Education Standards

Condoms & STIs

Condoms & STIs


Students will learn about condoms as a form of contraception and STI prevention, as well as talk about safer sex strategies, communication, and how to reserach and access healthcare services and testing.

Condoms & STIs- 7th Grade, Day 4

Lesson Description

Lesson Title

Condoms & STIs

Lesson Summary/Overview

Students will learn about condoms as a form of contraception and STI prevention, as well as talk about safer sex strategies, communication, and how to research and access healthcare services and testing.

Grade Level


Suggested Time

1 hour, could take more time depending on engagement or educator preference. 

License Type


Author of Lesson

Caden DeLoach & Adaline Padlina, Linn County Public Health

Submitted By

Caden DeLoach & Adaline Padlina, Linn County Public Health


  • Identify steps for proper condom use.
  • Describe how condoms can reduce the risk of pregnancy, HIV and other STIs.
  • Acknowledge many teens successfully use condoms.

Aligned Standards, Performance Indicators, and Essential Questions

☐ Oregon Health Standards Color Coded by Topic Category - Chart Version

☐ Oregon Health & Sexuality Education Topic Categories and Essential Questions

☐ National Sexuality Education Standards (Second Edition)

Standard 3. Students will demonstrate the ability to access valid information, products, and services to enhance health.

Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health. 

Performance Indicators Covered

HE.3.7.14 Describe medically-accurate information about STDs and HIV transmission and prevention.
HE.1.7.40 Define ways to prevent HIV and other STDs.
HE.1.7.18 Analyze personal health care practices that prevent the spread of communicable and non-communicable diseases.
HE.3.7.14 Describe medically-accurate information about STDs and HIV transmission and prevention.

Essential Question(s) Covered

What are three effective ways to prevent STD transmission?
What are barrier methods, and how do different people use them?

Information & Resources for Educators

Information for Educators

Resource Document for Students

Presentation Slides

Resource Materials

CDC Teen Condom Fact Sheet
Find clinics offering reproductive health care in Oregon.

Minor Rights: Access and Consent to Health Care 

Resource Document for Students

Condom Game

Lesson Overview

Before the Lesson

  • Make sure parents/caregivers know you’ll be teaching this lesson. You can share this lesson with them and be available to answer questions so that they can opt their child out of the lessons if they feel it is necessary.
  • Make sure you have let students know that you will be covering sexuality education ahead of the lessons, and give them an option to email or speak to you privately if they don’t feel like they can join. Make a plan with them for an alternative lesson/place to be if needed.
  • Make and share with students a clear plan of where they can go if they become emotionally activated during a lesson, and how they can let you know without drawing attention to themselves. Some options might include a school counselor’s office, the library, etc. Provide students with a resource list that includes a text/call hotline for those who have witnessed or experienced child, domestic or sexual abuse. Most counties have local lines, or you can use some of the supplemental resources from the above section.
  • Prepare a clearly labeled “anonymous questions” box that can be placed near the exit of the classroom.
  • Have a flipchart or whiteboard and markers for writing down classroom ground rules.
  • Hand out blank pieces of paper or index cards.

Introduction and Opening Activity (creating classroom expectations together: 10mins), slides: 1-6

We’re going to be here over the next couple of days to talk to you about different aspects of health and sexuality. We’re going to cover the basics of anatomy, gender, and orientation; how to decide if you want to have sex; ways to keep yourself and those you engage with safe, if and when you do decide to have sex, and a lot more.

This information is valuable for all of us whether we decide to have sex or not. It helps us make informed decisions about our bodies, relationships, and health. Some of these topics can be uncomfortable for many of us to talk about,  and we want you to take care of yourself throughout the duration of our time together with these lessons. Your teacher is available to talk with you privately if you're interested in coming up with a plan to take care of yourself outside of and during these conversations.

**Please note that your teacher is a mandatory reporter (If the presenter is, state you are now as well) This means that they are required to report to either child protective services or law enforcement if they learn of abuse that someone has experienced.

This is a great way to get support when you or someone you know is experiencing harm. Additionally, we have included a list of other resources, some of which are anonymous, which you can access for support for yourself or others.

