior cards –– Tape
–– Risk signs –– Anonymous Questions Box
–– 3 wrapped condoms –– Slips of paper for
anonymous questions
Terms to Use
Sexual behaviors
Vaginal, oral, and anal intercourse
Outcomes
Abstinence
Dating or going out

Grade 7 • Lesson 5: Deciding About Sexual Behavior
ÎÎTeacher Note
The focus of this lesson is to have students define different types of sexual behaviors, explore
their values around dating and sexual decision making, understand the possible outcomes
of different types of sexual behavior, and consider the range of possible dating activities for
seventh graders that do not include sexual activity. Be sure to review the Class Rights and
Responsibilities, since the topic of the next four classes will be sexual behaviors. Stress that
choosing abstinence is the most effective way to prevent unintended pregnancy and STIs, and
that people who are sexually active can use condoms and other protection methods to reduce
their risk.

For
mobile website.
Teacher Review
Activity 7.5-2 Defining and Deciding About Sexual Behaviors

15 minutes Define sexual behaviors
Explain that the topics covered in the next four lessons—dating and
Only
sexual behaviors, abstinence, STIs and protection methods—are all about
self-awareness and supporting students in defining their personal values
about dating and sexual behaviors.
Normalize having a variety of feelings around these topics. Remind
students about self-management and social awareness skills. These
require recognizing that everyone is different and everyone deserves
respect.
Explain that in order to make decisions about sexual behaviors, it’s
important to understand why people have sex. Ask what factors might
influence people’s decision making about sexual behaviors (for example,
how they feel about themselves, how their friends feel about sex, personal value
system, knowing the risks, etc.). Ask students to name some positive
outcomes of people engaging in sexual behaviors when they are ready (for
example, getting to know yourself or another person, expressing affection, taking
healthy risks, feeling good).
Point out the importance of self-awareness for responsible decision
making.

Post behavior cards across the front of the room. Ask students to help you
arrange the cards in order from “definitely not a sexual behavior” to
“definitely a sexual behavior.”
Go through the cards and give a definition
for each behavior. Be sure to include clear  Teacher Note
definitions for oral, vaginal and anal Affirm Individual Values
intercourse. (Consult the Teacher’s Guide for Understanding individual values
and boundaries surrounding sexual
these definitions.) Acknowledge that this may behaviors is critical. To one person,
be the first time some students have heard hugging might feel platonic; to
about these behaviors or had them defined, another, hugging might be a sexual
behavior.
and again acknowledge that the different
feelings that come up are normal. Clarify that not all people engage in all
these activities, but the cards represent a variety of behaviors that may
occur over the course of a lifetime.
For
There will likely be a variety of opinions about where some of the cards
should go. Acknowledge that opinions about sexual behavior vary from
person to person, so self-awareness of boundaries is important. Ask
students to explain the reason they think a card should go in a certain spot
on the spectrum, and facilitate any discussion.
Teacher Review
Ask students to silently reflect on the question: How does what you’ve
learned from parents or other influences play a role in the decisions you
make around sexual behaviors?
Process Questions
1. What did you notice as we tried to organize the behavior cards?
Only
2. How do personal values affect where people place the cards in this
activity?
3. What does this activity have to do with effective communication?
(This activity demonstrates how important it is for people to communicate
about sexual behaviors and potential boundaries they, or someone else, may
have.)
Activity 7.5-3 Sexual Behavior and Risk

20 minutes Explain ways to reduce risks of sexual behavior
Explain that while there are many positive things about engaging in
sexual behaviors when a person is mature and ready, some sexual
behaviors carry risk. Sometimes the risk is emotional, such as guilt or hurt
feelings, and sometimes the risk is physical. Ask students to name
physical risks of sexual behavior (unintended pregnancy, STIs). Remind
students that STIs are infections spread through sexual contact that can
have health effects. The next activity will address the risk levels of various
behaviors.

Put the High Risk, Some Risk, and Low to No

Risk signs on the board. Move all of the
 Teacher Note
behavior cards to the side, and ask students For more information about
how to facilitate this activity,
where they think the behaviors belong in view the modeling video on
terms of their risk for pregnancy or STI www.getrealeducation.org and
transmission. read through the Teacher’s Guide.
There will likely be a variety of opinions about where some of the cards
should go. Invite students to share their reasoning. If needed, move cards
to the correct category, explaining why. (See the Teacher’s Guide for correct
placement.) After placing the behavior cards, explain that abstinence is the
most effective way of preventing unintended pregnancy and STIs, when
practiced correctly and consistently. Tape wrapped condoms onto the
cards for oral, anal and vaginal intercourse. Explain that, for people who
choose to engage in oral, anal or vaginal intercourse, using condoms
For
reduces the risk of pregnancy and STIs because they keep fluids from
being transmitted between people. Explain that they will learn more
about condoms in a future class.
Ask students how the addition of the condom affects the risk level for
sexual behavior. (The answer is lowers the risk.)
Teacher Review
Move the behavior cards to new categories to reflect anal sex with a
condom, vaginal sex with a condom, and oral sex with a condom or
dental dam.
Process Questions
1. What did you learn in this activity?
Only
2. Why is it important to understand risk levels?
3. Why is assertive communication important in a relationship when
discussing risk levels and sexual behavior? (Partners may have different
ideas about risk level; discussing abstinence and condoms are important
prevention methods; etc.)
Activity 7.5-4 Defining and Deciding About Dating

5 minutes Explore dating activities for seventh graders
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 sexual
behaviors can occur over the course of a lifetime, and most seventh
graders do not engage in any form of sexual intercourse. There are plenty
of ways to show affection for someone without having sex.
Ask students to look at the “Low to No Risk” category of behaviors
people engage in. Ask students to think silently about which of those
behaviors they’d be comfortable with in a dating relationship. Tell them

they won’t be asked to share aloud their thoughts Handout 7.5-4
about these behaviors. Ask students if it’s possible Name:
What’s Important to Me?
that two people in a relationship might have Name three things you like to do for fun.
1.
2.
different levels of comfort engaging in those

3.
Name three things you like to do with a friend.
1.
behaviors? (Yes.) If so, what could those partners do

2.
3.
Name three things you could do on a date.
1.
in order to ensure they were on the same page about

2.
3.
What’s Important to Me in a Dating Relationship?
what they wanted to do/were comfortable with?

Rate each quality listed below from 1 to 3 on how important it is to you in a dating relationship,
where 1 means “very important,” 2 means “somewhat important,” and 3 means “not impor-
tant.” Fill in the three blank lines under “Quality” with other qualities that are important to you.
Quality Rating Quality Rating
(Communicate with one another about their boundaries

Good sense of humor Shares feelings
Attractive Self-confident
and levels of comfort)

Popular Stands up for others
© PPLM
Smart Understands people’s feelings
Does not push drugs or

alcohol on others
Notices and celebrates

special occasions
Remind students that in a healthy relationship Works through disagreements

with others
partners respect one another’s boundaries and

discuss those boundaries together. Ask students to Handout 7.5-4

think about what other qualities are important to Student Workbook page 19
them in a dating relationship.
For
Ask students to turn to Handout 7.5-4 in the Student Workbook. Tell them
that this handout can be a helpful resource to them in identifying their
own personal values around dating, and what they feel are important
qualities to have in a dating relationship. Encourage students to complete
the handout on their own, and share their thoughts with a caring adult as
Teacher Review
they complete the Family Activity.

Only
Explain family activity What to Do on a Date

Instructions: Student and parent or other caring adult should set aside some time to discuss
this activity together. Pick 5 of the possible dating behaviors listed and brainstorm the pros and
cons of each one.
Dating behaviors:  Tips for Parents

Chatting, emailing or texting conversations between Get Real students
Going out on a date in a group a great chance to review material covered
Dancing
Touching a partner under clothes values.
Hugging issues with one another, you can decide to:
Going to an unsupervised party
Skip parts of it.
Watching a movie with a romantic or dating partner Write down your answers and then read
Talking
Having sex talking.
Kissing

After brainstorming the pros and cons of these 5 activities, agree on a few boundaries around
the issue of dating. Make sure that both the adult and the student are comfortable with the
boundaries. (Examples: only going out with groups of friends, having a 9 p.m. curfew.)

© PPLM

mobile website.
Family Activity 7.5


For
Teacher Review
Only

Behavior Cards
Touching Having anal intercourse
Talking Masturbating
For Whispering Touching under clothes
Dancing
Teacher Review
Hugging
(with contact, aka “grinding”)
Holding hands Dancing (no contact)
Only Kissing
Chatting
(email, texting, online)
Going on a date Going online

© PPLM
Watching a movie at
Having vaginal intercourse home with a romantic
or dating partner
Having oral intercourse

Risk Signs
High Risk
For
Teacher Review
Some Risk
Only
© PPLM
Low to No Risk

Family Letter 7.5

In addition to being human beings, we are all sexual beings. Sexuality is a normal, healthy,
natural part of being human at every stage of life. People’s sexuality is made up of many
aspects of their lives—sex is just one part.
Sexuality includes gender, the body and how it works, values, attitudes, beliefs and feelings
about life, love and other people, as well as a person’s sexual behaviors. Young people learn
about their sexuality from the day they are born, and home is the first place they begin to
For
learn about it. When kids feel good about their sexuality, it’s easier for them to ask
questions about sex later in life.
Parents and other caring adults can start to talk with kids about sexuality using many
different themes, including relationships, communication, respect and body image, as well
as intimacy and sexual behavior. These talks are a way to share values and facts that will
help young people take charge of their lives, have loving relationships, and make healthier,
Teacher Review
safer and better-informed choices related to sexuality.
Here are some ways to define key terms:
Sex can refer to sex assigned at birth or sexual behaviors.
Sexassigned at birth refers to how a person is most often assigned a sex at birth (male,
female, intersex) based on their external genitalia.
Only
Sexual behavior usually involves touching oneself or another person in ways that cause
sexual feelings and pleasure. Sexual behavior includes many different ways of touching.
It can range from holding hands or massage to masturbation or intercourse (vaginal/
oral/anal).
Sexuality changes and grows throughout a person’s life. It includes sexual behaviors, sexual
relationships and intimacy; but also includes:
How we choose to express our gender (including the way we talk, dress, and relate to
others)
Sexual orientation (straight, gay, bisexual, and other orientations)
© PPLM
Values, beliefs and attitudes as they relate to gender and sexual identity
Changes bodies go through during life stages such as puberty, pregnancy and menopause
Whether and how people choose to have children
Relationships with romantic partners, friends and others
The way people feel about how they look, who they are as a person, and how they treat
others.
(continued)

Family Letter 7.5
Continued
A great resource is The Parent Buzz, a bimonthly newsletter that contains helpful strategies
for talking with kids about sex and sexuality. It gives parents and other caring adults tips
for talking with their children, current information about sex and sexuality issues and
trends, links to useful websites, and descriptions of the stages of adolescent development.
decide The Parent Buzz isn’t for you after reading one issue, simply click on the opt-out box
in the newsletter.
For
Teacher Review
Only
© PPLM

Family Activity 7.5
What to Do on a Date
Instructions: Student and parent or other caring adult should set aside some time to discuss
this activity together. Pick 5 of the possible dating behaviors listed and brainstorm the pros and
cons of each one.
Dating behaviors:  Tips for Parents

Chatting, emailing or texting conversations between Get Real students
Going out on a date in a group a great chance to review material covered
For
Dancing
Touching a partner under clothes values.
Hugging issues with one another, you can decide to:
Going to an unsupervised party
Skip parts of it.
Watching a movie with a romantic or dating partner
Teacher Review
Talking
Having sex talking.
Kissing
Only
After brainstorming the pros and cons of these 5 activities, agree on a few boundaries around
the issue of dating. Make sure that both the adult and the student are comfortable with the
boundaries. (Examples: only going out with groups of friends, having a 9 p.m. curfew.)
© PPLM

For
Teacher Review
Only

Lesson 7.6
Defining and Maintaining
Abstinence
Connecting the Lessons Self-awareness, self-
management, relationship skills,
Builds on Lesson 7.5: Deciding About Sexual Behavior. responsible decision making
Planning ahead: Concepts learned in this lesson will be useful Logic Model Determinant(s)
for Lesson 7.7: Introduction to Sexually Transmitted Infections Increase communication with
and Lesson 7.8: Introduction to Protection Methods. parents and other caring adults.
For
Increase awareness of delaying
sex as the healthiest choice.
Lesson Goals
Address values around
Define abstinence and postponement. abstinence and sex.
Identify reasons why abstinence is a healthy choice for Increase self-efficacy of SEL
teens.
Identify links between abstinence and goals.
Teacher Review
Practiceand demonstrate refusal skills relating to behavior.
abstinence. Increase knowledge of how

Explain the relationship between drug and alcohol use decision making around sexual
and abstinence. behavior.
Only
Review definition of abstinence.
¨¨
¨¨
ÎÎTeacher Note
–– Handout 7.6-3: Responding to Pressure and
The focus of this lesson is on
Respecting Boundaries abstinence and refusal skills.
¨¨ Remind students that any time
sexual activity is discussed in the
Have:
¨¨ Get Real curriculum, it is referring
–– Index cards for each student to consensual behavior—something
all partners have agreed to—and
–– SEL Skills poster that sexual assault is not the same
as sex. Remind students of their
–– Anonymous Questions Box right to self-care and alert them
–– Slips of paper for anonymous questions in advance of the topic that will
be discussed. Pay attention to
students who disengage with the
Terms to Use material, as they may have been
Abstinence triggered by something in the
lesson, and follow up with them
Postponement afterward.
Sexual intercourse

Grade 7 • Lesson 6: Defining and Maintaining Abstinence

mobile website.
Activity 7.6-2 What Does Abstinence Mean?
For
15 minutes Define abstinence and postponement
Write the following behaviors on the board and remind students about the
activity from the previous class when they discussed the range of sexual
behaviors.
Hugging
Teacher Review
Kissing
Touching under clothes
Having oral intercourse
Masturbation
Sending naked photos to a partner
Only
Having vaginal intercourse
Having anal intercourse
Distribute index cards to students. Write the following question on the
board:
Which of these behaviors would you consider “sex”?
When students have written their answer to the question, have them get
into pairs for a few minutes to discuss what they wrote.
Process Questions
1. What did you notice as you talked to your partner? Did you have the
same behaviors written down?
2. On TV, when characters say they “had sex,” what behavior do they
often mean? (vaginal intercourse) Is this the same as your definition? Are
there other sexual behaviors that people may consider “sex”?

Review the Get Real definition of abstinence

Review the Get Real definition of abstinence
with students.
 Teacher Note
Ask students why self-awareness is Abstinence
important when it comes to making decisions Get Real defines abstinence
about sex and abstinence. (Doing so helps to as “voluntarily choosing not to
set clear boundaries for self as well as others, including any sexual behaviors that
helps honor one’s personal value system, can help can result in pregnancy or STIs,
a person achieve personal goals.) Ask students including HIV.”
why abstinence is a healthy choice. (A person People may have different ideas
about what constitutes abstinence,
is less at risk for unintended pregnancy and STIs from no sexual contact of any kind,
if they choose not to engage in sexual behaviors.) including kissing, to abstaining only
Ask students what postponement means
For
points in between.
(delaying or putting off something until later). (from SIECUS, “Guidelines for
Review the idea of postponement as it relates Comprehensive Sexuality Education,
to abstinence. Ask students if someone who K–12”)
has engaged in sex before can choose to be

abstinent. Stress that young people don’t have to make decisions about
abstaining for the rest of their lives. If someone has engaged in sex before,
Teacher Review
they can choose abstinence in the future. People who don’t feel ready to
engage in sex can postpone, or put off, sexual activity until they are older
and feel ready.
Recall the previous lesson on dating and all the different nonsexual dating
behaviors students came up with. Explain that engaging in these
Only
behaviors can help people establish healthy relationships without sexual
behaviors.
Activity 7.6-3 Refusal Skills Brainstorm

25 minutes Review key parts of refusal, including consent
Explain that one of the potential barriers to abstinence is people not
feeling confident in their ability to express their own sexual boundaries.
Being able to express sexual boundaries, and
respect a partner’s boundaries, are both  Teacher Note
aspects of consent. Review the Get Real Get Real’s Definition of
Consent
definition of consent with students. In order
Consent means “giving permission.”
for behaviors to be mutually consensual, all Get Real defines sexual consent
partners must agree to the behaviors they are as requiring a sober “yes” from all
engaging in. Ask students why it might be partners, free from intimidation or
pressure. Consent is an ongoing
difficult for a person to express a sexual process, and a “yes” to something
boundary to a partner. (Fear of rejection, worry once doesn’t mean a “yes” to
about upsetting a partner, pressure, etc.). something always.

Remind students that, in a healthy

relationship, partners respect one another’s
 Teacher Note
boundaries and do not use intimidation, Self-Management
pressure or coercion to try to get a partner to Self-management is an important
part of setting limits and sticking
do something they don’t want to do. to them, even when a person
experiences sexual desires.
Review some key components of refusal Emphasize the importance
skills. of impulse control and self-
management in maintaining
Setting limits: Ask students to think to abstinence. Be sure to connect
themselves about the sexual behaviors self-management to the point about
discussed in class. Ask them to silently reflect respecting a partner’s refusal.
on which ones they would feel comfortable

engaging in at this point in their lives. Then have them think about how
they might communicate their boundaries to a potential partner. What
For
would they have to say to ensure that the partner knows how they feel?
Drugs and alcohol: If a person is under the influence of drugs or alcohol,
they are unable to give consent to sexual activity. Alcohol and other drugs
can make it harder for a person to stick to their decision not to have sex.
Additionally, if a person knows their sexual partner and/or friend is
under the influence, part of social awareness is not taking advantage of
Teacher Review
that person and ensuring their safety.
Respecting a partner’s refusal: An important aspect of consent, self-
management and relationship skills is respecting a partner’s boundaries
and choices, including the choice to abstain. Part of being in a healthy
relationship is communicating and respecting a partner’s right to say NO.
Only
Pressuring someone into sexual activity shows a lack of respect for that
person’s choices and boundaries.
Review Responding to Pressure and Respectful Boundaries

handout
Ask students to share examples they have seen in Handout 7.6-3
the media of people using pressure or manipulation

Responding to Pressure and Respecting Boundaries
to get what they want sexually. Ask them what Every person has the right to identify their sexual boundaries in a relationship and to say NO.
Expressing boundaries is part of being in a healthy relationship. A healthy relationship also
requires acknowledging someone else’s boundaries and respecting those boundaries.
those people have said to pressure a partner and Instructions: With a partner, choose 1 or 2 examples of the pressure lines that were
brainstormed as a class, write them in the space provided below, and think of ways that a
person could respond to that situation, using assertive communication and refusal skills. Then
write their examples on the board.

write down what the first person could say to respect their partner’s boundary.
Example:
Pressure line: “All of our friends are having sex. Maybe we should just do it.”
Assertive response: “I don’t feel ready to have sex and I don’t want the reason I have sex to
be because other people are doing it. I’m in this relationship because I care about you—not
what other people are doing.”

Respectful response to partner’s refusal: “I understand. I didn’t mean to pressure you. I care
about you too.”
1. Pressure line:
Student Workbook and review the instructions. Assertive response:
Respectful response to partner’s refusal:
Explain that expressing a boundary to a partner is 2. Pressure line:

© PPLM
only one part of consent. The other part is for a

Assertive response:
Respectful response to partner’s refusal:
partner to hear and respect that boundary. Explain

that, in this activity, they will have a chance to
examine both assertively expressing a boundary Handout 7.6-3


AND what a person could say to respectfully accept that boundary. Ask
students to complete the handout with a partner.
Process Questions
1. What can be challenging about hearing “no” to something you really
want?
2. Why is it important to respect that “no” even if it’s difficult to hear?
3. Other than a partner communicating verbally, how might a person
know if a partner was feeling unsure? (Tone, body language, hesitation,
etc.)
4. What should someone do if they thought their partner was unsure
about something? (Check in with them, stop and ask, do something the
person is comfortable with, etc.)
For
Teacher Review
Explain family activity An Article About Abstinence

Instructions: The student will be a reporter writing a column on abstinence who will interview
Only
the parent or other caring adult using the following questions.
“I’m doing research for an article on abstinence for the

local newspaper to find out what it means to different  Tips for Parents

people and why it can be confusing. I have some The goal of this activity is to promote
questions for you.”
1. Please define the word abstinence for me. What is in class, research resources for additional
your idea of what this word means? information, and share your feelings and
values.
Skip parts of it.
2. Do you think it might mean something different to
someone else? Why might a common word have
different meanings for different people? talking.
Get Real for Parents 3. What if two people in a relationship had different ideas about what abstinence means?
What could happen? How could they talk about it?

4. Do you think the word or concept of abstinence is confusing for young people?
© PPLM
parent/caring adult use the 5. What can parents, caregivers and teachers do to make it less confusing?

mobile website.
Family Activity 7.6


References
What Does Abstinence Mean?
Activity reprinted with permission from ETR, Scotts Valley, CA, www.etr.org.
Sexuality Information and Education Council of the United States (SIECUS), Guidelines for
Comprehensive Sexuality Education: Kindergarten to 12th Grade, 3d ed., 2004,
www.siecus.org/_data/global/images/guidelines.pdf.
More information available from www.siecus.org and by contacting SIECUS at 90 John St.,
Suite 704, New York, NY 10038.
For
Teacher Review
Only

Family Letter 7.6

This week in Get Real class, your child has been learning about the concept of abstinence
and how it relates to sexual activity. Get Real defines abstinence as choosing not to engage in
certain sexual behaviors, including any sexual behavior that could result in pregnancy or
sexually transmitted infection (STI), including HIV.
For
The Family Activity gives you a chance to share your personal and family values around
sex and abstinence. Values are deeply held beliefs about what is right and appropriate for
us and what is wrong. Some people think of values as morals. Values guide our decisions in
life and can help us stay healthy. They help us model healthy behavior and respect
Teacher Review
ourselves and others.
As your child’s primary sexuality educator, it is your right and responsibility to talk about
your values around relationships, communication, respect for self and others, and other
topics related to sex and sexuality. Even if you and your child disagree about some values,
these discussions give you a chance to understand each other’s point of view and explain
why you feel the way you do.
Only
There are different kinds of values:
Personal values come from our own experiences and are not necessarily agreed on by
everyone. For example someone might tidy his or her room every day because of a value
for cleanliness. Or different families may have different beliefs about when it’s
appropriate for people to begin engaging in sexual activity.
Culturalvalues are influenced by groups, societies or cultures and are largely shaped by
their members. For example, a person growing up in the United States might value
democracy because that is the accepted political ideal of this country.
© PPLM
Universal values can be looked at as values important to the majority of humans. For
example, across most cultures, people value safety, personal health and self-respect.

Family Activity 7.6
An Article About Abstinence

Instructions: The student will be a reporter writing a column on abstinence who will interview
the parent or other caring adult using the following questions.
“I’m doing research for an article on abstinence for the

local newspaper to find out what it means to different  Tips for Parents
people and why it can be confusing. I have some The goal of this activity is to promote
questions for you.”
1. Please define the word abstinence for me. What is in class, research resources for additional
For
your idea of what this word means? information, and share your feelings and
values.
Skip parts of it.
Teacher Review
2. Do you think it might mean something different to
someone else? Why might a common word have
different meanings for different people? talking.
Only
3. What if two people in a relationship had different ideas about what abstinence means?
What could happen? How could they talk about it?
4. Do you think the word or concept of abstinence is confusing for young people?
© PPLM
5. What can parents, caregivers and teachers do to make it less confusing?

Lesson 7.7
Introduction to Sexually
Transmitted Infections
Connecting the Lessons Responsible decision making
Builds on Lesson 7.5: Deciding about Sexual Behavior, and Logic Model Determinant(s)
Lesson 7.6 Defining and Maintaining Abstinence. Increase communication with
Planning ahead: Concepts learned in this lesson will be used Increase perceived risk in
in Lesson 7.8: Introduction to Protection Methods. having an older partner.
For
Lesson Goals STIs are transmitted.
Increase positive attitudes
Listmodes of transmission and most common STIs for toward condoms and/or other
teens. protection methods.
List behaviors that transmit STIs. Increase awareness of
consequences when condoms
Name the most effective ways to prevent STI
Teacher Review
and/or other protection
transmission. methods are not used.
Identify having multiple partners as a risk factor. Increase perceived risk of STIs.

Read over STI information in the Teacher’s Guide pages, including multiple sexual
¨¨
Only
partner diagram.
Review STI Essential Resources and Information Answer Key.
¨¨
¨¨
–– Handout 7.7-3: STI Essential Information and Resources
–– STI Chart
¨¨
Have:
¨¨
–– STI Statistics signs
Terms to Use
STI Protection
Transmission Condom
Abstinence

Grade 7 • Lesson 7: Introduction to Sexually Transmitted Infections
ÎÎTeacher Note
Familiarize yourself with information about the STIs most commonly contracted by teens, and
review local resources for free and confidential STI testing.

mobile website.
For
 Teacher Note
Activity 7.7-2 Defining STIs
SEL Skills and STIs
10 minutes Explain STDs and STIs
Teacher Review
Review the SEL Skills poster as you
make the following points:
Place STI Statistics signs on the wall for
The most effective way to
visual reinforcement. Explain that you will prevent STIs is by using
discuss these more throughout class. responsible decision making
(making healthy choices)
Ask students to recall some of the risks of and relationship skills
unprotected sexual behaviors (unintended (communicating with and
Only
respecting your partner).
pregnancy, STI transmission). Tell them that
It’s important to check in with
today’s lesson will focus on STI transmission. your own values and boundaries
Emphasize that only abstinence, as defined in (self-awareness) and to be aware
of how other people feel about
Get Real, will reduce the risk of STI these things (social awareness).
transmission 100% when practiced correctly When situations get difficult, you
and consistently. However, the information may find yourself using self-
about STI transmission they will learn today management to help you stick to
your decisions.
can help them make healthy choices about
sexual activity, now and in the future.
Explain that sexually transmitted infections (STIs) are infections that pass
from an infected person to another during sexual or intimate contact.
Some people use the term “STD” as well, but Get Real uses the term “STI.”
(See the Teacher’s Guide for additional talking points.)
Explain to students that some STIs are caused by bacteria, and those STIs
can be cured with medication. Other STIs are caused by viruses, and those
STIs cannot be cured, but can be treated and managed with medication.
Having an STI doesn’t mean a person is “bad” or “dirty,” and these kinds

of labels can be shaming and stigmatizing. While an STI may be

uncomfortable, or potentially even painful, having an STI doesn’t mean
that person cannot be in a healthy, happy sexual relationship. If a person
is worried that they may have an STI and wants to get tested, it is
important that they see a health care provider.
Activity 7.7-3 STIs: What They Are and Prevention Methods

20 minutes Teach about different STIs Handout 7.7-3
Ask students to turn to Handout 7.7-3 in the STI Essential Information and Resources
Student Workbook. Guide them to follow along as

STI Modes of Transmission Curable/Treatable
you fill out the chart. (See the answer key and
Teacher’s Guide for talking points.)
For
Be sure to highlight the different modes of Ways to Reduce Risk
• Abstinence, when practiced correctly and consistently, is the only 100% certain way to avoid
transmission for each of these STIs. While

STIs. To work, it must include two components:
1. Keep blood, ejaculate, pre-ejaculate, vaginal fluid and rectal fluid from entering the body.
2. Be aware that pre-ejaculate appears on the penis during an erection and can contain both
sperm and STIs.
discussing HIV, be sure to clarify the difference • Don’t touch sores or growths that are caused by STIs.
© PPLM
• Avoid having multiple sexual partners. Having more than one sexual partner at a time greatly
increases the risk of a person becoming infected with an STI, including HIV.
between HIV and AIDS. Also, note that there is a

• If people choose to be sexually active, using condoms can reduce their risk by preventing
transmission of fluids.
Information on Where to Get Tested

Visit https://gettested.cdc.gov to find an STI testing site.
vaccine that can prevent the most common types Grade 7 • Student Workbook 27
of HPV, an STI that can cause genital warts and

Handout 7.7-3
Teacher Review
cervical cancer. It’s recommended people get
vaccinated at age 11 to 12.
Stress that the most common symptom of
an STI is to have no symptoms at all. Ask  Teacher Note
students why it’s important to know this. STIs and Symptoms
(So people get tested.) It is very common for a person with
Only
an STI to show no symptoms of
Explain that having one STI can make a having one. There are more than 19
million new cases of STIs each year,
person more vulnerable to catching others
and many people who have them
if exposed. don’t know it.
Discuss how to reduce risk of transmission

Explain that, while STIs are common, they are also easily preventable.
Discuss the section labeled “Ways to Reduce Risk” in Handout 7.7-3.
Remind students that abstinence, when
practiced correctly and consistently, is the  Teacher Note
only 100% certain way to avoid the risks of Condom Fact
STI transmission. In order for abstinence to Using a condom to prevent HIV
transmission is 10,000 times safer
be effective, it must include two components:
than not using one.
1. Keep blood, ejaculate, pre-ejaculate, (Carey et al.)
vaginal fluid and rectal fluid from entering
the body.
2. Be aware that pre-ejaculate appears on the penis during an erection and
can contain both sperm and STIs.

7-64
10 minutes
Activity 7.7-4
If
STIs.
Don’t
Avoid
partners.)
resource.
STI transmission:
concurrent sexual partners.

with an STI, including HIV.
can be spread by having sequential or

Demonstrate how STIs can spread
Handshake Demonstration
with the people on both sides of them, etc.

For Use the following activity to show how STIs
Remind students of the Sexually Transmitted
people choose to be sexually active, using

condoms can reduce their risk by preventing
Only
Infections Chart in their Student Workbook as a
more than one sexual partner at a time greatly
having multiple sexual partners. Having
increases the risk of a person becoming infected
on, until half of the line has received a handshake.

touch sores or growths that are caused by
Review other important ways to reduce the risk of
Sexually Transmitted Infections Chart

Symptoms Treatment of
Infection Transmission* Common Symptoms How to Test Treatment Possible Complications
May Appear Partner
PID (Pelvic Inflammatory Disease),

Often no symptoms. which can cause permanent damage
May experience abnormal vaginal discharge to the reproductive system and lead
Spread through the Essential
and pain in lower abdomen; bleeding between Internal swab to long-term pelvic pain, infertility
exchange of infected Partners may and ectopic pregnancy. May infect
Chlamydia 1-2 weeks periods and/or with intercourse; burning or pain (vaginal, urethral
pre-ejaculate, Antibiotics also be treated baby at birth causing eye infection and
(bacteria) with urination. or rectal) or urine
ejaculate (semen), and without exam or pneumonia.
Penile discomfort, penile discharge and burning sample
vaginal fluid. testing.
during urination; pain or tenderness of the Infection can spread to the tube that
testicles; swelling in the scrotum. carries sperm from the testicles, and
Point out that the transmission goes in only one direction. This
can lead to pain, fever and infertility.
which can cause permanent damage
Spread through the Often no symptoms.
Internal swab to the reproductive system and lead
exchange of infected May experience pain and burning with urination; to long-term pelvic pain, infertility and
Gonorrhea 2-7 days (vaginal, urethral or
pre-ejaculate, increased frequency in urination; abnormal Antibiotics Essential ectopic pregnancy.
(bacteria) rectal) throat swab,
ejaculate (semen), and vaginal discharge or abnormal periods; milky or urine sample Infection can spread to the tube that
vaginal fluid. penile discharge; abnormal anal discharge.
carries sperm from the testicles, and
a visual on the board.

Ask 7 students to stand in a line at the front of the classroom. Ask a
 Teacher Note
demonstration assumes that people have only one partner at a time.

Spread through Primary: Chancre (painless sore) on or around
penis, vagina, mouth, or anus. If untreated, in later years, brain
Syphilis skin-to-skin contact
of STI transmission when people have multiple partners at one time.

10-90 days
partners have an increased risk of transmission, and then so do each of their

Blood test Antibiotics Essential damage, paralysis, heart disease.
(bacteria) during vaginal, anal, Secondary: Non-itchy rash, “flu-like” symptoms, Can cause stillbirth and birth defects.
or oral sex. swollen glands.
Chart
with the people on both sides. Those people should then shake hands
To demonstrate how STI can spread when a person has more than one
active person has an STI, including HIV, is for that person to be tested.
Most often
partner at a time, have the person in the middle of the line shake hands
5-28 days, Often no symptoms. Vaginal smear
spread through the
That person should then shake hands with the person to the left, and so
the same time the handshakes continued on down the line on both sides. This is
inspected under
Remind students that the only way to know for sure whether a sexually
Trichomoniasis exchange of infected can be Frothy, often unpleasant-smelling discharge.
much Blood spotting in the discharge. Itching in microscope Antibiotics Essential Skin irritations, secondary infections.
pages 29–30
(protozoa) pre-ejaculate,
ejaculate (semen), longer and around the vagina, swelling in the groin. Penile/urethral
and vaginal fluid. Frequent urination, often with pain and burning. culture
(When the person in the middle shook hands with people on either side of them at
also how STIs can be transmitted if a person has multiple partners. That person’s
person in the middle of the line to shake hands with the person to the left.
Be sure to review the Teacher’s
Ask students what these handshakes demonstrate about STI transmission.
Ask students how the handshake exercise demonstrated the increased risk
4-6 weeks, Prescribed
for this activity prior to teaching.
Sexual contact, other

Student Workbook
sooner if Intense itching on genitals. Crabs and eggs (small medication and
Scabies and intimate contact. a person nits) attach to pubic hair. Mites/scabies burrow careful washing Secondary skin infections from
Crabs Can be spread from has been Visual exam Essential
under skin, and redness occurs where the mites of clothes, scratching.
(parasites) bedding, clothing, or infected have burrowed. towels and
towels. before sheets.
Guide and the Potential Challenges
This simulation can also be done as
*Use of condoms or dental dams during sexual activity can reduce the risk of transmission. Animal skin condoms are not effective in preventing transmission of HIV and some other STIs.
Planned Parenthood League of Massachusetts Education & Training at www.pplm.org/training Updated 07/2018

Teacher Review
Process Questions
1. How can responsible decision making reduce the transmission of STIs?
2. What could a person do if they were worried about having an STI?
(Remind students of the CDC website, listed on the bottom of Handout 7.7-3,
which provides information on STI testing locations.)
3. Why is communication an important part of STI prevention?
4. Does any information from today’s lesson conflict with messages from
the media about sex?

For
Teacher Review
Understanding STIs
Instructions: Draw a line to connect the first half of each sentence on the left to the
corresponding second half on the right.
HPV… … often have no symptoms and can be cured with

antibiotics.
Review the Family Activity for this lesson. The HPV vaccine…
Genital herpes…
…can cause blisters and be transmitted through oral sex.
… often has no symptoms and has a vaccine that can

reduce risk.
Chlamydia and gonorrhea… … protects people from the types of HPV that cause the
most cases of genital warts and cervical cancer.
Then discuss the following questions with your parent or other caring adult:
• Sometimes people don’t know they have an STI because there are no symptoms.
How could a person who didn’t know tell a partner?

• Where in our community can people get STI heath
services if they need them?
• What are some things every person can do to conversations between Get Real students
prevent STIs from being spread? and caring adults in their lives. It provides
Only
values.

© PPLM
Skip parts of it.


talking.

mobile website.
Family Activity 7.7


References
STI facts and statistics:
American Social Health Association, State of the Nation 2005: Challenges Facing STD
Prevention Among Youth: Research, Review, and Recommendations, Research Triangle Park,
NC: ASHA.
Centers for Disease Control and Prevention, Incidence, Prevalence, and Cost of Sexually
Transmitted Infections in the United States:
www.cdc.gov/std/stats/sti-estimates-fact-sheet-feb-2013.pdf
Condom facts:
Carey, R. F., et al. Effectiveness of Latex Condoms as a Barrier to Human Immunodeficiency
Virus–Sized Particles under the Conditions of Simulated Use, Sexually Transmitted Diseases
19:4, 230–234.
For
HPV vaccine:
Centers for Disease Control and Prevention, Vaccines and Immunizations:
www.cdc.gov/vaccines/vpd-vac/hpv/#vacc
Teacher Review
Only

STI Statistics
Half of new
STI transmissions
For each year affect
15 to 24 year olds.
Teacher Review
Only
Using condoms to
protect against HIV is
© PPLM
10,000 times safer than

not using condoms.

Continued
More than half of

high school students
For
have NOT had sex.
Teacher Review
Effectively using
assertiveOnly
communication
and the other SEL skills
can greatly reduce © PPLM
a person’s risk of
contracting an STI.

STI Essential Information and Resources
Skin-to-skin contact during Vaccine available as prevention;

HPV
vaginal, anal or oral sex warts can be removed
Infected pre-ejaculate, ejaculate

Trichomoniasis Curable with antibiotics
and vaginal fluid
For
Chlamydia Curable with antibiotics
and vaginal fluid

Gonorrhea Curable with antibiotics
and vaginal fluid
Teacher Review
Skin-to-skin contact during
Genital Herpes vaginal, anal or oral sex (with or Treatable with medication
without blisters)
Infected pre-ejaculate, ejaculate,

HIV vaginal fluid, rectal fluid, blood and Treatable with medication
breast milk
Only Ways to Reduce Risk

sperm and STIs.
© PPLM
• Don’t touch sores or growths that are caused by STIs.



For
Teacher Review
Only

© PPLM

May Appear Partner


Syphilis skin-to-skin contact 10-90 days Blood test Antibiotics Essential damage, paralysis, heart disease.
or oral sex.
For
swollen glands.
Only
Most often Often no symptoms. Vaginal smear
spread through the 5-28 days,
can be Frothy, often unpleasant-smelling discharge. inspected under
Trichomoniasis exchange of infected microscope
much Blood spotting in the discharge. Itching in Antibiotics Essential Skin irritations, secondary infections.
and vaginal fluid. Frequent urination, often with pain and burning. culture

Sexual contact, other sooner if Intense itching on genitals. Crabs and eggs (small medication and
Crabs Can be spread from has been Visual exam Essential
under skin, and redness occurs where the mites of clothes, scratching.
(parasites) bedding, clothing, or infected have burrowed. towels and
Teacher Review
7-71
Sexually Transmitted Infections Chart Continued
7-72
May Appear Partner
Often no symptoms.
No cure. Vaccines
High-risk HPV infections are typically available to reduce risk Genital warts: HPV: Linked to cancers of the
Human asymptomatic but can cause changes
Spread through Warts may appear HPV: Pap smears of cervical cancer and Treatment only if cervix, penis, anus, vulva, mouth
Papilloma Virus 3 weeks to to cells that can be precancerous, and
skin-to-skin contact and visual exam genital warts. warts are present. and throat, head and neck.
– HPV 8 months after eventually lead to cancer if left untreated.
during vaginal, anal, Genital warts: Wart removal by Screening is Genital warts: Can block vaginal,
(virus) or oral sex. exposure Warts may be small or large, raised or Visual exam chemical application, essential. Vaccine penile, and rectal openings.
Genital Warts flat, or shaped like a cauliflower. May itch freezing or surgical available. May infect baby at birth.
and cause irritation. Some warts only removal by practitioner.
visible by internal examination.
Spread through Itching or tingling around genitals or anus

skin-to-skin contact Typically 2–12 days before blisters appear. Small fluid-filled
after infection Visual exam; No cure. Treatments
Genital Herpes during vaginal, anal, blisters that break open and cause painful May infect baby at birth or cause
Symptoms may culture of to decrease severity of Only if symptomatic
(virus) or oral sex, with sores, which then crust over as they problems during pregnancy.
recur often. blister/lesion symptoms.
or without blisters heal. Some people with herpes have no
present. symptoms.
HIV: Usually test Recommended

positive 6-8 weeks Many people who are infected with HIV
Spread through the Blood test or to notify partner
do not have symptoms for 10 years or
Human Immu- exchange of infected
nodeficiency pre-ejaculate, ejaculate
after exposure or
up to 3-6 months
For
more. The only way to know if someone is
infected is to be tested for HIV infection.
oral swab.
Rapid HIV test
No cure. Prescribed
medications. Prevention
whenever possible
for medical Compromised immune system
AIDS: May result
Only
Virus – HIV (semen), vaginal fluid, can provide and treatment of other follow-up. Partners and opportunistic infections.
rectal fluid, blood, and from HIV; may take Symptoms can include: fever, fatigue, and infections. should be seen by
(virus) results in
breast milk. up to 10 years or often, rash, headaches, swollen lymph a provider for HIV
10 minutes.
more to develop nodes, and sore throat. testing.
Spread through the Often symptoms may be too mild to Some infected people become
exchange of infected notice. Essential chronic carriers; can lead to
Hepatitis B pre-ejaculate, 6 weeks- Weakness, lack of energy, loss of appetite, Medical follow-up and Hepatitis B can be chronic liver problems, or liver
6 months Blood test
(virus) ejaculate (semen), abdominal pain, fever, headaches, prescribed medication. prevented with cancer. A pregnant person with
vaginal fluid, and jaundice, muscle pain, dark urine, light vaccination. Hepatitis B may infect baby at
blood. colored stool, and “flu-like” symptoms. birth or during pregnancy.

