5th Grade

Disease Prevention Unit

Communicable and Non-communicable Diseases

HIV & AIDS Introduction

Office of Elementary Health and Physical Education

James Hitchner, Curriculum Specialist
191 South East Street
Frederick, MD 21701
(301) 644-5161
james.hitchner@fcps.org

Created 2006-2007
Revised 2008-09
Revised 2014

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 GRADE 5 DISEASE PREVENTION UNIT

TABLE OF CONTENTS

Acknowledgements ……………………………………………………..……………………... ii
Introduction ………………………………………………………………………………… 1
Background Information About HIV & AIDS…….……………….……………………..….. 1
Teacher Guidelines…………………………………….…………………..…………………. 2
Directions for Delivery of the Unit …………………………………………………………... 3
Parent Permission Letter- English…………………………………………………..………… 4
Parent Permission Letter- Spanish…………………………………………………..………… 5

Disease Prevention Education Grade 5 Lessons……………………...……….……………… 6

Overview………………………………………………………………………………. 6

Lesson #1 Lesson Plan: Communicable and Non-Communicable Diseases ………… 7

Activity #1: Disease Cards …………………………………………………. 12
Activity #1: Disease Cards Answer Key ……………………………………21
“Communicable Disease” Definition Card ………………………………… 22
“Non-Communicable Disease” Definition Card …………………………… 23
“What are some Disease Causing Agents?” Card …………………………… 24
“How are Diseases Transmitted?” Card……………………………………… 25
“Prevention” Card ……………………………………………………..……….26
“Vaccine” Vocabulary Card …………………………………………………. 27
“Epidemic” Vocabulary Card ……………………………………………….. 28

Lesson #2 Lesson Plan: HIV & AIDS Staying Safe………………………………… 29

“Immune System” Vocabulary Card ………………………………………… 34
“Safe Behaviors that Do NOT Promote Transmission of HIV” Card ……….. 35
Worksheet #1: How Do HIV & AIDS Spread? …………………………..... 36
Worksheet #1: How Do HIV & AIDS Spread? Answer Key……...……… 37
Worksheet #2 How Do HIV & AIDS Change Lives?.................................... 38

APPENDIX- PARENT GUIDE …………………………………………………………… 39

Disease Prevention Unit Parent Information……………………………….…………………. 1
Parent Permission Letter- English…………………………………………………..………… 2
Parent Permission Letter- Spanish…………………………………………………..………… 3
Conversation Starters for Parents about Disease Prevention…………………..……………. 4
Common Questions Kids Ask About HIV & AIDS…………………………………………....5
Other Resources for Teachers and Parents ………………………………………………… 6

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 ACKNOWLEDGEMENTS:

Thank you to those who contributed to the development of this unit:

Jeannie Schulze, Former Curriculum Specialist for Elementary Physical Education and Health

Lynn Carr, Curriculum Specialist for Secondary Physical Education and Athletics

Victoria Clark, Curriculum Specialist for Career and Technology Education

Helen Monk, Health Specialist for Health Services

Kathleen Wack, Curriculum Specialist for Elementary Health and Physical Education

Monica Grant, Acting School Health Director, Frederick County Health Department

Sara Shankle, Clinical Coordinator, Frederick County Health Department

Terry Caroglanian, Clinical Coordinator, Frederick County Health Department

Brenda Tarquinio, Teacher – Oakdale Elementary

Lynn Case, Teacher – Whittier Elementary

Theresa Fisher, Registered Nurse, Previously of South Frederick Elementary

Cheryl Donnadieu, Registered Nurse, Whittier Elementary

Kim Fortney, Teacher – Urbana High

Harriett Brown, Teacher – New Market Middle

Marcia Smith, Teacher – Monocacy Middle

Members of the Family Life Advisory Committee 2005-06

Members of the Family Life Advisory Committee 2013-2014

Debbie Anne, RN, ACRN, Frederick County Health Department

Brian Griffith, FCPS, Curriculum Specialist for Secondary Health and Physical Education

James Hitchner, FCPS, Curriculum Specialist for Elementary Health and Physical Education

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 INTRODUCTION
As part of the Frederick County Public School Essential Health Curriculum, the 5th grade
Disease Prevention unit provides students with factual, age-appropriate information to help them
develop the understandings and responsible behaviors that can prevent the spread of HIV.
Sexual transmission of HIV & AIDS is NOT part of classroom discussion, although it is stated in
the video as one form of transmission of the disease. If questions arise about this form of
transmission, students are encouraged to share these questions at home.

BACKGROUND INFORMATION ABOUT HIV & AIDS

Infections are illnesses caused by microorganisms such as viruses and bacteria. During the last
50 years, progress has been made in our ability to control infections. Vaccines (drugs that boost
the immune system so certain infections never take hold) and antibiotics (drugs that kill the
organisms that cause infection) have been developed and/or improved. Unfortunately, there is
no vaccine or antibiotic to cure or prevent HIV infection. First identified and described in 1981,
it has become the most serious epidemic since the bubonic plague in the 14th century. Although
current treatment programs have significantly improved the quality of life for those infected with
HIV, there is not a medically proven cure for HIV and AIDS. What’s important is early
detection through HIV & AIDS education that promotes awareness, screening and testing. If
HIV infection is diagnosed early and treated properly, the chances of the patient’s condition
progressing to advanced stages of HIV or even AIDS is significantly reduced and can potentially
allow a person infected with HIV to live a full and productive life.

Through research we have learned that the HIV virus becomes part of the human cell: that once
infected, a person remains infected for life; and that it usually takes several years for an infected
person to become sick. We have learned how the virus is spread and we know how to prevent
the spread. Through education, we communicate critical messages to people who need it.

Most people have learned information about HIV & AIDS, but may have incorrect or insufficient
information. HIV cannot be transmitted by being sneezed on, by shaking hands, by sharing a
toilet, or by being bitten by a mosquito. These misconceptions have been harmful and may have
caused some people to treat those with HIV & AIDS cruelly. It has also interfered with progress
in prevention. Unfortunately, everyone is vulnerable to the HIV virus.

Maryland is particularly vulnerable to the HIV Virus. Statistics show that Maryland ranks in the
top 3 states nationally for the rate of AIDS cases. Washington D.C. and Baltimore rank in the
top 10 cities nationally in the rate of HIV and AIDS cases. Rates of infection in some areas of
Washington D.C. and Baltimore are higher than in Sub-Sahara Africa. These statistics show the
need for students to be educated about HIV & AIDS so that they can develop the understandings
and responsible behaviors that can prevent the spread of HIV.

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 TEACHER GUIDELINES
As a concerned educator, you understand that teaching about disease prevention, specifically
HIV & AIDS, is much more than passing along factual information. This critical information
can have positive effects on the long-term health of students.

Disease Prevention Education is part of the Comprehensive Health Education Program mandated
by COMAR, and included in the Fifth Grade State Curriculum for Health Education.

As mandated by COMAR, parents must be provided an opportunity to preview the materials

used during instruction, and ask questions should they desire. This parent preview opportunity
will take place at the school level. Students may be excused from the instructional unit on
Disease Prevention – HIV & AIDS upon a written request from their parent or guardian or by
circling “DOES NOT HAVE” on the permission slip which is sent home prior to instruction.
Students without permission will be provided an alternate assignment.

