Sarahrae Kumka!

0567563

February 2015

!
!

Topic: Health
Duration: 5 + 1 Days

Strand: Healthy Sexuality

Grade Level: 9!

Goals:!
!! Identify developmental stages of sexuality!
!! Understand responsible sexual relationships and decision making !
!! Describe relative effectiveness of contraceptive and personal protective methods !
!! Understand pressure to be sexually active!
!! Identify resources for healthy sexuality in the community
Big Questions!
!! What are the major changes associated with male and female sexual development?!
!! What does it mean to be responsible in sexual relationships and decision making?!
!! How effective are various methods of birth control and STI protection?
Expectations!
Overall:!
By the end of the course, students will:!
Identify the factors that contribute to positive relationships with others!
Explain the consequences of sexual decisions on the individual, family, and community!

Specific:!
Identify the developmental stages of sexuality throughout life!
Describe the factors that lead to responsible sexual relationships!
Describe the relative effectiveness of methods of preventing pregnancies and sexually
transmitted diseases (e.g., abstinence, condoms, oral contraceptives)!
Demonstrate understanding of how to use decisionmaking and assertiveness skills
effectively to promote healthy sexuality (e.g., healthy human relationships, avoiding
unwanted pregnancies and STDs such as HIV/AIDS)!
Demonstrate understanding of the pressures on teens to be sexually active !
Identify community support services related to sexual health concerns
Lesson Topics: Time and Sequence
Lesson number

Description

Time Allotted

Introduction to Healthy Sexuality

75 minutes

Male/Female Anatomy

75 minutes

Sexually Transmitted Infections

75 minutes

Contraception

75 minutes

Responsible relationships

75 minutes

Sarahrae Kumka!
0567563

February 2015

Unit Planning Notes: !

Ensure technology is prepared and in good working order prior to lesson!
Predetermine groups for kahoot game and for role play presentations!
Provide students with duotang for organization of handouts
Prior Knowledge Required:!
Basic knowledge on the human reproductive system!
Responsible relationship from previous health unit
Teaching/Learning Strategies:
Oral Presentation!
Discussion!
Carousel!
Lecture!
Independent Study

Media Presentation!
Brainstorming!
Oral Explanation!
Collaborative Teaching!
Note Making

Differentiated Instruction: !
!! Question box!
!! Graffiti!
!! Exit cards!
!! Carousel!
!! Role Play !
!! Verbal, visual, kinaesthetic component to activities
Assessment/Evaluation:!
Assessment Of:!
Kahoot.it - review important concepts!
Healthy Sexuality quiz!

Assessment For:!
Classroom activities!
Classroom discussion!
Observation/Questioning!

Assessment As:!
Graffiti responses!

Evaluation:!
Handout completion!
Role Play Presentations!

Assessment weighting:!
Role Play Presentation : 35%!
Handout observation : 35%!
Healthy Sexuality quiz : 10%!
kahoot : 10%!
Classroom activity: 10%

Sarahrae Kumka!
0567563
Materials/Resources!
!! Day 1!
! ! Question box!
! ! Cue cards!
! ! Fact or Myth handout!
!! Day 2 !
! ! Male/female reproductive system worksheet!
! ! Chart paper!
! ! Markers!
!! Day 3!
! ! Truth About Sex DVD!
! ! STI powerpoint!
! ! STI chart!
! ! Role Play assignment cards!
! ! Cue cards!
!! Day 4!
! ! Birth control prezi!
! ! Condom demo YouTube video!
! ! Numbered cards!
! ! Birth control handout !
! ! Healthy Sexuality game (Kahoot)!
School iPads !
!! Day 5!
! ! Healthy Sexuality quiz!
! ! Presentation Rubrics
Technology:!
!! Powerpoint!
!! Truth About Sex DVD!
!! Prezi!
!! YouTube!
!! Kahoot!

February 2015

Sarahrae Kumka!
0567563

February 2015

References:!
Print!
Ontario Physical and Health Education Curriculum support: Grades K-10, OPHEA. Toronto,
2000, Grade 9 Resources Module 1, pg 13!

!
The London Middlesex Health Unit, London, Ontario!
!

Changes In Me: A Puberty and Adolescent Development Resource for Educators, Junior
Grade Level, Second Edition, Peel Public Health, Healthy Sexuality Program, 905-799-7700 !

Beyond the Basics: A Sourcebook on Sexual and Reproductive Health!

Education. Planned Parenthood Federation of Canada. Toronto, 2001.!

Web sites!
http://sexualhealthontario.ca/myths/!

!
sexualityandu.ca!
!
https://www.youtube.com/watch?v=psAHcNHzUUU!
!
teachingsexualhealth.ca!
!
http://westernhealth.nl.ca/!
!
!
!
Lesson Plan 1!

Grade: 9

Course: Physical Education and Health

Unit: Health

Strand/Concept: Healthy Sexuality

*Use of Technology (if applicable):

- N/A
*Introduction to Lesson (Let the reader know where this lesson would occur in a unit.
For example, is this the first lesson in a unit? If not, what skills and knowledge should the
students already have?)

