2018-19 AISD Sex Ed Grade 8

Sexuality & Responsibility Consent Form (Grades 6-8)
Dear Parent/Guardian,
Your child has the opportunity to participate in the Sexual Health curriculum through their
Science class. The curriculum content is age appropriate and scientifically accurate. The
teaching of human sexuality is covered under Board Policy EHAA (Legal) and (Local). A
preview copy of the curriculum can be found in your campus library. You may also view these
lessons at the AISD Health and Physical Education office. The High School Health curriculum
includes the following topics:
Self-Esteem
Communication
Responsible Relationships
Unhealthy Relationships
Peer Pressure
Using Refusal Skills
Basic Male/Female Reproductive Systems
Puberty
Abstinence
This experience will be most valuable for students if they have the opportunity to share what
they have learned with their families. I encourage you to engage in discussion around these
topics with your child
If you do not want your child to participate in the Sexual Health portion of their Science class
you must sign and date below and return to your child’s Science educator.
______________________________
Student Name
_______________________________ ______________________
Parent/Guardian Signature Date
Revised 1/12/17 Michele Rusnak, Health and Physical Education Supervisor 512-414-9779
Sexualidad y responsabilidad, Formulario de consentimiento (Grados 6-8)
Estimado padre/tutor:
Su hijo tiene la oportunidad de participar en las lecciones sobre Salud Sexual a través de su clase
de ciencias. El contenido del plan de estudios se adapta a la edad de los estudiantes y es
científicamente correcto. La enseñanza de la sexualidad humana está cubierta por la norma de la
Junta EHAA (Legal) y (Local). Puede encontrar una copia de las lecciones en la biblioteca de su
escuela. También puede consultar estas lecciones en la Oficina de Salud y Educación Física del
AISD. El plan de estudios de Salud de Educación Secundaria incluye los siguientes temas:
Autoestima
Comunicación
Relaciones responsables
Relaciones poco saludables
Presión de los compañeros
Cómo decir "no"
Conceptos básicos sobre el sistema reproductivo masculino y femenino
La pubertad
La abstinencia
Esta experiencia será más valiosa para los estudiantes si tienen la oportunidad de compartir lo
que aprendieron con sus familias. Les animo a conversar sobre estos temas con su hijo/a.
Si usted no quiere que su hijo/a participe en las lecciones de sexualidad y responsabilidad,

deberá firmar y poner la fecha a este formulario y entregarlo en la escuela de su hijo/a.
______________________________
NOMBRE DEL ESTUDIANTE
_______________________________ ______________________
Firma del padre/tutor Fecha
Modificado el 1/15/16 por Michele Rusnak, Supervisora de Salud y Educación Física 512-414-9779
Middle School Sexuality and Responsibility

6th Grade Scope and Sequence

Lesson 1 Self‐Esteem
The students will define the term self‐esteem
The students will identify the benefits of high self‐esteem
The students will identify influences on self‐esteem
The students will identify ways to improve their self‐esteem
Lesson 2 Communication
The students will identify the importance of good communication
The students will explore 3 communication styles
The students will identify the importance of body language in communication
The students will practice active listening
The students will identify the 10 life skills for healthy living
Lesson 3 Communications Activities
The students will demonstrate skills for effective communication through the I am Good
At It activity
The students will demonstrate skills for effective communication through the 1 Way‐2
Way activity
Lesson 4 Healthy Relationships
The students will identify the importance of teen relationships
The students will identify positive characteristics in a partner
The students will examine appropriate dating behavior
The students will identify the process for maintaining a healthy relationship
Lesson 5 Sexual Harassment
The students will identify the difference between flirting and sexual harassment
The students will define the term sexual harassment
The students will define the term sexting
The students will identify ways to stop sexual harassment and sexting
Lesson 6 Peer Pressure
The students will define the term peer pressure
The students will identify the difference between direct pressure and indirect pressure
The students will identify internal and external pressure
Lesson 7 Refusal Skills
The students will identify 12 types of refusal skills
The students will identify verbal and non‐verbal refusal skills
Lesson 8 Reproductive Systems
The students will identify the organs of the male and female reproductive systems
The students will describe the functions of the organs of the male and female reproductive
systems

© Austin Independent School District July 2018 Page 1 of 4


Lesson 9 Puberty
The students will identify the physical changes that occur in the body during puberty
The students will identify the emotional changes that occur in the body during puberty
The students will identify the social changes that occur during puberty
The students will examine how the changes that occur during puberty affect their lives
Lesson 10 Benefits of Abstinence
The students will explore the advantages of abstinence for teens
The students will identify the important reasons to wait before having sex


Lesson 1 Self‐Esteem
Students will define the terms self‐esteem, self‐concept, integrity, communication,
empathy, and peer pressure
Students will identify characteristics of a person with high self‐esteem and a person with
low self‐esteem
Students will identify the speaking skills that are beneficial to being a good communicator
Students will identify methods for improving self‐esteem
Students will discuss how self‐concept influences self‐esteem
Students will discuss how self‐esteem effects how they react to peer pressure
Students will discuss others ways to communicate besides verbal communication
Lesson 2 Dating Relationships
Students will describe the difference between different types of love
Students will identify the difference between love and lust
Lesson 3 Reproductive System #1
Students will state the role of the reproductive system of people with a penis
Students will describe the function of each of the organs of this reproductive system
Students will define the term testosterone and how it triggers puberty
Students will summarize four problems that can occur with this reproductive system
Students will list five things a person can do to keep this reproductive system healthy
Students will state the roles of the reproductive system of people with a vagina
Students will describe the functions of each of the organs of this reproductive system
Students will explain the menstrual cycle.
Lesson 5 Journey of the Egg and Sperm
Students will demonstrate how the sperm and egg travel through the reproductive
systems
Lesson 6 Abstinence
Students will be able to list the advantages of abstinence for teens
Students will learn the most important reason(s) to wait


Lesson 7 Pregnancy and Reproduction
Students will be able to summarize how a pregnancy occurs
Students will be able to describe how a human life begins and the stages of birth
Students will be able to summarize how a baby develops during the three trimesters of
pregnancy
Lesson 8 Sexually Transmitted Diseases
Students will be able to identify the risks of sexual activity
Students will be able to identify possible consequences and the serious problems that can
occur because of STIs
Students will be able to identify why teens are at a higher risk of getting an STI
Students will be able to identify ways to prevents being infected with an STI
Lesson 9 Sexually Transmitted Infections
Students will be able to identify the different ways STIs can be spread
Students will learn about how STIs can affect babies
Students will be able to identify facts about different STIs
Students will be able to identify factors in being responsible if you have an STI
Lesson 10 Understanding HIV and AIDS
Students will list four ways to protect from HIV and AIDS
Students will describe the process of getting tested for HIV
Students will summarize the treatment of HIV infection and AIDS
Students will state three ways a person living with HIV infection can delay the progression
from HIV infection to AIDS
Students will identify four ways you can help an HIV/AIDS program in your community