Because of the potentially controversial nature of HIV & AIDS, and because it is a COMAR
requirement, teachers must receive training before delivering any instruction to students. Staff
training will be presented for fifth grade teachers new to Frederick County Public Schools, or
new to fifth grade, and whenever new material is added to the unit. Updated information
regarding HIV & AIDS will be presented to teachers annually.

If you have the responsibility for teaching the Disease Prevention unit, you should recognize that
some students may have fears that develop from this instructional unit. (A child may have
pierced ears or have done "blood brothers" and be afraid that from this, he or she has contracted
HIV.) Inform the students that the likelihood of contracting the virus at their age is very small.
Fifth graders usually do not participate in risky behaviors that would promote the transmission
HIV virus. Students should be encouraged to discuss any concerns first with a parent/guardian,
then their teacher, school counselor, or school nurse.

Recognize that there may be someone in your classroom living with HIV, or someone may know
of a friend or family member living with this disease.

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TEACHER GUIDELINES: DIRECTIONS FOR DELIVERY OF THE UNIT

 Decide on a timeline with your Principal and your 5th grade team for when you will
implement the unit. Submit the dates of instruction to James Hitchner, Office of Elementary
Health and Physical Education at 191 South East Street.

 Notify parents/guardians, in writing, at least two weeks prior to instruction of the Disease
Prevention Unit. Inform them of the dates of instruction, as well as the date/time/location of
the Parent Preview session.

 Reproduce the “Parent Permission Letter” and send the letter home with students at least two
weeks prior to instruction. Parents may return the permission slip with their student, or they
may elect to bring it with them to the Parent Preview Session.

 Hold a Parent Preview Session in which parents are provided an opportunity to hear how you
will deliver the two lessons, review the materials used during the lessons, and view the video,
HIV and AIDS: Staying Safe. Prepare multiple copies of the “Disease Prevention Unit Parent
Information” sheet, the “Parent Communication Starters” sheet, as well as the Lesson Plan
guide for parents to view. You may wish to hold this at the same time as the parent preview
for the Family Life lessons.

 Collect permission slips and develop a list of students who do not have permission to receive
instruction. Make a copy of the list and give one copy to your Principal and send one copy to
James Hitchner, Office of Elementary Health and Physical Education at 191 South East
Street. You may also email the copy to james.hitchner@fcps.org if you prefer.

 NO student should receive instruction unless they have returned a valid permission slip.
Students without permission are to be given an alternate assignment in a location that differs
from where instruction about the Disease Prevention Unit is taking place.

 Copy worksheets and acquire materials of instruction.

 Use only approved materials that will be provided to you during the teacher training. Tell
parents if a student has a question that is not directly tied to the fifth grade objectives or asks
about sexual transmission of HIV & AIDS, you are to respond to the student in this manner:
"You know, that is a wonderful question, but it is not part of the fifth grade lesson. That is a
perfect question for you to ask your parent/guardian."

 In order to facilitate communication between students and their parents/guardians after the
unit has been delivered, "Communicating With Your Fifth Grade Student about HIV and
AIDS" has been developed. This document provides the objectives, and an overview of the
activities in the unit, and also "Conversation Starters" to stimulate additional conversation at
home. You are encouraged to visit http://education.fcps.org/healthpek12 . Select “Parent
Resources” from the top menu bar. From the drop-down select “Health.” Scroll down to the
section labeled “Fifth Grade Disease Prevention Unit.” This pathway will show all the
attachments and materials that pertain to the Disease Prevention Unit – including video
previews, and a parent guide with conversation starters.

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 5th GRADE DISEASE PREVENTION UNIT PARENT PERMISSION LETTER

____________________________ __________________
Student's Name Date

Dear Parent (s) or Guardian (s):

In order to comply with the Maryland State Department of Education, and Maryland Law, FCPS provides
instruction on disease prevention, including HIV & AIDS beginning in 5th grade. Your child will receive this
instruction this year on the following dates: _________________________________________________________.

The purpose of this unit is to provide students with factual, age appropriate information to help them develop the
understandings and responsible behaviors that can prevent the spread of HIV. The objectives of the unit are to:
 Differentiate between communicable and non-communicable diseases
 Identify age-appropriate modes of transmission of disease
 Identify how the body fights infection
 Identify HIV & AIDS as a communicable disease
 Identify some methods for transmission of HIV & AIDS as well as ways to prevent transmission
(Sexual transmission of HIV & AIDS is not part of classroom discussion, although it is stated in
the video as one form of transmission of the disease. If questions arise, students are encouraged
to share these at home.)
 Analyze personal daily living habits and choices that increase the risk of developing disease

Teachers and school nurses receive training prior to delivering the unit of instruction and are instructed to focus only
on the objectives of each lesson. On occasion, students may ask questions the teacher is not permitted to address. In
this event, the student is directed to ask the question at home.

We would like to extend an invitation for you to preview the materials used in the Disease Prevention unit and ask
any questions you may have. The preview is scheduled for
_________________________________________________________________________.
Date/Time/Location

A parent guide entitled, "Conversation Starters" has been developed to stimulate additional conversation at home.
You are encouraged to visit http://education.fcps.org/healthpek12 . Select “Parent Resources” from the top menu
bar. From the drop-down select “Health.” Scroll down to the section labeled “Fifth Grade Disease Prevention Unit.”
This pathway will show all the attachments and materials that pertain to the Disease Prevention Unit – including
video previews, and a parent guide with conversation starters.

Parent permission is required for your student to take part in this important unit. Please bring this letter with
you to the Parent Preview so you can indicate your wishes once you have reviewed the materials. If you do not plan
to attend the Parent Preview, you may complete the information below, tear it off so that you will retain the
information above, and have your student return it to school. If you do not grant permission, then your child will be
given an alternative assignment to complete in a location other than the classroom where instruction is taking place.

My student, _________________________________________________________________

HAS DOES NOT HAVE

permission (circle one above) to take part in the Fifth Grade Disease Prevention Unit.

________________________________________________________________ ______________
Parent/Guardian Signature Date

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 CARTA DE AUTORIZACION PATERNAL PARA LA UNIDAD SOBRE PREVENCION DE
ENFERMEDADES – 5° GRADO
____________________________ __________________
Nombre del/la estudiante Fecha

Estimado Padre/Madre/Apoderado(s):

Para cumplir con las disposiciones del Departamento de Educación del Estado de Maryland y la Ley del Estado, las Escuelas
Públicas del Condado de Frederick (FCPS) proveen instrucción acerca de la prevención de enfermedades, incluyendo el
VIH&SIDA (HIV&AIDS). A pesar que algunos otros condados escogieron presentar este material en grados anteriores, las
Escuelas Públicas del Condado de Frederick presentarán esta información en el 5° grado. Su niño o niña recibirá esta instrucción
en las fechas siguientes, este año: _________________________________________________________.