Introductory Class
Limited knowledge from previous grades

Sarahrae Kumka!
0567563

February 2015

Differentiated Instruction Details

Class Discussion
Visual/Verbal take up of worksheet
Section One: What will students learn?
Curriculum Expectations:
Overall:
By the end of the course, students will:
Identify the factors that contribute to positive relationships with others
Explain the consequences of sexual decisions on the individual, family, and community

Specific:
Identify the developmental stages of sexuality throughout life
Describe the factors that lead to responsible sexual relationships
Describe the relative effectiveness of methods of preventing pregnancies and sexually
transmitted diseases (e.g., abstinence, condoms, oral contraceptives)
Demonstrate understanding of how to use decision making and assertiveness skills
effectively to promote healthy sexuality (e.g., healthy human relationships, avoiding
unwanted pregnancies and STDs such as HIV/AIDS)
Demonstrate understanding of the pressures on teens to be sexually active
Learning Goals:
We are learning to:

Identify developmental stages of sexuality

Understand responsible sexual relationships and decision making
Describe relative effectiveness of contraceptive and personal protective methods
Understand pressure to be sexually active

Sarahrae Kumka!
0567563

February 2015

Instructional Components and Context

Readiness:

Previous knowledge and understanding of components of the human body

Previous knowledge and understanding of basic health concepts regarding healthy
sexuality

Terminology:

Contraception
Birth Control
Menstruation
Penis
Vagina
Oral Sex
Erection

Materials:
Question box
Cue cards
Fact or Myth handout (Appendix A)
Section Two: How will we know students are learning? Assessment for, as and of learning
Assessment Success Criteria

Assessment Tool(s):

- Class Discussion (For)

Take up and discuss Fact/Myth

- Worksheet Completion checklist (Appendix X)

worksheet
Fact or Myth Worksheet (of)
Intro topics for unit

!- Observation
!
!

Section Three: How will assessment and instruction be organized for teaching and

learning?

Sarahrae Kumka!
0567563

February 2015

Minds On: Activating Prior Knowledge can be a warm up/fitness blast or specific to the
game/sport being taught for activity based class or hook activity for health lesson

- 05 minutes
Question Box
- stress anonymity
- have each person put something down on the paper even if it doesn't have to do with
healthy sexuality

- collect slips as exit cards at the end of class and put into box
Action

- 15 minutes
Fact or Myth worksheet
- individually completed

- 40 minutes
Class Discussion/ Take up worksheet
- provide answers (T/F) on the whiteboard for students to visually take in

- 10 minutes
Unit Overview
- discuss upcoming topics
- discuss assessment they will be responsible for
- hand out duotang for organization of unit worksheets
- collect Question Box questions
Self Reflection

Resources / Sources:

Fact or Myth
Ontario Physical and Health Education Curriculum support: Grades K-10, OPHEA. Toronto,
2000, Grade 9 Resources Module 1, pg 13

Lesson Plan 2!

Grade: 9

Unit: Health

Course: Physical Education and Health

Strand/Concept: Healthy Sexuality

Sarahrae Kumka!
0567563

February 2015

*Use of Technology (if applicable):

- N/A
*Introduction to Lesson (Let the reader know where this lesson would occur in a unit.
For example, is this the first lesson in a unit? If not, what skills and knowledge should the
students already have?)

Second Lesson
Limited knowledge from previous day
Basic facts and myths on contraception and healthy sexuality
Differentiated Instruction Details
Class Discussion
Graffiti Activity
Section One: What will students learn?
Curriculum Expectations:
Overall:
By the end of the course, students will:
Identify the factors that contribute to positive relationships with others
Explain the consequences of sexual decisions on the individual, family, and community

Specific:
Identify the developmental stages of sexuality throughout life
Describe the factors that lead to responsible sexual relationships
Learning Goals:
We are learning to:
Identify developmental stages of sexuality

Sarahrae Kumka!
0567563

February 2015

Instructional Components and Context

Readiness:

Previous knowledge and understanding of components of the human body

Terminology:

Menstruation
penis
vagina
vaginal canal
uterus
ovaries
cervix
cervical cancer
urethra
prostate
testes

Materials:

!
!
!
!

Male/female reproductive system worksheet (Appendix B)

Chart paper
Markers

Section Two: How will we know students are learning? Assessment for, as and of learning
Assessment Success Criteria

- Graffiti (as)
participation in answering the questions
posed

- Male/Female Anatomy worksheet (of)

label and fill in the blanks

Assessment Tool(s):

!- Observation

- Participation
- Worksheet Completion checklist (Appendix X)

!
!