Teacher Review
© PPLM
Family Letter 7.7

When it comes to sex and sexuality, many parents wait for their kids to ask a question
instead of bringing up the topic. But many children won’t ask a parent questions about
sexual topics, and some parents may avoid the subject because they feel uncomfortable.
The Family Activity for this Get Real lesson will help you talk about sexually transmitted
infections (STIs) and share the facts with your teen.
Open-ended questions can be used to start these conversations and keep the door open for
For
a comfortable dialogue about sex and sexuality. Inviting teens to share their observations
and ideas can be a good way to ease into discussions. (“The character in that TV show was
pretty angry at her boyfriend. Do you think she was right?” or “Have you ever thought
about when you might be ready to have sex? What do you think makes a person ready?”)
It’s important to validate teens’ questions about sex and sexuality. It’s also key to really
Teacher Review
listen without judging when they share their thoughts and feelings. You can be an “askable”
parent by rewarding questions with, “I’m glad you came to me.” This will reassure your
children that you are open to talking with them about these issues, and teach them to come
to you when they have questions. Remember that the unspoken question, “Am I normal?”
is often hiding behind many of kids’ questions and concerns about sexual development,
sexual thoughts and sexual feelings.
Only
Door Openers Door Slammers
What do you think? You’re too young!
That’s a good question. Where on earth did you hear that?
Tell me what that means to you. Do you want to know about it because
I’m glad you told me about that. you’re doing it?
Ithink you’re saying that you [fill in the That’s none of your business!
blank]—is that right? I don’t care what your friends are doing.
Tell me more. We’ll
talk about that when you need to
© PPLM
know.

Family Letter 7.7
Continued

through?”
Answering Those Tough Questions You Don’t Feel Ready for

”That’s a really good question. It’s normal to be curious about [fill in the topic]. I’d really
like to talk about it with you but I need some time to think about it first.”
”What have you heard or learned already about [fill in the subject], and where did you
For
hear it?”
Questions Parents Can Ask That Open the Door to Discussing Values
”What do you think about how the couple on [fill in a favorite TV show] deal with each
Teacher Review
A. I know it can be embarrassing to talk about, and I get embarrassed, too. But there are so
Only
many things you need to know about as you grow and mature. Your body is going to
change, and some of those changes can seem scary or strange. I want you to have all the
right information so you can stay safe and healthy.
A. Another word to describe peeing is “urinating.” People urinate through the urethra,
a small tube in the body that connects to the bladder.
A. That’s a great question. I think it means different things to different people. Some people
© PPLM
might use it to describe going out or dating, but others might use it to describe sexual
contact in a casual way (not in a serious relationship with a partner). Here’s what concerns
me about that: [insert your personal and family values here.] What do you think “hooking up”
means?

Family Activity 7.7
Understanding STIs
HPV… …often have no symptoms and can be cured with

antibiotics.
The HPV vaccine… …can cause blisters and be transmitted through oral sex.
For
Genital herpes… …often has no symptoms and has a vaccine that can
reduce risk.
Chlamydia and gonorrhea… …protects people from the types of HPV that cause the
Teacher Review
• Where in our community can people get STI heath
Only
services if they need them?
• What are some things every person can do to conversations between Get Real students
prevent STIs from being spread? and caring adults in their lives. It provides
values.
© PPLM
Skip parts of it.

talking.

Understanding STIs
HPV… …often have no symptoms and can be cured with

antibiotics.
The HPV vaccine… …can cause blisters and be transmitted through oral sex.
For
Genital herpes… …often has no symptoms and has a vaccine that can
reduce risk.
Chlamydia and gonorrhea… …protects people from the types of HPV that cause the
Teacher Review
People who are sexually active can protect themselves
and their partners by getting tested for STIs regularly  Tips for Parents
Only
(every 3–6 months), and before engaging in sexual The goal of this activity is to promote
activity with a new partner. People can also use conversations between Get Real students
condoms every time they have sex to reduce the risk of a great chance to review material covered
getting or transmitting an STI to a partner. in class, research resources for additional
• Where in our community can people get STI health values.
services if they need them? Note: If it’s embarrassing to discuss these
Answers will vary.
• What are some things every person can do to
© PPLM
Skip parts of it.
prevent STIs from being spread? Write down your answers and then read
Be abstinent; communicate openly and honestly with a
partner; use condoms if sexually active; get tested for
talking.
STIs regularly if sexually active; don’t have

Lesson 7.8
Introduction to Protection Methods
Builds on Lesson 7.7: Introduction to Sexually Transmitted Responsible decision making
Infections.
Namethe pros and cons of the protection methods most
commonly used by teens.
pregnancy happens.
List the key steps in putting on a condom.
For
Increase awareness of delaying
Identify
places to obtain condoms and other protection sex as the healthiest choice.
methods.
toward condoms and/or other
Identify resources for information and support. protection methods.
Preparation & Materials Checklist STIs are transmitted.
Teacher Review
Increase knowledge of correct
Obtain at least 1 condom for teacher to demo—more if
¨¨
and consistent use of condoms
students will be examining them—and something on and other protection methods.
which to demo the condom. (Check with class[es] to make
sure there are no airborne latex allergies among students.)
Obtain lubricant.
¨¨
Obtain samples of the various protection methods for students to see.
Only
¨¨
¨¨
–– Handout 7.8-3: Resources
–– Handout 7.8-4: Protection Methods Homework
–– Protection Methods Chart
¨¨
Have:
¨¨
–– Steps to Correct Condom Use cards
–– Condom(s), demo tool, lubricant
Terms to Use
Abstinence Effectiveness rate Lubricant Emergency contraception
Protection Condom Hormonal method

Grade 7 • Lesson 8: Introduction to Protection Methods
ÎÎTeacher Note
Inform Students of Topics
This lesson includes an educator-led condom demonstration. For students who have
experienced sexual violence/trauma, this activity may bring up these experiences. Be sure to
remind students of their right to self-care, and be sure to follow up with students as needed. It
may be helpful to alert the school counselor about topics covered, prior to teaching this lesson.

Process Questions mobile website.
For
Teacher Review
Activity 7.8-2 Why Use Protection?
10 minutes Review abstinence as the most effective protection method
Ask students to imagine there are two hockey goalies in a big game. One
is wearing a goalie mask, and the other is not. Which player is better
protected? Why? What are the possible outcomes for each player? Would
Only
a professional goalie ever consider playing without protection?
Ask how this scenario might be related to the idea of becoming sexually
active.
Explain that while abstinence is the most effective protection method,
offering 100% protection when used correctly, most people become
sexually active at some point in their lives. It is important for them to be
prepared and know how to protect themselves from STI transmission and
unintended pregnancy if and when they become sexually active.
Ask students to recall some of the ways in which STIs can be transmitted,
as discussed in the last class. Review how pregnancy can occur.
Review the Get Real definition of abstinence with students—choosing not
to engage in certain sexual behaviors, including any sexual behaviors that
can result in pregnancy or STIs, including HIV. Explain that people may
have different ideas about what constitutes abstinence, from no sexual
contact of any kind, including kissing, to abstaining only from sexual
intercourse, and all points in between. Ask students why abstinence is a

safe and healthy choice for middle school students (decreases risks of
unintended pregnancy, STI transmission, etc.).
Discuss reasons for using protection

Engage students in small-group discussions
to answer the question “Why use  Teacher Note
protection?” by assigning different groups to Dispel common myths
brainstorm each of the following questions: Some people think…
You can’t get pregnant the first
Why might a person decide to become time you have sex.
sexually active? Pulling out is easy and effective
What are some of the risks involved with protection.
becoming sexually active? (Unintended Urinating after intercourse will
prevent pregnancy because urine
pregnancy, STI transmission.) flushes out the sperm.
For
What are some positive outcomes of Taking large quantities of
becoming sexually active when the time is medication or drinking alcohol
will protect against pregnancy.
right? (Pleasure, increased intimacy, ability to
Explain the reasons these things are
take on responsibility.) myths.
Have each group share the top two ideas
they came up with.
Teacher Review
 Teacher Note
State that before becoming sexually active,
These questions can be written
people can ask themselves some important on a poster and hung in class as a
questions: helpful resource. One of the most
common anonymous student
Do I feel ready? questions is about sex readiness,
Can I talk to my partner about having sex? and these questions can help
Only
students examine their own values
Am I comfortable seeing my partner about sex readiness.
without clothes on?
Do I have information about and access to methods that can protect me
from getting pregnant or getting someone else pregnant?
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 considering these questions is essential to responsible
decision making and that today’s class will help provide answers to some
of them.
Activity 7.8-3 Protection Methods: Condom Use and

30 minutes Hormonal Protection
Explain effectiveness rates
Explain how protection methods are rated by their effectiveness against
unintended pregnancy. For example, abstinence is 100% effective if it is

practiced correctly and consistently. A

protection method that is 98% effective
 Teacher Note
means that out of 100 people using that Effectiveness rates
method, only 2 got pregnant within a year of Two numbers are usually given
for a method’s effectiveness rate:
use. one for “correct and consistent
use” and one for “typical use.” For
Ask what the most commonly used example, the pill has a 99.5%–
protection methods for teens might be 99.9% effectiveness rate for correct
(external condoms, the pill, other hormonal and consistent use, and a 92%
effectiveness rate for typical use.
methods).
Typical use reflects human error,
such as forgetting some pills,
Discuss condoms and brainstorm taking the pills with medication that
where to get them decreases the effectiveness, not
renewing the prescription in time,
Emphasize that there is only one method that etc.
For
protects against both unintended pregnancy Effectiveness rates are not random.
People can choose to improve
and STI transmission if a person chooses to effectiveness by using protection
become sexually active: the condom. Explain methods correctly and consistently.
that a condom works by putting a barrier
between the two partners’ bodies to prevent
the transfer of fluids, as well as some skin-to-  Teacher Note
Teacher Review
skin contact. A condom can be used during Types of Condoms
oral, anal and vaginal intercourse to be Latex: Prevents pregnancy and
effective against STI transmission. There are STIs.
two kinds of condoms: external and internal. Polyurethane: Prevents
pregnancy and STIs.
Ask where condoms are available, and write Animal skin: Prevents
the answers on the board (health centers, pregnancy only. Does not
Only
prevent STIs.
corner stores, grocery stores, pharmacy, etc.).
Explain that condoms are often available for Dental dams A dental dam is a
latex square that can be placed
free at local health centers and that teens do over the vulva or anus to help
not need a prescription or parent permission prevent STI transmission during
to buy external condoms. Internal condoms oral sex. A barrier can also be made
by cutting a condom so it can be
are available by prescription and for free at unrolled into a square.
some health clinics.
Explain that the external condom has a 98% perfect-use effectiveness rate
and a typical-use effectiveness rate of 82%.
Ask students what they think is meant by the term “typical use” and why
this is a lower number, meaning less effective. (Typical use factors in human
error, such as incorrect or inconsistent use of the method.)
Explain that during the next activity, students will learn the correct steps
for using an external condom. Using condoms correctly raises the
effectiveness rate and lowers the chances the condom will fail.

Condom lineup  Teacher Note

Hand out the 17 Steps to Correct Condom Lubricants improve
Use cards to volunteers. Have the other condom effectiveness
students act as the judges. Why? They prevent rips and
tears and can make condom
Explain that students with cards should come use and intercourse more
to the front of the room and hold their cards comfortable for both partners.
Most condoms come lubricated,
facing out so the class can read them. The but some couples prefer more
students with cards should read all the cards lubricant than these provide.
and then try to arrange themselves in the Where? Water-based and
correct order of the steps. Student judges can silicone-based lubricants can be
found next to the condoms at
call out suggestions for the correct order and the store.
say when they think the correct order has Never use oil-based lubricants
been achieved. (e.g., baby oil, lotion, shampoo,
For
vegetable oil, cocoa butter,
The order of the cards may vary a bit (e.g., Vaseline) because the oil breaks
“Penis is erect” might come first) and that’s down the latex and makes
the condom ineffective. Use
OK, but be sure the main sequence of use is water-based or silicone-based
correct. lubricants sold at the store near
the condoms.
Demonstrate condom use Tip: Lubricant can be put inside
Teacher Review
the condom as well as on the
Facilitate a condom demonstraton using a outside to increase comfort for
the partner wearing the condom.
condom and either the condom
demonstraton tool or fingers, and ask
students to explain the importance of each step.
Conclude the activity by stressing that when condoms are used correctly
Only
by following the steps just covered, the effectiveness rate will be closer to
the 98% perfect-use figure. People should always use a new condom every
time they have sex.
Pass around condoms for students to see and handle.
Discuss how hormonal methods increase protection

Explain that a way to increase protection is to
combine condom use with a hormonal birth  Teacher Note
control method. The IUD
The IUD is a small device inserted
Ask students which hormonal methods they into the uterus by a doctor. The
have heard of and list on the board, IUD changes the environment of
the uterus so the sperm and the
prompting when necessary. Methods that
egg cannot meet. Some IUDs also
should be listed include the pill, the patch, include hormones. Depending on
the ring, the shot, the implant and the IUD. the type of IUD, this method may be
used for 3 to 12 years. IUDs do not
Explain that these methods are used by protect against STIs.
people with a uterus and protect against

unintended pregnancy only. They do not provide protection against STI

transmission. But, when used with a condom, the two together provide
highly effective protection against both unintended pregnancy and STI
transmission.
Explain that hormonal methods work by using hormones to prevent
ovulation. Without an egg present, the person cannot get pregnant. So if a
condom were to fail, there wouldn’t be an egg present to fertilize.
Hormonal methods also thin out the uterine lining and thicken the
cervical mucus, which also helps prevent pregnancy.
Ask where a person could get a hormonal method. Explain that these
methods must be obtained through a clinic or health care provider. Free,
confidential services and prescriptions often are available to teens without
parent permission.
For
If time permits, you may want to go over more specific facts for each of
the hormonal methods listed above. Be sure to leave time for the process
questions at the end.
Explain emergency contraception

 Teacher Note
Teacher Review
Explain that emergency contraception (EC) Get the latest info on EC
(sometimes called the “morning-after pill”) is Access to emergency contraception
a method of pregnancy prevention that varies by method. Be sure to review
works after intercourse to prevent pregnancy. the Protection Methods Chart
before the lesson, and go to
It was designed to be used when another www.getrealeducation.org for the
method has failed or when nothing was used. latest information on any changes
Only
Be sure students understand that, if exposure to laws or regulations pertaining to
emergency contraception.
to an STI has occurred, emergency
contraception will not prevent an infection.
Describe the different types of emergency contraception:
Some kinds are a pill, or a series of pills, that are taken after unprotected
intercourse.
The copper IUD also acts as emergency contraception when it is
inserted after unprotected intercourse.
In general, emergency contraception can be used up to 5 days after
unprotected sex, but it is more effective if taken sooner. The effectiveness
rate varies by method.
Note that access to emergency contraception varies by method too. As of
summer 2014, some pills are available on pharmacy shelves or from a
health clinic for anyone of any age to purchase. Other pills are available
from a pharmacist or health clinic with certain age restrictions. The copper
IUD is only available with an appointment with a clinician.

Activity 7.8-4
© PPLM
health.
I Wanna Know
www.iwannaknow.org
contraceptive methods:
Grade 7 • Student Workbook

prevention.)
Handout 7.8-3a
page 33
Protection Resources
Homework
Handout 7.8-3a
Resources handout.
Student Workbook
control, pregnancy options, STIs (including HIV/AIDS), and other aspects of reproductive
The following websites, hotlines and clinics can provide information about protection and
protection method?
33
Process Questions
Conclude and review
34
after students have completed it.)

10. Use lubricant.
6. Penis is erect.
14. Withdraw the penis.

11. Have vaginal, oral or anal sex.
16. Throw the condom in the garbage.

3. Check expiration date on condom.
For
15. Carefully take the condom off the penis.
7. Place condom on the head of the penis.
2. Discuss protection methods with partner.
1. Discuss with partner the decision to have sex.
9. Roll the condom down to cover the entire penis.

8. Hold the tip of the condom to squeeze out any air.
Handout 7.8-3b
5. Carefully open condom package and remove condom.
13. Hold on to the rim of the condom at the base of the penis.
17. Use a new condom if both partners want to have sex again.
page 34

Only
Steps to Correct Condom Use
12. Keep condom on penis until done (whether ejaculation occurs or not).
4. Check the package of the condom for holes, tears or any sign of damage.
Handout 7.8-3b
Student Workbook
© PPLM
additional talking points when reviewing the homework

complete it for homework. (See the Teacher’s Guide for
1. Name one new thing you learned during this lesson.
© PPLM
Protection Methods Chart
How Well Where can you get Possible Side Effects (Cons)
9.
8.
7.
6.
5.
4.
3.
2.
1.
Type of Method Method Description Benefits (Pros)
Does it Work?* the method? (not all are listed)
Name:
T
T
T
T
T
T
T
T
T
100% if used Don’t have to go Does not require prescription.
Delaying Sex/ To not have sex or to delay having sex until a later
consistently anywhere to get Free. Protects against HIV and None.
Abstinence date.
F
F
F
F
F
F
F
F
F
this method. STIs.
Can buy at many stores.

Covers the penis with a thin layer of latex or Drugstores,
Free at many health centers.
External polyurethane that acts as a barrier between 82-98%* health centers, Can break or slip off. May irritate
Can help prevent early
Condom partners. Cannot be reused. Can be used with all school nurses and someone with a latex allergy.
clinics.
ejaculation. Protects against
other methods. supermarkets.
HIV and many STIs.
ovulation.
the sperm.
transmission.
Made of Nitrile (latex-free material). Inserted Prescribed by
Good for people with latex May slip out of place during
Internal into the vagina or anus. Acts as a barrier between 79-95%* health care
allergy. Protects against HIV vaginal or anal intercourse.
Condom partners. Cannot be reused. Can be used with all provider, covered
and other STIs. May be difficult to insert.
hormonal method; good effectiveness rate for both pregnancy and STI
other methods. by most insurances.
The Copper IUD is a small plastic and copper device

that is inserted into the uterus. The IUD changes A health care
Copper IUD May increase cramping and cause
the environment of the uterus so that sperm and provider must No medicine to remember.

(intrauterine 99.2-99.8%* heavier and longer periods. Does
egg cannot meet. The IUD may be left in place prescribe, insert, Lasts a long time.
device) NOT protect against HIV or STIs.
for 12 years. Can also be used as emergency and remove.
False, rewrite or correct the statement to make it true.
IUDs can be bought at a pharmacy.

contraception.
Handout 7.8-4
The hormonal IUD is a small plastic device that is
A health care No medicine to remember.
Progestin IUD inserted into the uterus. It contains Progestin. The May cause breakthrough bleeding.
Chart
99.2-99.8%* provider must May improve period cramps

(intrauterine IUD changes the environment of the uterus so that Does NOT protect against HIV or
prescribe, insert, and bleeding. Lasts a long
device) sperm and egg cannot meet. The IUD is effective for STIs. May cause irregular bleeding.
and remove. time.
up to 4-6 years depending on the brand.†
important information on all types of protection methods, and that the
3. What would you tell a sexually active friend who was not using any
It’s OK to use oil-based lubricants with condoms.

The implant is a matchstick-sized plastic rod that is
A health care
put under the skin of the arm. It contains Progestin, After 1 year of use, many have no
99.9%* provider must No medicine to remember.
The Implant which prevents ovulation and thickens cervical period. Does NOT protect against
prescribe, insert, Lasts a long time.
Steps to Correct Condom Use can be found on the back of the Protection
pages 35–36
mucus which prevents sperm from reaching an egg. HIV or STIs.
Protection Methods Homework

and remove.
The implant is effective for up to 4 years.
Methods Chart in the Student Workbook. Explain that the chart includes
Handout 7.8-4
teen who has decided to become sexually active? Why? (Condoms and a
May cause spotting, no period,

The shot is an injection that contains the hormone A health care
A person cannot get pregnant before they get their first period.
or weight gain. Side effects may
2. What do you think the most effective protection method would be for a
Ask students to look through Handouts 7.8-3a, 7.8-3b and the Protection
Progestin, which prevents the release of an egg and 91-99.9%* provider must Private. No daily, monthly, or
method that protects against both unintended pregnancy and STI

The Shot last up to 6 months after stopping
thickens cervical mucus. The shot must be injected prescribe and weekly medicine to remember.
shots. Does NOT protect against
every 3 months. inject.
Student Workbook
If someone chooses to become sexually active, condoms are the only

HIV or STIs.
Condoms can be purchased at corner stores, grocery stores and drug
If a condom breaks, it’s most likely because it was not put on correctly.
The pill contains hormones (Progestin and often
Hormonal methods reduce the risk of unintended pregnancy by preventing
Emergency contraception (EC) is sometimes called the “morning-after pill.”

A health care May cause spotting for the first
stores. They are often given out for free at health centers and school-based
Instructions: Circle True or False (T or F) for each of the following statements. If the answer is
Estrogen) that prevent the release of an egg and Some pills may make periods
Urinating after vaginal intercourse prevents pregnancy because it flushes out

The Pill 91-99.7%* provider must 1-2 months. Does NOT protect
thicken cervical mucus. The pill must be taken at the more regular and less painful.
prescribe. against HIV or STIs.
same time each day.
37
Teacher Review
Planned Parenthood League of Massachusetts Education and Training (www.pplm.org). Please call PPLM’s Sexual Health Counseling and Referral Hotline for additional information and the most up-to-date prices:
(877) 686-5772 option #3 *2012 Planned Parenthood Federation of America, Inc. “Your Contraceptive Choices” Birth Control Series. †Brand names vary. Consult health care provider with any questions or concerns. Updated 07/2018
7-83


The Best Protection
Over a lifetime, most people choose to be sexually active at some point. When a person does
start having sex it’s very important to be protected from unintended pregnancy and sexually
transmitted infection (STI).
The best protection method is the one a person feels safe and comfortable using consistently
and correctly every time. That method could be abstinence or postponement. It could be a

barrier or hormonal method. There are many things to think about when choosing a protection
method—people have to choose what will work most effectively for them.
Instructions: First, the student and parent or other caring adult should brainstorm together the
qualities of an “ideal” protection method and how it would work. List some of its advantages
(e.g., is invisible, affordable, etc.). Use your imagination and work together to create the next
great product on the market!
Next, list all the protection methods you both can think of that are currently available. Feel free
to refer to the Protection Methods Chart. Compare and contrast how they measure up against
For
the “ideal protection method” that you brainstormed.
Discuss:
1. What might stop someone from using a protection

method?
2. How would you explain to someone why a conversations between Get Real students
protection method is important? and caring adults in their lives. It provides
3. Name three resources in your community where in class, research resources for additional
someone can get protection methods. information, and share your feelings and
values.

Skip parts of it.
© PPLM

talking.

mobile website.
Teacher Review
Family Activity 7.8
References
Protection methods information and statistics:
Only
Trussell, J., Contraceptive efficacy, Contraceptive Technology, edited by R.A. Hatcher,
J. Trussell, A.L. Nelson, W. Cates, D. Kowal, and M. Policar, 20th ed., New York:
Ardent Media, 2011.

Discuss with partner the

Penis is erect
decision to have sex
For
Discuss protection methods
with partner
Place condom on
the head of the penis
Teacher Review
Check expiration date on
condom
Hold the tip of the condom
to squeeze out any air
Only
Check the package of
Roll the condom down to
the condom for holes, tears,
cover the entire penis
or any sign of damage
© PPLM
Carefully open condom

package and remove Use lubricant
condom

Continued
Steps to Correct Condom Use Cards
Have vaginal, oral or Carefully take the

anal sex condom off the penis
For
Keep condom on penis
until done (whether
ejaculation occurs or not)
Throw the condom
in the garbage
Teacher Review
Hold on to the rim of
the condom at the base
Use a new condom if
both partners want to
Only
of the penis have sex again
Withdraw the penis

© PPLM

© PPLM


Abstinence date.
this method. STIs.

HIV and many STIs.


the environment of the uterus so that sperm and 99.2-99.8%* provider must No medicine to remember.
(intrauterine heavier and longer periods. Does

contraception.
(intrauterine
For
IUD changes the environment of the uterus so that 99.2-99.8%* provider must
prescribe, insert,
May improve period cramps
and bleeding. Lasts a long
Does NOT protect against HIV or
Only
and remove. time.
A health care
and remove.
HIV or STIs.

Estrogen) that prevent the release of an egg and 91-99.7%* Some pills may make periods
The Pill provider must 1-2 months. Does NOT protect
same time each day.
Teacher Review
7-87
Protection Methods Chart Continued
7-88
The patch sticks to the skin, and contains

Progestin and Estrogen that are absorbed Can irritate skin under the patch.
A health care Can make periods more
through the skin. These prevent the release of 91-99.7%* May cause spotting the first 1-2
The Patch provider must regular and less painful.
an egg and thicken cervical mucus. A new patch months. Does NOT protect against
prescribe. No pill to take daily.
is applied once a week for three weeks, followed HIV or STIs.
by a patch-free fourth week.
The ring is a small vinyl acetate ring that is
inserted into the vagina. The ring contains Can increase vaginal discharge.
Progestin and Estrogen, which prevent the 91-99.7%* May cause spotting the first 1-2
The Ring provider must regular and less painful.
release of an egg and thicken cervical mucus. months of use. Does NOT protect
The ring is inserted for three weeks, and then against HIV or STIs.
removed for one ring-free fourth week.
Plan B®, generic
Emergency contraception pills are designed to Plan B®, generic brands: brands: All ages,
prevent pregnancy after unprotected vaginal 75-89% if taken within no prescription May cause stomach upset or
Available at
Emergency 3 days after nausea. Next period may come
intercourse. EC can prevent the release of an required. pharmacies, health
Contraception egg and thicken cervical mucus. unprotected sex† early or late. May cause spotting.
ella®: Requires centers, or health care
(EC) ella®: 85% up to 5 days Does NOT protect against HIV or
The copper IUD is 99% effective as EC if placed prescription providers.
after unprotected sex† STIs.
within 5 days of unprotected sex. from health care
provider.
The diaphragm and cervical cap are barrier Diaphragm: A health care Can be difficult to use. May
methods that cover the cervix to prevent the 81-94%* provider must cause irritation if allergic to latex,
Diaphragm and Can last several years.
sperm from reaching an egg. These must be Cervical cap: prescribe and size silicone, or spermicide. Does NOT
Cervical Cap Costs very little to use.
used with a spermicide. Diaphragm and cervical 79.5- 90.5%* the diaphragm and reduce the risk of HIV. May reduce
cap must be inserted with each intercourse. cervical cap. the risk of some infections.
Spermicide
For
Spermicides are inserted into the vagina before 71-85%* Drugstores, Can buy at many stores.
May irritate the skin of the vagina,
Only
(cream, gel, May raise the risk of doctor’s offices, Comes in many forms.
intercourse. Spermicides kill sperm. Spermicide penis, or anus. Can be messy. May
sponge, foam, getting HIV. health centers and Can be put in as part of
must be inserted before each intercourse. raise the risk of HIV/STIs.
inserts, film) supermarkets. foreplay.
The dental dam is a thin layer of latex, plastic,
or polyurethane that acts as a barrier between This device is used for oral Drugstores, May irritate someone with a latex
partners when placed over the vulva (outside of sex only. Protects against doctor’s offices, Protects against HIV allergy. Dental dam may slip out of
Dental Dam
vagina) or anus during oral sex. Can also use a HIV and other STIs. health centers and and other STIs. place if not held around the area
condom cut in half. A new dental dam must be condom shops. receiving oral sex.
used each time.
Permanent Two of the most common

Permanent birth control is a procedure A health care Mild bleeding or infection may
types are Laparoscopic
Birth Control: performed by a doctor that is intended to provider must occur right after the operation,
Tubal Ligation & Vasectomy: Private. No medicine to
Laparoscopic prevent the sperm from joining the egg by 99.5-99.9%* prescribe and reaction to anesthetic, reversibility
remember.
Tubal Ligation, blocking either the fallopian tubes (carry an egg) perform these cannot be guaranteed. Does NOT
Talk to a health care provider
Vasectomy or the vas deferens (carry the sperm). procedures. protect against HIV or STIs.
about other options.

Teacher Review
© PPLM
Protection Methods Homework

1. True Hormonal methods reduce the risk of unintended pregnancy by preventing
ovulation.
2. False Urinating after vaginal intercourse prevents pregnancy because it flushes out the
sperm.
Urinating after vaginal intercourse does not prevent pregnancy because the urethra and
vagina are different openings in the vulva.
3. True If someone chooses to become sexually active, condoms are the only method that
protects against both unintended pregnancy and STI transmission.
For
4. False It’s OK to use oil-based lubricants with condoms.
It is not OK. The oil breaks down the latex and makes the condom ineffective.
5. True Condoms can be purchased at corner stores, grocery stores and drug stores. They
are often given out for free at health centers and school-based clinics.
Teacher Review
6. False IUDs can be bought at a pharmacy.
IUDs can be inserted only by a medical professional at a doctor’s office or clinic.
7. True Emergency contraception (EC) is sometimes called the “morning-after pill.”
8. False A person cannot get pregnant before they get their first period.
Only
A person can get pregnant before they get their first period because ovulation happens
before menstruation.
9. True If a condom breaks, it’s most likely because it was not put on correctly.
© PPLM

For
Teacher Review
Only

Family Letter 7.8

Today in Get Real class, students learned about the protection methods available to help
prevent pregnancy and sexually transmitted infections (STIs) for people who choose to be
sexually active. Children are naturally curious about their bodies and how they work.
During puberty, they want and need the facts about menstruation, wet dreams, other body
changes, sex and reproduction. They want to know about sexual and social relationships.
They need to know about STIs, birth control methods, and the potential risks of sexual
For
activity.
At this age many kids worry a lot about whether they are “normal.” Concerns about body
shapes, such as penis or breast size, may begin to arise. It’s important to reassure them that
no two people are the same, and it’s very normal to be different. Preteens often want to “fit
in” with their peers, yet, at the same time adults want to help them to think for themselves
and not get carried away by the crowd.
Teacher Review
Below are some real questions middle school students asked through the Anonymous
Questions Box used in the Get Real classes. You can visit websites listed on the Parent
Resources list sent home earlier, or use a book, such as It’s Perfectly Normal, by Robie Harris,
to help you answer these and other questions. Practice how you might answer, sharing both
the facts and your values, if your child asks you any of these questions.
Only
Anatomy and Physiology Sexual Behavior
What is the average size of a penis? Is sex fun?
When does someone first start having their Even if you think you are ready, how
periods? Why do they have a period? do you know you really like someone
enough to have sex?
Contraceptives Isoral sex healthy if there are no
When you have sex, do you have to use diseases involved?
more than one condom? Can you have sex with people
© PPLM
Do condoms always protect people from younger than you?

getting a disease?
Gender and Sexual Identity
Pregnancy How do gay people have sex?
How old was the youngest person to get Why are people transgender?
pregnant?
Ifit’s OK for girls to wear pants, why
If
you smoke when you’re pregnant, what can’t boys wear skirts?
will happen to the baby?

Family Activity 7.8
The Best Protection

Over a lifetime, most people choose to be sexually active at some point. When a person does
start having sex it’s very important to be protected from unintended pregnancy and sexually
transmitted infection (STI).
The best protection method is the one a person feels safe and comfortable using consistently
and correctly every time. That method could be abstinence or postponement. It could be a
barrier or hormonal method. There are many things to think about when choosing a protection
method—people have to choose what will work most effectively for them.
For
Instructions: First, the student and parent or other caring adult should brainstorm together the
qualities of an “ideal” protection method and how it would work. List some of its advantages
(e.g., is invisible, affordable, etc.). Use your imagination and work together to create the next
great product on the market!
Next, list all the protection methods you both can think of that are currently available. Feel free
Teacher Review
to refer to the Protection Methods Chart. Compare and contrast how they measure up against
the “ideal protection method” that you brainstormed.
Discuss:
1. What might stop someone from using a protection
method?
Only
2. How would you explain to someone why a conversations between Get Real students
protection method is important? and caring adults in their lives. It provides
3. Name three resources in your community where in class, research resources for additional
someone can get protection methods. information, and share your feelings and
values.
Skip parts of it.
© PPLM
talking.

Lesson 7.9
Grade 7 Conclusion and Review
Builds on Lesson 7.7: Introduction to Sexually Transmitted Relationship skills, responsible
Infections and Lesson 7.8: Introduction to Protection Methods. decision making

Explain importance of communication in relationships.
Demonstrate skills demanding use of condoms from Increase self-efficacy of SEL
partner.
For
Demonstrate refusal skills. Increase positive attitudes

Name possible outcomes of sexual activity. protection methods.
Increase self-efficacy to
Preparation & Materials Checklist demand the use of condoms
Read over the Role-Play scenarios.
¨¨ methods.
Teacher Review
Review Steps to a Decision model.
¨¨ Promote SEL skills to increase
use of condoms and/or other
¨¨ protection methods.
–– Handout 7.9-3: Steps to a Decision Address values around
abstinence and sex.
–– Handout 7.9-5: What I Want to Remember
¨¨
Only
Have:
¨¨
–– Role-Play scenario cards
–– Paper for reflections
ÎÎTeacher Note
Since this is the final lesson of
–– Slips of paper for anonymous questions seventh grade, be sure to answer
(Optional) Create unit test from Grade 7 Test Question
¨¨ any remaining questions from the
Anonymous Questions Box. It’s also
Bank. important to review local resources
with students and encourage them
Terms to Use to seek out caring adults with any
questions or concerns they may
STIs
have about sexuality.
Refusal
Insistence
Condoms


mobile website.
For
Address any remaining student questions from the Anonymous
Questions Box, and remind students that you are always available to help
them find resources or answers to their questions.
Teacher Review
Activity 7.9-3 Sexual Decision Making
15 minutes Review possible outcomes of sexual activity
Ask students to name reasons people engage in sexual activity. Then ask
them to name outcomes (both positive and negative) of engaging in
sexual activity.
Only
Handout 7.9-3
Name:
Apply decision-making model Steps to a Decision

Ask students to turn to Handout 7.9-3 in the Choice 1

Choice 2 Choice 3
Student Workbook. Read the following scenario. Think about the pros and cons of each choice.
Pros Pros Pros
“Ashley and Craig are in high school. They’ve been Cons Cons Cons
dating for a few months, but they keep breaking up

and getting back together. Craig thinks that if they Underline important pros and cons. Think about how they relate to your values and goals.
Make a decision.
© PPLM
have vaginal intercourse, it will make their Evaluate your decision: what do you think will happen as a result of this decision?
relationship stronger and they won’t break up

anymore. Ashley has had vaginal intercourse before
and is taking a birth control pill. Craig has had oral Handout 7.9-3
sex with other people but never vaginal intercourse. Student Workbook page 41
What should they do?”
Have students work in small groups to apply the Steps to a Decision
model. Ask groups to share their answers and write some possible
decisions on the board.

Process Questions
1. What did your group decide that Ashley and Craig should do?
2. If Ashley and Craig decide to have vaginal intercourse, what could they
do to reduce their risk for STI transmission or unintended pregnancy?
3. What could Ashley and Craig say to each other to communicate what
they want?
4. Why does communication play an important role in preventing
unintended pregnancy and STIs?
Activity 7.9-4 Practicing Refusal and Negotiating Condom Use

20 minutes Practice refusal and negotiation skills
 Teacher Note
Break students into small groups. Explain
For
Reinforcing the message
that each group will be looking at some
As students examine the following
scenarios with characters who need help situations and practice refusal skills,
communicating. Scenarios will either focus be sure to reinforce that the most
on one character identifying their boundary, effective method of protection is
to abstain from sexual activity. But
and their partner respecting that boundary, people who choose to become
or on partners communicating assertively
Teacher Review
sexually active should always use
about protection. condoms and other protection
methods.
Distribute one negotiation and one refusal In order to reinforce both of these
role-play scenario to each group of students. messages, make sure all students
Have students take a minute to read the work on at least one refusal role-
play and one insistence role-play.
scenarios and write notes about what the
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characters should do. Then have them talk
through the scenarios in their groups and  Teacher Note
demonstrate the best course of action. Be sure
For educators who have been
that students act out the responses and trained in guided improvisation
practice their negotiation and refusal skills, and mantle-of-the-expert role-
rather than just talking about the scenarios in play techniques, this is an
opportunity to utilize either of these
an abstract sense. techniques with the class. For a
reminder of how these techniques
Call on groups to perform their refusal and are facilitated, log on to www.
negotiation skills for the class. Provide getrealeducation.org for modeling
feedback or elicit it from the class, reinforcing videos.
abstinence as the most effective method to
ensure health and safety, as well as correct and consistent use of condoms
Process Questions
1. Name one feeling you had while performing these role-plays. What
was easy? What was difficult?

2. Why are these skills important to learn in a sex education class? What
do they have to do with the other topics we’ve studied?
3. How can refusal skills or negotiation skills be
useful to you in life?
Handout 7.9-5
Name:
What I Want to Remember

1. One thing I can do to take care of myself is…
Activity 7.9-5 What I Want to Remember 2. I can refuse to…
5 minutes Reflect on learnings from Get Real 3. Two responsible decisions I could make about my sexual health are…
Remind students that over the course of Get Real 4. If I ever need support with an issue I don’t know how to deal with, a caring adult I could turn
to is…
they’ve learned important skills and information

that they can use throughout their lifetime. Ask
© PPLM
5. If I ever have questions about my sexuality or sexual health, a resource I could use is…
students to turn to Handout 7.9-5 in the Student

Workbook. Ask them to reflect on their learning Grade 7 • Student Workbook 43
from the past nine classes and think about how
For
Handout 7.9-5
they can apply it to their own life. Student Workbook page 43
Explain family activity What Have We Learned?


Teacher Review
2. One value about sex and sexuality I have is…
values.
Skip parts of it.
3. One thing I still wonder about the topic of sex and each other’s answers.
sexuality is… Laugh, giggle, blush, and go right on
talking.

5. One thing that’s working in our relationship and communication about this topic is…

© PPLM
6. One of the main messages I want to share with my parent or child about the topic of sex and

sexuality is…
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mobile website.
Family Activity 7.9


Role-Play
Refusal Skills Role-Plays

1. Brittany’s girlfriend wants to have oral sex with her. Brittany really likes her girlfriend, and her
friends say that having oral sex will bring them closer together. But Brittany’s mom thinks
she should wait until she is older. Brittany agrees with her mom, but she is scared of hurting
her girlfriend’s feelings. What should she say?

For
2. Carlos and Veronica got drunk at a party and had vaginal intercourse last weekend. Now
Veronica wants to have sex again, but Carlos doesn’t want to. What should Carlos say?

3. Natasha and Marc have been dating for a long time. They have had oral sex. Their friends
Teacher Review
keep asking when they are going to have vaginal intercourse. Natasha isn’t sure that she
wants to take that step. What should she say?

Negotiation and Communication Skills Role-Plays
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4. Erika and Cameron use condoms as their method of birth control. So far, they’ve used a
condom every time they’ve had vaginal intercourse, but Cameron wants to see what it feels
like without a condom. He asks Erika if they can try it just once without a condom and says
he can pull out before he comes, so she won’t get pregnant. What should Erika say?

5. Brianna is thinking about having sex with her boyfriend. She’s never had sex before, and her
© PPLM
boyfriend has had a lot of partners. She wants to use a condom, but she’s nervous about
asking because he’s said he doesn’t like to use them. What should Brianna say?

6. Corey has had sex with Jamie a few times, but they’ve never used condoms. Now Corey is
worried about STIs and wants to start using condoms, but Jamie doesn’t see what the big
deal is. What should Corey say?