Les invitamos a una presentación preliminar del material utilizado en la unidad de Prevención de Enfermedades y a formularnos
las preguntas que ustedes pudieran tener. Esta presentación preliminar tendrá lugar en
_________________________________________________________________________.
Fecha/Hora/Ubicación

El propósito de esta unidad es el proveer a los estudiantes una información factual y apropiada a la edad, para ayudarles a
desarrollar la comprensión y los comportamientos responsables que puedan prevenir la diseminación del VIH. Los objetivos de
esta unidad son:

 Diferenciación entre enfermedades comunicables y no comunicables

 Identificación de modos de transmisión de la enfermedad, apropiados a la edad
 Identificación de cómo el cuerpo combate a la infección
 Identificación de VIH&SIDA (HIV&AIDS) como enfermedad comunicable
 Identificación de algunos métodos de transmisión de VIH/SIDA (HIV&AIDS) así como de formas de preventir la
transmisión (La transmisión sexual del VIH&SIDA (HIV&AIDS) no es parte de la discusión de clase, aunque se la
menciona en el video como una de las formas de transmisión de la enfermedad. Si se generaran preguntas, se exhorta
a los/las estudiantes a formularlas en la casa)
 Análisis de los hábitos personales de vida y elecciones de comportamiento que aumentan el riesgo de contraer
enfermedades.

Los maestros, maestras y personal de enfermería de la escuela son entrenados antes de presentar la unidad de instrucción y se los
instruye a concentrarse solamente en los objetivos de cada lección. Ocasionalmente, los alumnos/as pudieran hacer preguntas
que el personal mencionado no tiene autorización de tratar. En tal caso, el/la estudiante es aconsejado/a a formular esa pregunta
en su casa.

Se ha preparado una Guía para Padres, llamada "Comienzo de Conversaciones para los Padres, acerca de Prevención de
Enfermedades" ("Conversation Starters for Parents About Disease Prevention") para facilitar las discusiones sobre estos temas,
si ustedes quisieran hacerlo en su hogar. El maestro o maestra podrá proporcioanarles una copia de este dcumento o bien, podrán
accederlo en el sitio de internet http://education.fcps.org/healthpek12. A la izquierda de esa página hagan click en la palabra
"Health" y luego en "Elementary". El material tema de esta carta se indica bajo “Disease Prevention Unit.”

Para que su estudiante pueda tomar parte en esta importante unidad, se requerirá autorización paterna/materna. Por
favor traiga(n) esta carta con usted(es) a la Presentación Preliminar mencionada más arriba, para indicarnos sus deseos una vez
que hayan revisado el material. Si ustedes no planean concurrir a la Presentación Preliminar, pueden completar la información
solicitada más abajo, separándola para quedarse con la parte de arriba, y dénsela a su estudiante para que la taiga a la escuela. Si
usted(es) no dan su autorización, entonces su niño o niña recibirá una asignación alternativa para completar en otra aula diferente
a la que se utilice para la instrucción.

Mi estudiante, _________________________________________________________________

TIENE NO TIENE
permiso (indique, rodeando con un círculo su elección) para tomar parte en la Unidad Sobre Prevención de
Enfermedades – 5° Grado.

________________________________________________________________ ______________
Firma del Padre/Madre/Apoderado Fecha

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 GRADE 5 DISEASE PREVENTION EDUCATION
UNIT OVERVIEW

HIV & AIDS is part of the Comprehensive Health Education Program and required by state
law. Instruction regarding appropriate age for delivery is found in the Maryland State
Curriculum for Health Education.

Objectives:
Students will be able to differentiate between communicable and non-communicable diseases,
list methods of transmission, and recognize personal health habits that may lead to infection.
Students will gain an understanding of how the body fights infection and how the immune
system responds to disease.

Materials:
1. (WORKSHEET #1) How Does the HIV Virus Spread?
2. (WORKSHEET #2) How Do HIV and AIDS Change Lives?
3. Power Point or Resource Cards:
4. Large pieces of chart paper and markers
5. 1 Spray bottle of water
6. Two small jars with covers
7. 2 cups of mineral oil or vegetable oil
8. Several drops of food coloring
9. One medicine dropper
10. Permanent marker

Essential Curriculum:
HE.500.70.01 Differentiate between communicable and non-communicable diseases
HE.500.70.01.a Identify disease-producing agents (bacteria, protozoa, virus, fungi)
HE.500.70.01.b Identify the modes of transmission (air, touch, food, body fluids)
HE 500.70.02 Explain how the body fights infection
HE.500.70.02.a Explain how the immune system responds to disease
HE.500.70.04 Analyze personal daily living habits and choices that increase the risk of
developing disease
HE.500.70.04.a List behaviors that increase the risk of developing disease
HE.500.70.04.b Identify and categorize personal habits into High, Medium, Low risk
behaviors
HE.500.70.03 Explain HIV as a communicable disease
HE.500.70.03.a Describe the modes of transmission for HIV and clarify ways HIV can not
be transmitted
HE.500.70.03.b Identify some behaviors that increase the risk of contracting HIV
HE.500.70.03.c Identify ways to prevent the transmission of HIV
HE.500.70.07 Analyze the effects of disease on the individual, family, and society

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 GRADE 5 DISEASE PREVENTION UNIT
LESSON ONE
Communicable and Non-Communicable Diseases
Estimated delivery time: 50-60 minutes or two 25-30 minute periods

Objectives
HE.500.70.01 Differentiate between communicable and non-communicable diseases
HE.500.70.01.a Identify disease-producing agents (bacteria, protozoa, virus, fungi)
HE.500.70.01.b Identify the modes of transmission (air, touch, food, body fluids)
HE.500.70.04 Analyze personal daily living habits and choices that increase the risk
of developing disease
HE.500.70.04.a List behaviors that increase the risk of developing disease
HE.500.70.04.b Identify and categorize personal habits into High, Medium, Low
risk behaviors

Introduction
 Say, "Let’s brainstorm: What is disease?” Record student's ideas. In brainstorming,
students will come up with many ideas about disease. Some concepts that you want to lead
them to discover are that:
o Disease is caused by bacteria, virus, fungi, protozoa.
o In fifth grade science, students learn about single celled organisms. You may wish to
ask them to reflect on some of their science lessons.
o Additional background information should have been acquired before fifth grade
through personal experience - i.e. illness such as a cold or chicken pox, food
poisoning, fungus on bad food items

 Post the “Disease” definition card on the board or show that slide on the power point.
Disease is defined as “an illness or condition that prevents the body from functioning
normally.”

 Post the “What are some disease causing agents?” card on the board or show that slide on the
power point.

Activity #1 - Communicable and Non-Communicable Diseases

 Say, “Let's do a quick activity to get us started on today's lesson. I'll need some volunteers."

 Pass out a disease card to each volunteer.

 Say, "I have a concept that I would like for you to figure out. As I call each of you to the
front of the room, I will have you read the name of the disease and the definition on the back
of the card. I will then say, either 'YES' or 'NO', and direct you to go to one, or another area
of the room. As we do this activity, I would like for you to try to figure out why the
volunteers are grouped in a particular way. Please don't call out your guess. I will ask for
your answer as we go through the activity."

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 Teacher NOTE: You are dividing students into two groups - communicable disease (YES)
and non-communicable (NO) – but you are not letting them know this yet. Make sure that
the cards are mixed up prior to handing them out. You may want to sort through the cards
prior to instruction and choose cards that would be relevant to students in your class. Please
be sensitive to those diseases with which you know your students have had prior experience.
These prior experiences may be the reason you choose the cards or the reason you do not
choose the cards.

