Education Standards

Contraception, and STI Prevention, 9-12 Lesson 3

Contraception, and STI Prevention, 9-12 Lesson 3


This lesson reviews the basics of safer sex practices and contraception. It also introduces several laws in Oregon that revolve around consent, reproductive and sexual health access, medical consent, and more. 

Contraception & STI Prevention: Laws & Access in Oregon - HS Health 2, Day 3

Lesson Description

Lesson Title

Contraception & STI Prevention: Laws & Access in Oregon

Lesson Summary/Overview

This lesson reviews the basics of safer sex practices and contraception. It also introduces several laws in Oregon that revolve around consent, reproductive and sexual health access, medical consent, and more.  

Grade Level


Suggested Time

90 minutes

License Type


Author of Lesson

Adaline Padlina & Caden DeLoach, Linn County Public Health

Submitted By

Adaline Padlina & Caden DeLoach, Linn County Public Health


By the end of this lesson, students should be able to:

  • Name several safer sex practices to protect themselves and their partners
  • Understand the Oregon laws surrounding sexual and reproductive health access
  •  Search for local clinics and services.

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

Performance Indicators Covered

HE.1.12.14 Define contraceptive methods including emergency contraception and describe their mechanism of action.

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

HE.1.12.31 Identify the laws related to reproductive and sexual health care service (i.e., confidentiality, contraception, pregnancy options, safe surrender policies, prenatal care).

HE.1.12.32 Explain Oregon laws relating to minors’ rights around contraception pregnancy, adoption, abortion and parenting. HE.1.12.33 Describe the importance of getting tested for HIV and other STDs when people are sexually active.

HE.1.12.34 Explain that sexuality includes a multitude of sexual expressions and behaviors that are a normal part of being human.

HE.1.12.38 Recognize that many teens successfully use condoms.

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

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

HE.3.12.5 Access community resources that provide medically-accurate information about adolescent sexual anatomy and reproductive health.

HE.3.12.6 Access medically-accurate information and resources about pregnancy, pregnancy options, including parenting, abortion, and adoption, prenatal care and services.

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.3.12.12 Access medically-accurate information and resources about contraceptive methods, including abstinence, emergency contraception, and condoms.

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.

Essential Question(s) Covered

  • What sources of support are available for young people needing more information about sexuality and/or reporting bullying, harassment, abuse, or dating violence?
  • 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?
  • 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?
  • Where do you find accurate information about your sexual health?

Information & Resources for Educators

Information for Educators

This lesson covers a wide variety of topics, including how minors can access medical care without guardian consent. This may make some caregivers, parents, or other guardians nervous or uncomfortable. It’s important to remind everyone that this lesson is not meant to encourage youth to keep secrets from trusted adults, but is to help them access the services they need if they don’t have a trusted adult’s support. Youth are reminded several times that talking to a trusted adult is recommended and beneficial.

Resource Materials

Presentation Slides

Safer Sex Overview: Tips for Safer Sex and Pregnancy Prevention

For a breakdown of basic laws in each state: Sex in the States.

Student Resources Handout

Scenarios Worksheet

Scenarios Worksheet - Answer Key

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 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.
  • Prepare a clearly labeled “anonymous questions” box that can be placed near the exit of the classroom.
  • Hand out blank pieces of paper or index cards for anonymous questions.
  • Work with school IT to make sure video works properly.
  • Decide how you will present Scenarios activity (see ‘After the Lesson’ for more information) and print worksheets if appropriate.

During the Lesson

Step 1: Welcome, Review of Ground Rules & Anonymous Questions, slides 1-3

Slide 1 Welcome back! Today we’re going to be reviewing the basics of contraception and STI prevention, and then we’re going to learn more about the laws that surround sexual and reproductive health access. Slide 2 Just as before, I want to remind everyone of the ground rules we came up with 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 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 possible, answer all of them. However, If there won’t be time to answer them all, you can save some that will be covered in later lessons. Just remember to read the question and say ‘we’re going to cover this question during a later lesson when we learn about ___________’).  If virtual, allow students to send anonymous questions and feedback via an online platform. and are two platforms that offer free anonymous feedback options. 

You’ll notice that there is another index card on your desk today. Just like before, this is going to be 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 index card and drop it in our anonymous question box on your way out, 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?

