Chung, Annie

Ford, Markeyla
Madrigal, Saul
Soto, Adli
Wager, Nicole
Yao, Eudora
Scope and Sequence Format
Scope and Sequence
1. Goal: To provide high school students with the knowledge and skills necessary to prevent
STIs.
A. Unit I: Knowledge of STIs
a. Unit Objective: Upon completion of the unit, the learner will be able to recognize
different types of STIs, their symptoms, and how they are transmitted. (Cognitive,
Knowledge)
b. Instructional Objectives: By the end of the lesson, the learner will be able to…
1. List four common sexually transmitted infections. (Cognitive, Knowledge)
2. Match each STI with its presenting symptoms. (Cognitive, Learning)
3. Explain three ways in which an STI is transmitted. (Cognitive, Knowledge)
4. Evaluate two ways that sexually transmitted infections can negatively impact an
individual’s health. (Affective, Attitudes)
5. Role-play having one type of STI based on symptoms and share with a partner.
(Psychomotor, Analytical)
B. Unit II: Risk Factors
a. Unit Objective: Upon completion of the unit, the learner will be able to identify
and understand their risk factors. (Cognitive, Knowledge)
b. Instructional Objectives: By the end of the lesson, the learner will be able to…
1. List three risk factors for STI’s among high schoolers. (Cognitive, Knowledge)
2. Order four risk factors of STIs from greatest risk to lowest risk with a partner.
(Affective, Attitudes)
3. Evaluate the negative risks associated with drinking before sexual activity
(Cognitive, Evaluation)
4. Justify beliefs on who is most susceptible to STIs. (Affective, Attitudes)
5. Propose two reasons why people may be reluctant to disclose risk behaviors to
doctors (Affective, Attitude)
6. Examine two reasons why a female’s body is biologically more susceptible to
contracting sexually transmitted infections. (Cognitive, Knowledge)
7. Explain two reasons how having multiple sex partners may increase STI risks.
(Cognitive, Knowledge)
8. Demonstrate one example of a risky behavior that can lead to higher risks of
contracting STIs. (Psychomotor, Knowledge)
C. Unit III: Social Norms
a. Unit Objective: Upon completion of the unit, the learner will be able to identify
and list different social stigmas of STIs. (Cognitive, Knowledge)
b. Instructional Objectives: By the end of the lesson, the learner will be able to…
1. Define what a social stigma is in regard to STI’s. (Cognitive, Knowledge)
 2. Analyze three negative stigmas STIs have among high school students.
(Cognitive, Analysis)
3. List three reasons why high schoolers are susceptible to getting STI’s. (Cognitive,
Affective)
4. Discuss four reasons why high school students put off getting tested. (Affective,
Attitude).
5. Create a game that highlights positive and negative responses to STIs in high
school. (Psychomotor, Physical)
D. Unit IV: Testing
a. Unit Objective: Upon completion of the unit, the learner will be able to
demonstrate understanding of when, how, and why one should get tested.
(Cognitive, Comprehension)
b. Instructional Objectives: By the end of the lesson, the learner will be able to…
1. Summarize three ways to know when one should get tested. (Cognitive,
Knowledge)
2. Consider when it is an appropriate time to take an STI test. (Affective, Attitude).
3. Justify three reasons a person should get tested for STIs. (Affective, Attitudes)
4. List three ways of testing for STIs. (Cognitive, Knowledge)
5. Demonstrate one type of STI testing within a group. (Psychomotor, Physical)
6. Contrast two cost plans of STI testing depending on insurance and eligibility.
(Cognitive, Knowledge)
7. Design a list of four STI testing sites available in the community. (Cognitive,
Psychomotor)
8. Collect information from two testing centers on eligibility to get tested for an STI.
(Psychomotor, Knowledge).
E. Unit V: Prevention Strategies
a. Unit Objective: Upon completion of the unit, the learner will be able to
understand different types of prevention strategies that prevent STIs. (Cognitive,
Knowledge)
b. Instructional Objectives: By the end of the lesson, the learner will be able to…
1. Identify two primary prevention strategies for STI prevention. (Cognitive,
Knowledge).
2. Give two examples of secondary prevention strategies for STI prevention.
(Cognitive, Knowledge)
3. Differentiate between primary and secondary prevention methods of STIs.
(Cognitive, Comprehension)
4. Discuss two reasons why prevention is important. (Affective, Attitude)
5. Design a plan to prevent contracting an STI to present to the class with a partner.
(Psychomotor, Analytical)
6. Explain how condoms can prevent transmission of STIs (Cognitive, Knowledge)
7. Demonstrate how to properly put on a condom. (Psychomotor, Physical)
8. Advocate one of the prevention strategies that they believe is the most important.
(Affective, Attitude)
F. Unit VI: Community Resources
a. Unit Objective: Upon completion of the unit, the learner will be able to
demonstrate an understanding of the different resources and treatments provided
within their community. (Cognitive, Comprehension)
b. Instructional Objectives: By the end of the lesson, the learner will be able to…
1. Distinguish between three different treatments for STI’s. (Cognitive, Knowledge)
2. Demonstrate four types of treatment that are most effective to treat an STI.
(Psychomotor, Attitude).
3. Discuss one way to set up an appointment through an STI treatment center.
(Psychomotor, Knowledge)
4. Write down four local community resources for STI treatment. (Cognitive,
Knowledge)
5. Rank at least four community resources in order of best to worst according to the
resources provided. (Affective, Attitudes)
6. Explain why knowing where community resources are located is important.
(Cognitive, Comprehension)
7. Justify their position on why community resource centers help reduce STIs among
the population of high schoolers. (Affective, Attitude).
**Attach to assignment
Goal, Unit, and Instructional Objectives
“Scope and Sequence”

Group: 3 - STIs Among High School Students

SECTION POINTS POSSIBLE POINTS RECEIVED

A – Scope & Sequence 15 _____

B – Unit Objectives 5 _____

C- Goal 5 _____

D – Unit & Enabling Objectives

Appropriate 15 _____

TOTAL 40 _____

Scoring/Common Deductions
A 1 point for naming all five units
10 points for correct format
-1 if re-ordering of units is needed
-1 if re-ordering of objectives is needed
B 1 point for each
C Full 5 points for well-stated goal
D -0=Less than 5 with errors
-2.5=Between 5-9 with errors
-5=Between 10-14 with errors
-7.5=15+ with errors