Students will state the purpose of the reproductive system of a person with a penis
Students will state the roles of the reproductive system of a person with a vagina
Students will explain the menstrual cycle
Lesson 3 Dating Relationships
Students will be able to identify characteristics of a healthy relationship
Students will be able to identify abusive dating behaviors
Students will be able to define the terms sexual assault, date rape and consent
Students will be able to list three ways to increase their dating safety
Students will identify help resources for dating abuse and sexual assault
Lesson 4 Benefits of Abstinence
Students will be able to list the advantages of abstinence for teens
Students will learn the most important reason(s) to wait


Lesson 5 Pregnancy and Reproduction
Students will be able to summarize how a pregnancy occurs
Students will be able to describe conception, pregnancy and the stages of birth
Students will be able to summarize how an embryo/fetus develops during the three
trimesters of pregnancy
Students will discuss how STI’s are spread in both sexual and nonsexual ways
Students will discuss the facts about STI’s that can help you avoid contracting and
spreading these infections
Students will talk about the risks for STI’s and ways to reduce and/or eliminate these risks
Students will learn about steps they can take in order to take responsibility for their health
Students will be able to identify different types of STI’s, effects of STI’s on a baby,
symptoms of STI’s and how common the STI is
Lesson 8 Contraception
Students will be able to describe the contraceptive methods
Students will be able to evaluate the factors to consider if choosing a contraceptive
method
Lesson 9 Understanding HIV and AIDS
Students will list four ways to protect from HIV and AIDS
Students will describe the process of getting tested for HIV
Students will summarize the treatment of HIV infection and AIDS
Students will state three ways a person living with HIV infection can delay the
progression from HIV infection to AIDS
Students will identify four ways you can help an HIV/AIDS program in your community
Lesson 10 Protecting Your Future
Students will be able to compare two strategies to prevent pregnancy
Students will list three factors to consider when planning a family
Students will be able to describe ways to communicate effectively with your
partner about family planning


8th ade u an Sexuality
Rep oducti e Syste 1
ube ty

uided uestions
hat are the parts and functions of the reproductive system of a person with a
penis

b ecti e s
1. Students will state the purpose of the reproductive system of a person with a
penis.
2. Students will describe the functions of each of the organs of this
reproductive system.

Resou ces
Reproductive System #1 PowerPoint (provided)
Reproductive System #1 Blank orksheet (provided)

ocabula y
Sperm Urethra
Testes Puberty
Scrotum Adolescence
Prostate land Hormone
Testes Testosterone
Penis
nstant cti ity ell in e

Have students participate in the hat Do They Call It Activity

cti ity eache Student
sin the Rep oducti e Syste 1 o e oint
1. Discuss and define each part of this reproductive system.
2. Have students fill in the blanks on the Reproductive System #1 orksheet

Lea nin onnection
eeping the reproductive system healthy requires practicing good hygiene, being
able to detect problems, and getting regular checkups. ist 3 questions that you
might ask your family doctor during a regular checkup.
Austin Independent School District 8th rade esson 1

Reproductive System 1
Anatomy
nside 1
nside 1
nside 1
nside 1
nside 1
nside 1
nside 1
nside 1
utside 1

Time Management for Lesson 2

Students often have many questions about anatomy and reproduction.
Facilitators are encouraged to answer as many questions as possible, as they
come up during the lesson. However, in order to lay the groundwork for future
lessons, it is important to be able to finish Activity 2.3. For some classes, there
may not be enough time to complete the last Activity (2.4), Reproduction: True
or False? The facilitator may wish to cut up the Facilitator Resource for Activity
2.4, and have students draw questions from a box or envelope. Alternatively,
to save time, the facilitator can simply read the questions from the Resource.

Activity 2.1
IceBreaker: What Do They Call It? – 5 minutes
Let the class know that this session will be about human reproduction, including male and
female anatomy and function. This is basic information that is important to being able to
make healthy decisions about sex. Refer to the posted (or projected) KEY MESSAGES poster.
Post and review the “ground rules” developed at the last session. Point out that following
the ground rules is especially important when discussing sensitive issues like the ones in this
lesson.
Acknowledge that, even though everybody has genitals, people often feel embarrassed or
giggly talking about them. As an ice-breaker, ask the class to mention some commonly used
(“street” or “slang”) names they may have heard for genital structures, including the penis,
vagina, breasts, and testicles. If the students are reluctant to say commonly used names out
loud, the facilitator may need to start the list him- or herself. As the students offer a
commonly used name, the facilitator should repeat the commonly used name to acknowledge
its existence.
After the class has had a chance to offer lots of commonly used names, ask them to mention
commonly used names for other body parts, like the elbow, foot, or ear. Ask the class why
they think there are so many commonly used names for body parts related to sex, but none
for nonsexual body parts. Point out that sex and reproduction are emotionally charged and
often held secret in our society, and these are some reasons for why there are so many
commonly used, or “slang”, names. Let the class know that it is important to know the
proper names for body parts, and to be able to use the proper names.

20 Lesson 2
Rep oducti e Syste 2

uided uestions
hat are the parts and functions of the reproductive system of a person with a
vagina

b ecti e s
1. Students will state the roles of the reproductive system of a person with a
vagina.
2. Students will describe the functions of each of the organs of this
reproductive system.
3. Students will explain the menstrual cycle.

Resou ces
Reproductive System #2 PowerPoint (provided)
Reproductive System#2 orksheets (provided)

ocabula y
Eggs
varies
vulation
Fallopian tube
Uterus
Cervix
Vagina
enstruation
enstrual cycle

Have students list things each that they know about the reproductive system
of a person with a vagina.

sin the Rep oducti e Syste 2 o e oint
1. Discuss each part of this reproductive system.
2. Have students label the Reproductive System #2 worksheet.

Lea nin onnection
eeping the reproductive system healthy requires practicing good hygiene, being
able to detect problems, and getting regular checkups. ist 3 questions that you
might ask your family doctor during a regular checkup.

Reproductive System 2
Anatomy
nside 2
nside 2
nside 2
nside 2
nside 2
nside 2
utside 2
atin Relationships

uided uestions
hat are characteristics of a healthy relationship
hat are characteristics of an unhealthy or abusive relationship
hat is sexual assault and date rape

b ecti e s
1. Students will be able to identify characteristics of a healthy relationship.
2. Students will be able to identify abusive dating behaviors.
3. Students will be able to define the terms sexual assault, date rape and
consent.
. Students will be able to list three ways to increase their dating safety.
. Students will identify help resources for dating abuse and sexual assault.

