Webcam
On her “web channel,” Annie describes how to create and use a dental dam for oral sex.
For all videos in this unit:
- What did you see in the video?
- What do you think this video was about?
- What stood out to you most in this video?
- What are some of the risks/benefits of unprotected sex?
- What are some ways you can avoid the consequences of unprotected sex?
For this video:
- What are some perceptions about the various barrier methods?
- How does the media impact your daily life and the decisions you make about your body?
Materials needed: Solo cups, tape, Ping-Pong balls, many (unlubricated) condoms, paper, cardstock, markers, random class room items, images of various golf courses to spark ideas
Step 1.
Tell the class that they will all contribute in the making of an entire 18-hole mini golf course. Instead of playing with golf balls, students will push Ping-Pong balls into the different holes with their tongues while using a dental dam.
Step 2.
Divide class into groups of two to three. Tell them that they must work together with their group to design one hole of the golf course. It can be on a table, floor, classroom counter, or any other flat surface. Assign each group a hole number (1-18) and give them a specific amount of time to create their hole. Each hole must include:
- Hole Number and Par sign at the “tee” (beginning) spot for each hole
- One Solo cup, that represents their golf hole, strategically and securely placed
- Two to three “obstacles” along the way that are made with random classroom items and labeled to describe real obstacles that someone may face in using a dental dam. (Example: a stapler has a sign that reads “dental dams are expensive.”)
Step 3.
Once courses are complete, give each student a dental dam or have them make one out of an external condom. Tell them that they must hold onto their own dams to use at every hole course. Set a time to play. Groups should rotate to play on other holes. Group members will compete against each other to see who gets the lowest score (least amount of “strokes”) to push their ball into the holes (cups).
Materials needed: paper, card stock, poster paper, pencil/pen, barrier/contraceptive methods, camera (student phones), props, handout that describes barrier methods:
Step 1.
Write each of the different barrier/contraceptive methods on a small piece of paper.
Step 2.
Fold each of the papers into small squares and put all into a bowl/container.
Step 3.
Assign students to groups of three. Tell them that they are going to work with their group to create and film a DIY video, using their own phones or computer cameras, of how to use the method they randomly draw from the bowl. Give them time to gather information about their method and write a script for their video. Use the helpful PDF handout above that describes several methods. Their video must follow these guidelines:
- Length of video must be between 0:30 and 1:30.
- Create a poster sign that has the name of your video channel and show it at the beginning of video.
- All students must have a role and make an appearance in the video.
- Describe their method. What is it called? Is it a barrier, hormonal, natural/rhythm method? How is it used? Effectiveness? Common misuses?
- Use props to make videos interesting/funny.
Step 4.
Have students email you their video by a specific date and time and select a day in which all videos are shown in class. At the end of each video, ask the group to debrief:
- What stands out to you the most in what you learned during this project?
- What was the easiest/most difficult/most fun part of this project?
Step 5.
Then ask the rest of the class questions like:
- What suggestions/advice/feedback can you give them to help them improve for a similar future project?
- What is some positive feedback you can give this group?
Materials needed: poster paper, pencils, erasers, markers, scissors, paint, paintbrushes, rulers, tape, glue sticks, a copy of dental dam and condom steps:
Step 1.
Assign students to work in pairs.
Step 2.
Ask them to design and create a poster that explains what a dental dam is, how to find or make one, and how to use one.
Step 3.
Ask each pair to present their posters to the class. Grade them on accurate/clear info, spelling/grammar/punctuation, creativity, and neatness.
Step 4.
Post well-made posters in visible areas around the school. Hold a contest to vote for the top two to three. Winning posters should get mass printed and laminated to post around campus.