Should children be given sex education in school?


Sex is natural part of life and it happens with or without sex education. The meaning of sex education is high quality teaching and learning about a broad variety of topic related to sex and sexuality. Now a day, there are many kinds of conflict concerned about sexual. In Myanmar society, most of young people have been abused in sex. How do you think those problems (or) issues?  

The goal of this WebQuest is to improve their general knowledge of sexual and also their critically thinking skills. In addition to gain knowledge, attitudes, skills and values to make appropriate and healthy choices in their sexual behavior and to prevent themselves from sexuality. And then you can avoid teenager or unwanted pregnancies.

So, now you are going to read those issues in detail. Here are some link and information for debate on sex education.  


Developed by

James Seng Dan Myo, Jan Mau Pan, Lahpai Nang San, Myint Myint than, Nang Zim Awn


Students will do debate after those task.  There will be two groups (4 members in each group), affirmative constructive group and negative constructive group.

Student 1- Journalistic task and Retelling task

            Have to interview 10 persons (2 people from each class).

            Need to retell the fact that you got from the interview.

Student 2- Complication task

            Have to collect resources and fact information from the internet and interview.

Student 3- Analytical task

            Have to analyses advantages and disadvantages. And also have to find causes and effects about the topic.

Student 4- Persuasion task

            Need to persuade about the debate topic to interest the audience.


At the first meeting, students will make groups by themselves and they have to decide where they want to defend in the debate like the side of affirmative group or negative group. After that students will discuss about what to do for the debate in each group (Who is going to take which part). Student 1 will read and go to interview 10 people (2 people from each class). Student 2 will read Student 3 will read and student 4 will read

            Second meeting, in each group student 1 will share what he/she get from the interview. Student 2 and 3 will share about what they have search and read. And then they will give suggestions and summaries about their sharing. Student 4 will take notes and collect the data from their sharing. After that they will discuss again.

            Third meeting, all students from each group will share the important facts what have been discussed in their groups. And they will choose which information should be used in debate.

            Forth meeting, they will practice for debate in each group and they will help each other what he/she need to add more.

            Finally, they have to complete in front of the three judgments and audiences.   



Grading Rubric





Understanding of topic

Unclear about debate topic

Seemed to understand main points

Understood topic in-depth

Clearly understood topic in-depth and presented information forcefully and convincingly


Unorganized data, evidence, and presentation

Some moments of disorganization of materials

Organized materials and presentation

Well organized materials and presentation


Debate lacked  arguments that support proposition

Less than 4 arguments raised throughout debate to support proposition

4 arguments clearly presented to support proposition

5 or more arguments presented to support proposition; arguments complex and articulate

Evidence (statistics, examples, facts & testimony)

Few or no relevant supporting evidence

Some relevant evidence given; relevant somewhat questionable

Debate adequately supported with relevant evidence

Numerous support materials given with every point addressed throughout debate


No effective counter-arguments made did not directly address opponents’ arguments

Few effective counter-arguments made directly addressing some of opponents’ arguments

Some affective counter-arguments made directly addressing most of opponents’ arguments

Directly addresses each argument raised by opponent offers extensive evidence to refute opposing points

Delivery (eye contact, tone of voice, gestures, enthusiasm, volume, & persuasion)

No convincing few style features used

Few style features were used convincingly

Most style features were used effectively

All style features were used convincingly and persuasively


Arguments were overlapping repetitive, or contradictory among teammates

Each member of the team presented a different argument with minimal overlap and repetition

Each member of the team presented different by complementary arguments

Each member of the team presented an argument that built on previous arguments



After doing this topic, you will get a good policy in your community or country. And then you can reduce ripe case and child abuse. You can protect and understand which one is right or wrong in sex education. In Myanmar, you can teach sex education and also you can share the knowledge about sex education to your environment. So, sex education does not mean that they are approving teen sex; they are just trying to better educate. These are adults to be educated, not just they can go out and have sex but also they can be safe and protect their future. Therefore everyone should be known about sex education.   

Teacher Page

Lesson Plan

By the end of this WebQuest

The students will be able to identify the causes and effects of sex education using this WebQuest.

The students will be able to classify what are the problems of sex education using this WebQuest.

The students will be able to establish and accept the role and responsibility of their own gender by acquiring the knowledge of sex.

          Firstly, the teacher has to think the debate topic is suitable or not with the students’ level. Then, the teacher has to pre-read and gives the resources concerned about sex education such as books, searching Google and website before he/she starts this project. Plus, he/she has to instruct and guide the students how to do the process of the project and discuss in detail explaining the rubric for the competition of debate. He/she will give enough time to prepare and discuss it. During in this project, teacher should be ready to help them when the students need the teacher’s help. After debate the teacher and three judgments will give feedback to the competition members.