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This lesson provided by:
Author: Connie Morrow
System:Lauderdale County
School:Rogers High School
Lesson Plan ID: 29131
Title:

Teen Parent: Don't Just Let It Happen

Overview/Annotation:

This lesson addresses facts and fiction about teen pregnancy. It is an in-depth look into the social and financial challenges of teen parenting. It includes a cost analysis of a baby's first year of life. Be aware the subject of this lesson is sensitive, it includes research and discussions about sex, birth control, and the consequences of teen pregnancy. The lesson has a financial student aid component which allows teens to research opportunities to further their education through grants, scholarships or student loans, and involves filling out the Federal Application for Student Aid.

Content Standard(s):
BMA(9-12) Business Technology Applications6. Utilize spreadsheet features, including formulas, functions, sorting, and filtering data, templates, charts, and graphs in creating, editing, and printing workbooks.
EDT(9-12) Parenting5. Explain the social, financial, emotional, and educational challenges of teen pregnancy and parenthood, including the risks to the mother and child.
MA2013(9-12) Algebraic Connections7. Use analytical, numerical, and graphical methods to make financial and economic decisions, including those involving banking and investments, insurance, personal budgets, credit purchases, recreation, and deceptive and fraudulent pricing and advertising. (Alabama)
ELA2013(9) 26. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
ELA2013(9) 27. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8]
ELA2013(9) 28. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]
ELA2013(10) 33. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. [SL.9-10.3]
Local/National Standards:  
Primary Learning Objective(s):

Students will:

  • analyze the problems associated with teens having children.
  • recognize pressures and circumstances that increase the risk of teen pregnancy.
  • predict the impact of teen pregnancy on teens, their children, families, and society.
  • investigate reasons for practicing abstinence.
  • examine reasons why teens are unreliable users of birth control.
  • prepare a budget that encompasses the birth and the cost of having a baby for the first year of life.
  • analyze grants, scholarships, work study programs, and loans that are available to teen parents by completing the Federal Application for Student Aid (FAFSA) application process.

 

Additional Learning Objective(s):

Essential Questions:

  1. What is your opinion about the United States having the highest pregnancy rate in the industrialized world? Does the Southeastern U.S. have higher rates than other regions? What must be done to lower the teen pregnancy rate?
  2. Is teen pregnancy an issue in your community? What circumstances cause the pregnancy rate to be higher or lower in the area you reside?
  3. Why is it that female children of teen moms many times repeat the process and become teen mothers themselves?
  4. Who is impacted more by teen pregnancy: the mother, the father, or the child? What are the negative consequences to the child? According to statistics, does this affect the child's adult life?
  5. What responsibility do parents or guardians have in preventing teen pregnancy? What are some suggestions for parents of teens that would lower the chances of a pregnancy?
  6. Two-thirds of teen mothers do not finish high school. Would it be difficult for you to complete your education if you were a teen parent? What would be some of your greatest financial demands? If grants and work study programs are readily available for pregnant teens or teen moms, why are their educational levels low?
  7. Television programs and movies like 16 and Pregnant, Juno and The Pregnancy Pact portray what message to teens?  Do you believe these programs affect the attitudes and actions of teens involved in a serious relationship? If so, how do you believe it affects teens (be specific)?

Career Technical Student Organiztion activity: Students create an illustrated talk using the theme prevention of teen pregnancy. Present to local church groups, Parent Teacher Organization, Family and Consumer Sciences classes and the Family Community and Career Leaders of America membership.

Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

  • Students will need pencil and paper.
  • Teacher will need a single copy of The Art of Loving Well, a character education curriculum created by Boston University. The cost is minimal.
  • Teacher will need CD's with the songs "Keep  Your Hands to Yourself," by Georgia Satellites, "S.E.X." by Lyfe Jennings and "Brenda's Having a Baby" by Tupac available at Amazon.
  • Teacher will need visuals for Illustrated Talk if used to create interest in Family Community and Career Leaders of America.
  • Teacher will need a copy of the DVD, The Pregnancy Pact or Juno or access excerpts on- line.
Technology Resources Needed:

  • Students will need access to a computer.
  • Teacher will need a computer that is connected to an LCD projector.
  • Teacher will need to schedule the computer lab if the regular classroom does not have a computer for each student.
Background/Preparation:

