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High School – Interpersonal Communication to Reduce Sexual Risk Grade 9 Time allotted - 1 hour Lesson 4 Essential Question - How can effective communication help me to minimize sexual risk? 1. What do I want the students to know and be able to do? Standard 1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health. o Performance indicator 1.12.7 – Students compare and contrast the benefits and barriers to practicing a variety of healthy behaviors. Performance indicator 1.12.1 with infused content - Students compare and contrast the benefits and barriers to practicing a variety of healthy behaviors such as abstinence, postponing sexual behavior, and setting limits on sexual behavior. Benefits to practicing a variety of healthy behaviors such as abstinence, postponing sexual behavior, and setting limits o No pregnancy o No sexually transmitted disease o Maintain virginity o Increase self-esteem o Increase confidence Barriers to practicing a variety of healthy behaviors such as abstinence, postponing sexual behavior, and setting limits o Pressure o Personal o Peer o Loss of relationship Standard 4 – Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. o Performance indicator 4.12.1 – Use skills for communicating effectively with family, peers, and others to enhance health. Performance indicator 4.12.1 with infused content– Use assertive communication skills such as refusal skills and “I” messages with family, peers, and others to enhance health. Assertive skills o Use “I” messages o Demonstrate respectful/ assertive tone o Exhibit appropriate body language Refusal skills o Clear “no” statement o Provide a reason High School – Interpersonal Communication – Lesson 4 Original lesson courtesy of Julie Whitson Page 1 o Delay/change the subject/provide an excuse o Repeat refusal o Walk away 2. How will I know if my students have reached the goal? o Students compare and contrast the benefits and barriers to practicing a variety of healthy behaviors. o Students demonstrate interpersonal communication skills to cope with sexual risks. 3. What procedures will I use to reach my goal? Welcome students and review the agenda o Review the skill of Interpersonal Communication. o Introduce sexual risks. o Play myth and fact game. o Examine the benefits of and barriers to practicing healthy behaviors o Practice refusal skills and assertive communication through various scenarios o Assign homework o Review Review skills learned in lessons 1-4 using Solo plates/ mini white boards. Myth/Fact game o Background The purpose of the game is to learn whether the statements are myths or facts. Myth refers to untrue information that is perceived as fact. Some myths may have accurate information, but generally, they are not true. o Directions Divide the group into two teams and ask them to come up with team names. Two teams will draw statements, from the container, about sexual activity and its possible risks. Teams must decide whether each statement is a fact or a myth. Create a score sheet, with two columns, on the board or newsprint. Teams receive one point for each correct answer. If the team can explain why a statement is a fact or a myth, they get a bonus point. o Play One team member draws a statement and reads it aloud. Ask, “Is that a myth or a fact?” o The player confers with her or his team. o If the answer is correct, record one point on the score sheet. High School – Interpersonal Communication – Lesson 4 Original lesson courtesy of Julie Whitson Page 2 o Ask for an explanation of the statement and award a bonus point if the explanation is correct. o Allow for discussion of the statement and provide additional information, if appropriate, from the Leader's Resource. o Alternate teams until all statements have been discussed or each player has played. o Briefly cover any remaining statements and conclude the activity. Distribute the barriers to and benefits of practicing healthy behaviors worksheet. o Students complete the worksheet alone or with another student o Pair share with another group o Ask for volunteers to draw the figure on the board and explain the results. Use interpersonal communication skills to decrease sexual risk. o Distribute the scenarios o Students respond using refusal skills and assertive communication. o Use male/ female reproductive models and protection methods to clarify information. Assertive skills o Use “I” messages o Demonstrate respectful/ assertive tone o Exhibit appropriate body language Refusal skills o Clear “no” statement o Provide a reason o Delay/change the subject/provide an excuse o Repeat refusal o Walk away o Students present scenario resolutions to the class. Assign optional homework. Reflection - Formative Assessment: Smiley face, Frowny face as true/false responses to the reflection o o o o o o o Anal intercourse is risk free (F) Pregnancy can occur before the first period. (T) Abstinence is the only method of contraception that is 100% risk free. (T) If there are no symptoms of an STD, there is no risk of infection. (F) A woman cannot get pregnant if she is menstruating. (F) Oral contraceptives increase the chance of cancer. (F) Once a person has gonorrhea and has been cured, he cannot get the infection again. (F) o Latex condoms reduce the risk of STI and HIV infection. (T) o A woman nursing a baby can get pregnant if she does not use protection. (T) High School – Interpersonal Communication – Lesson 4 Original lesson courtesy of Julie Whitson Page 3 Calculating the “safe time” in the menstrual cycle is always accurate. (F) Herpes has serious health consequences. (T) Once a man has an erection, he must ejaculate or masturbate. (F) A woman can only get pregnant if a man ejaculates in her vagina. (F) The pores on a latex condom are large and allow HIV to pass through. (F) A person infection with an STD has a greater chance of becoming infected with HIV. (T) o The use of any drugs increases the chance of contracting HIV. (T) o A woman’s risk of contracting HIV is greater if she has intercourse while she has her period. (T) o o o o o o 4. How can I improve this lesson? Lesson connections Homework: Family Homework Exercise, “Talking to your Parent(s)” Interdisciplinary connections: English Language Arts Opportunities for parent participation: Family Homework Exercise Opportunities for parent/community involvement: N/A Teacher resources needed: An original and a copy of the Leader's Resource, “Sexual Risks: Myth or Fact?” Scissors and container Newsprint and markers or board and chalk Solo plates/ mini white boards and markers Worksheet – Barriers to and Benefits of practicing healthy behaviors Lesson 4 scenarios Male/female reproductive anatomy models (optional) Protection methods (optional) Student resources needed: Formative assessment tool (smiley face) High School – Interpersonal Communication – Lesson 4 Original lesson courtesy of Julie Whitson Page 4