9 S A F

GRADE 9 SAFER SEX LESSON 2
GRADE
SAFER SEX
9
L es s on 2
LEARNER OUTCOME1 W-9.12:
Determine “safer” sex practices; e.g., communicate with partner, maintain
abstinence, limit partners, access/use condoms/contraceptives properly.
MATERIALS:
1.
2.
3.
4.
5.
VIDEO: Male Condom Demonstration
HANDOUT: Assertive Communication
HANDOUT: Let’s Talk about Condoms Example- Ineffective
HANDOUT: Let’s Talk about Condoms Example- Effective
HANDOUT: Let’s Talk
INTRODUCTION:
The second lesson plan addressing “safer” sex practices gives students the
opportunity to discuss the importance of condom use and the skills on how to raise
the topic of protection with a partner. This lesson explores the use of assertive
communication to express feelings and ideas.
APPROACHES/STRATEGIES:
A. GROUND RULES (5-10 min)
Ensure ground rules are established before beginning this lesson. For classes that
have already established ground rules, quickly reviewing them can promote a
successful lesson.
B. BE A HEALTH SERVICES DETECTIVE FOLLOW-UP (5 min)
Students debrief last classes’ homework assignment where they identified
community-based resources that provide information, advice and/or contraception.
1. For those classes that completed Be a Health Services Detective2, verify that
students completed the exercise.
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GRADE 9 SAFER SEX LESSON 2
2. As a class, create a list of clinics/community-based
resources. Ensure that all those on the list are
appropriate.
3. Take some time to discuss the resource list.
Suggestions for discussion questions include:
What advice would you give someone who is
thinking about becoming sexually active?
Which of the clinics that was listed looks like
a good place to go for support? Why?
How would you get to the clinic you chose if
you needed to go by yourself or with a friend?
C. INTRODUCTION TO CONDOMS (15- 20 min)
Students explore rationales for using condoms, learn
procedure for correct condom use and begin to explore
the ideal of communicating about condom use.
Before beginning this section reinforce the importance
of making individual decisions and also discussing
sexual decisions and safer sex with partner
communication surrounding decisions to have sex and
using condoms to provide good protection from STI.
1. Brainstorm the reasons to use a condom.
Condoms are 85-98% effective at protecting
against pregnancy3.
Condoms help to minimise the risk of
acquiring or transmitting most STI.
Condoms are easily available without a
prescription.
Most condoms are inexpensive.
2. Explain that you are going to show a video
demonstration of how to use a male condom. Be
sure to review the teacher notes, and pre-screen
before showing the video:
Male Condom Video
Teacher Notes
3. While many of your students may not be sexually
active, others may be involved in different sexual
activities. It is important to reinforce that condoms
should be used for any and all types of sexual
activity from genital rubbing to oral sex. Any
type of sexual activity can transmit different
types of STI.
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Refer to provincial
community resources
at
http://teachers.teachin
gsexualhealth.ca/com
munity-agencies
If students ask
about double bagging,
it refers to wearing
two condoms at the
same time, one on top
of the other in the
mistaken belief that
this will provide
greater protection.
Students should be
advised that wearing
two condoms will not
reduce the chances of
pregnancy or STI. In
fact, wearing two
condoms may actually
cause problems due
slippage or breakage.
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GRADE 9 SAFER SEX LESSON 2
4. Remind students that abstinence is the most
effective method of protection from pregnancy and
STIs. If students choose to be sexually active, they
must think about how to protect themselves and
others.
5. Distribute the handout Assertive Communication.
Discuss the elements of assertive communication.
Teachers may find it helpful to ask students to
provide examples from their communication with
family and friends.
6. Highlight the following:
Partners must communicate about using
condoms.
Assertive communication is helpful in
expressing ideas and feelings about
condoms.
Assertive language is both verbal and nonverbal.
D. COMMUNICATING ABOUT CONDOMS4 (15-20
min)
Students practice effective and ineffective
communication techniques regarding negotiation of
condom use.
1. The following role-play activity can be demonstrated
by students in front of the class or in small groups.
Distribute the handout Let’s Talk About Condoms
Example-Ineffective. After students have
performed the role-play record feedback on the
board. Repeat the process with the handout Let’s
Talk About Condoms Example-Effective.
2. As a group discuss the following:
Which communication is more effective?
What makes one communication better?
What elements of assertive
communication did Steven use?
3. Distribute the handout Let’s Talk. This final activity
gives students the opportunity to practice assertive
communication regarding condom use.
4. Ask students to pair up and role-play their
conversations from the handout.
5. Debrief the exercise by asking students to reflect
upon their responses and to decide if they have
demonstrated assertiveness.
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Female/Internal
condoms also provide
GOOD protection
against pregnancy
and STI. Some youth
may not feel
comfortable with
using a female/
internal condom now
but mentioning the
female/internal
condom will allow
them to consider this
option in the future.
Some students
from different religious
or cultural
backgrounds may
have different beliefs
about the use of
condoms. It is
important to address
this if it is raised and
reinforce the
importance of
personal values, and
that many people
choose to use
condoms to provide
protection from STI
before and during
involvement in a
committed
relationship.