Resou ces
Dating Relationships PowerPoint (provided)
Dating Relationships orksheet (provided)
laying it afe ards, Expect Respect Program anual, SafePlace, at the end o
this docu ent
ound elationships Acti ity handout, Boston Commission on Public Health
(provided)

ocabula y
Dating Abuse
Sexual Assault
Date Rape
Consent

Ask students to name popular songs, books, or movies that have a relationship
theme. hat do they say about relationships

sin the e nancy and Rep oduction o e oint
1. Discuss healthy and unhealthy relationships.
2. Define sexual assault.
3. Discuss date rape.
. Define and discuss consent.
. Discuss ways to increase your safety and prevent sexual assault when dating.
. ist resources available for help.

cti ity a n t Sa e
1. Cut out the cards from the handout laying it afe and place them in a bowl.

atin Relationships

2. Divide students into groups of 3‐ . Invite one person from each group to select a
card.
3. Ask students to read their card in their small group and discuss the situation
using the questions listed below (questions on slide)
a. How serious is this situation hat if any risks could there be to you or
others in the situation
b. Has a situation like this ever happened to you or someone you know
(Don’t use names.)
c. hat did people do to help as it helpful
d. Role‐play what you would do in this situation. Create a role for each
person in your group.
. Have small groups read their scenario and role‐play their responses for the class.
. Discuss how youth and/or adults can help someone in each situation.
. Encourage students to support their friends and to be leaders and role models
for healthy relationships.
iscuss st ate ies o inc easin datin sa ety on slides

ct t Sound e at on h p
1. As a group, select a popular song about relationships. Find the lyrics of the song
either from the CD insert, or search for them online. Print out the lyrics and read
them to get a feel for the main themes in the song.
2. Score the song lyrics using the ound elationships handout provided.
3. Determine the nutritional value of the song lyrics using the handout as a guide.
. Discuss how to balance your lyrical diet to include healthy relationship
ingredients.

Lea nin onnection Discuss the difference between a Healthy and Unhealthy
Relationship. Identify songs, movies, and books with healthy relationship ingredients.


atin Relationships

layin it Sa e a ds

bused iend nsult oo pe sonal

Your friend’s You are out with a You are out with
partner is very group of friends someone you don’t
ealous and when your partner know very well and
possessive. You makes an insulting they start asking you
begin to worry remark about you. very personal
that she’s in questions that you
danger. don’t want to answer.
Sex ant a in Money

Your partner is You’re at a party and Your partner asks you
pressuring you to a person you have a to loan them 0 but
have sex. crush on is pressuring you’ve been saving
you to drink alcohol. that money for
something else.
Lyin ea p iend ybe

You suspect your You decide the Someone you met on‐
partner is lying to relationship is not line invites you over
you. Your friends working out for you to their house to
say your partner is but you’re afraid of study.
seeing someone what your partner
else. will do if you break
up.


R L S S
BELLRINGER
L S L
ealthy Relationship nhealthy Relationship
Equality Control
Honesty Dishonesty
Physical safety Physical abuse
Respect Disrespect
Comfort Intimidation
Sexual respectfulness Sexual abuse
Independence Dependence
Humor Hostility
Choose Respect Initiative, U.S. Centers for Disease Control and Prevention
assault a e assaulted by
Most icti s o sexual
HAT IS
so eone they no
SE UA ASSAU T
Any nonconsensual physical
contact of a sexual nature including
touching, sexual intercourse, rape,
attempted rape, and child
molestation.
HAT IS DATE
RAPE
Sexual assault that occurs
in a dating or social
situation by a date, friend
or acquaintance.
C SE T
Consent means that both people
freely and willingly agree to engage in
the activity by stating their mutual
understanding and agreement.
pe son ho is d un d u ed
unconscious o entally disabled is
not le ally able to consent to sexual
contact
There are age limits on when a young
person can legally consent to sexual
activity.
n exas youth youn e than 17
cannot consent to sexual acti ity
ith people ho a e o e than 3
yea s olde hild en unde 14
cannot le ally consent to sex
P AYI IT SAFE ACTIVITY
Using the cards, discuss the
following questions
1 o se ious is this situation hat i any is s
could the e be to you o othe s
2 as a situation li e this e e happened to you
o so eone you no no na es
3 hat did people do to help as it help ul
4 Role play hat you ould do onside a ole
o each pe son in you oup
I CREASI
Y UR SAFETY
hen going on a date, know who the person is, where
you are going, and what you will be doing.
Don’t be alone with your date, go to public places.
Don’t meet alone with someone you met on the
Internet.
now your sexual limits and communicate them clearly
to your partner.
Have access to a phone at all times.
Do not use or accept drugs or alcohol.
HE P RES URCES
Be a good friend. ever leave someone in a vulnerable
situation, especially if they’ve been using alcohol or drugs.
If you or someone you know is experiencing violence or
abuse, talk to a parent, counselor or other trusted adult.
SafePlace 2 ‐SAFE ( 233)
ational Teen Dating Abuse Helpline (8 ) 331‐
www.loveisnotabuse.org
11 or the SR
atin Relationships
Bellringer ame a popular song, book or movie that has a relationship theme.
hat does it say about relationships
1. hat are some of the qualities of a Healthy Relationship
2. hat are some of the qualities of an Unhealthy Relationship
3. hat is date rape
. hat is sexual assault
. hat is consent

. hat types of things prevent someone from being able to give consent
. In Texas old must you be before you can consent to sexual activity
8. hat are some of the ways a person can increase their safety when dating
a.
b.
c.
d.
e.
f.
. hat type of resources are there for someone needing help
Nutritional Impact
Artist:
Song title:
Serving Size: Min: Sec:
Present Intensity level
Amount per serving: (X) (1-10)
Unhealthy Relationship Ingredients
Drama
Possession/obsession
Disrespect
Relationship = sex
Manipulation
Total Unhealthy
Healthy Relationship Ingredients
Fun/Enjoyable
Support
Respect
Equality
Trust
Total Healthy
The song may portray: Drama: a belief that making up/breaking up, yelling, bitter arguing,
destroying property or a general sense that unhealthy conflict in the relationship is part of a
normal relationship. Possession/Obsession: a belief that another person is an object to use
for one’s personal benefit. This could also include stalking, objectification, and controlling
behavior. Disrespect: a belief that it is acceptable to disregard another person’s feelings,
ideas, opinions and wishes. This could include name calling, put downs, minimizing lan-
guage, and cheating. Relationship=sex a belief that the main component or focus of the
relationship is sex. Manipulation: a belief that it is acceptable to lie or use another person’s
emotions or vulnerabilities to get what is desired. This could include guilt trips, lying, and
using alcohol to get sex. Fun/Enjoyable: a belief that relationships are enjoyable and fun.
Support: a belief that a relationship includes building up the other person’s confidence and
strengths. This could include encouraging another person to make healthy decisions to
better themselves, even when the other person may not totally agree. Respect: a belief
that another person has value and is appreciated and recognized for their ideas, thoughts,
and decisions. This could include the use of positive or supportive words to describe the
other person. Equality: a belief that both parties share in decision making and are free to
choose what is right for them. One person does not have power over the other either in
decision making or sex. Trust: a belief that the other person in the relationship has your
best interest at heart. This could include being faithful and honest.
Prepared by the Boston Public Health Commission, 2009
bstinence

uided uestions
hat are the benefits of abstinence

b ecti e s
1. Students will be able to list the advantages of abstinence for teens.
2. Students will learn the most important reason(s) to wait.

Resou ces
Benefits of Abstinence PowerPoint (provided)
Benefits of Abstinence orksheet (provided)
Is This Abstinence Activity (provided)

ocabula y
Abstinence
Sex
Sexually Transmitted Infection
Sexual Contact

rite abstinence on the board and ask the class to define it.

