Activity of the Month

Why Sex?

Objective:

  • To allow students to explore the reasons why people choose to engage in sexual activity and why they choose not to

Materials:

  • 10-15 foot long piece of newsprint or paper (amount necessary depends on class size)
  • Colored markers (one for each person in the class)
  • Large area in which to spread the paper
  • Chalkboard/smart board/extra sheet of large paper and chalk/markers

Steps:

  • Spread out the sheet of newsprint. Leave a lot of room around it for student movement. If desks cannot be easily moved, a hallway is a good but this activity can get a little noisy
  • Give each person a marker
  • Ask students to pair up and go to the newsprint
  • One person in each pair will stand on the newsprint while their partner traces his/her footprints onto the paper. This can be done with or without shoes. Make sure the footprints are labeled with that person’s name or initials. (Note: When done, the tracing will be very close together. This is good)
  • Once the entire class has finished tracing, each student needs to sit near his/her footprints

 

  • Instruct the student that inside the left foot they are to write all the reasons why people have sex. Tell students to consider people of all ages and backgrounds
  • Instruct students to now write all the reasons why people don’t have sex in the right footprint
  • Ask students to return to their seats when done
  • Lead brainstorming exercise on the reasons why people do and do not have sex. Write all the responses on the chalkboard/smart board/large sheet of paper
  • Discuss each list with the class
    • Possible discussion questions:
      • What are some of the good reasons for having sex?
      • What are some bad reasons?
      • Do some reasons fit in both categories?
      • Are there really any bad reasons for not having sex?

 

  • Ask students to return to their footprints and stand in them
  • Ask all students to stand in their right foot only, without touching anyone else. As they are precariously balanced, walk around and gently push on a few people. The people you push will lose their balance and fall into others, causing others to lose their balance
  • Now, ask students to link arms within the group when they stand on their right foot. Once again, walk around the group and gently push on a few people. There will be little or no loss of balance this time
  • Ask the students to return to their seats for discussion:
  1. What did the linking of arms represent? Arms were linked to show the strength of support among a group. If a teen has made a decision not to engage in sexual activity, the support of his/her peer group is essential to that teen remaining true in their resolve. Without outside support, a person is easily put off balance and can be influenced to take the path of least resistance.
  2.  How does this relate to sex? See above discussion on support. It also can be sued to show the effect of peer pressure among a group. Some students were able to stand just fine without the support of others, but others were pushed over by another student. Outside influences can be both positive and negative when it relates to sexual activity.