Table of Contents
Note to Teacher ..............................................................................................................................3
Grade 7
Puberty Review Quiz ................................................................................................................................. 5
Grade 7 Sexuality Assessment .................................................................................................................. 6
Grade 7 Quiz.............................................................................................................................................. 8
Discussion Guide for Grade 7 Quiz.......................................................................................................... 10
It's Up To You .......................................................................................................................................... 15
STI Quiz.................................................................................................................................................... 17
Discussion Guide for STI Quiz .................................................................................................................. 20
Grade 8
Introductory Class: Sexuality and Decision-Making ................................................................................ 22
“Making Decisions” Quiz ......................................................................................................................... 24
Discussion Guide for “Making Decisions” Quiz ....................................................................................... 25
Birth Control............................................................................................................................................ 27
Birth Control Quiz ................................................................................................................................... 31
Birth Control Quiz Answers ..................................................................................................................... 33
Relationships and Intimacy ..................................................................................................................... 35
Sexual Assault ......................................................................................................................................... 38
Sexually Transmitted Infections .............................................................................................................. 44
STI Reference Information ...................................................................................................................... 49
HPV .......................................................................................................................................................... 52
“What You Need to Know about STIs, HPV and Gardasil” Quiz .............................................................. 55
“What You Need to Know about STIs, HPV and Gardasil” Quiz Answers ............................................... 57
Appendix
Grade 8 Sexuality Education Test ........................................................................................................... 60
STI Pop Quiz ............................................................................................................................................ 62
STI Pop Quiz Answers .............................................................................................................................. 63
What Students Need to Know about Sexual Health Clinics .................................................................... 64
Resources for Grade 7 and 8 Teachers ................................................................................................... 66
It's Up to You – Grade 7 ..............................................................................................................................
It's Up to You – Grade 8 HPV Version .........................................................................................................
Note to Teacher
Welcome to the newly updated Grade 7 and 8 Sexual Health Curriculum!
We have updated some of the lesson plans and eliminated others. These lesson plans
reflect the Growth and Development expectations of the Ontario Ministry of Education.
You can download these lesson plans (and suggested pamphlets) from our website at
www.toronto.ca/health.
Pamphlets can also be ordered through Toronto Health Connection at 416-338-7600 or
[email protected]. Alternatively, contact your school's public health liaison nurse
to put in a referral for the sexual health promotion staff attached to your school.
Your class may not have had comprehensive puberty education in grades 5 and 6. In
that case, you may want to order a puberty kit from the Tippett Centre in order to do a
review. Birth control kits are also available from Tippett Centre at 416 395-5148.
If you have not taught this material before, or have not taught about the changes at
puberty, we recommend that you watch the DVD "Teaching Puberty – You Can Do It!"
which is available on the TPH website at
http://www.toronto.ca/health/sexualhealth/sh_teacher_trainingvideo.htm.
Reading the puberty pamphlets available on the website also provides a good, quick
review.
Promotional materials from companies producing feminine hygiene products may focus
only on menstruation. The materials are not likely to include information on selfpleasuring, sexual orientation, fertility and other topics covered in this resource.
Similarly, the OPHEA materials, although comprehensive, do not cover all of the
material you will find here.
It s important that you are aware of the legal Age of Consent to sexual acts and the
―close in age provisions‖ according to the Criminal Code of Canada. See
www.justice.gc.ca for more information and the session "Relationships and Intimacy".
Sometimes educators make assumptions about the types of information students need
and the life experiences they have. In order to be as inclusive as possible, please keep
in mind when teaching that:
1.
2.
3.
4.
5.
6.
7.
Not all students come from families with heterosexual parents.
Not all students are biologically related to their families.
Not all students have the same cultural beliefs and values.
Not all students have the same amount of personal freedom.
Not all students are heterosexual.
Not all students are clear about their gender.
Not all students have ―typical‖ genitals.*
8. Not all students have the same knowledge base.
9. Not all students are familiar with dictionary terms for anatomical parts and
sexual behaviours.
10. Some students may have experienced sexual exposure or abuse.
*differences may be due to female genital mutilation (FGM), or intersex (ambiguous genitals at
birth)
PUBERTY REVIEW QUIZ
Grade 7
Time: 50-60 Minutes
Curriculum Expectations
Students will:
explain the reproductive systems as they relate to fertilization
distinguish between the facts and myths associated with menstruation,
spermatogenesis and fertilization
identify the methods of transmission and symptoms of sexually transmitted
infections and learn communication skills to deal with various relationships and
situations
explain the term abstinence, as it applies to healthy sexuality
identify sources of support with regards to issues related to healthy sexuality
Suggested Materials
pens, paper
"Puberty and You", "Cramps", "Periods, Pads and Puberty" and "For the Boys";
Toronto Public Health (TPH) pamphlets (available through your TPH liaison
nurse or Toronto Health Connection at 416 338-7600)
Teaching Strategies
Puberty Review Quiz
Activity
Discuss ground rules for the class. Emphasize respect, valuing diversity,
listening, privacy issues (don’t mention people’s names; keep private things
inside the class; don’t share very private things about yourself), use of dictionary
words and everyone’s right to pass.
Warm-up discussion. Who had puberty classes in grades 5 and 6? Who did not
have puberty classes? Reassure students that this will be more than just a
review. Subsequent classes will deal with going out and sexual decision-making.
Hand out the Grade 7 Sexuality Assessment sheet to each student. Advise
students that this is not a test but an anonymous assessment to see how much
they know about issues related to sexuality. Give them 5 minutes to answer the
questions. Collect the papers and review in order to plan the next class or redistribute the papers amongst the students and take up the answers. Advise
students not to put their names on their papers.
For a more comprehensive assessment see the ―Grade 7 Quiz‖ on page 8.
GRADE 7 SEXUALITY ASSSESSMENT
1. During puberty, it’s mainly just your body that changes.
____ T ____ F
2. Sexual feelings are common no matter what your gender.
____ T ____ F
3. A boy can know he is producing sperm when …
______________________________________________________________
______________________________________________________________
4. A girl or woman can have some idea of the most fertile time in her cycle because …
______________________________________________________________
______________________________________________________________
5. Breasts and penises, like noses and feet, come in all shapes and sizes.
____ T ____ F
6. Many people know they are straight, gay, lesbian or bisexual by grade 7.
____ T ____ F
7. It is important to tell an adult if you have been sexually abused because …
______________________________________________________________
______________________________________________________________
8. There is something wrong with you if you are not interested in sexual things by
grade 7.
____ T ____ F
9. It is OK if you self-pleasure or masturbate and it's OK if you don’t.
____ T ____ F
10. Name sexual activities people can do that are totally safe.
______________________________________________________________
______________________________________________________________
11. Give two reasons why it is important to postpone intercourse until you’re really
ready.
______________________________________________________________
______________________________________________________________
12. What are two ways to prevent the spread of sexually transmitted infections (STIs)?
______________________________________________________________
______________________________________________________________
13. What is the only way a person could know if they had an STI?
______________________________________________________________
______________________________________________________________
14. Where could a teenager go for information and help?
______________________________________________________________
______________________________________________________________
GRADE 7 QUIZ
Read out a variety of the statements below to the class. Ask the students to put
up their hands if they think they know the answer. Using the discussion guide,
take up the answers with the class.
True or False
A. Bodyworks
1.
2.
3.
4.
5.
6.
7.
Most changes of puberty are the same for both boys and girls.
Boys have their first erections when they go through puberty.
All penises look the same.
All boys have wet dreams.
Periods and urine (pee) come out of the same opening for girls.
It is safe for grade 7 girls to use tampons if they are careful.
Normal vaginal fluids change throughout the menstrual cycle.
B. Relationships
1. Many grade 7 students don’t feel like they want to "go out" yet.
2. One person may hear a comment and think someone’s flirting. Another person may
hear the same comment and feel that it’s hurtful.
3. You can get someone to "like" you.
4. People always tell the truth about other people and what they do.
C. Sexual feelings
1.
2.
3.
4.
5.
6.
7.
It's normal to have sexual feelings in grade 7 and it’s normal if you don’t.
Self-pleasuring (masturbation) is something that only teenagers do.
Most grade 7 students don’t do more than kissing.
Most teenagers have not had sexual intercourse by grade 11.
It is important to talk to an adult if you have been sexually abused.
It’s common to have attractions to people of the same sex during your teens.
Some young people have questions about their gender.
D. STIs/HIV
1.
2.
3.
4.
5.
People who have a sexually transmitted infection (STI) always know it.
Teenagers and young adults have the highest number of STIs.
All STIs can be cured.
It’s easier to get HIV if you have already have an STI.
Condoms are excellent protection against many STIs.
E. Resources
1. The internet is the best place to get information about sex.
2. Anyone can call the AIDS and Sexual Health InfoLine if they have a sexual health
question.
3. There is a number to call if you think you might be attracted to someone of the same
sex and want to talk about it.
DISCUSSION GUIDE FOR GRADE 7 QUIZ
A.
Bodyworks
1. Most changes of puberty are the same for both boys and girls
True Most of the changes of puberty are the same for boys and girls. The only real
difference is the maturation of the reproductive system and resultant wet dreams and
ejaculation after masturbation (self-pleasuring) for boys, and the menstrual period, for
girls. Remind the boys that one of their body changes may be some temporary
breast development (gynecomastia). It is the hormone estrogen that causes breast
development in girls and some boys.
2. Boys have their first erections when they go through puberty.
False A male fetus has erections in utero.
3. All penises look the same.
False Some penises are circumcised; some are not. Some penises bend slightly
to the left; some to the right. There are as many variations as there are for other
body parts like breasts and noses. Some boys are concerned about size –
especially length. Compare male sensitivity about penis size to female sensitivity
about breast size. As long as the penis works (urination, erection, ejaculation), size
will hopefully become less of an issue. Pornographic pictures and videos often use
men who are larger than average. If they ask ―what’s average?‖, it is somewhere
between 6.4 cm [2.5 in.] and 10 cm [4 in.] when flaccid; and averaging 6 in. when
erect. Penis (or breast size for that matter) does not determine how masculine or
how feminine a person is. Girls’ genitals don’t look the same either – there can be
different shapes, skin colour and sizes. Some people are inter-sexed, which affects
how their genitals look. No two genitals look the same. If someone has a concern
about their genitals, they should talk to their doctor.
