Education Standards

Let's Talk About STIs (Part 2), 9-12 Lesson 7

Let's Talk About STIs (Part 2), 9-12 Lesson 7


This is the second half of a basic introduction to sexually transmitted infections (STIs). This lesson focuses on prevention, the proper way to use condoms and other barrier methods, what to expect when getting tested for STIs, and how to talk to sexual partners about STI prevention.

Let's Talk More about STIs, part 2- HS Health 1, Day 7

Lesson Description

Lesson Title

Let’s Talk More About STIs: What the Are, How To Prevent Them, and What to Do if You Get One

Lesson Summary/Overview

This is the second half of a basic introduction to sexually transmitted infections (STIs). This lesson focuses on prevention, the proper way to use condoms and other barrier methods, what to expect when getting tested for STIs, and how to talk to sexual partners about STI prevention.

Grade Level


Suggested Time

1 hour

License Type


Author of Lesson

Caden DeLoach & Adaline Padlina, Linn County Public Health

Submitted By

Caden DeLoach & Adaline Padlina, Linn County Public Health


At the end of this lesson, students will:

  • Understand how to prevent the spread of STIs
  • Understand how to use barrier methods, including external condoms, internal condoms and dental dams
  • Identify that many STIs don’t show symptoms, and that testing is the only way to know for sure if someone has one
  • Understand what STI testing is (how it is done, where to go for it, and student rights surrounding it)
  • Consider ways to help end stigma around STIs
  • Understand that youth are in charge of their bodies
  • Practice open communication with partners and medical professionals to maintain sexual health.

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

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

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

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

Performance Indicators Covered

HE.1.12.5 Describe the importance of accessing medical care and self-care and exams.

HE.1.12.19 Discuss the importance of treating people with HIV or other STDs with respect.

HE.1.12.21 Describe the laws related to sexual health care services, including confidential testing and treatment; and disclosure of STD status.

HE.1.12.33 Describe the importance of getting tested for HIV and other STDs when people are sexually active.

HE.1.12.38 Recognize that many teens successfully use condoms.

HE.1.12.39 Discuss laws related to sex and sexual health.

HE.2.12.14 Analyze the relationship between health risk factors and the likelihood of engaging in unhealthy behaviors.

HE.2.12.15 Analyze factors that may influence condom use and other safer sex decisions.

HE.3.12.11 Access medically-accurate information about STDs and HIV transmission and prevention, including local STD and HIV testing and treatment services with support for disclosure of STD status.

HE.4.12.3 Demonstrate and/or assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks

HE.4.12.7 Demonstrate the use of effective communication about the use of contraception including abstinence, condoms, and other safer sex practices.

HE.4.12.9 Demonstrate skills to communicate decisions about whether or when to engage in sexual behaviors, and to practice safer sex, including STD and HIV prevention, and STD and HIV testing and disclosure of status.

HE.5.12.8 Apply a decision-making process to make choices about contraception, including abstinence and condoms.

HE.5.12.9 Model a decision making process to make healthy choices around sexual health.

HE.6.12.7 Set a personal goal to use protection when sexually active.

HE.6.12.9 Develop short and long-term goals to maintain sexual health.

HE.7.12.5 Explain individual responsibility for testing and informing partners about STDs and HIV status.

HE.7.12.8 Demonstrate the steps to correctly use a condom and/or other barrier methods.

HE.8.12.9 Advocate for access to products, services and medical care to maintain sexual and reproductive health.

HE.8.12.10 Advocate for use of products, services and medical care to maintain sexual and reproductive health.

Essential Question(s) Covered

  • What are ways you can work with others to create and contribute to healthier and safer communities for all people?
  • How do I protect my health and the health of others?
  • What are the factors that may influence my health & wellness?
  • What skills will help me maintain my personal health & wellness?
  • How can I make good decisions concerning my health?
  • How can I set personal wellness goals to improve my overall health & wellness?
  • How can I help others to maintain or improve their health and wellness?
  • Where are the places in my community that I can go to for health services?
  • How do you identify an accurate source of sexual health information?
  • What information do you need to make a decision that is best for you?
  • How do you make an appointment for sexual healthcare?
  • What are my rights when it comes to my sexual and reproductive health?
  • What matters most to you as it pertains to your sexual health?
  • What information do you need to make a decision that is best for you?

Information & Resources for Educators

Information for Educators

Often, parents and other caregivers are interested in talking to their youth about STIs, but don’t quite know how. Talking with Your Teen About STDs offers a great guide that could potentially be used if the student goes home with any additional questions.

Resource Materials

Presentation Slides

Condom Game, Sex Etc.

Resources Handout

Lesson Overview

Before the Lesson

  • Make sure parents/caregivers know you’ll be teaching sexuality education so that they can opt their child out of the lessons if they feel it 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.
  • Make and share with students a clear plan of where they can go if they become triggered 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.
  • Have clearly labeled “anonymous questions” box placed near the exit of the class.
  • Hand out blank pieces of paper or index cards for anonymous questions
  • Prepare answers to the previous class period’s anonymous questions.
  • Ready a selection of latex barriers (various external condoms, internal condoms, and dental dams) to show the class.
  • Have models (both penis and vulva) ready for barrier method demonstrations.
  • Complete Slide 14 with local testing sites that students could access in your county. Planned Parenthoods and local health departments are good places to start.