 Ask one person to stand up and hold up his/her card so everyone can see it. The volunteer
reads the name of the disease and the definition on the back, or the teacher shows the slides
from the power point “Activity #1 Disease Cards.” The teacher then directs the student to
move to the appropriate area of the room. For example, "COMMON COLD" would be a
"YES" (example of the concept.) Ask this student to move to the front of the room.

 Ask another person to stand up, and hold up his/her card so everyone can see it. He/she reads
the card and the definition and follows the teacher’s direction to one or the other area in the
room.

 Continue in this manner as long as you deem necessary. Stop from time to time to ask the
participants to raise their hands if they feel they know what the concept is. Hold up the next
card and ask those students whether it is a "YES" or a "NO". Confirm or deny their guesses.

 After nearly all participants appear to have guessed the concept, ask someone to name the
concept. If correct, stop. If incorrect, keep going.

 Summarize: “So, all the “Yes” cards are communicable diseases and all of the “No” cards
are non-communicable diseases. Let’s define these terms.
o Post the “Communicable Disease” definition card or show the slide from the power point.
(A communicable disease is a disease that can be spread from one person or animal to
another such as chicken pox, measles, strep throat, common cold.)

o Post the “Non-Communicable Disease” definition card or show the slide from the power
point. (A non-communicable disease is a disease that cannot be passed from one person
or animal to another such as heart disease, diabetes and cancer.)

 Continue to process the activity if necessary:

o What thoughts did you have when I put up the first yes?
o What thoughts did you have when I put up the first no?
o Did any example throw you off?
o How many of you worked with just one idea?
o How many of you were considering several ideas?
o What was the final clue that helped you understand the concept? Why?

Activity #2 - Spread of Disease

 Ask, “How are diseases transmitted?" (You may need to refer back to the “Disease” card).

8
 Record student's ideas. (Diseases are transmitted through the air, by touch, on food, in body
fluids.)

 Post the “How Are Diseases Transmitted?” card or show the slide on the power point.

 If students did not answer “by blood,” Say, “Did you know that disease can also be spread
through contact with another person's blood? That's why the dentist wears a mask and uses
gloves. Also when somebody scrapes their knee on the playground, that is why we always
wear gloves when putting on a bandage.”

 Ask students to raise their hand if they have ever had a cold. Say, "Most colds are caused by
viruses. Viruses are germs that cause disease. Viruses are very tiny and cannot be seen
without a microscope. There are hundreds of types of viruses. There are actually over 200
types of viruses that can cause the common cold! Other viruses cause the flu, mumps,
chicken pox and even polio. Many viruses that cause disease can live in the air or on the
surfaces of things around us. You can catch the flu or a cold just by being around someone
who has the disease. You can also catch the disease by touching silverware, a glass, or even
a tissue that an infected person has used. Most diseases caused by viruses last only a few
days or weeks. The body fights off the disease and destroys it. There are not medicines
available to cure all viruses. Most medicines can only help with the symptoms. Vaccines
however, can prevent some diseases. Years ago polio was a deadly disease caused by a virus.
Scientists invented a vaccine to protect against many viruses. You were probably vaccinated
for polio, and other diseases like chicken pox, measles and mumps before you started school.
This is one of the reasons we don't often hear about epidemics in our country anymore.

 Post the “Vaccine” definition card or show the slide on the power point.

 Post the “Epidemic” definition card or show the slide on the power point.

 So just how does a virus spread? Many ways... they can travel through the air, in
contaminated food or water, or infected body fluids like blood. Refer to the “How Are
Diseases Transmitted?” card or show the slide on the power point. Let's look at several
ways a virus might travel through our classroom."

 Fill a spray bottle with water. Say, “The liquid in the bottle represents the cold or flu
viruses.”

 Turn the nozzle so it faces the chalkboard, a counter top or a window. Squeeze the trigger on
the bottle and spray some of the water.

 Say, "Did you see the water coming out of the bottle? Cold and flu viruses spray into the air
in a similar way when a person with a cold or flu sneezes or coughs. If someone nearby
breathes in the viruses, that person may catch a cold or flu.
 Say, “Look at the wet marks (wherever you sprayed).” “The moisture represents the viruses
that land on nearby surfaces. Even after the moisture has dried some viruses may remain. If
a healthy person touches a surface that has the viruses, and then touches his or her eyes,

9
 nose, or mouth, the viruses can enter the healthy person's body and make them sick. This is
an example of one way that a virus can be transmitted.”

 Process the activity:

o “How can a person with a cold or the flu avoid spreading viruses?” Have students
discuss prevention and hygiene techniques such as washing hands well and often,
sneezing/coughing into their sleeves, discarding of tissues, etc.
o “How can a healthy person keep from getting cold or flu viruses?” Have students
discuss the importance of getting enough sleep, eating in a healthy way, getting
enough exercise, not touching used tissues, etc.

Activity #3 – The Ways Communicable Disease May Be Transmitted

 Say, "Let's do another activity. Divide into groups of four. I'd like each group to select a
recorder."

 Give each group a piece of large paper and colored markers. Ask the recorders to write in
the center of the paper, “HOW ARE COMMUNICABLE DISEASES PASSED?”

 Each group brainstorms answers to the question in the center of the paper. After students
have brainstormed on their paper, select a reporter from each group. Use the Carousel
Mapping strategy to create a large chart in front of the class. Rotate to each group letting
them give only one of their answers. They should follow along and cross out ideas already
given by other groups.

 As they list ways to prevent the spread of disease, check off all the ideas/suggestions with
(example: Airborne= cross off sneezing)

 All groups should take time to reread the master list.

 Say, “Let’s summarize. Can you name at least four ways viruses and bacteria can travel?”
(Viruses can be airborne, passed through hand to hand contact, sharing items by and infected
person, insect or animal bites, contaminated water or food, infected blood or other body
fluids.)
 Post the “How are diseases transmitted?” card or show that slide on the Power Point.

 Say, “Now, I am going to give you one minute to write a statement at the bottom of your list
stating one way to help prevent the spread of communicable diseases.”

 Post the “Prevention” slide on the Power Point.

 Process the activity:

o Have students share their answers and then determine if the "Prevention"
suggested actually helps to reduce the spread of disease. “Use thumbs up if you
agree with the statement, thumbs down if you disagree with the statement. If you
disagree, explain your answer.”

10
 Ask, “Based on the information you learned from this lesson, do you consider yourself at
low, medium, or high risk for getting a communicable disease? Why do you think so?” In
answering why they believe they are at a certain risk level, students should be reinforcing the
concept of prevention.

Closure of the lesson

Ask students the following questions:
 “What is the difference between a communicable and non-communicable disease?” Refer to
the “Communicable Disease” definition card and the “Non-Communicable Disease”
definition cards.

 “What causes communicable disease and how are they transmitted?”

 “What should you think about in order to keep from getting a communicable disease?”

 Say, “Tomorrow we will continue to learn more about disease.”

11
Activity #1 Communicable and Non-Communicable Disease Cards
(also see Power Point on the U Drive)

12
13
14
 DIABETES
 Diabetes is a disease in
which the body does not
DIABETES make or cannot use
insulin.

EAR INFECTION
 An ear infection is usually
EAR caused by an infection of
the nose and throat and
INFECTION passes into the ear cavity.

HIV
 The human
immunodeficiency virus
HIV (HIV) is the virus that
causes the breakdown in
the body’s ability to fight
infection.