4. All boys have wet dreams.
False Most, but not all boys, have wet dreams. Post or draw a diagram and
review sperm production, erection, ejaculation (see Grade 5/6 Growth &
Development Units for further review if needed).
5. Periods and urine (pee) come out of the same opening for girls.
False Put up a poster or draw a diagram of the vulva showing the difference
between the vaginal and urethral opening. Explain the function of the clitoris which
is the only part of the body that is there for pleasure alone.
6. It’s OK for grade 7 girls to use tampons if they are careful.
True But they need to be aware of Toxic Shock Syndrome and the need for
changing tampons frequently (at least every four hours). It is suggested that pads
be used overnight. Many girls will start by using a slender tampon, increasing to a
tampon for medium or heavy flow if needed during their period. They may want to
be informed about alternative (unbleached) products or menstrual cups. Some may
not want them to use tampons for cultural reasons (stretching or breaking the
hymen) or because they are afraid it might ―get lost‖ in their bodies. Use a poster or
draw a diagram of the internal reproductive organs to show that tampons cannot
"get lost" inside the body.
7. Normal vaginal fluids change throughout the menstrual cycle.
True Vaginal fluids change from dry and sticky to wet and slippery (fertile mucus)
during the menstrual cycle.
B.
Relationships
1. Lots of grades 7 students don’t feel like they want to “go out” yet.
True When we ask students in grade 7 if they think it’s OK not to go out at this
age, they invariably say yes. Many grade 7 students have no interest in this type of
social activity and prefer to go out in groups. Even if they do see someone as
special, it tends to be short-lived.
2. One person may hear a comment and think someone’s flirting. Another
person may hear the same comment and feel that it’s hurtful.
True Assessment of harassment is based on how the person receiving the
comment feels. A person may make a complimentary statement in a tone of voice
that is acceptable and even welcome; or the comment may be spoken in a tone of
voice and with a look that gives the receiver a creepy feeling. Ask for or give some
examples.
3. You can get someone to “like” you.
False Generally not true if you’re talking about liking a person as more than a
friend. You cannot force an attraction.
4. People always tell the truth about other people and what they do.
False Discuss what rumours are and what kinds of things people might say about
someone that is not true. Why would they do this? Give some examples of a
person, like a celebrity, having a reputation – both positive and negative.
C.
Sexual feelings
1. It is normal to have sexual feelings in grade 7 and it’s normal if you don’t.
True Remind students that people go through puberty at different ages. One
grade 7 student might have never had a recognizable sexual thought; another might
be fantasizing frequently.
2. Self-pleasuring (masturbation) is something that only teenagers do.
False People of all ages and all genders self-pleasure. Babies touch their
genitals. Children do too. They do it because it feels good, but eventually learn not
to do it in public. Some teenagers self-pleasure; some do not. It is a personal
decision. Many adults, even if they have partners, continue to enjoy self-pleasuring.
Many elderly people do as well. Sexuality lasts a lifetime.
3. Most teenagers have not had sexual intercourse by grade 11.
True Although Canadian studies vary, the latest Health Canada statistics state that
about 50% of 17 year olds have had sexual intercourse – therefore half of this age
group has not. The Canadian Contraception Study says 40% of 16 year olds have
had intercourse. Under 15, it was 10 – 13%; under 14, it was only 2%.
4. Most grade 7 students don’t do more than kissing.
True Many Grade 7 students are not even interested in going out; those that do
get close to someone generally do not go farther than kissing. They don’t feel
they’re ready to be that close with someone. In terms of higher risk activities, there
are lots of other really good reasons for them to wait until their late teens before, for
example, having sexual intercourse. Ask them why they think most students don’t
do more than kissing. They will usually say, ―Well you can’t support a baby‖.
Fortunately, most young male/female couples who have intercourse use birth
control to prevent pregnancy, which usually works, and if there is an unintended
pregnancy many teens choose to end the pregnancy or have someone else raise
the child if they have a baby. Elicit the other common reason: STIs. Explain briefly
that for girls especially, their bodies are not developed enough for intercourse. The
cervix, in particular, is vulnerable to an STI (HPV) which can eventually result in
abnormal cells and even cancer.
5. It is important to talk to an adult if you’ve been sexually abused.
True Discuss why they think it may take a long time for a child to talk to someone
if they have been sexually abused. Reasons may include fear of not being
believed, of being blamed, that it was their fault, that their family will break up or that
it just seems too embarrassing to talk about. Remind them why it is important to tell
and what the procedure is. The adult should contact a child protection agency.
6. It’s common to have an attraction to someone of the same sex during your
teens.
True Same sex feelings are common but may be experienced as just a strong
feeling of admiration. Sexual feelings for someone of the same sex are rarely
acknowledged by adolescents, for fear of being different. Same sex
experimentation does often happen. Many of these teenagers will be heterosexual.
Some people will continue to be attracted to and have sexual experiences with
people of the same sex. It may take years for someone to ―come out‖ to
themselves. Grade 7 students may want to use the services of the school board to
help sort out these feelings. The educator may need to do some anti-homophobia
education.
7. Sometimes young people have questions about their gender.
True Most children are clear about their gender by age four. There may be a
difference between the anatomical sex and the gender the person feels they were
meant to be. Students may know the word ―trans‖ or ―transgender‖. They are often
interested in the details of sex-change operations and whether trans people can
experience pregnancy. But the important issue here is that, as with sexual
orientation, gender is not a choice. Not all trans people undergo hormone therapy
and/or surgery. All people need to be treated with dignity. We get focussed on
―maleness‖ and ―femaleness‖ in our society, yet this is not inclusive. Fortunately,
there is a move towards non-specified gender awareness such as gender neutral
bathrooms and change rooms.
D.
STIs/HIV
1. People who have an STI always know it.
False With very common STIs like Chlamydia, the majority of women and about
half of the men don’t get symptoms and do not know they have it. Many Canadians
are living with HIV and don’t know it because they have not gone for testing. Many
people who have herpes do not know they have it.
2. Teenagers and young adults have the highest number of STIs.
True The highest number of STIs is in people aged 15 – 24. One of the reasons is
that heterosexual teens that start using the pill stop using condoms before they
have been tested for STIs like Chlamydia.
3. All STIs can be cured.
False All STIs, including STIs caused by a virus (HIV, HPV and herpes) can be
treated; only bacterial STIs can be cured (i.e. Chlamydia can be cured, HIV can be
treated).
4. It’s easier to get HIV if you have an untreated STI.
True The body tries to fight an STI by sending white blood cells to the place where
it entered the body. If that person has unprotected sex with someone infected with
HIV, HIV will attack those white blood cells and enter the body (if you need to
review HIV transmission, remind them that a person cannot get HIV from casual
contact). It is generally accepted that the common ways to transmit the virus are
unprotected vaginal or anal sex with an infected person; sharing an infected needle;
receiving infected blood or blood products (not common now); and mother to fetus
in utero or mother to baby during delivery or during breastfeeding. Infection through
oral sex is still considered low risk for HIV transmission except when there is an
untreated STI.
5. Condoms are excellent protection against STIs for the parts that are covered.
True When used correctly from start to finish, condoms are excellent protection
against bacterial infections like Chlamydia and gonorrhea, as well as viral infections
like HIV. For herpes and HPV, transmission can take place anywhere in the ―boxer
short‖ area when there is skin-to-skin contact with someone who has the infection.
E.
Resources
1. The Internet is the best place to get information about sex.
It Depends The internet can be a very useful place to get information – or a very
troubling one. Typing in the word ―sex‖ will soon lead to a pornography site, which
is not a good source of sex education for adolescents. If they know a reputable site
(like Toronto Public Health, Planned Parenthood or Health Canada), they can get
good, age-appropriate information. See Appendix for resources.
2. Anyone can call the AIDS and Sexual Health InfoLine if they have a question
about sexual issues.
True You can get information on the closest sexual health clinics as well as get
answers to questions on HIV, STIs, pregnancy, birth control, sexual abuse, gender
or sexual orientation, etc. Call 416 392-2437.
3. There is a number to call if you think you might be attracted to someone of the
same sex and want to talk about it.
True The Lesbian Gay Bi Trans Youth Line: 1-800-268-YOUTH (9688) The TDSB
also provides specialized counselling services. The student who is feeling confused
or scared will benefit from counselling.
IT’S UP TO YOU
Grade 7
Time: 50- 60 minutes
Curriculum Expectations
Students will:
have an understanding of effective communication skills to deal with various
relationships and situations
Suggested Materials
"It’s Up To You" (see appendix)
Teaching Strategy
―It’s Up To You‖ – A ―Choose Your Own Adventure‖ story
Activity:
Discuss ground rules for class. Emphasize respect, valuing diversity, listening,
privacy issues, use of dictionary words and everyone’s right to pass.
Explain to students that you are going to read a story about someone their age
who is in a relationship and needs to make some decisions. As you read, you
will ask them their opinion about what the character should do and then the class
will make decisions which affect the rest of the story.
Read the "It’s Up To You" story out loud to the class. Stop the story to follow the
discussion points below:
Pg. 1 Why do you think her mom wants her to call when she gets home?
What might happen if her mom finds out she lied?
Does it sound pretty safe to you to meet Sean at the baseball diamond?
What might happen to their new relationship if she doesn’t meet him?
Pg. 2 What is most likely to happen if she lets him come over? Does she need to think
about what her mom might think? (According to the research youth in this age
group are more likely to make out, i.e. kiss and touch, than have oral sex or
intercourse.)
Pg. 5 What is that feeling between her legs? (Blood flows to the clitoris during sexual
excitement and the vagina lubricates.) What if she didn’t feel good about the
kissing? What could she say or do? What do most people do? (Make an
excuse.)