  • Teacher will need to read Ben's Story and Judy's Story from The Art of Loving Well to be prepared to lead student discussion
  • Teacher will need to preview the National Campaign to Prevent Teen and Unplanned Pregnancy  and Stay Teen web sites.
  • Teacher will need to make copies of the attached pretest, "Myths about Sex," taken from the Stay Teen web site.
  • Teacher print copies of the "Too Young" student fact sheet.
  • Teacher print a copy of the "Too Young Discussion Guide."
  • Teacher will need to get a copy of the DVD, Juno, or access exerpts of The Pregnancy Pact on-line.  
  • Teacher prepare an illustrated talk or use the one attached, "Through the Looking Glass." about teen pregnancy to encourage student participation in the CTSO, illustrated talk competitive event.
Procedures/Activities:

Day 1

Bell ringer: Play the song "Keep Your Hands to Yourself," by Georgia Satellites or "S.E.X." by Lyfe Jennings as students enter the classroom. The song S.E.X. discourages teens from having premarital sex.

Write Bell ringer on your whiteboard with the instructions: Students: write a paragraph on what you believe the message of this song is to teens. Is it a good song for teens to listen to, or is it demeaning to girls or boys? How realistic is the message? Students table talk about the message music today sends to teens about relationships. Utilize the attached, "Teacher Answer Key S.E.X. and Keep Your Hands to Yourself."

1. Introduction

The U.S.teen pregnancy rate has declined this past decade due to teens making better decisions about sex. However, the United States still has the highest teen pregnancy rate in the industrialized world. More emphasis is needed on preventing teen pregnancy to enable young people to have a healthy, fun life during their teen years.

2. Myths vs Reality of Contraception

Distribute the pretest, "Myths about Sex," attached to this lesson. Students respond using present knowledge base. Check answers for accuracy at Myths test at Stay Teen link. 

Think-Pair-Share with classmates, then discuss with the entire class opinions about this pretest. What myths exist in your community? The teacher needs to emphasize that the teen years are for growing up and learning-not for pregnancy and parenthood.

3. Statistics about Teen Pregnancy

Students watch the video Too Young as a group using the LCD projector and screen. Discuss facts about the video, using the, "Too Young Fact Sheet" provided by the National Campaign  to Prevent Teenage and Unplanned Pregnancy. This video makes it clear to teens many of the problems associated with having babies, including welfare dependency, educational dropout, and fathers who are non-supportive. Discuss the serious consequences of having sexual relationships?

Eight of ten boys do not marry teen moms. The dad is completely out of the picture by the child's third birthday if ever a part of their life in most situations.

Welfare for the mom and child is only $190 per month. This is hardly adequate to live on, although it helps. Teen dads average sending the mom about $14 per week.

Children of one parent families are more prone to behavioral problems. They are nine times more likely to drop out of school.

Four corners activity. Label four posters: Education, Dating, Friendships, and Finances. Tape the posters in the four corners of the classroom. Divide class into heterogenous groups with male, female, strong and weak students in each group. Take 3 minutes at each poster writing facts about how teenage pregnancy affects each category. When all groups have visited the posters, have a student present  information to the class.

Students answer the attached, "Essential Questions worksheet," as they browse the following web site: http://www.StayTeen.org. They should review the section GET INFORMED, which has information on pregnancy, abstinence, contraception, and tips (Iplan). They should also review the section RELATIONSHIP REALITY, which has information on waiting and resources including how to say no. Answers to the Essential Questions worksheet should be opinions based on statistical facts.

Collaborative Learning. Students will express opinions about the importance of waiting to have a sexual relationship until they are married and past the teen years.

Students go to the Comparison of States web link.  Compare three states, with one being your home state based on number of pregnancies, teen pregnancy rate, teen pregnancy rate by race/ethnicity, subsequent teen births, single parent family, school dropouts and five other categories that are of interest to the student.  Record results on the attached, "Comparison of Three States Pregnancy Data," worksheet.

10+5 Discussion of the essential questions and the comparison worksheet: Is teen pregnancy an issue in your community? What circumstances cause the pregnancy rate to be higher or lower than other regions? What must be done to lower the teen pregnancy rate?

 Day 2, 3 and 4

Bell ringer: Play song "Brenda's Having a Baby" by Tupac as students are entering the classroom.  Write bellringer on your whiteboard with the instructions: Students write a paragraph about the message of this song, and include whether it is a realistic message for the community where they live. Utilize the attached, "Teacher Answer Key Brenda's Having a Baby."