For
Teacher Review
Only

Family Letter 7.9

This was the final week of Get Real classes! The Family Activity will help you and your child
talk about the experience together. We hope you have found the Get Real Family Activities and
letters helpful in your ongoing conversations with your child.
remember as you continue to talk about relationships, communication, decision making and
values—the keys to sexual health!
For
messages about gender, body image and sexual orientation.
Know that children and teens want to hear from their parents.Teens cite parents as the
number-one influence on their sexual decision making. Remind them that you care and want
to help them make safe, healthy choices.
Teacher Review
open up to you.
Talk less, listen more.Ask questions that open the door for discussion (e.g., “When do you
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compliment.
Choose the right times. Talk in the car or having a snack, etc., not when people are on the run
or in the middle of an activity such as homework.
professionals.
© PPLM

Family Activity 7.9


For
values.
Skip parts of it.
Teacher Review
talking.
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© PPLM
sexuality is…

Grade 7 Assessment
assignments embedded in the unit, you may choose to do a final assessment at the end of
the unit. In addition to the test questions included below, here are two creative options that
you may choose as assessments:
Creative Final Project 1
Working in small groups, students will create a 30-second public service announcement
for the radio that tells adolescents how to access sexual health services. Before creating
this ad, groups must first research different medical and sexual health services available
in their area, finding out location, cost, and how to schedule an appointment. Next they
will each write a script incorporating this information. Once you have approved the
For
scripts, students may record their public service announcements in a clear and engaging
manner. This project can culminate in a listening session in which all public service
announcements are played and the class votes on the best one.
Creative Final Project 2
Working in small groups, students will create a “Choose Your Own Adventure” story
about bullying and being an ally. The protagonist of this story should be a bystander who
Teacher Review
witnesses bullying and is nervous about intervening. Using the decision-making model
as a starting point, groups will write three possible outcomes to the story based on three
possible decisions the protagonist could make. The conflict and possible outcomes must
be true to life.
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© PPLM

1. Maya knows that she values waiting until she is in love to have sex. By knowing what her
values are, she is demonstrating:
a. Self-awareness
b. Self-management
c. Social awareness
d. Relationship skills
For
2. An ally is someone who:
a. Spreads rumors about other people
b. Is waiting until marriage to have sex
c. Stands up for the rights of other people
d. Doesn’t drink alcohol
Teacher Review
3. This term can be used to describe a person whose gender identity and/or expression is
different from what might be expected based on their sex assigned at birth.
a. Straight
b. Gay
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c. Bisexual
d. Transgender
4. For people who choose to engage in intercourse, which protection method helps prevent
pregnancy and STIs?
a. Birth control pills
b. IUD
c. Emergency contraception © PPLM
d. Condoms
5. This device can be used to help prevent STI transmission during oral sex performed on the
vulva or anus:
a. Diaphragm
b. Dental dam
c. Spermicide
d. IUD

6. Which sexual activity has no risks involved?

a. Masturbation
b. Oral intercourse
c. Anal intercourse
d. Vaginal intercourse
7. What percentage of high school students have had vaginal intercourse?
a. 100%
b. 75%
For
c. 50%
d. Less than 50%
8. Postponing sex means:
a. Having sex right away
Teacher Review
b. Waiting until later to engage in sex
c. Pressuring someone into sexual activity
d. Never having sex
9. What is the most common symptom of an STI?
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a. Painful urination
b. Headache
c. Having no symptoms
d. Warts
10. If people think they may have been exposed to an STI, a healthy choice they could make is to:
a. See a medical professional to get tested
b. Take aspirin
© PPLM
c. Drink lots of water

d. Do nothing
11. This kind of STI can be treated but not cured:
a. Bacterial
b. Viral
c. Recently transmitted
d. Showing no symptoms

12. The fluids that, when infected, can transmit HIV are:
a. Blood, vaginal fluid, saliva, urine, ejaculate
b. Blood, vaginal fluid, rectal fluid, ejaculate, pre-ejaculate, breast milk
c. Blood, saliva, breast milk, ejaculate, vaginal fluid
d. Blood, ejaculate, pre-ejaculate, sweat, saliva
13. This kind of protection method prevents ovulation:
a. Barrier
b. Hormonal
For
c. Abstinence
d. Dental dam
14. This protection method can be purchased over the counter by people of any age:
a. Some forms of emergency contraception
Teacher Review
b. Implanon
c. Depo-Provera
d. The pill
15. Using this can increase comfort and the effectiveness of condoms:
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a. Alcohol
b. Vaseline
c. Water-based lubricant
d. Baby oil

© PPLM
1. T F Sexual situations on TV accurately reflect sexual situations in real life.
2. T F Advertisers target people’s insecurities.
3. T F Someone who identifies as bisexual just can’t decide between being straight
or gay.
4. T F A person who identifies as gay is attracted to everyone they know of the
same sex.

5. T F A guy who doesn’t want to have sex with a girl must be gay.
6. T F Forwarding sexual pictures of someone without their permission can be a
form of bullying.
7. T F Everyone has the same ideas about what counts as sexual behavior.
8. T F Using drugs or alcohol can affect a person’s decisions about sex.
9. T F Pressuring someone for sex is not consensual and shows a lack of respect.
10. T F Saliva is a fluid that can transmit STIs.
11. T F It can take many years before HIV develops into AIDS.
For
12. T F Having multiple sexual partners increases the risk of getting an STI.
13. T F Only people who are sexually active need to be vaccinated against HPV.
14. T F A person won’t get pregnant if they urinate after intercourse.
15. T F People should use a new condom every time they engage in intercourse.
Teacher Review Short-Answer Questions
1. What is unrealistic about the way sex is portrayed on TV?
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2. Imagine that one of your classmates is being bullied because he likes fashion and wears
bright colors. Even though you don’t participate in the bullying, you see it happen every
day. What could you do to be an ally?

© PPLM

3. Why is self-awareness important in sexual decision making?


4. What are 3 questions someone could ask themselves before they become sexually active?

5. Mike wants to use a condom, but his girlfriend says they don’t need to worry because she
has the implant. What can Mike say to her to explain why he thinks using a condom is
important?

For

Matching Questions
Teacher Review
Match the description to the protection method it describes.
1. The only method besides abstinence that prevents against STIs
2. The only method that is 100% effective when used correctly and consistently
3. A latex square that can prevent STI transmission during oral sex on the vulva or
anus
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4. A hormonal method inserted inside the vagina for 3 weeks at a time
5. A device that changes the environment of the uterus, preventing the sperm from
reaching the egg
6. Methods that can be used in the event of unprotected sex to prevent pregnancy
7. A method taken daily to prevent pregnancy
8. A hormonal method given by a health care provider every 3 months
9. Place where condoms and some forms of emergency contraception can be
© PPLM
obtained
10. Only place where hormonal birth control methods can be obtained
a) Pharmacy e) The shot h) Dental dam

b) IUD f) The ring i) Health center
c) Emergency contraception g) The pill j) Condoms
d) Abstinence

1. Maya knows that she values waiting until she is in love to have sex. By knowing what her
values are, she is demonstrating:
a. Self-awareness
b. Self-management
c. Social awareness
d. Relationship skills
For
2. An ally is someone who:
a. Spreads rumors about other people
b. Is waiting until marriage to have sex
c. Stands up for the rights of other people
d. Doesn’t drink alcohol
Teacher Review
3. This term can be used to describe a person whose gender identity and/or expression is
different from what might be expected based on their sex assigned at birth.
a. Straight
b. Gay
Only
c. Bisexual
d. Transgender
4. For people who choose to engage in intercourse, which protection method helps prevent
pregnancy and STIs?
b. IUD
c. Emergency contraception
© PPLM
d. Condoms
5. This device can be used to help prevent STI transmission during oral sex performed on the
vulva or anus:
a. Diaphragm
b. Dental dam
c. Spermicide
d. IUD

6. Which sexual activity has no risks involved?

a. Masturbation
b. Oral intercourse
c. Anal intercourse
d. Vaginal intercourse
7. What percentage of high school students have had vaginal intercourse?
a. 100%
b. 75%
For
c. 50%
d. Less than 50%
8. Postponing sex means:
a. Having sex right away
Teacher Review
b. Waiting until later to engage in sex
c. Pressuring someone into sexual activity
d. Never having sex
9. What is the most common symptom of an STI?
Only
a. Painful urination
b. Headache
c. Having no symptoms
d. Warts
10. If people think they may have been exposed to an STI, a healthy choice they could make is to:
a. See a medical professional to get tested
b. Take aspirin © PPLM
c. Drink lots of water

d. Do nothing
11. This kind of STI can be treated but not cured:
a. Bacterial
b. Viral
c. Recently transmitted
d. Showing no symptoms

12. The fluids that, when infected, can transmit HIV are:
a. Blood, vaginal fluid, saliva, urine, ejaculate
b. Blood, vaginal fluid, rectal fluid, ejaculate, pre-ejaculate, breast milk
c. Blood, saliva, breast milk, ejaculate, vaginal fluid
d. Blood, ejaculate, pre-ejaculate, sweat, saliva
13. This kind of protection method prevents ovulation:
a. Barrier
b. Hormonal
For
c. Abstinence
d. Dental dam
14. This protection method can be purchased over the counter by people of any age:
a. Some forms of emergency contraception
Teacher Review
b. Implanon
c. Depo-Provera
d. The pill
15. Using this can increase comfort and the effectiveness of condoms:
Only
a. Alcohol
b. Vaseline
c. Water-based lubricant
d. Baby oil

© PPLM

1. T F Sexual situations on TV accurately reflect sexual situations in real life.
2. T F Advertisers target people’s insecurities.
3. T F Someone who identifies as bisexual just can’t decide between being straight
or gay.
4. T F A person who identifies as gay is attracted to everyone they know of the
same sex.

5. T F A guy who doesn’t want to have sex with a girl must be gay.
6. T F Forwarding sexual pictures of someone without their permission can be a
form of bullying.
7. T F Everyone has the same ideas about what counts as sexual behavior.
8. T F Using drugs or alcohol can affect a person’s decisions about sex.
9. T F Pressuring someone for sex is not consensual and shows a lack of respect.
10. T F Saliva is a fluid that can transmit STIs.
11. T F It can take many years before HIV develops into AIDS.
For
12. T F Having multiple sexual partners increases the risk of getting an STI.
13. T F Only people who are sexually active need to be vaccinated against HPV.
14. T F A person won’t get pregnant if they urinate after intercourse.
15. T F People should use a new condom every time they engage in intercourse.
Teacher Review Short-Answer Questions
1. What is unrealistic about the way sex is portrayed on TV?

Possible answers: Everyone is doing it, no one talks about pregnancy or STIs, people
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don’t discuss using protection, people don’t communicate before engaging in sex, no
explicit consent.
2. Imagine that one of your classmates is being bullied because he likes fashion and wears
bright colors. Even though you don’t participate in the bullying, you see it happen every
day. What could you do to be an ally?
Possible answers: Tell a teacher or other adult, stand up to the bullies, tell the classmate
that you don’t like it when others say disrespectful and mean things, talk to the classmate © PPLM
being bullied about what they need and what you can do to support them.
3. Why is self-awareness important in sexual decision making?
Possible answers: Set clear boundaries for yourself, know what you are comfortable with,
honor your personal values, resist peer pressure.


4. What are 3 questions someone could ask themselves before they become sexually active?
Possible answers: Am I ready? Can I talk with my partner? Am I comfortable being naked with
my partner? Do I know how to prevent pregnancy? Do I know how to protect against STIs?
Am I prepared for how I’ll feel afterward? Am I prepared for how I’ll feel if we break up?
5. Mike wants to use a condom, but his girlfriend says they don’t need to worry because she
has the implant. What can Mike say to her to explain why he thinks using a condom is
important?
Possible answers: I want us to be extra safe; it’s important to me to take responsibility for
protection; I promised myself I would always use condoms; it would make me more comfortable;
For
it’s important to also protect ourselves from STIs.
Matching Questions
Teacher Review
Match the description to the protection method it describes.
j
1. The only method besides abstinence that prevents against STIs
d The only method that is 100% effective when used correctly and consistently
2.
h A latex square that can prevent STI transmission during oral sex on the vulva or
3.
anus
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f
4. A hormonal method inserted inside the vagina for 3 weeks at a time
b A device that changes the environment of the uterus, preventing the sperm from
5.
reaching the egg
c Methods that can be used in the event of unprotected sex to prevent pregnancy
6.
g A method taken daily to prevent pregnancy
7.
e A hormonal method given by a health care provider every 3 months
8.
a Place where condoms and some forms of emergency contraception can be
9.
© PPLM
obtained
i
10. Only place where hormonal birth control methods can be obtained
a) Pharmacy e) The shot h) Dental dam

b) IUD f) The ring i) Health center
c) Emergency contraception g) The pill j) Condoms
d) Abstinence

For
Teacher Review
Only


Engaging Students
The majority of Lesson 7.1 is a review of the key themes and concepts that
were introduced in the Grade 6 curriculum. Recognizing the students as
“experts” because they already made it through a semester of this material
is a great way to reintroduce the important ideas, establish Class Rights and
Responsibilities, and review the SEL skills.
For
Responsibilities
Facts to Know
Teacher Review
in class.
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class?”
Feelpositive about your sexuality. Affirm that, although it might be
experience. Normalize that everyone has sexual body parts and goes

excited, curious and positive about these changes is completely normal.
For
Teacher Review
Only
disengage, or simply to pass are key parts of being trauma informed. It is
opinions.
information.


For
Teacher Review
Only
Engaging Students


movement.
For
curriculum.
Teacher Review
completes the statement with something that’s true about himself or
herself. For example, “The north wind blows for anyone who loves
baseball.” Once the statement has been made, everyone who also
identifies with the statement attempts to move to a new spot in the circle.
The person left in the middle begins the next statement. This game is very
engaging, but it requires classroom space and additional class time.
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Engaging Students
Ask students if they remember any parts of the decision-making model
presented in Lesson 6.8. See if they can remember how personal and
universal values tie into the decision-making process. Ask if they have
weighed the pros and cons of a decision over the past year.

Engaging Students
The following are some possible questions to use in the game.
The penis and related anatomy:
“Iam about the width of a piece of uncooked spaghetti, and I am the tube
that carries sperm from the testes to the seminal vesicle.” (Vas deferens)
“I am the sex cell that develops in the testes.” (Sperm)

“I am the hormone that the testes produce.” (Testosterone)

“Iam the fluid that leaves the penis before ejaculations and can contain up
to 20,000 sperm. I can also transmit STIs.” (Pre-ejaculate)
am the average number of sperm in an ejaculation.” (300 million–500
“I
million)
“Iam two fluids that travel through the urethra to the penis.” (Ejaculate/
pre-ejaculate and urine)
“My job is to keep the testes cooler than the rest of the body.” (Scrotum)
“Iam the time in life when a young person starts producing sperm.”
(Puberty/between ages 11 and 15)
For
The vagina and related anatomy:
“Iam about the width of three strands of hair, and I am the passageway
the egg travels through to get to the uterus.” (Fallopian tubes)
“Iam the part of the body in which a fertilized egg implants and a
pregnancy begins.” (Uterus)
Teacher Review
“I am the fleshy tissue on the outermost parts of the vulva.” (Labia)
“I am the hormone that ovaries produce.” (Estrogen)
“I am the average length of a period.” (3–7 days)
“Iam the part of the uterus that is shed during menstruation.”
(Endometrium, or uterine lining)
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General:
“I am the most important sexual organ in a person’s body.” (The brain)
“Iam the number of eggs and sperm that it takes to create a fertilized
egg.” (One of each)
An additional way to engage students in this activity is to offer a bonus
round in which students label the parts on blank anatomy posters.

When reviewing the anonymous questions, it might help to remind students
that the language of the questions should be scientifically and anatomically
correct. Questions that are not appropriate for class should not be read out
loud. Questions that might be inappropriate should be reworded to use more
appropriate terminology.

Engaging Students
For
some students.
Teacher Review
have no questions can answer an alternate prompt. To get a sense of the
media that the students are most engaged in (and to prepare for Lesson 7.2),
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the question could be, “What is your favorite TV show?” or “What type of
music do you like?” If students are reluctant to ask questions, teachers can
even plant some questions in the box to read out loud.

questions regarding personal values.
Use the Frequently Asked Student Questions section of www.
getrealeducation.org for hundreds of vetted answers to student questions.
For
Teacher Review
Only
of a penis for an adult ranges from 2.5 to 4 inches if it is soft (flaccid), and
4 to 6 inches if it is hard (erect). “Average” means that most fall within this

engage in sexual intercourse. They must be physically and emotionally

mature enough to know about, prepare for, and handle potential risks.
Research shows that abstinence—delaying sexual intercourse—is the
most effective method for preventing unintended pregnancy and STI
transmission.
the question asked.
For
Teacher Review
serious answer.
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Having multiple partners can increase the risk of getting an STI, including
HIV. Using condoms can help reduce the risk significantly. The only way to
know for sure if a person has an STI is to get tested.

Genitalia and Sexuality Related Body Issues: www.kinseyconfidential.org/resources/bodies
My Body: http://www.plannedparenthood.org/teens/my-body


Throughout this lesson, it’s important to keep time constraints in mind.
Students will probably have a lot to share about their favorite TV shows,
videos games, and so on. You must keep them focused on the goal of the
lesson.
It’s also important to remember not to disseminate personal values about
the media the students identify as popular. Avoid taking an “adultist” stance
about the music and TV shows adolescents are excited about, as it can be
For
very alienating for the students. (The term “adultist” refers to behaviors and
attitudes that reflect a systemic discrimination against young people by the
adults in their lives.)
Activity 7.2-2 The Media
Teacher Review
Facts to Know
Be sure to cover all types of media in the brainstorm—even types that may
not be as relevant to students—such as newspapers, books, etc.
Explain to students that “literacy” means the ability to read, identify,
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understand and interpret material. Therefore, “media literacy” is the ability
to read, identify, understand and interpret all the ways in which information,
ideas, stories, etc., are shared between people through different forms of
media.
Activity 7.2-3 Understanding Advertising Messages

Facts to Know
“Insecurity” means self-doubt or lack of confidence. Insecurities are things
that make people uncomfortable with, or dissatisfied about, themselves.
It’s easy for this lesson to end up focusing only on how women are portrayed
in the media because of the volume of advertisements that show women.
To ensure that this does not happen, be sure to collect advertisements that
feature men and other genders too. Often fragrance ads, such as those for
deodorants or body sprays, highlight male stereotypes. Ask students how
media portrayals of men and women affect all genders.

Engaging Students
Connect the idea of insecurities to self-awareness and social awareness.
This is also an opportunity to discuss how advertisements target groups
of people and prey on their insecurities. This activity has the potential to
challenge student norms and to excite the class about challenging media
stereotypes. The more the class explores the subconscious implications of
the onslaught of media, the more enthusiastic the students will become.
Having discussed the use of Photoshop in advertisements, think intentionally
about questions that can be asked of students. For example: have they
lightened skin color? does this person have a realistic body type? etc.
For
Rather than informing students that sexual activity on TV does not reflect
real life, phrase the idea as a discussion question: “Does sexual activity on
TV reflect real life? Why or why not?” To prepare for this lesson, it can be
helpful to view some current teen shows to acquire examples for classroom
discussion. Or, having discussed how sexuality is used in the media, have
Teacher Review
the students describe some of the relationships they see on TV and ask
them whether the characters discuss consent or protection methods prior to
engaging in sex. Ask them if the relationships feel realistic. Ask them if the
characters communicate in an aggressive, passive or assertive way with one
another. Ask them what they would do to make the relationships healthier,
and so on.
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For this activity, you might also want to bring in images of characters
from popular video games, and images from advertisements found in
teen magazines. Preview all the material to ensure that the examples are
appropriate for the students in your classroom.
Activity 7.2-4 Ad Analysis Homework

Engaging Students
Rather than having students choose an advertisement at random, this
assignment may be more effective if the teacher prints out one ad for the
entire class to use. It will also make grading the assignment easier, as every
student will be analyzing the same advertisement. If students choose their
own advertisements, explain that their challenge is to find one that uses
sexuality to sell the product, so they can answer every question.


Analyzing media images:
Media Education Foundation: Tough Guise and Beyond Killing Us Softly are videos that
analyze media images and messages. Teachers can preview these videos for more
information on the topic of this lesson. Please note, however, that these videos are not
meant for use in middle school classrooms: www.mediaed.org.
Parental guidelines for popular media:
Common Sense Media: www.commonsensemedia.org
For
Teacher Review
Only

For
Teacher Review
Only


Engaging Students
Become familiar with state laws protecting LGBTQ+ youth and any
restrictions on information regarding sexual orientation or gender identity
that can be discussed in the classroom. If your school participates in an
LGBTQ Safe Zone program, this is a good lesson in which to revisit that with
your students.
Be sure to use the terms gender identity, sexual identity and sexual
orientation, rather than sexual preference.
For
During this lesson, be especially attentive to students’ needs and
the dynamics in the room. This is a lesson in which Class Rights and
Responsibilities and the idea of parents being the primary sexuality
Teacher Review
educators need to be reinforced throughout. As in any lesson, be careful
to not impart personal opinions, but do provide perspective. Reinforce
messages of respect and safety for all students in the school.
One potential trap when discussing LGBTQ+ identities is to use language
such as “them” to refer to gay people, or to say “gay people are… this or
that.” Make sure, especially when reviewing definitions, that the discussion
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does not start making distinctions between “us” and “them.” It is best to use
language such as, “People who identify as [straight/gay/lesbian/transgender,
etc.],” which places the person before the description. It’s also best to avoid
generalizations—people who identify themselves as gay are a varied group
of individuals, just like people who identify themselves as straight.
Engaging Students
This lesson offers an opportunity to reinforce the importance of social
awareness and empathy, and to normalize different identities and sexual
behaviors. Remember that gender and sexual identity and sexual behavior
do not always coincide.
Activity 7.3-2 Stereotypes Brainstorm

Facts to Know
For the purposes of this lesson we are defining stereotypes as, “an
oversimplified generalization about a person or group of people.”

This activity is intentionally binary and heteronormative because the goal of
the activity is to identify gender stereotypes and explain why they can be
harmful.
As students examine and discuss stereotypes, there is a possibility they
may internalize these stereotypes and take them personally. It is important
to remind students that these stereotypes are not about anyone in the
classroom and that you, as the teacher, do not believe them to be true.
Reinforce for students that stereotypes are not something they have created;
rather they exist in our culture and society and can only be changed when
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they are named and pushed back against.
Lastly, students may bring up stereotypes that are not “negative”—for
example, “girls are pretty” or “boys are good at sports.” It is important to
emphasize for students that not all stereotypes are inherently harmful: girls
can be pretty and boys can be good at sports. But stereotypes become
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dangerous when people expect others to only fit into these boxes, and when
we tie our self-worth to meeting expectations that may not be achievable.
Activity 7.3-3 Gender and Sexual Identity Vocabulary List

Facts to Know
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Many of the following vocabulary words build on each other. To make sure
students are clear about each word, introduce them in the following order:
1. Sex Assigned at Birth 6. Sexual Orientation 10. Bisexual

2. Gender Identity 7. Straight 11. Questioning
3. Transgender or Trans 8. Gay 12. LGBTQ+
4. Cisgender 9. Lesbian 13. Ally
5. Gender Expression
The following are some additional definitions and talking points to include for
clarification:
Why not define homosexual? The term homosexual is an outdated
clinical term typically used to classify people based on sexual orientation,
and therefore can feel derogatory within the LGBTQ+ community. Gay and
lesbian are more commonly accepted terms.

Bisexual: It is important for students to understand that someone who

identifies as bisexual is not attracted to every person.
Coming out (of the closet): Sharing one’s identity as a person who
identifies as LGBTQ+ with other people.
Sex assigned at birth vs. gender identity: If a student is struggling with
the difference between sex assigned at birth and gender identity, explain
that sex assigned at birth is dictated by a doctor when a baby is born
based solely on the baby’s external genitalia (for example, a penis or
vulva). Whereas, gender identity is self-identified as that person develops
and discovers who they are.
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Queer: A word that may be used to describe people who identify as gay,
lesbian, bisexual, transgender or many other sexual identities. The term
“queer” is currently used by some people within the LGBTQ+ community
as an affirmation of their sexual and gender identities as different and
wonderful, as in, “I’m queer and proud.” The term “queer,” however, has
historically also been a derogatory word used against gay and lesbian
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people or those suspected of being gay or lesbian. Caution should be
exercised in using the word because of this historical association.
Activity 7.3-4 Visualization

Engaging Students
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The following is a possible script for the visualization activity:
“We will be starting class with a visualization. I will be asking about feelings
that you may or may not have experienced. Do your best during the
activity, and know that you will not have to share any private information.
“Please close your eyes and put your head down on your desk. (Note:
Some students may not feel comfortable or safe closing their eyes. Allow
room for students to choose their own way to comfortably focus on
themselves during the visualization.) Focus on yourself and listen silently to
my voice as you think about these questions.
“I want you to picture someone you are attracted to or have a crush on.
This could be a person you know or a celebrity. Again, you’re not going to
have to share this information. If you’ve never had a crush on someone,
imagine a couple you know, either people in your life or a famous couple.
“Now that you’ve got a person or a couple in mind…

How does it feel to have a crush on someone? Are there any physical
reactions you experience? A flutter in your stomach? Sweaty palms or
nerves? Physical excitement? Does it feel like that person is always on
your mind?
How is having a crush on someone different from just being friends?
“Now picture someone you don’t like very much. Could you make yourself
have a crush on that person? How would it feel to force yourself to have
feelings for someone that you didn’t really have?
“Please open your eyes.”
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If time allows, after the first visualization is over, have students close their
eyes again and lead them through the following exercise:
“Now imagine a world where you can’t express yourself openly, either
physically or emotionally, with the person you love. Imagine you are living
in a world where a big part of your identity has to be suppressed. Imagine
having to hide a big part of yourself from the world around you and the
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people in your life whom you care about and who care about you.”
Ask the following process questions:
How would it feel if you couldn’t be yourself around your friends and
family? (Be sure to talk about fear, loss of safety, and loss of freedom.)
Would you be able to change the way you felt in order to fit in?
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Would you have anyone you could talk to about this?

GLBT National Help Center: www.glnh.org
Parents, Families and Friends of Lesbians and Gays: www.pflag.org
Gay, Lesbian, and Straight Education Network: www.glsen.org
Human Rights Campaign: www.hrc.org
Sex, Etc., Glossary: http://sexetc.org/sex-ed/sex-terms/


Facts to Know
According to the CDC and the National School Climate Survey, students
who described themselves as gay, lesbian, bisexual or transgender (LGBT)
experience a significant amount of bullying and harassment. The worst
experiences were reported in middle school. Here are some more specific
statistics:
80% of LGBT students reported being verbally harassed at school in the
past year.
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When compared to peers, this group was more than twice as likely to have
attempted suicide in the past year as their heterosexual peers.
30% of LGBT students skipped a day of school in the last month because
they felt unsafe or uncomfortable.
This entire lesson provides an opportunity to connect to messages from
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Lesson 7.3. In Lesson 7.3, students examined the harmful effects that
gender stereotypes can have on people, and discussed appropriate LGBTQ+
terminology. Throughout the activities in Lesson 7.4, especially the role-play
activity, it is important to help students recognize this connection to previous
learning. Emphasizing the messages and learning of Lesson 7.3 can help
students make concrete connections to being an ally and creating a safer
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school environment.
This lesson has many activities and will require extra attention to time
management.
Activity 7.4-2 Agree/Disagree

Engaging Students
This activity is a great way to remind students of the Grade 6 Activity 6.8-3:
Stand Up/Sit Down, and encourage them to explore their personal values.
Challenge the class to focus on themselves during the exercise. Then, when
the exercise is done, ask if they were able to focus on their own answers or if
they felt themselves looking around the room. Since most students inevitably
glance around before answering each question, follow up by asking, “Why
do you think we do that? It’s a completely normal and natural human
response to want to fit into the group, but how do we stand up for personal

values when our peers have different opinions? How does it feel to think
about values that might differ from your own?” Relate these points to self-
awareness and social awareness.
Activity 7.4-3 Defining Harassment/Bullying and Being an Ally

Facts to Know
The following are some student-friendly definitions:
Bullying: Bullying is aggressive behavior that is intentional (not accidental
or done in fun) and involves an imbalance of power or strength. Often
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bullying is repeated over time. Bullying can take many forms, such as
hitting or punching, teasing or name-calling, intimidation through gestures,
social exclusion, and sending insulting messages or pictures by phone or
online.
Bystander: A bystander is a person who is present when bullying occurs
who does not take part directly in the bullying but also does nothing to
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stop the bullying.
Ally: An ally is a person who stands up for the rights and safety of others.
Homophobia: The irrational fear of people who identify as gay or lesbian
and who may or may not be in same-sex relationships. Homophobia can
take many forms, from treating people differently, bullying and
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harassment, to physical violence or threats of violence.

Although not all of the students will be comfortable acting out the scenes in
front of the class, everyone can participate in the activity by writing out the
script and then practicing each character’s lines with a partner. Be sure to
have students highlight feeling words that the characters might experience
during the scenarios.
If the students are working in larger groups, individual students who don’t
want to “act” could be assigned the “director” role and could feed the two
characters their lines during a rehearsal of the scene. This way everyone still
has practice saying the words, but no one feels put on the spot.
For more information about conducting successful role-plays, see the
“Guidelines for Role-Play” document at www.getrealeducation.org.


Information about bullying:
Youth Risk Behavior Surveillance System (YRBSS):
www.cdc.gov/HealthyYouth/yrbs/index.htm
The Surviving Bullies Charity: www.survivingbullies.com
The Respect for All Project: http://groundspark.org/respect-for-all
U.S. Department of Health and Human Services, Stop Bullying Now Campaign,
http://stopbullying.gov/what-you-can-do/teens/index.html
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Information on assertive communication:
Be Assertive, Not Aggressive:
www.peelregion.ca/health/sexuality/relations/comm-assert.htm
Information about teen dating violence:
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Step Up Speak Out: www.stepupspeakout.org
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Facts to Know
In this lesson, it’s important to remind students that sex is not an unhealthy
behavior. However, unprotected sex can result in an STI or unintended
pregnancy, and sex before a person is ready can affect their mental, physical
and emotional well-being. Healthy and consensual sexual behavior is
something to be enjoyed over the course of a lifetime.
Activity 7.5-2 Defining and Deciding About Sexual Behaviors
For Facts to Know

The following are definitions:
Having
Having
vaginal intercourse: Vaginal intercourse is penis-to-vagina sex.
oral intercourse: Oral intercourse is mouth-to-vulva, mouth-to-
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penis, or mouth-to-anus sex. (If necessary, review the definition of vulva.
The vulva is the term for the external sex organs, including the clitoris,
urethra, both sets of labia, and the opening to the vagina. The external
genitalia has three separate openings. Two of these are in the vulva: the
urethra and the vagina. The third opening is the anus.)
Having anal intercourse: Anal intercourse is penis-to-anus sex.
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Masturbation: Masturbation is when people touch their own sexual
organs for pleasure. It can be a way for people to explore their bodies and
discover what feels good to them. A person can choose to masturbate or
choose not to masturbate throughout their life. It’s a healthy and natural
exploration of one’s body.
When discussing the possible outcomes of sexual activity, it’s important
to stress that these are behaviors that people may choose to engage in
throughout the course of their lives. The most effective way to prevent STIs
and unintended pregnancy is abstinence. If students are having a difficult
time coming up with responses, it may help to indicate a specific sexual
behavior.
Engaging Students
Students will become more open and comfortable if the educator makes
it clear that the class is not defining these sexual behaviors because of an

assumption that the students are, or will be, engaging in them. One way to
help with this is to avoid use of the word “you.” Instead, use “people,” “a
person” or “someone.”
Activity 7.5-3 Sexual Behavior and Risk

Facts to Know
This activity is designed not only to help students identify the risks
associated with certain sexual behaviors, but, more important, to show
students that there are many behaviors people can engage in with dating
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partners that are low to no risk. Educators should be mindful of not using
shaming or stigmatizing language in this activity or pushing their own values
about sexual behavior on students.
The following are talking points and the correct placements of the behavior
cards and how they change once a condom or barrier is added.
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Having anal intercourse: Anal intercourse without a condom carries a high
risk for STI transmission and a low to no risk for pregnancy. When a condom
is used, that risk level for STI transmission is reduced to “some” risk.
Having vaginal intercourse: Vaginal intercourse without a condom carries a
high risk for pregnancy and STI transmission. When a condom is used, that
risk level for both STI transmission and pregnancy is reduced to “some” risk.
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Having oral intercourse: Oral intercourse without a condom or dental dam
carries no risk for pregnancy, but some risk for STI transmission (however,
it is lower than the risk of STI transmission for unprotected vaginal or anal
intercourse). When a condom or dental dam is used, the risk level for STI
transmission is reduced to “low to no” risk).

Without a condom or barrier With a condom or barrier

High Risk: High Risk:
Having anal intercourse None
Having vaginal intercourse Some Risk:
Some Risk: Having anal intercourse (with condom)
Having oral intercourse Havingvaginal intercourse (with
condom)
Low to No Risk:
Hugging Low to No Risk:
Having oral intercourse (with barrier)
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Kissing
Asking someone on a date Hugging
Masturbating Kissing
Touching Asking someone on a date

Touching under clothes Masturbating
Touching
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Talking
Whispering Touching under clothes
Holding hands Talking
Dancing (with contact, aka Whispering

grinding) Holding hands
Dancing (no contact) Dancing (with contact, aka grinding)
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Chatting (email, texting, online) Dancing (no contact)
Going online Chatting (email, texting, online)
Watching a movie at home Going online
with a romantic or dating Watching a movie at home with a
partner romantic or dating partner
Engaging Students
The conversation about where to place the cards on the spectrum is an
opportunity to refer back to Lesson 7.2: Media Literacy and Sexuality and
note how the spectrum of sexual behaviors illustrated on TV is different from
real life. For example, in real life, going on a date can mean going to a movie,
going to dinner, going bowling, etc., all without engaging in sexual behaviors.
On TV, many dates end with the couple having sex.

It’s also an opportunity to tie learning back to Lesson 7.3: Gender and Sexual
Identity and to note that anyone, no matter their sexual or gender identity,
can choose to participate in any of these behaviors. Identity does not dictate
behavior.
Activity 7.5-4 Defining and Deciding About Dating

Engaging Students
Ask students who do not yet relate to dating to think about their friendships
while they complete the What’s Important to Me? handout. How are the
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qualities we look for in friends similar to what we look for in a dating partner?
How can our friendships help us decide what we might look for in a dating
partner?
Which qualities in a dating partner are similar to qualities in a friend?
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Which qualities are different?
Why is it important to be clear about what you like to do for fun at the
beginning of a dating relationship?
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Sexual Health and You: www.iwannaknow.org/teens/index.html
Love Is Respect: www.loveisrespect.org


Facts to Know
Postponement is a term that Get Real uses in conjunction with abstinence.
It has a more normalizing and less final feel to it than the term abstinence
does. As people, we postpone things every day and throughout our lives.
For example, people postpone doing homework, cleaning their rooms,
going to the grocery store, etc. Sexual activity is also something people
can postpone, whether it is postponed for minutes, days, months or years.
Young people can postpone sexual activity until they are older and feel
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ready.
Use this talking point to review the definition of postponement: People
postpone things throughout their lives. What are some other things that
people postpone? Why do people postpone things?
This lesson focuses on refusal skills and consent. It is important to present
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this lesson with a trauma-informed lens. Let students know ahead of time—
either at the beginning of class or at the end of Lesson 7.5—what will be
covered. If your school/organization allows students to leave the classroom,
provide that as an option. Be sure to alert a school counselor about the
topics being covered and follow-up with students as needed.
Engaging Students
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This lesson offers an opportunity to connect back to Handout 7.5-4 (What’s
Important to Me?) and Grade 6 Lesson 6.7: Abstinence. Ask students: How
would the qualities you highlighted in the handout and the key messages
from the discussion on behaviors that may carry risk tie into a person’s
decision to choose abstinence?
Activity 7.6-2 What Does Abstinence Mean?

Engaging Students
Although students will have the opportunity to share their answers with a
partner, it’s still important to debrief the process questions in this activity
with the class.
Make sure to emphasize that students will not have to share their specific
answers with the class. A major take-away message for this activity is that
students need to have a clear definition of abstinence for themselves. They
must be able to communicate this understanding of abstinence to a partner

in order to have a shared understanding of abstinence in a relationship. This

should be related to the SEL skills of self-awareness, self-management and
relationship skills.
The question “Can someone who has had sex before be abstinent?” is
critical to process with the class. It’s essential for students to understand
that abstinence is not a one-time deal. Being abstinent is a decision people
make throughout their lives, and having previously engaged in sex does not
mean a person cannot decide to be abstinent now. This is similar to saying
that if someone has chosen to get drunk before, they can still abstain from
drinking later.
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Additional process questions that could be used during this activity:
Do you think everyone had the exact same answers on their cards? What
does this tell us? What does this tell you about the importance of
communicating with a dating partner?
How can young people make abstinence work for them as individuals,
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especially if they’ve started dating?
Activity 7.6-3 Refusal Skills Brainstorm

This activity may bring up a range of feelings and experiences for students.
Be sure to check in with any students who seem to disengage during this
activity.
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It is important to not have students practice the manipulation/pressure lines
that are brainstormed in this activity. The focus of this activity is for students
to practice their refusal skills and respecting a partner’s boundary.
Engaging Students
You may consider turning the components of refusal skills into a handout or
poster for students to see.

Sexual Health and You: www.iwannaknow.org/teens/index.html


This lesson is challenging to complete in the time allotted. In preparing for
the lesson, it’s important to review the lesson goals to be achieved and
identify the most important talking points. Make sure the lesson goals are
met.
Be sure to check with your students throughout the lesson to ensure they are
engaged. Use process questions to check for understanding. Explain to the
students that receiving this information is an important step toward disease
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prevention and communicating in relationships.
Activity 7.7-2 Defining STIs

Facts to Know
Teacher Review
Get Real uses “STI” and not “STD” because it is more medically accurate.
The following information on the difference between the terms “STD” and
“STI” is from the American Sexual Health Association:
Diseases that are spread through sexual contact are usually referred to as
sexually transmitted diseases or STDs for short. In recent years, however,
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many experts in this area of public health have suggested replacing STD
with a new term—sexually transmitted infection, or STI.
Why the change? The concept of “disease,” as in STD, suggests a clear
medical problem, usually with some obvious signs or symptoms. But,
several of the most common STDs have no signs or symptoms in the
majority of persons infected. Or they have mild signs and symptoms that
can be easily overlooked. So the sexually transmitted virus or bacteria
can be described as creating “infection,” which may or may not result
in “disease.” This is true of chlamydia, gonorrhea, herpes, and human
papillomavirus (HPV), to name a few.
For this reason, for some professionals and organizations the term
“disease” is being replaced by “infection.”

Activity 7.7-3 STIs: What They Are and Prevention Methods

Facts to Know
The following are some additional facts about STIs common in teens.
HPV
HPV (human papillomavirus) often has no symptoms. Some strains of the
virus produce wart-like growths on the genitals. These growths can appear
inside the vagina or urethra and therefore cannot be seen with the naked
eye. Other strains of the virus can cause cervical cancer in a person with a
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uterus. If the virus goes untreated, the warts can continue to grow, or the
risk of cervical cancer can increase. This virus is treatable, and warts can be
removed at a clinic.
Gardasil-9 is a vaccine for HPV that has been shown to protect against the
strains of HPV that cause certain cancers and genital warts cases. This
vaccine is available to most people between the ages of 9 and 26 and is
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most effective before they become sexually active.
Herpes
Genital herpes often has no symptoms. Individuals who do show symptoms
have outbreaks of painful blisters on the genitalia. If left untreated, the
virus can cause recurring outbreaks throughout life. There is an antiviral
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medication available to suppress the virus and decrease outbreaks, but there
is no cure for genital herpes.
Chlamydia & Gonorrhea
Chlamydia and gonorrhea often have no symptoms. With gonorrhea, some
people experience painful urination and green-colored discharge from
the penis. Other symptoms include abdominal pain or abnormal vaginal
discharge and bleeding between periods.
If these bacterial infections go untreated, they can cause blockages in the
vas deferens or fallopian tubes, leading to infertility. They can also cause
pelvic inflammatory disease and epididymitis. Both chlamydia and gonorrhea
can be treated and cured with antibiotics. Some strains of gonorrhea have
developed an antibiotic resistance and so might be treated with multiple
drugs.