Pg. 7 What does her sister mean when she says ―Jordan’s careful‖? (She means he
pulls out). Withdrawal is a common method of birth control which is a good deal
better than nothing. There is no sperm in pre-ejaculate fluid unless he recently
ejaculated before. Teenage boys generally do not have good enough control to
know exactly when they are going to have orgasm and ejaculate, so the method
is not as safe as condoms. There is also a risk of STIs if either partner has had
other sexual partners.
Pg. 8 Are there any advantages to talking with her Mom about her sister? (getting help
for her sister) Are there any disadvantages? (her sister won’t trust her any
more.) Could she turn to anyone else or find help from a professional? (Kids’
Help Phone, school guidance counsellor)
Pg. 9 Explain confidentiality at sexual health clinics. Even if she ends up being
pregnant and chooses to end the pregnancy with abortion this is confidential and
it is her decision about whether she tells her family. IMPORTANT: If someone
is being hurt physically, sexually or emotionally, people working in the
clinic have to report it.) What did her sister get tested for? (gonorrhea,
chlamydia, possibly had a Pap test or HIV test) Remind girls it is important to
write down the first day of their period so they know when their period is late.
Pg. 10 Why might it be difficult to decide whether she should stop him? (Afraid he might
break up with her). How could she stop him without hurting his feelings? What
do you think is likely to happen if she lets him keep touching her? What if the
situation were reversed? Say, she was older and put her hand between his legs
when they were making out and felt an erection? Is it difficult for guys to refuse
this kind of touching? Why? Does a guy have the right to refuse sexual contact?
Point out that this situation could also take place with a same sex couple.
Pg. 11 Why did she apologize? Is there a better way to continue this conversation?
Pg. 13Do you think kids this age talk like that? What are they more likely to say in this
situation?
Pg. 15 What are her sister’s choices if she is pregnant? (Continuing the pregnancy and
making an adoption plan, continuing the pregnancy and keeping the baby,
ending the pregnancy with abortion.) Be prepared to answer their questions
about abortion (e.g., it is safe, paid for with an Ontario Health Card, available at a
hospital with a general anaesthetic or at a clinic with a local anaesthetic).
STI QUIZ
Grade 7
Time: 50-60 minutes
Curriculum Expectations
Students will:
be able to identify the methods of transmission and symptoms of sexually
transmitted infections (STIs) and ways to prevent them
Suggested Materials
quiz
condom for demonstration
wooden demonstrator (optional)
Teaching Strategies
STI quiz
Condom demonstration
Activity 1: STI Quiz
Discuss ground rules for class.
Ask the class if they have ever heard of STIs and which ones they have heard
of. Tell them you need to find out how much they know, so you’re going to do a
quiz.
Hand out the quiz and ask students to complete it or go through the questions
and answers verbally. Use the "Discussion guide for STI quiz."
Activity 2: Using condoms
Point out that those who don’t wait need to plan for higher risk activities such as
intercourse. What else, besides protection from STIs and possible pregnancy,
do people need to discuss? (mutual consent, method failure, abortion, testing,
etc.)
Discuss the fact that alcohol and other drugs may interfere with using the
condom properly, if at all. Discuss the importance of consent for sexual activity.
If there is no consent it is against the law and there is no consent if one is
impaired by the use of alcohol or other drugs.
Condom demonstration – Use a wooden demonstrator, unripe banana or the
index and middle finger on one hand to go through the following steps.
How to Use a Condom
1. Discuss the importance of consent for both people.
2. Check the expiry date of the condom.
3. Check that the package feels puffy, like a bag of chips.
4. Open the package carefully and check that the condom unrolls from
the outside.
5. Squeeze the tip of the condom and/or add a drop of water-based
lubricant in the tip of the condom for increased sensation.
6. Unroll the condom all the way down the erect penis.
7. Intercourse/Ejaculation/Orgasm.
8. Hold the condom at the base of penis and pull out before he loses his
erection.
9. Take the condom off, tie the end and throw it away in the garbage not
the toilet.
STI QUIZ
Answer True or False
1. STIs are very common.
2. Kissing and touching are safe.
3. A person always knows when they have an STI.
4. There is treatment for all STIs.
5. It is important to get treated for STIs because some can cause serious problems.
6. Vaccines prevent some STIs.
7. There is a cure for HIV.
8. If you have ever had unprotected sexual activity you need to get tested for STIs.
9. There are ways to avoid getting an STI.
10. Many people with HIV live long and productive lives.
DISCUSSION GUIDE FOR STI QUIZ
1. STIs are very common.
True – STIs are caused by bacteria and viruses and are very common. The most
common STIs in young people aged 15-24 are Chlamydia and gonorrhea. People
spread germs, for example by sneezing into their hand and then touching a
doorknob. Having unprotected sex with someone who has an STI is another way to
spread germs. About 20% of people who have sexual activity have herpes. About
70% of adults will have had HPV (Human Papillomavirus) at some time in their life.
Young people 15 – 24 have the highest number of STIs.
2. Kissing and touching are safe.
True – Kissing, holding hands and touching (including mutual masturbation) are all
safe. Most infections are passed from one person to another through unprotected
vaginal or anal intercourse or oral sex. HSV-2 (genital herpes) and HPV can be
passed through skin-to-skin contact in the 'boxer short" area even without
intercourse. There is a special concern for women under 18: they are more at risk
for getting an infection, because the walls of the vagina are thin and the cells on the
cervix are not mature.
3. A person always knows when they have an STI.
False – With many STIs, there are no symptoms. About 75% of females with
chlamydia have no symptoms. The same is true for about 50% of males. They can
pass it on without knowing. Most people who have herpes don’t know it. Most
transmissions happen when there are no symptoms.
4. There is treatment for all STIs.
True – Bacterial infections like Chlamydia, gonorrhea and syphilis can be treated
and cured with antibiotics. Viral infections like herpes, HIV, genital warts (caused
by HPV) can be treated but not cured.
5. It is important to get treated for STIs because some can cause serious
problems.
True – Untreated Chlamydia or gonorrhea can lead to an infection of the uterus,
fallopian tubes and/or ovaries called Pelvic Inflammatory Disease (PID). It may
prevent a woman from becoming pregnant in the future. If a tube is partially
blocked and the woman does become pregnant it may lead to an ectopic (tubal)
pregnancy which can cause death if not treated in time. A man may have a swollen
testicle if the tube at the back of the testicle becomes infected. Viral infections can
be treated. There is no cure for infections like herpes or HIV but there are
treatments that help to lessen the symptoms.
6. Vaccines prevent some STIs.
True – Avaccine for Hepatitis B (a virus that can be sexually transmitted) is given in
school in grade 7 and another vaccine that protects against four of the many strains
of HPV offered to girls in grade 8.
7. There is a cure for HIV.
False – There is no cure. HIV is the virus that leads to AIDS. The virus attacks and
damages the immune system. When the immune system becomes weakened, it
can no longer protect a person from certain infections and diseases. If a person
takes medication, they may live 30 years or longer. There is a simple blood test to
find out if a person has HIV.
8. If you have ever had unprotected sexual activity you need to get tested.
True – Many people do not have symptoms of an STI. If you do notice anything
unusual such as itching, bumps, sores or irritation on or around the genitals or an
unusual discharge from the vagina, penis or anus go to a sexual health clinic or see
a doctor. Sexual health clinics are free and confidential. Call the AIDS & Sexual
Health InfoLine (416-392-2437) to find the opening hours of the clinic closest to you.
9. There are ways to avoid getting an STI.
True – Two ways teens can avoid getting a sexually transmitted infection are don’t
have higher risk activities like oral, vaginal or anal sex; and if you do have higher
risk activities, reduce the risk by using condoms every time.
10. Many people with HIV live long and productive lives.
True – Although there is no cure for HIV, and it will eventually become AIDS, it is
now seen as a chronic disease by the medical community. By taking medications
as directed and leading a healthy lifestyle many people with HIV can live for many
years.
INTRODUCTORY CLASS: SEXUALITY AND DECISION MAKING
Grade 8
Time: 50-60 minutes
Curriculum Expectations
Students will:
explain the importance of abstinence as a positive choice for adolescents
identify symptoms, methods of transmission, prevention and high-risk behaviours
related to common STIs, HIV/AIDS
identify methods to prevent pregnancy
apply living skills in making informed decisions, and analyse the consequences
of engaging in sexual activities and using drugs
identify sources of support related to healthy sexuality issues
Suggested Materials
'‖Making Decisions‖' quiz and discussion guide
paper
pens
birth control kit
"Get’n Tested" (for information purposes only – this pamphlet is
intended/approved for Grade 9+), "Birth Control for Women and Men and Where
to Get it" Toronto Public Health (TPH) pamphlets (available through your TPH
liaison nurse or Toronto Health Connection at 416-338-7600)
Teaching Strategies
“Making Decisions‖ Quiz and discussion
Activity
Discuss ground rules for class. Emphasize respect, diversity, listening, privacy
issues (don’t mention people’s names, keep private things inside the class, don’t
share very private things about yourself, use of dictionary words and everyone’s
right to pass, etc.).
Explain that you will be doing a quiz to find out how the students feel about
certain issues and what they would do in certain situations. Explain that some
young people are not in the least bit interested in going out or being sexual;
others are very close to having sex and some have already had sex (although
they are in the minority). Advise students that some students are growing up in
families where it is unacceptable to have any romantic or sexual activity, or even
to date because of their religion, moral values or culture. The information
learned today will help students as they begin to make decisions over the next
several years.
There are two ways to use the quiz:
Hand out the quiz and ask students to complete it anonymously, then collect and
collate them in order to report back and discuss in the second class.
or
Hand out the quiz and ask students to complete it anonymously. Collect the
papers and randomly redistribute them to the class. They will be reading each
others’ answers, so they may want to print.
Take up the quiz using the Making Decisions Discussion Guide.
Have pamphlets available for students to take.