I’d also like to take a minute to let everyone know that some of what we will be talking about today will include laws surrounding consent, sexual assault, pregnancy and abortion. If any part 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>. We will talk about [insert topics or overview of lesson here], and I want you all to be prepared. Are there any questions before we get started? Answer any questions.

Step 2: Introduction to Contraception & STIs, slide 4

Yesterday we talked about anatomy and reproduction. Sex is a normal and healthy part of a lot of people’s lives; however, many people (including teenagers) who are sexually active do not want to become a parent at a particular time, if at all. Often, to avoid this, they use contraception, sometimes called birth control.

Another thing that sexually active folks need to think about is the prevention of STIs, or sexually transmitted infections. You may have previously heard them called STD’s or sexually transmitted diseases, both STIs and STDs can be used interchangeably. There are many ways to prevent STIs, including using condoms and other barrier methods correctly and consistently, getting tested regularly, and not using drugs or alcohol when having sex (as these can alter motor skills and make it hard to use a condom, a person forgets, etc). Other forms of birth control such as the pill, patch, injection, implant or are not ways to prevent STIs.

Let’s watch a video that will give us a quick review of safer sex practices, and common types of birth control.

Slide 4: Watch: Tips for Safer Sex and Pregnancy Prevention.

Debrief video with students. Potential questions could be: if someone is sexually active, what is the best way to prevent STIs? Name a birth control option listed in the video. How does it work?

Step 3: Oregon Laws, slide 5-24

Slide 5. Usually by the time they get to this class, most people have heard a lot about birth control, condoms, and the prevention of STIs. However, what might not have been covered are the laws surrounding teens and these topics. Today, we’re going to talk about how teens can access birth control and STI testing, and the laws surrounding consent, medical care, pregnancy options, and parenting.

Before we get started, I’d like to acknowledge that we’re going to cover a lot of potentially sensitive topics today, and we don’t know the background of everyone in this room. What someone might think of as a harmless joke could be something that is affecting someone else’s life daily. So I’m going to ask that we use empathy and compassion when we’re having our discussions, not ask any personal questions about anyone’s experiences, and be careful about not sharing anyone else’s personal experiences outside of the classroom.

Before starting this part of the lesson, it’s important to remind students that you are summarizing the laws, and that sometimes laws exist that aren’t necessarily upheld. For instance, a youth might be on their own at 16 or 17 even if they haven’t been legally emancipated. This means that they can make some adult decisions for themselves, but they may still need support from the law when something illegal happens to them. Review Slides 6-24, using the notes and activities in the ‘notes’ section of each slide, answering questions as you go.

That was a lot of information, but it’s important that teens know their rights. However, I want to stress that if possible, it can be really helpful to talk to trusted adults. Whether that’s a parent, another family member, a teacher or a coach- there are people in your life, even here at this school, that care about you and want to see you succeed. Plus, they were teenagers at one time, too- and they have potentially gone through some similar situations. It doesn’t matter whether this is a new situation or one that has been going on for a long time, they can always reach out. Even if you don’t have someone that you can think of in your life to help you, there are agencies out there to provide you with support. It’s important that you know that you’re not alone.

Step 4: Scenarios Activity & Close

Individually, in small groups, or as one large group, have students go through the provided scenarios. Discuss and debrief each scenario as a group. Focus should be on finding local resources, analyzing how to best support friends, and using the internet to find trusted sources of information.

Now that we have talked about some of the responsibilities and decisions people have to make when it comes to their sexual and reproductive health, we’ll come back tomorrow to talk about Healthy Relationships. As always, if this class brought up any questions for you, write them down on your index card and drop it in the anonymous question box on your way out of the classroom. If you don’t have any questions, you can provide some feedback on today’s lesson. How could the lesson be made better? What do you think should have been included?  Give students a few minutes to complete their anonymous questions/feedback before they leave.

After the Lesson

The Scenarios Activity can be done in a variety of ways:

  • Students are given the provided worksheets, take them home as homework, and review later as a class
  • Students are given the provided worksheets, do them individually in class (only works if virtual or if students have access to the internet) then discuss answers as a class.
  • Students work in small groups, and each group is given one scenario. They present their answers to the class.
  • Students go through all scenarios as a large group, and discuss answers as a class.