15
 A.I.D.S.

A.I.D.S.  When HIV infection reaches

an advanced stage, the
infection becomes an
opportunistic illness called
the acquired immune
deficiency syndrome or
A.I.D.S

CHICKEN POX

Chicken  Chicken pox is an infectious

disease caused by a virus.
Chicken pox affects the skin
Pox and the lining of the mouth
and throat with a rash.

STROKE

STROKE  A stroke occurs when part of

the brain is damaged
because the blood supply is
disturbed.

16
 Meningitis
 Meningitis is an inflammation that
occurs in the brain and/or spinal

Meningitis column that is caused by viral or

bacterial infection.

Mono-Nucleosis
 Infectious mononucleosis, sometimes
Mono- called "mono," is an infection usually
caused by the Epstein-Barr virus
(EBV). EBV is very common, and

Nucleosis many people are exposed to the virus at

some time in childhood.

Hepatitis
 Hepatitis is an inflammation of the liver.

Hepatitis

17
 RABIES
 Rabies is a viral disease of animals
and humans that can be spread

RABIES through a bite or scratch.

PNEUMONIA
 Pneumonia is inflammation of the
lungs usually caused by a viral or
PNEUMONIA bacterial infection.

TUBERCULOSIIS
 Often called “TB,” Tuberculosis is
an infectious disease, caused by
TUBERCULOSIS bacteria, that can affect any part of
the body; most commonly the lungs.

18
19
20
 ANSWER KEY

1. Common Cold: Communicable (YES)

2. Allergies: Non-Communicable (NO)
3. Flu: Communicable (YES)
4. Asthma: Non-Communicable (NO)
5. Cancer: Non-Communicable (NO)
6. Strep Throat: Communicable (YES)
7. Lice: Communicable (YES)
8. Heart Disease: Non-Communicable (NO)
9. Pink Eye: Communicable (YES)
10. Diabetes: Non-Communicable (NO)
11. Ear Infection: Non-Communicable (NO)
12. HIV: Communicable (YES)
13. AIDS: Communicable (YES)
14. Chicken Pox: Communicable (YES)
15. Stroke: Non-Communicable (NO)
16. Meningitis: Communicable (YES)
17. Mononucleosis: Communicable (YES)
18. Hepatitis: Communicable (YES)
19. Rabies: Communicable (YES)
20. Pneumonia: Communicable (YES)
21. Tuberculosis: Communicable (YES)
22. Measles: Communicable (YES)
23. Ulcers: Non-Communicable (NO)
24. Cystic Fibrosis: Non-Communicable (NO)
25. Epilepsy: Non-Communicable (NO)
26. Appendicitis: Non-Communicable (NO)
27. Alzheimers: Non-Communicable (NO)

21
22
23
24
25
26
27
28
29
30
31
 GRADE 5 DISEASE PREVENTION UNIT
LESSON TWO
VIDEO PREVIEW (link embedded in Activity #1 in the lesson plan)
HIV & AIDS : STAYING SAFE

Estimated delivery time: 75-90 minutes

Objectives
HE.500.70.03 Explain HIV & AIDS as a communicable disease
HE.500.70.03.a Describe the modes of transmission for HIV and clarify ways HIV can not
be transmitted
HE.500.70.03.b Identify some behaviors that increase the risk of contracting HIV
HE.500.70.03.c Identify ways to prevent the transmission of HIV
HE.500.70.07 Analyze the effects of disease on the individual, family, and society

Materials:
11. (WORKSHEET #1) How Does the HIV Virus Spread?
12. (WORKSHEET #2) How Do HIV & AIDS Change Lives?
13. Power Point or Resource Cards: “Immune System,” “Safe Behaviors That DO NOT Promote
Transmission of HIV”
14. 1 Spray bottle of water
15. Two small jars with covers
16. 2 cups of mineral oil or vegetable oil
17. Several drops of food coloring
18. One medicine dropper
19. Permanent marker and two labels

Introduction
 "Yesterday we learned about communicable and non-communicable disease. Tell me what
you remember." (Record the student’s answers or simply have them respond to your
question. You may need to use the vocabulary cards.) "Today we are going to learn more
about how to keep yourself safe from disease."

 Say, "There are thousands of germs around all the time. Usually your body fights off the
germs and you don’t get sick. Other times the body catches a disease, and then recovers
from it. In both cases your body’s immune system is working. The job of the immune system
is to defend the body against germs and viruses. Let’s learn how the immune system works.”

 “Blood is part of the immune system. Blood contains both red and white blood cells. There
is about one big white cell for every 500 or so small red cells. The big white cells defend the
body against disease by attacking and killing the germs and viruses. Most of the time the
big white blood cells are able to stop the germs and viruses and the body flushes the dead
germs and viruses out of the bloodstream."
 Show students the “Immune System” card with definition or show the slide on the power
point. Post the card for future reference.

32
 Say, “So, the immune system is very important in fighting off all diseases, both
communicable and non-communicable. Now, let’s learn about a communicable disease that
stops the immune system from working. How many of you have ever heard of HIV or
AIDS?”

 "HIV" stands for Human Immunodeficiency Virus. There is no cure for this virus. The virus
attacks T cells in the blood that are supposed to help fight off disease and repair blood cells
that have been broken down by even the most simplistic diseases, like the common cold. After
the body is infected with the HIV virus, it loses its ability to fight infection because the virus
destroys the immune system. Gone undiagnosed or untreated, HIV can advance into a
serious condition that causes the syndrome called AIDS.”

 “AIDS” stands for Acquired Immune Deficiency Syndrome. A doctor diagnoses someone
with AIDS when the person has a very low number of T cells or shows signs of a serious
infection. A strong sign of infection can be one’s inability to recover from simple ailments
like the common cold or flu.

 “The HIV virus is spread differently from other viruses. It can be spread through infected
blood. Scientists say no one has ever gotten the HIV virus, or AIDS, just by touching objects
used by the person with the disease or by hugging, kissing or being around someone who has
the HIV virus.”

 “There are a number of different ways you could catch the HIV virus. You might catch it if
you share a needle when you and a friend take turns piercing each other’s ears or if you
share a razor to shave your legs. All of these things can carry traces of blood and the HIV
virus is carried in the blood. Sometimes a mother with HIV can pass the virus to her baby
before or during birth. Sometimes people do not even know they have the HIV virus. That’s
why it is important for people who may think that they’ve been infected to see a doctor and
get tested so that the appropriate treatments can begin as soon as possible.”

 In the past, a small number of people became infected as a result of receiving donated blood
or blood products that contained the HIV virus. However, today all blood is tested for HIV
before it is given to another person to prevent that from happening.”

 “The most important thing to remember is that there currently is no vaccine available to
prevent the HIV virus. No medicine cures HIV and once the virus enters the body, it stays
there. The body is never able to stop, fight off, or destroy the HIV infection. Even though
people are able to live longer with HIV, it is still important for you to learn about HIV and
AIDS. Let's watch a short video that will give us more information.”

Activity #1 - Video
Show video HIV and AIDS: Staying Safe (15 minutes) Copyright United Learning. Teachers
can access the video through Discovery Education Streaming>My Content> District Content >
Health > Elementary > 5th grade Disease Prevention Unit > HIV and AIDS: Staying Safe.