Sarahrae Kumka!
0567563

February 2015

Section Three: How will assessment and instruction be organized for teaching and

learning?
Minds On: Activating Prior Knowledge can be a warm up/fitness blast or specific to the
game/sport being taught for activity based class or hook activity for health lesson

- 15 minutes
Question Box take-up
Action

- 25 minutes
Male/Female reproduction worksheet
- individually completed

- 30 minutes
Graffiti Activity
- Questions written on chart paper
- Each student receives a marker
- Questions
- What is the most important part of the female reproductive system and why?
- What is the most important part of the male reproductive system and why?
- What are some changes that occur during puberty to males or females?
- what happens during the process of ovulation?
- name one thing you learned about the reproductive system (male or female)
Self Reflection

Resources / Sources:

Reproductive System Worksheets

The London Middlesex Health Unit, London, Ontario

Lesson Plan 3!

Grade: 9

Unit: Health

Course: Physical Education and Health

Strand/Concept: Healthy Sexuality

Sarahrae Kumka!
0567563

February 2015

*Use of Technology (if applicable):

- SMARTboard
- Powerpoint (Computer, Projector)
*Introduction to Lesson (Let the reader know where this lesson would occur in a unit.
For example, is this the first lesson in a unit? If not, what skills and knowledge should the
students already have?)

Third Lesson
Knowledge and understanding of the male/female reproductive system
Differentiated Instruction Details
Audio/Video for visual learning
Section One: What will students learn?
Curriculum Expectations:
Overall:
By the end of the course, students will:
Identify the factors that contribute to positive relationships with others
Explain the consequences of sexual decisions on the individual, family, and community

Specific:
Identify the developmental stages of sexuality throughout life
Describe the relative effectiveness of methods of preventing pregnancies and sexually
transmitted diseases (e.g., abstinence, condoms, oral contraceptives)
Demonstrate understanding of how to use decision making and assertiveness skills
effectively to promote healthy sexuality (e.g., healthy human relationships, avoiding
unwanted pregnancies and STDs such as HIV/AIDS)
Learning Goals:
We are learning to:

Identify developmental stages of sexuality

Understand responsible sexual relationships and decision making
Describe relative effectiveness of contraceptive and personal protective methods
Understand pressure to be sexually active

Sarahrae Kumka!
0567563

February 2015

Instructional Components and Context

Readiness:

Previous knowledge and understanding of components of the human body

Previous knowledge and understanding of basic health concepts regarding healthy
sexuality

Terminology:

Sexually Transmitted Infection

Conception
Chlamydia
Gonorrhea
Syphilis
HPV
HIV
Herpes
Trichomonas
Pubic Lice

Materials:

Truth About Sex DVD

Blank reproductive anatomy images
STI powerpoint (Appendix C)
STI chart (Appendix D)
Role Play assignment cards (Appendix E)
Cue cards

Section Two: How will we know students are learning? Assessment for, as and of learning
Assessment Success Criteria

Assessment Tool(s):

- STI Worksheet (of)

- Role Play Assignment (of)
Intro topics for unit

- Worksheet Completion checklist (Appendix X)

- Role Play Presentation Rubric (Appendix XI)

!- Observation

Section Three: How will assessment and instruction be organized for teaching and

learning?

Sarahrae Kumka!
0567563

February 2015

Minds On: Activating Prior Knowledge can be a warm up/fitness blast or specific to the
game/sport being taught for activity based class or hook activity for health lesson

- 10 minutes
Anatomy Labelling review challenge
- Students break into pre made groups of 4-5 (each group as even in skill as possible)
- Male or Female anatomy is put up on SMARTboard
- groups gain points answering the quickest (with a hand up)
- points displayed on white board
Action

- 35 minutes
The Truth About Sex DVD

- 25 minutes
STI Lecture (Powerpoint) + STI chart completion
- while lecture is presented students will complete worksheet that compliments lecture

- 05 minutes
Role Play Presentation assigned
- groups created
- topics distributes
Self Reflection

Resources / Sources:
STI Lecture
http://sexualhealthontario.ca/myths/!

!
The Truth About Sex DVD
!
Role Play Scenarios

teachingsexualhealth.ca!

http://westernhealth.nl.ca/!

Lesson Plan 4!

Grade: 9

Unit: Health

Course: Physical Education and Health

Strand/Concept: Healthy Sexuality

Sarahrae Kumka!
0567563

February 2015

*Use of Technology (if applicable):

!
-

SMARTboard
Youtube
Computer
Projector
Prezi
Kahoot
iPads

*Introduction to Lesson (Let the reader know where this lesson would occur in a unit.
For example, is this the first lesson in a unit? If not, what skills and knowledge should the
students already have?)