During the Lesson

Step 1: Welcome, Review of Ground Rules & Anonymous Questions

Slide 1 (Title Slide) Welcome back! Today we’re going to continue learning about STIs (sexually transmitted infections) and how to prevent their spread.

Slide 2 Before we get started, I want to remind everyone of the ground rules we came up with yesterday as a class (review list, either by hanging up the sheet the class made previously or by asking them to review them as a group. If virtual, share the document where you had previously written them). Does anyone have any rules to add to the list? Add any additional rules.


Slide 3 Again, I want to thank you all for your feedback and questions that you put in the anonymous question box. Here are the questions from the last class. (Read the anonymous questions and answer them) If virtual, allow students to send anonymous questions and feedback via an online platform. and are two platforms that offer free anonymous feedback options. 

We are continuing with using our anonymous questions or feedback as your ‘exit ticket’ from the classroom. If you have a question you don’t want to ask in front of the class, write it down on the provided index card and drop it in our anonymous question box on your way out of the classroom, and we’ll answer it during our next session. If you don’t have any questions, give me some feedback: what did you like about today’s lesson? What didn’t you like? What would you like to learn in the future? Facilitator note: although this is the last day of these provided lessons, it is the creator’s hope that you will still answer any anonymous questions during the following class time.

As always, I’d like to remind everyone that if any of what we learn is triggering and you feel like you need to take a break during our lesson, you can <insert predetermined plan for how and where students can go here>.

Are there any questions before we get started? Answer any questions

Step 2: STI Prevention & Introduction to Barrier Methods

Slide 4 Yesterday we learned about some of the most common types of STIs and how to prevent them. Who remembers the methods of the prevention we discussed? Have students answer, defining the prevention methods discussed previously. When no more answers come up, go to Slide 5 and review any that were missed.

Abstinence (or not having any type of vaginal, oral or anal sex) is the only 100% guaranteed way of not getting an STI as a teenager or adult (some STIs can be passed in childbirth). If someone is going to be sexually active doing these things are going to go a long way in protecting that person and their sexual partners. One of the most important things someone can do is use a latex barrier correctly every time they engage in any type of sexual activity, which is why we’re going to go over how to use condoms (both external and internal) as well as Dental Dams.  Slide 6

We’re going to start with a quick video that outlines how to use external condoms. Slide 7.  Watch video Condoms: How To Use Them Effectively.

Hold up an external condom. This is an external condom, and what was featured in the video. It’s the most common type of latex barrier, and can be placed on a penis during vaginal, anal, or oral sex. As the video mentioned, there are lots of different types of condoms and they come in a wide variety of sizes, colors, textures, and more (if possible, show students a variety of condoms). All, if used correctly, are 98% effective at preventing pregnancy and STIs. Let’s go through the steps of how to put one on.

Using a model, go through the steps on slide 8 and put the condom on the model. If possible, once completed, have some students come to the front of the class and also practice putting the condom(s) on model(s). This can be incentivised with extra points, prizes, etc, or be made into a race between students to increase participation. Facilitator note: Having students actually practice putting a condom on a model is the most effective way of teaching this subject. However, as someone who has taught in a district that does not allow condoms into schools, that might not be an option. If this is the case for you, you can have students tell you, step by step, how to put the condom on the model. If teaching virtually, you can have students put the steps in order using the condom game by Sex Etc..

Another effective latex barrier that can be used is the internal condom. Hold up internal condom for class to see. These are placed into the vulva or anus, and can be used when having sex with a partner with a penis or a vulva.  Walk students through slide 9, using the same methods as you did for the external condom.

The third type of latex barrier we’re going to discuss today is a dental dam. Hold up dental dam for class to see. This is held over the vulva or anus during oral sex. Go through slide 10 with class, showing how to hold it in place over a model. If someone doesn’t have a dental dam on hand, one can be made using an external condom. Show students how to make a dental dam out of an external condom using the photographic guide on slide 10.

Does anyone have any questions about anything we’ve covered so far

Step 3: Testing

So far, we’ve talked a lot about preventing STIs. But how can you know for sure if someone has one or not? Allow students to answer- stop when someone comes up with ‘get tested’. Exactly! Since lots of STIs don’t show symptoms, the only way to know for sure if someone who is sexually active has an STI is to get tested. And while maybe it sounds a little scary, it’s actually really quick and easy, is mostly painless, and it can prevent some potentially serious problems down the road.


We’re going to start by watching the journey of someone named Molly, who’s going to walk us through what it’s like to get tested.  Slide 11 (I Got STD Tested For The First Time | Health, Video) After finishing the video, debrief with students. Some potential questions could include: does getting tested seem easier or harder than you expected? What might be some barriers to someone getting tested? What are some ways they could work around those barriers? How could you bring up getting tested with your partner(s)?


