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West Virginia State University College of Professional Studies: Department of Education Teacher Candidate _Annamaria King___ Date___Monday Novemeber

4,2013_____ School _St. Albans High School_ Grade/Subject _______Health Grades 9-12______ Lesson Topic _Sexually Transmitted Diseases: Debunking Fact and Fiction _____ INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Become familiar with common Sexually Transmitted Diseases (STDs) Identify resources for accurate information about STDs Develop an understanding of their personal responsibility in preventing the spread of STDs Cooperate in group discussion and collaboration to explore facts and myths surrounding STDs WV CSOs HE.HS.1.04 differentiate between the causes of communicable (e.g., STDs, HIV/AIDS, bacterial/viral infections) and noncommunicable (e.g., heredity, lifestyle, environment) diseases. HE.HS.1.05 identify and apply skills to prevent communicable (e.g., STDs, HIV/AIDS, bacterial/viral infections) and noncommunicable (e.g., heredity, lifestyle, environment) diseases. HE.HS.4.01 utilize effective communication skills concerning alcohol, tobacco, and other drug, nutrition, sexuality, and relationships with peers, family and others. HE.HS.5.01 apply a decision-making process for various life situations (e.g., alcohol, tobacco, and other drugs, food choices, weight control, relationships, health care providers, making purchases, education and career options). HE.HS.5.02 identify and discuss health concerns that require collaborative decision-making (e.g., sexuality, STDs, HIV/AIDS transmission/prevention, refusal skills). NATIONAL STANDARDS AAPHERD-NASPE-Health Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. MANAGEMENT FRAMEWORK Describes how time is set to accommodate the lesson. Just give time and not details. For example: Overall Time (2 days) 2- 50 minute lessons Day 1 Time Frame 10 min. teacher intro and demonstration 5 min. divide class into home groups 2 min to find expert groups 20 min in expert group 3 min to get back to home group 5 min. for home groups to discuss 5 min regroup assessment and homework assigned

Day 2 Overall Time 50 minutes 40 minutes home group presentations 10 minute assessment STRATEGIES Student led discussion, group presentations, group practice, guided instruction, teacher explanation, cooperative groups, and jigsaw strategy. DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS Instructor will group students of varying levels of academic achievement. In these particular classes I do not have to make any adaptations, however in my future classroom I can adjust the amount of work that will be assigned. Another adaptation would be to shorten the readings to be completed in the expert groups and assign a peer to follow a struggling reader. PROCEDURES This section has three parts, each are an important part of the lesson. Introduction/ Lesson Set Instructor will play a classic TLC song entitled Lets talk about Sex as the students enter the room and get settled before the Bell rings. The list of acronyms will be listed on the Smart Board for diagnostic assessment. Body & Transitions This is a sequence of events for the lesson. Use bullets, clearly state what you will be doing in sequence. If you use material, state: See Attachments. If students will be moving during the lesson (transitions) state how this will be arranged. Diagnostic Assessment List of Acronyms to be identified prior to lesson Use of smart board, paper, pencil Lesson explanation Objectives discussed Activity explained Instructor will divide students into home groups Jigsaw activity Students will move into expert groups Students will be given the passages from Trade book Students will read passages Students will become experts on specific STD from their passage Formative Assessment Instructor will walk around the classroom monitoring the expert groups as they analyze passages and collect information Home groups Students will move back into home groups and start discussing what they have learned Students will answer 5 questions as a group and develop a 3-5 minute presentation about what they have learned. Day 2 Summative Assessment

Presentations Group feedback/Individual feedback from group members True/False quiz Closure We will wrap up presentations with a quick True/False quiz and then sum up what we have learned. Instructor will drive home the importance of knowing what information is needed in order to make positive health decisions. Once you figure out what you do not know, you need skills in identifying good, accurate sources of health information. Identifying and accessing that information is a skill you can use for any health questions you may have.

ASSESSMENT Diagnostic: Students will be assessed on prior knowledge by being given a list of STD and related acronyms projected onto the Smart Board. Students will have roughly 2-3 minutes to list the name of the STD and related acronyms as well as a brief description of each. HIV STD HPV CDC (HE.HS.5.02) Formative: Formative assessment will take place during careful observation of students during collaborative interaction. Students will be assessed on how well they are cooperatively working, and how well they are communicating. (Instructor will have a notebook with sticky notes to notate behavior while collaborative interaction is taking place) Expert Groups 1. Symptoms of Herpes Is it curable? Is it treatable? How is it spread? Is it preventable? 2. Symptoms of Chlamydia Is it curable? Is it treatable? How is it spread? Is it preventable? 3. Symptoms of Gonorrhea Is it curable? Is it treatable? How is it spread? Is it preventable? 4. Using Case Studies List common misconceptions of Herpes 5. Using Case Studies List common misconceptions of the spread of STDs in general 20 students 4 home groups of 5 5 expert groups of 4

(HE.HS.5.01, HE.HS.4.01)