Trichomoniasis
Trichomoniasis often has no symptoms. If symptoms are present, they may
include itchy, unpleasant-smelling discharge from the urethra or vagina,
and painful urination. If this infection goes untreated, it can lead to skin
irritations, causing the infected person to be at a higher risk for contracting
other infections. A doctor can prescribe medication to treat and cure
trichomoniasis.
HIV
The following is an adapted definition of HIV and AIDS from the American
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Sexual Health Association:
HIV stands for human immunodeficiency virus. It is the virus that causes
AIDS—Acquired Immune Deficiency Syndrome. HIV can be transmitted
through the blood, sexual fluids or breast milk of an HIV-infected person.
Over time, infection with HIV can weaken the immune system to the point
that the system has difficulty fighting off certain infections. These types
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of infections are known as opportunistic infections. These infections
are usually controlled by a healthy immune system, but they can cause
problems or even be life-threatening in someone with AIDS.
A blood test can determine if a person is infected with HIV. Too many
people don’t know they have HIV. In the United States, nearly 1.1 million
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people are living with HIV, and one in seven doesn’t know they are
infected. Getting tested is the first step to finding out if a person has HIV.
When people are HIV positive, getting medical care and taking medicines
regularly helps them live longer, healthier lives and also lowers the
chances of their passing HIV to others.
If a person tests positive for HIV, it does not necessarily mean that the
person has AIDS. A diagnosis of AIDS is made by a physician according
to the CDC AIDS Case Definition. A person with HIV may receive an
AIDS diagnosis after developing one of the CDC-defined AIDS indicator
illnesses. A person with HIV can also receive an AIDS diagnosis on the
basis of certain blood tests (CD4 counts) and may not have experienced
any serious illnesses.
Of the three forms of sexual intercourse defined in Get Real, anal sex carries
the highest risk of HIV transmission. Vaginal sex has the second-highest
risk, followed distantly by oral sex. The risk of HIV transmission from sharing
needles and injection equipment falls in between the risks for anal sex and
vaginal sex.

The following bodily fluids can transmit HIV: blood, ejaculate, pre-ejaculate,
vaginal fluid, rectal fluid and breast milk.
Talking Points
The following are some additional statistics and talking points about STIs.
Additional updated statistics can be found on the Centers for Disease
Control and Prevention website: www.cdc.gov/std.
Young people 13 to 24 years old account for half of the nearly 20 million
new STIs each year.
It’s estimated that as many as 1 in 6 Americans has genital herpes, a
lifelong but manageable infection. Yet many people with herpes are
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unaware they have it.
In 2016, 21% of new HIV infections occurred in youth ages 13 to 24.
There are some infections, such as meningitis and mononucleosis, that
are not sexually transmitted but may be transmitted from close contact,
including kissing. The CDC recommends that all 11 to 12 year olds be
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given a meningitis vaccine.
It’s important that students know which STIs are the most common in teens.
Therefore, HPV and trichomoniasis must be listed in the brainstorm at the
beginning of this activity. You can prompt students to say “HPV” by asking if
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any of them have seen commercials for Gardasil-9.
It is also important to ensure that students understand why language such
as “dirty” is harmful and can be shaming and stigmatizing to a person with
an STI. Be sure to stop the lesson and address this language if it is heard in
the classroom.
Engaging Students
The discussion of STI transmission is a great opportunity to review the
definitions of sexual intercourse, as well as the anatomy posters and
handouts. What does “skin-to-skin genital contact” mean? Which anatomical
parts does this refer to?

Activity 7.7-4 Handshake Demonstration

Before inviting students to stand in front of the room, explain the activity
and what they are volunteering for. Additionally, explain to the class that
this activity is a simulation and no assumptions should be made about the
volunteers.
Engaging Students
Some classes may not feel comfortable with a handshake activity to
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demonstrate STI transmission. Instead of the demonstration, the teacher
may choose to draw the following diagrams to explain sequential and
Sequential Concurrent
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A A
B B Y
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C C Z


STI information:
Avert, HIV/AIDS information for educators and young people: www.avert.org
American Sexual Health Association: www.ashastd.org
Centers for Disease Control and Prevention: www.cdc.gov/std
I Wanna Know: www.iwannaknow.org/teens/sti/sti_overview.html
Information about the HPV vaccine:
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Gardasil-9: www.gardasil9.com/about-gardasil9
Centers for Disease Control and Prevention: www.cdc.gov/hpv/vaccine.html
Meningitis vaccine: www.cdc.gov/vaccines/vpd-vac/mening
Antibiotic-resistant gonorrhea: www.cdc.gov/std/Gonorrhea/arg/basic.htm
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Activity 7.8-2 Why Use Protection?

If you are concerned about time, the group brainstorm questions can be
prepared ahead of time on sheets of paper. This will allow groups to jump
right into their discussions. To simplify this exercise, do a “pros and cons”
brainstorm listing the pros and cons of becoming sexually active.
In the follow-up to this activity, students might not mention any myths
surrounding birth control. Prompt them by asking, “What are some birth
control methods that you’re skeptical about?”
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Engaging Students
The following language can be used to introduce the questions for choosing
to become sexually active: “When we discussed the decision-making model,
we talked about how it is often easier to wait to see what happens than to
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think ahead about the possible risks of engaging in an activity. But this can
be a risky choice. When it comes to sexual behavior, it’s important for people
to be able to communicate with their partners and to think about the risks
before choosing to engage in the behavior. Here is a list of questions that are
really important for a person to answer before choosing to engage in sex.”
For the visual learners in the room, it can be helpful to write the list of
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questions on a poster.
How do these questions relate to self-awareness and relationship skills?
How do they relate to assertive communication?
How do they relate to mutual consent?
When reviewing protection methods, to save time, rather than have students
brainstorm the methods, the teacher can write some possible options on the
board or a handout. Then students can have the opportunity to say which
are barrier methods, hormonal methods and myths. Some examples might
include condoms (barrier), drinking Mountain Dew (myth), birth control pills
(hormonal), smoking marijuana (myth), the Ring (hormonal), dental dam
(barrier), etc.

Activity 7.8-3 Protection Methods: Condom Use and

Hormonal Protection
Facts to Know
The following are talking points for the various protection methods.
Abstinence (delaying sex): Abstinence means voluntarily choosing not
to engage in any sexual behavior that could lead to pregnancy or STI
transmission (such as vaginal, anal or oral intercourse). Abstinence, when
used correctly and consistently, is the only 100% effective method for
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preventing pregnancy and STIs. Abstinence costs nothing, but it requires a
person to be able to communicate assertively and effectively with a partner.
People define abstinence differently, so, for abstinence to work, there needs
to be open and honest communication about what it means to each person
in a relationship. People can choose to be abstinent at any time, even if they
have engaged in sexual intercourse in the past.
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External condom: An external condom is a thin layer of latex or
polyurethane that covers the penis during vaginal, anal or oral sex. When
used correctly and consistently, condoms are 98% effective at preventing
pregnancy. However, typical use (which takes into account human error) is
85% effective. In order to reach 98% efficacy, all steps to correct condom
use must be followed:
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Before use, there should be an open, honest discussion about not only the
decision to engage in sex, but also the choice to use protection.
Condoms should be stored at room temperature and not in cars or
wallets.
Theexpiration date on the condom must be checked, and the packaging
must be checked for holes or tears.
The penis should be fully erect before the condom is put on. If the penis is
not fully erect, the condom is more likely to not fit correctly, break or
become uncomfortable during the sexual act.
When the condom is placed on the penis, the top must be pinched so
there is no air inside. A small amount of space should remain at the top to
contain semen in case of ejaculation.
Ifthe condom is placed on backward, it cannot be turned around. In order
to ensure that it is put on the right way, the user should roll the condom
down slightly on a finger before placing it on the head of the penis.

The condom must be rolled down to cover the entire penis and must be
left on for the entire duration of the sexual act, whether ejaculation occurs
or not.
Before the penis is withdrawn, the condom should be held at the base to
ensure that it does not come off during withdrawal.
If ejaculation does occur, the penis should be withdrawn right away before
it becomes soft or flaccid.
The condom should be removed and thrown away in the garbage. If the
two people want to engage in sex again, a new condom must be used.
The use of water or silicone-based lubricant to increase comfort is
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suggested. However, oil-based lubricant will break down the condom and
should not be used.
Condoms can be found in drugstores, doctor’s offices, health clinics, some
school nurse’s offices and most supermarkets. There is no age restriction on
the purchase of condoms.
Teacher Review
1. Discuss with partner the decision 10. Use lubricant.
to have sex. 11. Have vaginal, oral or anal sex.
2. Discuss protection methods with 12. Keep condom on penis until
partner. done (whether ejaculation
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3. Check expiration date on occurs or not).
condom. 13. Hold on to the rim of the
4. Check the package of the condom at the base of the
condom for holes, tears, or any penis.
sign of damage. 14. Withdraw the penis.
5. Carefully open condom package 15. Carefully take the condom off
and remove condom. the penis.
6. Penis is erect. 16. Throw the condom in the
7. Place condom on the head of the garbage.
penis. 17. Use a new condom if both
8. Hold the tip of the condom to partners want to have sex
squeeze out any air. again.
9. Roll the condom down to cover
the entire penis.

Internal condom: Made of a thin layer of nitrile, the internal condom can
be inserted into the vagina or anus, and acts as a barrier between partners.
When used correctly and consistently vaginally, it is 95% effective at
protecting against pregnancy. With typical use, it is 79% effective. It is more
effective at protecting against skin-to-skin STIs than the external condom
because it covers most of the vulva. The internal condom is inserted by
squeezing the inner ring and pushing it into the vagina. Silicone or water-
based lubricant can be used to make this process easier.
The internal condom will not get stuck or lost in the vagina; the average
vagina is generally only 3 to 5 inches long, so the condom should be easy
For
to remove once intercourse is over. Internal condoms are available by
prescription only, although some reproductive health centers may provide
them for free.
The internal condom can be inserted into the vagina up to 6 hours before
intercourse. This condom can also be used for anal sex, but the inner ring
should be removed first.
Teacher Review
Dental dam: Made of a thin layer of latex, a dental dam is placed over the
vulva or anus during oral intercourse and acts as a barrier between partners
for protection against STIs. It cannot be used on the penis. Dental dams do
not prevent pregnancy.
The pill: Birth control pills contain hormones that prevent the release of an
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egg from the ovaries. These hormones also cause cervical mucus to thicken,
which prevents sperm from entering the uterus and fertilizing an egg if it is
present. When used correctly and consistently, the pill is more than 99%
effective. In order to reach that efficacy, the pill must be taken at the same
time every day. If a pill is missed, the efficacy is reduced and the person
should follow instructions in the information pack that accompanies the pill
to find out how to continue to take the pill. With typical use, the pill is 92%
effective at preventing pregnancy. Taking antibiotics while on the pill can
reduce efficacy. The pill does not protect against STIs. It can be obtained
only with a doctor’s prescription. Some common side effects of the pill are
headaches, nausea, mood swings and increased or decreased appetite.
The patch: The patch is a plastic patch that sticks to the skin, much like
a nicotine patch would. The patch is designed to remain in place through
showering, swimming, sports and other day-to-day activities. The patch
contains hormones that are absorbed through the skin and into the
bloodstream. These hormones work in the same way the ones in the pill do.
The patch should never be placed on the breasts or legs. Once a week, the
patch is removed and a new one is placed on a new spot on the body.

After three weeks of patches, no patch is used for the fourth week. When
used correctly and consistently, the patch is up to 99% effective at
preventing pregnancy. The patch does not protect against STIs. Like the
pill, the patch cannot be obtained without a doctor’s prescription. Some
common side effects of the patch are skin irritation at patch site, nausea and
abdominal pain.
The shot: The shot is injected every three months or every 10–12 weeks. It
contains the hormone progesterone. When used correctly and consistently,
the shot is more than 99% effective at preventing pregnancy. Waiting more
than 12 weeks between shots can reduce the efficacy rate. With typical use,
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the shot is 97% effective at preventing pregnancy. The shot does not protect
against STIs. It is important that the injection be given on time every three
months, so regularly scheduled doctor or health clinic visits are mandatory.
Some common side effects of the shot are increased appetite, headaches,
mood swings and irregular menstrual bleeding.
The ring: The ring is a vinyl acetate ring inserted into the vagina. The ring
Teacher Review
contains hormones that flow into the bloodstream. The hormones work in
the same way as those in birth control pills. Each ring is worn in the vagina
for three weeks, which is followed by a week without a ring. A new ring is
inserted after the week without a ring. When used correctly, the ring is up
to 99% effective at preventing pregnancy. The ring does not protect against
STIs. Like the pill, the patch and the shot, the ring must be prescribed by a
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doctor. Common side effects of the ring are headaches, increased vaginal
discharge, vaginal irritation and nausea.
Intrauterine device (IUD): An IUD is a device inserted into the uterus that
changes the environment of the uterus, preventing a sperm and an egg
from meeting. IUDs may be either copper or plastic, and plastic IUDs also
contain progesterone. IUDs must be inserted by a medical practitioner and
can be left in place for three to five years (progesterone IUD) or up to 12
years (copper IUD). The IUD is over 99% effective at preventing pregnancy.
The IUD does not protect against STIs. Side effects may include changes
to menstruation such as breakthrough bleeding, increased cramping, and
heavier or longer periods. The copper IUD can be inserted as a form of
emergency contraception, and then left in place as a regular form of birth
control.
The implant: The implant is a small, matchstick sized piece of plastic that
is inserted into the arm. The implant contains the hormone progesterone,
which is absorbed into the bloodstream. The hormone works the same way
as those in birth control pills. The implant must be inserted by a medical
practitioner and can be left in place for up to three years. The implant is over

99% effective at preventing pregnancy. The implant does not protect against
STIs. Side effects may include irregular bleeding and lighter to no periods
after one year of use.
Emergency contraception (EC): Emergency contraception (sometimes
called the “morning-after pill”) is a method of pregnancy prevention that
works after intercourse has occurred. It was designed to be used when
another method has failed or when nothing was used. If exposure to an STI
has occurred, emergency contraception will not prevent an infection.
There are different types of emergency contraception. Commonly used is
a pill, or a series of pills, taken after unprotected intercourse. Emergency
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contraceptive pills work by keeping the ovary from releasing an egg for
longer than usual. The copper IUD also acts as emergency contraception
when it is inserted after unprotected intercourse. The copper IUD works by
creating an environment in the uterus that is disruptive for sperm.
In general, emergency contraception can be used up to five days after
Teacher Review
unprotected sex, but it is more effective if taken sooner. See the Protection
Methods Chart for how effectiveness varies by method. Access to
emergency contraception varies by method too. As of summer 2014, some
pills are available on pharmacy shelves or from a health clinic for anyone of
any age to purchase. Other pills are available from a pharmacist or health
clinic with certain age restrictions. The copper IUD is only available with an
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appointment with a clinician.
Effectiveness rate: The effectiveness rate of a protection method measures
the percentage of users who did not become pregnant during the first year
of using a given method. Two percentages are usually given for effectiveness
rate, one for “perfect use” and one for “typical use.”
Perfect use gives the effectiveness rate when the method is always used
consistently and correctly.
Typicaluse gives an adjusted rate that takes into account the frequency of
human error. Possible errors might include forgetting to take a pill, not
renewing a prescription on time, etc.
Passing around the samples of protection methods is an important
component of this lesson. However, seeing them can distract students
from listening to the information being presented. If you think this may be
a problem, do not pass out the protection method samples until the end of
class. Reserve 10 minutes for students to handle the samples and ask any
additional questions they may have.

During the Condom Lineup activity, having student volunteers stand with
the cards for a long time may not engage the volunteers, and the students
still in their seats may become distracted by those standing. Another option
for this activity is to have students tape the steps to the board in the order
in which they think they belong. This way the volunteers sit down after the
steps have been placed in order, and the other students have a chance to
make changes, and can even get up to move cards. Be sure the entire class
is back in their seats and focused for the demonstration of the correct order
of steps and proper condom use.
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Students can also work in groups to come up with the steps and present
their finished order to the class. Educators can copy the steps onto small
pieces of paper and have students put them in order at their desks, in pairs
or groups. Educators can also turn this into a competition to see which
groups can get the steps in order first, and then go over all of the steps
together.
Teacher Review
Additional Information
The following are important teaching points for condoms that are not
included in the condom lineup steps:
Condoms must be stored at room temperature and in a location where the
wrappers will not become punctured or worn down. Storing a condom
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where it is too hot or too cold, or where the package’s integrity may be
compromised, will cause the latex or polyurethane to break down.
When a condom is placed on the penis and rolled down, it must be rolled
down correctly. If the condom will not roll, it’s because it has been placed
incorrectly. After being placed incorrectly, the condom may not be used.
This is because the condom may come into contact with pre-ejaculate
fluid on an erect penis. Pre-ejaculate fluid can contain STIs and may
contain up to 20,000 sperm.
One way to check if the condom is going to roll correctly is to place it on
the tip of a finger and roll it down once. If it rolls easily that is the way the
condom should be placed on the head of the penis. If it doesn’t, the
condom can be turned around and then placed on the head of the penis.
Opening a condom correctly means never using teeth or a sharp object to
open the condom package.

If an educator is unable to facilitate an in-person condom demonstration

with the class due to school/district policy, it is important that they still do
the condom lineup, and then show the approved video, available on www.
getrealeducation.org. If neither the in-person demonstration nor the video
are allowed, the educator will need to be sure to include all important talking
points in the lineup activity.
Activity 7.8-4 Protection Methods Homework

Facts to Know
For
If you choose to review the answers for the Protection Methods Homework
with the entire class, here are some additional talking points to use:
1. True. Hormonal methods, such as the birth control pill, the hormonal IUD,
the implant, the patch, the ring, and the shot, work by using hormones to
prevent release of an egg (ovulation). Without an egg present, a person
cannot get pregnant. These methods also thin the uterine lining each
Teacher Review
month and thicken the cervical mucus, which also help prevent pregnancy.
2. False. Urine travels from a small tube called the urethra, which is not
connected to the vagina (though it is nearby). Urinating after vaginal
intercourse will not stop sperm from entering the uterus and possibly
causing a pregnancy.
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3. True. The condom (external or internal) is the only method that protects
against both pregnancy and STI transmission. It works by being a barrier
of latex, polyurethane or nitrile to prevent skin-to-skin contact and by
collecting ejaculate fluid so it doesn’t enter a partner’s body. Condoms
can be used with a hormonal method for added protection against STIs
and pregnancy.
4. False. Never use oil-based lubricants (baby oil, lotion, Vaseline, cocoa
butter, etc.) with condoms because the oil breaks down the latex and
causes condoms to be ineffective. Use water-based lubricants sold at the
store near the condoms.
5. True. Condoms are often available for free at local health centers, and
teens do not need a prescription or parent permission to buy them.
6. False. IUDs are prescribed, inserted and removed by a health care
provider. An IUD is a long-term form of birth control. When it is inserted in
a uterus it changes the environment of the uterus so a sperm and an egg
cannot meet. IUDs can be effective for up to 12 years and are more than
99% effective at preventing pregnancy. However, they do not protect
against STIs, so this method should be used along with condoms.

7. True. Emergency contraception (sometimes called the “morning-after pill”)

is a method of pregnancy prevention that works after intercourse to
prevent pregnancy. It was designed to be used when another method has
failed or when nothing was used. If exposure to an STI has occurred,
emergency contraception will not prevent an infection.
There are different types of emergency contraception. Some types come
as a pill, or a series of pills, that are taken after unprotected intercourse.
The copper IUD also acts as emergency contraception when it is inserted
after unprotected intercourse.
In general, emergency contraception can be used up to 5 days after
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unprotected sex, but it is more effective if taken sooner. See the
Protection Methods Chart for how effectiveness varies by method.
Access to emergency contraception varies by method too. As of summer
2014, some pills are available on pharmacy shelves or from a health
clinic for anyone of any age to purchase. Other pills are available from a
pharmacist or health clinic with certain age restrictions. The copper IUD is
Teacher Review
only available through an appointment with a clinician.
8. False. A person can get pregnant before their first period because the
body may be ovulating, even if menstruation has not yet happened.
Puberty is a process; it doesn’t happen overnight. Eggs may be released
from the ovaries long before the uterus begins to shed its lining. If a
person is having sexual intercourse and a sperm and an egg meet, they
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may get pregnant.
9. True. If a condom breaks, it’s most likely because it was not put on
correctly. The most common reason a condom breaks is that people don’t
squeeze the air out of the tip before rolling it down. Then the pressure
from the air and an ejaculation can cause the condom to break like a
balloon. Here are a few other tips to prevent breakage:
Use water-based lubricants to help lessen friction.
Always check the expiration date.
Check for air bubbles in the package before opening.
Rollthe condom on correctly and all the way down to the base of the
penis before the penis enters the partner’s body.
Hold on to the base of the penis while removing the condom.


Birth control information:
Reproductive Health Technologies Project: www.rhtp.org
Planned Parenthood: www.plannedparenthood.org/health-topics/birth-control-4211.htm
Centers for Disease Control and Prevention:
www.cdc.gov/reproductivehealth/unintendedpregnancy/contraception.htm
ETR health promotion materials: www.etr.org/store
For
Teacher Review
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Facts to Know
This lesson serves as a skill-building lesson for STI and pregnancy
prevention. It also serves as a review of all of the key messaging throughout
the Grade 7 lessons.

Engaging Students
For
Be sure to answer any remaining anonymous questions before the end of
class, since you will not be teaching these topics again until the students are
in eighth grade.
Activity 7.9-3 Sexual Decision Making
Teacher Review
It’s important in this activity to focus the decision-making discussion on the
pros and cons of having vaginal intercourse.
Some other process questions to ask include the following:
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Why do some people think certain sexual activities strengthen a
relationship?
When might that not be true? (Be sure to validate the fact that young
people might be nervous, unsure, not ready.)
Why is communication about sexual activity and protection so important
in a dating relationship right from the beginning?
What happens when couples don’t discuss their likes and dislikes?
(This question could cover preferences in everything from food to
sexual activity.)
Activity 7.9-4 Practicing Refusal and Negotiating Condom Use

If any groups do not want to act out scenes, have them write a script
and read it aloud. Be sure to have them highlight feeling words that the
characters might experience during the scenarios. If individual students
don’t feel comfortable acting, allow them to take on a directorial role and

feed the two characters their lines during a rehearsal of the scene. See the
“Guidelines for Role-Play” document at www.getrealeducation.org for more
tips.
Engaging Students
It may be helpful to do a quick review or brainstorm of assertive
communication and refusal skills. (See Grade 6 Handouts 6.2-2 and 6.2-4.)
Activity 7.9-5 What I Want to Remember
For
Engaging Students
If the students will have the same teacher for Get Real in eighth grade, they
can put their handouts in envelopes for the teacher to keep. Then, during
Lesson 8.1, these envelopes can be returned to the students to remind them
of the goals they wrote in seventh grade.
Teacher Review
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Grade 8
Lesson 8.2 Healthy and Unhealthy Relationships . . . . . . . . . . . . . 8-11
Lesson 8.3 Addressing Obstacles to Abstinence . . . . . . . . . . . . . 8-23
Lesson 8.4 Comprehensive Protection Methods . . . . . . . . . . . . . . 8-31
Lesson 8.5 STI/HIV Transmission . . . . . . . . . . . . . . . . . . . . . . . . . . 8-45
For
Lesson 8.6 Living with HIV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-57
Lesson 8.7 Refusal Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-69
Lesson 8.8 Goals and Decision Making . . . . . . . . . . . . . . . . . . . . . 8-77
Lesson 8.9 Get Real Capstone Project . . . . . . . . . . . . . . . . . . . . . 8-85
Teacher Review
Grade 8 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 8-91
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Teacher Review
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Lesson 8.1
Builds on Lesson 7.9: Grade 7 Conclusion and Review and Self-awareness, self-
Lesson 6.8: Decision Making and Values. management, social awareness,
relationship skills, responsible
Lesson Goals decision making
Create group Rights and Responsibilities. Logic Model Determinant(s)

Review decision making. Increase communication with
For
Acquaint students with resources.
Preparation & Materials Checklist Promote SEL skills to increase
Review SEL skills.
¨¨ use of condoms and/or other
prevention methods.
¨¨
Increase knowledge of
¨¨ resources for community or
Teacher Review
reproductive health information
–– Handout 8.1-3: Steps to a Decision and services.
–– Handout 8.1-4a: Resources
–– Handout 8.1-4b: My Road Map to Resources
¨¨
Have:
¨¨
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ÎÎTeacher Note
As students complete their Road
–– Construction paper and markers Maps to Resources, encourage
them to seek out caring adults as
–– Anonymous Questions Box resources instead of relying on their
–– Slips of paper for anonymous questions friends, siblings or the media for
information about sexuality.
Terms to Use
Sexuality
Decision making
Caring adult
Resources


Establish classroom expectations  Teacher Note
Welcome students to the eighth-grade Important rights and
component of the Get Real comprehensive Be enthusiastic
sexuality education classes. Ask students Feel positive about your sexuality
what they remember from seventh grade Feel how you feel
(media and sexuality, sexual orientation, Pass
abstinence, STIs, protection methods). Self-care
Give a brief overview of the topics for eighth Be heard
grade. Express your opinions
Ask questions
Introduce Class Rights and Responsibilities.
For
Be respected
Label a large piece of paper with the heading Not have assumptions made
“Rights and Responsibilities.” Ask students: about you
What rights do you need in order to Privacy
engage in a class focused on sexuality and Confidentiality
sexual health?
Teacher Review
What rights or responsibilities can we add to support one another in
feeling safe discussing these important topics?
What can we all do to make this class successful?
Prompt students as needed and add responses to the list.
Have students sign the list. Post it for future reference.
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students. Ask students to write down something that makes them unique.
It could be a personal trait, a style choice, a belief, or an experience
they’ve had that reflects their individuality. Go around the room and ask
students to share their first names and what makes them unique.

To go along with the Rights and Responsibilities list, introduce Social and
Emotional Learning (SEL) skills that students will focus on this year. Ask
if they remember any of the skills from last year.
Display the SEL Skills poster. Give definitions and elicit examples from
students.

Self-awareness: Recognizing your feelings

 Teacher Note
and values, maintaining self-confidence.
Self-Management,
Self-management: Expressing emotions Rights & Responsibilities
appropriately, monitoring progress toward Refer to the Rights and
goals. Responsibilities list and talk about
how self-management will help
Social awareness: Understanding others, students stick to the list even when
putting yourself in other people’s shoes, it is difficult (self-control, impulse
recognizing individual and group control).
differences and similarities, recognizing

and using family, school and community resources.
Relationship skills: Establishing healthy relationships, resisting social
Responsible decision making: Making good decisions, keeping
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yourself healthy and safe, respecting yourself and others.
Ask students why it’s important to value individuality in this sexuality
education class. How does this relate to SEL skills?
Activity 8.1-3 Road Map to Resources
Teacher Review
15 minutes Brainstorm components of sexuality and sexual health
Ask students to brainstorm all the components of sexuality and sexual
health they learned about in sixth and seventh grade. Examples should
include SEL skills, values, puberty, anatomy, feelings, STI protection,
pregnancy prevention, relationships, etc. Write these examples on the
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board.
Identify resources
Handout 8.1-3a
Resources
Point out that students do not need to make Caring Adults Three caring adults I can talk to about sexuality are…
1.
2.
decisions about any of these topics entirely on their

3.
Books
It’s Perfectly Normal, by Robie Harris, illustrated by Michael Emberly. Latest edition 2014.
own. There are a number of people and resources “What’s Happening to My Body?” Book for Girls: A Growing Up Guide for Parents and Daughters,
they can turn to with questions about sexuality or Website and Phone Resources
for support in making important decisions. Asking

other people for help is an important part of self-

management, relationship skills and responsible

© PPLM
I Wanna Know
decision making.
www.iwannaknow.org
(continued)
Ask students to name people or places they could

go to with questions about sexuality or Handout 8.1-3a

relationships. Brainstorm a list on a new part of the Student Workbook
pages 1–2
board.
Ask students to turn to Handout 8.1-3a in the Student Workbook, and
highlight those resources most relevant to your community. Ask students
to list three caring adults they could speak to about sexuality or

relationships. Encourage students to talk to

you if they need additional resources or have Get Real for Parents
questions about the content of this course. Remind students to have their
Students design road maps to mobile website.
resources
Ask students to turn to Handout 8.1-3b in
the Student Workbook and have them take a
 Teacher Note
few minutes to design their own personal A Variety of Resources
While they are brainstorming,
road maps to resources. As with any map,
prompt students to consider family,
students should think about the starting school, online and community
point (their knowledge before Get Real) and resources (library, health centers,
the ending point (being well informed about school nurse, teachers, etc.).
sexuality). To create their road maps, they
For
must select 8 components of sexuality from the Handout 8.1-3b
brainstorm and place them along the path. For each

Name:
My Road Map to Resources
of these topics, they must suggest a resource from

Instructions: Along the path, write at least 8 topics relating to sexuality or sexual health and
suggest at least 1 resource for each topic.
Before Get Real
their caring adults list or from the Resources

handout.
Teacher Review
Ask students to share their road maps in small
groups.
© PPLM
Process Questions
1. What were some key similarities and differences
Informed about
Sexual Health
among the maps in your group?
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Handout 8.1-3b
2. Were there any resources that everyone included
on their map? Which ones? Why?
Activity 8.1-4 Decision-Making Review Name:

Handout 8.1-4
10 minutes Review decision-making model Steps to a Decision

Distribute Handout 8.1-4. Ask students which SEL

Choice 1 Choice 2 Choice 3
skill this handout applies to (responsible decision Think about the pros and cons of each choice.
making) and why they think having a decision-

Pros Pros Pros
making model is important. Cons Cons Cons
Review the model by applying it to a real-life

Underline important pros and cons. Think about how they relate to your values and goals.
Make a decision.
© PPLM
situation. Give students the following scenario: Evaluate your decision: what do you think will happen as a result of this decision?
“The person you like is in a relationship, but this

person claims to like you too and asks you to meet
someplace private after school. What should you Handout 8.1-4

do?” Student Workbook page 5

Have students complete their handouts with

a partner. Ask students to share their answers
 Teacher Note
with the class and write their ideas on the Feel free to adjust the scenario to
a situation that would apply to the
board. students in a particular class.
Process Questions
1. Why does taking the time to weigh pros and cons help make a decision
more responsible?
2. How could someone use this model every day, even if they didn’t have
the paper to fill out?

Reintroduce Anonymous Questions Box
For
Review the Anonymous Questions Box. The teacher will hand out small
write any questions they have about the topics being covered in class or
about sexuality in general on those pieces of paper. They should not put
their names on their questions for anonymity, and their questions will be
put into a box that will be available during all sessions. The questions will
Teacher Review
be answered as frequently as the teacher determines. The teacher will also
pose another question to the class (e.g., “What is your favorite video
game?”), which students should answer if they do not have a class-related
question. Everyone should write something on a slip of paper and place it
in the box in order to preserve the anonymous nature of the activity.
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What Are Three Things…?
Instructions: Student and parent or other caring adult should share their answers to the
following questions with each other.
1. What are three things that make growing up

exciting? and caring adults in their lives. It provides
2. What are three things that make growing up scary? values.
3. Whom do you consider your best friend(s)? What Skip parts of it.
are three things you like about them? Write down your answers and then read
talking.
4. Is there a person your own age whom you don’t
like? Why?

5. What are three things that I do around you that embarrass you? Why?
6. What are three things that I do that make you proud of me?
7. What are three things that other people like about you?

© PPLM
8. How do you think life would be different if you were a different gender?
parent/caring adult use the 9. What is a goal you have for this year?

mobile website.
Family Activity 8.1


References
Information on SEL:
For
Teacher Review
Only

Family Letter 8.1

Emotional Learning (SEL). It teaches students five skills that lead to healthy behavior:
self-awareness, self-management, awareness of others, relationship skills and responsible
decision making.
For
Get Real recognizes and supports parents and other trusted caregivers as the primary
sexuality educators of their children. The teen years and changes of puberty can bring lots
of questions and concerns for both parents and their kids. For many reasons, it can be hard
to talk with children about sex. But results of a national survey show that parents have the
most influence on their children’s decisions about sex. A recent study from the National
Campaign to Prevent Teen Pregnancy (currently publishing as Power to Decide) found that
Teacher Review
87% of U.S. teens said it would be easier to put off having sex if they were able to talk more
openly about sex with their parents. But 37% said they had never had a talk with their
parents on this topic.
Like last year, students in the Get Real program will bring home Family Activities for each
class. These are designed to help families start conversations and share information. Please
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build skills for having ongoing talks about this important topic. Good information and
other resources can also be found on the Planned Parenthood League of Massachusetts
parent education website. Just visit www.pplm.org/education and click on “Parent
Education.”
© PPLM
enable young people to make healthier, safer and wiser decisions about sex. The themes
(continued)

Family Letter 8.1
Continued

educator.
For
Values
Teacher Review
It’s
Exploreyour own feelings about sexuality. Share some of these with your child.
Only
Facts and Knowledge
sexuality.
© PPLM


Family Activity 8.1
What Are Three Things…?

Instructions: Student and parent or other caring adult should share their answers to the
following questions with each other.
1. What are three things that make growing up
exciting? and caring adults in their lives. It provides
2. What are three things that make growing up scary? values.
For
3. Whom do you consider your best friend(s)? What Skip parts of it.
are three things you like about them? Write down your answers and then read
Teacher Review
talking.
4. Is there a person your own age whom you don’t
like? Why?
5. What are three things that I do around you that embarrass you? Why?
Only
6. What are three things that I do that make you proud of me?
7. What are three things that other people like about you?
© PPLM
8. How do you think life would be different if you were a different gender?
9. What is a goal you have for this year?

For
Teacher Review
Only

Lesson 8.2
Healthy and Unhealthy
Relationships
Connecting the Lessons Self-awareness, self-
management, relationship skills
Builds on Lesson 6.2: Communication and Refusal Skills and
Lesson 6.3: Relationships and Boundaries. Logic Model Determinant(s)
Lesson Goals
Increase perceived risk in
Name and contrast qualities of a healthy relationship with
For
qualities of an unhealthy relationship. Address future goal setting.
Develop a plan for healthy relationships.
Discuss the importance of respect and boundaries.
Teacher Review
Be familiar with legal consequences for rape and statutory rape.
¨¨
Alert the school nurse, guidance counselor or social worker about the topic of this class,
¨¨
as it may bring up issues for some students.
¨¨
–– Handout 8.2-3a: Power and Control Wheel
Only
–– Handout 8.2-3b: Equality Wheel
–– Handout 8.2-4: My Plan for Having a Healthy Relationship
¨¨
Have:
¨¨
–– Healthy Vs. Unhealthy scenario cards
Terms to Use
Consent
Boundaries
Rape and statutory rape
Communication

Grade 8 • Lesson 2: Healthy and Unhealthy Relationships
ÎÎTeacher Note
This lesson discusses qualities of healthy and unhealthy relationships, boundaries and consent.
These topics may bring up a number of feelings and experiences for students. It’s important to
remind students of their right to self-care, and to check in with any student who is disengaged
or seems upset about the topic. It can be helpful to alert the school counselor about the topic of
discussion ahead of this lesson.

mobile website.
For
Teacher Review
Activity 8.2-2 Healthy/Unhealthy Relationship Characteristics
5 minutes Brainstorm qualities of relationships
 Teacher Note
State that today’s class will discuss the Healthy Vs. Unhealthy
differences between a healthy and an In healthy relationships, people
unhealthy relationship. feel respected, safe, and trusted.
Only
They respect each other’s
Explain that relationships can mean personal boundaries. In unhealthy
friendships or family interactions as well as relationships, people may feel unsafe
or uncomfortable or may believe their
dating/sexual relationships. Write “Healthy partner doesn’t trust them.
Relationship” and “Unhealthy Relationship”
on the board. Have students brainstorm characteristics for each, writing
their suggestions on the board. Ask students if a big age gap between
partners would be considered healthy or unhealthy. What might be
unhealthy about it?
Explain that today’s class will focus on the characteristics of healthy and
unhealthy relationships so they can recognize both in the future.
Process Questions
1. What are some examples of healthy and unhealthy relationships you’ve
seen on TV or in movies? How did you know these relationships were
healthy or unhealthy?
2. How might the way relationships happen in movies or on TV affect
people’s relationships in real life? (Note: Tie this to the skill of social
awareness.)

Activity 8.2-3 Healthy Vs. Unhealthy

20 minutes Explore healthy and unhealthy relationships
Ask students to turn to Handout 8.2-3a and
Handout 8.2-3b in the Student Workbook.  Teacher Note
Ask them which SEL skills are necessary to The scenarios in this activity do not
have gender associated with the
have a relationship with the characteristics characters’ partners. If students
found in the Equality Wheel. How are those struggle with this, or need to add
skills important? (Elicit reasons for each of the gender to the scenario, it is OK
to allow that to happen. However,
five SEL skills.) it is important for the educator
Break students into small groups and give to process with them that these
situations can happen within any
each group two Healthy Vs. Unhealthy relationship.
scenario cards. Ask students to decide in
For
their groups which parts of the Power and
Control Wheel and/or the Equality Wheel match Handout 8.2-3a
the different scenarios and why. After some time for Power and Control Wheel
discussion, ask the groups to present their scenarios Violence
to the class and discuss how they match the

Anger/
a l Emotional Abuse Se
ic Peer Pressure
Threatening to expose
Putting them down • x
s
Making them feel badly
ua
their weakness or secrets about themselves • Name
Ph
different wheels. (See the answer key as a guide.) After
• Spreading rumors •
l
calling • Making them
Telling malicious lies think they’re crazy •
about them to a peer Playing mind games
group • Humiliating them
Isolation/Exclusion • Making them Using Social Status
Controlling what they feel guilty Treating them like a servant
do, who they see and talk • Making all the decisions •
Teacher Review
each group presents, ask the class if there are other
to, what they read, where Acting like the authority in the
they go • Limiting outside relationship • Being the one to
Teen Power
involvement • Using jealousy to define gender roles
justify actions
and
Sexual Coercion Control Wheel Intimidation
sections of the wheels where these scenarios could

Manipulating or making threats Making them afraid by using
to get sex • Getting them looks, actions, gestures •
pregnant • Threatening to take Smashing things • Destroying
the children away • Getting Threats Minimize/ property • Abusing pets •
them drunk or drugged Deny/Blame Displaying weapons
Making
to have sex
and/or carrying Making light of
fit, then discuss briefly.

out threats to do the abuse and not
something to hurt taking concerns about
them • Threatening to it seriously • Saying the
leave, to commit suicide, abuse didn’t happen •
Ph
to report them to the police • Shifting responsibility
l
ua
Making them drop charges for abusive behavior •
ic x
ys
a Se
• Making them do illegal Saying they caused it
© PPLM
l things
When discussing the Respect, Trust/Support and Violence
Intimacy sections of the Equality Wheel, bring up Source: Michigan Domestic Violence Prevention and Treatment Board, Teen Dating Violence,
www.michigan.gov/datingviolence.
the concept of consent. Consent means “giving
Only
permission.” Sexual consent requires a sober “yes” Handout 8.2-3a
from all partners, free from intimidation or pressure. Student Workbook page 9
Consent is an ongoing process, and a “yes” to
something once, doesn’t mean a “yes” to something Handout 8.2-3b
always. Equality Wheel
Stress that consent applies to all sexual activities, Honesty and

Accountability
Accepting responsibility
Non-Threatening Behavior
Talking and acting to make
partners feel safe to express
and that in order for something to be mutually

for self • Acknowledging themselves • Commitment
if there has been past use not to use threats or
of violence manipulative actions
Independence and Negotiation and Fairness
consensual, all must agree to engage in the behavior.