Two Resources we want to share with you now are the

National Teen Dating Abuse Helpline: “LOVEIS” to 22522,  or visit National Hotline: 1-866-331-9474

and Oregon Youthline: A free 24-hour crisis, support, and helpline for youth.. The phone lines are open 24 hours a day. The helpline is answered by youth daily from 4-10pm. CALL 877-968-8491 or TEXT teen2teen to 839863
If in person: Before class started we handed out a resources list. On that list are groups that help teens who have experienced or know someone who’s experienced unwanted sexual contact. They are free, and you can be anonymous when you reach out to them.

If online: In the google classroom that you all have access to there is a document called Resources. On there is a list of groups that help teens who have experienced or know someone who’s experienced unwanted sexual contact.

One last thing: I’ve found that a lot of times people have questions about sex that they don’t want to ask in front of their classmates.

In person: so, you all have a note card in front of you that you can use to write any anonymous questions you have. Then, as you leave the classroom, you can put them in this box (hold up box). We want everyone to submit something, think of this as your ‘exit ticket’ - if you don’t have a question, feel free to write something you found interesting or any feedback you have on the lesson. We’ll go through them and answer them anonymously at the end of class or during the next class if we run out of time.

Online: At any point during our time together, feel free to submit any questions you don’t want to ask in front

Review Your Respect Chart and Ground Rules before proceeding with the lesson.

During the Lesson

Step 1: Condoms, slide 5- 13

Slide 5: Intro:

We are going to spend part of the day talking about STIs, or sexually transmitted infections. This can make some people really uncomfortable, and one of the ways we often handle our discomfort is by making fun of something. But, STIs are more common than you might expect (about 50% of all people will get one by the time they’re 25) and it’s possible that someone in this room has had one before. So let’s work together to be respectful towards one another.

In our previous lesson, we went over how reproduction and pregnancy occur, and various methods of contraception. We used the ABC’s to help us remember the different ways. Who remembers what the A stands for? Let a student answer ‘abstinence’. Great! And who remembers what the B stands for? Let a student answer ‘birth control’.  And even though we didn’t talk about them, can anyone remember what the C stands for? Let a few students guess, and if not just tell them:

Slide 6: Condoms.  

Slide 7: What Are Condoms?

A condom is a thin, loose-fitting pouch or sheath that protects against sexually transmitted diseases (STDs) or infections (STIs).

As a barrier method of birth control (contraception), condoms prevent pregnancy by keeping sperm from reaching eggs. You can buy condoms over the counter at pharmacies, grocery stores and even online.

Slide 8: How do condoms work?

Condoms serve as barriers between bodies. They prevent pregnancy by catching ejaculate (semen) so sperm can’t eventually enter a partner’s uterus. Condoms also lower STD risk by stopping or greatly reducing people’s exchange of bodily fluids. They are the only form of birth control that also works to prevent STDs.

Slide 9: What are the types of condoms?

There are different types of condoms. You should only use one type of condom at a time during intercourse. Using more than one condom creates friction, increasing the odds of a rip or tear. Condom types include:

Slide 10: External: These condoms go over a penis to collect ejaculation fluids.

Condom Demonstration: Hold up an external condom for the class to see. External condoms are the most common, and you can get them for free at many clinics, health departments and planned parenthoods. You can also buy them at most grocery and drug stores. They’re a thin sheath that’s worn over the penis, and, if worn correctly and every time, they can work well in preventing pregnancy. They are about 82% effective by themselves. Here are the steps to putting on a condom demonstrate on a model while walking students through the steps:

  1. Check Expiration Date
  2. Carefully open package & remove condom (no teeth, scissors, or anything sharp!)
  3. Make sure the condom is pointing up (like a hat, not a baby bottle)
  4. Pinch the tip to squeeze the air out
  5. Place the condom on a hard penis & roll down all the way
  6. After ejaculation, hold on to the base of the condom & pull out of partner
  7. Carefully remove the condom from the penis without losing any semen. Tie it so none spills out.
  8. Wrap the used condom in a tissue and throw it away (don’t flush it down a toilet)


Some helpful tips:

  • Never reuse a condom. Use a different one each time you have sex.
  • Practice makes perfect! It is helpful for people of all bodies and identities to know how to use a condom correctly and safely. You can practice alone or with a consenting partner.
  • Remember, consent is required for any and all sexual contact


We went through that information really fast, so let’s make sure you remember the steps of how to put on an external condom.