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GRADE 9 SAFER SEX LESSON 2
QUESTION BOX (10 min)
Have students fill out questions and address them next class.
Students who have differing abilities may experience different types of sexual
pressure. It may be necessary to extend the assertiveness section of this lesson and
develop role plays for different situations. Concrete examples and repetitiveness in
your messages is important with this group of students.
SELF REFLECTION
During the lesson, were:
Ground rules being followed?
Good practices established regarding group work and discussion?
What will you change for future classes with this group?
What will you change for future use of this lesson?
STUDENT ASSESSMENT
During the lesson, did students:
Knowledge:
Identify community-based resources to access information, advice
and/or contraception?
Observe a condom demonstration?
Identify reasons to use a condom as a form of protection?
Identify qualities of assertive communication?
Skills:
Use assertiveness skills to practice condom negotiation?
Attitudes:
Accept the need for safer sex practices?
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GRADE 9 SAFER SEX LESSON 2
1. Alberta Education. (2002). Health and life skills guide to implementation: Kindergarten to
grade 9. Retrieved from http://www.education.alberta.ca/media/352993/pos.pdf
2. Canadian Federation for Sexual Health. (2005). Beyond the basics: A sourcebook on
sexuality and reproductive health education. Ottawa: Author
3. Hatcher, R.A., Trussell, J., Nelson, A., Cates, W., Stewart,F. & Kowal, D. (2009).
Contraceptive technology (19th ed.). New York: Ardent Media, Inc.
4. Adapted from Canadian Federation for Sexual Health. (2005). Beyond the basics: A
sourcebook on sexuality and reproductive health education. Ottawa: Author
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GRADE 9 SAFER SEX LESSON 2 VIDEO: MALE CONDOM
VIDEO DEMONSTRATIONS
Video demonstrations can be found on the teachingsexualhealth.ca website at:
http://teachers.teachingsexualhealth.ca/resources/demonstration-videos
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GRADE 9 SAFER SEX LESSON 2 HANDOUT
ASSERTIVE COMMUNICATION
If you choose to be sexually active, you must think about how to protect yourself
and others. Here are some examples of how to be assertive when you are talking
to your partner about using condoms.
The Goal
To protect yourself and your partner from
pregnancy and/or sexually transmitted
infections.
Content
Clear, specific, and use “I messages”.
I feel_____ when_____ and I want_____
Voice
Clear, and firm
Facial Expression
Give direct eye contact
Posture
Self-assured
Your Feelings
Confident of your feelings and decisions, selfrespecting
Another's Feelings
Respected
Adapted from: Canadian Federation for Sexual Health. (2005). Beyond the basics: A
sourcebook on sexuality and reproductive health education. Ottawa: Author
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©2013 www.teachingsexualhealth.ca
GRADE 9 SAFER SEX LESSON 2 HANDOUT
LET’S TALK ABOUT CONDOMS
Example 1: INEFFECTIVE
Steven and Terah have been dating for several months and have
gotten close to having sex. Steven wants to use protection during
sex.
Steven: Terah, could I talk to you about something?
Terah: Sure Steven, we can talk about anything. What is it?
Steven: I want to talk about having sex.
Terah: Talking about sex isn't very romantic. I mean, let's just see
what happens.
Steven: Well, I know it isn't very romantic, and I'm sorry. I was just
hoping we could talk.
Terah: I want to talk, too. Just not about that. Let's talk about what
Kristal did in biology class.
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GRADE 9 SAFER SEX LESSON 2 HANDOUT
LET’S TALK ABOUT CONDOMS
Example 2: EFFECTIVE
Steven and Terah have been dating for several months and have gotten close to
having sex. Steven wants to use protection during sex.
Steven: Terah, could I talk to you about something?
Terah: Sure Steven, we can talk about anything. What is it?
Steven: I want to talk about using protection during sex.
Terah: Talking about it sure isn't very romantic. I mean, let's just see what
happens.
Steven: I think talking about sex is very romantic. It shows how much I care
about you. I want us to be prepared if we decide to make love - you know, use a
condom.
Terah: You mean you want to use condoms?
Steven: Sure, I care about both of us. I don't want us to take the chance of
getting an infection or us getting pregnant.
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GRADE 9 SAFER SEX LESSON 2 HANDOUT
LET’S TALK
Directions: Use what you’ve learned about assertive communication and
condoms to complete this conversation.
You know that your friend is planning on having sex. You want your friend
to know that it is important to use a condom.
YOU: I want to talk to you about condoms. You are planning to use them, aren’t
you?
YOUR FRIEND: Who are you, the health police? I don’t know…condoms
interrupt the moment.
YOU: No, I’m not the health police. I’m just someone who cares about what
happens to you.
YOUR FRIEND:
YOU:
YOUR FRIEND:
YOU:
YOUR FRIEND:
YOU:
YOUR FRIEND:
Adapted from: Canadian Federation for Sexual Health. (2005). Beyond the basics: A sourcebook
on sexuality and reproductive health education. Ottawa: Author
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