33
VIDEO PREVIEW:
Parents can preview the video by accessing Discovery Education Streaming (click on this
underlined text to hyperlink to Discovery Education Streaming). Note: user names and
passwords are not required to access this video. Enter your name and click on the Go button
to access the video. The code for the video is embedded in the link. Then, in “Step 2” click on
the hyperlink for HIV and AIDS: Staying Safe. When the description for the video comes up,
you can choose to either “Play” or “Download” the video. Playing it will stream the video
directly from the internet. If you have a slow internet connection, this might be hard to view
all at once. Downloading it will save it to your hard drive.

Activity #2 - The HIV Virus Spreads Through Infected Blood

 Say, "We have learned that the HIV virus can be spread through infected blood. You cannot
tell by looking at someone if they are infected with HIV. This is one reason it is important for
you to remember not to touch blood from anyone else. Some of you may have heard that it
may be fun to pierce your friend's ears or even prick your fingers, touch the blood together
and become "blood sisters" or "blood brothers". This is very dangerous and you should
never do either. Choosing to "do drugs" is not smart either (for lots of reasons!). One of the
many reasons not to do drugs is that some drug users share needles. This makes them a high
risk for getting the HIV virus.”

 Say, “Let's do a demonstration to see how HIV can be passed through infected blood."

 You will need two small jars with covers. Fill one with clean mineral or vegetable oil and
the other with oil that has had food coloring added to it. You will also need a medicine
dropper, labels, and a marking pen. Tell the students that the clear oil represents clean blood.
The oil and food coloring mix represents blood with the HIV virus. The medicine dropper
will represent a needle.

 Next, in front of your students, label the jar with the food coloring, "HIV-infected blood."
Then, fill the medicine dropper with the oil containing the food coloring. Squirt the oil back
into the same jar. Without cleaning the dropper, fill it with clear oil from the second jar.
Squirt the contents of the dropper back into the same jar. This oil should now contain some
of the food coloring. Do this only one time. To see the food coloring better, it is best to
shake the jar and mix up the contents. Label the second jar, "Newly-infected blood".

 Say, "When drug users share a needle, blood containing viruses (food coloring) from a
person with HIV is left in the needle (medicine dropper) and is injected into the blood of the
next user. Then, that person is infected too. Just as the food coloring cannot be removed
from the oil, the HIV virus cannot be removed from the infected person's body.”

 Ask, “How many times did it take for me to spread the HIV virus? Once, that is correct. So,
realize that it can only take ONE exposure for someone to get the HIV virus. That is why we
have to take precautions ALL of the time.”

34
Activity #3 – Worksheet #1: How Does HIV Spread?
 Process the activities and the information from the video:
In the video we learned that the HIV virus can be spread through the blood, from mother to
child at birth, or from sharing a needle. I’d like for you to complete this worksheet before we
move on.

 Students complete WORKSHEET #1 - How Does HIV Spread?

 When students are finished, review the correct answers.

 Ask, “List four ways that the HIV virus does not spread. (Insects, sneezing, touching, sharing
food)

 Post or project “Safe Behaviors That Do Not Promote Transmission of HIV” card. Ask,
“How can a person infected with the HIV virus avoid passing the virus to others?” (Don't
share personal products such as a razor, don't share any objects that may contain personal
blood.)

 Ask, “How can a healthy person avoid getting HIV?” ((Don't share personal products such
as a razor; don't share any objects that may contain personal blood.)

Activity #4 – Worksheet #2: How Do HIV & AIDS Change Lives?

 Continue to process information from the video. Say, “Through the video we learned about
Jay, a boy who contracted the HIV virus at birth. Jay takes 10 pills, twice each day. The
pills do not provide a cure for Jay. How would this change your life if you were Jay?”(In
recent years, treatments are now much simpler. Often, only ONE pill, ONCE per day is
necessary. The social changes are now the hardest changes. Those infected with HIV
commonly struggle through barriers such as social stigma, stereotypes, discrimination,
loneliness, rejection, frequent needles for blood tests, vaccinations, and the like). It is
important to seek the appropriate help to address issues that are frequently attached to those
with HIV.

 Have students complete WORKSHEET #2, “How Do HIV & AIDS Change Lives?”

 When students are finished, review the correct answers.

Closure of the Lesson/Unit

 Say, “During the past two days, we have talked about both communicable and non-
communicable diseases. We have talked about the difference between communicable and
non-communicable disease, and the importance of keeping yourself from getting sick. You
have completed written work related to the information. Be sure to share your work with
your parent at home.

35
 Ask, “Does anyone have any questions related to the objectives of the unit that you would
like to ask?”

 Say, “ Next year you will continue to learn more about communicable disease like HIV”.

36
37
38
 WORKSHEET #1

Name:_______________________________

HOW DOES HIV SPREAD?

Read the sentences below.

Write "R" in the blank if the person or people are at a RISK for getting HIV.
Write "NR" in the blank if the person or people are at NO RISK for getting HIV.

________ 1. You and someone with HIV get a tattoo with the same needle.

________ 2. You wash your hands at the same sink as someone who has HIV.

________ 3. Your Uncle has a blood test at the local hospital.

________ 4. You eat lunch at the same table as someone with HIV.

________ 5. You and your friend prick your fingers with the same needle and mix the
blood to become "blood brothers."

________ 6. You and your friends pierce each other's ears with the same needle.

________ 7. Ann hugs a person with HIV.

________ 8. A baby is born to a mother with the HIV virus.

________ 9. You pass and share a basketball with someone on your team who has
the HIV virus.

________ 10. You and a person with HIV fall and scrape your knees. You share
tissues when wiping up the blood.

39
 WORKSHEET #1
ANSWER KEY

Name:_______________________________

HOW DOES HIV SPREAD?

Read the sentences below.

Write "R" in the blank if the person or people are at a RISK for getting HIV.
Write "NR" in the blank if the person or people are at NO RISK for getting HIV.

____R__ 1. You and someone with HIV get a tattoo with the same needle.

___NR__ 2. You wash your hands at the same sink as someone who has HIV.

___NR__ 3. Your Uncle has a blood test at the local hospital.

___NR__ 4. You eat lunch at the same table as someone with HIV.

____R__ 5. You and your friend prick your fingers with the same needle and mix the
blood to become "blood brothers."

____R__ 6. You and your friends pierce each other's ears with the same needle.

__ NR__ 7. Ann hugs a person with HIV.

____R__ 8. A baby is born to a mother with the HIV virus.

__ NR__ 9. You pass and share a basketball with someone on your team who has
the HIV virus.

____R__ 10. You and a person with HIV fall and scrape your knees. You share
tissues when wiping up the blood.

40
 WORKSHEET #2

Name:________________________

How Do HIV & AIDS Change Lives?

Imagine you contracted HIV. What impact would it have on you?

Describe the impact your disease would have on your family.

How might your disease impact your friends, classmates, neighbors, and community?

What will you do to stay safe?

41
 PARENT GUIDE
5th Grade
Disease Prevention Unit
Communicable and Non-communicable Diseases

HIV & AIDS Introduction

Office of Elementary Health and Physical Education

James Hitchner, Curriculum Specialist
191 South East Street
Frederick, MD 21701
(301) 644-5161
james.hitchner@fcps.org

Created 2006-2007

Revised 2012

1
 Disease Prevention Unit
Parent Information
Grade 5

HIV & AIDS is one of the most serious health problems ever faced by the American public. Education is one of the
most effective ways of fighting the disease.