Virtual Adaption: Pull up Condom Game and play the game as a class. Alternatively, you can take your own steps and print them on poster boards, and have them arrange them in the correct order.


If you are sexually active and are not ready to become a parent, it is important to use birth control to protect yourself from pregnancy. It is also important to reduce your risk of getting sexually transmitted diseases (STDs), including HIV.

Slide 11: Internal condoms: An internal condom goes inside the vagina to keep sperm from entering the uterus. A soft, flexible ring attached to the condom stays outside the vagina for easy removal. (Instructions for use on ppt Slide)

Just like external condoms, you need to use internal condoms for the entire sex act. However, since you don’t have to wait for an erect penis to use an internal condom, a person could already have it in place before anything started.

Internal condoms are made out of a type of plastic, so they’re a good option for people with a latex allergy. You can also use them with any type of lube.

Placement can be difficult, so it’s a good idea to practice by yourself ahead of time if you’re planning on using an internal condom.


Slide 12: Dental dams: These thin latex or polyurethane sheets serve as a barrier between a person’s mouth and a partner’s genitals or anus during oral sex. Dental dams reduce your risk of STDs like HPV.

The final barrier method we’re going to talk about won’t prevent pregnancy,  but it is really effective for preventing STIs. It’s called a dental dam, and it is a sheet thin of latex used during oral sex to separate a mouth from the vagina or anus. Show a dental dam, and pass it around the class. You can get them for free at the Health Department and other clinics like Planned Parenthood, or can purchase them at some retail and drug stores. Or, you can make your own from an external condom! Simply unroll a condom, cut off each end, and you’ll have a flat sheet of latex to use as a dental dam. Show students. To use one, simply:


  1. Check Expiration Date
  2. Carefully open package & remove condom (nothing sharp!)
  3. Place dental dam flat to cover vaginal opening or anus. Hold in place during oral sex.
  4. Wrap the used dental dam in a tissue and throw it away


Just like internal and external condoms, don’t flush dental dams down the toilet, and make sure to only use one per sex act. If it slips or falls down and you lose which side was which, don’t re-use–start over with a new dental dam.


Slide 13: Condoms are the only birth control that reduces your risk of both pregnancy and STDs, including HIV, depending on who’s involved. But, in order to work, condoms must be used correctly and must be used every time you have sex.

It’s important to know, however, that they cannot completely protect you and your partner from some STIs, like herpes, syphilis, or human papillomavirus (HPV). Condoms can break, slip, or leak, especially if they are not put on and taken off properly. The only sure way to prevent pregnancy and STDs is NOT to have sex.

Step 2: STIs, slides 14-20


Slide 14: STIs: The reason that we talk about condoms a lot is that (besides abstinence) they are the only form of birth control that helps stop the spread of STIs.

Does anyone know what an STI is? Wait for a student to answer. If you don’t get an answer explain: a STI is a sexually transmitted infection. By the show of hands, how many of you have heard about STIs or STDs before? Students raise hands. Great, so a few of you have heard of them and kind of know what they are. Write ‘STIs’ on a board/flipchart.  

So for those of you that have heard of them, what are some common things that you’ve heard? Allow students to answer, and write their answers on the board (even if they’re wrong). Once students have answered, go through the list and discuss each one, highlighting the ones that are true and correcting the ones that are false.

Great job! So let’s go over  things we know about STIs. Have the following on a powerpoint presentation or poster:

Slide 15: Transmission: “How do you get one?”

STIs are typically transmitted by sexual contact with someone living with the infection. Bodily fluids that can carry STIs from one body to another are semen & pre-ejaculatory fluid (aka cum and pre-cum), vaginal fluid, blood, and breastmilk. Some STIs, such as herpes simplex, can be transmitted to a newborn burning childbirth as well.

Slide 16: Symptoms: “How do you know you may have one?”

A change in the look or feel of genitals or unusual genital discharges may indicate the presence of an STI (e.g., sores, lumps, a rash, etc.). However, this is really important: a lot of people will not have any symptoms at all! Therefore, it is recommended that sexually active people get tested for STIs on an annual or semiannual basis.

