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# 8.3: Activities and Answer Keys

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## Activity 7-1: What Will They Choose?

### PLAN

Summary In this activity the students read two scenarios in which young couples are about to engage in sexual intercourse. The students consider these topics:

• Who is making the decision?
• What should they know about pregnancy?
• Does the setting influence the decision?
• Do other people influence the decision?
• What is being accomplished?
• What would be the impact of pregnancy?

Objectives

Students:

$\checkmark$ distinguish between making a positive decision to do something and being swept up by emotion.

$\checkmark$ identify situations that can lead to poor decision making.

Student Materials

• Activity Report

Teacher Materials

• Activity Report Answer Key

None required

Estimated Time 30-40 minutes

Interdisciplinary Connection

Language Arts Prepare a 30-second explanation to someone explaining why the student does not want to have sex. Write the explanation on an index card, and carry it like a contract in the student's purse or wallet.

Prerequisites and Background Information

None required

### IMPLEMENT

Introduce Activity 7-1 by asking students if it's easier to make a decision when they have time to think or when someone is pushing for an immediate answer. Ask if they've ever made a hasty decision that they regretted. Have they ever been caught in a situation where there was trouble that they didn't want to be part of, and they wish they hadn't put themselves in that position? Go over the directions in the student text.

Steps 1-2 Give each student a copy of the Activity Report. Allow them approximately 6-7 minutes to read the two scenarios and jot down some thoughts.

Step 3 Then divide the class into small groups (4-6 per group). Each group should select a facilitator and a reporter. The groups should discuss each scenario separately.

Step 4 As the groups report, write the main points of their conclusions on the chalkboard.

Conclude Activity 7-1 by asking them when they think is the best time to make a decision.

### ASSESS

Use student discussion of the two scenarios and the Activity Report to assess if students can

$\checkmark$ identify who is making a decision.

$\checkmark$ explain what should be known about pregnancy.

$\checkmark$ identify the influences of the settings and of other people.

$\checkmark$ explain what would be gained/lost if these people had sex.

## Activity 7-1: What Will They Choose? – Activity Report Answer Key

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
1. Have the four teenagers thought ahead if they should or should not engage in sex? Are they making a careful decision, or letting things happen? Are they taking charge of their actions or letting someone decide for them what will or will not happen?
2. What should all four of these young people know about pregnancy? What information do they need?
3. What about the settings of these situations make it more or less likely that they will engage in sex?
4. In what ways are these two couples being influenced by the expectations of others?
5. What is it that these people are trying to accomplish by having sex?
6. What would be the impact of pregnancy on the immediate and long-term plans of these four young people?

What Do You Think?

How does the phrase “Know thyself” relate to avoiding pregnancy?

A suggested response will be provided upon request. Please send an email to teachers-requests@ck12.org.

How many pills are there in the box? Why not less or more?

Persuade the Class! Students debate whether prescription contraceptives should be available to them without parental consent for users under 18 years old.

A suggested response will be provided upon request. Please send an email to teachers-requests@ck12.org.

Not every woman has 28-day cycles. There may be 36 days between two menstrual periods. The length of the cycle may change. But there is almost always 14 days between ovulation and the next menstruation. It's the first part of the cycle (days 1-14) that varies.

If a woman has a 36-day cycle, on what day would she be likely to ovulate?

If a woman has a 21-day cycle, on what day would she be likely to ovulate?

Debate! Students debate whether condoms should be available in high schools.

A suggested response will be provided upon request. Please send an email to teachers-requests@ck12.org.

For the following two contraceptive methods, give an example of how the contraceptive method might be used incorrectly, thus contributing to the “typical” failure rate:

• condoms
• spermicides

What are three benefits to using a condom?

What are three drawbacks to using a condom?

What are two benefits to using a spermicide?

What are two drawbacks?

## Activity 7-2: Review of Methods

### PLAN

Summary This lesson is a review of contraception. It may also be used as a quiz or a test.

Objectives

Students:

$\checkmark$ describe the advantages and disadvantages of different types of contraception.

$\checkmark$ explain why each type of contraception works.

Student materials

• Activity Report

Teacher Materials

• Activity Report Answer Key

Decide if you will use this lesson individually, in pairs, or in small groups.

Estimated Time 20-30 minutes

Interdisciplinary Connection

This activity has Science/Health connections.

Prerequisites and Background Information

Students need to know the various methods of contraception, their rates of effectiveness, and the advantages and disadvantages of each method.

### IMPLEMENT

Introduce Activity 7-2 by explaining that now it is time to show what they have learned about contraception. If this activity is used as a review, encourage students to answer as accurately as they can without using the textbook first, then refer to it after they have tried all the answers. As a review you can also allow them to work together in pairs or in small groups. However, this also works well as a group quiz or test. If this activity is used as a quiz or as a test you can decide if it will be open or closed textbook.

Steps 1-3 Monitor students as they work.

Conclude Activity 7-2 by having them use the text to check answers.

### ASSESS

Use the completed chart to assess if students can

$\checkmark$ identify the rate of failure for each method of contraception.