While the video went through some of the testing basics, there are a few other things I’d like to cover. Review Slides 12 & 13, using the notes below the slides. If possible, end by adding a slide of where students can get tested locally.

Step 4: Conclusion

Thank you for all of your participation today, and I hope you learned something new. That was a lot of information, but the big takeaway is to protect yourself and your partners. Make sure you are communicating openly and honestly with your partner(s), and if you are sexually active make sure you are using barrier methods consistently and correctly and getting tested regularly.


Today was our last day of sex ed, but if you have any questions about what we’ve covered so far, go ahead and still write them down on your card and drop it in the box and we will still go through them tomorrow. If not, feedback is always appreciated. Give students the final few minutes of class to fill out their anonymous question cards.

After the Lesson

  • Provide students with local STI testing information (via email, handout, etc)
  • If possible, make condoms accessible to students. You can get them for free from most Local Health Departments, Planned Parenthoods, or have them delivered for free via Oregon – ONE® 
  • If students have additional questions, planned parenthood has an anonymous chat bot called Ask Roo that provides free, confidential questions to a wide range of questions. .
  • If time, the following lesson (adapted from Advocates for Youth 3Rs Curriculum) can be a great way to teach students about the spread of STIs. It is expected to take anywhere from 20-30 minutes, depending on the size of the class and debrief time.


Before class, prepare some index cards or scratch paper. In the bottom corner of the blank side, write an “S” on three cards, and at least 4 of each of the following: a “U”,“A”, “C” and “P.” Leave the remaining cards blank. Pass out them out to students and say:


On the count of three, we’re going to say go. When we do, go ahead and get up and start moving around the room. 1-2-3 go! Give students about 20 seconds to start moving around the room. While they wander around the room, write ‘Best Movie’ on the board. Alright, everyone stop! I want you to find the person closest to you, and spend the next two minutes talking about what you think is the best movie ever, and why. When you’re done, sign each other's card, and then give them back (you want to end up with your own card). Allow students 2 minutes to chat. Finish up and start moving around the room again. Let students move around the room for about 15 seconds. If you want, play some fun music. When the music goes off, students will know they need to stop. During this time, write Vacation on the board. Alright everyone, we’re going to do the same thing: with the person next to you, spend the next two minutes talking about where you would go on your dream vacation if you had an unlimited amount of money and time. When you’re done, make sure to sign each other's cards, but get your original card back. Ready go! Allow students two minutes to chat. Let’s do it one more time! Move around the room again (allow 15 seconds for them to move around the room. During this time, write ‘Coolest thing I’ve learned’ on the board). Same thing: find the closest person next to you! This time take two minutes to talk about the coolest/most interesting things you’ve learned so far in sex ed. And same thing: make sure to write your names on each other’s cards and get your own back. Allow students to talk for 2 minutes. Great work! Go ahead and go back to your seats!


This activity is a way to show just how quickly STIs can spread. For this activity, we are going to pretend that the conversations you just had represent sexual encounters. Everyone turn your card over to the unlined side, and in one of the bottom corners you would see a letter. If you have an ‘S’ on your card, can you please stand up? Three students should stand up. The ‘S’ stands for STI. For those of you who are still seated, look at your cards. If you have the names of anyone who is standing on your card, stand up. Let students stand.


  • Of those who just stood up, if you have an ‘A’ on your card, you may sit down. An ‘A’ means you chose to remain abstinent –  which means you didn’t do anything sexual after all, and couldn’t get an STI.
  • If you have a ‘C’ on your card, you may also sit down. A ‘C’ means you used condoms or other latex barriers, so you were at very low risk for an STI, or pregnancy if you were with a partner of a different sex.
  • If you have a ‘P’ on your card, it means that if one person in the relationship can get pregnant or has another reason to take the pill, they’re on the pill – but that’s the only method you used. So, great job protecting yourself and your partner against pregnancy if that was a risk, but since the pill offers NO protection against STIs you have to remain standing.
  • “If you have a ‘U’ on your card, it means the sex was unprotected. That means you did not use any condoms or other latex barriers during your sexual encounter. Remain standing.
  • If you have a blank index card, it means you were using alcohol or drugs during the encounter and can’t remember what happened, including whether you used any kind of condoms or latex barrier. Since you can’t be sure, you need to remain standing.


For the rest of you who are still seated, look at the people who are now standing. Do you have any of their names on your card? If so, stand up. Repeat the same process of elimination as above, reminding them what each initial stands for. Do this entire process a third time to represent all three conversations or sexual encounters. 


So even though we started with just 3 people standing, now we have ___ people who have potentially been exposed to an STI because they weren’t using any type of protection. After seeing this activity, what are some ways to prevent the spread of STIs? Allow students to answer. Debrief activity with students, making it clear that these are random, made up scenarios and are not representative of someone’s actual STI status.