Symptoms could look like:

-Burning when you pee

-Lumps, bumps or rashes on genitals

-Smelly or discolored discharge from genitals

-Pain or swelling of genitals

-Pain in pelvis, stomach or lower back

It’s really important to remember that most STIs won’t show any symptoms at all! So they best way to know if you have one is to get tested once a year if you are sexually active (and every time you have sex with a new partner).


Slide 17: Treatment: “How do you take care of it?”

Anyone who thinks that they may have an infection should promptly go to a clinic or doctor for medical treatment. It is critical to take all of the medications they give you.

-Most STIs can be cured with medicine.

-Some can’t be cured, but there are medicines that can help treat the symptoms.

-It’s important to take those medicines exactly as you’re told by the medical professional, and that you finish the complete regimen of medication you were prescribed.

Many STIs are becoming resistant to antibiotics and other medicines, because people don’t finish their medications! It’s really important to take all medications according to your prescription by a doctor or clinician, even if your symptoms have gone away.


Slide 18: Prevention: “How do you keep from getting one?”

Abstinence is the only 100% effective way to prevent STIs. The risk of getting an STI can be reduced by using a condom and/or dental dam every time one has sex. Also, some HPVs can be prevented with use of the HPV vaccine, which is now available for young people of all gender identities.

-Use condoms and/or dental dams the right way, every time

-Get tested (and make sure your partner does, too)

-A vaccine can prevent most types of HPV! (Anyone of any gender can get it, and it prevents 7 types of cancer and genital warts!) HPV is a family of viruses that can cause 7 different types of cancer, including in the mouth, throat, penis, vagina and uterus. There’s a vaccine called Gardasil that anyone of any gender can get (ideally around the age that you all are now) that has been shown to protect you from those cancers for your entire life!


Slide 19: Responsibility: “How do you take responsibility to prevent or treat STIs?”

Anyone with an STI should go to a clinic, urgent care, emergency room or doctor for treatment. It’s also important to tell anyone they have had sex with so that those people can get tested, too. Some clinics will help people tell their partners, and sometimes you can do it anonymously, too

-If you’re going to have sex, use condoms/dental dams every time

-If sexually active, get tested once a year and before having sex with someone new

-If you do have an STI, tell anyone you’ve had sex with so they can get tested/treatment

Slide 19: Accessing Services
In Oregon, minors of any age are allowed to access birth control-related information and services as well as testing and treatment for sexually transmitted infections (STIs) including HIV, without parental or guardian consent. That includes reproductive health exams, getting contraception/birth control, and STI testing. (ORS 109.610, ORS 109.640)

This law was specifically made to help teens access the reproductive health care they need. Sexual actions of any type with anyone 12 or under face severe penalties (even if that other person is a minor), so if someone 12 or under comes in looking for birth control, STI testing, or other reproductive health services, medical professionals are most likely going to have to report it (since they are mandatory reporters).

Resources for Accessing Services

Find clinics offering reproductive health care in Oregon. 

Minor Rights: Access and Consent to Health Care provides basic information about minors’ ability to consent to health care services, as well as how health care information is treated in Oregon.

CDC National HIV, STD, and Hepatitis Testing Location Finder

Slide 20: Communication

  • Find a time when you’re relaxed and can focus. You can talk with your partner to find a specific time and plan so everyone is comfortable and prepared.
  • Use “I” statements — like, “I want us to protect each other,” instead of, “You need to get on birth control.”
  • Remind them that safer sex benefits both of you.
  • Clearly state that you want to use protection if you’re going to have sex. For example “my boundary around having penetrative sex is that condoms must be used.”
  • Use positive language. For example: “I want to talk with you about this because I care about you.”
  • Make sure the conversation is a 2-way street — so talk and listen. Try to understand their point of view and ask questions.
  • Work together to get the protection you need. This means talking about how to get the protection you need and who’s going to pay for it, both now and in the future.

Do you have any other strategies for communicating with a friend or partner? What are some things you can do to prepare for a conversation that makes you nervous? (talk to a trusted adult first, write down what you want to say, share with the other person how you are feeling, etc)


Step 3 Lesson Close

Make sure all absent students are aware of rules class created, as well as the resource list and where they can go should they need additional emotional support.