Fourth Class
Limited knowledge from previous grades
Basic knowledge and understanding of Male/Female Anatomy
Basic knowledge and understanding of STIs
Differentiated Instruction Details
Entrance Cards
Carousel
Section One: What will students learn?
Curriculum Expectations:
Overall:
By the end of the course, students will:
Identify the factors that contribute to positive relationships with others
Explain the consequences of sexual decisions on the individual, family, and community

Specific:
Identify the developmental stages of sexuality throughout life
Describe the factors that lead to responsible sexual relationships
Describe the relative effectiveness of methods of preventing pregnancies and sexually
transmitted diseases (e.g., abstinence, condoms, oral contraceptives)
Demonstrate understanding of how to use decision making and assertiveness skills
effectively to promote healthy sexuality (e.g., healthy human relationships, avoiding
unwanted pregnancies and STDs such as HIV/AIDS)
Demonstrate understanding of the pressures on teens to be sexually active

Sarahrae Kumka!
0567563

February 2015

Learning Goals:
We are learning to:

Identify developmental stages of sexuality

Understand responsible sexual relationships and decision making
Describe relative effectiveness of contraceptive and personal protective methods
Understand pressure to be sexually active

Instructional Components and Context

Readiness:

Previous knowledge and understanding of components of the human body

Previous knowledge and understanding of basic health concepts regarding healthy
sexuality
STIs

Terminology:

Sexually Transmitted Infection

Condom
Oral Contraceptive
Hormonal Contraceptive
Physical barrier

Materials:
Birth control prezi (Appendix F)
Condom demo YouTube video (Appendix G)
Numbered cards
Birth control handout (Appendix H)
Healthy Sexuality game (Kahoot)
School iPads
Section Two: How will we know students are learning? Assessment for, as and of learning

Sarahrae Kumka!
0567563
Assessment Success Criteria

- Carousel (For)
Participate in educating classmates on
various safe sex methods

- Healthy Sexuality game (of)

Kahoot
review for quiz
- Entrance Cards (of)
Review STI lecture

February 2015
Assessment Tool(s):

!- Observation

- Participation
- Kahoot.it

!
!

Section Three: How will assessment and instruction be organized for teaching and

learning?
Minds On: Activating Prior Knowledge can be a warm up/fitness blast or specific to the
game/sport being taught for activity based class or hook activity for health lesson

- 05 minutes
Entrance Cards
- students will review three facts on an STI of their choice
Action

- 20 minutes
Birth Control Activity
- Introductory Prezi
- 2 minute YouTube condom video

- 30 minutes
Contraception Carousel
- Students will each receive an information card about a particular contraceptive method
- Students will become familiar with their method.
- Students will then get into groups of like colour card and proceed to teach their fellow
students about their particular method

- Students will make jot notes on each method for their Healthy Sexuality duotang

- 20 minutes
Healthy Sexuality Game
- Students will be divided into two teams
- Teams will use the iPads to answer questions as they come up on the screen

Sarahrae Kumka!
0567563

February 2015

Self Reflection

Resources / Sources:
Birth control Prezi
sexualityandu.ca!

Condom use YouTube video

https://www.youtube.com/watch?v=psAHcNHzUUU!

Contraception information
sexualityandu.ca

Lesson Plan 5!

Grade: 9

Course: Physical Education and Health

Unit: Health

Strand/Concept: Healthy Sexuality

*Use of Technology (if applicable):

- N/A
*Introduction to Lesson (Let the reader know where this lesson would occur in a unit.
For example, is this the first lesson in a unit? If not, what skills and knowledge should the
students already have?)

Conclusion Lesson
Male/Female Reproductive Anatomy
STIs
Contraception
Responsible Relationships
Differentiated Instruction Details
Role Play
Section One: What will students learn?

Sarahrae Kumka!
0567563

February 2015

Curriculum Expectations:
Overall:
By the end of the course, students will:
Identify the factors that contribute to positive relationships with others
Explain the consequences of sexual decisions on the individual, family, and community

Specific:
Identify the developmental stages of sexuality throughout life
Describe the factors that lead to responsible sexual relationships
Describe the relative effectiveness of methods of preventing pregnancies and sexually
transmitted diseases (e.g., abstinence, condoms, oral contraceptives)
Demonstrate understanding of how to use decision making and assertiveness skills
effectively to promote healthy sexuality (e.g., healthy human relationships, avoiding
unwanted pregnancies and STDs such as HIV/AIDS)
Demonstrate understanding of the pressures on teens to be sexually active
Learning Goals:
We are learning to:

Identify developmental stages of sexuality

Understand responsible sexual relationships and decision making
Describe relative effectiveness of contraceptive and personal protective methods
Understand pressure to be sexually active

Instructional Components and Context

Readiness:

Knowledge on all components of Healthy Sexuality

Terminology:

Responsible Relationship

Materials:
Healthy Sexuality quiz (Appendix I)
Role Play Presentation Rubrics (Appendix XI)
Section Two: How will we know students are learning? Assessment for, as and of learning

Sarahrae Kumka!
0567563
Assessment Success Criteria

- Healthy Sexuality Quiz

short quiz summarizing unit
- Role Play Presentations
Responsible Relationship Scenarios

February 2015
Assessment Tool(s):

!- Quiz

- Role Play Presentation Rubric

!
!