Autonomy Seeking mutually satisfying
Recognizing interdependence resolutions to conflict •
• Awareness of dependence Accepting change • Being willing
needs • Accepting individual to compromise
“separateness” • Fostering
individual identity
Teen
Relationship
Each person has a right to define their boundaries;

Trust and Support Equality Wheel Communication
Supporting each other’s goals • Communicating openly and
Respecting each other’s rights truthfully • Being honest to
and individual feelings, friends, oneself and to one’s own
activities and opinions • feelings
and, in a healthy relationship, partners respect these

Overcoming jealousy Respect Shared
issues and envy Responsibility
Listening
non-judgmentally Mutually agreeing
• Being emotionally on fair distribution of
affirming and work • Making decisions
understanding • together • Sharing
boundaries. This is an important part of having

Valuing opinions parenting responsibilities
when there are children
© PPLM
relationship skills.
Help students address the fact that some 10 Get Real: Comprehensive Sex Education That Works
characteristics of an unhealthy relationship may be Handout 8.2-3b

deemed “OK” or “normal” by teens, such as calling Student Workbook page 10
a partner names, but saying it was just a joke. Point
out that no one in a relationship has the right to make the other person

feel bad or put them down. These kinds of

behaviors can escalate and even become
 Teacher Note
dangerous. When Relationships
Change
Young people sometimes find
Process Questions themselves in relationships that
1. Why do you think people get into and stay started out great but later become
unhealthy or dangerous. At that
in unhealthy relationships?
point, they may feel as though they
2. Part of consent is respecting a partner’s can’t leave the relationship because
boundaries, which can sometimes be they are committed to or in love
with the other person. Some people
difficult. In a healthy relationship, what stay in dangerous relationships
could a person do if their partner said “no” because they fear their partner
to something they really wanted to do? will hurt them if they try to leave.
Leaving an unhealthy relationship
How could they show that they respect can be difficult, and it’s important to
their partner’s boundary? get support from caring adults.
For
3. Why can a big age difference indicate an
unhealthy relationship?
4. Some relationships can be classified as unhealthy, while others are
classified as dangerous. What do you think would make a relationship
fall into the “dangerous” category? (Threat of emotional or physical harm.)
Teacher Review
5. What are some things that people in unhealthy relationships can do to
get out of them? (Get at least five suggestions for this question, making sure
that talking to trusted adults and finding resources are covered. Explain that
people don’t have to face these situations alone. Seeking help is an important
component of relationship skills.)
6. Does a person’s gender identity or sexual orientation affect whether a
Only
relationship is healthy or unhealthy? Why or why not? (No, any
relationship between any two people can be healthy or unhealthy depending on
the behaviors of the people in the relationship.)
Activity 8.2-4 My Plan for Having a Healthy Handout 8.2-4
Relationship
Name:
15 minutes
My Plan for Having a Healthy Relationship
1. What are the top 3 characteristics I want or will want in a healthy relationship?
•
•
Students plan what they want in a relationship

•
2. What are 2 characteristics I know I don’t want in a relationship?
•
•
3. What are 3 fun (nonsexual) things to do with someone on a date? (Example: Go to the
Ask students to tell you why a healthy relationship

movies.)
•
•
•
is important. Ask if people can be in a healthy,

4. What are 3 behaviors my partner and I could do to show our relationship is healthy?
•
•
caring relationship without having sex.

•
5. What are 3 behaviors my partner and I could avoid to keep our relationship healthy?
•
•
•
Brainstorm what “dating” is and ask students what

6. If my partner wanted me to do something I didn’t feel comfortable doing, I would take the
following action(s):
© PPLM
words people their age use to describe dating

(“going out,” “hanging out,” etc.). Ask why it’s Grade 8 • Student Workbook 11
important to have a clear understanding of what is

Handout 8.2-4
and is not a “date.” Explain the tie-in between
self-awareness (knowing what you want from a
relationship) and relationship skills.

Ask students to turn to Handout 8.2-4 in the Student Workbook and give
them a few minutes to complete it, leaving time for the process questions.
Process Questions
1. Why is consent an important quality in a healthy relationship?
2. What are some resources someone could seek out if they, or someone
they cared about, was in a dangerous relationship?
3. If someone you were dating didn’t want to do something that you
really wanted to do, what action(s) could you take to keep the
relationship healthy?

For
Teacher Review

Looking at Relationships
Instructions for students: Find out what your parent or other caring adult’s experience was
like when they were younger. Ask these questions and discuss their answers.
1. When did you have your first crush or partner?


2. What were some of the feelings you remember values.
having? Note: If it’s embarrassing to discuss these

Skip parts of it.
Only
talking.
3. What were some of the good parts of that
relationship? What do you wish had been different?
Get Real for Parents 4. What do you think are the ten most important characteristics of a healthy relationship?
Choose your top three and explain why they are important.
Remind students to have their 5. As my parent or other caring adult, what is 1 important message you’d like to give to me
© PPLM
about building healthy and fulfilling relationships?

mobile website.
Family Activity 8.2

References
Power and Control and Equality Wheels:
Adapted from the Power and Control and Equality Wheels developed by the Domestic
Abuse Intervention Project, Duluth, Minnesota. Reprinted with permission from the
Michigan Domestic Violence Prevention and Treatment Board, “Teen Dating Violence,”
www.michigan.gov/datingviolence.

For
Teacher Review
Only

Scenarios 8.2-3 In Activity
Answer Kit
Key
Healthy Vs. Unhealthy
Ava Ava
Ava always threatens her partner by When her partner said “I can’t hang
saying that if she doesn’t get what she out this weekend,” Ava responded:
wants, she’s going to spread rumors to “That’s cool. I like that you do your
their peers. own thing and we don’t always have to
be together.”
For Leanna
After Leanna and her partner agreed
they were ready for sex, Leanna told
Leanna
You hear Leanna say to her partner,
“You were nothing until you started
Teacher Review
her partner she would stop by the going out with me.”
clinic and get them condoms so they
could be safe.
Only
Meg Meg
Meg tells you her partner touches Meg was comforted by her partner
her breasts even though she tells when he said, “Tell me what’s going
him not to. on. I’m not going to judge you or make
you feel bad.”
© PPLM
Ronald Ronald
When Ronald had a disagreement with You overhear Ronald say to his
his partner, he said: “Even though we partner, “If you don’t make time for me
don’t agree all the time, I’m really glad this weekend, you might as well delete
we can talk about this.” my number.”

Answer Kit
Key
Continued
Tiana Tiana
Tiana accidentally scratched her Tiana is always saying it’s all her
partner’s CD, but she was honest partner’s fault when they are late
about it and offered to buy a new one. to a party.
For Ryan
When Ryan told his partner he was
going to the party with his friends
Ryan
Ryan never plays ball anymore.
He says his partner gets really angry
Teacher Review
instead of her, she said: “That party when he doesn’t spend his free time
sounds like it’s going to be great. with her.
I hope you have a great time.”
Only
George George
Whenever he’s making a decision that It seems as though George is always
will affect them both, George checks calling his partner a “loser” or
in with his partner to make sure they something negative.
both agree.
© PPLM
Jill Jill
Jill says to her partner, “I picked the Jill says to her partner, “I’ll find
movie last time, so you should pick it someone else to date if you don’t
this time.” take me to the concert.”

Scenarios 8.2-3 Answer Key
Healthy Vs. Unhealthy
Ava Ava
Ava always threatens her partner by When her partner said “I can’t hang
saying that if she doesn’t get what she out this weekend,” Ava responded:
wants, she’s going to spread rumors to “That’s cool. I like that you do your
their peers. own thing and we don’t always have to
be together.”
Peer Pressure
For
Independence and Autonomy
Leanna Leanna
After Leanna and her partner agreed You hear Leanna say to her partner,
they were ready for sex, Leanna told “You were nothing until you started
Teacher Review
her partner she would stop by the going out with me.”
clinic and get them condoms so they Using Social Status
could be safe.
Shared Responsibility
Only
Meg Meg
Meg tells you her partner touches Meg was comforted by her partner
her breasts even though she tells when he said, “Tell me what’s going
him not to. on. I’m not going to judge you or make
you feel bad.”
Sexual Coercion
Nonthreatening Behavior
© PPLM
Ronald Ronald
When Ronald had a disagreement with You overhear Ronald say to his
his partner, he said: “Even though we partner, “If you don’t make time for me
don’t agree all the time, I’m really glad this weekend, you might as well delete
we can talk about this.” my number.”
Communication Intimidation

Scenarios 8.2-3 Answer Key
Continued
Tiana Tiana
Tiana accidentally scratched her Tiana is always saying it’s all her
partner’s CD, but she was honest partner’s fault when they are late
about it and offered to buy a new one. to a party.
Honesty and Accountability Minimize/Deny/Blame
For Ryan
When Ryan told his partner he was
going to the party with his friends
Ryan
Ryan never plays ball anymore.
He says his partner gets really angry
Teacher Review
instead of her, she said: “That party when he doesn’t spend his free time
sounds like it’s going to be great. with her.
I hope you have a great time.” Isolation/Exclusion
Trust and Support
Only
George George
Whenever he’s making a decision that It seems as though George is always
will affect them both, George checks calling his partner a “loser” or
in with his partner to make sure they something negative.
both agree. Anger/Emotional Abuse
Respect
© PPLM
Jill Jill
Jill says to her partner, “I picked the Jill says to her partner, “I’ll find
movie last time, so you should pick it someone else to date if you don’t
this time.” take me to the concert.”
Negotiation and Fairness Threats

Family Letter 8.2

This week’s class explored healthy and unhealthy relationships. Your child learned more
about what makes a relationship healthy or unhealthy. Students also talked about the
importance of respect and boundaries, and created a plan for building healthy relationships.
The Family Activity will give you a chance to share some of your memories, hopes and
wishes for your child regarding healthy relationships. Families want their children to be in
healthy, safe and satisfying relationships. What can you say to help them along the way?
For
The Parent Buzz is a bimonthly newsletter that contains strategies for talking with kids about
sex and sexuality. It offers an easy way for parents to get helpful tips, current information
about sex and sexuality, links to useful websites, and facts about how children and teens
develop.
Teacher Review
decide The Parent Buzz isn’t for you, you can simply click on the opt-out box in the
newsletter.
Only
© PPLM

Family Activity 8.2
Looking at Relationships
Instructions for students: Find out what your parent or other caring adult’s experience was
like when they were younger. Ask these questions and discuss their answers.
1. When did you have your first crush or partner?

For
2. What were some of the feelings you remember values.
having? Note: If it’s embarrassing to discuss these

Skip parts of it.
Teacher Review
talking.
3. What were some of the good parts of that
relationship? What do you wish had been different?
Only
4. What do you think are the ten most important characteristics of a healthy relationship?
Choose your top three and explain why they are important.
5. As my parent or other caring adult, what is 1 important message you’d like to give to me © PPLM
about building healthy and fulfilling relationships?

Lesson 8.3
Addressing Obstacles
to Abstinence Logic Model Determinant(s)
Connecting the Lessons Address values around
abstinence and sex.
Builds on Lesson 6.7: Abstinence and Lesson 7.6: Defining and
Address attitudes about
Maintaining Abstinence. abstinence and sex.
Lesson Goals skills to delay and/or refuse sex.
Identify positive outcomes of abstinence. Increase knowledge of how
For
Brainstorm obstacles to abstinence. decision making around sexual
Plan approaches to dealing with these obstacles behavior.
(peer pressure, alcohol, etc.). Address perceptions of peer
behavior.
Teacher Review
Cut colored slips of paper.
¨¨
¨¨
–– Handout 8.3-4: Advice Column Homework
Abstinence is normal, common,
Have:
¨¨
acceptable and available to anyone
Only
–– Glass container (vase, bowl, large jar, etc.) at any time for any reason, even
OR draw a vase/jar on newsprint people who have already been
sexually active. Sexual expression
–– Colored slips of paper doesn’t have to include sexual
intercourse. There are other, lower-
–– (Optional) Sticky notes risk activities that people may
–– (Optional) Magic markers choose to engage in to explore
sexual feelings, by themselves or
–– SEL Skills poster with others. If someone chooses not
–– Anonymous Questions Box to be abstinent, another protection
method, such as wearing a condom
–– Slips of paper for anonymous questions consistently and correctly, is
important to avoid pregnancy and
Terms to Use STIs.
Abstinence/postponement
Commitment
Sexual intercourse
Obstacles
Personal goals

Grade 8 • Lesson 3: Addressing Obstacles to Abstinence

mobile website.
 Teacher Note
Activity 8.3-2 Planning for Abstinence Abstinence
For
20 minutes Define abstinence and postponement Get Real defines abstinence as
voluntarily choosing not to engage
Explain that this lesson will focus on how to in certain sexual behaviors,
including any sexual behaviors that
make abstinence work for teens and what
can result in pregnancy or STIs,
kinds of obstacles teens might face in trying including HIV.
to be abstinent. People may have different ideas
Teacher Review
about what constitutes abstinence,
Ask students why it is healthy to delay or from no sexual contact of any kind,
postpone sex. including kissing, to abstaining only
Acknowledge that different people might points in between.
have their own definitions of abstinence, but (from SIECUS, “Guidelines for
for this activity, abstinence is defined as Comprehensive Sexuality Education,
K–12”)
Only
avoiding sexual behaviors that could lead to
pregnancy or STI (i.e., refraining from vaginal, oral and anal sex, and genital
contact that can transmit STI). Other sexual behaviors, such as
masturbation, kissing or touching a partner, are much safer. Abstinence is
normal, common, acceptable, and available to anyone at any time for any
reason, even people who have already been sexually active.
Identify positive outcomes of  Teacher Note

abstinence Reasons to Choose
Abstinence
Normalize abstinence and delaying sex as a
To reach personal goals
choice teens can make to reduce their chance
To avoid unintended pregnancy
of unintended pregancy or STI transmission
To avoid getting or giving an STI
despite the messages they may get from or HIV
society. To develop a healthy or deeper
relationship that isn’t just about
Ask students to get in pairs and brainstorm sex
three reasons why a teen might choose sexual To graduate from school and
abstinence. Have pairs share their answers get a good job, without the
with the class. Remind students that it’s pressures of being a parenting
teen

important to practice self-awareness and reflect on their own values

around abstinence.
Filling the “abstinence jar”

 Teacher Note
Tell students that talking about abstinence
Skills and Strategies for
and postponement is one thing, but making Effective Abstinence
it work is another. Much like other protection Assertiveness
methods, abstinence has a number of Communication
components that make it effective. For Standing up to peer pressure
example, the pill contains hormones to make Self-control
it effective, so a person must know how to Self-esteem
use it correctly, and people need a Shared values
prescription in order to take it. Abstinence is Dedication to achieving goals
most effective when people think about the
For
Knowing personal values
skills and strategies they need in order to Support from friends, family,
make it work in their own lives. teachers, etc.
Having goals
Show the students the empty glass container. Understanding the risks of not
During this class, students will be filling the abstaining
glass container with the names of various Respect for self and others
Teacher Review
skills or strategies that help make abstinence Self-knowledge (about risks)
effective. Ask them to think of things that Responsibility
make abstinence work (prompt with Trust
examples if needed). Examples may include Honesty
self-management, assertive communication
and refusal skills.
Only
Distribute a small slip of colored paper to each student. Ask students to
write one idea on the paper and put it into the “abstinence jar” as you
walk around with the container. After the container is full, select some
ideas to read aloud and write on the board. Ask how each skill contributes
to abstinence and what it takes for a person to develop that skill or
attribute.
 Teacher Note
Activity 8.3-3 Obstacles to Abstinence The Risks of Alcohol &
Other Drugs
15 minutes Brainstorm obstacles to abstinence It’s especially important to
emphasize drug and alcohol use
Ask what might make abstinence fail to be because they are obstacles not only
effective. Remove one slip of paper and ask to abstinence, but also to using
condoms and other protection
what would happen if a person had all the methods.
other skills or attributes in the abstinence jar
except that one. Have a few volunteers take out other pieces of paper, one
at a time, and discuss in the same way. (For example, if “assertiveness” were
taken from the container, how could a person talk with a partner? What if two
partners had different ideas of what abstinence means?)

Ask what situations in teenage life might cause abstinence to fail. Students
should brainstorm in groups of two or three, then share their ideas with
the class.
Write student ideas on the board (e.g., drug and alcohol use, peer pressure,
wanting sexual pleasure, fear of rejection by a partner if they say “no,” media
influence, wanting a baby, being in a risky situation, wanting intimacy).
Affirm the reality of abstinence obstacles facing teens today, including
their natural sexual desires. Explain that curiosity and desire are normal
feelings for most teenagers. Not experiencing these feelings is also normal.
There are many activities outside of sexual intercourse (define if needed as
oral, vaginal and anal) where teens can explore these feelings with much
lower risk to themselves and their partners. It is up to each individual
person to decide what feels comfortable sexually and what the personal
For
limits are.
Remind students that dealing with desire and other feelings is part of
responsible decision making. Discuss abstinence as a commitment and the
importance of defining and knowing the personal goals that will support
the commitment of abstinence.
Teacher Review
Process Questions
1. How does this activity affect the way you look at abstinence?
2. A person needs many different skills to be successful at abstinence.
What other things in life require a similar strategy for success?
3. If people practice abstinence only sometimes, what else can they do to
keep themselves safe and meet their life goals? (Have a backup method—
Only
wear a condom and/or use a hormonal method of birth control consistently and
correctly to avoid getting pregnant or contracting an STI.)
4. Name any connections you can see between planning for abstinence,
self-awareness and self-management. (Refer to SEL Skills poster.)
Activity 8.3-4 Homework Name:

Handout 8.3-4
Ask students if they are familiar with advice

Advice Column Homework
5 minutes Dear Get Real,

I’m 15 years old, and I’ve been seeing someone for about 6 months. My friends all say they’re
having sex, but I haven’t done it yet. I really like my partner, but I’m not sure if I’m ready to take
columns. Do they know anyone who reads advice

that step. My partner says it won’t change anything between us and that it’s not really a big
deal. My friends say I should go for it.
What should I do?
Signed,
columns? Which ones?

Left Out in Lustville
Please write your response below:
Dear Left Out,
Explain to students that you are going to put them

in the role of advice columnists responding to a
letter from a teen. Ask students to turn to Handout
© PPLM
8.3-4 in the Student Workbook and have a student

read the letter out loud. For homework, ask students
to think about the obstacles the letter writer is facing Grade 8 • Student Workbook 15
and draft a response. Handout 8.3-4




Abstinence Quiz
Instructions: Student and parent or other caring adult should work on the following
Abstinence Quiz together, then read and discuss the answers on the reverse side.

1. T F Abstinence means never having sex.
2. T F Once people choose to have sex, abstinence is not a choice for them
anymore.
3. T F If teens have strong values, they should have no trouble sticking with a
decision to abstain from sex.
4. T F Knowing how to communicate effectively is a good way to help avoid sexual
activity that a person isn’t ready for.
5. T F TV shows have rules against references to sexual intercourse during
prime time.
For
6. T F The only risk of having sex before you are ready is getting pregnant or
getting someone pregnant.
7. T F Abstinence can be a healthy choice for teens.
Get Real for Parents  Tips for Parents

values.
Remind students to have their Note: If it’s embarrassing to discuss these

© PPLM
Skip parts of it.

talking.

mobile website.
Teacher Review
Family Activity 8.3
References
Planning for Abstinence:
Only
Activity adapted from “So What’s an ‘Abstinence’ Anyway?” © ETR. All rights reserved.
Reprinted with permission from ETR, Scotts Valley, CA. For more information about this and
other related materials, call 1-800-321-4407.
From the Sexuality Information and Education Council of the United States (SIECUS),
Guidelines for Comprehensive Sexuality Education: Kindergarten to 12th Grade, 3d ed.,
2004, www.siecus.org/_data/global/images/guidelines.pdf.
More information available from www.siecus.org and by contacting SIECUS at 90 John St.,
Suite 704, New York, NY 10038.

Family Letter 8.3

This week in Get Real class, your teen had a chance to learn more about the concept of
abstinence and how it relates to sexual activity. Get Real defines abstinence as choosing not
to engage in certain sexual behaviors, including any sexual behavior that could result in
pregnancy or sexually transmitted infection (STI), including HIV.
For
The Family Activity gives you a chance to talk more about your individual and family
definitions of abstinence and what makes it easier or more difficult for young people to
abstain from sex.
Teacher Review
Only
© PPLM

Family Activity 8.3
Abstinence Quiz
Instructions: Student and parent or other caring adult should work on the following
Abstinence Quiz together, then read and discuss the answers on the reverse side.
1. T F Abstinence means never having sex.

2. T F Once people choose to have sex, abstinence is not a choice for them
anymore.
For
3. T F If teens have strong values, they should have no trouble sticking with a
decision to abstain from sex.
4. T F Knowing how to communicate effectively is a good way to help avoid sexual
activity that a person isn’t ready for.
5. T F TV shows have rules against references to sexual intercourse during
Teacher Review
prime time.
6. T F The only risk of having sex before you are ready is getting pregnant or
getting someone pregnant.
7. T F Abstinence can be a healthy choice for teens.
Only
values.
© PPLM

Skip parts of it.
talking.

Abstinence Quiz
1. False Abstinence means to not do something. It can refer to smoking, doing drugs or
drinking. When it comes to sexual activity, abstinence or postponement is a choice
that means not having sex at this time in someone’s life.
2. False Anyone, no matter how old or young, can decide to abstain from, or postpone sex,
even if that person has had sex before.
Note to Parent/Caring Adult: This response doesn’t apply to forced sexual behavior,
or sexual assault. In the case of sexual assault, perpetrators are exerting power
over a victim. Sexual assault is unrelated to a person’s choice to postpone or
For
abstain from sexual activity. For resources on sexual assault or rape, see:
RAINN (Rape, Abuse, Incest National Network)
1-800-656-4673
www.rainn.org
Teacher Review
Crisis intervention and support, answers to questions regarding sexual assault,
basic medical issues information, resources on the reporting process, referral
services in your area, and information for friends and family of survivors.
3. False Peer pressure and other outside influences can pose great challenges to decision
making. Being clear about their values can help teens make healthy decisions, but
they also need to have a plan for facing any challenges that may arise.
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4. True Positive and effective communication skills, both verbal and nonverbal, are a very
good way to help people stay firm in their decisions.
5. False According to the American Academy of Pediatrics, more than 75% of prime time
television programs contain sexual content. Only 14% of these show people
discussing the risks or responsibilities of sexual actitivity.
6. False Pregnancy is one risk of unprotected vaginal intercourse between two individuals
when there is an egg and sperm present. STIs are another risk for anyone who is
sexually active with a partner. In addition, any kind of sexual activity that a person is © PPLM
not ready for can pose emotional risks.

7. True Deciding to postpone or abstain from sex is considered by many to be a
healthy choice for teens because it’s the most effective way to reduce the risk
of unintended pregnancy and STI transmission, and, when used correctly and
consistently, abstinence offers 100% protection.

Lesson 8.4
Comprehensive
Protection Methods SEL Skills Addressed
Reviews all SEL competencies
Builds on Lesson 7.8: Introduction to Protection Methods and Increase communication with
Lesson 8.3: Addressing Obstacles to Abstinence. parents and other caring adults.
Planning ahead: Concepts in this lesson will be important in norms regarding sexual
Lesson 8.5: STI/HIV Transmission. behavior.
For
Lesson Goals pregnancy happens.
Name two ways to protect against pregnancy and STIs. STIs are transmitted.
Demonstrate knowledge of at least one form of Increase knowledge of correct
contraception, including how to access it. and consistent use of condoms
Evaluate reasons people use or don’t use condoms and
Teacher Review
discuss consequences. toward condoms and/or other
protection methods.
Preparation & Materials Checklist Promote SEL skills to increase
Read through Lesson 7.8: Protection Methods, to review facts
discussed in last year’s protection class. Increase awareness of
Only
Review the Protection Methods Chart, paying attention to
¨¨ consequences when condoms
the methods covered in this class. methods are not used.
Obtain birth control kit to use while covering methods.
¨¨
¨¨
–– Handout 8.4-4: Steps to Correct Condom Use
–– Handout 8.4-6: Protection Methods Fact Sheet Homework
–– Protection Methods Chart
¨¨
Have:
¨¨
–– Protection Methods Kit (Check with class[es] to make sure there are no airborne latex
allergies among students.)
Terms to Use
Abstinence Unintended pregnancy
STI transmission Effectiveness rate

Grade 8 • Lesson 4: Comprehensive Protection Methods
ÎÎTeacher Note
Inform Students of Topics
This lesson includes an educator-led condom demonstration. For students who have
experienced sexual violence/trauma, this activity may bring up these experiences. Be sure to
remind students of their right to self-care, and be sure to follow up with students as needed. It
may be helpful to alert the school counselor about topics covered, prior to teaching this lesson.

mobile website.
For
 Teacher Note
Teacher Review
Activity 8.4-2 The Need for Protection SEL Skills Connection
5 minutes Reinforce abstinence as an effective Refer to the SEL Skills poster as
choice you cover the following points.
The best way to stay protected
Reinforce the message that abstinence is the is by using responsible decision
most effective choice for reducing the risk of making (making healthy
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choices) and relationship skills
unintended pregnancy and STI transmission. (communicating with and
When used correctly and consistently respecting one’s partner).
abstinence offers 100% protection. Quickly It’s important for people to check
review some of the points from the last class in with their own values and
boundaries (self-awareness) and
on how students can advocate for abstinence also to be aware of how other
in their own lives. people feel about these things
(social awareness).
Explain that in the future, many of them may
When situations get difficult,
choose to become sexually active. people may need to use self-
management to help them stick
to their decisions.
Discuss the need for protection
Ask students the following questions:
What questions could people ask themselves before they decide to have
vaginal, anal or oral sexual intercourse? (Do I have information about and
access to methods that can protect me from getting pregnant or getting
someone else pregnant? Do I know how to protect myself from sexually
transmitted infections? Am I emotionally ready to have sex?) Remind
students that these questions may sound familiar, as they were
introduced in Lesson 7.8 when discussing protection methods.

10 minutes
Activity 8.4-3
Why
condoms)
(The shot)
(Abstinence)
contraception)
Methods Chart.
involved with sexual activities.

consistently? (External condom)
Ask students to turn to the Protection
For
need to work in groups of two or three.
Protection Methods Game
raise their hands if they know the correct

Methods Chart in the Student Workbook.
Methods Chart as a resource. Groups must

Students may use prior knowledge for this
Only (Any of the following are acceptable answers:
unprotected sex? (Emergency contraception)

Review facts about protection methods
Tell students they will be playing a game and
game, but they should also use the Protection
time, when used correctly and consistently?

Ask students the following questions, allowing
them to search for the answers on the Protection
answer to the questions asked. The first group to
that earns the most points may win a small prize.
1. What is the only method that works 100% of the
2. What are three methods that require no doctor’s

prescription and have no age limit for purchase?
abstinence, external condoms, dental dam, spermicide)

give the correct answer earns a point, and the group
intercourse? (Unintended pregnancy, STI transmission.)
3. What is a method used for oral sex only? (Dental dam)

IUD Facts

Abstinence date.
this method. STIs.

HIV and many STIs.

protect against STIs.
of STIs during intercourse? (Abstinence, external condoms, internal

 Teacher Note
contraception.
is it important for people to protect themselves during sexual
Chart
99.2-99.8%* provider must May improve period cramps

(intrauterine IUD changes the environment of the uterus so that Does NOT protect against HIV or
6. What method works to prevent pregnancy for up to 120 hours after

prescribe, insert, and bleeding. Lasts a long
some versions can be purchased without a prescription? (Emergency

and remove. time.
A health care
8. What hormonal method is available on the shelves of pharmacies and

5. What method is a shot injected every 3 months to prevent pregnancy?

pages 19–20

and remove.
cannot meet. Some IUDs also
7. Which methods can be used to prevent both pregnancy and the spread
4. What method has an effectiveness rate of 98% when used correctly and
Explain that in today’s class, students will review ways to reduce the risks
changes the environment of the
Student Workbook
HIV or STIs.
uterus so the sperm and the egg
An IUD is a small device inserted
include hormones. Depending on

into a uterus by a doctor. The IUD

same time each day.
used for 3 to 12 years. IUDs do not
Teacher Review
the type of IUD, this method may be
8-33
9. What method is worn to prevent pregnancy, with the user wearing a

new one each week? (The patch)
10. What method is a flexible circle inserted into the vagina to prevent
pregnancy for up to three weeks, after which it is removed and a new
one is inserted? (The ring)
11. What method is 99.7% effective at preventing pregnancy when taken
at the same time every day of the month? (The pill)
12. What method is a rod placed under the skin of the arm of a person
with a uterus that prevents pregnancy for up to 3 years? (The implant)
13. Which methods can be purchased at most drugstores and
supermarkets? (External condoms, spermicide, emergency contraception)
14. What method prevents sperm from reaching an egg? (Diaphragm/
FemCap, external condoms, internal condoms)
For
15. Which method works for up to 12 years to prevent pregnancy?
(Copper IUD)
16. Which methods are often available for free at doctor’s offices, health
clinics, and some school-based health clinics or nurses offices?
(External condoms, internal condoms, dental dam)
17. Which method is effective at preventing pregnancy for up to 5 years?
Teacher Review
(Progestin IUD)
18. Which is the best method? (The one a person feels comfortable using
correctly and consistently)
Process Questions
Only
1. What was one thing you learned in this activity?
2. Why is it important for someone your age to know this information?
3. Which methods do you think are popular among teens? Why do you
think that is?
Activity 8.4-4 Protection Methods Kit

15 minutes Review samples of protection methods
Show samples from the Protection Methods Kit to students as you
introduce each method, and pass the samples around the class so students
can see and handle them. In addition to showing samples, review facts
and places where these methods can be obtained (see the Teacher’s Guide for
talking points):
Abstinence
External condom
Internal condom
Dental dam

Emergency contraception (morning-after

pill)
 Teacher Note
Emergency Contraception
Birth control pills (the pill)
Access to emergency contraception
The shot varies by method. Be sure to
review the Protection Methods
The patch Chart before the lesson, and go to
The ring getrealeducation.org for the latest
information on any changes to
Implant laws or regulations pertaining to
IUD emergency contraception.
Explain effectiveness rates

Explain how protection methods are rated by their effectiveness against
unintended pregnancy. If a protection method is 98% effective, this means
For
that out of 100 people using that method, two got pregnant within a year
of use. Emphasize that using dual protection methods can give a much
higher effectiveness rate and better protection from STI transmission and
unintended pregnancy. For example, an external condom will help reduce
the risk of both STIs and pregnancy. If it is used in conjunction with a
hormonal method, such as the patch, then if the condom fails for any
Teacher Review
reason, the hormonal method will still help prevent an unintended
pregnancy (but not an STI).
Demonstrate condom use

(Note: You may wish to conduct the condom demonstration when you
introduce the external condom during the Protection Methods Kit review.)
Only
Explain that using condoms correctly raises the effectiveness rate and
lowers the chances the condom will fail.
Review the steps to correct condom use:
1. Discuss with partner the decision to have sex.
4. Check the package of the condom for holes, tears, or any sign of
damage.
6. Penis is erect.
10. Use lubricant.

Then demonstrate the steps with an actual condom Handout 8.4-4
and ask students to explain the importance of each Steps to Correct External Condom Use
step. Conclude the demonstration by stressing that 1. Discuss with partner the decision to have sex.
when condoms are used correctly by following

4. Check the package of the condom for holes, tears, or any sign of damage.
6. Penis is erect.
these steps, the effectiveness rate will be closer to

the 98% perfect-use figure. People should always

10. Use lubricant.
use a new condom every time they have sex.

For
© PPLM
Student Workbook.
Explain where to get protection

Handout 8.4-4
Discuss places where teens can obtain protection
Teacher Review
methods for free or little cost. Explain that these
services are confidential and do not require parental permission.
Process Questions
1. What was one new fact you learned about protection methods?
Only
2. Why is it important for someone to know how to use protection
methods effectively?
3. Where could someone go in our community to access these protection
methods?
Activity 8.4-5 What’s the Deal?

10 minutes Explore obstacles to condom use
Recap that of all the protection methods listed above, the only ones
besides abstinence that can help prevent both unintended pregnancy and
STI/HIV transmission are the external and internal condom, when used
Using the board, write “Reasons people use condoms” on one side and
“Reasons people don’t use condoms” on the other. Ask students to
quickly brainstorm in pairs as many reasons as they can think of for each
list. Ask them to offer their ideas and record them under the appropriate
heading.

Ask students if television shows in which characters have sex often

mention condoms. Are there some shows where characters never discuss
protection? Ask students: If the media doesn’t show examples of condom
use, could that contribute to why people might not use condoms? Add
“media” to the list after this discussion.
Help students recognize the importance of learning how to have these
conversations with partners, especially when they are not modeled in
popular culture and media.
Process Questions
1. What could someone say to tell a partner they wanted to use condoms?
How could they bring up that conversation in a natural way?
2. What could someone say if their partner didn’t want to use a condom?
For
3. What are the potential risks if people choose not to use condoms?
Activity 8.4-6 Homework Handout 8.4-6
Ask students to turn to Handout 8.4-6 in the Protection Methods Fact Sheet Homework
Instructions: Create a 1-page brochure for any of the methods on the Protection Methods
Chart. Be creative, but your brochure must include the following information:
Student Workbook. 1. Name of the method
Teacher Review
For homework, have students pick one protection 2. How and where to go to get the method (and whether it requires a doctor’s prescription)
method from the chart and create a 1-page fact sheet 3. How the method works
about that method. The sheet should include:

4. How effective the method is at preventing pregnancy and STIs
Name of the method
© PPLM
5. Possible side effects of using the method
How and where to get the method
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How it works 22 Get Real: Comprehensive Sex Education That Works
How effective it is at preventing pregnancy and

Handout 8.4-6
STIs
Possible side effects


Protection Methods Quiz
Explain family activity Instructions: Student and parent or other caring adult should answer the questions below
together. Or answer them separately and compare answers to see how much you both know
(or need to know)! The answer key is on the reverse side.
1. What is the only protection method that is

100% effective, if practiced perfectly?

2. What does it mean to use a method perfectly? in class, research resources for additional
values.
3. Name three (or more) hormonal methods of birth Skip parts of it.
control. Write down your answers and then read
talking.
Get Real for Parents 4. Condoms reduce the risk of
and .
5. True or False? Condoms can be reused.
Remind students to have their 6. Dental dams used during oral sex reduce the risk of .
© PPLM
mobile website.
Family Activity 8.4

For
References
Protection methods information and statistics:
Trussell, J., Contraceptive efficacy, Contraceptive Technology, edited by R.A. Hatcher,
J. Trussell, A.L. Nelson, W. Cates, D. Kowal, and M.S. Policar, 20th ed., New York:
Ardent Media, 2011.
Teacher Review
Only

© PPLM


Abstinence date.
this method. STIs.

HIV and many STIs.



contraception.
(intrauterine
device)
For
IUD changes the environment of the uterus so that
sperm and egg cannot meet. The IUD is effective for
99.2-99.8%* provider must
prescribe, insert,
May improve period cramps
and bleeding. Lasts a long
Does NOT protect against HIV or
STIs. May cause irregular bleeding.
and remove. time.
Only
A health care
and remove.
HIV or STIs.

same time each day.
Teacher Review
8-39
Protection Methods Chart Continued
8-40
The patch sticks to the skin, and contains

Progestin and Estrogen that are absorbed Can irritate skin under the patch.
through the skin. These prevent the release of 91-99.7%* May cause spotting the first 1-2
The Patch provider must regular and less painful.
an egg and thicken cervical mucus. A new patch months. Does NOT protect against
is applied once a week for three weeks, followed HIV or STIs.
by a patch-free fourth week.
The ring is a small vinyl acetate ring that is
inserted into the vagina. The ring contains Can increase vaginal discharge.
Progestin and Estrogen, which prevent the 91-99.7%* May cause spotting the first 1-2
The Ring provider must regular and less painful.
release of an egg and thicken cervical mucus. months of use. Does NOT protect
The ring is inserted for three weeks, and then against HIV or STIs.
removed for one ring-free fourth week.
Plan B®, generic
Emergency contraception pills are designed to Plan B®, generic brands: brands: All ages,
prevent pregnancy after unprotected vaginal 75-89% if taken within no prescription May cause stomach upset or
Available at
Emergency 3 days after nausea. Next period may come
intercourse. EC can prevent the release of an required. pharmacies, health
Contraception egg and thicken cervical mucus. unprotected sex† early or late. May cause spotting.
ella®: Requires centers, or health care
(EC) ella®: 85% up to 5 days Does NOT protect against HIV or
The copper IUD is 99% effective as EC if placed prescription providers.
after unprotected sex† STIs.
within 5 days of unprotected sex. from health care
provider.
The diaphragm and cervical cap are barrier Diaphragm: A health care Can be difficult to use. May
methods that cover the cervix to prevent the 81-94%* provider must cause irritation if allergic to latex,
Diaphragm and Can last several years.
sperm from reaching an egg. These must be Cervical cap: prescribe and size silicone, or spermicide. Does NOT
Cervical Cap Costs very little to use.
used with a spermicide. Diaphragm and cervical 79.5- 90.5%* the diaphragm and reduce the risk of HIV. May reduce
cap must be inserted with each intercourse. cervical cap. the risk of some infections.
Spermicide
For
Spermicides are inserted into the vagina before 71-85%* Drugstores, Can buy at many stores.
May irritate the skin of the vagina,
Only
(cream, gel, May raise the risk of doctor’s offices, Comes in many forms.
intercourse. Spermicides kill sperm. Spermicide penis, or anus. Can be messy. May
sponge, foam, getting HIV. health centers and Can be put in as part of
must be inserted before each intercourse. raise the risk of HIV/STIs.
inserts, film) supermarkets. foreplay.
The dental dam is a thin layer of latex, plastic,
or polyurethane that acts as a barrier between This device is used for oral Drugstores, May irritate someone with a latex
partners when placed over the vulva (outside of sex only. Protects against doctor’s offices, Protects against HIV allergy. Dental dam may slip out of
Dental Dam
vagina) or anus during oral sex. Can also use a HIV and other STIs. health centers and and other STIs. place if not held around the area
condom cut in half. A new dental dam must be condom shops. receiving oral sex.
used each time.
Permanent Two of the most common

Permanent birth control is a procedure A health care Mild bleeding or infection may
types are Laparoscopic
Birth Control: performed by a doctor that is intended to provider must occur right after the operation,
Tubal Ligation & Vasectomy: Private. No medicine to
Laparoscopic prevent the sperm from joining the egg by 99.5-99.9%* prescribe and reaction to anesthetic, reversibility
remember.
Tubal Ligation, blocking either the fallopian tubes (carry an egg) perform these cannot be guaranteed. Does NOT
Talk to a health care provider
Vasectomy or the vas deferens (carry the sperm). procedures. protect against HIV or STIs.
about other options.

Teacher Review
© PPLM
Family Letter 8.4

In addition to being human beings, most of us are sexual beings. Sexuality is a normal,
healthy, natural part of being human at every stage of life. Not experiencing sexual feelings
is also completely normal. People’s sexuality is made up of many aspects of their lives—sex
is just one part.
Sexuality includes gender, the body and how it works, values, attitudes, beliefs and feelings
about life, love and other people, as well as a person’s sexual behaviors. Young people learn
For
about their sexuality from the day they are born, and home is the first place they begin to
learn about it. When kids feel good about their sexuality, it’s easier for them to ask
questions about sex later in life.
Parents and other caring adults can start to talk with kids about sexuality using many
different themes, including relationships, communication, respect and body image, as well
as intimacy and sexual behavior. These talks are a way to share values and facts that will
Teacher Review
help young people take charge of their lives, have loving relationships, and make healthier,
safer and better-informed choices related to sexuality.
Here are some ways to define key terms:
Sex can refer to sex assigned at birth or sexual behaviors.
Sex assigned at birth refers to how a person is most often assigned a sex (male, female,
Only
intersex) at birth based on their external genitalia.
Sexual behavior usually involves touching oneself or another person in ways that cause
sexual feelings and pleasure. Sexual behavior includes many different ways of touching.
It can range from holding hands or massage to masturbation or intercourse (vaginal/
oral/anal).
Sexuality changes and grows throughout a person’s life. It includes sexual behaviors, sexual
relationships and intimacy; but also includes:
How we choose to express ourselves as people through our gender identity and
expression (including our names, pronouns, and the way we talk, dress and relate to
© PPLM
others)
Sexual orientation (straight, gay, bisexual or any other sexual orientation)
Values, beliefs and attitudes as they relate to our sex and/or gender
Changes bodies go through during life stages such as puberty, pregnancy and menopause
Whether and how people choose to have children
Relationships with romantic partners, friends and others
The way people feel about how they look, who they are as a person, and how they treat
others

For
Teacher Review
Only

Family Activity 8.4

Instructions: Student and parent or other caring adult should answer the questions below

For
2. What does it mean to use a method perfectly? in class, research resources for additional
values.
3. Name three (or more) hormonal methods of birth Skip parts of it.
Teacher Review
control. Write down your answers and then read
talking.
Only
4. Condoms reduce the risk of
and .
6. Dental dams used during oral sex reduce the risk of .
© PPLM


Instructions: Student and parent or other caring adult should answer the questions below

Abstinence
For
2. What does it mean to use a method perfectly?
“Perfect use” means that the method is used correctly, every single time
3. Name three (or more) hormonal methods of birth control.

