Male & Female Sexual Identity, Sex Drive, and Risky Behaviors

Grade 6 · General Science

Semester 2 | Period 4 | Week 21

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Subject: General Science

Semester: 2

Period: 4

Week: 21

School Name:
Teacher’s Name:
Subject: General science
Grade Level: Grade 6
Date: Week 21
Lesson Duration: 45 minutes
Week & Period: Week 21, Period 4
Topic: Male & Female Sexual Identity, Sex Drive, and Risky Behaviors
Sub-topic: Understanding sexual orientation; peer pressure; risky behaviors; avoiding risky situations
Learning Objectives
By the end of the lesson, students should be able to define sexual orientation, identify examples of risky behaviors, and explain how to avoid risky situations.

Previous Knowledge
Students already know about puberty and body changes.

Instructional Materials
Charts, videos on sexual orientation and peer pressure, markers, chart paper.

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Ask learners what they understand by sexual orientation and what risky behaviors are. Discuss briefly common peer pressures.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Learners’ Activities (Expanded):

  • In groups, students brainstorm and list different sexual orientations (heterosexual, homosexual, bisexual) and discuss that everyone deserves respect, even if identities differ.
  • Learners create a T-chart with two columns: Risky Behaviors and Safe Choices. They place examples such as “drinking alcohol” under risky, and “joining a youth club” under safe.
  • Teacher shows short role-play scenarios of peer pressure (e.g., being asked to try alcohol) and guides students to suggest how the character can say “No.”
  • Pairs practice short dialogues: one learner pressures the other, and the other practices refusing politely but firmly.
  • Class discussion: “Why do some young people engage in risky behaviors?” and “How can we avoid them?”

Assessment Checks:

  • Oral questions:
    • What is one risky behavior you should avoid?
    • How can peer pressure lead to risky behaviors?
    • Give one way to stay safe when pressured by friends.
  • Quick written activity: Write one risky behavior in your notebook and beside it, one way to avoid it.

Notes (Expanded & Detailed):

  • Sexual Orientation:
    • Heterosexual: attraction to the opposite sex.
    • Homosexual: attraction to the same sex.
    • Bisexual: attraction to both sexes.
    • Important note: Sexual orientation is part of human identity, and all individuals should be respected and not discriminated against.
  • Risky Behaviors:
    • Drinking alcohol – can lead to poor judgment and accidents.
    • Smoking – damages the lungs and causes health problems.
    • Taking narcotic drugs – can cause addiction and affect school, health, and family.
    • Being in lonely places at night – increases the risk of being harmed.
    • Having unprotected sex – can cause pregnancy and spread sexually transmitted infections (STIs) like HIV/AIDS.
    • Peer pressure – can push adolescents into trying harmful activities.
  • Effects of Risky Behaviors:
    • Health problems: HIV/AIDS, lung disease, liver damage.
    • Social problems: dropping out of school, broken family relationships.
    • Legal problems: getting into trouble with the law.
  • Ways to Avoid Risky Behaviors:
    • Practice refusal skills (say “No,” walk away, change the topic).
    • Stay in safe environments (well-lit areas, avoid lonely places at night).
    • Choose good friends who make positive decisions.
    • Engage in healthy activities like sports, clubs, reading, or community service.
    • Seek guidance from parents, teachers, or trusted adults when faced with difficult choices.

Examples for learners:

  • A classmate offers you a cigarette: say, “No, I don’t smoke. I want to stay healthy.”
  • A friend dares you to skip school and go drinking: respond, “No, I’d rather play football after school.”
  • You feel pressured to do something unsafe: tell a teacher or parent immediately.

Practical Activities:

  1. Role-play refusal skills: Students act out how to say “No” when pressured.
  2. Poster-making: Groups design posters showing Risky Behaviors vs. Safe Choices.
  3. Class survey: Learners anonymously write common peer pressures they face, and the class discusses healthy responses.

Extra Assessments:

  • Multiple-choice (quick check): Which of these is a risky behavior? A. Studying with friends B. Smoking C. Playing sports D. Reading a book
  • Short-answer: Explain one way peer pressure can influence a person to make risky choices.
  • Homework: Write down three risky behaviors you have heard about in your community and suggest safe alternatives for each.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Recap sexual orientation, common risky behaviors, and strategies to avoid them. Emphasize making safe and responsible choices.

Evaluation Method (Expanded)
Exit slip/quiz: Write one risky behavior and one way to avoid it. Teacher collects slips and provides oral feedback.
Assignment (Expanded): Create a poster showing risky behaviors and safe choices.
Follow-up Activity: Role-play scenarios demonstrating how to resist peer pressure.
Differentiation / Inclusive Strategies: Group discussions, visual aids, simplified scenarios for understanding.