1. Define and discuss abstinence.
2. Define sexually transmitted infection.
3. Define and discuss sexual contact.
. Discuss the benefits of abstinence, Beliefs vs. Reality.
. Discuss the health benefits of abstinence.
. Discuss the emotional and social benefits of abstinence.
. Have students participate in the Is This Abstinence Activity. (provided)

Lea nin onnection
There are many benefits of remaining abstinent. ame three emotional benefits
of abstinence.

Austin Independent School District 8th grade esson

BENE I
B INEN
E
o
o
o
ene its o bstinence
Bellringer hat does abstinence mean to you
1. Define Abstinence
2. hat should teen relationships focus on
3. hat are Sexually Transmitted Infections
. hat is Sexual Contact
. hat are the health benefits of abstinence
a.
b.
c.
d.

. hat are the emotional and social benefits of abstinence
a.
b.
c.
d.
e.
f.
g.
h.
i.
.
S S
5 2 s S bstinence 5 to 10 inutes

At this point, pass out the sets of 20 cut‐out Is THIS Abstinence CARDS, one set for each small group. et the students
know that some of these cards describe activities that are pretty personal and many people may feel embarrassed
talking about some of these things. Still, it is important to know about these activities because some people, including
some teenagers, engage in these activities. And it is important for young people to know about sexual activities, so they
will be ready to make good decisions about what they will do and what they will not do. It is essential to think ahead
and plan ahead.

Tell the class that you want each group to sort the cards into 2 groups
Those activities that are to do if a person wants to choose Abstinence
Those activities that are T to do if a person wants to choose Abstinence

ive the group a few minutes to discuss and sort the activity cards. n the board or newsprint, start 2 columns labeled
ABSTI E CE and T ABSTI E CE , leaving room in the middle for a ay be ABSTI E CE, but may still want to
AV ID column. o through each of the activities, getting feedback from the groups about into which column they
would place each activity. Suggested categorization of each item is listed in the FACI ITAT R RES URCE.

nce all 20 items are categorized, reinforce that having oral, anal, or vaginal sex is T Abstinence. Acknowledge that
there are some disagreements about whether some activities are to do, and still be considered Abstinence. For these
things, it is helpful to create a category of things that may technically be Abstinence, but that a person may want to
avoid anyway. That is why, for people who want to choose Abstinence, there are lots of othe acti ities besides o al
anal o a inal sex that people i ht ant to abstain o . They may want to avoid situations that they think might
lead to sexual intercourse. r they may simply want to avoid activities that are too personal or intimate. Every person
should set their own boundaries that is, set the line between what they will do and what they won’t do.
Examples of activities that people may want to avoid include
Physical intimacy that may be too intimate, or that may make it difficult to resist going farther and having sex,
for example
o Touching breasts

o Touching below the waist
o ther activities that put them in a vulnerable or risky situation, such as
o Being alone with a partner
o Using drugs or alcohol with a partner
o Having an older partner
Have the class suggest other activities that they might want to avoid if they chose Abstinence.

ote to acilitators If someone in the class asks about masturbation (touching oneself), acknowledge that this is a
controversial topic. et the class know that masturbation is something that many people do both males and females.
It does not have risks of unplanned pregnancy or of STIs, and it does not cause health problems. However, some
families, and some religions, do not approve of masturbation.

Summarize that Abstinence means not having sex, but it also means a decision and a plan and the plan might mean not
doing other things, even if they are not technically sex. For the rest of this session, leave the definitions on the board
ABSTI E CE not having sex
SE vaginal, oral, or anal sex

i ections ut into 20 ca ds o oups to so t
Ma e one set o each s all oup
ouchin ouchin
ouchin oldin easts a ound enitals
uttoc s ands utside Shoulde nside
lothes lothes
a inal Sex issin issin ouchin
al in
enis to Mouth Mouth abo e aist
about Sex
a ina losed pen not easts
ouchin in in ouchin
ein lone easts lcohol enitals a e lothes
o ethe nside hen utside
lothes o ethe lothes
a in u s al Sex nal Sex
a ound
hen Mouth on u in enis to
aist
o ethe enitals nus
s S bstinence Su estion ate o ies
S
Holding Hands
Hugging
Arm around Shoulder
Arm around aist
issing ( outh Closed)
issing ( outh pen)
Touching Above aist (not Breasts)
Talking about Sex

S but i ht L to S
Touching Buttocks
Touching Breasts ( utside Clothes)
Touching Breasts (Inside Clothes)
Touching enitals ( utside Clothes)
Touching enitals (Inside Clothes)
Take Clothes ff
Drinking Alcohol hen Together
Taking Drugs hile Together
Being Alone Together

S
Vaginal Sex (Penis to Vagina)
ral Sex ( outh on enitals)
Anal Sex (Penis to Anus)

e nancy and Rep oduction

uided uestions
Can a person with ovaries get pregnant the first time they have sex
How long can sperm live inside the uterus

b ecti e s
1. Students will be able to summarize how a pregnancy occurs.
2. Students will be able to describe conception, pregnancy and the stages of birth.
3. Students will be able to summarize how an embryo/fetus develops during the
three trimesters of pregnancy.

Resou ces
Pregnancy and Reproduction PowerPoint (provided)
Pregnancy and Reproduction orksheet (provided)

ocabula y
Sexual Intercourse
Embryo
Fetus
Trimester

How does human pregnancy compare to animal pregnancy

sin the e nancy and Rep oduction o e oint
1. Define and discuss sexual intercourse.
2. Define and discuss fertilization.
3. Define embryo.
. Define fetus.
. Discuss stages of childbirth.
. Discuss how life begins.
. Discuss the three trimesters of pregnancy.

Lea nin onnection
There are many changes that occur during the three trimesters of development.
Describe three differences between the 1st and 3rd trimester.
Austin Independent School District 8th rade esson

REGN N
RE R I N
B B
E EL EN
B
R
e nancy Rep oduction
1. hat is Sexual Intercourse
2. hat is fertilization
3. hat is the difference between an embryo and a fetus
. hat are the 3 stages of labor
a.
b.
c.
. How long is a trimester
. How does an embryo and fetus develop during the first trimester
. How does a fetus develop during the second trimester
8. How does a fetus develop during the third trimester
Sexually ans itted n ections

uided uestions
hat are the facts about STI’s and how can they affect you

b ecti e s
1. Students will discuss how STI’s are spread in both sexual and nonsexual ways.
2. Students will discuss the facts about STI’s that can help you avoid contracting
and spreading these infections.
3. Students will talk about the risks for STI’s and ways to reduce and/or eliminate
these risks.
. Students will learn about steps they can take in order to take responsibility for
their health.

Resou ces
Sexually Transmitted Infections PowerPoint (provided)
Sexually Transmitted Infections orksheet (provided)

hat provides 100 protection against STI’s

ocabula y
Sexually Transmitted Disease
Abstinence
Sex

sin the Sexually ans itted n ections o e oint
1. Have students discuss how STI’s are spread in both sexual and nonsexual ways.
2. Discuss the facts about STI’s that can help a person avoid contracting and
spreading these infections.
3. Discuss the risks for STI’s and ways to reduce and/or eliminate these risks.
. Students will learn about steps they can take in order to take responsibility for
their health.