Birth control pill, the shot, the ring, the patch, the progestin IUD, the implant
Teacher Review
4. Condoms reduce the risk of and
Pregnancy and STIs (sexually transmitted infections), including HIV

.
Only
False
6. Dental dams used during oral sex reduce the risk of .
STIs (sexually transmitted infections)
© PPLM

Lesson 8.5
STI/HIV Transmission SEL Skills Addressed
Self-awareness
Connecting the Lessons Logic Model Determinant(s)

Builds on Lesson 7.7: Introduction to Sexually Transmitted parents and other caring adults.
Infections, Lesson 8.3: Addressing Obstacles to Abstinence and Increase knowledge of how
Lesson 8.4: Comprehensive Protection Methods. STIs are transmitted.
Planning ahead: Concepts in this lesson will be important in toward condoms and/or other
Lesson 8.6: Living with HIV and Lesson 8.7: Refusal Skills. protection methods.
Increase awareness of
Lesson Goals
For
consequences when condoms
Identify feelings attached to STI exposure. methods are not used.
Analyze how feelings affect subsequent behavior. Increase perceived risk in
Name two behaviors in each category of risk.
Increase perceived risk of STIs.
Name highest-risk behaviors. Increase knowledge of how
Teacher Review
Name ways to reduce risk. drugs and alcohol can affect
decision making around sexual
Identify a resource for support and testing. behavior.

Prepare bags of candy:
¨¨
–– One bag of all green candies for the teacher
Only
–– Bags of different colored candies (no green), one per ÎÎTeacher Note
student Be sure to review key facts about
HIV. It may also be helpful to clear
¨¨ up any misconceptions about HIV
–– Handout 8.5-3: STI Information and Resources or AIDS before viewing a video or
hearing a speaker in the next class.
–– STI Chart
¨¨
Have:
¨¨
–– Pens or pencils –– Anonymous
–– Index cards, one per student Questions Box
–– SEL Skills poster –– Slips of paper for
anonymous questions
Terms to Use
STI Risk
Unsafe Exposure
Safe Transmission

Grade 8 • Lesson 5: STI/HIV Transmission

mobile website.
Activity 8.5-2 Sweetly Transmitted Infections
For
20 minutes Simulate the pattern of STI transmission
Explain that to start today’s class, students
will all participate in a simulation. Tell them  Teacher Note
to pay close attention to the following Young People and STI
directions: Inform students that half of new STI
Teacher Review
transmissions each year affect 15 to
Each participant (including the teacher) 24 year olds. This highlights:
will be given a bag of candy and an index How common STIs can be
card. Please don’t eat the candy until the How important it is to encourage
communication about STIs by
activity is over.
being respectful
Circulate around the room and introduce How important it is for people
yourself to one of the other participants.
Only
to protect themselves and get
tested for STIs if they think
As part of the introduction, exchange they’ve been exposed.
candies with this person (as many or as
few as you want), then sign each other’s index cards.
Introduce yourself to someone else, until you have exchanged candies
with at least three people. You should have at least three signatures on
your index card.
When you are finished, return to your seat.
Give students about 5 minutes to exchange candies and sign cards with
each other and with the teacher.
Explain that you (the teacher) had a bag with all green candies in it. For
this particular activity, the green candies represent an STI. Ask students
who now have a green candy to raise their hands. Ask how many have a
green candy but had no direct contact with the teacher. Ask them to tell
you how those green candies got from the teacher’s bag into their bags.
Explain that this was a simulation—an activity that represents something
else in real life. Clarify that people cannot transmit STIs or HIV by trading
candies or shaking hands!

Acting as someone visiting a health center,

ask students the following questions and
 Teacher Note
discuss their answers: Go to www.getrealeducation.org
to watch a video modeling the
Let’ssay I went to the clinic and saw the processing of this activity.
doctor, and the doctor told me I’ve been
diagnosed with [pick an STI]. Do you know what this STI is?
What would I want to know about this particular STI?
How might I feel after finding out I had this STI?
What would you recommend I do in this situation?
Would I want anyone to know that I have an STI? Is there anyone I
need to tell? Should a person diagnosed with an STI tell current
partner(s)?
How do you think I might feel telling my partner?
For
Is
it possible a person diagnosed with an STI wouldn’t tell a partner?
Why?
Ifsome people don’t tell their partners, or don’t even know they have
STIs, how might that affect sexually active people?
Remind students that everyone who has a green candy has been exposed
Teacher Review
to the STI from contact with you. Point out that not all people who are
exposed actually get the STI, but that exposure can increase risk. Ask that
everyone with a green candy stand up. Ask them the following questions:
How did it feel to find a green candy once
you knew what it meant?  Teacher Note
How can you know if someone has an STI? When People Don’t Tell
Only
Explain that some people may
Isit possible for someone to have an STI, not be able to overcome their
including HIV, but not know it? embarrassment, or it may be unsafe
for them to tell a particular partner.
How would you handle this situation with Talk about partner notification
your current partner? Would you tell? services available in your state.
How would this feel?
In our simulation, I chose to tell my partners. What might be some
reasons people might choose not to tell their partners?
What would have been the result of this activity if you had refused to
share your candy with anyone? (Would not risk getting green candies;
simulates choosing abstinence.)
Peoplewon’t always tell past or current partners that they have an STI.
Some might have an STI but not even know it. What do these facts
mean for you? Knowing this, how can you keep yourselves safe?
Ask the seated students who have any of the standing students’ names on
their index cards to stand up, even if they don’t have a green candy in
their bags. Explain that these people may also have been exposed to the
STI. Ask students to look around the room and see how many people are

standing. That number represents how many people could have been
infected or exposed to the STI from just one infected person during this
simulation.
Activity 8.5-3 Multiple Partners and Other Risk Factors

10 minutes Discuss risks of multiple partners
Ask what would happen if the class had continued with this activity for a
longer amount of time. What if another class had participated? Explain
that added and continued exposure to people infected with an STI,
including HIV, is how these infections are spread, and why people have to
be concerned about STI transmission.
Note that having fewer sexual partners and longer periods of time
For
between different sexual partners can reduce the chances of contracting
HIV or other STIs.
Compare sequential to concurrent partners

Use the following activity to show how STIs can be spread by having
either sequential or concurrent sexual partners.
Teacher Review
Ask seven students to stand in a line at the
front of the classroom. Ask the person in the  Teacher Note
middle of the line to shake hands with the STI Facts
person on the left. That person should then Both the number and rates of
reported cases of chlamydia and
shake hands with the person on the left, and gonorrhea are highest among
Only
so on, until half the line has received a people ages 15 to 24.
handshake. Half of new STIs that occur each
year in the U.S. affect young
Ask students what these handshakes people ages 15 to 24.
demonstrate about STI transmission. Point The use of dental dams and latex
out that transmission only goes in one condoms can reduce the risk of
STI transmission during oral sex
direction, so this demonstration assumes that
www.cdc.gov/stdconference/2016/
people have only one partner at a time or
highlights
sequential partners.
To demonstrate how STI transmission can work when people have more
than one partner at a time, have the person in the middle of the line shake
hands with the people on both sides. Those people should then shake
hands with the people on both sides, etc.
Explain that the risk of STI and HIV transmission increases dramatically
when people have multiple partners at a time, or concurrent partners,
because STIs can be passed back and forth, not just in one direction. Ask
students how this idea was demonstrated in the handshake exercise.

Process Questions
passed between people?

Discuss ways to lower risk

times safer than not using a condom.
For
there a way to avoid contracting an STI?
everyone who has sex contract an STI? Is
preventable. Through the use of condoms
partners from getting STIs, including HIV.

unprotected vaginal sex, unprotected oral sex).
3. What can people do to reduce their risk?

from peers/partner, dating an older partner, not
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them a few minutes to review the chart and
and dental dams, people can make sure their
Explain that the only way to know for sure if

Emphasize that STIs, including HIV, are very
within 15 minutes. Use the following process

Ask students if getting STIs is inevitable. Will
questions as a quick check for understanding.

comfortable asserting sexual boundaries). In these
risky for STI transmission (unprotected anal sex,
complete the table on the handout. Explain that
1. What are six bodily fluids that transmit STIs?

behavior is very low risk. Remind students that
using a condom to protect against HIV is 10,000
4. Where can people go who want to get tested?

Infections Chart in the Student Workbook. Give
Ask students to list which behaviors are the most
the influence of alcohol or other drugs, feeling pressure
many places offer free and confidential testing for

situations, it can be much harder for people to take
Ask students what these situations might be (under
are more likely to engage in risky sexual behaviors.
someone has an STI is to get tested. Ask students to

care of themselves and protect themselves and their
Explain that there are some situations where people
turn to Handout 8.5-3 and the Sexually Transmitted
youth, and there are rapid HIV tests that give results
© PPLM
May Appear Partner

STI
sperm and STIs.

More Resources

 Teacher Note
STI. To work, it must include two components:

Modes of Transmission

Syphilis skin-to-skin contact 10-90 days Blood test Antibiotics Essential damage, paralysis, heart disease.
Handout 8.5-3
or oral sex. swollen glands.
Chart
Ways to Reduce Risk
2. What is the additional way, besides fluid transmission, that STIs are
www.getrealeducation.org.
Most often Often no symptoms. Vaginal smear

spread through the 5-28 days,

can be Frothy, often unpleasant-smelling discharge. inspected under
Trichomoniasis exchange of infected microscope
much Blood spotting in the discharge. Itching in Antibiotics Essential Skin irritations, secondary infections.
pages 27–28
Frequent urination, often with pain and burning. culture

Handout 8.5-3
and vaginal fluid.

More resources are available at

Curable/Treatable
Sexual contact, other
Student Workbook
sooner if Intense itching on genitals. Crabs and eggs (small medication and
Can be spread from Visual exam Essential
Crabs has been under skin, and redness occurs where the mites of clothes, scratching.
(parasites) bedding, clothing, or

infected
have burrowed. towels and


25
Teacher Review
8-49
Activity 8.5-4 HIV Review

5 minutes Review facts about HIV transmission  Teacher Note
Ask students why HIV is sometimes HIV Fact
discussed separately from other STIs. Review According to the CDC, 41% of HIV
diagnoses in 2016 were of people
the body fluids that can transmit HIV: blood, between age 13 and 29.
ejaculate, pre-ejaculate, vaginal fluid, rectal CDC, “HIV in the United States”
fluid and breast milk.
Ask who students think is most affected by HIV. Point out that many
young people are at risk of contracting HIV. Remind students that HIV
cannot be transmitted through conversation or casual contact
(handshakes, hugs, etc.).
Explain that, in the next class, students will hear the true story of someone
For
living with HIV. This person’s individual story isn’t representative of
everyone with HIV, but will explain how HIV affected one person’s life.
Review the Class Rights and Responsibilities.
Encourage students to write down any questions they have about HIV or
AIDS for the Anonymous Questions Box.
Teacher Review
Only
Explain family activity Ranking Sexual Health Issues

Instructions: Student and parent or other caring adult should answer the following questions
on their own. Then compare your lists. Are they similar or different? Discuss differences and the
reasons you each had for choosing what you did.

Rank the three following sexual health issues from most concerning to least concerning:
HIV/AIDS Unintended Pregnancy STIs
Use the following questions to guide your discussion:

• What do you notice? Are your rankings similar?
• Does anything surprise you?
• How difficult was it to choose? What factors helped you decide?
• Does society view these issues differently? Is there more or less stigma surrounding STIs

and HIV than unintended pregnancy? How did that affect your decision?

• Are there similar concerns and risks involved with
all three? and caring adults in their lives. It provides

values.
• What can you personally do to prevent all of these Note: If it’s embarrassing to discuss these
sexual health issues from affecting your family and issues with one another, you can decide to:
© PPLM
loved ones? Say so—and do the exercise anyway.

Skip parts of it.

talking.
mobile website.
Family Activity 8.5


References
Statistics on teens and STIs:
Centers for Disease Control and Prevention, Prevalence of Sexually Transmitted Infections
and Bacterial Vaginosis Among Female Adolescents in the United States: Data from the
National Health and Nutritional Examination Survey (NHANES), 2003–2004. Presented March
11, 2008, at the National STD Prevention Conference, www.cdc.gov/stdconference/2008/
media/summaries-11march2008.htm#tues1.
Centers for Disease Control and Prevention, HIV in the United States,
www.cdc.gov/hiv/statistics/overview/ataglance/html.
Information about STIs:
American Sexual Health Association, State of the Nation 2005: Challenges Facing STD
For
Prevention Among Youth: Research, Review, and Recommendations, Research Triangle Park,
NC: ASHA, 2005, www.ashasexualhealth.org.
Carey, R. F., et al, Effectiveness of Latex Condoms as a Barrier to Human Immunodeficiency
Virus–Sized Particles under the Conditions of Simulated Use, Sexually Transmitted Diseases
19.4: 230–234
Teacher Review
Forhan, S. E., et al, Prevalence of Sexually Transmitted Infections among Female
Adolescents Aged 14 to 19 in the United States, Pediatrics 124.6: 1505–1512
Only

Skin-to-skin contact during Vaccine available as prevention;

HPV
vaginal, anal or oral sex warts can be removed

Trichomoniasis Curable with antibiotics
and vaginal fluid
For
Chlamydia Curable with antibiotics
and vaginal fluid

Gonorrhea Curable with antibiotics
and vaginal fluid
Teacher Review
Skin-to-skin contact during
Genital Herpes vaginal, anal or oral sex (with or Treatable with medication
without blisters)
Infected pre-ejaculate, ejaculate,

HIV vaginal fluid, rectal fluid, blood and Treatable with medication
breast milk
Only Ways to Reduce Risk

sperm and STIs. © PPLM



Family Letter 8.5

Here are some helpful resources you can refer to in your talks with your child about sex and
sexuality. They include call centers, websites and booklists. Try exploring some of the
websites with your child to help you start talking and find some more activities to do
together!
Phone Resources
For
Planned Parenthood Sexual Health Counseling and Referral Hotline
English/Spanish: 617-616-1616, Toll-Free: 1-800-258-4448, Option #3
Mon., Tues., Thurs., 9 a.m.–8 p.m.; Wed., Fri., 9 a.m.–6 p.m.; Sat., 9 a.m.–3 p.m. (EST)
Trained health center staff and volunteers are available to discuss a wide range of issues
related to birth control, pregnancy options, sexually transmitted infections, including
HIV/AIDS, and other aspects of reproductive health.
Teacher Review
AIDSinfo
1-800-HIV-0440 (1-800-448-0440), TTY: 1-888-480-3739
Mon.–Fri. 1 p.m.–4 p.m. (EST)
Chat room available in English and Spanish: Mon.–Fri. 12 p.m.–4 p.m. (EST)
Offers information on HIV treatment and research, customized clinical trial searches, and
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referrals to a host of other useful government-approved resources. Health information
specialists can confidentially answer questions in both English and Spanish.
Rape, Abuse & Incest National Network
English/Spanish: 1-800-656-HOPE (4673)
National Sexual Assault Hotline offers access to a range of free services including:
Confidential, judgment-free support from a trained staff member
Help with finding a local health facility trained to care for survivors of sexual assault that
© PPLM
offers services such as sexual assault forensic exams

Someone to help you talk through what happened
Local resources that can assist with your next steps toward healing and recovery
Referrals for long-term support in your area
Information about the laws in your area
Basic information about medical concerns
(See reverse side for more resources)

Family Letter 8.5
Continued
Websites
This website contains information on contraception, pregnancy testing, emergency
contraception, pregnancy options, STI and HIV testing and treatments, as well as a
pro-choice action network and sex education programs.
SIECUS (Sexuality Information and Education Council of the United States):
www.siecus.org
SIECUS provides medically accurate information about sex and sexually transmitted
diseases. They also provide many guides for talking with children about these topics.
For
Advocates for Youth: www.advocatesforyouth.org/parents
This organization creates programs and advocates for policies that help young people make
informed and responsible decisions about their reproductive and sexual health.
Parents, Families and Friends of Lesbians and Gays (PFLAG): www.pflag.org
PFLAG’s mission is to promote the health and well-being of gay, lesbian, bisexual and
Teacher Review
transgender persons and their families and friends. PFLAG provides support in coping
with a hostile society, and offers education and advocacy.
Books for Parents

Debra Haffner, Beyond the Big Talk: Every Parent’s Guide to Raising Sexually Healthy Teens.
Debra Haffner, From Diapers to Dating: A Parent’s Guide to Raising Sexually Healthy Children.
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Justin Richardson and Mark Schuster, Everything You Never Wanted Your Kids to Know About Sex.
Deborah Roffman, Sex and Sensibility: The Thinking Parent’s Guide to Talking Sense About Sex.
Ellen Rosenberg, Get a Clue: A Parent’s Guide to Understanding and Communicating with Your
Preteen.
Books for Adolescents (14–18)

Carol Weston, Girltalk.
Columbia University Health Education Program, The Go Ask Alice Book of Answers: A Guide © PPLM
to Good Physical, Sexual and Emotional Health.

Ruth Bell, Changing Bodies, Changing Lives: A Book for Teens on Sex and Relationships.
Books for Preteens (10–14)

Robie Harris, illustrated by Michael Emberly, It’s Perfectly Normal (also en Español).
Lynda Madaras with Area Madaras, “What’s Happening to My Body?” Book for Girls: A
Growing-Up Guide for Parents and Daughters (recommended for ages 8 to 15).
Lynda Madaras with Area Madaras, “What’s Happening to My Body?” Book for Boys: A
Growing-Up Guide for Parents and Sons (recommended for ages 8 to 15).

Family Activity 8.5
Ranking Sexual Health Issues

Instructions: Student and parent or other caring adult should answer the following questions
on their own. Then compare your lists. Are they similar or different? Discuss differences and the
reasons you each had for choosing what you did.
Rank the three following sexual health issues from most concerning to least concerning:
HIV/AIDS Unintended Pregnancy STIs
Use the following questions to guide your discussion:
For
• What do you notice? Are your rankings similar?
• Does anything surprise you?
Teacher Review
• How difficult was it to choose? What factors helped you decide?
• Does society view these issues differently? Is there more or less stigma surrounding STIs
and HIV than unintended pregnancy? How did that affect your decision?
Only
• Are there similar concerns and risks involved with
all three? and caring adults in their lives. It provides
values.
• What can you personally do to prevent all of these Note: If it’s embarrassing to discuss these
sexual health issues from affecting your family and issues with one another, you can decide to:
© PPLM
loved ones? Say so—and do the exercise anyway.

Skip parts of it.
talking.

For
Teacher Review
Only

Lesson 8.6
Living with HIV
Builds on Lesson 8.4: Comprehensive Protection Methods and Self-awareness, social
Lesson 8.5: STI/HIV Transmission. awareness
Planning ahead: Concepts learned in this lesson will be Logic Model Determinant(s)
helpful in Lesson 8.7: Refusal Skills. Increase communication with
Lesson Goals Increase knowledge of how
For
Identify three issues faced by people living with HIV. STIs are transmitted.
Increase perceived risk of STIs.
Debunk two myths about people with HIV.
Express empathy for people with HIV by writing a letter toward condoms and/or other
after the presentation or video. protection methods.
Teacher Review
Secure an HIV speaker or one of the recommended videos.
¨¨
If video is used, explain the homework assignment
¨¨
before showing the video to help students concentrate.
ÎÎTeacher Note
Many cities and counties have HIV-
¨¨ positive speakers’ bureaus.
Have:
¨¨ To find a speaker for Lesson 8.6,
Only
consult your local HIV/AIDS
–– Blank paper for writing assignment and questions service organization. Local
–– (Optional) Video featuring people living with HIV organizations can be found by
visiting www.asofinder.com and
–– Anonymous Questions Box entering your zip code.
–– Slips of paper for anonymous questions If you are unable to find an HIV-
positive speaker, there are many
short online documentaries
Terms to Use featuring HIV-positive individuals
HIV that you can show the class
instead. Links to some of these can
AIDS be found in the Resources section
of Lesson 8.6 and the Teacher
Protection
Guide.
Transmittable fluids Also reference the Teacher’s Guide
pages for more talking points for the
Testing
Common Ground activity (8.6-2).
This lesson includes separate
directions for teaching this class
using either a guest speaker or a
video. Throughout this lesson, it’s
important to emphasize condom
use as a means of protection
wherever applicable.

Grade 8 • Lesson 6: Living with HIV

mobile website.
Activity 8.6-2 Common Ground
For
10 minutes Prepare the class for the presentation or video
To start off, remind students about the importance of creating a classroom
free of judgments and the value of keeping an open mind. Review the
Class Rights and Responsibilities and talking points on confidentiality,
mandated reporting and respect. Ask students to avoid generalizations
Teacher Review
and to use “I statements” throughout the lesson. Emphasize that,
although it sometimes feels safer to assume that everyone believes the
same things or feels the same way, it’s important to not make these sorts
of assumptions.
Tell students that during today’s class they are going to learn about what
life is like when living with HIV or AIDS. But, before that, you are going
Only
to ask the entire class a few questions and would like them to raise their
hands if they identify with the statement being read. Explain that this is
an exercise in self-awareness and that, even though it may be hard, they
shouldn’t look around to see what others are doing before deciding to
raise a hand. Encourage them to respond based on their own beliefs and
experiences and not on whether friends or classmates are raising their
hands.
Ask the following questions:
Are you someone who…
has been in love?
has been in lust?
has ever hurt someone’s feelings?
has kept a secret from someone you cared about?
has done something you regretted later?
has done something because someone told you to?
has done something because someone told you not to?

hasfelt discriminated against in any way (race, age, sexual orientation,

gender identity, religion, economic status, etc.)?
knows someone who has an issue with alcohol and/or other drugs?
knows someone whose life has been affected by HIV? (Take note of who
raises a hand for this question and address it later.)
Process Questions
1. What did you notice while we were doing this activity? What does that
say about shared experiences?
2. Which questions were harder to answer? Why?
3. Why do you think we did this “common ground” activity before
hearing from a speaker who is living with HIV/watching a video about
people who are living with HIV?
For
Option 1: Guest Speaker
Activity 8.6-3
15 minutes
HIV Speaker Presentation
HIV-positive speaker presents
Teacher Review
Introduce the guest speaker.
Pass out blank pieces of paper. Explain that while the speaker is talking,
students should hold all their questions until the end. If they think they
will forget their question or don’t want to ask it out loud, they should
write it down on the paper. After the speaker finishes, they will have an
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opportunity to ask any questions they may have.
Have the guest speaker make a presentation to the class for about 15
minutes, discussing HIV in the context of the speaker’s own life story.
(See the Teacher’s Guide for aspects of the speaker’s life story that should be
addressed.)
Activity 8.6-4 Questions and Answers  Teacher Note

10 minutes Students ask questions HIV Fact
More than 1.1 million people in the
Thank the speaker for sharing with the class. U.S. are living with HIV, and 1 in 7
Tell the students they will now have an are unaware of their infection.
(CDC, HIV in the United States)
opportunity to ask questions. Facilitate the
question-and-answer period.
Keep the discussion moving, actively support the HIV-positive speaker,
redirect the dialogue if it moves in a direction with which the speaker
feels uncomfortable, and answer technical questions if the speaker asks
you for help.

If it doesn’t come up through the questions and answers, spend a few

minutes brainstorming myths surrounding HIV/AIDS—whether
individuals who are infected have a stereotypical look, myths
surrounding the modes of transmission, etc.
Be sure to leave time for the process questions.
Process Questions
1. How is your view on HIV different after hearing this presentation?
2. Can you assume that you would know if a person was HIV-positive just
by looking? (No.)
3. What does this mean in terms of what we learned about in past lessons?
(Emphasize the importance of testing, condoms and effective communication in
relationships.)
For
Activity 8.6-5
5 minutes
Thanking the Speaker
Students write thank-you letters
Ask students to reflect on today’s class and write a thank-you letter to the
speaker. If time is short, you may choose to assign this as homework.
Teacher Review
Encourage students to express themselves openly and honestly, much in
the same way the speaker did today. Explain that the speaker will not be
able to reply to the letters, and the letters should not include personal
information such as full names, mailing or email addresses, or phone
numbers.
Only
Be sure students understand that you will screen the letters before
sending them to the speaker. Explain that the speaker today took an
emotional risk by sharing, in hopes of helping young people reduce their
risk of HIV infection.
Encourage students to share their thoughts and/or feelings about today’s
class with their parents or other caring adults or supportive individuals.
Collect the letters at the end of the class or have students finish them at
home for homework. Send the letters to the guest speaker.
Option 2: Using a Video

Activity 8.6-3 Video Clips
20 minutes Students watch videos of people living with HIV
Tell students they will be watching some videos about the lives of people
living with HIV or AIDS. Provide a brief introduction to the video(s) you
will be presenting.

Pass out blank pieces of paper and tell students to use this paper to jot
down any questions that come up as they watch the video, and to take
notes because they will be writing a letter to one of the people in the video
after watching.
Have the students view video clips of real people living with HIV.
Activity 8.6-4 Questions and Answers

10 minutes Students ask questions
Tell students they will now have an opportunity to ask any questions that
came up while watching the video(s). Answer the questions students have
about the video and/or HIV.
If it doesn’t come up during the questions and answers, spend a few
For
minutes brainstorming myths surrounding HIV/AIDS—for example,
whether people who are infected have a stereotypical look,
misconceptions about the modes of transmission, etc. Be sure to leave
time for the process questions.
Process Questions
Teacher Review
1. How is your view on HIV different after hearing these stories?
2. Can you assume that you would know if a person was HIV-positive just
by looking? (No.)
3. What does this mean in terms of what we learned about in past lessons?
(Emphasize the importance of testing, condoms and effective communication in
relationships.)
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Activity 8.6-5
5 minutes
Writing a Reflection Letter
Students write a letter to someone in the video
Ask the students to reflect on today’s class and write a letter to one of the
people in the videos. Encourage students to express themselves openly
and honestly. The letter can include anything a student wishes to say and
can be of any length. The letter will not be shared in class, and will be
collected at the end of class. If time is short, you may choose to assign this
as homework.
Explain that the video offered the opportunity to hear from people who
are living with HIV or AIDS. This is often a very powerful experience that
can result in many different thoughts and feelings.
Suggest that students share their thoughts about the videos with their
parents or other caring adults or supportive individuals.

Conclusion for Both Options

For homework, students should create a poster designed to raise
awareness about HIV. The poster should contain information about
modes of transmission, how to get tested, and ways to reduce risk.

For

HIV: Do You Know It All?
Instructions: Student and parent or other caring adult should work on the following quiz
together, then discuss the answers on the reverse side.
Teacher Review
1. T F You can tell by looking whether a person has HIV.
2. T F HIV can be transmitted through six body fluids.
3. T F Saliva is one of the fluids that can transmit HIV.
4. T F People who identify as straight can’t get HIV, so they only have to worry
about sexually transmitted infections (STIs).
5. T F One way HIV can get into another person’s bloodstream is through sores in
the mouth.
6. T F Teens need a parent’s consent to get an HIV test.
7. T F HIV can be transmitted through mosquito bites.

values.
Remind students to have their Say so—and do the exercise anyway.

Skip parts of it.
© PPLM

parent/caring adult use the Laugh, giggle, blush, and go right on
Only
talking.

mobile website.
Family Activity 8.6


References
HIV statistics:
Centers for Disease Control and Prevention, HIV in the United States: At a Glance,
www.cdc.gov/hiv/statistics/overview/ataglance.html.
Department of Health and Human Services, Living with HIV/AIDS,
www.cdc.gov/hiv/resources/brochures/livingwithhiv.htm
Videos featuring people living with HIV:
First-Person Stories from HIV-Positive People:
www.thebody.com/content/67155/first-person-stories-from-hiv-positive-people-may-.html
A Day in the Life video series:
www.thebody.com/content/63758/a-day-in-the-life-video-series-an-interview-with-t.html
This Positive Life video series:
For
www.thebody.com/content/61705/this-positive-life-an-interview-with-lolisa-gibson.html
Blood Lines:
Available for order at https://www.etr.org/store/product/blood-lines-it-could-be-you-dvd-
gr-7-12.
A short clip can be viewed at https://www.youtube.com/watch?v=NjGo7iVf8sE
Teacher Review
The Positive Project: www.thepositiveproject.org
Note: Educators may find additional videos online. Please screen any video prior to sharing
with students.
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For
Teacher Review
Only

Family Letter 8.6

Many parents wait for their kids to ask a question about sexuality instead of bringing up
the topic of sex and sexuality. But many children won’t ask a parent questions about sexual
topics, and some parents may avoid the subject because they are uncomfortable. In fact, a
study by the National Campaign to Prevent Teen Pregnancy (currently publishing as Power
to Decide) found that 87% of U.S. teens said it would be easier to put off having sex if they
were able to talk more openly about sex with their parents. But 37% said they had never
For
had a talk with their parents on this topic.
Open-ended questions can be used to start these conversations and begin talking about
sexuality in a comfortable way. Remember, it’s your right and responsibility to be your
child’s primary sexuality educator. Try to stay calm and relaxed. Keep in mind that you’re
talking about these things because you care about your child’s happiness and well-being.
Try these conversation starters today.
Teacher Review
through?”
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Answering Those Tough Questions You Don’t Feel Ready for
”That’s a really good question. It’s normal to be curious about (fill in the topic). I’d really
like to talk about it with you but I need some time to think about it first.”
”What have you heard or learned already about (fill in the subject) and where did you
hear it?”
Questions Parents Can Ask That Open the Door to Discussing Values
”What do you think about how the couple on (fill in a favorite TV show) deal with each
© PPLM


Family Letter 8.6
Continued
A. I know it can be embarrassing to talk about, and I get embarrassed, too. But there are so
many things you need to know about as you grow and mature. Your body is going to
change, and some of those changes can seem scary or strange. I want you to have all the
right information so you can stay safe and healthy.
A. Another word to describe peeing is “urinating.” People with a vagina urinate through a
urethra, a small tube in the body that is connected to the bladder. People with a penis also
For
urinate through a urethra.
A. That’s a great question. I think it means different things to different people. Some
people might use it to describe going out or dating, but others might use it to describe
sexual contact in a casual way (not in a serious relationship with a partner). Here’s what
Teacher Review
concerns me about that: (insert your personal and family values here). What do you think
“hooking up” means?
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© PPLM

Family Activity 8.6

Instructions: Student and parent or other caring adult should work on the following quiz
together, then discuss the answers on the reverse side.
1. T F You can tell by looking whether a person has HIV.
2. T F HIV can be transmitted through six body fluids.
3. T F Saliva is one of the fluids that can transmit HIV.
For
4. T F People who identify as straight can’t get HIV, so they only have to worry
about other sexually transmitted infections (STIs).
5. T F One way HIV can get into another person’s bloodstream is through sores in
the mouth.
6. T F
Teacher Review
Teens need a parent’s consent to get an HIV test.
7. T F HIV can be transmitted through mosquito bites.
Only
values.
Skip parts of it.
© PPLM

talking.

Continued

1. False HIV (human immunodeficiency virus) is a virus that lives inside a person’s body.
Some people believe you can tell whether a person has HIV by looking. The reality
is that some people who have HIV don’t even know they’re infected. The only sure
way for people to know if they’ve been infected is to get tested.
2. True The fluids that can transmit HIV from someone who is infected with the virus are
ejaculate, pre-ejaculate, vaginal fluid, rectal fluid, blood and breast milk. Any sexual
contact or other behavior (such as sharing needles) that brings someone in contact
with these fluids puts a person at risk for HIV.
For
3. False HIV is present in such small amounts in saliva that it cannot be transmitted to
another person.
4. False Anyone who has sex, regardless of gender or sexual orientation, and comes in
contact with infected ejaculate, pre-ejaculate, vaginal fluid, rectal fluid, blood or
breast milk can get HIV. Because of the way their bodies are made, people with
a vagina are twice as likely as people with a penis to get HIV through vaginal
Teacher Review
intercourse, but people with a penis are still at risk. People with a penis and people
with a vagina are at equal risk of getting HIV when exposed to ejaculate through
oral or anal sex.
5. True HIV can be transmitted through oral sex (the sexual behavior of putting the mouth
on the vulva, penis or anus) because ejaculate, pre-ejaculate, vaginal fluid or rectal
Only
fluid could get into the bloodstream through open sores or cuts in someone’s
mouth (e.g., from flossing teeth, canker sores, cold sores).
6. False Anyone of any age can get sexual health services for HIV testing, STI testing and
pregnancy prevention.
7. False HIV is a virus that only infects humans. Mosquitoes are insects so they don’t carry
HIV. (But some mosquitoes do carry other infections, such as malaria and West Nile
virus.) If a person who has HIV is bitten by a mosquito and that mosquito then bites
someone else, HIV will not be passed through the mosquito bite.
© PPLM

Lesson 8.7
Refusal Skills
Builds on Lesson 8.3: Addressing Obstacles to Abstinence. Self-awareness, relationship
skills, responsible decision
Lesson Goals making
Reflect on hearing a first-hand story of living with HIV.
Model, rehearse and demonstrate refusal skills in sexual Increase communication with
contexts. parents and other caring adults.
For
Discussfeelings of characters in scenarios and challenges Increase positive attitudes
to communication. protection methods.
Preparation & Materials Checklist skills to delay and/or refuse sex.
Review Refusal Skills scenarios.
¨¨ Increase self-efficacy to
demand the use of condoms
¨¨ and/or other protection
Teacher Review
–– Handout 8.7-3: Refusal Skills and Boundaries methods.
Promote SEL skills to increase
¨¨ use of condoms and/or other
Have:
–– Homework from Lesson 8.6, letters to someone living

with HIV
Only
–– Refusal Skills scenario cards
–– SEL poster ÎÎTeacher Note
–– Anonymous Questions Box Consent and Self-Care
–– Slips of paper for anonymous questions This lesson focuses on refusal skills
and healthy relationships. These
topics may bring up a number
Terms to Use of feelings and experiences for
HIV students. It’s important to remind
students of their right to self-care,
Refusal and to check in with any student
Body language who is disengaged or seems upset
about the topic. It can be helpful to
Assertive communication alert the school counselor about the
topic of discussion ahead of this
lesson.

Grade 8 • Lesson 7: Refusal Skills

mobile website.
 Teacher Note
Activity 8.7-2 Process Speaker or Video Validate Feelings
For
As students answer the questions,
10 minutes Debrief HIV speaker or video validate their feelings and the range
of issues raised. Keep in mind
Collect the letters students wrote to the
there may be people who are HIV-
HIV-positive speaker or person from the positive in the classroom, as well as
video. Ask the questions below to process the students who have family members
or friends who are HIV-positive.
letter-writing activity.
Teacher Review
Process Questions
1. How did it feel hearing from a person who is living with HIV?
2. What surprised you most?
3. Did you talk about the speaker/video with anyone outside of this class?
Whom did you talk to? Did you talk with a parent or guardian about
Only
the presentation? (Encourage students to talk with their parents, if they have
not already done so.)
4. What is something you learned as you listened to the speaker/person
in the video talk about living with HIV?
5. How do you think the person living with HIV feels about the past?
How has the person’s outlook on life changed as a result of having
HIV?
6. If you had seen that person outside this classroom, would you have
known they were HIV positive?
7. Why might people not reveal their HIV status? How would not
revealing HIV status affect the person and others if they are sexually
active?
8. Why do you think the speaker/people in the video chose to share their
story?
9. What questions do you still have about last week’s class?

Remind students that it’s normal to have a range of feelings after listening
to someone share such personal information about living with HIV. These
feelings may be immediate or they may come out in the future if
something triggers the experience, such as a conversation about
protection with a potential sexual partner or something in the media.
Encourage students to seek support and share their feelings with people
with whom they feel safe.
ÎÎTeacher Note
Activity 8.7-3 Role-Plays In the role-play activity, it’s essential
for students to feel successful at
30 minutes Review communication, refusal and mastering refusal skills. If you see
negotiation skills partners who are having a difficult
time while rehearsing, intervene and
Tell students that now that they’ve heard help them talk through problems
from an HIV-positive speaker or seen a video so their performance can be
For
successful.
about people with HIV, the rest of this class
will be used to practice refusal and negotiation
skills. Handout 8.7-3
Tell students that unprotected sex is the most

Refusal Skills and Boundaries
• You can say NO without making an excuse.
• Speak for yourself. Don’t try to guess what someone else is thinking.
common way for STIs, including HIV, to be

• Speak from your heart and honor your values.
• Be clear. Your words and tone should be consistent.
• Repeat the message if you need to.
Teacher Review
• Suggest doing something else—an alternative activity idea.
transmitted. Ask students how STI transmission • Let the other person know if you feel disrespected.
• Be assertive, not aggressive. Avoid physical contact. Leave the situation if you need to.
• Keep a serious face and use assertive body language.
relates to communication and refusal skills. Explain

• Do not use manipulation, pressure or coercion to get something you want.
• Be willing to accept NO and respect the other person’s decision.
• Remember, consent is an active conversation between partners. In a healthy relationship,
partners respect one another’s decisions.
that refusal skills are related to relationship skills

(clear communication) and responsible decision
making (making healthy choices regarding sexual
© PPLM
activity). Explain that it’s also important for people
Only
to use self-awareness to check in with their personal Grade 8 • Student Workbook 33
values and feelings about what they want to do or

Handout 8.7-3
not do. It’s also important for partners to use social-
awareness and relationship skills to recognize that
when a partner identifies a boundary it is their responsibility to respect
their partner’s boundary. This is an equally significant part of consent.
Ask students to turn to Handout 8.7-3 in the Student Workbook. Clarify
the points on the handout and answer any questions students might have.
Ask students how the information on the handout relates to the idea of
healthy communication?
ÎÎTeacher Note
Practice and perform role-plays For educators who have been
trained in guided improvisation
Present the Refusal, Negotiation and and mantle-of-the-expert role-
Communication Skills Scenarios to students. play techniques, this is an
Read one of the Abstinence scenarios, and opportunity to utilize either of those
techniques with the class. For a
give students 2 minutes to write down how reminder of how these techniques
they would deal with that situation. are facilitated, log on to www.
getrealeducation.org for modeling
videos.

Break students into pairs. Have them discuss

their responses to the sample situation with
ÎÎTeacher Note
each other and pick a response (or a Maintaining a Safe Space
combination of responses) to role-play. After Some of the scenarios for the role-
play involve same-sex couples. This
a brief practice period, ask students to was intentional, as representation
perform their role-plays for each other. matters, and normalizing all
relationships is important for
Assign additional Skills Scenarios to the students. If any students make
partners, making sure that each pair does at homophobic comments, it is
important for educators to address
least one Abstinence scenario and one these comments in the moment.
Protection Methods scenario. Ask students to
pay special attention to assertive communication and clear body language
as they practice their role-plays.
Then have student pairs read the scenarios and perform their role-plays
For
from their seats. As each pair of students performs, discuss the process
questions.
Process Questions
For the actors
1. What was most challenging to communicate in the role-play?
Teacher Review
2. What did you do to keep the communication in the role-play effective
and assertive?
3. Which SEL skills did you use in the role-play?
For the class
1. How do you think each character felt during the conversation in the
Only
scenario? Why?
2. How did their body language communicate their feelings?
3. What were the biggest challenges of this situation?
4. What did you see the characters do or say to overcome those
challenges? (Make sure that SEL skills are included in the debrief.)
5. How could the skills demonstrated in this role-play be applied to real
life?


Using Refusal Skills
Explain family activity Instructions: Student and parent or other caring adult should answer and discuss the following
questions together.
1. Count how many times each of you said NO today. Were any of those NOs more difficult to
say than others? Why?
Review the Family Activity for this lesson. 2. What makes saying NO easy, and when might it be more difficult?
3. What was the most difficult NO you’ve ever had to say to anyone?
4. What can make it difficult for a person to say NO to sexual pressure?
5. What might make it easier to say NO to sexual pressure?
6. Take a few minutes to imagine a life situation in which a person might want to say NO.
Practice using the following parts of saying NO effectively.
Get Real for Parents • Say the word NO firmly, directly and clearly.
• Give a strong nonverbal NO message.


