Essential Standard
Clarifying Objective
9.ICR.2 Evaluate abstinence from sexual intercourse as a positive choice for young people. 9.ICR.2.1 Critique skills and strategies that are used to promote abstinence from sexual activity in terms of their effectiveness. Materials Needed:
Appendix 1 – copies of Preparing for the Future Book Oh, The Places You’ll Go by Dr. Seuss Access to the Internet, http://www.seussville.com/games/lb_oh_the_places.html PowerPoint – Skills and Strategies for Abstinence Appendix 2a, b – copies of Consequences of Teenage Pregnancy Appendix 3 – copies of Critique the Skills for Abstinence Appendix 4 – Teacher Key for Critique the Skills for Abstinence Appendix 5 – copies of Personal “Reach the Top” Pyramid, cut apart and placed in envelopes Review:
Since you were a child, family and friends have asked you, “What do you want to be when you grow up?” Some of you have likely put a great deal of thought into answering that question. Others believe you’ll figure it out when the time comes. As we think about the future, you may have stayed with one goal or you may have changed your goals multiple times. You may have told others you want to be an astronaut, a lawyer, a rodeo clown, or a dentist. You may have even considered, “What do I need to be doing right now to take me where I want to go later in life?” For example, a student who wants to be a teacher might consider doing volunteer work with young children. A student interested in the armed services might join Jr. R.O.T.C. I’d like you to think about how to get where you are going. In this first activity, we will think about a goal for the future and determine a quality or experience needed to reach that goal. Display the transparency of Appendix 1, Preparing for the Future. Read the item in the left column and ask students to complete the columns on the middle (quality needed) and on the right (experiences needed). They are to determine the qualities and experiences needed to prepare for roles and responsibilities they may assume later in life. Statement of Objectives:
Over the last few years, you have learned that abstinence is the healthiest choice you can make. We know that students who remain abstinent have support, self-­‐control, good communication skills and a strong motivation to remain abstinent. In this lesson, we will focus on having a strong motivation to remain abstinent. 9.ICR.2.1, page 1 NC School Health Training Center NC Association for the Advancement of Health Education Focus:
Option 1 Read the book, Oh, The Places You’ll Go by Dr. Seuss. Ask the following questions to process the key points of the book: The book by Dr. Seuss is about “new beginnings.” What new beginnings will you encounter as you grow older? What are your dreams? Dr. Seuss said, “You have brains in your head. You have feet in your shoes.” What else do we need to be successful adults? What skills do you need to handle the ups and downs of life? What inspires you to do your best? What and who provides motivation for you to succeed? Option 2 Have a student play the game, Oh, The Places You’ll Go on the following website: http://www.seussville.com/games/lb_oh_the_places.html while displaying the game for the class. As you set up the game, have the student close his or her eyes until the game is underway. The rule is to play first without knowing the goal, then play again knowing the aim is to pop as many orange balloons as possible. Process how important it was to “know the goal.” Conclude that we are more successful in life if we have a goal in mind before we begin. Teacher Input:
Show slide #2 of the PowerPoint, which reads, "You've got to be very careful if you don't know where you're going, because you might not get there." The quote is from Yogi Berra, a former catcher with the New York Yankees. He is often quoted because he tells us the obvious (but often ignored) concepts about life. Ask students, How does this quote have meaning for the lives of high school students? As teenagers you need a plan so you can “step with great care.” You need support, strong communication skills, self-­‐control and motivation to help you go places! The National Campaign to Prevent Teen Pregnancy has a great deal of information to help young people make the decision to delay having sex and thus improve their chances of accomplishing their goals and dreams for the future. Here are some statistics about teen moms and the changes having babies made in their lives. Share copies of National Campaign data on teen parents and consequences: The Consequences of Teenage Pregnancy (Appendix 2a, b) Have students answer the questions at the bottom of the second page. 9.ICR.2.1, page 2 NC School Health Training Center NC Association for the Advancement of Health Education Show slides # 3 through 6. Ask the questions on the slides about the skills needed to avoid early and intimate sexual behavior. Guided Practice:
Print copies of Critique the Skill for Abstinence (Appendix 3), one for every three students. Ask them to recall the skills covered in the PowerPoint and identify the skill in column two. They should then decide whether the scenario reflected a positive or negative demonstration of that skill and place a large plus or minus sign in the next column. In the final column, they should “re-­‐wind” and “re-­‐write.” Check their responses with the Teacher Key (Appendix 4). Have students select one of the negative examples to re-­‐wind and re-­‐write. Call on several to share how the student can demonstrate the skill better. Independent Practice:
This activity is intended to help students think through future goals and identify a sequence in which they should happen. Give each student an envelope in which the pieces of the pyramid puzzle are placed. Have them arrange the puzzles and ask these questions: Why are these goals for the future in a particular order (from the bottom to the top)? Why is it better for young people to postpone sexual involvement and the chance of unintended pregnancy? How will your life and the lives of your children be better if you reach the top of the pyramid first? Closure:
Today we looked at the issue of abstinence and how important it is for you to take time to set goals and have the motivation to reach those goals. There are huge advantages for young people if they wait until they are older and more mature before becoming parents. They are able to complete an education, begin a career, complete adolescence with less stress, and then become parents when they are truly ready for the responsibility. They give themselves and their future children a gift of time, allowing everyone a greater chance of success. 9.ICR.2.1, page 3 Name:
Preparing for the Future
Possible Goal
for the Future
Quality Needed
Experience Needed
To be well educated and a lifelong
learner
To have a satisfying career
To be a good citizen of the
community, nation, world
To be a good spouse
To be a good parent
9.ICR.2.1, Appendix 1 Consequences of
Teenage Pregnancy
• Less than one-half of teen mothers
complete high school and fewer than 2% obtain
their college degree by the age of 30.