Lea nin onnection
hat are some things a person can do to take responsibility of their own health

E LL
R N I E
IN E I N
ELI IN ING E
RI
GE E E
Bellringer hat provides 100 protection against STI’s
1. hat is an STI
2. hat is SE
3. How are STIs spread
. hat are the body fluids that spread STIs
. hat activities can spread STIs
. Facts about STIs

. hat are the risk factors for contracting an STI
8. hat is the only strategy that is 100 effective in eliminating the risk of contracting an
STI
. How can you reduce the risk of STIs

10. hat do you need to know about getting tested for an STI


uided uestions
hat is the main difference between bacterial STI’s and viral STI’s

b ecti e s
1. Students will be able to identify different types of STI’s, effects of STI’s on a
baby, symptoms of STI’s and how common the STI is.

Resou ces
Sexually Transmitted Infections PowerPoint (provided)
Sexually Transmitted Infections orksheet (provided)
Which I am I Activity (provided)

Index Card activity (provided)

sin the Sexually ans itted iseases o e oint
1. Have students fill in the STI diagrams with each PowerPoint slide.
2. Using the teacher resource page discuss each STI as the students copy the
information. (provided)
3. If time at the end of class, play hich STI am I Activity. (provided)

Lea nin onnection
All STIs can be very serious. hich STIs have no symptoms

E LL
R N I E
IN E I N
Bacteria
VERY common,
especially
chlamydia
Yes
•Discharge from
Chlamydia &
penis Gonorrhea Eye infection
•Hurts to pee
•Many have NO pneumonia
SYMPTOMS!
•Painful •Discharge from

vagina
infection
•Pain in lower abs
•Hard to get •Many have NO
pregnant SYMPTOMS!
Parasite
VERY
common! YES
Trichomonas
Usually Born
NO SYMPTOMS! premature
Irritation makes •Discharge from

vagina
it EASIER to get
•Itching, Odor
HIV, if •May have
exposed •NO SYMPTOMS!
Bacteria
Syphilis
VIRUS
HIV
VIRUS
Herpes
VIRUS
HPV
Sexually Transmitted Diseases
Chlamydia & Gonorrhea Trichomonas Syphilis

What type?
Curable?
Effects on
baby?
Symptoms in
females?
What can it
lead to?
Symptoms in
Males
Extra Info How Common?
© Austin Independent School District 2013-2014

Symptoms in What can it Symptoms in Effects on
Extra Info How Common? Curable? What type?
Males lead to? females? baby?
Herpes
© Austin Independent School District 2013-2014

HPV
Sexually Transmitted Diseases
HIV

Activity 4.2
Common Sexually Transmitted Infections — 20
minutes
Divide the class into 6 small groups, or teams. Each team will be assigned one of the following
STIs:
• Chlamydia and Gonorrhea (these infections are similar in symptoms and complications,
and will be considered together)
• Trichomonas
• Syphilis
• HIV Infection
• Herpes
• Human Papillomavirus (HPV)
Tell the class that, as you pass out the STI “assignments” to each of the teams, you will go
over some basic information about each infection. The information about each infection will
be on the STI Handouts that you will give to each team. Each team will then have the
information on “their” STI to refer to later, when the class plays the “Which STI Am I?”
game. During the game, each team will make sure that the answers to each question are
correct, when it comes to “their” infection.
As you review each of the STIs, give each team the STI Handout corresponding to “their”
infection and project the PowerPoint slide or transparency for that Handout. Encourage
questions as you proceed. Use the Facilitator Resource and References to learn and review
each STI, so you can give a brief summary of the information in each of the boxes on the
Handouts.
Answer questions as much as possible as they arise, but be sure to leave time for Activity 4.4
to focus on ways to avoid STIs.
Activity 4.3
“Which STI Am I? ” Game—10 minutes
Let the class know that they are now going to play the “Which STI Am I?” Game.
Each team will get a point for each one of the 10 Game statements if they answer correctly
whether “their” infection is described by the statement.
Tell the class that each slip of paper in this game has a statement that describes one, some,
or none of the 6 groups’ STIs. Show them the slips of paper with the “Which STI Am I?”

statements in the box, and mix them up. For each turn, ask a different student to reach in,
draw a slip of paper out of the box, and read it to the class.
In responding to each statement, each team decides if “their” infection is a correct answer.
If “their” infection is a correct answer, the team has one of its members stand, holding up its
STI Handout.
Statements include:
• Any person can have me and not know it, because often they have NO
SYMPTOMS
Answer: All the infections are correct: Chlamydia, Gonorrhea, Trichomonas, Syphilis,
HIV, Herpes, and HPV.
• I can be cured with antibiotics
Answer: This is true for bacterial infections (Chlamydia and Gonorrhea, Syphilis)
and for the parasitic infection Trichomonas. Of course, even after they are cured, a
person can get them again. Viral infections such as HIV, Herpes, and HPV are NOT
curable, although they are treatable.
• I cause a discharge from the penis or from the vagina
Answer: Chlamydia and Gonorrhea typically cause a discharge from the penis, and
can cause a vaginal discharge. Trichomonas usually causes no symptoms in the male,
but causes vaginal discharge in the female.
• Some types of me cause warts, and some types can lead to cancer
Answer: Human Papillomavirus (HPV). Some types of HPV cause genital warts. The
“high-risk” types of HPV can cause dysplasia and cancer of the cervix. These viruses
can also lead to dysplasia and cancer of the vagina, vulva, penis, anus, and even the
throat.
• I cause blisters or sores in the genital area
Answer: Herpes infection causes painful blisters that can come back from time to
time. Syphilis typically causes a painless sore that gets better, even without
treatment.

• I can affect a baby, if it is born to a mother that has me
Answer: All the infections can affect babies. Chlamydia and Gonorrhea can infect the
baby’s eyes, and Chlamydia can also cause pneumonia. Trichomonas infection of the
mother is associated with premature birth. Syphilis can cause many problems for a
baby, both before and after birth. Babies can get HIV from their mothers during
birth, or from breastfeeding. Babies can get Herpes infection from their mother
during birth, and this infection is serious and often fatal. Also, rarely, babies can get
HPV in the throat if they are born to a mother who has genital warts.
• I am very common among young people who have had sex
Answer: Common infections include Chlamydia and Gonorrhea, Trichomonas,

Herpes, and HPV. HIV and Syphilis are less common—but still very important—
infections among young people.
• I kill the cells that protect the body from infection
Answer: HIV infection kills immune system cells. Eventually, if not controlled by
medication, HIV infection makes the body unable to fight infection, and the person
develops AIDS.
• I can infect people through oral or anal sex
Answer: Chlamydia and Gonorrhea, Syphilis, HIV, Herpes, and HPV infection can all
be transmitted through oral-genital contact (i.e., mouth on a male’s genitals or a
female’s genitals) or through anal sex (i.e., penis in anus). (Note: When considering
HIV infection, anal sex without a condom is especially risky. Oral sex is less risky than
vaginal or anal sex, but it is possible to contract HIV through oral sex.)
• If I am not treated, I might make it hard to get pregnant (or get someone pregnant)
later on
Answer: Untreated Chlamydia and Gonorrhea infections can travel through a

female’s uterus and tubes (or through a male’s “tubes”) and cause infertility
(difficulty getting pregnant or causing a pregnancy). This can happen even if a person
does not have symptoms of infection. These complications do not happen to
everyone, so having one of these infections is NOT a birth control method. But if it
happens, it can be emotionally upsetting, and cost lots of money to try to achieve a
pregnancy with medical help.
As each statement is read and answered, keep track of each team’s points. Clarify answers
with the class, and reinforce important points. Congratulate the winning team(s), and praise
the efforts of all the teams.