Section Three: How will assessment and instruction be organized for teaching and

learning?
Minds On: Activating Prior Knowledge can be a warm up/fitness blast or specific to the
game/sport being taught for activity based class or hook activity for health lesson

- 10 minutes
Healthy Sexuality Quiz
Action

- 25 minutes
Role Play Activity
- Groups assemble and work on a 2 minute presentation on their specific scenario
- 12 groups

- 40 minutes
Role Play Presentations
- Groups present scenarios
- marked on rubric as a group
Self Reflection

Resources / Sources:
Healthy sexuality quiz

!Changes In Me: A Puberty and Adolescent Development Resource for Educators, Junior Grade Level,
Second Edition, Peel Public Health, Healthy Sexuality Program, 905-799-7700
!Beyond the Basics: A Sourcebook on Sexual and Reproductive Health
Education. Planned Parenthood Federation of Canada. Toronto, 2001.

!
Role play presentation rubrics
!

Sarahrae Kumka!
0567563
Appendix !

A Fact or Myth !

February 2015

Sarahrae Kumka!
0567563

February 2015

Sarahrae Kumka!
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B Male/Female Reproductive System Worksheet!

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February 2015

Sarahrae Kumka!
0567563

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February 2015

Sarahrae Kumka!
0567563

February 2015

D STI Chart!

STI

Chlamyd
ia

Gonorrh
ea

Syphilis

HPV

HIV

Type
(Bacterial,
Viral,
Parasitic)

!!
!!
!!
!!
!!
!!
!
!!
!!
!!
!
!!
!!
!!
!
!!
!!
!!
!

Transmissi
on

symptoms

effects

prevention

Treatment

Sarahrae Kumka!
0567563

STI

Herpes

Pubic
Lice

Trichom
onas

Type
(Bacterial,
Viral,
Parasitic)

February 2015

Transmissi
on

symptoms

effects

prevention

Treatment

!!
!!
!!
!
!!
!!
!!
!
!!
!!
!!
!

E Role Play Assignment Cards!

Silve and Mark have been going out for several
months. They are talking about the day they plan
to have sex for the first time. Silve explains that
they will have to use a condom. Mark insists that
there is no danger of any sexually transmitted
infections (STI).

Suppose your best friend told you that s/he was

thinking about becoming sexually active and!
needed to get some advice about contraception.
Where would you suggest your friend go for!
help?

Mr. Ford is Allens father. While doing laundry Mr.

What if your best friend had an STI and asked you
Ford comes across a condom in the back pocket
not to tell anyone, but then started dating another
of Allens jeans. What would you do if you were Mr. good friend of yours?
Ford?
Mary wishes to wait until marriage to have sexual
intercourse. Frank, her boyfriend is frustrated with
this and exclaims one day This is ridiculous!
Were the only ones not having sex! How should
Mary proceed?

!
!

Jemma has just discovered she is pregnant with

Gregs child. Jemma is in grade 9 and is not aware
of her options. She goes to a sexual health clinic
to speak with a nurse to consider her options.

Sarahrae Kumka!
0567563

February 2015

H Contraception information cards !

Abstinence is a fancy word for choosing not to do something. A
person can choose to abstain at any point in their life, even if
they havent abstained in the past.!

Sexual Abstinence can mean choosing to abstain from different

levels of sexual activity. Here are a couple of possible
definitions of sexual abstinence between two consenting
people:!

avoiding vaginal intercourse (penis to vagina sex)!

avoiding vaginal, oral (mouth to penis or vagina sex) and anal
intercourse (penis to anus sex)!
avoiding genital contact (any type of direct touching of the
partners penis or vagina).!
When is abstinence (avoidance of vaginal penetration) an
acceptable form of contraception?!
Avoidance of vaginal intercourse is very effective for preventing
unwanted pregnancy and still allows a couple to be involved in
other forms of sexual expression. However, if a secondary goal
is to avoid sexually transmitted infection, then oral-genital sex
and other activities that expose the partner to pre-ejaculatory
fluid, semen, cervical-vaginal secretions or blood must be
avoided unless the partner is known to be free of any possible
infectious agents.!

Advantages!
Minimal risk of misuse!
Freedom from the threat of STI and HIV infection, if no
exchange of body fluids occurs!
No physical side effects!
No need to visit a health care provider!
No cost, unless condoms and dams are used for oral-genital
sex!
Disadvantages!
There are no disadvantages of abstinence if a couple is able to
maintain a fulfilling relationship without the need for penetrative
sex. When couples choose this approach they are wise to
become knowledgeable about contraceptive alternatives and to
have barrier methods available in the event that they decide to
have penetrative sexual intercourse at some later date.

What is it?!
The IUD is a small, T-shaped device with a copper wire.
Inserted into the uterus, the copper wire changes the chemistry
in the uterus and destroys sperm.!

Benefits!
The copper IUD provides up to 5 years of contraception, and
has no negative impact on future fertility, once removed. It fails
in only 1 of 100 users per year. The IUD should not alter the
timing of your periods. Women who use an IUD have a lower
rate of ectopic pregnancy than women who do not use any birth
control. However, if pregnancy should occur, it is important to
see your health care provider immediately, because there is a
significant chance the pregnancy is in the fallopian tube.!