1.  Introduction

Students view PSA announcements at Stay Teen web link. Give facts on abstinence being the only 100% effective birth control method. Read aloud Judy's Story and Ben's Story from The Art of Loving Well. Students answer thought provoking questions using the attached handout, "The Art of Loving Well, Ben's Story and Judy's Story."  These stories are about a friendship developing into a sexual relationship. Pregnancy occurs. The boys perspective is told through Ben's Story, whereas the girl's perspective is told through Judy's Story.

10+5 Class discussion about keeping dating on a friendship level. Dating is a time to get to know whether you share common interests, not to see if you are compatible sexually. Student response to Ben's and Judy's stories.

2. Teacher distributes the attached handout, "BABIES:WHAT DO THEY COST? A ONE YEAR BUDGET." Read instructions. Give two days in the computer lab, along with a week at home to find items on the worksheet. This is a project that counts for more than one grade.

Students will share the results of their research with the class. Answer the question: Can I afford to have a baby?

3. Higher Education for Teen Parents: Break the Poverty Cycle

Utilizing computers and the following Web sites: www.fafsa.ed.gov, www.savingforcollege.com, www.fpanet.org, and www.financialaid.ua.edu. Compare higher education programs available in the students career choice for cost of tuition, housing, books, (and child care if a teen parent.) Make a selection and justify decision using the attached handout, "College Education Comparison".

Present the attached teacher developed presentation software, "Financial Aid," to inform students about the types of financial aid available for college, who qualifies and how to apply. Fill out the Federal Application For Student Aid, (FAFSA) using the supplied data or use your personal data, if parents do not oppose.

Summarize by asking the essential question: Why do so many teen moms choose not to further their education beyond high school when financial aid is available? What are the end results of this decision for the teen and her child?

Children of teen mothers do worse in school than those born to older parents, they are 50 percent more likely to repeat a grade, are less likely to complete high school than the children of older mothers, and have lower performance on standardized tests.

Students table talk ideas to stop the cycle of poverty for teen parents and their children. Report out.

 

Day 5

Encourage participation in Family Community and Career Leaders of America state and national programs by having two FCCLA members present a teacher-student prepared illustrated talk attached, "Through the Looking Glass". The topic is teen pregnancy that uses the storyline of Alice in Wonderland.

Watch excerpts from one of the following  movies: Juno, or The Pregnancy Pact at the following Lifetime site. Students answer the movie guide sheet attached, "The Pregnancy Pact," or "Juno," as they watch the movie. Answer keys are attached to this lesson.

Students will brainstorm about how realistic the situations are to the life of a pregnant teen. Report to class.


Attachments:**Some files will display in a new window. Others will prompt you to download. JunoAnswerKey.doc
BabiesWhatDoTheyCostOneYearBudget.rtf
ThroughtheLookingGlass.rtf
MYTHSABOUTSEX.doc
ThePregnancyPact.doc
AnswerKeyTheArtofLovingWellBenandJudysStory.doc
TheArtofLovingWellBensStoryandJudysStory.doc
TeacherAnswerKey-S.E.X.andBrendasHavingaBaby.rtf
ComparisonofThreeStatesPregnancyData.doc
TheHeartisaLonelyHunterReadingCheckandAnswerKey.doc
AnswerKeyThePregnancyPact.rtf
EssentialQuestions.doc
college-compare.pdf
Junomovieguide.doc
Assessment Strategies:

  • Bell ringer summaries to "Keep Your Hands to Yourself," "S.E.X." and "Brenda's Having a Baby".
  • Essential Questions Worksheet.
  • Judy's Story and Ben's Story/Thought Provoking Questions from The Art of Loving Well.
  • Comparison of Three States Pregnancy Data worksheet.
  • FAFSA application.
  • College Education Comparison Worksheet
  • Babies: What Do They Cost? A One Year  Budget Project.
  • Movie Review: Juno or The Pregnancy Pact.
Extension:

  • Students who complete assignments early read The Heart is a Lonely Hunter from The Art of Loving Well, respond to the attached reading check sheet, "The Heart is a Lonely Hunter."
  • Students Plan and create their own Public Service Announcement for television using the captions: Don't want to stop being a teen, no pregnancy for me, I like my life too much. Submit to be used for national publicity. Review examples here, Stay Teen PSA's.

 

Remediation:

Assign a student who struggles with class work a peer helper who excels in this subject.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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