L5+McManus+Megan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. McManus
 * Date of Lesson:**HIV/AIDS
 * Grade Level:** 9
 * Topic:** Sexually Transmitted Infections

__**Objectives**__

 * Student will understand that** getting testing & treatment is important to their immediate and future health.
 * Student will know** students will know basic information on HIV (how it is transmitted, who is at risk, how they can protect themselves, etc.
 * Student will be able to** empathize with people who have STIs. Product: Students will make a museum box that details the life of someone with HIV/AIDS.

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education C. Health Promotion and Risk Reduction C1. Healthy Practices and Behaviors Grade 9- Diploma Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STIs.

Students should have basic knowledge of HIV/AIDS and will get a feel for what its like to live with HIV/AIDS. It is important for them to know this so they can explore one reason why they should protect themselves from STI’s.
 * Rationale:**

__**Assessment**__
On the first day of the lesson I will have students write down 2 facts about HIV/AIDS and 2 questions they have about HIV/AIDS. I will use these questions and statements to assess where students are with their knowledge of HIV/AIDS. On day 2 of the lesson I will give students a pre-assessment to get a feel for their experience with HIV/AIDS. I will specifically ask if they know anyone with HIV/AIDS and if so, how did that person contract the virus. I will use this information when I assign modes of transmission for their museum boxes, that way I can give students the opportunity to do the box on the person they know.
 * Formative (Assessment for Learning)**

Students will make a museum box that details the life of someone with HIV/AIDS. Each student will be assigned a mode of transmission specific to HIV/AIDS. The modes of transmission that will be assigned are: sex (gay, lesbian, heterosexual, rape, etc.), IV drug use, transfusion/transplant, and birth/breastfeeding. Students will have the freedom to choose who they want to focus on for their museum box. Students will have 2 days in class to complete their box before they present it to the class. Students are also more then welcome to stay after school or come on a free period to work on their box.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: In this lesson I will be showing the movie “And the Band Played On”. The students will also use their laptops to go on the internet and gather information on the person they will be featuring in their museum box. Students will also need the internet to create and present their museum box. Should they choose to extend the lesson, students will use the internet to access blogger.com where they will blog about a conversation with a friend or family member.

History: In this lesson students will be watching the movie “And the Band Played On”. The film chronicles the history of AIDS. It depicts the very first cases, how the gay community fought to draw attention to the AIDS epidemic, how scientists discovered everything from how it’s a virus to how its transmitted, etc. Students will also researching someone who has HIV/AIDS and they will depict that person’s life in their museum box.

__Groupings__
Students will receive a slip of paper as they walk into class that has a mode of transmission (sex, IV drug use, transfusions/transplant, or birth/breastfeeding) on one side and a number on the other. Students will pair up with someone who has a number opposite from them. So the student with the number 1 will pair up with the student with the number 2; the students with the number 3 will pair up with the student with the number 4. Groupings are dependent upon class size.

__**Differentiated Instruction**__
Verbal: Students will discuss their museum boxes with each other in pairs. They will also discuss as a class why we think certain information is true and how that affects our attitudes towards people with HIV/AIDS. Logical: Using information I present on facts about HIV/AIDS, students will be able to tell me why certain “facts” they wrote down are wrong. Students will also analyze why people think some things are facts when in fact they are not. Visual: Students will be watching the film “And the Band Played On” and using an ISP graphic organizer. Intrapersonal: Students will work by themselves to create a museum box. Interpersonal: Students will discuss their museum boxes with each other in pairs. They will also discuss as a class why we think certain information is true and how that affects our attitudes towards people with HIV/AIDS. Musical: There is music in the movie.
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. If a student misses class they should come see me so we can come up with a plan to get them caught up. Should a student miss the movie I would encourage them to stay after school or come on a free period and watch the film. I will also have a class wiki where I will post assignments, homework (if any), worksheets, and podcasts of the class. This will make it easier for students who are absent to get all the information that they need.
 * Modifications/Accommodations**

Students can extend the lesson by talking to friends and family members about what they know about HIV/AIDS. Students can research the “facts” their friends and family members told them. Students will find out if it is really a fact or myth. Students will blog about it and discuss what was said, whether it was true or not, why it was true or not true and why the person they asked thought it was true.
 * Extensions**

__**Materials, Resources and Technology**__
And the Band Played On DVD TV/projector Newsprint Markers Copies of ISP chart Copies of checklist