The copper IUD may be a good choice for you if:!

You are at low risk for contracting a sexually transmitted
infection (STI)!
You are looking for a long-term, reliable method of
contraception!
You have had failure with other methods in the past (can not
remember to take the pill)!
You are breastfeeding (it has no effect on breast milk)!
You have completed your family but do not want a tubal ligation!
You have problems with hormonal methods of contraception !
!
Disadvantages!
The copper IUD does not protect against sexually transmitted
infections (STIs) or HIV. Condoms should be used to protect
against STIs or HIV.!
Women who use the copper IUD, may find that their periods get
heavier or more crampy.!
Complications associated with the IUD are rare but may occur.
Possible complications of inserting an IUD include irregular
bleeding or spotting, perforating the uterus (making a small
hole in the uterus), infection, or expulsion (the IUD falls out).!

Troubleshooting!
You should contact your health care provider if any of the
following occur:!
You cannot feel the IUD threads!
You or your partner can feel the lower end of the IUD!
You think that you are pregnant!
You experience persistent abdominal pain, fever, or unusual
vaginal discharge!
You or your partner feel pain or discomfort during intercourse!
You experience a sudden change in your menstrual periods!
You wish to have the device removed or you want to get
pregnant.!
Where to find it!
You will need a prescription to get a copper IUD. A health care
provider must insert the IUD, usually in the office or family
planning clinic. During your first visit, you will have a physical
exam, take a sexually transmitted infection test and discuss
your medical history. You may need to book a second visit to
have the IUD inserted. Your health care provider will insert the
IUD into the uterus through the cervix (opening of the uterus).

Sarahrae Kumka!
0567563
What is it?!
This disposable sponge containing spermicide is placed at the
cervix and kills sperm before they can enter. When used in
combination with the male condom, the failure rate is only 2%.!

February 2015

What is it?!
The diaphragm is a latex cap that covers the cervix and
prevents sperm from getting inside. The diaphragm should
always be used in combination with a foam spermicide, placed
inside the diaphragm, to offer protection from pregnancy.!

Benefits!
It offers women privacy and control, because they can insert it
before sex. If used perfectly, the failure rate is 4-8%. In other
words, if 100 women use it correctly for one year, four to eight
of them will become pregnant.!

Benefits!
Its a barrier method and spermicide in one. Provides 12-hour
protection, and you wont have to change the sponge if sex is
repeated during this time. They enhance the effectiveness of
other forms of contraception such as condoms.!
Disadvantages!
On its own, the contraceptive sponge is not a very effective
contraceptive method, and should not be used without another
form of contraception. They do, however, provide good
secondary protection when used with condoms. Some women
find it difficult to remove the sponge, or forget to take it out all
together. Some may also be allergic to the spermicide. By itself,
the sponge will not protect against sexually transmitted
infections (STIs).!

Troubleshooting!
Some women who use the sponge report recurrent yeast
infections. If this is the case, talk to your doctor about finding a
different method of contraception that works best for you.!

Where to find it!

You can pick up a package of 4 sponges in a drugstore or at a
birth control centre.
What is it?!
The male condom is a latex sheath that is rolled over a males
penis to prevent secretions (including semen) from entering the
vagina.!

Benefits!
Condoms are 97% effective when used properly and
consistently. Condoms protect you and your partner from
unwanted pregnancy. Condoms are inexpensive, easy to use
and effective. Theyre also your best defence against sexually
transmitted infections (STIs) - the only type of birth-control
method to offer such protection!

Disadvantages!
Some males complain about lack of sensitivity. The condom
may slip off during sex. Rough handling may cause the condom
to break. Some males and females may be allergic to latex.!

Where to find them!

Your can pick up a pack of condoms at the drugstore or buy
one in a washroom, supermarket, convenience store, or free at
a family planning centre. For added protection, team up a
condom with a spermicidal jelly, foam, cream, suppository or
film. These products can stop sperm from moving up the
female reproductive tract in case the condom breaks. But
remember, spermicides used on their own can facilitate the
transmission of HIV.

!
!

Disadvantages!
Some women find diaphragms difficult to insert at first, and
others find that it doesnt fit them right. There is also a chance
of developing a urinary tract infection while using it. Does not
protect against sexually transmitted infections(STIs).!

Troubleshooting!
If you are having difficulty inserting the diaphragm correctly,
practise before having sex. If too much spermicide is used (1-2
teaspoons is best), it makes it difficult to handle when you try to
fold the diaphragm during insertion. For increased protection
against pregnancy and STIs, use with a condom.!

Where to find it!

You can make an appointment with your doctor to have a
diaphragm fitted properly to your body.

What is it?!
The female condom is a polyurethane sheath in the shape of a
round, upside-down baggie inserted into the vagina before sex.
This condom holds in the sperm, preventing it from entering the
vagina.!

Benefits!
Its the only contraceptive controlled by females that protects
them from both pregnancy and sexually transmitted infections
(STIs). Used perfectly, the female condom has a failure rate of
5%.!