“MAKING DECISIONS” – QUIZ
1. What percentage of people your age do you think have had intercourse?
______________________________________________________________
______________________________________________________________
2. Culture and religious beliefs play an important part in our sexual behaviour.
____ True ____ False
3. Probably most grade 8 students in this school would go as far as …
______________________________________________________________
______________________________________________________________
4. If you knew a girl your age who was worried she might be pregnant, what could she
do?
______________________________________________________________
______________________________________________________________
5. What could a girl do to reduce the risk of pregnancy if she’s just had sexual
intercourse with a guy and didn’t use any protection?
______________________________________________________________
______________________________________________________________
6. By grade 8, a person usually knows if he/she is attracted to people of the same,
opposite or both sexes.
____ True ____ False
7. Three reasons it would be a good idea to put off having sex until the late teens.
1) ___________________________________________________________
2) ___________________________________________________________
3) ___________________________________________________________
“MAKING DECISIONS” – DISCUSSION GUIDE
Read each question and report the students' responses or ask the students to report
from the responses they have in front of them.
1. What percentage of people your age do you think have had intercourse?
Ask how many students have an answer that is between 80 and 100%; between 60
and 80%, etc. Point out that statistically, less than 10% of grade 8 students have
had intercourse. Students will often be surprised that it is so low. The 10% may
include sexual abuse or non-consensual intercourse.
2. Culture and religious beliefs play an important part in our sexual behaviour. T
or F
Does everybody have their own cultural background? We are influenced by what
our parents believe. Your family’s rules may be completely different from those of
your friends. Your life may be fundamentally different from your friends’ lives.
Because of this, there can be conflicts, often about things like independence and
dating. Sometimes this can lead to tension. However, it is important for everybody
to know how their bodies work. Eventually, everyone has to know how to make
healthy choices for themselves.
3. Probably most grade 8 students in this school would go as far as…
Usually, the majority say no further than kissing or touching. Ask if some people
have written ―have sex‖ or ―all the way." (Refer to question #1.) Engage the class in
a discussion about gender difference on this issue. Are males more likely to say
they would go further because they think it’s expected of them? Include a
discussion about oral sex, as it is more common for teens than intercourse.
Emphasize that there should not be pressure associated with any sexual activity or it
is not considered consent. (Define consent: freely giving one’s approval without
being threatened, pressured or forced.) Sexual activity without consent is against
the law.
4. If you knew a girl your age who was worried she might be pregnant, what
would you advise her to do?
Some people say ―tell your mother or another adult‖ or ―see a doctor.‖ If the answer
is see a doctor, then find out what they think a doctor can do. She needs to have a
pregnancy test. Point out the advantages of a sexual health clinic (someone to talk
to who is non-judgmental). Give them some strategies about coming to clinic (e.g.,
bringing a friend or relative). (See Appendix‖What Students Need to Know about
Sexual Health Clinics‖ for more information.) Tell them there are three options:
continuing the pregnancy and choosing to parent; continuing the pregnancy and
choosing adoption; choosing to end the pregnancy with abortion. They may want to
know that a girl their age can have an abortion without parental consent.
5. What could a girl do to reduce the risk of pregnancy if she has recently had
sexual intercourse with a guy and didn’t use any protection?
Give information about Emergency Contraceptive Pills (Plan B). Advise that it is
more than 75% effective at preventing pregnancy if taken within 5 days of
unprotected vaginal intercourse and that the earlier it is taken post-intercourse the
more effective it is. Explain that Plan B is available over the counter (without a
prescription) although many pharmacies keep it behind the counter to prevent theft.
Those wanting to buy it may have to request it from the pharmacist. Plan B is also
available at all sexual health clinics at a reduced cost. It is important to have a
pregnancy test if the period is late or unusual, as well as be tested for STIs.
6. By grade 8 a person usually knows if they are attracted to people of the same,
opposite or both sexes. T or F
Some lesbians/gay/bi/queer people know their orientation by grade 8. Some
suspect they may be gay/lesbian/bisexual. It is common to have attractions to
different people. Point out that if a young person is trying to figure this out there is
support, including a program available from the school board as well as some
hotlines that address gender and sexual orientation issues. If there are homophobic
comments, you can point out that schools should not tolerate discrimination; for
example, homophobic comments. You may also want to point out that there is a
Human Rights code in Ontario and a TDSB Safe Schools policy. There are some
links to programs in the resource sheet.
7.
Three reasons it would be a good idea to put off having sex until the late
teens.
Reasons may include: emotionally not ready, not comfortable with that level of
intimacy, to prevent unplanned pregnancy, to prevent the spread of STIs, physically
not ready (i.e. for girls, cervical immaturity until age 18 leaves the cervix more
vulnerable to infection).
BIRTH CONTROL
Grade 8
Time: 50-60 minutes
Curriculum Expectations
Students will:
explain the importance of abstinence as a positive choice for adolescents
identify methods to prevent pregnancy
identify sources of support related to healthy sexuality issues
Suggested Materials
anatomical diagrams or drawings
birth control kit (optional: available from the Tippett Centre)
samples of condoms, Plan B (Emergency Contraceptive Pills), Birth Control Pills
(or you may want to create a ‖grab bag‖ of methods using pictures and
pamphlets
"Birth Control for Women and Men and Where to Get It" Toronto Public Health
(TPH) pamphlets (available through your TPH liaison nurse or Toronto Health
Connection at 416-338-7600)
Teaching Strategies
Brainstorm and discussion, condom demonstration, quiz
Introduction
This class will most likely be the first time students are learning about the various
methods of birth control. If the teacher used ―It’s Up To You‖ in grade 7, the withdrawal
method, Plan B and condom use may have been introduced, but will need to be
reviewed. This may be a good time to review fertility as well as few students this age
have a good grasp of the topic. In either grade seven or eight, when discussing STI
prevention, if a condom demonstration is done, it is a good time to remind students that
condoms also prevent pregnancy.
In grade eight, there are several places where information can be given. If the ―Making
Decisions‖ Quiz is used as the introductory class, information should be given about
Emergency Contraceptive Pills (Plan B), as well as abortion. They should understand
that abortion is legal, safe, covered by OHIP and confidential.
Activity 1
Discuss ground rules for the class.
Introduce the topic and ask students to list the birth control methods that they have
heard about. Write the various methods on the board. Add to the list as needed
making sure abstinence/waiting for sex, condoms, the Pill, withdrawal and Plan B
are on the list. Abortion may be added to the list as a method of birth control, not a
contraceptive.
Go through each method discussing how it’s used, its effectiveness, risks and
whether it offers STI protection. For more information see the chart on the following
page.
Condom demonstration – use a wooden demonstrator, unripe banana or the index
and middle finger on one hand to go through the steps.
How to Use a Condom
1. Discuss the importance of consent for both people.
2. Check the expiry date of the condom.
3. Check that the package feels puffy, like a bag of chips.
4. Open the package carefully and check that the condom unrolls from the
outside.
5. Squeeze the tip of the condom and/or add a drop of water-based
lubricant in the tip of the condom for increased sensation.
6. Unroll the condom all the way down the erect penis.
7. Intercourse/Ejaculation/Orgasm.
8. Hold condom at the base of penis and pull out before he loses his
erection.
9. Take the condom off, tie the end and throw it away in the garbage; not
the toilet.
Discuss how the use of alcohol or drugs may interfere with using condoms properly.
Discuss the importance of consent; if there is no consent it is against the law. In
addition, there is no consent if someone is impaired by the use of alcohol or other
drugs.
Consent
Freely giving one’s approval without out being threatened, pressured or forced.
Activity 2: Birth control quiz
Hand out the ―'Birth Control Quiz‖' and give students a few minutes to complete it.
Advise students you will not be collecting the quizzes but you will be taking up the
answers and discussing them in class.
Take up the quiz using the birth control quiz answer sheet as needed
Birth Control Methods
There is a difference in effectiveness rates between perfect use (how a method should
be used) and typical use (how a method is often used). Typical use takes human
error into consideration.
Method
Condoms
Withdrawal
(Pulling Out)
Hormonal
Notes
very effective when used correctly and consistently
(Typical Use:15% chance of pregnancy)
protect against both pregnancy and sexually
transmitted infections (STIs)
non-latex condoms are available for those with latex
allergies
Plan B (Emergency Contraceptive Pills) can prevent a
pregnancy by stopping ovulation when taken as soon
as possible after a condom breaks, or if no method
was used
is a good deal better than nothing to prevent
pregnancy (Typical Use: 27% chance of pregnancy)
no protection against STIs
very effective when taken exactly as prescribed
Method
Contraceptives
(pill, patch, ring)
Intrauterine Device
(IUD) and
Intrauterine System
(IUS)
Depo Provera
Insertive Condoms
(Female Condom)
Emergency
Contraceptive Pills
(Plan B, The
Morning After Pill)
Notes
(Typical Use: 8% chance of pregnancy)
no protection against STIs
hormonal contraceptives can be given by pill,
transdermal patch or vaginal ring
effective option for those with no history of heavy
bleeding or painful periods
no protection against STIs
very effective (Typical Use: less than 2% chance of
pregnancy)
hormone progestin given by injection every 12 weeks
risk of later osteoporosis
no protection against STIs
very effective (Typical Use: 3% chance of pregnancy)
protects against both pregnancy and STIs
polyurethane – good for latex sensitive/allergic
individuals
requires instruction prior to use
(Typical Use: 21% chance of pregnancy)
should be taken as soon as possible, up to 5 days after
unprotected intercourse; the sooner the better
can be used if condom broke, if there is unprotected
sex and in case of sexual assault
no protection against STIs
(Typical Use: 15-25% chance of pregnancy if taken up
to 5 days after unprotected intercourse)
Birth Control Quiz
1. Name the three most common methods that teenagers use for birth control.
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Why might teens in a relationship stop using condoms?
______________________________________________________________
______________________________________________________________
3. Which is the only method that protects against pregnancy and STIs?
______________________________________________________________
______________________________________________________________
4. Teenagers need an adult’s permission to use birth control pills.
____ T ____ F
5. Abortion is legal and free in Ontario.
____ T ____ F
6. What can be used to prevent pregnancy if a condom breaks, in the case of sexual
assault or if nothing was used for vaginal sex?