• Many teen mothers go on to have more
children. About one-fourth of teen mothers
have a second child within 24 months of the
first birth adding to the likelihood that the family will
remain in poverty.
• Two-thirds of families begun by a young unmarried
mother are poor.
• A recent study shows that more than half of unmarried
teen mothers go on welfare within the first year of the
birth of their first child.
• Within five years after the birth of their first child, almost
80% of all teen mothers are on welfare.
• Teen moms are less likely to have stable relationships.
• Pregnant teens are less likely to have timely and consistent
prenatal care.
• Children of teens have lower cognitive test scores at age 2.
• Children of teens are at a greater risk of suffering from
neglect and abuse.
• Daughters of teens are more likely to be teen mothers, too.
9.ICR.2.1, Appendix 2a • Sons of teens are more likely to end up
in prison.
• Eight of 10 fathers do not marry the
teen mother of their child.
• Teen fathers are more likely to have
low education levels, low paying jobs and
higher instances of alcohol and drug abuse.
The annual cost to the U.S. is about
$10.9 billion.
•
Follow up Questions:
1. What are the effects of premature parenting on
teen girls?
2. What are the effects of premature parenting on
teen boys?
3. What are the effects of premature parenting on
the children?
4. It is important for a compassionate society to
provide assistance for families who need it. If
parenting is delayed until young people are selfsufficient, what effect would that have on the
numbers of families who needed to be on welfare?
9.ICR.2.1, Appendix 2b Critique the Skills for Abstinence
Which Skill is
Described?
Scenario
+ or
–?
Re-Wind and Re-Write
Penelope loves gossip magazines and reality TV. There is a
character on the program 16 and Pregnant named
Carlotta, who is fun-loving, loves attention, and does not get
along with the boyfriend or her mother. Carlotta is pretty
spoiled, immature, and unrealistic about what it will take to
raise a baby. When Penelope daydreams about her life, she
thinks she might want to go on the show.
Hank plans to be abstinent through high school. He has
thought about the “pros” and “cons” of serious dating with
someone special. He thinks that dating in groups (such as
bowling or hiking) rather than one-on-one will make it easier.
He realizes there could be serious consequences if he gets
and STD or disappoints his parents by having sex at his age.
Francee and Carlo have dated for a while. He wants to get
closer and is putting pressure on her to be alone with him.
She wants him to like her so she keeps saying “Maybe” or “I
don’t think so” when he makes a move. He says, “I know you
want it” and “Just relax and let me make you feel good. She
knows she needs to say “No,” but wants him to like her.
Jake has big plans for the future. He wants to become an
officer in the Army. He has laid out his plans with his parents
and school counselor: to join the Jr. R.O.T.C., to join a gym
and work to become physically fit, to talk with an Army
recruiter.
9.ICR.2.1, Appendix 3 Teacher Key for Critique the Skills for Abstinence
Scenario
Penelope loves gossip magazines and reality TV. There is a
character on the program 16 and Pregnant who is
fun-loving, loves attention, does not get along with the
boyfriend or her mother. When Penelope daydreams about
her life, she thinks she might want to go on the show.
Hank plans to be abstinent through high school. He has
thought about the “pros” and “cons” of serious dating with
someone special. He thinks that dating in groups (such as
bowling or hiking) rather than one-on-one will make it easier.
He realizes there could be serious consequences if he gets
and STD or disappoints his parents.
Francee and Carlo have dated for several weeks. He wants to
get closer and is putting pressure on her to be alone with
him. She wants him to like her so she keeps saying “Maybe”
or “I don’t think so” when he makes a move. He says, “I
know you want it” and “Just relax and let me make you feel
good. She knows she needs to say “No” but doesn’t want
him to break up with her.
Jake has big plans for the future. He wants to become an
officer in the Army. He has laid out his plans with his parents
and school counselor: to join the Jr. R.O.T.C., to join a gym
and work to become physically fit, to talk with an Army
recruiter.
Which Skill is
Described?
+ or
–?
Analyzing
Influences
-
Decision
Making
+
Effective
Communication
-
Goal
Setting
+
9.ICR.2.1, Appendix 4 Re-Wind and Re-Write
Personal “Reach the Top” Pyramid
Place the goals for the future into a pyramid so you can Reach the Top!
Have a child
or children (if wanted)
and be ready to care for them
Be in a committed and
loving relationship
Live independently
Have a rewarding career
and be able to support self
Be well educated and
responsible for the future
9.ICR.2.1, Appendix 5