ANALYZING

CONTRACEPTION OPTIONS

LESSON INTRODUCTION:
The purpose of this lesson is to identify and categorize the various forms of contraception and
discuss influences on, and reasons why, students may or may not choose to utilize contraceptive
methods.

OBJECTIVES: GRADE: High School

Students will be able to… LENGTH OF LESSON: 55 min
• Analyze influences on choosing a SEQUENCE: 9
contraceptive method
• Understand different forms of
contraception
• Categorize types of birth control
• Examine real life scenarios related to using ACTIVITIES:
contraception
9.1 Anonymous Question Box

VOCABULARY: 9.2 Reasons for Contraceptives

• Barrier method
• Hormonal method 9.3 Contraceptive Speed Sort

9.4 Scenarios and Influences:

Which Method?
STANDARDS:
Wisconsin Standard for Health Education
• Students will analyze the influence of fam-
ily, peers, culture, media, technology, and
other factors on health behaviors.
MATERIALS/TECHNOLOGY:
National Sexuality Education Standards
• PR.12.CC.1 Compare and contrast the • “Birth Control Method” Cards
advantages and disadvantages of (cut into individual cards, 1 full set for
abstinence and other contraceptive each group)
methods, including condoms.
• Worksheet: Which Method?
• PR.12.INF.1 Analyze influences that may
have an impact on making choices about • Answer Key: Which Method?
contraception including abstinence and
condoms. • Assessment Rubric
• SH.12.INF.1 Analyze factors that may
influences condom use and other safer sex
decisions.

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 Activity 9.1: Anonymous Question Box
(5 minutes)

Take a moment to check in on the ground rules for the Human Growth and
Development unit. If there are questions in the anonymous question box, answer
them using the Answering Difficult Questions Protocol found in the introduction of
the curriculum. Remind students that the box will be available throughout the
remainder of the Human Growth and Development unit.

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 Activity 9.2: Reasons for Contraceptives
(5 minutes)

Get a quick assessment of the class as you start this lesson by asking them to
brainstorm “Reasons People Use Birth Control/Contraception” and “Reasons People
Choose Not to Use Birth Control/ Contraception.” Answers may include: they are
abstinent, not engaging in sexual activity with risk of pregnancy or contracting an
STD, they are in a monogamous relationship and both partners have been tested, etc.
Ask students to think about these reasons as they go through the activities in the
lesson. You should feel free to address these and/or refer to them as you go through
the activities as well, particularly if there is conversation around why one would not
want to use contraception. Students may feel pressure from other students to not use
contraception or do not want their parents to know.

Remind students that high school students in Wisconsin have been increasingly
using condoms the last time they had sex – it is the most common method. Use of
the birth control pill has remained stable over time. The percentage of students using
no method to prevent pregnancy or STIs/STDs has decreased over time.

NOTE TO TEACHER: Because this lesson focuses on contraception, it may be difficult

to keep language inclusive. Be aware that many students that identify as gay or
lesbian also have penis-in-vagina sex that puts them at risk for unintended
pregnancy. This is particularly true in communities where there is still a great deal of
stigma or non-acceptance of same-sex relationships.

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 Activity 9.3: Contraceptive Speed Sort
(20 minutes)

Let students know now they’re going to learn about contraceptive methods. Teach
the contraceptive methods here, using the contraceptive speed sort cards and
definitions as a guide:

 Abstinence
 Birth control pills
 Patch
 Vaginal ring (NuvaRing)
 Implant (Nexplanon)
 Depo-Provera injections
 Emergency Contraception
 External Condom
 Internal Condom
 Sponge

Break the class into groups of four. Pass out a set of Birth Control Method Cards to
each group. Let students know this is a sorting game with multiple rounds. You’re
going to call out and discuss the categories for each round, and the teams should
start sorting when you say go and start the timer. Once a team has its cards sorted, a
team member should stand up. Once every team has someone standing, have the
first team standing read out the cards they placed in the categories for that round.
Have the whole class help you check for accuracy.

Round 1: Definitions

Set a timer for three minutes. Instruct students to match the contraceptive method
to the proper description. When three minutes is up, or all teams have someone
standing, do an informal assessment by looking around the classroom to notice how
many matches groups got. If there is a method that most students did not know
about, talk about its definition as a group.

Round 2: Hormonal or Barrier

Next tell students that different methods work to prevent pregnancy in different
ways. Some methods are hormonal, meaning they change the hormones in a
person’s body to prevent pregnancy, and some are barrier methods, meaning they
create a barrier to block sperm from reaching an egg.

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 Examples: The ring releases hormones to stop the releasing of an egg, which means
no fertilization and no pregnancy. The external condom wraps around the penis to
prevent sperm from entering the vagina.