______________________________________________________________
______________________________________________________________
7.
Where can you get Emergency Contraceptive Pills (Plan B)?
______________________________________________________________
______________________________________________________________
8. You can get Plan B from a Sexual Health Clinic to take home in case of a future
emergency.
____ T ____ F
9. When in the menstrual cycle is it the easiest to get pregnant?
______________________________________________________________
______________________________________________________________
10. Using withdrawal as a birth control method is about as effective as not using
anything at all.
_____T _____F
Birth Control Quiz Answers
1. Name the three most common methods that teenagers use for birth control.
Condoms, withdrawal and the birth control pill are the most common methods for
teens.
2. Why might teens stop using condoms?
Some teens may choose to stop using condoms when they are in a committed,
monogamous relationship and they feel that they can trust each other. It is
important that couples go for STI testing before they stop using condoms because
STIs often show no symptoms and can be passed on unknowingly. When
relationships are male/female, couples sometimes choose to stop using condoms
when other contraception is used (i.e. birth control pills).
3. Which is the only method that protects against pregnancy and STIs?
Condoms, when used correctly from beginning to end, prevent the transmission of
body fluids from one partner to another and provide a barrier in skin to skin contact.
HPV and herpes are spread by skin to skin contact in the‖ boxer short‖ area.
4. Teenagers need an adult’s permission to use birth control pills.
False – Teenagers can get a prescription for birth control pills from a doctor or a
sexual health clinic without an adult’s permission.
5. Abortion is legal and free in Ontario.
True - There is no law against abortion. It is a medical procedure covered by the
Ontario Health Card. If someone does not have a health card they can go to an
abortion clinic and pay a fee.
6. What can be used to prevent pregnancy if a condom breaks, in the case of
sexual assault or if nothing was used for vaginal sex?
Emergency Contraceptive Pills (ECP), also known as Plan B and Morning After
Pills, are very effective in preventing pregnancy when taken as soon as possible
after unprotected sexual intercourse. They are very safe and there are rarely side
effects. They work most often by preventing ovulation. There are two pills which
can be taken together up to five days after unprotected intercourse. They are most
effective if taken in the first 24 hours.
7. Where can you get Plan B?
It is available from sexual health clinics and pharmacies without a prescription.
8. You can get Plan B from a Sexual Health Clinic to take home in case of a future
emergency.
True – Couples using condoms or the withdrawal method may want to keep a pack
of Plan B at home in case the condom breaks or the withdrawal method wasn’t used
properly, because the sooner you take it, the better it works.
9. When in the menstrual cycle is it the easiest to get pregnant?
Women ovulate about 14 days before the next period. Sperm can live in the
woman’s fallopian tubes for up to 5 days. Someone with a 28 day cycle is fertile
between days 9 – 17. Someone who has a period every three weeks is fertile right
after her period. Marking your menstrual cycle on a calendar is a good way to start
to learn about your own fertility. The first day of the period is day 1 of your cycle.
Relationships and Intimacy
Grade 8
Time: 60-75 minutes
Curriculum Expectations
Students will:
explain the importance of abstinence as a positive choice for adolescents
identify methods of transmission, prevention, high risk behaviours and symptoms
related to common STIs and HIV/AIDS
identify methods to prevent pregnancy
apply living skills in making informed decisions, and analyse the consequences of
engaging in sexual activities and using alcohol or other drugs
identify sources of support related to healthy sexuality issues
Suggested Materials:
Intimacy Continuum picture cards
"STIs: Sexually Transmitted Infections" Toronto Public Health (TPH) pamphlets
(available through your TPH liaison nurse or Toronto Health Connection at 416338-7600)
Teaching Strategies
The Intimacy Continuum
Activity
Discuss ground rules for the class.
Introduce the idea of an intimacy continuum, an imaginary line of behaviour
that involves increasingly close emotional and/or physical contact.
Draw a horizontal line on the board. On the far left side of the line write the
word ―stranger‖ and on the far right side of the line write "best friend or closest
family member.‖
Ask the students to describe the kinds of things they might say to a stranger
(e.g. ―Hi‖ or ―Do you know the time?‖)
Ask the students the kinds of things they might share with their best friend or
closest family member. (e.g., feelings, private information like who they have
a crush on, etc.)
Ask them to describe who in their lives would lie on the middle of this
continuum and the kind of things they would share with them (e.g.,
classmates, team mates, neighbours).
Ask students how it would feel if a stranger shared something really private
with them. (e.g., if a stranger told them he/she wet the bed last night)
Describe that feeling as an ―uh oh‖ feeling – a feeling of discomfort when the
level of intimacy doesn’t match the relationship you have with the person. It is
important to trust those "uh oh feelings." (Note: exceptions occur when
sharing really private information with someone you go to for help, like a
counsellor or a doctor) You may feel this feeling of discomfort from words or
physical contact and you may need to take action to keep yourself safe.
Draw another horizontal line on the board; on the left hand side of the line
write "beginning relationship."
Introduce the Intimacy Continuum picture cards and advise the class we will
be using the cards to talk about intimacy and sexuality.
Randomly distribute the intimacy cards among the students and ask them to
line them up in the order they think sexual intimacy might take place—-from
the time people first notice each other. Alternatively, especially in a large
class, you can walk through the ordered cards holding them up or putting
them on the blackboard ledge.
Some facilitators like to discuss this activity by using a made-up couple to tell
the story. Be sure to give the couple names, like Pat and Chris, which are
gender neutral. Some students may notice that there are drawings where it is
difficult to see any gender difference. What difference would it make if it were
two males or two females – in terms of being ―out‖ at school; in terms of risks
(only the pregnancy risk is different). This is a good time to discuss same sex
relationships and how they happen in the same ways as opposite sex
relationships. If homophobic statements come up, reinforce that homophobia
is a form of discrimination just like racism. Reinforce that anti-discrimination
policies exist at schools and most workplaces to protect against
discrimination. Everyone should able to go to school and feel that it is a safe
place to be.
Discuss the continuum steps below. The order may vary slightly. Emphasize
to students that people have the right to stop if and when they begin to feel
uncomfortable. Discuss the ―uh oh‖ feeling that you get when it feels that
things are moving too quickly, or when the level of emotional intimacy doesn’t
match the physical/ sexual intimacy. Everyone has the right to decide what
feels comfortable for them.
Intimacy Continuum
1. Eye contact – pupils dilate when we see someone that we are attracted
to
2. Talking – we find excuses to talk to each other
3. Calling – we text message, BBM or talk on the phone
4. Messages – on the computer, notes
5. Holding hands – can feel close, special
6. Hugs or slow dancing
7. Quick kiss – same as with a relative or friend
8. Longer kiss – more intimate, close
9. French kiss/ wet kiss – some like this, some don’t
10. Touching over clothes – at a party, at home, at a movie…
11. Touching under clothes – where or when
12. Using your hands – for your own pleasure or with someone else
13. Oral sex – on a male or female, some love it and some don’t. Discuss safety re:
STIs
14. Sexual intercourse – sex, ―doing it‖, ―going all the way‖
Alcohol/ drugs – what if alcohol or drugs were in the picture? What effect
do they have?
Condom – when would this be used?
Once the cards have been put in order, lead a discussion that explores the
themes of communication, risks, responsibilities and benefits. (This can be done
in small groups then shared as a whole.)
For instance: Let’s say two people in grade 9 have all been part of the same
group of friends, and one Friday one of them texts the other to ask what they’re
up to on the weekend. When the second says ―not much,‖ the first person says,
―want to come over to my place?‖
*[Indicate the card of sitting on the couch with touching over the clothes
and the kissing]
If they go over, what might they be thinking they will do, sexually? What might
the other person be thinking? How would they know what the other one thinks?
Is this easy? Why or why not? If they kiss or touch in a sexual way, is consent
needed? Are there risks to this over-the-clothes touch or kissing? What are
risks and benefits of being alone? Would anything be different if they were same
sex as opposed to opposite sex? If they were drinking or high, would it change
anything?
Use these types of questions with the oral sex and sexual intercourse cards.
SEXUAL ASSAULT
Grade 8
Time: 60 minutes
Curriculum Expectations
Students will:
explain the importance of abstinence as a positive choice for adolescents
identify symptoms, methods of transmission, prevention and high-risk behaviours
related to common STIs and HIV/AIDS
identify methods to prevent pregnancy
apply living skills in making informed decisions, and analyse the consequences
of engaging in sexual activities and using drugs
identify sources of support related to healthy sexuality issues
Suggested Materials
copies of ―His Story‖ and ―Her Story‖ (one for each group of 4-6 students)
Teaching Strategies
Opinions exercise and class discussion, examination and discussion of a
scenario from 2 different viewpoints.
Activities
Discuss ground rules for the class.
Warm-up Exercise
Identify areas of the classroom as ―Agree,‖ ―Disagree‖ and ―Not sure.‖
Tell the students you are going to read some statements and you want them to
go to the part of the room that most clearly represents their point of view.
Alternatively, have them use ―thumbs up‖ (agree), ―thumbs down‖ (disagree), or
―thumbs sideways‖ (uncertain).
Read each statement below and discuss why they chose agree, disagree, or
uncertain. Ensure comfort by reminding the class of everyone's right to ―'pass.‖
1. “Girls wearing sexy clothes are looking for trouble”.
Have the students define ―sexy clothes‖; have them define ―trouble.‖ Discuss the
cultural subjectivity of dress (e.g., showing a bare arm in a country where women
are to be entirely covered would be very shocking. Wearing a tight, short dress
might be considered provocative by some and fashionable by others). Bring up the
difference between attracting attention and desiring sex. This is a good place to
discuss gender expectations and double standards.
2. “If they go somewhere private, for sure they’re going to have sex”.
Why might a couple go somewhere private? (e.g., to be alone, to talk, to make out
without other people seeing) Talk about assumptions people make, why it’s
important never to assume and that consent must be clear.