The Maryland State Board of Education directs each local school system to provide a comprehensive Health
Education Instructional Program for students in grades K-12. Part of this program is HIV & AIDS Prevention
Education. Students are to receive HIV & AIDS instruction at the elementary, middle, and high school level. In
Frederick County, the first unit of instruction takes place at Grade 5. Parents will be provided the opportunity to
review all instructional materials and information used during the unit prior to its delivery to students. Teachers and
School Nurses must receive instruction in how to deliver the Disease Prevention unit.

Students may be excused from the instructional unit on Disease Prevention upon a written request from their parent
or guardian or by circling “DOES NOT HAVE” on the Parent Permission slip which is sent home prior to
instruction. When/if this occurs, the student will be provided an alternate assignment in another health-related area.

The purpose of the Fifth Grade Disease Prevention unit is to provide students with factual, age appropriate
information to help them develop the understandings and responsible behaviors that can prevent the spread
of HIV & AIDS.

The objectives of the unit are:

 Differentiate between communicable and non-communicable diseases
 Identify disease producing agents (bacteria, protozoa, virus, fungi)
 Identify the modes of transmission for disease (air, touch, food, body fluids)
 Explain how the body fights infection
 Explain how the immune system responds to disease
 Analyze personal daily living habits and choices that increase the risk of developing disease
 List behaviors that increase the risk of developing disease
 Identify and categorize personal habits into High and Low risk behaviors
 Explain HIV as a communicable disease
 Describe the modes of transmission for HIV and clarify ways HIV can not be transmitted.
(Sexual transmission of HIV is not part of classroom discussion, although it is stated in the
video as one form of transmission of the disease. If questions arise, students are encouraged to share
these at home.)
 Identify some behaviors that increase the risk of contracting HIV
 Identify ways to prevent the transmission of HIV
 Analyze the effects of disease on the individual, family, and society

The unit includes a 16 minute video, "HIV and AIDS: Staying Safe." The video covers the science of HIV and
AIDS in an engaging animation that explains what happens to the immune system when HIV invades the body.
Methods of transmission and common misconceptions for methods of transmission are included in an age-
appropriate fashion and help students understand risky behaviors. Emphasis is placed on the importance of taking
responsibility for one's health and for the choices one makes. You may preview this video online at
http://education.fcps.org/healthpek12 . Select “Parent Resources” from the top menu bar. From the drop-down
select “Health.” Scroll down to the section labeled “Fifth Grade Disease Prevention Unit.” This pathway will show
all the attachments and materials that pertain to the Disease Prevention Unit – including video previews, and a
parent guide with conversation starters. A Parent Guide, "Conversation Starters for Parents About Disease
Prevention" has been developed in order to facilitate discussion should you wish to do so at home.
____________________________ __________________
Student's Name Date

1
Dear Parent (s) or Guardian (s):

In order to comply with the Maryland State Department of Education, and Maryland Law, FCPS provides
instruction on disease prevention, including HIV & AIDS beginning in 5th grade. Your child will receive this
instruction this year on the following dates: _________________________________________________________.

The purpose of this unit is to provide students with factual, age appropriate information to help them develop the
understandings and responsible behaviors that can prevent the spread of HIV. The objectives of the unit are to:
 Differentiate between communicable and non-communicable diseases
 Identify age-appropriate modes of transmission of disease
 Identify how the body fights infection
 Identify HIV & AIDS as a communicable disease
 Identify some methods for transmission of HIV as well as ways to prevent transmission
(Sexual transmission of HIV is not part of classroom discussion, although it is stated in the video
as one form of transmission of the disease. If questions arise, students are encouraged to share
these at home.)
 Analyze personal daily living habits and choices that increase the risk of developing disease

Teachers and school nurses receive training prior to delivering the unit of instruction and are instructed to focus only
on the objectives of each lesson. On occasion, students may ask questions the teacher is not permitted to address. In
this event, the student is directed to ask the question at home.

We would like to extend an invitation for you to preview the materials used in the Disease Prevention unit and ask
any questions you may have. The preview is scheduled for
_________________________________________________________________________.
Date/Time/Location

A Parent Guide, "Conversation Starters for Parents About Disease Prevention" has been developed in order to
facilitate discussion should you wish to do so at home. You may receive a copy from your child’s teacher, or you
may access this document online. The parent guide and instructional video can be accessed online at
http://education.fcps.org/healthpek12 . Select “Parent Resources” from the top menu bar. From the drop-down
select “Health.” Scroll down to the section labeled “Fifth Grade Disease Prevention Unit.”

Parent permission is required for your student to take part in this important unit. Please bring this letter with
you to the Parent Preview so you can indicate your wishes once you have reviewed the materials. If you do not plan
to attend the Parent Preview, you may complete the information below, tear it off so that you will retain the
information above, and have your student return it to school. If you do not grant permission, then your child will be
given an alternative assignment to complete in a location other than the classroom where instruction is taking place.

My student, _________________________________________________________________

HAS DOES NOT HAVE

permission (circle one above) to take part in the Fifth Grade Disease Prevention Unit.

________________________________________________________________ ______________
Parent/Guardian Signature Date

2
 CARTA DE AUTORIZACION PATERNAL PARA LA UNIDAD SOBRE PREVENCION DE
ENFERMEDADES – 5° GRADO

____________________________ __________________
Nombre del/la estudiante Fecha

Estimado Padre/Madre/Apoderado(s):

Para cumplir con las disposiciones del Departamento de Educación del Estado de Maryland y la Ley del Estado, las Escuelas
Públicas del Condado de Frederick (FCPS) proveen instrucción acerca de la prevención de enfermedades, incluyendo el VIH &
SIDA (HIV & AIDS). A pesar que algunos otros condados escogieron presentar este material en grados anteriores, las Escuelas
Públicas del Condado de Frederick presentarán esta información en el 5° grado. Su niño o niña recibirá esta instrucción en las
fechas siguientes, este año: _________________________________________________________.

Les invitamos a una presentación preliminar del material utilizado en la unidad de Prevención de Enfermedades y a formularnos
las preguntas que ustedes pudieran tener. Esta presentación preliminar tendrá lugar en
_________________________________________________________________________.
Fecha/Hora/Ubicación

El propósito de esta unidad es el proveer a los estudiantes una información factual y apropiada a la edad, para ayudarles a
desarrollar la comprensión y los comportamientos responsables que puedan prevenir la diseminación del VIH. Los objetivos de
esta unidad son:

 Diferenciación entre enfermedades comunicables y no comunicables

 Identificación de modos de transmisión de la enfermedad, apropiados a la edad
 Identificación de cómo el cuerpo combate a la infección
 Identificación de VIH & SIDA (HIV & AIDS) como enfermedad comunicable
 Identificación de algunos métodos de transmisión de VIH & SIDA (HIV & AIDS) así como de formas de preventir
la transmisión (La transmisión sexual del VIH & SIDA (HIV & AIDS) no es parte de la discusión de clase,
aunque se la menciona en el video como una de las formas de transmisión de la enfermedad. Si se generaran
preguntas, se exhorta a los/las estudiantes a formularlas en la casa)
 Análisis de los hábitos personales de vida y elecciones de comportamiento que aumentan el riesgo de contraer
enfermedades.

