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Lesson Plan

The gift that keeps on giving: Prevention of STD’s

Grade Level: 10th Subject: Health


Prepared by: Rhonda Milner

Overview & Purpose:


The purpose of this lesson is to help students understand the potential impact of common risk behaviors on the quality of life.
Students will utilize skills to protect themselves and others in the prevention of STD’s.

Sunshine State Standards:

The student comprehends concepts related to


health promotion and disease prevention.
HE.A.1.4.1 Heath Literacy: The student understands the impact
Health
10 RESPONSIBLE of personal health behaviors on body
Education
The student demonstrates the ability to BEHAVIOR systems.
practice health-enhancing behaviors and to
reduce health risks.
HE.B.1.4
The student knows how to make
positive decisions related to injury,
Health Literacy: tobacco, nutrition, physical activity,
Health
10 RESPONSIBLE sexuality, and alcohol and other
Education
BEHAVIOR drugs.

Emotional Competencies:
Responsible Decision-Making and Self-Awareness
Values:
Responsible, self-control and respect
Infusion Strategies:
Problem Solving and Timeline

Lesson Plan

Materials

• Journals
• Transparency –Infectious Diseases
• STD Slide Show Presentation- www.cdc.gov
• STD timeline statements
• Chart Paper
• Markers
• Scissors * if needed to separate events from story
• Tape

Bell Work: Students to write in their journals


Have students define “STD”-Sexually Transmitted Disease.
On the board list the two columns- Viral vs. Bacterial
Under each heading have the students list as many STD’s that they can under each
heading.
Ask students to share their list. Put each STD in their proper column and advise
students what the difference is between the two.
Discussion Questions:
• What are some of the ways that a person can get an STD?
• What are some ways to prevent an STD?

Journal:
Students are to copy the notes from the transparency on Infectious Diseases.
Discuss.

Motivation: CDC STD Slide Presentation


Account should be set up and tested prior to lesson.
Students should be advised that they can opt out of participating in looking at the
slides being presented. Use the link from CDC: www.cdc.gov
Teacher- in the search box type in “STD slides” then hit “Enter”.
http://www.cdc.gov/std/training/clinicalslides/. This is the link you should see.
You will need to set up an account.
• Recommendation is to preview before introducing to class to ensure
content and if appropriate for your classes.
Introduce slides to students and advise they are being shown so that they can see
real infections and will be knowledgeable of what they look like in real life.
Allow time for discussion.

Activity: Method of Transmission Timeline


Prior to the lesson, teacher makes a story involving teens that have STD’S.
Include:
• Characters
• Events
• Situations
Type them in random order on paper. The goal is for the teams to put the
information from the story into a timeline; from who was the first person to get the
STD to the last person to contract an STD.
Students will be put into 5-6 teams. Each team will be given the scenario sheets –
made by the teacher. On chart paper their goal is to put the events in order. They
may cut the story into strips to help put the story in timeline order.
Allow each group to present their timelines.
Once each group has finished, you can award points to the team that correctly put
the story in order.
Provide the students with the correct order that the timeline should be in.
Discuss activity.
Closure/Assessment:
Students will be able to choose behaviors to reduce their risk of contracting and
spreading STD’s.
Students will be able to utilize decision-making skills to prevent STD’s and make
healthy reproductive health decisions.
Post Activity: Can be given for homework
Students will be given a scenario about two teens who were caught in the girls
home in a compromising position. The scene is that the parents are going out for the
evening and the daughter is home on punishment and she is talking to her friend on
the phone when her boyfriend beeps in. She tells him she is home alone and he asks
can he come over.
In their journals have them:
• Have the students complete the story.
• Have them write a paragraph detailing the girl, friend and boyfriend roles
were in the scenario.
• Have them discuss the parent’s reaction to the situation.
• What are the positive/negative consequences that may have come out of this
scenario?

Notes on Infectious Diseases

• The pathogens that cause STI’s/STD’s live in the reproductive


organs of the males/females. Some also live in the bloodstream-
syphilis.
• They are spread from person to person via skin to skin, through
the blood, body fluids (vaginal/semen/vomit), and breast milk.
• Not all STI’s have obvious symptoms.
• Three of the most common ones are: Trichomonaiasis-affecting 7
million people a year; Human Papilloma Virus (HPV) affecting 6
million a people a year and Chlamydia affecting 3 million a year.
• Chlamydia and Gonorrhea usually infect people at the same time.
• Getting treatment early is important to stop the spread of the
virus and damage to the reproductive organs.
• STI’s can cause infertility and other problems with vital organs,
even death.
• Pathogens can enter the body through breaks in the skin or
mucous membranes (eyes, mouth, nose and other openings).
• There are 19 million new cases a year in the U.S of STI’s.