3. “If there is touching below the waist, for sure they’re going to have sex”.
How does a person really know what the other person wants to do sexually? (ask)
4. “When a person says no, they always mean no.”
Discuss the reasons why a person might say no at first and then give in (e.g.,
doesn’t want to appear easy, feels pressured, changes their mind or says yes but
doesn’t really want sex).
5. “It’s OK to say no at any time.”
Why might a person seem to agree at first and then say ―no‖? (e.g., fear (of pain or
pregnancy, etc.), shy, flashback to prior abuse)
Introduce the stories. Explain that sometimes things happen that you’re not
expecting – sometimes things get out of control. Write the three discussion
questions (below) on the board.
Divide the class into groups and hand out a story to each group. Each will tell the
same story about a boy and a girl who meet up at a party. Some of the groups
will have the story told from the girl’s point of view (―Her Story‖) and some will
have the story told from the boy’s point of view (―His Story‖).
Have one person in each group read their story out loud; then they will discuss
the following questions.
Questions for Discussion
1. What did he/ she think happened?
2. How does he/she feel and why?
3. What do you think should happen now?
Ask the groups who have the boy's scenario what he thought happened. Try to
establish that intercourse took place without a condom. (Although some
students may identify it as a sexual assault at this point, the legal aspect can be
discussed in more detail after hearing the story from her point of view.)
Do the same for her point of view. When discussing how each person in the
story feels and why they feel that way, encourage the students to talk about
consent.
Consent
Freely giving one’s approval without being pressured, threatened or forced.
Tell the students that in this case, legally, there was no consent because she
was drunk.
The discussion should focus on: poor communication, the use of alcohol, the
ideas that each had before coming to the party, what each might have been
thinking before going into the bedroom, common misconceptions about sexual
assault that were discussed above, etc. Mention that there can be a lot of
confusion, even among adults.
When asked ―What should happen now?‖ students often respond that the two of
them should talk. Since this was legally a sexual assault, it makes little sense
for her to talk about what happened with the boy involved.
At the beginning of the discussion, focus on her medical needs. Remind them
that intercourse took place without a condom. She needs to be offered
Emergency Contraceptive Pills (Plan B). If either has had a partner before this
incident, there is the question of STIs. If she is under 16, a child protection
agency will be involved as well as the police. She will be offered prophylactic
antibiotics to prevent acquiring a bacterial STI. She will be offered counselling.
Ask them whom she is probably blaming. Often with sexual abuse, a person
who is sexually assaulted blames her/himself (e.g., ―I shouldn’t have gone to the
party"; "I shouldn’t have worn those clothes"; "I shouldn’t have had those drinks";
"I shouldn’t have let him come into the bedroom with me", etc.). Explain that
while she might have protected herself better, a crime has been committed and
she is not to blame (i.e. she is not the perpetrator). The police will decide if there
is enough evidence to lay a charge.
Now read both scenarios out loud, starting with his story. Ask the class if it
changes their perception of what happened now that they have heard both sides
of the story. Ask why they misunderstood each other so badly.
What would he say if the police showed up at his door? Why might he be
surprised to be charged with sexual assault? Discuss this more (i.e.
miscommunication, alcohol use, etc.).
How might this situation be avoided? (Discuss safe partying tips, better
communication, understanding the legal implications of consent, learning to
clearly state your feelings and thoughts, stopping when you hear/understand
―no‖ or when consent is not clear, and becoming informed about sexual assault.)
Review that a sexual assault is not the victim’s fault. In some situations it is an
act of violence and power assertion.
Could this story have happened the other way around? Explain how female-onmale assault often works using shaming, coercion, bribery or blackmail. Could a
similar story have happened with a same sex couple? (Same gender sexual
assault can and does happen.)
His Story
I went to this party. The parents were out of town, so there were lots of people
and plenty to drink. Amanda was there. She‟s a girl from school that I really like.
She‟s kind of quiet, but lots of fun once you get to know her a little. We sort of
said we would see each other at the party, but it wasn‟t like a real date. She was
looking great, wearing a tight top and short skirt. I‟d never seen her dance
before. I liked what I saw. She saw me looking at her and smiled. I went over to
dance with her.
The music changed to something slower. I wanted her to know I was attracted to
her, so I slid my hand down to pull her in tighter. She moved right in. We
danced like that for a while. Then she said she wanted to go cool off. „I‟ll come
with you,” I said. We found a bedroom and went in.
Then I moved to kiss her. She was a good kisser. I touched her breast and she
didn‟t move away. We made out for a while. Then I tried to get her to lie down
on the bed. She wouldn‟t but I figured I could persuade her. I kind of pushed her
down. She tried to get up, but I thought she was just playing around. I held her
down and kissed her. I was pretty excited by this time. I didn‟t want it to stop.
Then she just quit struggling. I figured I was right all along – that‟s what she
wanted. I didn‟t have a condom on me. I figured I‟d pull out of her before I came.
Oh, man! Too late, I came inside her.
“Do you want me to walk you home?” I asked.
“Just get away!” she said. What‟s up with that?
Her Story
I went to a party. I was sleeping over at my friend‟s place, so I knew I could
really party tonight. I had a few beers. I should have eaten something first,
because those beers went straight to my head. I‟m usually kind of shy. All of a
sudden, I felt like the sexiest thing on two feet. I started to dance by myself – talk
about moves!
Then I saw Jason watching me. I was hoping he would show up. We‟re sort of
going out, but I figured tonight would clinch it. I smiled and he came over to
dance with me.
It was great! He was so nice to dance close with. Was that his hand on my
bum? What a nerve! But really, who cared? I felt his breath on my neck. My
knees weren‟t feeling too strong. I thought, I‟d better get myself together, maybe
even lie down for a while. He followed me into one of the bedrooms.
I didn‟t expect him to come in with me and start kissing me right away, but it felt
right somehow. He started touching me, and pushed me onto the bed. That
sure woke me up! I started pulling away from him, but he wouldn‟t let me. I felt
scared. I had to get up. So, I tried harder but he was a lot stronger. I completely
froze. Then before I knew what had happened I realized that my underpants
were down around my ankles and it felt wet between my legs. He was asking me
if I wanted him to walk me home. “Just get away.” I said. I felt so confused.
SEXUALLY TRANSMITTED INFECTIONS
Grade 8
Time: 60 minutes
Curriculum Expectations
Students will:
explain the importance of abstinence as a positive choice for adolescents
identify symptoms, methods of transmission, prevention and high-risk behaviours
related to common STIs, HIV/AIDS
identify sources of support related to healthy sexuality issues
Suggested Materials
blackboard or flip chart
optional: coloured cards or paper with the following words on them:
Colour #1- Bacterial: Chlamydia, Gonorrhea, Syphilis
Colour #2 - Viral: HIV, Hepatitis B, HPV, Herpes
Pamphlets: STIs Sexually Transmitted Infections
Teaching Strategy
STIs information session with or without a scenario for discussion
.
Activity: Option A
Ask the students to explain what the letters STI stand for? (Sexually Transmitted
Infections).
Some students are aware of the term STDs. Explain that not all infections
become diseases so the current term is STIs.
Define the following words: bacteria, cure, virus, treatment (see below for
definitions).
Bacteria
single celled organism, some of which can cause disease
can cause common infections like strep throat or an ear infection
can be cured (eliminated) with antibiotics
can return as a new infection and be treated again
Virus
an organism capable of reproducing itself (multiplying) inside our body’s cells
very difficult to cure because to kill the virus we would have to damage our cells
can cause common infections like colds, flu and chicken pox
symptoms can be treated (cold medicines, cough syrups, some anti- viral
medications) – but viruses cannot be cured (eliminated)
our immune system helps us to fight the infection and may help us develop
immunity so we that we will not get the same virus again
some viruses have the ability to stay quietly in our bodies but can come back and
give us the infection again (i.e. cold sores)
Ask students to name all the STIs they have heard of. Draw headings on the
board: Bacterial, Viral and Other. For each infection named, ask if they know
which heading you should put it under. Write the infection under the correct
heading as seen below.
Bacterial
Viral
Other
Chlamydia
HIV
Trichomoniasis
Gonorrhea
HPV
Bacterial Vaginosis (not
an STI)
Syphilis
HSV (herpes)
Yeast (not an STI)
Hepatitis B
Pubic Lice/Crabs
Answer any questions about the STIs on the board (see STI Reference
Information on page 49 for further information).
Point out that some common STIs (Chlamydia, gonorrhea, HPV) do not always
show symptoms (e.g.,. unusual discharge, odour, itching, warts or sores, pain
during sex) and those with a history of unprotected sex or sexual activity should
get checked at a sexual health clinic or doctor’s office. Sexual health clinics are
confidential and don’t require a health card. Treatment is free. Screening for
some infections may be as easy as peeing in a cup.
Point out that even though HPV (Human Papillomavirus) is a virus, the body can
clear it with a strong immune system. With HSV (Herpes Simplex Virus), a
person can get it even when their partner has no symptoms. Treatment can
decrease severity of symptoms. Explain that pubic lice/crabs are an infestation
easily treated with the use of medicated shampoo. Yeast is something that
normally lives on and in the body; when there is an overgrowth, it can cause
itching and/or abnormal discharge. It is important not to self-treat but to have it
diagnosed by a health care provider.
Students can call the AIDS and Sexual Health InfoLine for clinic hours and
locations at 416 392-2437.
Activity: Option B
Introduce the topic of STIs with a story:
―This high school girl was making out with her boyfriend one time and they
went a lot farther than they had intended to. Her panties were off and she
realized that he had ejaculated just inside her vagina. She wasn’t even sure if
he had gone all the way in, but she was worried.
What if she got pregnant? What if he had something? She knew he had been
with this other girl. Maybe he had an STI. She figured she could take Plan B,
but what about STIs?"
Ask the students what they know about STIs:
Should she be worried?
Yes, if he’s had other partners.
Could she be tested right away?
No. It will take 10 to 14 days before there will be enough bacteria for an
accurate result for swabs or a urine test for Chlamydia or gonorrhea.