Los maestros, maestras y personal de enfermería de la escuela son entrenados antes de presentar la unidad de instrucción y se los
instruye a concentrarse solamente en los objetivos de cada lección. Ocasionalmente, los alumnos/as pudieran hacer preguntas
que el personal mencionado no tiene autorización de tratar. En tal caso, el/la estudiante es aconsejado/a a formular esa pregunta
en su casa.

Se ha preparado una Guía para Padres, llamada "Comienzo de Conversaciones para los Padres, acerca de Prevención de
Enfermedades" ("Conversation Starters for Parents About Disease Prevention") para facilitar las discusiones sobre estos temas,
si ustedes quisieran hacerlo en su hogar. El maestro o maestra podrá proporcioanarles una copia de este dcumento o bien, podrán
accederlo en el sitio de internet http://education.fcps.org/healthpek12 . A la izquierda de esa página hagan click en la palabra
"Health" y luego en "Elementary". El material tema de esta carta se indica bajo “Disease Prevention Unit.”

Para que su estudiante pueda tomar parte en esta importante unidad, se requerirá autorización paterna/materna. Por
favor traiga(n) esta carta con usted(es) a la Presentación Preliminar mencionada más arriba, para indicarnos sus deseos una vez
que hayan revisado el material. Si ustedes no planean concurrir a la Presentación Preliminar, pueden completar la información
solicitada más abajo, separándola para quedarse con la parte de arriba, y dénsela a su estudiante para que la taiga a la escuela. Si
usted(es) no dan su autorización, entonces su niño o niña recibirá una asignación alternativa para completar en otra aula diferente
a la que se utilice para la instrucción.

Mi estudiante, _________________________________________________________________

TIENE NO TIENE
permiso (indique, rodeando con un círculo su elección) para tomar parte en la Unidad Sobre Prevención de
Enfermedades – 5° Grado.

________________________________________________________________ ______________
Firma del Padre/Madre/Apoderado Fecha

3
 Conversation Starters for Parents about Disease Prevention

When your student returns home after receiving instruction in the Fifth Grade Disease
Prevention Unit, you can help to clarify understanding by talking about what he/she
learned. Use the questions below to help start a conversation or generate questions
yourself.

Questions after Lesson #1:

 The Disease Prevention unit teaches about communicable and non-communicable
disease. What is the difference between them? (Communicable disease is a contagious disease
that can be spread from person to person. A non-communicable disease cannot be spread from
person to person.)

 What causes communicable disease? (Communicable disease is caused by virus,

bacteria, fungi or protozoa.)

 How do communicable diseases spread? (Diseases spread through the air, by touch, on
contaminated food or water, in infected body fluids)

 What do you think is the best way to keep yourself safe from infectious disease? (During
the lesson students created a list of different ways to keep themselves safe from disease. Ask
your student what he/she remembers from this list. Example: wash hands)

Questions after Lesson #2:

 I think the body fights off infection through the immune system. How does that work?
Blood is part of the immune system. Blood contains both red and white blood cells. There is
about one big white cell for every 500 or so small red cells. The big white cells defend the body
against disease by attacking and killing the germs and viruses. Most of the time the big white
blood cells are able to stop the germs and viruses and the body flushes the dead germs and
viruses out of the bloodstream. The video used during the lesson provides a pictorial story that
helps the student understand the concept.

 Living with a disease that can’t be cured must be really hard. How do you think it would
change your life? (Many answers would be appropriate here.)

 I remember you learned about disease prevention HIV and AIDS today. What can you
tell me about what you learned? (Answers will vary. Look for the following answers: the
difference between communicable and non-communicable disease, how disease is spread and
how to keep from getting or spreading a communicable disease.)

 Do you have any questions about what you have learned during the Disease Prevention
Unit?

 Would you share the worksheets you did in school with me?

4
 Common Questions Kids Ask About HIV & AIDS

Are doctors, nurses, and other health-care workers at great risk of getting the HIV virus by being
around HIV infected patients?
NO. So far, no one has been identified with the HIV virus just by taking care of an AIDS patient.
However, a few health-care workers have gotten the virus after accidentally coming into contact with an
HIV infected patient's blood through needle injuries.

How can I tell if someone I know has been exposed to the HIV virus?
You can't. There is no way to just look at a person and know if he or she has been infected with HIV. If
you are not sharing intravenous drug needles or sharing personal products that may have blood on them,
you don't have to worry.

Can I get HIV if I use a dish, glass, or silverware used by a person who has the HIV virus?
NO.

Can I get HIV from a mosquito bite?

NO.

Can I get HIV if I am in a crowded place with someone who has the HIV virus?
NO.

Can I get HIV from the tears or the sweat of a person who has HIV infection?
NO.

Can I be infected with the HIV virus if I have my ears pierced or if I get a tattoo using the same
needle used by someone who has the HIV virus?
YES. The needle may contain traces of the infected person's blood which may be passed on to you.

Can I get the HIV virus by eating dinner with someone who has the virus?
NO.

Can I get HIV if I hug a person that has HIV?

NO.

How can I keep from getting the HIV virus?

The best way is for you to practice safe behaviors. Do not share any personal items that may have blood
on them and don't touch anyone else's blood.

5
 OTHER RESOURCES FOR PARENTS AND CHILDREN
Note that these are outside resources and are not necessarily endorsed by FCPS due to the
dynamic and ever-changing nature of their content

http://www.pedaids.com/globprogram.html
The Elizabeth Glaser Pediatric AIDS Foundation’s Global HIV & AIDS link.
An excellent link on the global AIDS situation. This link is very kid friendly. There is a map, personal
stories, a fact sheet and more.

http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5021a3.htm
A report through the CDC on HIV & AIDS globally. Facts and statistics on HIV/ AIDS in various regions,
as well as a map and a graph showing numbers of infections yearly and by region. Includes an interview
about the current global situation.

http://www.niaid.nih.gov/factsheets/aidsstat.htm
Fact sheet of worldwide and United States infection by the National Institute of Allergy and Infectious
Diseases.

http://www.cdc.gov/hiv/stats/internat.htm
Basic Statistics - International Statistics by the CDC.

http://www.ashastd.org/nah/
HIV & AIDS Hotline
English(1-800-342-AIDS)
TTY service for the deaf (1-800-243-7889)
Spanish service (1-800-344-7432

http://www.pedaids.org/
Elizabeth Glaser Pediatric AIDS Foundation; the leading worldwide nonprofit
foundation dedicated to identifying, funding, and conducting pediatric
HIV & AIDS research.

http://abbott.com/community/abbottscienceeducation.html
Abbott Laboratories website; link to excellent quiz and basic science with illustration.

http://www.cdc.gov/hiv/bscience.htm
Center for Disease Control website; link to science of HIV.

http://www.nih.gov/od/oar
National Institutes of Health

http://www.afoc.org/prevention/faq.html
AIDS Foundation of Chicago; link to question and answer page.

http://www.kidshealth.org
Health Education content that is conveyed to a student audience. Search “HIV & AIDS”

http://www.aids.org/FactSheets/101-what-is-aids.html#anchor250Aids.org
Simple questions and answers on HIV and AIDS.

http://www.pedhivaids.org/
National Pediatric and Family HIV Resource Center