People need to practice a lot when learning a new values.
skill. It’s important to practice in many contexts, Note: If it’s embarrassing to discuss these
© PPLM
especially at home in real life. Tomorrow, be aware of issues with one another, you can decide to:

when you say NO. Pay attention to which situations
Skip parts of it.
are more difficult than others. Notice which part of the
refusal skills work or don’t work, and think about what
you could do to make it easier next time. Laugh, giggle, blush, and go right on

talking.
mobile website.
Family Activity 8.7

For
Teacher Review
Only

Answer Kit
Key
Refusal, Negotiation and Communication Skills

Refusal Skills Around Abstinence

1. Anton and Maria have become very close in the past month and enjoy each other’s
company, but are just friends. Anton has never had sex. But his friends say they’ve had several
sexual experiences already, and Anton is sick of being the only one who hasn’t. One day, Maria
sends him a text with a sexy picture and invites him over. Anton’s friends tell him to go for it.
Anton’s father tells him not to go since he doesn’t have romantic feelings for Maria and might
regret it later. Anton agrees with his dad but is worried about what his friends will think.
For

2. Will and Todd have been seeing each other for the past year. Will just found out that his
family is planning on moving before he enters high school. They both enjoy the sexual part of
their relationship, which up to now has been kissing and touching each other, because Todd
doesn’t feel ready to do more and doesn’t want to worry about sexually transmitted infections.
Both of them have agreed to stay together once Will moves. Now Will wants to go further,
Teacher Review
especially since he will be going away in a month. But Todd doesn’t want to go any further with
Will right now.

3. Veronica and Isaac just started dating. Isaac knows that Veronica has had sexual
relationships before, and assumes that she will want to have sex with him too. Veronica doesn’t
Only
want to rush into anything. She tells Isaac she wants to wait a while before thinking about
having sex. Isaac feels hurt and insulted. He really likes Veronica and wonders if she likes him
as much as the guys she’s dated before.

Negotiation and Communication Skills Around Protection Methods

4. Erica and Ashley are in a serious relationship. They’ve been almost inseparable since
meeting 6 months ago and share lots of interests, views and values. Erica and Ashley have
enjoyed kissing and touching but haven’t engaged in any other sexual behaviors. Ashley would
© PPLM
really like to try oral sex and wants to use a dental dam. Erica wants to have oral sex too, but
thinks that the risk of STI transmission is so low, they won’t need to use protection.

5. Micah and Celia have been in a relationship for 6 months, and recently decided to have
vaginal intercourse. Celia went to the local health center where the nurse told her about the
copper IUD. Celia liked that she didn’t have to remember to do anything for the IUD to work
after it was inserted, and that it lasted for up to 12 years. She would like Micah to use a
condom to protect against STIs too, but isn’t sure how he’ll react.


Family Letter 8.7

For many teens, saying “no” assertively is one of the most difficult aspects of a friendship or
romantic relationship. Teens may think that saying “no” to a friend or dating partner will
make them seem immature, or cause them to be left out or rejected. Some worry that
refusing may hurt someone’s feelings.
Coping with peer pressure from friends or partners can be hard for young people. Surveys
find that many teens misrepresent or exaggerate their sexual experiences in order to fit in.
For
They need to know that having sex or engaging in other risky behaviors to please a partner
or a friend won’t make them feel good about themselves.
One way to help teens build self-confidence to say “no” more easily is to stress self-respect
and being assertive. Young people need to know they have the freedom to choose, and the
right to refuse to have sex at any time, for any reason. It doesn’t matter how far they have
Teacher Review
gone or whether they have had sex before. They always have the right to refuse, even when
they are older with a future partner. Parents and other trusted adults can support teens in
knowing that what they do with their bodies is their own business and nobody else’s.
Encourage your children to respect their bodies, feelings and choices.
The Family Activity gives you a chance to talk about and practice refusal skills. Remember,
talking to teens before they are involved in a serious relationship helps them build the skills
Only
to make healthier, safer and better-informed decisions related to sexuality.
© PPLM

Family Activity 8.7
Using Refusal Skills

Instructions: Student and parent or other caring adult should answer and discuss the following
questions together.
1. Count how many times each of you said “no” today. Were any of those times more difficult
than others? Why?
2. What makes saying “no” easy, and when might it be more difficult?
For
3. What was the most difficult “no” you’ve ever had to say to anyone?
4. What can make it difficult for a person to say “no” to sexual pressure?
Teacher Review
5. What might make it easier to say “no” to sexual pressure?
6. Take a few minutes to imagine a life situation in which a person might want to say “no.”
Practice using the following parts of saying “no” effectively.
Only
• Say the word “no” firmly, directly and clearly.
• Give a strong nonverbal “no” message. and caring adults in their lives. It provides
People need to practice a lot when learning a new values.
skill. It’s important to practice in many contexts, Note: If it’s embarrassing to discuss these © PPLM
especially at home in real life. Tomorrow, be aware of issues with one another, you can decide to:
when you say “no.” Pay attention to which situations Say so—and do the exercise anyway.
Skip parts of it.
are more difficult than others. Notice which part of the
refusal skills work or don’t work, and think about what
you could do to make it easier next time. Laugh, giggle, blush, and go right on
talking.

Lesson 8.8
Goals and Decision Making
Builds on Lesson 8.3: Addressing Obstacles to Abstinence, Self-awareness, self-
Lesson 8.4: Comprehensive Protection Methods and management, responsible
Lesson 8.5: STI/HIV Transmission. decision making

Consider goals for the future. parents and other caring adults.
Describehow sexual decision making can create an
For
unplanned situation that affects future goals. skills to delay and/or refuse sex.
Promote SEL skills to increase
Preparation & Materials Checklist protection methods.
¨¨ Increase positive attitudes
–– Handout 8.8-3: Real-Life Scenario Worksheet
protection methods.
Teacher Review
¨¨ Increase self-efficacy to
Have:
¨¨ demand the use of condoms
–– Real-Life Situations scenario cards methods.
–– Blank paper or notebooks Address future goal setting.
Only
ÎÎTeacher Note
Terms to Use
The focus of this lesson is for
Goals students to establish and reflect
on personal goals and examine
Decision making
how sexual decision making can
affect those goals. Emphasize
the SEL skills of self-awareness,
self-management and responsible
decision making, and the
links between SEL and sexual
health. The scenarios are also
ideal for discussing emergency
contraception. Be sure to discuss
this option as students complete
their Scenarios Worksheet
handouts.

Grade 8 • Lesson 8: Goals and Decision Making

mobile website.
Activity 8.8-2 “Who Will I Become?” Brainstorm
For
15 minutes Students brainstorm future wishes
Explain that today’s lesson will give students a chance to consider their
futures and develop an understanding of how unexpected outcomes of
certain behaviors could affect their life goals.
Write on the board, “Who Will I Become?” Then ask students to
Teacher Review
brainstorm things they would like to have, to do or to have done in 5 to 8
years (or whatever time frame seems most relevant). These should be
goals and plans students can earn or achieve, rather than things that will
be given to them. Examples might include graduating from high school or
college, having a job, making money, traveling, having a car, living in
their own place, having a partner, etc. Make a list on the board.
Only
Tell students it’s now their turn to come up with their own personal lists.
On a blank piece of paper, they should write down their future goals.
They can repeat items listed on the board, if appropriate, as well as any
other personal things they think of.
Encourage students to hold on to their lists after they complete the next
activity. They may want to put it away in a safe place to look at in the
future to see what they hoped for when they were eighth graders.
Process Questions
1. Name some feelings you had while thinking about 5 years from now.
2. How does setting goals for yourself affect your future? (Helps in making
decisions now.)
3. Name some times in your life when you might face big changes. How
might you apply this activity to your life in the future? (May adjust
goals, set new goals, think more about short-term and long-term decisions.)

Link risks and behaviors

Finish by explaining how having goals or a life plan can make decision
making in the present easier. In SEL terms, self-awareness about the future
and self-management can help people make responsible decisions.
Explain that, in previous lessons this year, students heard about some of
the risks of various sexual behaviors. In the next activity, they’ll have the
opportunity to see how some of these risks might apply to real life.
Activity 8.8-3 Scenarios

25 minutes Discuss real-life situations and unintended outcomes
Break students into small groups and ask them to Handout 8.8-3
turn to Handout 8.8-3 in the Student Workbook. Name:
For
Assign one of the scenarios to each group. Give
Real-Life Scenario Worksheet
Instructions: Read your assigned scenario with your group. Then work together to answer
questions 1 through 4. Answer question 5 individually. Each group can hand in one completed
worksheet (with all your names included) for questions 1–4, but each member of the group is
groups time to go through the worksheet and

responsible for answering and handing in a personal response to question 5.
Scenario
1. What are the possible physical and emotional consequences (positive and negative) of this
answer the questions for their scenario. Tell students

scenario? What can you do to reduce the risks, even after the situation has occurred?
2. What were some of the behaviors that could have led to this scenario taking place?
that the group should answer questions 1 through 4 3. What, if anything, could have been done to prevent the scenario? (If the scenario seems
together and then answer question 5 individually.

healthy, explain what might have occurred to lead to those healthy decisions.)
4. What could the two people involved in this scenario say to one another to make or keep the
After giving students time to consider their

scenario healthy? Write two to four lines of dialogue for them. (If the scenario seems healthy
already, write two to four lines of dialogue that the two characters might have said to one
another to lead to that healthy situation.)
Teacher Review
answers, pick one or two groups to present their
© PPLM
5. (Brainstorm individually and write your answers below.) If this situation happened to you
(or if you were involved), could it affect your goals for the future? How? Think through both
positive and negative effects.
responses to the class. Be sure students understand

that some scenarios are positive and some are Grade 8 • Student Workbook 37
negative.
Handout 8.8-3
Process Questions
Only
1. What were some of your thoughts as you considered your scenario?
2. What were some of the positive outcomes your group came up with as
you discussed the scenario? (Feel emotionally and physically closer to
partner, learn that using protection correctly can minimize worrying about
risks, etc.)
3. What option is available if someone forgets to use protection or uses it
incorrectly? (Emergency contraception, which is more effective the sooner it is
taken.) How could they obtain EC? (Access to emergency contraception
varies by method. As of summer 2014, some pills are available on pharmacy
shelves or from a health clinic for anyone of any age to purchase. Other pills are
available from a pharmacist or health clinic with certain age restrictions. The
copper IUD is only available through an appointment with a clinician.)
4. How might this situation have affected where you see yourself in the
future? (Disrupting or delaying personal goals.)
5. How can self-awareness help prevent unplanned outcomes in your life?
How can self-management help?



A Future Letter
Instructions: Imagine opening up an envelope in 15 years that is addressed to you from your
parent (if you are the child now) or from your child (if you are the parent now). The envelope
contains a letter from the other person stating hopes, dreams, wishes and goals for you for
your future. These can include career, health, relationships, family, travels, or personal qualities.

Then student and parent or other caring adult should each write that letter to the other person.
Exchange and read each other’s letters. Take a few minutes to talk about why you chose a
certain goal for the other person or why you have a special hope for the other person.
Then seal each letter in an envelope with the other person’s name on it. Put the letters in a
safe place where you can keep track of them. Open them in 15 years and share these life
affirmations with each other!
For

values.
Skip parts of it.

talking.
© PPLM
mobile website.
Teacher Review
Family Activity 8.8
Only

Real-Life Situations
Scenario 1 Scenario 2
You are a person who decides to have You fooled around a bit, and it was fun.
vaginal intercourse with your partner. You both were getting really into it, so you
You were assertive and insisted that your went a little further. You ended up doing a
partner wear a condom, but when you lot more than you were comfortable with,
noticed it was being put on the wrong and now you feel bad about it. You wish
way, you froze. You couldn’t say anything! you had stood your ground and said “no.”
For
When the condom came out, it was torn. The next day you find out that the person
you fooled around with has told everyone
in school what you did together.
Teacher Review
You are about to have sex with your You knew you should have used a
partner and realize that neither of you condom, but you just didn’t feel like going
has a condom. Your partner wants to go to get one. Maybe you got lucky this time,
ahead and use the pull-out method, but just like all those other times. Anyway, you
you don’t want to risk it. You decide not to don’t hook up with people who look like
Only
have sex until you can get a condom. they have an STI, so you’re fine.
You and your partner decided to have You got pretty buzzed at a party and
© PPLM
sex for the first time. You talked together were having lots of fun. You’d heard a lot
about which protection methods to use about oral sex but had never had it before.
and planned accordingly, so you both When the opportunity presented itself at
felt comfortable with your choice of the party, you decided you were having
protection. The sex was a little awkward so much fun…why not? You figured that
because it was your first time together, it wasn’t really sex, and everyone was
but you talked about it afterward. It’s wasted and hooking up.
really nice to have someone you feel
comfortable with.

For
Teacher Review
Only

Family Letter 8.8

This week in Get Real class, your child thought about personal goals and how sexual
decision making can affect goals. Self-esteem is a powerful influence that affects goal
setting, as well as sexual decision making. Teens who feel good about themselves are more
likely to make positive decisions about school, friends, relationships, sex, drugs and much
more. The parents’ role in nurturing a child’s self-esteem is very important.
You can help your child acknowledge personal values, abilities and strengths. The teen
For
years can be hard on a young person’s self-esteem at times. Point out the growth you’ve
noticed. When you need to reprimand your child, focus on the behavior as being
unacceptable, not the person. Tell your child “I love you” often.
Encourage your child to repeat positive image-building statements (affirmations) every day,
such as “I’m successful,” “I like myself,” and “I have a good attitude.”
Teacher Review
Work to set short-term goals at which your child can be successful. Give your child the
freedom to make decisions, take on responsibilities, and make mistakes. Then process the
results together.
Each success builds self-esteem. With higher self-esteem, comes a greater chance of having a
positive, fulfilling life.
Only
© PPLM

Family Activity 8.8
A Future Letter
Instructions: Imagine opening up an envelope in 15 years that is addressed to you from your
parent (if you are the child now) or from your child (if you are the parent now). The envelope
contains a letter from the other person stating hopes, dreams, wishes and goals for you for
your future. These can include career, health, relationships, family, travels, or personal qualities.
Then student and parent or other caring adult should each write that letter to the other person.
Exchange and read each other’s letters. Take a few minutes to talk about why you chose a
certain goal for the other person or why you have a special hope for the other person.
For
Then seal each letter in an envelope with the other person’s name on it. Put the letters in a
safe place where you can keep track of them. Open them in 15 years and share these life
affirmations with each other!
Teacher Review
Only
values.
Skip parts of it.
talking.
© PPLM

Lesson 8.9
Get Real Capstone Project
Builds on Lesson 7.2: Media Literacy and Sexuality and all Self-awareness
eighth-grade lessons.
Complete a media project highlighting a Get Real topic.
Present accurate information about sexual health.
Additional determinants may be
For
met based on projects.
Find examples of PSAs, pamphlets, educational posters
¨¨
and print ads to show students.
Find headlines about teen sexual behavior.
¨¨
Modify Media Project Directions based on time
Teacher Review
constraints. This final project gives students
an opportunity to share their
¨¨ understanding of the Get Real
–– Handout 8.9-3: Get Real Media Project Directions curriculum with each other and,
potentially, with their school
¨¨ community. There are several
ways to approach this important
Have:
¨¨
assignment, depending on time
Only
–– Examples of PSAs, pamphlets, educational posters constraints.
and print ads Ideally, students would be divided
into groups and given class time to
–– Plain 8.5" x 11" paper, 1 or 2 sheets per student develop their media projects. They
–– Colored markers, pencils should be able to choose the style
of media and work on their projects
–– SEL Skills poster both in class and at home. Students
should also be given a venue where
they can present or display their
–– Slips of paper for anonymous questions projects to each other, as well as
the school (and perhaps local)
(Optional) Create unit test from Grade 8 Test Question
¨¨ community. The lesson outlined
Bank. below can be completed in a single
class with follow-up homework.
However, suggestions for an
Terms to Use Protection methods expanded project with additional
Message Refusal skills class time are included.
Healthy relationships Since this is the final class of
Knowing your limits Get Real, be sure to review local
Abstinence resources with students and
encourage them to seek out
STIs
caring adults with any questions
or concerns they may have about
sexuality.

Grade 8 • Lesson 9: Get Real Capstone Project

mobile website.
For
5–15 minutes Review anonymous questions
Start class by addressing any remaining student questions from the
Anonymous Questions Box, and remind students that you are always
available to help them find resources or answers to their questions.
Teacher Review
Activity 8.9-3 Media Project
30 minutes Show examples
Show students the examples of public service announcements, pamphlets,
educational posters and print ads. For each one ask:
What is the message?
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Who is the target audience?
Do you think this message will be effective for the target audience?
Introduce Media Project  Teacher Note

Congratulate the students on having almost Options for Expanding
completed the Get Real curriculum. As the Project
students have discussed throughout Get Real, Give students several opportunities
to work on their media projects in
the media presents lots of messages about class with their groups.
teen sexuality. Display headlines about teen On a set day, have groups present
sexual behavior (pregnancy rates, sexting, their projects, and give students the
etc). What messages do these headlines send opportunity to discuss and evaluate
each other’s projects.
about youth? Do you believe they reflect real
If possible, consider having
teen sexual behavior? students present their work to the
school during a special assembly or
Tell them that in this class, they will get to
activity period.
creatively demonstrate the positive messages
of Get Real. When they think about the lessons from the past 3 years, what
are the big messages they remember?

Elicit Get Real’s messages from students.

Write the messages on the board and tell
 Teacher Note
students these themes can be used as topics Refining the Message
for the project. Have students focus on a specific
message (e.g., STI transmission can
Ask students to turn to Handout 8.9-3 in the be prevented by using condoms)
rather than a broad topic (STIs).
Student Workbook. Go through the
requirements and suggestions for the project.
Set a due date that allows for additional work to be Handout 8.9-3
completed outside of class. Get Real Media Project Directions

Show off what you’ve learned! Create a media piece about the Get Real curriculum that would
give an outsider an idea of what you have been learning these past 3 years.
Before the end of work time, remind students of the You may choose from the following options:
• Public service announcement (you must submit a written script and perform it)
• Print advertisement
due date. You may want to indicate that their • Pamphlet

• Educational poster
• Song/rap about your message (you must submit written lyrics and perform it)
projects will be displayed on a bulletin board at the

• Social media project
Your target audience is the students at this school. You will need to be creative and work
together as you consider these questions:
• What is your message? What’s the best way to get it across? (Hint: Don’t try to cram every
school or in the classroom, if space is available.

bit of knowledge you have into this project. Pick one or two messages/topics to focus on.)
• What format would best catch the interest and attention of your peers? (Note: A sense of
humor is fine, but not if it overrides what you are trying to say.)
• How can you present the information so the maximum number of students will understand
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it?
• How can you get the widest population of students in a culturally diverse community to pay
attention to your piece?
You and your group will need to discuss all of these points before you begin designing your
project. You may use your notebook and any classroom books as resources for information.
Knowing Your Limits

Project Requirements
Activity 8.9-4
© PPLM
• All information must fit on one 8.5" x 11" sheet of paper. You can use both sides and fold it
any way you like.
• The message should be clear.
• The project should be clearly written and neatly done.
• Don’t forget your audience, which is the people your age at this school!
Students set personal limits

• This assignment will be due in class on .
5 minutes Grade 8 • Student Workbook 41
Explain that, while the media projects are designed

Handout 8.9-3
to influence others, students also need to think
Teacher Review
about the messages they are giving themselves and
their personal limits around sexual behaviors. Explain that limits are like
boundaries—a limit is what a person feels comfortable doing or considers
personally acceptable. Awareness of personal limits can help them be clear
with others.
Ask students to take a few moments to think about the following prompts
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and to write down their answers. Tell them that different people may have
different limits for what they consider acceptable, and that they will not
be asked to share their answers.
Prompts
How can I respect myself and others when it comes to sexual decisions?
What are my personal limits when it comes to sexual activity?
What are some situations that might challenge those limits?
How can I address those challenges and make sure my limits are
respected by myself and others?
What can I do to ensure I respect someone else’s limits?
Thank students for an excellent year in Get Real and encourage them to
come to you with questions at any time.

Explain family activity Instructions: Work together to finish these sentences. Think about the things you’ve both


values.
Skip parts of it.
talking.

© PPLM

sexuality is…

mobile website.
Family Activity 8.9

For
Teacher Review
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Family Letter 8.9

This was the final week of Get Real classes! The Family Activity will help you and your child
talk about the experience together. We hope you have found the Get Real Family Activities and
letters helpful in your ongoing conversations with your child.
remember as you continue to talk about relationships, communication, decision making and
values—the keys to sexual health!
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messages about gender, messages about sex assigned at birth, body image and sexual
orientation.
Know that children and teens want to hear from their parents.Teens cite parents as the
number-one influence on their sexual decision making. Remind them that you care and want
Teacher Review
to help them make safe, healthy choices.
open up to you.
Talk less, listen more.Ask questions that open the door for discussion (e.g., “When do you
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compliment.
Choose the right times. Talk in the car or while having a snack, etc., not when people are on
the run or in the middle of an activity such as homework.
professionals.
© PPLM


Family Activity 8.9


For
values.
Skip parts of it.
Teacher Review
talking.
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© PPLM
sexuality is…

Grade 8 Assessment
assignments embedded within the unit, the Capstone project can serve as a cumulative
assessment. You may choose to evaluate the Capstone projects using a rubric like the one
featured below:
Criteria Score = 4 Score = 3 Score = 2 Score = 1
Appropriate for Project is very Project is mostly Project is somewhat Project is

target audience appropriate for appropriate for appropriate for completely
of students at this target audience, target audience, but target audience, inappropriate for
school using language some information but some language target audience.
they will relate presented requires or imagery is
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to and a level of more explanation. inappropriate.
information they will
understand.
Gets across a Message is clear Message is mostly Topic is clear, but Topic and message
clear message and concise, like a clear, but aspects the message about are entirely unclear.
thesis statement. of the project go the topic is unclear.
The entire project off on tangents or
Teacher Review
reinforces the do not reinforce the
message. message.
Creative The project is The project is The project shows The project lacks
highly creative and creative and some creativity but creativity and
original, using the original, standing is mostly unoriginal. merely replicates
unique talents of out from other work existing work.
group members. in the class.
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Project content The project entirely The project The project The project
accurately aligns with and largely reinforces contains messages contains messages
represents reinforces the information and that differ from the that are in direct
Get Real information and messages of information and conflict with the
messages messages of Get Real. messages of information and
Get Real. Get Real. messages of
Get Real.
Professionally Work is neatly Work and Work is assembled Work is sloppy,

presented presented and presentation are well but hastily assembled,
shows effort. satisfactory and all presentation needs and/or contains
© PPLM
Presenters are factual information more rehearsal and/ factual errors.

well prepared. All is correct. or may contain
factual information factual errors.
is correct.

1. Ian doesn’t understand why his partner doesn’t want to have sex, so he makes an effort to
put himself in their shoes and understand their point of view. Ian is demonstrating:
a. Self-awareness
b. Self-management
c. Social awareness
d. Responsible decision making
For
2. One big obstacle that can make it harder to choose to postpone sex is…
a. Assertive communication
b. Alcohol use
c. Knowing personal values
d. Understanding the risks of sexual activity
Teacher Review
3. If a person uses abstinence inconsistently, a responsible decision would be to:
a. Use a backup method of protection
b. Have multiple partners
c. Have an older partner
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d. Post about it online
4. Which of the following methods can be purchased at a pharmacy without a prescription?
b. The ring
c. IUD
d. Emergency contraception
© PPLM
5. When making an important decision, people should always:
a. Do whatever their friends are doing
b. Weigh the pros and cons
c. Do the opposite of what their friends are doing
d. Go with their “gut” and hope it works out

6. Emergency contraception can be effective for up to how many days after sex?
a. 1
b. 3
c. 5
d. 7
7. This method is worn for 1 week to prevent pregnancy:
a. The patch
b. The ring
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c. Condom
d. Diaphragm
8. This method can work for up to 12 years to prevent pregnancy:
a. The patch
Teacher Review
b. The ring
c. The implant
d. IUD
9. If a protection method is 95% effective, this means:
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a. Out of 100 couples, 95 liked the method.
b. Out of 100 couples, 5 got pregnant within a month of using the method.
c. Out of 100 couples, 5 got pregnant within a year of using the method.
d. Out of 100 couples, 5 got pregnant within a decade of using the method.
10. After sex, it is best to dispose of a condom by:
a. Burning it
b. Throwing it in the trash
© PPLM
c. Flushing it down the toilet

d. Recycling it
11. Which of the following raises the risk of STI infection?
b. Using a dental dam
c. Having only one partner at a time
d. Having multiple partners

12. Which of the following behaviors is least likely to transmit HIV?

a. Unprotected oral sex
b. Unprotected vaginal sex
c. Unprotected anal sex
d. Sharing needles
13. Which of these STIs can be cured with antibiotics?
a. HPV
b. Herpes
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c. Chlamydia
d. HIV
14. The most common symptom of gonorrhea in a person with a vagina:
a. No symptoms
Teacher Review
b. Pelvic pain
c. Painful urination
d. Warts
15. If left untreated for years, which STI could lead to brain damage and paralysis?
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a. Trichomoniasis
b. HPV
c. Chlamydia
d. Syphilis
16. People who want to have sex but don’t have a condom should:
a. Find a partner who looks clean
b. Only have sex with someone they trust © PPLM
c. Wait until they can get a condom

d. Use a dental dam instead
17. A healthy relationship includes a partner who:
a. Respects your limits
b. Always picks the activity you do together
c. Monitors your email and social media messages
d. Doesn’t want you to hang out with your friends

18. Which of the following can get someone in legal trouble?

a. Asking a doctor about birth control
b. Sending naked pictures of people under age 18
c. Buying Plan B at a drugstore
d. Getting an HIV test
19. Sexuality is…
a. Something that should not be discussed with parents
b. Not something normal people think about
For
c. A healthy, natural part of life
d. Always accurately portrayed in the media
Teacher Review
1. T F Insisting on reading your partner’s text messages is part of a healthy
relationship.
2. T F Calling a partner names can be hurtful, even if you say you’re joking.
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3. T F People can be in a healthy, caring relationship without having sex.
4. T F There are many low-risk sexual activities people can engage in.
5. T F Abstinence is always easy.
6. T F The pill prevents against most major STIs.
7. T F Condoms are often available for free in clinics and doctor’s offices.
8. T F You need parental permission to obtain birth control.
© PPLM
9. T F External and internal condoms are equally effective at preventing pregnancy.
10. T F Condoms can be reused.
11. T F People who are diagnosed with an STI should tell their partners.
12. T F People always know if they have an STI.
13. T F The state can notify a person’s partners about exposure to some STIs.
14. T F Everyone who has sex will contract an STI.

15. T F You can’t get an STI from masturbating.

16. T F Herpes can be treated but not cured.
17. T F You can get the results from a rapid HIV test in 15 minutes.
18. T F You can tell if someone has HIV by looking.
19. T F HIV can be transmitted through saliva.
20. T F Decisions you make in middle school can affect the rest of your life.
For
1. Name three people or places you could go to with questions about sexuality or
relationships.
1.
2.
Teacher Review
3.
2. What are three signs of an unhealthy relationship?
1.
2.
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3.
3. What are three reasons to delay engaging in sex?
1.
2.
3.
4. Respond to the following scenario:
© PPLM
Kevin and Liz have been dating for a few months. Liz has never had sex, and Kevin had
sex with his last girlfriend but wants to wait this time. Liz feels hurt and worries that Kevin
doesn’t like her as much as he liked his last girlfriend. What could Liz say to Kevin to
express her feelings? What could Kevin say back to reassure Liz without engaging in sex
before he feels ready?


5. Why is it important to know your boundaries?

Essay Question
Given what you’ve learned about healthy relationships, abstinence, protection methods and
goals in Get Real class, what advice would you give to a friend who’s considering a sexual
For
relationship? Why?
Teacher Review
Only
© PPLM

1. Ian doesn’t understand why his partner doesn’t want to have sex, so he makes an effort to
put himself in their shoes and understand their point of view. Ian is demonstrating:
a. Self-awareness
b. Self-management
c. Social awareness
d. Responsible decision making
For
2. One big obstacle that can make it harder to choose to postpone sex is…
b. Alcohol use
c. Knowing personal values
d. Understanding the risks of sexual activity
Teacher Review
3. If a person uses abstinence inconsistently, a responsible decision would be to:
a. Use a backup method of protection
b. Have multiple partners
c. Have an older partner
Only
d. Post about it online
4. Which of the following methods can be purchased at a pharmacy without a prescription?
b. The ring
c. IUD
d. Emergency contraception
© PPLM
5. When making an important decision, people should always:
a. Do whatever their friends are doing
b. Weigh the pros and cons
c. Do the opposite of what their friends are doing
d. Go with their “gut” and hope it works out

6. Emergency contraception can be effective for up to how many days after sex?
a. 1
b. 3
c. 5
d. 7
7. This method is worn for 1 week to prevent pregnancy:
a. The patch
b. The ring
For
c. Condom
d. Diaphragm
8. This method can work for up to 12 years to prevent pregnancy:
a. The patch
Teacher Review
b. The ring
c. The implant
d. IUD
9. If a protection method is 95% effective, this means:
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a. Out of 100 couples, 95 liked the method.
b. Out of 100 couples, 5 got pregnant within a month of using the method.
c. Out of 100 couples, 5 got pregnant within a year of using the method.
d. Out of 100 couples, 5 got pregnant within a decade of using the method.
10. After sex, it is best to dispose of a condom by:
a. Burning it
b. Throwing it in the trash
© PPLM
c. Flushing it down the toilet

d. Recycling it
11. Which of the following raises the risk of STI infection?
b. Using a dental dam
c. Having only one partner at a time
d. Having multiple partners

12. Which of the following behaviors is least likely to transmit HIV?

a. Unprotected oral sex
b. Unprotected vaginal sex
c. Unprotected anal sex
d. Sharing needles
13. Which of these STIs can be cured with antibiotics?
a. HPV
b. Herpes
For
c. Chlamydia
d. HIV
14. The most common symptom of gonorrhea in a person with a vagina:
a. No symptoms
Teacher Review
b. Pelvic pain
c. Painful urination
d. Warts
15. If left untreated for years, which STI could lead to brain damage and paralysis?
Only
a. Trichomoniasis
b. HPV
c. Chlamydia
d. Syphilis
16. People who want to have sex but don’t have a condom should:
a. Find a partner who looks clean
b. Only have sex with someone they trust © PPLM
c. Wait until they can get a condom

d. Use a dental dam instead
17. A healthy relationship includes a partner who:
a. Respects your limits
b. Always picks the activity you do together
c. Monitors your email and social media messages
d. Doesn’t want you to hang out with your friends

18. Which of the following can get someone in legal trouble?

a. Asking a doctor about birth control
b. Sending naked pictures of people under age 18
c. Buying Plan B at a drugstore
d. Getting an HIV test
19. Sexuality is…
a. Something that should not be discussed with parents
b. Not something normal people think about
For
c. A healthy, natural part of life
d. Always accurately portrayed in the media
Teacher Review
1. T F Insisting on reading your partner’s text messages is part of a healthy
relationship.
2. T F Calling a partner names can be hurtful, even if you say you’re joking.
Only
3. T F People can be in a healthy, caring relationship without having sex.
4. T F There are many low-risk sexual activities people can engage in.
5. T F Abstinence is always easy.
6. T F The pill prevents against most major STIs.
7. T F Condoms are often available for free in clinics and doctor’s offices.
8. T F You need parental permission to obtain birth control.
© PPLM
9. T F External and internal condoms are equally effective at preventing pregnancy.
10. T F Condoms can be reused.
11. T F People who are diagnosed with an STI should tell their partners.
12. T F People always know if they have an STI.
13. T F The state can notify a person’s partners about exposure to some STIs.
14. T F Everyone who has sex will contract an STI.

15. T F You can’t get an STI from masturbating.

16. T F Herpes can be treated but not cured.
17. T F You can get the results from a rapid HIV test in 15 minutes.
18. T F You can tell if someone has HIV by looking.
19. T F HIV can be transmitted through saliva.
20. T F Decisions you make in middle school can affect the rest of your life.
For
1. Name three people or places you could go to with questions about sexuality or
relationships.
1. Possible answers: health teacher, Planned Parenthood, school clinic, parents, friends,
2. older siblings, reliable websites
Teacher Review
3.
2. What are three signs of an unhealthy relationship?
1. Possible answers: anger, emotional abuse, isolation, exclusion, minimizing, denying,
2. blaming, intimidation, sexual coercion, peer pressure, threats, using social status
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3.
3. What are three reasons to delay engaging in sex?
1. Possible answers: to reach personal goals, avoid getting pregnant or causing a pregnancy,
2. avoid getting or transmitting an STI/HIV, develop a healthy relationship not about sex,
3. graduate from school and get a job, go to college without worrying about teen parenthood
© PPLM

4. Respond to the following scenario:

Kevin and Liz have been dating for a few months. Liz has never had sex, and Kevin had
sex with his last girlfriend but wants to wait this time. Liz feels hurt and worries that Kevin
doesn’t like her as much as he liked his last girlfriend. What could Liz say to Kevin to
express her feelings? What could Kevin say back to reassure Liz without engaging in sex
before he feels ready?
Possible answers include: I-statements, assertive language, affirming feelings for each
other, sharing concerns about risk, discussing other ways to be affectionate

For
5. Why is it important to know your boundaries?
Possible answers: To know what you are comfortable with, be clear with others about what you
are comfortable with, be prepared for situations that might challenge your limits

Teacher Review Essay Question
Given what you’ve learned about healthy relationships, abstinence, protection methods and
goals in Get Real class, what advice would you give to a friend who’s considering a sexual
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relationship? Why?
Possible answers include:
• Know your values
• Know your limits
• Communicate with partner
• Choose abstinence
• Understand the emotional and physical risks of sexual activity
• Use condoms
• Use other protection methods to prevent against pregnancy
• Talk with parent or another caring adult
© PPLM

For
Teacher Review
Only


Facts to Know
The determinants of this lesson include increasing students’ knowledge of
community reproductive health resources and sources of information about
reproductive health. It’s important to include examples of these for Activity
8.1-4: My Road Map to Resources. Gather these resources and familiarize
yourself with them before teaching this lesson.
Engaging Students
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The majority of Lesson 8.1 is a review of the key concepts introduced in the
Grade 6 and Grade 7 curricula. Recognizing the students as “experts” on the
material is a great way to reintroduce important ideas, establish the Rights
and Responsibilities, and review the SEL skills.
Introduction and Class Rights and
Teacher Review
Activity 8.1-1
Responsibilities
Facts to Know
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in class.
class?”

Feel positive about your sexuality. Affirm that, although it might be
experience. Normalize that everyone has reproductive body parts and goes
excited, curious and positive about these things is completely normal. Not
experiencing sexual feelings or excitement is also completely normal.
For
Teacher Review
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disengage, or simply to pass are key parts of being trauma informed. It is
opinions.


information.
For
Teacher Review
Only

Engaging Students
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movement.
Teacher Review
curriculum.
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completes the statement with something that’s true about himself or
herself. For example, “The north wind blows for anyone who loves
baseball.” Once the statement has been made, everyone who also
identifies with the statement attempts to move to a new spot in the circle.
The person left in the middle begins the next statement. This game is very
engaging, but it requires classroom space and additional class time.
Activity 8.1-3 Road Map to Resources

Engaging Students
The activity of completing Handout 8.1-3b may be a bit abstract for some
students. It may be helpful to show them an example of a completed map
as a reference. Having art supplies handy so that students can use this
project as an opportunity to be creative can also help with student buy-in.
If students are still struggling, use the following prompts to help them get
started:

A map shows us visually how to navigate from place to place. Your map
may show how to navigate from personal resource to personal resource.
For example, if you wanted to include your caring adult in your map, how
would you show that?
Directionsprovide guidance for a decision or course of action. Given our
resource brainstorming, how might you show the influences that offer
guidance in your life?
Have various materials available in the classroom from local community
health centers, etc., that offer sexual health resources. Include information
for sexual health websites.
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If time is short, go through the model as a class instead of in pairs.
Teacher Review
When reviewing the anonymous questions, it might help to remind students
that the language of the questions should be scientifically and anatomically
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correct. Questions that are not appropriate for class should not be read
out loud. Questions that might be inappropriate should be reworded using
appropriate terminology.
Engaging Students
some students.

have no questions can answer an alternate prompt. To get a sense of the
media that the students are most engaged in, the question could be, “What
is your favorite TV show?” or “What type of music do you like?” If students
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are reluctant to ask questions, teachers can even plant some questions in
the box to read out loud.
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questions regarding personal values. Use the Frequently Asked Student
Questions section of www.getrealeducation.org for hundreds of vetted
answers to student questions.


For
Teacher Review
of a penis for adults ranges from 2.5 to 4 inches if it is soft (flaccid), and 4
to 6 inches if it is hard (erect). “Average” means that most fall within this
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engage in sexual intercourse. It is important for people to feel physically
and emotionally mature enough to know about, prepare for, and deal with
the potential risks of sexually transmitted infections or pregnancy.
Research shows that abstinence—delaying sexual intercourse—is a
healthy and safe choice for middle school students.
the question asked.

For
serious answer.
Having multiple partners can certainly increase the risk of getting an STI,
including HIV. Using condoms can help reduce the risk significantly. The
only way to know for sure if a person has an STI is to get tested.
Teacher Review
Centers for Disease Control and Prevention, Division of Adolescent and School Health:
www.cdc.gov/healthyyouth
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I Wanna Know: www.iwannaknow.org
Planned Parenthood Teen Talk: www.plannedparenthood.org/teen-talk
Teen Health FX: www.teenhealthfx.com


Facts to Know
Familiarize yourself with your state and local laws regarding age of sexual
consent, as well as your school’s policies. Be clear with students during
this lesson about your role as a mandated reporter, if you are considered a
mandated reporter in your state.
Engaging Students
When appropriate in this lesson, remind students of the research that shows
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relationships between a younger female and a significantly older partner are
much more likely to result in unintended pregnancy and STIs. Discuss with
students other potential risks associated with dating older partners, such as
power and control imbalances.
Healthy/Unhealthy Relationship Characteristics
Teacher Review
Activity 8.2-2
Facts to Know
The acronym HERRC, standing for “honesty, equality, respect, responsibility,
consent,” may be useful here. Research shows that people look for these
five characteristics in friendships and dating relationships. Elicit examples
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of each characteristic from students. Responsibility can be tied into the SEL
skill of responsible decision making—people in healthy relationships help
each other make responsible decisions.
Unhealthy characteristics can be the opposite of the HERRC qualities:
dishonesty, inequality, disrespect, irresponsibility, manipulation or lack of
consent.
Engaging Students
One way to gain student buy-in is to have students discuss the relationships
between characters from books they are reading in school.
If you have additional time to delve into the topic of healthy and unhealthy
relationships, have students cut out magazine images that represent
unhealthy relationships, and bring in headlines that portray unhealthy
relationships (e.g., “Star cheats on partner”). Have students work in groups
to come up with healthy solutions to the problems addressed in the images
or headlines. Then ask these follow-up questions:

How does frequently seeing these images or headlines affect people’s

ability to make healthy choices?
How does it change people’s ideas of what’s healthy or normal?
How do media messages affect the way we think about relationships?
Activity 8.2-3 Healthy Vs. Unhealthy

Facts to Know
The following are some talking points on consent.
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Any sexual behavior (talking, kissing, touching, intercourse) should be
mutually consensual. This means both people have agreed to engage in
the behavior.
Consent requires a sober “yes” from both partners.
Consent is an active decision, which means that people cannot give
consent if they are drunk, asleep or high.
Teacher Review
“Yes”means yes. “No” means no. If a person has not clearly said yes to
something, then their answer should be considered “no.” Silence should
be considered a “no.”
People can change their minds and stop consenting at any time. Partners
should check in with each other. Language such as, “Is this OK?” or
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“Does this feel good?” or “Tell me what you want” or “I like…but I don’t
like…” can be used to communicate comfort and boundaries. Consent
should be given each and every time. Just because people say OK to
something once, doesn’t mean they’re consenting for the future.
Consent can be sexy and caring.
Consent means doing something because a person wants to, not because
a person feels pressured or manipulated. Consent should never be
hesitant or coerced. If both partners are not on the same page, they
should slow down and check in with each other.
Consent is not simply about saying “no” to something. It is also about
hearing what a partner is saying and respecting their boundaries.
Remind students about the age of consent and what they learned back
in Grade 6 Activity 6.3-5, Dating Older Partners. Dating significantly older
partners is one of the biggest risk factors for young females for engaging in
sexual behaviors before they are ready, as well as unintended pregnancy and
STIs.
This activity may get students thinking about power dynamics. According
to a study by Power to Decide: The Campaign to Prevent Unplanned

Pregnancy, 30% of females and 73% of males were sexually experienced if

their oldest partner was 2 or more years older. By comparison, only 13% of
females and 29% of males were sexually experienced if their oldest partner
was no more than 1 year older.
The scenarios on the cards correlate to categories on the Power and
Control Wheel as well as the Equality Wheel. Be sure to examine the healthy
relationship aspects of the scenarios, as well, since students may get caught
up in the unhealthy aspects. Help students see parallels in how the same
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situations might be handled differently in a healthy versus an unhealthy
relationship.
Engaging Students
The discussion of unhealthy behaviors that are deemed OK or normal by
teens is a great opportunity to reinforce the messages surrounding mutual
Teacher Review
consent and assertive communication, as well as bullying and bystander
behaviors. Ask students, “What would you do if you saw a friend crossing
someone’s boundaries? What would you do if someone crossed the
boundaries of one of your friends?”
Activity 8.2-4 My Plan for Having a Healthy Relationship
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The first question on the handout reads, “What are the top three qualities
I want or will want in a healthy relationship?” Ask students to write down
two characteristics they would want in any healthy relationship and a third
characteristic they would want in a healthy sexual or romantic relationship.
Then ask, “Are the characteristics you want from a healthy relationship with
a friend different from those you want with a romantic partner? Why or why
not?”
Students can use the Equality Wheel (Handout 8.2-3b) as a reference point
to help them prepare this exercise. This will be very helpful to visual/spatial
learners.