Set a timer for three minutes. Instruct students to sort the methods into hormonal or
barrier categories.

Repeat the game for the following three rounds providing clarification and further
teaching as needed.

Round 3: Prescription or Over-the-Counter

Let students know that some of the methods are available by prescription only and
some are available over the counter.

Round 4: Long-Acting (weeks, months, years), Daily, or With Each Act of

Intercourse

Let students know that some of the methods are long-acting, some must be used
daily, and some must be used with each act of intercourse.

Round 5: Protects Against STIs/STDs and Does Not Protect Against STIs/STDs

Let students know that some methods protect against STIs/STDs while others protect
against pregnancy only and not STIs/STDs.

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 Activity 9.3: Birth Control Method Cards
Choosing not to have vaginal,

Abstinence oral, or anal sex; 100%

effective; 100% STI/STD
protection; cost = free

Birth control pills work by

Oral hormones which block the LH

surge and prevent an egg from
being released. A pill is taken at
the same time daily. No STI/STD

contraceptives protection.

A T-shaped piece of plastic that

Intrauterine gets inserted into the uterus

that prevents sperm from
fertilizing an egg. Offers
between three and twelve years

Device (IUD) of protection, available in

hormonal and nonhormonal
forms. No STI/STD protection.

Patch
Slowly releases hormones
into skin to prevent
ovulation. Replaced weekly.
No STI/STD protection.

Small rod implanted in upper

The Implant arm; slowly releases

progesterone to prevent
release of the egg. Good for
three years. No STI/STD

(Nexplanon) protection.

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 Shot given once every four

Depo-Provera months. Progesterone that

prevents ovulation. No STI/STD
protection.

Injections
Ring inserted vaginally and

Vaginal ring remains there for three

weeks; releases hormones to
inhibit the releasing of the
egg; replace monthly;

(NuvaRing) reversible; 99%effective; No

STI/STD protection

Prevents release of the egg

Emergency from the ovary and may prevent

fertilization. Should not be used
as regular form of birth
control—best in the first 24

Contraception hours although some now

available that can be used up
to 72 hours after unprotected
sex. No STI/STD protection.

Latex covering for the penis.

External Traps sperm and prevents

contact with an egg. STI/STD
protection when used properly.

Condom
Polyurethane liner fitted

Internal into the vagina. Blocks

sperm from entering the
uterus. STI/STD protection
when used properly.

Condom
 Activity 9.4: Scenarios and Influences: Which Method?
(20 minutes)

Remind students of the four steps of analyzing influences that they learned in Lesson
8. Let students know they’re going to spend time working in pairs to complete a
worksheet. The Which Method? Worksheet will describe scenarios of young people
facing influences around sex and needing to make decisions about contraception.
Post the four steps to analyzing influences in the room and encourage students to
practice using it in completing their worksheets.

1. Identify people and things that might influence you (e.g. family, culture, peers,
media, technology, perceptions of norms, personal values, health risk behaviors
[such as alcohol and other drugs], public health policies).
2. Evaluate how the influence might affect your health behavior and decisions.
3. Choose positive influences on health.
4. Protect yourself from negative influences on health.

Once students have gone through the scenarios in pairs and written down their
answers, discuss each scenario as a large group capturing the influences the students
identified and the contraceptive choices that need to be considered with each
scenario. Use the Probable Answer Key for Which Methods? Worksheet at the end
of the lesson to guide discussion. At the end of this activity, collect the completed
worksheets.

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 Activity 9.4: Worksheet: Which Method?

The decision to be abstinent, or sexually active and use a contraceptive method, is a

very personal one. Read the scenarios below and determine what birth control
method you think best fits the situation best. There are no “right” answers, just be
sure to think through the questions using the four-step analyzing influences model
before you decide.

1. Identify people and things that might influence you (e.g. family, culture, peers,
media, technology, perceptions of norms, personal values, health risk behaviors
[such as alcohol and other drugs], public health policies).
Example: Students deciding how to protect themselves from pregnancy and
STDs may be influenced by their sexually active friends, their families, and
messaging they see on social media.
2. Evaluate how the influence might affect your health behavior and decisions.
Example: Some friends use condoms, some condoms and the pill, and some
nothing. Our families have beliefs that people should not have sex until
marriage. Messaging on social media aimed at teens make it seem like
everyone our age is having sex.
3. Choose positive influences on health.
Example: Keep parents’ views in mind and learn from friends who have
experience with condoms and with the pill.
4. Protect yourself from negative influences on health.
Example: Avoid relying on social media ads for advice on sexual health. Seek
out reliable online sources of information specifically for teens. Seek out more
friends who have decided not to have sex or to use a barrier method and a
hormonal method. Ask about their experiences. Communicate with each other
about ways to be physically intimate that would not be against your families’
beliefs.

