Lesson 3 of 6

30 minutes
Curriculum expectations: C1.3, C2.4, 1.5
Topics: Healthy Living
Communicating Clearly
Grade 7 | Understanding Sexual Health and Decision
Making

Learning Goals

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

● explain the importance of having a shared understanding with a partner about the following: delaying sexual
activity until they are older; reasons for not engaging in sexual activity; the concept of consent and how
consent is communicated; and, in general, the need to communicate clearly with each other when making
decisions about sexual activity in the relationship
● demonstrate an understanding of physical, emotional, social, and psychological factors that need to be
considered when making decisions related to sexual health.

Facility

Classroom

Equipment List

1 die per group

Teacher Resource: Anecdotal Recording Chart

Student Resource 3: 3, 2, 1 Exit Card

Minds On

Share and clarify lesson learning goals, using student-friendly language.

Grade 7 | Understanding Sexual Health and Decision Making | Communicating Clearly | Page 1 of 5
 Lesson 3 of 6
30 minutes
Curriculum expectations: C1.3, C2.4, 1.5
Topics: Healthy Living
Communicating Clearly
Grade 7 | Understanding Sexual Health and Decision
Making

As a class, remind students that thinking about your sexual health is important and is one important
component of overall health. Read the following out loud: “It’s important to have a good understanding of
yourself before getting involved with someone else. Sexual decision making is not just about making a
decision to have sex or waiting until you are older. It’s also about things such as your physical and
emotional readiness; having knowledge about safer sex and how to avoid consequences such as pregnancy
or STIs; your sexual orientation (that is, who you are attracted to); gender identity and gender expression
(that is, what gender you identify with and how you express your gender); your understanding of your own
body, including what gives you pleasure; and the emotional implications of sexual intimacy and being in a
relationship. Making decisions about sex can also involve factoring in religious and cultural beliefs. Making
decisions about your readiness for a relationship or sexual activity includes moral and ethical
considerations as well, such as the need to respect the rights, boundaries, and comfort levels of other
people.”

Highlight for students that the term “abstinence” can mean different things to different people. Tell
students: “People can also have different understandings of what is meant by having or not having sex. Be
clear in your own mind about what you are comfortable or uncomfortable with. Being able to talk about
this with a partner is an important part of sexual health.”

Consent Dice Roll

Ask students what questions they have about consent and communication with a partner. Record six of the
students’ questions on the board, numbering them 1 through 6. Student questions may include:

● What is consent?
● Why is consent important?
● Consent can be communicated with a partner by . . .
● Why does consent need to be communicated in an ongoing way (not just once)? What does that really mean –
what does that look like?
● What does “enthusiastic consent” mean?
● Communication with a partner is important because . . .
● In what situations might a person not be able to give consent?
● Does giving consent in one situation mean giving consent in all situations?
● What are ways to show respect for consent?
● What does healthy and respectful communication look like, feel like, and sound like?
● What are ways a person can say “no”?
● What visual or auditory clues would help you recognize that the other person is saying “no”?

Working in groups of 3–4, students take turns rolling a die and responding to the corresponding question of
the same number. The student who rolled the die takes up to 1 minute to respond to the prompt; then the

Grade 7 | Understanding Sexual Health and Decision Making | Communicating Clearly | Page 2 of 5
 Lesson 3 of 6
30 minutes
Curriculum expectations: C1.3, C2.4, 1.5
Topics: Healthy Living
Communicating Clearly
Grade 7 | Understanding Sexual Health and Decision
Making

other students in the group may respond for up to 30 seconds each. For students’ emotional safety, allow
students the right to pass, or to ask a friend who can help them respond to the question. One student in
each group is the timer. After each die roll, students rotate roles until each student has had an
opportunity to roll the die. Provide students with the option to pass one turn.

A&E - Minds On

Teacher observation of students’ demonstrated understanding of factors that need to be considered when
making decisions related to sexual health

Action

Scenario Response
Working in their small groups, students respond to their choice of one of the following scenarios:

1. Student A has been dating someone for a few months. Their partner wants to have sex, but they don’t
feel emotionally ready. How do they talk to their partner about this?
2. Student A wants to wait until marriage to engage in any form of sexual activity with a partner, but
Student A’s friends are pressuring them to experiment. How does Student A stand up for their beliefs?
3. Student A and Student B are sexually active together, but today Student A isn’t feeling up to it. How
does Student A say no to their partner?
4. Student A and Student B have been engaging in sexual activity, when suddenly Student A gets nervous.
How does Student A communicate that they want things to stop?

Have groups share their scenario and response with the class.

A&E - Action

Teacher observation of students’ application of critical thinking skills and demonstrated knowledge of the
importance of having a shared understanding with a partner when making decisions about sexual activity in
the relationship and their understanding of physical, emotional, social, and psychological factors that need

Grade 7 | Understanding Sexual Health and Decision Making | Communicating Clearly | Page 3 of 5
 Lesson 3 of 6
30 minutes
Curriculum expectations: C1.3, C2.4, 1.5
Topics: Healthy Living
Communicating Clearly
Grade 7 | Understanding Sexual Health and Decision
Making

to be considered when making decisions related to delaying sexual activity using Teacher Resource:
Anecdotal Recording Chart

Consolidation

Individually, students complete Student Resource 3: 3, 2, 1 Exit Card about consent, communication, and
sexual health decision making.

A&E - Consolidation

Teacher observation of students’ application of critical thinking skills and demonstrated knowledge of the
importance of having a shared understanding with a partner when making decisions about sexual activity in
the relationship and their understanding of physical, emotional, social, and psychological factors that need
to be considered when making decisions related to sexual health using Teacher Resource: Anecdotal
Recording Chart

Ideas for Extension

Consider creating a word wall on a bulletin board to support class reading and writing. Questions can be
developed from the words and used for student inquiry.

Notes to Teacher

Additional Resources
For more information on the concept of consent, refer to Canadian Federation for Sexual Health:
http://srhweek.ca/healthy-sexuality-healthy-relationships/navigating-consent/ or Ministry of Education.
(2015). Quick Facts for Parents: Learning about healthy relationships and consent. Retrieved from:
http://www.edu.gov.on.ca/eng/curriculum/elementary/HPEconsent.pdf

Grade 7 | Understanding Sexual Health and Decision Making | Communicating Clearly | Page 4 of 5
 Lesson 3 of 6
30 minutes
Curriculum expectations: C1.3, C2.4, 1.5
Topics: Healthy Living
Communicating Clearly
Grade 7 | Understanding Sexual Health and Decision
Making

For more information on a sexual health plan, refer to Canadian Federation for Sexual Health: “What is a
sexual health plan?” http://srhweek.ca/caring-for-yourself/what-is-a-sexual-health-plan/

Grade 7 | Understanding Sexual Health and Decision Making | Communicating Clearly | Page 5 of 5