What could she do if she notices signs and symptoms of infection?
She will need to go to the clinic sooner if she shows any signs or symptoms
(e.g., unusual discharge, odour, sores, pain during sex, bleeding between
periods, etc.)
If she doesn’t notice any signs or symptoms of an STI should she
assume “he didn’t have anything”?
No. Many females don’t have any symptoms of Chlamydia or gonorrhea,
the most common bacterial infections. She needs to get tested to be sure.
What else does she need to know?
She will need to have an HIV test in 3 months when there will be enough
antibodies to show up in a blood test. She will need to have her first Pap
test within 3 years of vaginal sexual activity.
Where can she go to get Plan B?
It can be purchased at a pharmacy without a prescription or for a reduced
price at a sexual health clinic. Review Plan B as needed. It reduces the
chance of pregnancy by 75% if taken within 5 days of unprotected sex. It is
more effective the sooner it is taken.
Write the following headings on the board: Bacterial, Viral, and Other. Ask the
students to name some STIs. Write them down, or post the cards (if using)
under the appropriate headings. If the students have difficulty naming STIs,
name them yourself. Two or three in each category are plenty. (See the chart
below.)
Bacterial
Viral
Other
Chlamydia
HIV
Trichomoniasis
Gonorrhea
HPV
Bacterial Vaginosis
(not an STI)
Syphilis
HSV (herpes)
Yeast
(not an STI)
Hepatitis B
Pubic lice/Crabs
(Note: Yeast - They may not bring this one up, but it is important to point out that
this is not sexually transmitted and that you don’t usually ―catch it‖ from someone
else. It is an overgrowth of an organism that is normally present in our bodies.
Point out it is not a good idea to self-treat because it may not be yeast.)
Discuss Prevention
How could someone protect themselves against STIs? (e.g.,. postpone
higher risk activities like oral, vaginal and anal sex and skin-to-skin contact in the
boxer short area.)
If one does have oral, vaginal or anal sex, use latex condoms every time. (Latex
condoms are good protection for the parts that are covered.)
Where to Get Help
What advice would you give someone if they thought they had an STI?
(e.g.,. go to a doctor, sexual health clinic, speak to a trusted adult or relative)
Remind students of the following resources: AIDS and Sexual Health
InfoLine for questions and locations/phone numbers of clinics (416-392-2437),
Kids Help Phone (1-800-668-6868).
Help them to identify someone they would feel comfortable talking to.
STI Reference Information
Students do not need all of the information below. It is for reference only.
1. Transmission
Chlamydia – unprotected oral, vaginal or anal sex
Gonorrhea – unprotected oral, vaginal or anal sex
Syphilis- unprotected oral, vaginal or anal sex
Hepatitis B – blood, saliva, unprotected vaginal or anal sex, shared razors,
nail clippers used by an infected person, etc.
HPV (Human Papillomavirus) – skin-to-skin contact in boxer short area,
unprotected vaginal or anal sex
HSV (herpes simplex virus) – skin-to-skin contact in the boxer short area,
unprotected vaginal or anal sex
HIV (Human Immunodeficiency Virus) – four means of transmission:
unprotected vaginal or anal sex with an infected person (less
commonly with unprotected oral sex except in the presence of an
untreated STI like syphilis)
sharing needles or drug use equipment with an infected person
infected blood or blood products
infected mother to fetus in utero, or, more commonly, during
delivery or breastfeeding of a baby
2. Symptoms
Chlamydia – 50% males have no symptoms; 75% females have no symptoms
(symptoms may include unusual discharge, abdominal or vaginal pain or
bleeding, spotting during sex)
Gonorrhea – most males have symptoms (burning on urination, pus from
penis); many females have no symptoms
Syphilis – painless sore sometimes hard to see; rash; or no identifiable
symptoms.
Hepatitis B (all grade 7 students are offered vaccine)
HPV – most people get it and clear it without even knowing. Low risk
types can cause genital warts. High-risk types can cause abnormal cells
(i.e. on the cervix)
HSV – blisters/cold sores on mouth or genitals (*HSV-1 can infect a person on
the genitals with unprotected oral sex)
HIV – many people have flu-like symptoms or rash in the first month after
infection. Most people do not know they’re infected.
3. Testing
Chlamydia – urine test for males; usually swab for females although urine testing
an option.
Gonorrhea – same as above
Syphilis – blood test
Hepatitis B – blood test
HPV – no test – warts diagnosed by visual inspection; HPV may show up
on cervical Pap test
HSV – diagnosed by visual inspection or test fluid from sore
HIV – blood test (also available finger prick with 60 second result)
4. Treatment
Chlamydia – oral antibiotic
Gonorrhea – oral antibiotic
Syphilis – antibiotic injection
Hepatitis B, HIV/AIDS, HSV – antiviral medications (No cure –
to control)
medications
HPV – wart removal, certain cervical procedures if there are abnormal
detected
cells
5. Consequences of not getting treatment
*The infection can be passed on to others and there is an increased risk of
HIV infection with an infected partner through unprotected sexual activity when
other STI is present.
Possible additional complications:
Chlamydia – PID (pelvic inflammatory disease); future pregnancy may be
ectopic
Gonorrhea – same as above
Syphilis – potential infection of various organs and eventual death
Hepatitis B – potential for chronic infection and cancer of the liver
HPV – if abnormal cells on cervix are not treated, can become cervical
cancer
HSV – treatment helps make outbreak shorter and reduces risk of transmission
HIV – can progress to AIDS/death. Medication can add ~30 years to a
person's life and/or reduce the risk of HIV transmission to a baby whose
mother is infected.
6. Non-reportable genital infections
Review normal vaginal discharge versus vaginal infections.
Discuss the need to see a health care provider to find out what the infection is
prior to self-treatment (e.g., someone may think they have a yeast infection when
it is something else.)
Yeast
yeast infection also called candidiasis
caused by overgrowth of a fungus that lives in the vagina
symptoms include thick, curd-like white vaginal discharge and itching and
burning
recommended to see doctor for diagnosis and treatment
Bacterial Vaginosis
most common cause of abnormal vaginal discharge
characterized by overgrowth of several genital tract organisms
whitish or grey, thin, copious vaginal discharge
fishy odour
recommended to see doctor for diagnosis and treatment
Trichomoniasis
off-white or yellow, frothy vaginal discharge with itchiness
recommended to see doctor for diagnosis and treatment
Pubic Lice (Crabs)
small grey or brownish-red insects that live mostly in pubic hair
lay their eggs at the base of the hair where they are firmly attached
most common symptom is itching
require specific cream or shampoo found at the pharmacy
HPV
Grade 8
Time: 60 minutes
Curriculum Expectations
Students will:
explain the importance of abstinence as a positive choice for adolescents
identify symptoms, methods of transmission, prevention and high-risk behaviours
related to common STIs, HIV/AIDS
identify methods to prevent pregnancy
apply living skills in making informed decisions, and analyse the consequences
of engaging in sexual activities and using drugs
identify sources of support related to healthy sexuality issues
Suggested Materials:
HPV quiz (see Appendix)
―Choose Your Own Adventure: It's Up To You‖ – HPV version (see Appendix)
anatomy poster
pelvic model
pap test demonstration materials, including speculum
condom and condom demonstrator
"Your First Pelvic Exam", "Sexual Health Clinics", "STIs: Sexually Transmitted
Infections" Toronto Public Health (TPH) pamphlets (available through your TPH
liaison nurse or Toronto Health Connection at 416-338-7600). Pamphlets to be
used as teacher references only as these resources are intended/approved for
Grade 9+.
Ministry of Health website: http://www.health.gov.on.ca/en/ms/hpv/expert
Teaching strategies:
discussion, quiz, condom demonstration, "It's Up to You: Choose Your Own
Adventure"
Activities
Discuss ground rules for the class.
Warm up and group discussion:
What percentage of Grade 8 students in your school do you think are having
sex?
Let class know that while it does vary from one group to another, in the Canada
Youth Sexual Health, HIV and AIDS Study (Health Canada, 2003) the rate of having
sexual intercourse at least once for grade 9s is 19% to 23%. Less than 10% of
grade 8 students have had intercourse.
Since there is a fairly low number of grade 8 students who have had
intercourse, why do you think that grade 8 girls are being offered the HPV
vaccination (Gardasil)?
Vaccinations are effective before someone is exposed to the virus; therefore, the
HPV vaccination is offered to girls presumably before they have been exposed
through sexual contact.
Option A
Quiz: What you need to know about STIs, HPV and Gardasil
The facilitator can use whatever method they find most successful to deliver and
discuss the quiz; including reading the questions out loud to the class or handing
out the quiz. If the quiz is written up and posted, reveal only one question at a
time. Ask them to show ―thumbs up' for true, ―thumbs down‖ for false and
―thumbs sideways‖ if they are uncertain.
Option B
“It’s Up to You” – HPV version
This is an interactive story with a teacher’s guide attached (see Appendix)
Condom demonstration
Use a wooden demonstrator, unripe banana or the index and middle finger on
one hand to go through the steps below:
How to Use a Condom
1. Discuss the importance of consent for both people.
2. Check the expiry date of the condom.
3. Check that the package feels puffy, like a bag of chips.
4. Open the package carefully and check that the condom unrolls from the
outside.
5. Squeeze the tip of the condom and/or add a drop of water-based
lubricant in the tip of the condom for increased sensation.
6. Unroll the condom all the way down the erect penis.
7. Intercourse/Ejaculation/Orgasm.
8. Hold condom at the base of penis and pull out before erection softens.
9. Take the condom off, tie the end, and throw it away in the garbage – not the
toilet.
QUIZ
What You Need to Know about STIs, HPV and Gardasil.
Part A
HPV is
a) a new music station.
b) the most common STI (Sexually Transmitted Infection).
Gardasil is
a) way better for pimples than that other product.
b) a vaccine against HPV (Human Papillomavirus).
The Pap test is
a) the new entrance exam for high school.
b) a way to check for abnormal cells on the cervix.