TeenFX: www.teenhealthfx.com/answers/relationships
Power to Decide: The Campaign to Prevent Unplanned Pregnancy:
www.powertodecide.org
Resources on domestic violence and sexual assault:
Futures Without Violence: www.futureswithoutviolence.org
That’s Not Cool: www.thatsnotcool.com
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Domestic Violence and Incest Resource Center: www.dvrcv.org.au
Resource on consent and legal issues by state:
Sexlaws.org: www.sexlaws.org
U.S. Department of Health and Human Services: http://aspe.hhs.gov/hsp/08/sr/statelaws/
summary.shtml
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Facts to Know
It is important to normalize abstinence, or delaying sex, as part of sexual
decision making throughout a person’s life. Use the terms “postponement”
and “delaying sex” in conjunction with abstinence.
Although many students believe their peers are already engaging in sexual
activity, statistics show this is generally not the case. According to national
statistics from the Centers for Disease Control and Prevention (2017):
Less than 40% of high school students have ever had sex, and only 29%
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are currently sexually active.
Among younger teens, 79% of ninth graders and over 60% of tenth
graders have never had sexual intercourse.
Over 85% of ninth graders and 71% of all high school students are
currently abstinent.
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Fewer than 4% of high school students have had sexual intercourse
before age 13.
Activity 8.3-2 Planning for Abstinence

Facts to Know
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The focus of this lesson is to help students view abstinence as a protection
method that requires skills and strategies in order to work. People do not
just decide to be abstinent; they need to plan a strategy to make abstinence
work. Filling the abstinence jar gets students thinking about their plan.
Some students may struggle to come up with examples of skills that
contribute to the efficacy of abstinence. An example of a skill to suggest is
“self-awareness.”
What is self-awareness?
How would being aware of your personal values be important for
maintaining abstinence?
You may need to prompt the students through a few more possible skills
before they’re able to complete the activity on their own.

Engaging Students
When identifying positive outcomes of abstinence, reinforce these talking
points surrounding media messaging:
Although the majority of teens choose to be abstinent or to postpone
sexual activity, is that the message the media gives people your age?
Are most of the characters you see on TV abstinent/postponing? Why do
you think that is?
Instead of having students fill a real jar with slips of paper, you can also draw
a jar on the board and hand out sticky notes to students. Have students
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fill out three or four notes with components that would make abstinence
effective, then stick them inside the jar drawn on the board. Read through
their collective answers and process the activity.
The following is some language about filling the abstinence jar that can help
create student buy-in for this activity: “It’s often easier to talk about a goal
than to follow through on it. That’s why we do role-plays and run different
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scenarios through the decision-making model. We’re doing this next activity
for the same reason. Not only will you get to talk about all the skills it takes
to be abstinent, but you will actually see them.”
It’s important to be realistic about challenges that may make it difficult for
teens to choose to delay sex, including their own sexual feelings.
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Activity 8.3-4 Advice Column
Facts to Know
Prompt students to use the words “postponement” and “delaying sexual
activity” when they respond to the character asking for advice. Review what
these terms mean and have students practice using them in context.
Make sure students understand that as advice columnists, their job is not to
judge or shame the person asking for help. They should only provide advice.
It may help to bring in an age-appropriate example of what an advice column
looks like if they’re struggling with this concept.


Planned Parenthood Teen Talk: www.plannedparenthood.org/teen-talk
Go Ask Alice! Columbia University’s Heath Q&A Internet Service: www.goaskalice.com
Centers for Disease Control and Prevention, Health Risk Behaviors by Sex:
www.cdc.gov/HealthyYouth/data/yrbs/results.htm
Information about teen dating violence:
Step Up Speak Out: www.stepupspeakout.
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This lesson contains a lot of information. Students will have many questions
and may believe myths about particular methods. Be sure to distinguish
myths from facts and remain focused on the methods that will be most used
by teens. Be sure to save time for anonymous questions, as students will
likely have many questions.
Engaging Students
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This lesson is an opportunity to discuss protection methods and reinforce
media literacy messaging. If there is time, ask these additional questions:
Do you often see people using protection on TV?
Do TV characters talk about protection methods before engaging in sexual
activity?
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A possible extra-credit assignment for this lesson could be to have
students write or perform their own TV scripts that involve condom use and
protection. Ask: “What would a conversation between characters on TV
really sound like in order to promote healthy sexual relationships?”
Activity 8.4-2 The Need for Protection
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Engaging Students
Reintroduce the questions about choosing to become sexually active from
Grade 7, Activity 7.8-2: Why Use Protection? A visual aid of the questions
from that activity would be useful in this activity as well.
Activity 8.4-4 Protection Methods Kit

Facts to Know
The following are talking points for the various protection methods.
Abstinence (delaying sex): Abstinence means voluntarily choosing not
to engage in any sexual behavior that could lead to pregnancy or STI
transmission (such as vaginal, anal or oral intercourse). Abstinence, when
used correctly and consistently, is the only 100% effective method for
preventing pregnancy and STIs. Abstinence costs nothing, but it requires a
person to be able to communicate assertively and effectively with a partner.
People define abstinence differently, so, for abstinence to work, there needs
to be open and honest communication about what it means to each person

in a relationship. People can choose to be abstinent at any time, even if they

have engaged in sexual intercourse in the past.
External condom: An external condom is a thin layer of latex or
polyurethane that covers the penis during vaginal, anal or oral sex. When
used correctly and consistently, condoms are 98% effective at preventing
pregnancy. However, typical use (which takes into account human error) is
85% effective. In order to reach 98% efficacy, all steps to correct condom
use must be followed:
Before use, there should be an open, honest discussion about not only the
decision to engage in sex, but also the choice to use protection.
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Condoms should be stored at room temperature and not in cars or
wallets.
Theexpiration date on the condom must be checked, and the packaging
must be checked for holes or tears.
The penis should be fully erect before the condom is put on. If the penis is
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not fully erect, the condom is more likely to not fit correctly, break or
become uncomfortable during the sexual act.
When the condom is placed on the penis, the top must be pinched so
there is no air inside. A small amount of space should remain at the top to
contain semen in case of ejaculation.
Ifthe condom is placed on backward, it cannot be turned around. In order
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to ensure that it is put on the right way, the user should roll the condom
down slightly on a finger before placing it on the head of the penis.
The condom must be rolled down to cover the entire penis and must be
left on for the entire duration of the sexual act, whether ejaculation occurs
or not.
Before the penis is withdrawn, the condom should be held at the base to
ensure that it does not come off during withdrawal.
If ejaculation does occur, the penis should be withdrawn right away before
it becomes soft or flaccid.
The condom should be removed and thrown away in the garbage. If the
two people want to engage in sex again, a new condom must be used.
The use of water or silicone-based lubricant to increase comfort is
suggested. However, oil-based lubricant will break down the condom and
should not be used.

Condoms can be found in drugstores, doctor’s offices, health clinics, some

school nurse’s offices and most supermarkets. There is no age restriction on
the purchase of condoms.
1. Discuss with partner the decision 10. Use lubricant.
to have sex. 11. Have vaginal, oral or anal sex.
2. Discuss protection methods with 12. Keep condom on penis until
partner. done (whether ejaculation
3. Check expiration date on occurs or not).
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condom. 13. Hold on to the rim of the
4. Check the package of the condom at the base of the
condom for holes, tears, or any penis.
sign of damage. 14. Withdraw the penis.
5. Carefully open condom package 15. Carefully take the condom off
and remove condom. the penis.
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6. Penis is erect. 16. Throw the condom in the
7. Place condom on the head of the garbage.
penis. 17. Use a new condom if both
8. Hold the tip of the condom to partners want to have sex
squeeze out any air. again.
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9. Roll the condom down to cover
the entire penis.
Internal condom: Made of a thin layer of nitrile, the internal condom can
be inserted into the vagina or anus, and acts as a barrier between partners.
When used correctly and consistently vaginally, it is 95% effective at
protecting against pregnancy. With typical use, it is 79% effective. It is more
effective at protecting against skin-to-skin STIs than the external condom
because it covers most of the vulva. The internal condom is inserted by
squeezing the inner ring and pushing it into the vagina. Silicone or water-
based lubricant can be used to make this process easier.
The internal condom will not get stuck or lost in the vagina; the average
vagina is generally only 3 to 5 inches long, so the condom should be easy
to remove once intercourse is over. Internal condoms are available by
prescription only, although some reproductive health centers may provide
them for free.

The internal condom can be inserted into the vagina up to 6 hours before
intercourse. This condom can also be used for anal sex, but the inner ring
should be removed first.
Dental dam: Made of a thin layer of latex, a dental dam is placed over the
vulva or anus during oral intercourse and acts as a barrier between partners
for protection against STIs. It cannot be used on the penis. Dental dams do
not prevent pregnancy.
The pill: Birth control pills contain hormones that prevent the release of an
egg from the ovaries. These hormones also cause cervical mucus to thicken,
which prevents sperm from entering the uterus and fertilizing an egg if it is
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present. When used correctly and consistently, the pill is more than 99%
effective. In order to reach that efficacy, the pill must be taken at the same
time every day. If a pill is missed, the efficacy is reduced and the person
should follow instructions in the information pack that accompanies the pill
to find out how to continue to take the pill. With typical use, the pill is 92%
effective at preventing pregnancy. Taking antibiotics while on the pill can
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reduce efficacy. The pill does not protect against STIs. It can be obtained
only with a doctor’s prescription. Some common side effects of the pill are
headaches, nausea, mood swings and increased or decreased appetite.
The patch: The patch is a plastic patch that sticks to the skin, much like
a nicotine patch would. The patch is designed to remain in place through
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showering, swimming, sports and other day-to-day activities. The patch
contains hormones that are absorbed through the skin and into the
bloodstream. These hormones work in the same way the ones in the pill do.
The patch should never be placed on the breasts or legs. Once a week, the
patch is removed and a new one is placed on a new spot on the body.
After three weeks of patches, no patch is used for the fourth week. When
used correctly and consistently, the patch is up to 99% effective at
preventing pregnancy. The patch does not protect against STIs. Like the
pill, the patch cannot be obtained without a doctor’s prescription. Some
common side effects of the patch are skin irritation at patch site, nausea and
abdominal pain.
The shot: The shot is injected every three months or every 10–12 weeks. It
contains the hormone progesterone. When used correctly and consistently,
the shot is more than 99% effective at preventing pregnancy. Waiting more
than 12 weeks between shots can reduce the efficacy rate. With typical use,
the shot is 97% effective at preventing pregnancy. The shot does not protect
against STIs. It is important that the injection be given on time every three
months, so regularly scheduled doctor or health clinic visits are mandatory.

Some common side effects of the shot are increased appetite, headaches,
mood swings and irregular menstrual bleeding.
The ring: The ring is a vinyl acetate ring inserted into the vagina. The ring
contains hormones that flow into the bloodstream. The hormones work in
the same way as those in birth control pills. Each ring is worn in the vagina
for three weeks, which is followed by a week without a ring. A new ring is
inserted after the week without a ring. When used correctly, the ring is up
to 99% effective at preventing pregnancy. The ring does not protect against
STIs. Like the pill, the patch and the shot, the ring must be prescribed by a
doctor. Common side effects of the ring are headaches, increased vaginal
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discharge, vaginal irritation and nausea.
Intrauterine device (IUD): An IUD is a device inserted into the uterus that
changes the environment of the uterus, preventing a sperm and an egg
from meeting. IUDs may be either copper or plastic, and plastic IUDs also
contain progesterone. IUDs must be inserted by a medical practitioner and
can be left in place for three to five years (progesterone IUD) or up to 12
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years (copper IUD). The IUD is over 99% effective at preventing pregnancy.
The IUD does not protect against STIs. Side effects may include changes
to menstruation such as breakthrough bleeding, increased cramping, and
heavier or longer periods. The copper IUD can be inserted as a form of
emergency contraception, and then left in place as a regular form of birth
control.
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The implant: The implant is a small, matchstick sized piece of plastic that
is inserted into the arm. The implant contains the hormone progesterone,
which is absorbed into the bloodstream. The hormone works the same way
as those in birth control pills. The implant must be inserted by a medical
practitioner and can be left in place for up to three years. The implant is over
99% effective at preventing pregnancy. The implant does not protect against
STIs. Side effects may include irregular bleeding and lighter to no periods
after one year of use.
Emergency contraception (EC): Emergency contraception (sometimes
called the “morning-after pill”) is a method of pregnancy prevention that
works after intercourse has occurred. It was designed to be used when
another method has failed or when nothing was used. If exposure to an STI
has occurred, emergency contraception will not prevent an infection.
There are different types of emergency contraception. Commonly used is
a pill, or a series of pills, taken after unprotected intercourse. Emergency
contraceptive pills work by keeping the ovary from releasing an egg for
longer than usual. The copper IUD also acts as emergency contraception

when it is inserted after unprotected intercourse. The copper IUD works by

creating an environment in the uterus that is disruptive for sperm.
In general, emergency contraception can be used up to five days after
unprotected sex, but it is more effective if taken sooner. See the Protection
Methods Chart for how effectiveness varies by method. Access to
emergency contraception varies by method too. As of summer 2014, some
pills are available on pharmacy shelves or from a health clinic for anyone of
any age to purchase. Other pills are available from a pharmacist or health
clinic with certain age restrictions. The copper IUD is only available with an
appointment with a clinician.
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Effectiveness rate: The effectiveness rate of a protection method measures
the percentage of users who did not become pregnant during the first year
of using a given method. Two percentages are usually given for effectiveness
rate, one for “perfect use” and one for “typical use.”
Perfect use gives the effectiveness rate when the method is always used
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Typicaluse gives an adjusted rate that takes into account the frequency of
human error. Possible errors might include forgetting to take a pill, not
renewing a prescription on time, etc.
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Passing around the samples of protection methods is an important
component of this lesson. However, seeing them can distract students
from listening to the information being presented. If you think this may be
a problem, do not pass out the protection method samples until the end of
class. Reserve 10 minutes for students to handle the samples and ask any
additional questions they may have.
If an educator is unable to facilitate an in-person condom demonstration with
the class due to school/district policy, it is important that they still review the
steps to correct condom use, and then show the approved video, available
on www.getrealeducation.org. If neither the in-person demonstration nor the
video are allowed, the educator will need to be sure to include all important
talking points.

Activity 8.4-5 What’s the Deal?

Engaging Students
This is a great time for students to perform a condom demonstration.
Remind students of the steps to correct condom use and the importance of
the words “correctly” and “consistently.”
Put up the Steps to Correct Condom Use from Grade 7, Lesson 7.8. You
can make a poster with these steps, put them on a smartboard or list them
on the board. Inform students that they will need to demonstrate these
steps. The teacher should first demonstrate the steps using a condom and
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a demonstration tool, then give students a handout with the steps they can
use.
Have students pair off and take turns demonstrating putting a condom
on a demonstration tool or their fingers. The person who is not currently
demonstrating should use the checklist of steps to see if the demonstrator is
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following all the correct steps. After a correct demonstration, partners should
switch so everyone gets a chance to demonstrate these skills.
It’s important to be mindful about potential triggering of students who
have experienced trauma and/or sexual violence. Alert a school counselor
to the topic of today’s class. Give students the option of not participating
in peer-led condom demonstrations if they are uncomfortable. If they
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are comfortable reading the steps to their partner, they can assist in that
way. If some students need to take space or leave the room for self-care,
encourage them to do so, and check in with them after class.

Reproductive Health Technologies Project: www.rhtp.org
I Wanna Know: www.iwannaknow.org
Centers for Disease Control and Prevention, Division of Adolescent and School Health:
www.cdc.gov/healthyyouth

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Activity 8.5-2 Sweetly Transmitted Infections

Facts to Know
The following information on the difference between the terms “STD” and
“STI” is from the American Sexual Health Association:
Diseases that are spread through sexual contact are usually referred to as
“sexually transmitted diseases”—STDs for short. In recent years, however,
many experts in this area of public health have suggested replacing STD
with a new term—sexually transmitted infections, or STIs.
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The concept of disease, as in STD, implies a clear medical problem,
usually with some obvious signs or symptoms. But, in truth, several of
the most common STDs have no signs or symptoms in the majority of
persons infected. Or they have mild signs and symptoms that can be easily
overlooked. So the sexually transmitted virus or bacteria can be described
as creating “infection,” which may or may not result in “disease.” This is
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true of chlamydia, gonorrhea, herpes, and human papillomavirus (HPV), to
name a few. For this reason, in some of the published literature, the term
disease is being replaced by the term infection.
If there is a concern about spreading germs in the candy activity, individually
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wrapped candies can be used. You can have antibacterial lotion available as
well. Using paper or colored bags that can’t be seen through is helpful, so
students don’t get distracted by what candy is in the bag and which candies
they’re giving to other students.
The bulleted questions listed in the lesson are important for guiding the
discussion successfully, so it’s a good idea to keep a copy of the questions
while playing the role of the infected person.
If you’re not allowed to give the students candy, follow the directions below
instead:
Have an index card for each student in the class. Mark the cards with the
letters C, P, or N as follows:
–– One quarter of the students should receive cards with Cs.
–– One quarter should receive cards with Ps
–– Half should receive cards with Ns.
Explain to students that you are going to hand each of them an index card
with either a C, a P or an N on it.

Have students imagine they are at a party. Explain that they will walk
around the room, and, when the teacher tells them to stop, they should
find the nearest person and write their name on that person’s card.
Have the group mingle, telling them to stop two or three times. Be sure to
mingle along with the group, adding your name to students’ cards and
collecting names on your card.
Explain that for the purpose of this activity, each time they signed
someone’s card, it represented a sexual encounter in which bodily fluids
were exchanged. Also explain that for the purpose of this activity,
someone had chlamydia, and that person was you. Make sure to reinforce
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that this was a simulation and that STIs cannot be spread by making eye
contact with a person or by writing your name on an index card.
Now read the names listed on your card and ask those students to stand.
Then, one at a time, have the students who are standing read the names
on their cards, asking the students named to stand up. Continue until all
the people who might have been infected are standing.
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Give the students a moment to see all the people who are standing. Now
tell them that the cards they are holding represent which protection
method they might have used. Ask all the people with the Cs to raise their
hands. Explain to them that in this scenario, they or their partner used a
condom correctly, so they did not get infected with chlamydia and may sit
down. Ask all the people with Ps to raise their hands. Explain that they or
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their partner used birth control pills. They don’t have to worry about
pregnancy, but they may have been exposed to chlamydia and so must
remain standing. Have all the people with Ns raise their hands. Explain
that they and their partner used nothing, so not only may they have
chlamydia, but they or their partner might be pregnant, too.
Ask the students who are seated: How did it feel to not have your name
called or to get to sit down? Ask students who are still standing: How
does it feel to still be standing?
Have all students sit down and process with the following questions:
–– In this simulation, I chose to inform my partners. What might some
reasons be that a person might choose not to tell a partner?
–– What might the result of this activity have been if you had all refused to
sign each other’s index cards? (Simulates result of abstinence. No one
would be standing/infected.)

Activity 8.5-3 Multiple Partners and Other Risk Factors

Facts to Know
Many students are already aware that vaginal and anal intercourse are high-
risk activities. A lot of students have questions about STI risk associated
with oral sex. Although the risk of transmission of STIs through oral sex is
lower than through vaginal and anal sex, there is still some risk. The following
is the risk of transmission of various STIs through oral sex, according to the
American Sexual Health Association and the Centers for Disease Control
and Prevention:
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Moderate risk: herpes, gonorrhea
Some risk: syphilis
Low risk: HIV, chlamydia, HPV, trichomoniasis, hepatitis B
Sequential sexual partners: This means having two different sexual
partners separated by some period of time. Increasing the amount of time
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between sexual relationships can reduce the chances of infection. A longer
gap between sexual partners also enables people who have been infected
with an STI to notice their symptoms, get tested, and get treated.
Concurrent sexual partners: This means having more than one sexual
partner over the same period of time. If a person gets an STI from one
partner, they can transmit that disease to another partner. Infection can
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go in any direction. A person can reduce the risk of STI transmission by
avoiding engaging in sex with concurrent partners or with a person who has
Tell students that in the previous activity, they talked about the feelings and
stigmas that come along with having STIs and HIV and noted how easily
these diseases are passed. Although being exposed to a disease is not a
guarantee that a person will contract it, a person can become infected after
only one encounter.
In order to emphasize one of the important determinants in this lesson,
include the fact that STI transmission is more likely when one of the people
in the relationship is significantly older than the other.
Engaging Students
Some classes may not feel comfortable with a handshake activity to
demonstrate STI transmission. Instead of the demonstration, the teacher
may choose to draw the following diagrams to explain sequential and

Sequential Concurrent
A A
B B Y
C C Z
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Activity 8.5-4 HIV Review
Facts to Know
In Lesson 8.6, students will be hearing from an HIV-positive speaker or
watching a video about people living with HIV. Before this lesson, it is very
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important that students get information about HIV and AIDS.
The following is a definition of HIV and AIDS from the American Sexual
Health Association:
HIV stands for human immunodeficiency virus. It is the virus that causes
AIDS—Acquired Immune Deficiency Syndrome. HIV can be transmitted
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through the blood, sexual fluids or breast milk of an HIV-infected person.
Over time, infection with HIV can weaken the immune system to the point
that the system has difficulty fighting off certain infections. These types
of infections are known as opportunistic infections. These infections
are usually controlled by a healthy immune system, but they can cause
problems or even be life-threatening in someone with AIDS.
A blood test can determine if a person is infected with HIV. Too many
people don’t know they have HIV. In the United States, nearly 1.1 million
people are living with HIV, and one in seven doesn’t know it. Getting
tested is the first step to finding out if a person has HIV. When people
are HIV positive, getting medical care and taking medicines regularly
helps them live longer, healthier lives and also lowers the chances of their
passing HIV to others.
If a person tests positive for HIV, it does not necessarily mean that the
person has AIDS. A diagnosis of AIDS is made by a physician according
to the CDC AIDS Case Definition. A person with HIV may receive an
AIDS diagnosis after developing one of the CDC-defined AIDS indicator

illnesses. A person with HIV can also receive an AIDS diagnosis on the
basis of certain blood tests (CD4 counts) and may not have experienced
any serious illnesses.
Of the three forms of sexual intercourse defined in Get Real, anal sex carries
the highest risk of HIV transmission. Vaginal sex has the second-highest
risk, followed distantly by oral sex. The risk of HIV transmission from sharing
needles and injection equipment falls in between the risks for anal sex and
vaginal sex.
The following bodily fluids can transmit HIV: blood, ejaculate, pre-ejaculate,
vaginal fluid, rectal fluid and breast milk.
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Engaging Students
Let students know that in the next lesson, they will be hearing from an HIV-
positive speaker (if you have chosen the speaker option). Make sure that
students have a thorough understanding of HIV and AIDS to prepare them
for the conversation in Lesson 8.6. Definitions can be found in the Facts to
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Know section above.

HIV/AIDS information from the Federal Government: www.aids.gov
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American Sexual Health Association: www.ashasexualhealth.org
Definition of HIV/AIDS: www.ashasexualhealth.org/std-sti/hiv-aids.html
Centers for Disease Control and Prevention, Risks of HIV transmission by type of exposure:
HIV Transmission Risk, www.cdc.gov/hiv/policies/law/risk.html
STD information: www.cdc.gov/std
HIV/AIDS Information Hotline: 1-800-232-4636
AIDS Action Committee: www.aac.org

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Facts to Know
Review the information about HIV and AIDS in the Teacher’s Guide pages for
Lesson 8.5.
Be sure to alert support staff at your school before this lesson. Some
speakers’ stories include descriptions of substance abuse, domestic
violence and/or sexual assault. If the subject matter brings up difficult
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feelings, students may need to leave the room and go to see the counselor
or other school support staff. Students may experience emotional responses
to any of the elements of a speaker’s story. Prepare the students ahead of
time with suggestions for what they can do if they are feeling uncomfortable
during the speaker’s presentation.
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Activity 8.6-2 Common Ground
Engaging Students
After running this activity, point out that people who raised their hands have
something in common. People who did not raise their hands also have things
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in common. Most people have similar experiences and feelings, even though
their lives are different. This idea ties back to the SEL skills of self-awareness
and social awareness. Discuss empathy and social awareness and the fact
that many people have done things they later regret or wish they could have
done differently.
Activity 8.6-3 Option 1: HIV Speaker Presentation

Facts to Know
The following are guidelines for the speaker presentation. Make sure to talk
with the speaker before the lesson to ensure that your expectations match.
The guest speaker should make a presentation to the class that lasts 15
minutes. The guest speaker should discuss HIV in the context of their own
story, beginning with a description of adolescence. During the presentation,
ask speakers to:
Introduce themselves and state the reasons for coming to speak to the
class.

Describe personal health status: asymptomatic, symptomatic, or have a

diagnosis of AIDS. (The speaker may wish to share CD4 cell count and
viral load.)
Describe themselves as an adolescent, e.g., family life, where they grew
up.
Describe some of the personal, emotional, family, social and economic
impacts that HIV has had on their life.
Describe some past and current situations in which they have had to deal
with put-downs or discrimination and give some examples of how they
handled those situations.
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Emphasize the role of communication in establishing trust in personal
relationships.
Emphasize the role of peer pressure as an influence on decision making
and risk taking and suggest some strategies for managing peer pressure.
Reinforce that abstaining from sexual intercourse and needle use is the
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most effective means of HIV prevention.
Reinforce that correct and consistent condom use (external or internal) is
an effective means of HIV prevention.
Discuss ways in which using specific types of protection helped or would
have helped them to stay negative.
List available resources and encourage students to seek further
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information, primary health care and support.
Option 2: Video Clips

Engaging Students
Be sure to screen all videos before introducing them to your class.
Blood Lines
If you choose to show Blood Lines to your students, be aware that the video
contains some questionable language.
Students may be confused by the speaker who claims her child was born
HIV positive but is now HIV negative. This is because, at birth, newborn
children still have their mother’s antibodies, and HIV tests look for
antibodies. Some babies may test negative after their HIV-positive mother’s
antibodies are no longer in their system.

One of the characters in this movie was infected with HIV during a blood
transfusion. HIV infections due to blood transfusions in the United States
don’t occur anymore because of mandatory antibody testing for the blood
supply. Antibody testing for HIV-1 began in 1985, and antibody testing for
both HIV-1 and HIV-2 began in 1992.
The following are some additional process questions for the Blood Lines
video:
Several people in the film talk about “slipping up once or twice.” Why is it
such a challenge to consistently use protection during sex?
Rebecca says, “Part of the reason why I started having sex at such a
For
young age was because I needed some kind of love.” Identify some of the
reasons people become sexually active at a young age. What can fill those
needs besides sex and drugs?
Inthe film, Jody says he dreams about what it would be like to be 85
years old. Does this seem strange to you? How is this different from your
dreams?
Teacher Review
Activity 8.6-4 Option 1: Questions and Answers
This is a great opportunity for students, but some classes are reluctant to
Only
ask questions of the speaker. To prompt them, prepare questions ahead of
time. Some examples of things to ask about are the speaker’s current status,
medication regime, coping skills and self-care—all important topics for the
students to hear about.
Activity 8.6-5 Option 1: Thanking the Speaker

Do not promise confidentiality to students when introducing the letter-writing
activity. Teachers should be upfront with students about what is reportable;
they should also let students know what could happen if a report is made
(i.e., a social worker may call or visit your home to check up on you and
your family). Review the letters before passing them on to the speaker, and,
if any students make disclosures of harm or neglect, discuss these with the
appropriate people at the school. Let the students know they should not
include contact information in their letters, since the speaker will not be able
to correspond with them.

Option 2: Writing a Reflection Letter

Do not promise confidentiality to students when introducing the letter-writing
activity. If you review the letters and find that any students have made
disclosures of harm or neglect, discuss these with the appropriate people at
the school. Be sure students understand that the letters will not actually be
sent to any of the people in the videos.
For
HIV/AIDS information for educators and Videos featuring people living with HIV:
young people: www.avert.org
First-Person Stories from HIV-Positive People:
National Institutes of Health AIDS www.thebody.com/content/67155/first-person-
information: www.aidsinfo.nih.gov stories-from-hiv-positive-people-may-.html
Teacher Review
Centers for Disease Control and A Day in the Life video series:
Prevention, Safety of U.S. blood supply: www.thebody.com/content/63758/a-day-in-the-
www.cdc.gov/hiv/resources/qa/qa15. life-video-series-an-interview-with-t.html
htm
This Positive Life video series:
The Body: The Complete HIV/AIDS www.thebody.com/content/61705/this-positive-
Only
Resource: www.thebody.com life-an-interview-with-lolisa-gibson.html
HIV/AIDS information from the Federal Blood Lines: Available for order at
Government: www.aids.gov http://pub.etr.org/ProductDetails.
aspx?id=100000084&itemno=G122. A short clip
AIDS info: 1-800-HIV-0440
can be viewed at https://www.youtube.com/
(1-800-448-0440), TTY: 1-888-480-3739
watch?v=NjGo7iVf8sE
Videos about the HIV epidemic: The Positive Project: www.thepositiveproject.
We Were Here: Documentary about the
early years of HIV in the U.S., available
on Netflix
How to Survive a Plague: Documentary
about HIV activists of the 1980s and
1990s, available on Netflix


Facts to Know
It will be your job to collect the thank-you letters the students have written
and send them to the speaker from the last lesson. Be sure to screen the
letters for inappropriate content or information that may warrant mandated
reporting.
Activity 8.7-2 Process Speaker or Video
For
While processing the presentation from last week, students may be hesitant
to answer the questions. Allow for silence while students reflect. Students
will eventually relax and join the conversation. For classes that really
struggle, it might help to offer some of your own feelings and reactions to
Teacher Review
what was said. You might also ask if any students are comfortable sharing
something they wrote in their thank-you letters.
Engaging Students
Make sure students practice social awareness when talking about people
who have HIV and other STIs. Remind students that social awareness is
Only
having the ability to put themselves in someone else’s shoes. For example,
ask them to think about how people who have just been diagnosed with
an STI might feel and whether they might be worried about being judged
by others. If they were in that situation, would they worry about how others
might judge them?
Ask the following additional process questions:
What was it that put the speaker or people in the video at risk for HIV?
(Talk about risky behaviors, but also address secondary risk factors:
substance abuse, low self-esteem, mental health issues, etc.)
What did you learn that you would not have learned from a book?
What social awareness skills did you gain?

Before breaking students into groups, be sure to review key talking points
about consent from Lesson 8.2.

Two of the scenarios are written about a relationship between characters

of the same sex, which may cause students to struggle. If this happens,
it is the perfect opportunity to remind students of the messages from
Lesson 7.3 and Lesson 7.4 about becoming an ally and creating a safe
school environment. It may be necessary to refer students to the Class
Rights and Responsibilities from Lesson 8.1 and reinforce the expectation
that the classroom is a safe space for everyone. Emphasize that students
must respect the possibility that some people in the room may identify with
scenarios in which the characters are gay.
Engaging Students
For
Make sure students understand that the characters in the scenarios are older
teens and that the students, as sexuality experts, are being asked to give
advice to these older teens.
Give students the option of writing a script, and do not force them to
perform in front of their peers. This activity can also be done as an advice
Teacher Review
column, although that eliminates the kinesthetic learning opportunity.
As the director of the scene, you can freeze the role-play action at any time.
This will give you the opportunity to process the questions that follow this
activity while the scene is fresh in students’ minds. Also, if at any point
students are struggling with the presentation, freeze the scene and invite
another student to “tag in” with a new message or idea.
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If multiple groups have the same scenario and volunteer to perform, have
them perform back-to-back. This will offer a great demonstration of different
ways that people can deal with the same situation.
Circulate around the room and provide feedback on the skills being
practiced in the role-play.
See “Guidelines for Role-Play” at www.getrealeducation.org for more tips
and strategies for facilitating a successful role-play.

Activity 8.8-2 “Who Will I Become?” Brainstorm

Acknowledge that students may have a difficult time picturing their personal
situations in 5 years. Some thought-provoking questions that may help with
the activity:
Do you picture yourself living in the same community or somewhere else?
Do you picture yourself working or in an educational setting?
Do you picture yourself in a long-term relationship?
For
Engaging Students
As students brainstorm their goals for the next 5–10 years, it’s very important
to affirm their beliefs or goals, even if their ideas seem farfetched.
Activity 8.8-3 Scenarios
Teacher Review
Facts to Know
In this activity, it’s important to emphasize Class Rights and Responsibilities
and remind the students of their right to pass on any part of an activity.
Unlike scenarios presented in most other lessons, the scenarios in this
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activity are personalized by referring to “you.” This is an intentional
progression of the curriculum, since the goals of the eighth-grade lessons
are to encourage students to personalize the information they are learning
and to be able to use it in their own lives.
It’s important to make sure students understand that these scenarios are
hypothetical. Any number of people might experience these situations at any
point during their lives. Because Scenario 1 is gender specific, encourage
the students analyzing this scenario to use their social awareness and
empathy skills during the activity, regardless of their own gender.
While the scenarios are hypothetical, it’s possible that students who may
have experienced similar situations could become uncomfortable with the
activity. Remind students that they always have the right to pass or excuse
themselves from class if they are having a difficult time with the material.

Engaging Students
Encourage students to work as a group to fill out the first four questions on
their worksheet, and then to answer the last question individually. Students
may be primed to “fix” things, so remind them that some scenarios may be
positive. As time allows, call on groups to present their answers.
For
Teacher Review
Only


Facts to Know
The capstone project gives students the opportunity to share their
understanding of the entire Get Real curriculum. It’s important that students
choose the style of their projects. Students should be allowed to work on
their projects in class and at home. The goal of the project is to enable
students to use personal creativity to synthesize and internalize the
messages they’ve learned in Get Real.
For
Activity 8.9-3 Media Project
This project is not intended to be completed in class. Therefore, if the
educator wants to keep the curriculum restricted to 9 lessons, it’s important
Teacher Review
to introduce this activity before the last class.
Engaging Students
When introducing the media project, emphasize that it offers an opportunity
to counter negative messages about teen sexual behavior given by the
media.
Only
The following Get Real messages should be included in the brainstorm. You
may need to prompt these messages if students do not produce them on
their own:
Delaying sex (called “abstinence” or “postponement”) is the most effective
way for teens to prevent pregnancy and STI transmission. When practiced
correctly and consistently abstinence is 100% effective at preventing
unintended pregnancy and STIs.
Ifpeople decide to engage in sexual activity, they need to use protection.
Protection could include condoms and hormonal methods of
contraception.
Self-awareness and assertive communication are important skills to have
in order to remain healthy and safe.
A healthy relationship is one that is mutually consensual, honest, equal,
respectful and responsible.
Sexualintercourse is unhealthy when the people involved are not
emotionally or physically ready, are unclear on how they will protect

themselves from unwanted physical outcomes, or have not given their

consent to engage in sexual behavior.
Not everyone is having sex! Even if it sometimes seems like the majority of
teens are engaging in sexual activity, national and local statistics show this
is not the case.

These resources may be helpful to students in preparing their projects.
Websites
For
I Wanna Know: www.iwannaknow.org/teens/index.html
KidsHealth: www.kidshealth.org.
Seriously Sexuality: www.seriouslysexuality.com
Books
Teacher Review
Robie Harris, illustrated by Michael Emberly, It’s Perfectly Normal (also available in Spanish).
Lynda Madaras and Area Madaras, “What’s Happening to My Body?” Book for Girls:
A Growing-Up Guide for Parents and Daughters.
Lynda Madaras and Area Madaras, “What’s Happening to My Body?” Book for Boys:
A Growing-Up Guide for Parents and Sons.
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Foreword by Robie H. Harris Mark A. Schuster, MD, PhD

Planned Parenthood League of Massachusetts is the largest

Get Real: Comprehensive Sex Education That Works i

Mark A. Schuster, MD, PhD

ii Get Real: Comprehensive Sex Education That Works

Get Real: Comprehensive Sex Education That Works iii

iv Get Real: Comprehensive Sex Education That Works

Parents and other caring adults are supported through:

Social and Emotional Learning

Get Real: Comprehensive Sex Education That Works v

Inclusive and Learner-Focused

vi Get Real: Comprehensive Sex Education That Works

Laws and Policies

Support from District and School Administration

Supporting and Preparing Parents and Other Caring Adults

Get Real: Comprehensive Sex Education That Works vii

How To Use This Curriculum

Family Activity Implementation

viii Get Real: Comprehensive Sex Education That Works

Setting and Resources Required

Get Real: Comprehensive Sex Education That Works ix

x Get Real: Comprehensive Sex Education That Works

Skill 3 = Demonstrates 2 = Shows Good 1 = Needs

Get Real: Comprehensive Sex Education That Works xi

xii Get Real: Comprehensive Sex Education That Works

  

Get Real: Comprehensive Sex Education That Works

Development of Get Real and Research Results

Piloting and Formative Evaluation

Impact Evaluation Design

xiv Get Real: Comprehensive Sex Education That Works

Impact Evaluation Results

Get Real for Parents Website

Get Real: Comprehensive Sex Education That Works xv

questions, and conversation starters to support parents in their ongoing communication

Piloting and Formative Evaluation

xvi Get Real: Comprehensive Sex Education That Works

Get Real: Comprehensive Sex Education That Works xvii

xviii Get Real: Comprehensive Sex Education That Works

Grade 6 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 6-89

Preparation & Materials Checklist

Get Real: Comprehensive Sex Education That Works 6-1

Activity 6.1-1 Introduction and Class Rights and

Icebreaker game (optional)

Activity 6.1-2 Introduction to Social and Emotional Learning

6-2 Get Real: Comprehensive Sex Education That Works

SEL teaches the skills we all need to handle

Self-awareness: Getting to know and trust

yourself. This includes recognizing your feelings

and values, gaining self-confidence, and being

Social awareness: Understanding others and

Activity 6.1-3 Find Someone Who…

Get Real: Comprehensive Sex Education That Works 6-3

that person’s initials on the line provided. Tell the Name:

Find Someone Who…

students the goal is to ask these questions verbally

and to get to know as many people as possible (no

knows how long a pregnancy is? __________

1. Name a feeling you had while participating in Grade 6 • Student Workbook 3

Key Points for Discussion

6-4 Get Real: Comprehensive Sex Education That Works

Activity 6.1-4 Caring Adults Brainstorm Handout 6.1-4

Skill 3 = Demonstrates 2 = Shows Good 1 = Needs

Self-awareness: Getting to know and trust

Social awareness: Understanding others and