Summative: Summative assessment will take place in the form of a brief presentation of each of the three home groups. Students will have 5 minutes as a group to elaborate on what they have learned during the Jigsaw Grouping activity. Questions to be answered for Presentations 1. Describe the physical symptoms of Herpes Simplex Virus (case study Elaine & Justin) 2. What are some of the mental, emotional, and social issues that a person may have to deal with in having Herpes? 3. Looking at Case Study Lynda, she finds out she has what 2 diseases? Describe both. 4. Looking at Case Study Mason, predict what he will do now that he has been diagnosed. Will he tell his partners? Should he? 5. Describe several misconceptions people have about STDs. Students will also take a short True False quiz as the presentations have concluded. ( HE. HS. 1.04, HE. HS.1.05) MATERIALS Smart Board Paper Pencil/Pen Laminated STD Images Note cards Trade Book Passages from Seductive Delusions Trade Book EXTENTED ACTIVITIES If Student Finishes Early The students will be working as a group; the amount of work necessary per student will keep them engaged. If the student is not speaking they are to be listening to another group member or home group speak. Additional Health pamphlets will be given to students who seem to have finished any personal work early. If Lesson Finishes Early In the event the lesson finishes early, the students will be given an opportunity to provide feedback on their group member efforts to achieve success during brief class presentations. Students will then provide feedback of Home group presentations. If Technology Fails This lesson does not rely on technology. Students will not have time to create a power point for their brief presentations, so they will be able to just come to the front of the classroom and give their speeches.

POST-TEACHING Reflections The overall lesson went well, the students enjoyed reading the passages and how easy it was to obtain the information in the Trade Book passages. The bullet points at the end of each passage made the information readily available for students to take notes and prepare to summarize for their home groups. The students did an excellent job of absorbing the information and taking it back to their home groups. Everyone collaborated well and accomplished their individual jobs. I needed more class time for the groups. Even with minimal required work we nearly ran out of time on day one. The students did a great job of working on the questions at home and having them ready for their presentations, but I feel as if students could have completed everything in class if we would have had 15 more minutes. Day two I diverted from the original plan, I allowed the students a few minutes to finish presenting their home group findings. Then we had a wonderful speaker on Sexually Transmitted Diseases. Dr. Teag from CAMC came in and did a fantastic job reiterating everything that my lesson had just went over. Dr. Teag had no activities for the students so the lecture was able to delve into more detail and cover more topics. I was very impressed with her poise as she discussed these topics with the students.

STDs
Based on the knowledge you have gathered from Home Groups, Expert Groups, and Presentations determine if these statements are True or False. 1. Viral STDs can be cured with antibiotics. True False

2. The CDC tests and approves drugs used in HIV treatment. True

False

3. Some STDs have no visible symptoms.

True

False

4. Untreated STDs eventually clear up.

True

False

5. Condom use provides limited protection from STDs.

True

False

6. Mutually faithful monogamous partners have little or no risk for HIV infection. True False

7. Testing for STDs is only available through private physicians. True False

8. It is possible to be infected with more than one STD at a time. True 9. Sex is not the only way that STDs are transmitted. True False False

10. By changing sex partners often, you lower your risk for contracting an STD. True False

STDs
(Teachers Guide) 1. Viral STDs can be cured with antibiotics. False

(Only bacterial STDs respond to antibiotic treatment. Once a person is infected by a viral STD, the virus stays in the body) 2. The CDC tests and approves drugs used in HIV treatment. False

(The FDA (Food and Drug Administration) is the government body that oversees testing and approval of drug treatments. The CDC monitors, conducts surveillance and investigates outbreaks of the various communicable diseases including STDs.) 3. Some STDs have no visible symptoms. True

(Many of the common STDs have no outward signs, particularly for women, and therefore may go undetected for years.) 4. Untreated STDs eventually clear up. False

( Depending on the infection, an STD that is untreated can continue to damage the reproductive system or other organs. Any type of STD needs diagnosis and treatment to limit its potential effects on the body.) 5. Condom use provides limited protection from STDs. True

(Condoms are a barrier method of protection, and are effective for those infections involving exchange of body fluids. For some infections, like herpes, and HPV, which can be transmitted skin to skin, condoms offer little or no protection depending on where the infection is located on the genitals.) 6. Mutually faithful monogamous partners have little or no risk for HIV infection. True

(Assuming that neither person is infected when the relationship begins, then being faithful and monogamous greatly limits the chance for infection from HIV or any other STD.) 7. Testing for STDs is only available through private physicians. False (Public health departments and other community clinics offer confidential testing for STDs in addition to private physicians. ) 8. It is possible to be infected with more than one STD at a time. True

(Multiple STD infections can affect a person at the same time. Some STDs like herpes, or syphilis that cause open sores actually increase the likelihood of infection by other STDs, including HIV, since they create a portal of entry for other infections.) 9. Sex is not the only way that STDs are transmitted. True ( Transmission of STDs is not limited to oral, anal or vaginal intercourse. Some of the infections, such as Hepatitis B and HIV, are transmittable through unsterile needles, whether it be during injection drug use or by tattoo artists.) 10. By changing sex partners often, you lower your risk for contracting an STD. False ( Just the opposite, the more sexual partners a person has, the greater their risk of coming in contact with an infected person. Currently, about 1 in 4 sexually active teens is infected with an STD. And the fact that often female teens may have a partner that is 4 or more years older, poses an even higher risk.)