1. Trista is very religious and committed to her family. Although she is very in love with
her boyfriend of eight months, she does not want to disrespect her parents. She is a
first-generation American and her family struggles to pay the bills. She doesn’t really
have the money to spend on birth control either.

What influences is Trista facing?

Which birth control method may be best for Trista?

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 2. Dave and Sula are both 17. They just started seeing each other and there was
immediate chemistry. They met at their after-school jobs and they are both very
focused on the future. Sula wants to be a doctor and Dave is hoping to study
international economics and travel abroad. They know marriage and a family would
be at least six-to-eight years away.

What influences are Dave and Sula facing?

Which birth control method may be best for Dave and Sula?

3. Sam and Alex are both in chaotic living situations. Sam lives with their sister and
sister’s family, which includes two small children. In fact, Sam shares a bedroom with
two small children. Alex goes to the alternative school and works full time to help
support their family. Alex and Sam have been together for almost two years and have
stayed together through some very rough times for their families. They started having
sex five months ago, but it is hard to find a place where they can be alone together.
Sam sees firsthand how challenging it is to raise children and is not interested in
getting pregnant any time soon.

What influences are Sam and Alex facing?

Which birth control method may be best for Sam and Alex?

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 4. Katie and Trey have been using condoms for the past six months. They both went
and got STD tests. They both feel like it would be nice not to have to use condoms.
Katie is afraid of hormones because her mother said she gained weight taking the pill
when she was younger. Katie has a great relationship with her mom and they have
talked about sex openly. She wants to learn more and make her own choice.

What influences are Katie and Trey facing?

Which birth control method may be best for Katie and Trey?

5. Mai Lo and Mike have been going out for a few months and just made the decision
to be sexually active. They want to be responsible since they both have plans to leave
their small town and go to college next year. They have both had other sexual
partners. The family planning clinic near them has closed and neither of them have
regular access to a car. There is a pharmacy in town that they can walk to from the
high school.

What influences are Mai Lo and Mike facing?

Which method may be best for Mai Lo and Mike?

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 Activity 9.4: Probable Answer Key for Which Method?
Worksheet

 Trista
What influences? Which method? (Probable answer: abstinence; committed
to family values)

 Dave and Sula

What influences? Which method? (Probable answer: LARC/IUD; long acting
and reliable)

 Sam and Alex

What influences? Which method? (Probable answer: shot, implant, LARC-long
acting, do not need to take it every day or every time you have sex)

 Katie and Trey

What influences? Which method? (Probable answer: the pill; concern about
reaction to hormones so could stop taking it at any time, but based on condom
use could do a daily method)

 Mai Lo and Mike

What influences? Which method? (Probable answer: condoms; easily
accessible in their rural community and protect against STDs)

NOTE: Students may have chosen other influences or methods for these
scenarios for valid reasons, which is also acceptable.

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 Homework
(5 minutes)

Have students write a letter to themselves to be opened one year from now. In their
letter, they should address if they want to practice abstinence or use contraception. In
writing their letter, they should use the four steps of analyzing influences to: identify
people and things that might influence them (e.g. family, culture, peers, media,
technology, perceptions of norms, personal values, health risk behaviors [such as
alcohol and other drugs], public health policies); evaluate how these influences might
affect their decision; discuss how they will utilize positive influences that support their
decision; and how they will protect themselves from negative influences that could
derail their decision. Students do not need to hand this letter in to you but check in
during the next class to ensure students completed the assignment and address any
lingering questions.

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 Assessment Rubric
Use the following rubric to assess student mastery of learning objectives, based on
classroom participation in the contraceptive sorting game and the scenarios and
influences worksheet.

Student name:
Learning Outcome Not Present Developing On Target
Student Student Student
Analyze influences on participation and participation and participation and
choosing a work reflects work reflects work reflects
contraceptive minimal to no some thorough
understanding of understanding of understanding of
method
the objective. the objective. the objective.
Student Student Student
participation and participation and participation and
work reflects work reflects work reflects
Understand different minimal to no some thorough
types of understanding of understanding of understanding of
contraception the objective. the objective. the objective.
Student Student Student
participation and participation and participation and
work reflects work reflects work reflects
minimal to no some thorough
Categorize types of understanding of understanding of understanding of
birth control the objective. the objective. the objective.
Student Student Student
Choose a participation and participation and participation and
contraception option work reflects work reflects work reflects
or other healthy minimal to no some thorough
decision for real life understanding of understanding of understanding of
scenarios the objective. the objective. the objective.
Teacher comments:

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