STUDENT HANDOUT for ACTIVITIES 4.2 and 4.3:
CHLAMYDIA and GONORRHEA
What Kind of Bug? Curable?
Bacteria Yes
Chlamydia &
How Common? Effects on Baby?
VERY Common, Eye Infection
especially Pneumonia
Chlamydia
Gonorrhea
Symptoms in Males? Symptoms in Females?
• Drip (discharge) from penis • Drip (discharge) from vagina

• Hurts to pee • Pain in lower abdomen
• Many have NO SYMPTOMS • Many have NO SYMPTOMS
What Can it Lead To?

• Painful Infection
• Hard to get pregnant
TRICHOMONAS
Parasite Yes
Trichomonas
Born too soon
VERY Common (premature)

• Drip (discharge) from vagina
Usually NO SYMPTOMS • Itching, Odor
• May have NO SYMPTOMS

Irritation makes it EASIER
to get HIV, if exposed
SYPHILIS
Bacteria Yes
Syphilis
Birth Defects;
Less Common Death
(but still important)

• Sores • Sores
• Rash • Rash
• May have NO SYMPTOMS • May have NO SYMPTOMS

• Brain, Heart Disease
• Death
• Easier to get HIV, if exposed
HIV Infection and AIDS

No
Virus (but Treatable)
HIV
Less Common Baby can be

(but very infected
important) (Human Immunodeficiency
Virus)
Most have NO SYMPTOMS Most have NO SYMPTOMS
• AIDS: Body can’t fight infection

• Death
Genital Herpes

No
VERY Common
Herpes Birth Defects;
Death

• Blisters, raw areas • Blisters, raw areas

• Pain and blisters can come back
in outbreaks
HPV (Human Papillomavirus)

No
VERY Common
HPV Rarely, baby can
get throat warts
(Human Papillomavirus)
• Warts, bumps • Warts, bumps

• Some kinds of HPV can lead to
cancer (of the cervix)

“Which STD Am I?” Statements for Activity 4.3

Each statement describes one, some, or none
of the Sexually Transmitted Diseases in this Lesson
Any person can have me and not know it,

because often they have S PT S

I can be cured with antibiotics

I cause a discharge from the penis

or vagina

Some types of me cause warts, and some types can lead to cancer

I cause blisters or sores in the genital area
I can affect a baby, if it is born to a mother that has me
I am very common among young people who have had sex
I kill the cells that protect the body from infection
I can infect people through oral or anal sex
If I am not treated, I might make it hard to get pregnant (or get

someone pregnant) later on

ont aception

uided uestions
Are some contraceptives more effective than other forms of contraceptives

b ecti e s
1. Students will be able to describe the contraceptive methods.
2. Students will be able to evaluate the factors to consider if choosing a
contraceptive method.

Resou ces
Contraceptives PowerPoint (provided)
Contraceptives orksheet (provided)
o ffecti e Is It Activity (provided)
Effectiveness Charts (provided)

ocabula y
Abstinence Shot
Sex Using no ethod Implant
ithdrawal Intrauterine Device
Sponge Barrier contraceptive
Condoms Hormonal contraceptive
Pill Effectiveness
Patch Failure rate
Ring

Have the students list contraceptive methods and the associated common names that
they may have heard of.

cti ity
sin the Ris o Sexual cti ity e nancy o e oint
1. Define contraceptive methods.
2. Discuss how the contraceptives work.
3. Discuss advantages and disadvantages of the contraceptives.
. Discuss contraceptive methods used by people with a vagina.
. Discuss contraceptive methods used by people with a penis.
. Discuss failure rates for each contraceptive.
. Have students participate in the o ffecti e Is It in re enting regnancy
Activity. (provided)

Lea nin onnection
There are different contraceptives for people with penises and vaginas. ame
two of each and put them in order of effectiveness.


o e ecti e is it in p e entin p e nancy 10 inutes

rite out this question on the board or newsprint, and ask the teams to have one of
their members bring their C TRACEPTIVE EFFECTIVE ESS CHART to the front of the
classroom. Point out that (with the exception of the ABSTI E CE chart) the
EFFECTIVE ESS CHARTS are based on what typical couples experience in real life. This means
that some couples might not use the method perfectly, but they are still counted in measuring
the effectiveness of the method.
Show on one of the EFFECTIVE ESS CHARTS how to read it and understand it.
Each method has a level of effectiveness in preventing pregnancy that is measured by counting
the percentage of couples who would get pregnant in the first year of using the method. This
means that, if you could observe 100 couples using this method for a whole year, by the end of
that year, you would likely see a certain number of pregnancies. (In the case of the PI , PATCH,
or RI , that number would be 8).
Show the class that each of the EFFECTIVE ESS CHARTS has 100 little pictures of a female. The
lighter ones represent T becoming pregnant while using the method and the darker ones
represent becoming pregnant using the method. Point out that, the more dark (pregnant)
pictures on the CHART, the higher the pregnancy rate (or failure rate) with that method. Also
point out that the SP E has two different failure rates. The pregnancy rate is UCH higher
for people who have already had a baby (32 per 100) than for people who have not had a baby
(1 per 100). It is not certain why this is true, but it may be because the sponge can cover the
cervix better if the person has not yet delivered a child.
Ask the team representatives to hold their C TRACEPTIVE EFFECTIVE ESS
CHART in front of them, so the whole class can see it. Then ask the team representatives to
arrange themselves in a line according to the effectiveness of their team’s method for
preventing pregnancy. The most effective method should be at one end of the room, and the
least effective method should be at the other end of the room.
ow ask the teams to check their teammate’s position, so that everyone agrees with
their location/placement. If needed, ask the rest of the class to help correct and ad ust the
position of the ethods line‐up to better reflect exact effectiveness of each method.
ABSTI E CE should be at one end of the line, and ETH D should be at the other
end. Help ensure that the team representatives space themselves according to the
contraceptive effectiveness of their team’s method, with mathematically linear spacing. Sex
with ETH D should be far separated from all the others.
To assure accurate spacing of the methods, it may be helpful to help the students see the hal
ay points and then arrange themselves appropriately
Show them where 50 p e nancies pe 100 couples would be, halfway across the
room. Check that ETH D (8 pregnancies per 100 couples) is closer to 100
than to 0.
ext show the students where 25 p e nancies pe 100 couples (half of 0) would
be. ITHDRA A , and the SP E for people with vaginas with children, are a little
higher than this.
ext, show them where 13 p e nancies pe 100 couples (half of 2 ) would be.
C D S and the SP E in people with vaginas without children would be a little
higher than this.
ext, show them where 6 p e nancies pe 100 couples (half of 13) would be. The
PI , PATCH, or RI would be a little higher than this.
ext, show them where 3 p e nancies pe 100 couples (half of ) would be. This is
where the SH T would be.
Finally, show them where 1 p e nancy pe 100 couples (one‐third of 3) would be.
This is where the I P A T and the IUDs would be. This is very close to 0
pregnancies, which is where ABSTI E CE is.

