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."
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."
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.
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.