Part B
1. A person can have an STI and not know it.
____ T ____ F
2. People can get HPV or herpes without having sexual intercourse.
____ T ____ F
3. Boys and men can pass on high-risk HPV without having any symptoms or problems
themselves.
____ T ____ F
4. Females who have had Gardasil don’t need to use protection.
____ T ____ F
5. Females who have been vaccinated with Gardasil still need a regular Pap test.
____ T ____ F
6. The only way to know if you have an STI (like Chlamydia) is to get tested.
____ T ____ F
7. STIs caused by bacteria can be cured.
____ T ____ F
8. It is easier to get HIV if you have an untreated STI.
____ T ____ F
9. Most people infected with HPV get rid of the infection with a healthy immune system.
____ T ____ F
Part C
Which strategies help to prevent STIs and the problems that may come with them (circle
answers)?
a) postponing higher risk activities like oral, vaginal or anal sex
b) practising safer sex
c) getting checked for STIs
d) all of the above
Quiz Answers:
What you need to know about STIs, HPV and Gardasil
Part A
HPV is b) the most common STI (Sexually Transmitted Infection).
HPV is the most common non-reportable STI. There are about 35–40 types that
infect the genital and reproductive tract. Some are high-risk (they may cause
cancer) and some are low-risk (they can cause genital warts).
Gardasil is b) a vaccine against HPV (Human Papillomavirus).
Gardasil is a vaccine which prevents HPV types 6 and 11 that cause 90% of genital
warts and types 16 and 18, which are responsible for 70% of cervical cancers.
A Pap test is b) a way to check for abnormal cells on the cervix.
Pap tests (also called Pap smears) check for abnormal cells on the cervix. Within
three years of any vaginal sexual activity, women need to have their first Pap test.
Most of the time when abnormal cells are found, the Pap test result returns to
normal at the next exam (especially in younger women). If there continue to be
abnormal cells, she may need treatment so that they do not become cancerous.
Cancer of the cervix is 90% preventable with screening and treatment.
Part B
1. A person can have an STI and not know it.
True There are several STIs which do not show immediate symptoms.
2. People can get HPV or herpes without having sexual intercourse.
True If there is naked rubbing in the ―boxer short‖ area, an infected person can
pass either of these viruses to another person.
3. Boys and men can pass on high-risk HPV without having any symptoms or problems
themselves.
True If they have a high-risk type of HPV on the penis and don’t use condoms, they
can pass it on. Most of the time, a male with a high-risk type of HPV does not have
any problems. Cancer of the penis (caused by HPV) is rare.
4. Females who have had Gardasil don’t need to use protection
False Gardasil protects against only four types of HPV: there are 35–40 types.
Aside from HPV, there are many STIs a female can also acquire. Females with
male partners also risk pregnancy if they are not using condoms or any other
effective method of birth control.
5. Females who have been vaccinated with Gardasil still need to have regular Pap
tests.
True Because there are other types of HPV types that can cause cervical cancer, it
is important to have regular Pap tests. Pap tests may also detect other problems.
6. The only way to know if you have an STI (like chlamydia) is to get tested.
True You can’t tell by looking at someone if he or she has an STI. Doctors may not
check for STIs unless asked. People who have had unprotected sexual activities
need to get tested. About half of males infected with Chlamydia don’t have
symptoms. About 80% of females infected with Chlamydia don’t have symptoms.
7. STIs caused by bacteria can be cured.
True Antibiotics cure bacterial STIs like Chlamydia and gonorrhea.
8. It is easier to get HIV if you have an untreated STI.
True If a person has untreated herpes, Chlamydia, or even a vaginal infection like
Bacterial Vaginosis, it makes it easier for HIV to attack the white blood cells at the
site of infection and enter the bloodstream.
9. Most people infected with HPV get rid of the infection with a healthy immune system.
True A healthy immune system is able to clear about 70% of HPV infections for
women within one year and 90% within two years. For a healthy immune system,
eat well, exercise and get enough sleep. Don’t start smoking. If you smoke, think
about quitting. Smoking is a cofactor in the development of cervical cancer.
Part C
Which strategies help to prevent STIs and the problems that may come with them (circle
answers)?
a) postponing higher risk activities like oral, vaginal or anal sex
b) practising safer sex
c) getting checked for STIs
d) all of the above
Answer: All of the above.
In terms of cervical cancer risk, there are physiological reasons for postponing
unprotected vaginal intercourse. During adolescence, the cervical cells are
undergoing a process where tougher, squamous cells are replacing more
vulnerable columnar cells. The cervix is more prone to infection at this time. The
process is not complete until about age 18. Moreover, the older they are, the more
likely young people are to use protection consistently.
With unprotected oral sex, they are at risk for genital herpes. Condoms are good
protection against Chlamydia and gonorrhea which commonly infect people 15 – 24.
They offer some protection against high-risk types of HPV as well as herpes. They
do not protect the parts of the body that are not covered in skin-to-skin contact.
Anyone who has had unprotected sexual activity should be screened for STIs. For
males, this is usually a urine test. For females, this can be a urine test but it is
usually done during an internal exam by taking swabs of the vagina.
Cancer Care Ontario recommends Pap testing within three years of first vaginal
sexual activity; this includes any sexual activity during which a finger, mouth or
penis touch the vagina or vulva. The Pap test should be done for women annually;
after three negative Pap tests; the screening may be moved to every two or three
years. She still needs to be tested regularly for STIs if she has unprotected sexual
activity.
Appendix
GRADE 8 SEXUALITY EDUCATION TEST
1. There is something wrong with you if you are not going out with someone by grade 8.
____ T ____ F
2. Most people in grade 8 who are going out with someone would go as far as …
___________________________________________________________________
___________________________________________________________________
3. Sometimes people are not clear when it comes to consent.
____ T ____ F
4. There is consent if a person is drunk or high
____ T ____ F
5. If a person is sexually assaulted what kind of help does he or she need?
___________________________________________________________________
___________________________________________________________________
6. How do you know how far a person is willing to go in terms of sexual activity?
___________________________________________________________________
___________________________________________________________________
7. What are two sexual things you can do which are safer-sex activities?
___________________________________________________________________
___________________________________________________________________
8. Give three reasons why it is healthier to postpone vaginal or anal sex until your late
teens or older
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9. If a couple chooses to have sex what are two possible consequences that they need
to be aware of?
___________________________________________________________________
___________________________________________________________________
10. If a male/female couple has intercourse and they didn’t use anything or the condom
broke, what can they do to prevent pregnancy?
___________________________________________________________________
11. By grade 8, all people are clear about their gender identity and sexual orientation.
____ T ____ F
12. _________________ is the only method of birth control that also protects against
sexually transmitted infections (STIs).
13. People always know when they have an STI.
____ T ____ F
14. You can get an STI by giving or receiving oral sex.
____ T ____ F
15. How long does a person have to wait before getting tested for HIV?
___________________________________________________________________
16. Where can teenagers go for information and help?
___________________________________________________________________
Appendix
STI Pop Quiz
Which of the following statements are TRUE?
1. You can get genital herpes from oral sex.
2. Chlamydia is easy to cure.
3. Sexual health clinics offer free and confidential services.
4. Most people who have sex will catch HPV at some point.
5. All of the above
Appendix
STI Pop Quiz ANSWERS
Which of the following statements are TRUE?
1. You can get genital herpes from oral sex.
2. Chlamydia is easy to cure.
3. Sexual health clinics offer free and confidential services.
4. Most people who have sex will catch HPV at some point.
 All of the above
Appendix
WHAT STUDENTS NEED TO KNOW ABOUT SEXUAL HEALTH CLINICS
Starting in grade 7, it is important that students know where they can go to speak to
health professionals about private sexual health matters. Some may go to their family
doctor, but many are reluctant to do this because they are worried their parent(s) or
guardian(s) may find out.
Advantages of Sexual Health Clinics
1. All services are confidential and free (including treatment for STIs).
2. Staff is youth-friendly and gay/lesbian/bi/trans/queer positive.
3. There are no age restrictions.
4. Youth do not need to have their health card with them.
5. Condoms are free.
6. Birth control methods (i.e. birth control pills, Plan B) are cheaper than at drug
stores.
7. Specific details regarding times and locations can be located on the Toronto
Public Health web site www.toronto.ca/health (click ―s‖ for sex), by calling the
AIDS and Sexual Health InfoLine at 416-392-2437, or by calling the telephone
number of a particular clinic on the clinic tear-off pads.
8. Youth can visit just to talk to a counsellor before they have higher risk sexual
activities.
9. It is better to have a free pregnancy test at the clinic where there is someone to
talk to instead of doing a home pregnancy test.
10. Youth can have their parent/guardian or a friend or partner join them at clinic.
11. Both partners are welcome, especially if they want to get tested for STIs.
There are many MYTHS about sexual health clinics, but it is important to know that:
Students do not have to have parental permission to start on birth control or buy/use
Emergency Contraceptive Pills (Plan B).
Females do not have to have an internal exam immediately after starting to have
sex.
Clinics are not just for young women; they are for young men too.
The clinic will not call home or talk with their family or family doctor.
STI testing is not usually painful, and often involves a simple urine test.
RESOURCES FOR GRADE 7 AND 8 TEACHERS
FOR RECOMMENDED RESOURCES OR WEBSITE SUGGESTIONS TEACHERS
CAN CONTACT TORONTO HEALTH CONNECTIONS AT 416 338-7600 TO
CONNECT WITH TPH SEXAU L HEALTH PROMOTION STAFF.
Toronto Public Health (youth, parents, teachers, health professionals, adults):
www.toronto.ca/health/sexualhealth
Age of Consent
www.justice.gc.ca
BOOKS
Changes in You and Me: A book about puberty mostly for girls. Paulette Bourgeois and
Kim Martyn. Somerville House.
Changes in You and Me: A book about puberty mostly for boys. Paulette Bourgeois
and Kim Martyn. Somerville House.
It‟s Perfectly Normal: Changing bodies, growing up and sexual health. Robie Harris.
Candlewick Press.