Disadvantages!
Some women may have trouble inserting it correctly, and they
can be expensive - around $3 each.!

Troubleshooting!
If you are uncomfortable with it or have too much trouble
inserting it, try something more suitable for you or ask for
expert advice at a birth control clinic.!

Where to find it!

You can pick one up at a drugstore or at a family planning
clinic.

Sarahrae Kumka!
0567563

February 2015

What is it?!
The contraceptive patch (Evra) is a new method of birth
control that has been available in Canada since January 2004.
It is a 4 x 4 cm beige patch that sticks to a womans skin and
continuously releases estrogen and a progestin (two female
hormones) into the bloodstream.!

What is it?!
The vaginal ring (NuvaRingTM) is a new birth control method
that is now available in Canada. This soft, flexible, clear plastic
ring measures 54mm in diameter and is inserted into a
womans vagina where it slowly releases two female hormones
(estrogen and a progestin) for three weeks.!

How it works!
The patch prevents pregnancy primarily by stopping the ovaries
from releasing an egg, but it may also thicken the cervical
mucus (making it harder for sperm to get into the uterus) and
make the uterine lining thin. Its method of action is very similar
to the Pill.!

How does it work?!

These hormones enter into the womans bloodstream and
prevent pregnancy mainly by stopping the ovaries from
releasing an egg. It may also thicken the cervical mucous and
make the uterine lining thin. The rings method of action is very
similar to the combined oral contraceptive pill. The ring does
not provide a physical barrier to sperm and it does not prevent
sexually transmitted infections.!

!
!

How to use it!

Unlike the Pill, which has to be taken every day, each patch is
worn on the skin for seven days. One patch is worn each week
for 3 weeks. The patch should be changed on the same day
each week (called the Patch Change Day). The fourth week is
patch-free, allowing a period to occur. The patch should never
be off for more than seven days. Following the seven patchfree days, a new cycle is started when you apply a new patch
on your Patch Change Day.!

Effectiveness!
Like the Pill, the patch is also more than 99% effective at
preventing pregnancy when used perfectly, with about a 3%
failure rate for typical users. For women who have trouble
remembering to take a pill every day, the patch may work better
than the Pill. It may be a bit less effective in women who weigh
more than 90 kg (198 pounds).!
Benefits!
Benefits to being on the patch include a regular, lighter period,
often with less PMS and cramping. It is believed to reduce the
risk of endometrial and ovarian cancers and help prevent
benign ovarian cysts like the birth control pill because it works
in a similar way. It is completely reversible. Once you stop the
patch, your body resumes its natural cycle.!

Disadvantages!
The patch does not protect against sexually transmitted
infections.!
When starting the patch, you may notice side effects such as
breakthrough bleeding (between periods), breast tenderness,
headaches, or nausea as your body gets used to the
hormones. These symptoms usually go away in the first three
months.!
You may also notice some skin irritation.!
Women who cannot take estrogen due to a medical condition
cannot use the patch or the Pill. See your doctor to decide if the
patch is a good choice for you.!
It may not be covered by all drug plans.

The ring comes in only one size, and does not need to be in a
particular position in the vagina to be effective. It is held in
place by the walls of the vagina and a woman usually cannot
feel the ring once it is in. The woman inserts and removes the
ring herself and most women find this easy to do. Remember,
the vagina is a closed space and there is no way for the ring to
get lost or go anywhere else.!

The ring is worn inside the vagina for three weeks, followed by
a one-week (seven day) ring-free interval. When the ring is
removed, a woman usually has a period within a few days. At
the end of the ring-free week, the woman inserts another ring to
begin a new cycle.!

The ring should be left in place during sex. Most men and
women do not notice it during intercourse, and even for those
who do, it is not usually bothersome.!

Effectiveness!
The ring is at least as effective as the birth control pill, and it
may be more effective if a woman has trouble remembering to
take her pill every day.!

Benefits!
In addition to preventing pregnancy, the ring has the added
benefit of making a womans periods more regular, lighter, and
may reduce cramping. It is also believed to have similar
benefits as the birth control pill in treating PMS, endometriosis
and acne, and preventing ovarian and endometrial cancers, but
this has not yet been proven. It is completely reversible. When
a woman stops using the ring, her body resumes its normal
cycle and fertility returns quickly. The ring does NOT cause
weight gain, nor does it increase vaginal infections.!

Disadvantages!
Uncommonly reported side-effects include headaches, vaginal
irritation, discomfort or discharge, nausea, and breast
tenderness.!
Breakthrough bleeding (bleeding between periods) occurred in
about five percent of women, especially during the first few
months.!

Sarahrae Kumka!
0567563
What is it?!
Depo-Provera is a hormonal birth control method that
contains a progestin. It does not contain estrogen. It is
administered by a needle in the muscle of the arm or buttocks
every 12-13 weeks. It is 99.7% effective in preventing
pregnancy, but causes loss of bone density. Because of this,
Depo-Provera is usually only recommended for people who
are unable to take other contraceptive methods. The injection
should be used with condoms to prevent sexually transmitted
infections (STIs).!