Clearly, things get crowded at the lower failure rates. Do your best to help the students line up
as mathematically correctly as possible.
nce the students, with their C TRACEPTIVE EFFECTIVE ESS CHARTS are lined up accurately,
point out to the students that
S is the only method that, when used consistently and correctly, is 100
effective, with no pregnancies per 100 couples.
If couples have sex and use M , chances are very high that they will
experience a pregnancy, with 8 (or more) of 100 couples pregnant in the first year.
ext to S (used consistently and correctly), the M L and
R R (IUD) are the most effective.
The next most effective method is the S , and then the LL (or or R ).
atex MS are very effective, too, but not quite as effective as the M L
S o the LL (or the or the R ).
MS have a UCH lower failure rate than having sex using M .
R L has a higher pregnancy rate than MS.
The contraceptive S has a higher pregnancy rate for people who have already
given birth to a baby. (The S team member can stand at either spot, but the
facilitator should point out that it has 2 spots, depending on the person using it.)
There is a BI difference between using a method and not using a method. Reinforce that a
person has to keep using a method to avoid pregnancy.

Thank the team representatives, and have them return to their teams.
I
B INEN E
I
Testing for HIV
lis
est
estern
lot est

nde standin and S

uided uestions
How can students learn how to reduce their risks of getting HIV/AIDS
hat are the ways HIV/AIDS is tested and treated

b ecti e s
1. Students will list four ways to protect from HIV and AIDS.
2. Students will describe the process of getting tested for HIV.
3. Students will summarize the treatment of HIV infection and AIDS.
. Students will state three ways a person living with HIV infection can delay the
progression from HIV infection to AIDS.
. Students will identify four ways you can help an HIV/AIDS program in your
community.

Resou ces
Protection from HIV and AIDS PowerPoint (provided)

ocabula y
HIV
AIDS
Helper T Cells
Replication
pportunistic Infection
Antiretroviral Drugs (ARV)

Have students write down the benefits of sexual abstinence at this point in
their lives.

1. Discuss oti ate iscussion
rite the following statement on the board AIDS is a preventable disease.
Ask students what this statement means. (By avoiding behaviors that can
lead to HIV infection, a person can prevent contracting AIDS.) Ask students
to name some other diseases that can be affected by a person’s actions.
(Answers may include lung cancer and heart disease)

nde standin and S

sin the otectin ou sel o and S o e oint
2. Define and discuss HIV.
3. Define and discuss helper T cells.
. Define and discuss replication.
. Define and discuss AIDS.
. Define and discuss opportunistic infections.
. Discuss the three phases of HIV.
8. Discuss the symptoms of HIV.
. Discuss fluids that transmit HIV.
10. Discuss ways HIV is spread.
11. Discuss testing for HIV.
12. Discuss when a person should get tested for HIV.
13. Discuss ife Skill Activity HIV and the Community
As a closing activity students may pick one of these activities to present to the
class next class period.

Lea nin onnection
HIV and AIDS are deadly sexually transmitted diseases that have no
treatment. Proper education about the disease will limit its infection rates.

nde standin and S

1. hat does HIV stand for

2. hat are Helper T cells

3. How does HIV replicate in the body

. hen does a person have AIDS

. hat does AIDS stand for

. hat are opportunistic infections

. Describe the symptoms in the 3 phases of AIDS

a. Phase 1
b. Phase 2
c. Phase 3

8. hat are some of the early symptoms of HIV hy might they be overlooked

. hat are some of the symptoms later on with HIV

10. hat are the fluids known to spread the HIV virus
a.

b.

c.

d.

11. How is HIV transmitted

a.
b.
c.
12. How soon after infection might the HIV antibodies be present

13. hat are the two tests used to detect HIV

1 . hen should you be tested for HIV

1 . Is there a cure for AIDS

1 . hat are ARV drugs

1 . Can ARV drugs prevent HIV from being spread

ACTIVITY 8.1 – My GOALS and DREAMS
Let the class know that, in this session, they will be considering their own personal
DECISI S about sex. This session will help them think about their G ALS and DREA S
for the future and how their future might be affected by a pregnancy or an STD. Then
they will consider some stories about young people who experience some surprises
after having sex. At the end of the lesson, they will consider what they can do to keep
pregnancy and STIs from interfering with their G ALS and DREA S i.e., what
DECISI S they can make. Pass out the index cards so that each student has one, and
make sure that each student has something to write with. Tell the students not to
write their name on the card what they write will be confidential. When they are
done with the lesson, they can choose to keep the index card for themselves, or give
it to the Facilitator, who will walk around the classroom at the end of the lesson with
an envelope for them to drop their card into. The Facilitator will not know who wrote
what, but he or she will be interested to see what students write down. Write
“G ALS and DREA S” on the board or newsprint. Let the students know that G ALS
and DREA S are important to many young people. G ALS and DREA S give people
hope for the future, and having G ALS and DREA S is the first step to getting what
they want. Ask the students to think about a G AL or DREA that they have for their
future, something that is important to them. Ask them to imagine what it would be
like to achieve their G AL or DREA , to visuali e (see in their mind’s eye) what it
would be like to reach their G AL. What will they be doing? Where will they be? Who
will be there with them? Ask the students to call out what they think people their age
might have as G ALS and DREA S. If they want to share their own G ALS and
DREA S, that is fine too. Write their suggestions on the board or newsprint. If
necessary, prompt them with some G ALS and DREA S that other young people have
told you about, for example:
• A great job, like a doctor or a businessperson