$\checkmark$ explain the advantages or disadvantages of different contraceptive methods.

## Activity 7-2: Review of Methods – Activity Report Answer Key

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.

Complete this chart. Your teacher will let you know whether or not to use your textbook for answers.

Method Failure Rate Advantages Disadvantages Why It Works
Abstinence
The pill
Hormone implant
Rhythm method
Withdrawal

Male condom without spermicide

___________

Male condom with sperimicide

Diaphragm or cervical cap with spermicide
Spermicide alone

Your friends have been seeing each other for quite awhile, and their physical relationship is getting more intense. They absolutely do not want to become pregnant, but can't seem to bring up the topic of contraception, having sex, or abstinence. Write a letter to your friend suggesting how you think they might handle their situation. Explain what you think they should do.

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
1. What are the six steps in the preventive behavior sequence?
2. What are the elements of good birth control?
3. Why is birth control part of a sexual relationship?
4. What are three reasons in favor of the pill as a form of contraceptive? What are three reasons against the pill as a form of contraceptive?
5. What is the difference between chemical barriers and mechanical barriers?
6. What are two natural birth control methods, and why are they unreliable?
7. What are three similarities and differences between the condom, diaphragm, and cervical cap?

## Activity 7-1 Report: What Will They Choose? (Student Reproducible)

Instructions

Here are two scenarios in which adolescents are about to make a choice. Read each scenario carefully and then, with your group, discuss the questions listed at the end of the reading section.

Scenario 1

M_______ is a 15-year-old sophomore in high school. Though quite intelligent, her interest in school goes up and down. She has given some thought about the future, but has a hard time thinking beyond the next couple of years. Going to college seems exciting but she is not sure if it would be worth the money and hard work. She would like to have a family someday, but that is too far off to think about.

At the beginning of the school year, several months ago, M__ met A__. He is fun to be with, but hard to get to know. There is at least one other girl he seems to like and who is clearly interested in him and willing to do what it takes to be with him.

Over the next several months, M__ begins to really like A__. He is nice to her but she is not sure if he loves her. They spend more and more time together but don't talk much about their feelings. M__ doesn't talk about her feelings with her friends or family.

One afternoon M__ and A__ are at her house alone. M__'s parents work and her sister is away. This has happened several times before. They talk and have a soft drink while they listen to music. A__ reaches over and they hug and kiss. Then his hands begin to explore her and touch other parts of her body. M__ feels excited and flattered that A__ likes her, but she is also confused and frightened by what is happening. And this time A__ is acting like he wants to push on to sexual intercourse. What should M__ do? What might be the results of her decision?

Scenario 2

B__ is 16. He is a good student and an athlete. No one in his family has gone to college, but he would like to, maybe even get an athletic scholarship. B__ is shy but popular with the girls.

D_ is 16 also. She too is a good student and athlete. College is certainly an option, but D__ would of like to travel upon graduation before she “settles down.” She is not ready to take on the responsibilities of work at this young age.

B__ and D__ only have one class together in high school, but because of their common interests they have become friends. Due to conflicts in class schedules they seldom see each other throughout the day.

The annual class ski trip finds B__ and D__ sharing a seat on the bus ride to the ski slopes. They are happy to be able to spend some time together over this weekend.

That night, after skiing all day together, they go to the dance. D__ invites B__ to her room. Her roommates have hit the slopes for some night skiing and the room is theirs for at least an hour.

They soon become sexually aroused. They discover, however, that neither of them have brought a contraceptive because they never anticipated this situation. There might be a contraceptive machine in one of the restrooms in the building, but their emotions are high and time is short. This situation might not present itself again. After all, what could possibly happen just this once?

Both of these scenarios describe a situation in which some young people may engage in sex. These descriptions don't accurately describe all of the feelings, questions, uncertainties, or exchanges that happen. But for purposes of exploring these issues, consider the following questions in your small groups, and then discuss them in class.

1. Have the four teenagers thought ahead if they should or should not engage in sex? Are they making a careful decision or are they letting things happen? Are they taking charge of their actions or are they letting someone decide for them what will or will not happen?

2. What should all four of these young people know about pregnancy? What information do they need?

3. What about the settings of these situations make it more or less likely that they will engage in sex?

4. In what ways are these two couples being influenced by the expectations of others?

5. What is it that these people are trying to accomplish by having sex?

6. What would be the impact of pregnancy on the immediate and long-term plans of these four young people?

## Activity 7-2 Report: Review of Methods (Student Reproducible)

Complete this chart. Your teacher will let you know whether or not to use your textbook for answers. List both ideal and typical failure rates where applicable.

Method Failure Rate Advantages Disadvantages Why It Works
Abstinence
The pill
Hormone implant
Rhythm method
Withdrawal

Male condom without spermicide

__________

Male condom with sperimicide

Diaphragm or cervical cap with spermicide
Spermicide alone

6 , 7 , 8

## Date Created:

Feb 23, 2012

Apr 29, 2014
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