How it works!
It stops your ovaries from releasing an egg every month
(ovulation). It also thins the lining of the uterus.!

Benefits!
With this method of birth control, you only have to think about it
4 times a year! You do not have to remember to take it every
day. It is reversible. Fifty percent of women will stop having
periods all together (amenorrhea) within the first year of starting
Depo-Provera. This is not unhealthy and, for women who
have heavy or painful periods, this may be a positive side
effect. Depo-Provera can be used by breastfeeding mothers.
It has no effect on breast milk production. It also decreases the
risk of endometrial cancer.!

!
!

Disadvantages!
Depo-Provera is associated with a decrease in bone mineral
density. For this reason, it is recommended when other birth
control methods are not a good option.!
Depo-Provera does not protect against sexually transmitted
infections (STIs) or HIV. Condoms should still be used to
protect against STIs or HIV.!
Women must return to their health care provider every 12-13
weeks to receive their next injection.!

February 2015
What is it?!
The intra-uterine system (IUS) provides reliable, reversible
contraception for up to five years. This method of hormonal
contraception is more than 99% effective in preventing
pregnancy.!

How does it work?!

The IUS is made up of a small T-shaped frame with a small
cylinder containing the hormone levonorgestrel. It does not
contain estrogen. This cylinder slowly releases the hormone
that acts on the lining of the uterus. The lining of the uterus
becomes thinner and the cervical mucus becomes thicker
which makes it harder for sperm to enter the uterus.!

Benefits!
The IUS does not contain estrogen so it can be used in women
who cannot take or have a sensitivity to estrogen. The IUS is
effective for up to five years. Unlike the copper intra-uterine
device (IUD), the IUS decreases the amount of menstrual
bleeding and may decrease menstrual cramping.!

!
!

Disadvantages!
The hormonal IUS does not protect against sexually transmitted
infections (STIs) or HIV. Condoms should be used to protect
against STIs or HIV.!
Complications associated with the IUS are rare but may occur.
Possible complications of inserting an IUS include irregular
bleeding or spotting, perforating the uterus (making a small
hole in the uterus), infection, or expulsion (the IUS falls out).

I Healthy Sexuality Quiz!

Healthy Sexuality Quiz
1. The function of the Vagina... !
A.the canal that carries urine!
B.the birth canal for the baby in child birth!
C.another name for the uterus!
D.is the home of the baby before child birth!
2. The function of the Scrotum (Male Part) !
A.Sac that holds testicles, helps with temperature control!
B.Sac for epididymis!
C.Tube where semen travels through!
D.Sperm production!
3. Which male reproductive system secretes nourishing fluid
which mixes with the sperm? !
A.Vas Deferens!
B.Urethra!
C.Cowper's Gland!
D.Seminal Vesicles!
4. Plan B is a pill taken weeks after having unprotected sex. !
A.True!
B.False

/14
5. Ovulation is when... !
A.Once in awhile, two of the eggs from the ovaries is released!
B.Once a year, one of the eggs from the vagina is released!
C.Twice a month, one of the eggs from the vagina is released!
D.Once a month, one of the eggs from the ovaries ripens and is
released!
6. Where is there a chance that fertilization can occur? !
A.fallopian tube!
B.fallopian veins!
C.urethra!
D.endometrium!
7. If fertilization occurs, the fertilization will continue to travel to
the uterus where it will imbed itself in the wall of the uterus
called the... !
A.birth canal!
B.endometrium/uterine lining!
C.uterine canal!
D.clitoris!

Sarahrae Kumka!
0567563

February 2015

Name 3 ways in which you can avoid contracting an STI, and explain the positives and negatives
associated with each method.
Describe the process of menstruation
Explain why the method of contraception Pulling Out is not a reliable method of birth control.

X Role Play Presentation Rubric!

1
Presenting Skills

Students do not
maintain eye
contact, voice
does not project

2
Students
occasionally
makes eye
contact, voice
sometimes
projected

Students usually
makes eye
contact, voice is at
an appropriate
level

Students always
looking at the
class, voice is
constantly at an
appropriate level

Relevance to Unit Students do not

relate scenario to
unit

Students relate
Students relate
Students
scenario to the unit scenario to the unit exceedingly relate
with limited
well
scenario to unit
information

Scenario
Resolution

Students do not
resolve the
scenario
appropriately

Students resolve
the scenario with
some
appropriateness

Students resolve
the scenario with a
well thought out
response

Enthusiasm

Students do not
present with
enthusiasm

Students present
with some
enthusiasm

Students present
Students present
with an appropriate with constant
level of
enthusiasm
enthusiasm

Students resolve
the scenario in a
creative and very
well thought out
response

XI Worksheet Completion Checklist!

incomplete complete
Fact or Myth
Reproductive Systems
STI Chart
Birth Control Notes