__Source for Lesson Plan and Research__
__Information on HIV/AIDS__ National Institute of Child Health and Human Development-- http://www.nichd.nih.gov/ The Center for Disease Control-- http://www.cdc.gov/ The American Social Health Association-- http://www.ashastd.org/ Medline Plus-- http://www.nlm.nih.gov/ Planned Parenthood -- http://www.plannedparenthood.org/ NY State Dept of Health-- http://www.health.state.ny.us/ Food and Drug Administration-- http://www.fda.gov/ US Department of Health and Human Services-- http://www.womenshealth.gov/ Our Bodies, Ourselves Sex by Dr. Michael Carerra

Other Resources: Blogger-- www.blogger.com Museum Box-- http://museumbox.e2bn.org/

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students have the freedom to anonymously ask questions about HIV/AIDS. Students also have the freedom to choose who they want to feature in their museum box. Students can make the box as creative as they want. The lesson will be organized so students can use what they learned in class about HIV/AIDS and incorporate it into our discussions about the newsprints. Students will be able to apply their knowledge about HIV/AIDS to answer their own questions about HIV/AIDS. Students will be sensitive to their classmates’ questions. This lesson is supposed to teach students to have empathy for people with STIs so a supportive environment is vital.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** In this lesson students will empathize with people who have STIs. Students don’t always realize how common STIs are. Teenagers especially have a constant “not me” mentality and I want to get them out of that line of thinking. I want students to hear all sorts or stories about all different kinds of people: some they can relate and others they can’t. I want them to hear about all the different ways that these people contracted the virus and get a feel for how at risk they really are for contracting HIV. Students will hear stories about people whose lives were otherwise normal until they contracted HIV and how their lives have drastically changed since. Students will realize that there are all sorts of stories behind transmission of STIs and that it doesn’t always have to do with having sex. Some people contract STIs in ways that are more tragic then others and I want students to be more aware and sensitive to that.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Technology: In this lesson I will be showing the movie “And the Band Played On”. The students will also use their laptops to go on the internet and gather information on the person they will be featuring in their museum box. Students will also need the internet to create and present their museum box. Should choose to extend the lesson, they will use the internet to access blogger.com where they will blog about a conversation with a friend or family member.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Strategies: Verbal: Students will discuss their museum boxes with each other in pairs. They will also discuss as a class why we think certain information is true and how that affects our attitudes towards people with HIV/AIDS. Logical: Using information I present on facts about HIV/AIDS, students will be able to tell me why certain facts are wrong. Students will also analyze why people think some things are facts when in fact they are not. Visual: Students will be watching the film “And the Band Played On” and using an ISP graphic organizer. Intrapersonal: Students will work by themselves to create a museum box. Interpersonal: Students will discuss their museum boxes with each other in pairs. They will also discuss as a class why we think certain information is true and how that affects our attitudes towards people with HIV/AIDS. Musical: There is music in the movie.

Rationale:**On the first day of the lesson I will have students write down 2 facts about HIV/AIDS and 2 questions they have about HIV/AIDS. I will use these questions and statements to assess where students are with their knowledge of HIV/AIDS. On day 2 of the lesson I will give students a pre-assessment to get a feel for their experience with HIV/AIDS. I will specifically ask if they know anyone with HIV/AIDS and if so, how did that person contract the virus. I will use this information when I assign modes of transmission for their museum boxes, that way I can give students the opportunity to do the box on the person they know. Students will make a museum box that details the life of someone with HIV/AIDS. Each student will be assigned a mode of transmission specific to HIV/AIDS. The modes of transmission that will be assigned are: sex (gay, lesbian, heterosexual, rape, etc.), IV drug use, transfusion/transplant, and birth/breastfeeding. Students will have the freedom to choose who they want to focus on for their museum box. Students will have 2 days in class to complete their box before they present it to the class. Students are also more then welcome to stay after school to work on their box.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Total Class Time: 480 min. Day 1: • Students will write down on a piece of paper 2 facts they know about HIV/AIDS and 2 questions they have about HIV/AIDS (10 min) • Watch And the Band Played On (70 min)

Day 2: • Students will fill out pre-assessment (10 min) • Finish watching And the Band Played On (70 min)

Day 3: • Finish watching And the Bang Played On (15 min) • I will go over the newsprint with students’ facts that were accurate. I will use this particular newsprint to give students information on HIV/AIDS (20 min) • We will then go over the newsprint with “facts” given that were inaccurate. Students will discuss them and decided as a class why those “facts” are wrong. (15 min) • I will then address any leftover questions the students have about HIV/AIDS (15 min) • We will end this particular class with a discussion on how information we think is true affects our attitudes towards people with HIV/AIDS. (15 min)
 * This is just to give you an idea of what we are discussing and approximately how long I plan to spend on each newsprint. In reality I plan for the lesson to be more fluid. I will use students statements that I wrote on the newsprint to guide the lesson. I plan to teach using the 3 newsprints and class discussion will come out of that.