• To be a soldier
• Having lots of money
• To have fun
• Someone to love them a healthy and close relationship
• To get married (or have a lasting relationship)
• A nice house
• A nice car
• To make a difference in their community
• To travel
• Adventure
• A healthy baby children
• A happy family
• To be famous
• To make their parents proud
As the G ALS and DREA S are listed, ask the students to say what would be the best
thing about achieving that G AL or DREA . Encourage them to be specific about the
reasons they think young people might have for wanting something, and what they
would like most about achieving it. Strive to have each student contribute at least
one G AL or DREA for the list. If there are “duplicates”, the Facilitator can make
marks to indicate that an item was listed by more than one person.
nce the list is made, ask the students to write down on their index card at least one
G AL or DREA that they have for their own future. Remind the students not to write
their name on the card just a G AL or DREA (or more than one). Give them a
minute or two to complete the task. When they are finished, tell the students to
keep their index cards until the end of the LESS . They may want to fold the index
card in half to cover what they wrote.
ht e e t
Let the students know that the whole point of the IG DECISI S program is to help
them achieve their G ALS and DREA S. Getting pregnant and having a baby as a teen
can make it much harder to achieve their G ALS. And having an STI can
affect them in lots of ways, and get in the way of their G ALS, too. That’s why having
sex is such a IG DECISI . Divide the class into groups of or 4. Let them know that
each group will becompeting to list as many ideas as possible for each of the activities in
this LESS . e sure that each group has a piece of paper to write on and something to write with.
Write on the board or newsprint on one side of the list of G ALS and
DREA S. Ask the groups to consider what effect they think a pregnancy as a teenager
(either getting pregnant or getting someone pregnant) might have on achieving these
G ALS and DREA S. Give them an example, e.g., being pregnant or being a teen
parent could interfere with being able to go to the prom, because the family can’t
afford all the bills, or because there is no one else available to baby sit. Each group
should talk among themselves to develop at least one idea for each listed G AL as to
how a teen pregnancy might affect achieving it. Each group should designate one
student to be the “reporter” to write down their ideas and tell the rest of the class
about them. It is important that they write down their ideas on the paper, so that
they can get point credit for it, even if their idea was already mentioned by another
group. However, the reporter only needs to write key words, not a whole sentence,
for each idea. Give the groups minutes to brainstorm and discuss their ideas, and
circulate around the room to assure that the groups are on task. Then ask each group
to report their ideas for how a teen pregnancy might affect the listed G ALS. eep
score of how many ideas each group offers, with each group getting one point for
each idea they offer. The points will be totaled at the end of the LESS for
determining the winning group. As the groups report, write on the board or newsprint
key words in the “PREG A C ” column next to the appropriate G AL affected. Help
the class to see how each G AL might be harder to achieve, less likely to be
achieved, or delayed by a teen pregnancy. Refer to the FACILITAT R RES URCE for
ACTIVIT . for ideas about how a teen pregnancy can interfere with G ALS and
DREA S. (During the discussion, it is important to acknowledge that teen parents can
indeed achieve their goals, and many do. ut the odds are tougher for teen parents.
Achieving their goals is harder, and it takes more time.)
Children of school age parents are more likely to be born premature, to die
before their first birthday, to live in poverty, to have trouble in school, and many
other challenges. (see the FACILITAT R RES URCE for ACTIVIT . ) ow, on the
other side of the list of G ALS and DREA S, write . Have the students
again work in their groups to list ideas they have about how having HIV or another STI
might affect achieving each G AL. Each group should again have a reporter. Give the
groups a few minutes to brainstorm and discuss, and circulate around the room to
assure they are on task, and writing down key words for their ideas. As the ideas are
offered by the various groups, write key words under “STI” on the board or
newsprint. The Facilitator should keep score of the number of ideas offered by each
group. Help the class include the ideas listed in the FACILITAT R RES URCE for
ACTIVIT . . (During the discussion, it is important to acknowledge that people with
STIs can get treatment and live productive and happy lives. However,
HIV infection, and to a lesser extent other infections, can still make it harder
to achieve some G ALS.)
Thank the students for their insight and ideas. Point out that the IG DECISI S
program wants them all to achieve their G ALS and DREA S, and avoiding teen
pregnancy and STIs can help. Review the E ESSAGES of IG DECISI S in
this context: Total up the “score” for each group, and keep score. Points will also be
added to groups in the next ACTIVIT . If possible, keep the list of G ALS and DREA S
on the board or newsprint, so it will be visible later in the LESS . If there is not
much room, the lists of ideas under “PREG A C ” and “STI” can be erased.
otectin you utu e

uided uestions
Do you think teen parents have extra stress and responsibilities

b ecti e s
1. Students will be able to compare two strategies to prevent pregnancy.
2. Students will list three factors to consider when planning a family.
3. Students will be able to describe ways to communicate effectively with
your partner about family planning.

Resou ces
y oals and Dreams Activity (provided)
How ight a Pregnancy or an STI Affect Your oals and Dreams Activity
(provided)

ocabula y
oals

Ask student to make a list of their lifetime goals, including five things they want
to accomplish in the next 10 years.

sin i ecisions cti ities
1. Big Decisions 8.1‐ y oals and Dreams
2. Big Decisions 8.2‐How might a pregnancy or an STI affect your goals and
dreams.

Lea nin onnection
Teenage pregnancy can affect your future goals and dreams. ist 3 ways
teenage pregnancy would affect Y UR dreams for the future.


2018-19 AISD Sex Ed Grade 8

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2018-19 AISD Sex Ed Grade 8

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Sexuality & Responsibility Consent Form (Grades 6-8)

Si usted no quiere que su hijo/a participe en las lecciones de sexualidad y responsabilidad,

© Austin Independent School District July 2018 Page 1 of 4

© Austin Independent School District July 2018 Page 2 of 4

© Austin Independent School District July 2018 Page 3 of 4

© Austin Independent School District July 2018 Page 4 of 4

nstant cti ity ell in e

Austin Independent School District 8th rade esson 1

Time Management for Lesson 2

Austin Independent School District 8th rade esson 2

Austin Independent School District 8th rade esson 3

Austin Independent School District 8th rade esson 3

layin it Sa e a ds

Sex ant a in Money

Lyin ea p iend ybe

Austin Independent School District 8th rade esson 3

SafePlace 2 ‐SAFE ( 233)

Austin Independent School District 8th grade esson

Austin Independent School District 8th rade esson

Austin Independent School District 8th rade esson

Austin Independent School District 8th rade esson

•Painful •Discharge from

Irritation makes •Discharge from

Chlamydia & Gonorrhea Trichomonas Syphilis

© Austin Independent School District 2013-2014

© Austin Independent School District 2013-2014

• I can be cured with antibiotics

• I cause a discharge from the penis or from the vagina

• I cause blisters or sores in the genital area

• I can affect a baby, if it is born to a mother that has me

• I am very common among young people who have had sex

Answer: Common infections include Chlamydia and Gonorrhea, Trichomonas,

• I kill the cells that protect the body from infection

• I can infect people through oral or anal sex

Answer: Untreated Chlamydia and Gonorrhea infections can travel through a

What Kind of Bug? Curable?

• Drip (discharge) from penis • Drip (discharge) from vagina

What Can it Lead To?

What Kind of Bug? Curable?

How Common? Effects on Baby?

Symptoms in Males? Symptoms in Females?

What Can it Lead To?

What Kind of Bug? Curable?

How Common? Effects on Baby?

Symptoms in Males? Symptoms in Females?

What Can it Lead To?

What Kind of Bug? Curable?

Less Common Baby can be

Most have NO SYMPTOMS Most have NO SYMPTOMS

What Can it Lead To?

• AIDS: Body can’t fight infection

What Kind of Bug? Curable?

How Common? Effects on Baby?

Symptoms in Males? Symptoms in Females?

What Can it Lead To?

What Kind of Bug? Curable?

How Common? Effects on Baby?

What Can it Lead To?

“Which STD Am I?” Statements for Activity 4.3

Any person can have me and not know it,

I can be cured with antibiotics

I cause a discharge from the penis

I cause blisters or sores in the genital area

I can affect a baby, if it is born to a mother that has me