Day 4: • I will present the museum box assignment. I will assign each student a mode of transmission specific to HIV/AIDS. The modes of transmission that will be assigned are: sex (gay, lesbian, heterosexual, rape, etc.), IV drug use, transfusion/transplant, and birth/breastfeeding. (10 min.) • Students will get into pairs and will work with each other to find people that contracted HIV through the assigned mode of transmission for their museum box. Students will have the freedom to choose who they want to focus on for their museum box. By the end of class students will have chosen the person they are going to do the box on. Students will also have begun to research and create their museum box. (70 min)

Day 5: • Students will spend today finishing up their museum box. (80 min)

Day 6: • Students will present their museum boxes to the class (80 min)

The first two days the classroom will be arranged in a semi-circle. On day 3 the classroom will be set up so half of the desks will be in rows on one side of the room and the other half will be in rows on the other side of the room. There will be a clear walk way down the middle of the classroom. At one side of the walkway will be the chalkboard/whiteboard; on the other will be a blank space on the wall where I will hang the 3 pieces of newsprint. Days 4 and 5 students will sit together in pairs to work on their museum box. In this lesson, students will understand that getting treatment is important to their immediate and future health. It is important for students to have basic knowledge of HIV/AIDS and get a feel for what its like to live with HIV/AIDS so they can explore one reason why they should protect themselves from STIs. Students will be able to demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STIs. For the first two days of the lesson we will be watching parts of “And the Band Played On.” This fulfills the visual MI. Also the music that plays in the film fulfills the musical MI.
 * Where, Why, What, Hook, Tailor: Visual, Musical**

Students will know basic information about HIV (how it is transmitted, who is at risk, how they can protect themselves, etc.) On day 1 I will have students write down 2 facts they know about HIV/AIDS and 2 questions they have about HIV/AIDS. On day 2, before I show the movie, I will give students a pre-assessment to assess their experience with HIV/AIDS. On day 3 we will finish watching “And the Band Played On”. We will then look at the 3 pieces of newsprint I posted in the room. One newsprint will have real facts that the students gave, another will have “facts” that students gave that were in accurate, and the last piece will be questions that students wrote down. I will use the three pieces to teach students the basic information on HIV/AIDS. For example, I will then address the newsprint with “facts” students gave that were inaccurate and using what students just learned we will discuss why those statements are not true. This fulfills the logical and interpersonal MI’s. I will assess students understanding based on their answers to the last 2 newsprints. Students will discuss how information we think is true affects our attitudes towards people with HIV/AIDS. These discussions fulfill the verbal MI.
 * Equip, Explore, Rethink, Tailor: Logical, Interpersonal, Verbal**

After we discuss the newsprints the students will talk about life with HIV/AIDS in a class discussion. Students will spend days 4 and 5 will be spent working on their museum boxes. Students will be grouped based on their assigned mode of transmission and numbers. This fulfills the interpersonal MI. Students will also receive an ISP chart to record their sources they used for the museum box. This also fulfills the visual MI. I will explain to students the museum box assignment. They will work in pairs on day 4 to find people that contracted HIV through their assigned mode of transmission. Students will spend this day doing their research and they will begin their museum box. Students will also have day 5 to complete their museum box. If students do not finish their box, they are more then welcome to stay after school to complete it. Otherwise, they can do the rest for homework. The point of the lesson is to get students to empathize with people who have STIs.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Visual, Interpersonal**

Students will spend days 4 and 5 working on their museum box. This fulfills the intrapersonal MI. On day 6 students will present their boxes to the class. Students will turn in their ISP charts on day 6 when they present. I will use a checklist to evaluate and give students feedback on their museum boxes. This connects to the next lesson 6 because it discusses HIV/AIDS and gets kids thinking about the “worst case scenarios”. Lesson 6 will focus on protection and show students how to prevent these scenarios.
 * Evaluate, Tailor: Intrapersonal**


 * Content Notes**


 * Handouts**