L1+McManus+Megan

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

Teacher’s Name:** Ms. McManus
 * Date of Lesson:** Lesson 1- Signs & Symptoms
 * Grade Level:** 9
 * Topic:** Sexually Transmitted Infections

__**Objectives**__

 * Student will understand that** STIs are transmitted in various ways and that there are universal signs and symptoms that indicate the possibility of an STI.
 * Student will know** the progression of STIs and their signs and symptoms.
 * Student will be able to** define what an STI is and describe the universal signs and symptoms.

__**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. In this lesson students will be exploring and analyzing what STIs are, what kinds of STIs there are, and what their common signs and symptoms.
 * Rationale:**

__**Assessment**__
During this lesson, a pre-assessment will be given asking what the students know about STIs. The assessment will gauge their current understanding by asking questions about how STIs are transmitted, treated, prevented and other questions about specific STIs. Students will use the describing wheel graphic organizer to take notes on the kinds of STIs there are and their signs and symptoms. Students will use Capsulez to test out how well they learned the information taught to them. I will post photos and students will comment on the photos telling me what the signs and symptoms are and/or what the STI is. Students will also be assessed at the end of the lesson by anonymously filling out a paper asking if they understood what we learned, one new thing they learned, and what they would like to learn over the course of the unit.
 * Formative (Assessment for Learning)**

Students will create a comic using comic life, that describes what STIs are and what signs and symptoms. The comic will be graded using rubric. The comic is to be completed for homework and will be turned in a week after it is assigned. The comic will be graded on it content, attractiveness, clarity and mechanics. The comic will be worth 20 points out of the 300 total.
 * Summative (Assessment of Learning)**

__**Integration**__
The teacher can use a laptop and projector to show pictures of classic signs and symptoms. Students will use Capsulez to test out how well they learned the information taught to them. I will post photos and students will comment on the photos telling me what the signs and symptoms are and/or what the STI is.
 * Technology:** Students will use the internet to create their Blogger and Capsulez accounts and to find pictures (if they need to) for their comic. Students will be using comic life to create their comics about signs and symptoms.
 * Science:** I will be using sodium hydroxide and phenolphthanlein in my hook.
 * Art:** Students will be creating a comic life for a product.

__Groupings__
Before each class I will tape a slip of paper underneath each desk. Each strip of paper will have an STI written on it. During the lesson I will instruct students to look under their desks and they will get in groups according the STI they have. Using the three-minute review students will look at the information on their describing wheel and use what they know to pick out the common signs and symptoms of the STIs.

__**Differentiated Instruction**__
Verbal: Students will discuss in groups what they think the universal signs and symptoms are. Logical: Students will use information on their graphic organizer and information they learned in the class to pick out the common signs and symptoms of STIs. Kinesthetic: Students will be up and moving around with the STI fluid exchange activity. Visual: Students will use the describing wheel graphic organizer. Intrapersonal: Students will assess what they think they know prior to the lesson and at the end off the lesson. Interpersonal: Students work together on the fluid exchange activity and will work in groups to come up with universal signs and symptoms. Musical: Music can play in the background when students do the fluid exchange activity.
 * Strategies**

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. I will have a class wiki where I will post assignments, that nights homework, 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 will use Capsulez to test out how well they learned the information taught to them. I will post photos and students will comment on the photos telling me what the signs and symptoms are and/or what the STI is. Students will create a comic using comic life, that describes what STIs are and what signs and symptoms. The comic will be graded using rubric. The comic is to be completed for homework and will be turned in a week after it is assigned. The comic will be graded on it content, attractiveness, clarity and mechanics. The comic will be worth 20 points out of the 300 total. Students can extend this lesson by researching a specific STI and then compare that STIs signs and symptoms to the common signs and symptoms we came up with in class. Students can write about their similarities and differences in a blog.
 * Extensions**

__**Materials, Resources and Technology**__
Sodium Hydroxide Phenolphthanlein Plastic cups Paper towels Bucket Post-its Identical, blank strips of paper Pre-assessment worksheets Whiteboard/blackboard Chalk/dry erase markers Describing wheel worksheets Comic life tutorial Laptop cart

__Source for Lesson Plan and Research__
Information on STIs 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/ National Digestive Diseases Information Clearinghouse: Hep B -- http://digestive.niddk.nih.gov/ Hepatitis B-- http://www.hepatitisinfo.org/ Immunization Action Coaliztion: Hep B-- http://www.vaccineinformation.org/ World Health Organization-- http://www.who.int/mediacentre/factsheets/fs204/en/ International Herpes Alliance-- http://www.herpesalliance.org/ Food and Drug Administration-- http://www.fda.gov/ US Department of Health and Human Services-- http://www.womenshealth.gov/

Other Resources: www.blogger.com http://capzles.com/

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: Students will participate in the STI fluid exchange activity. Students will also be given the opportunity to create their own comics. Clipboard: Students will be informed what the agenda is for the day. The lesson will go in sequential order and expectations for the day will be made clear. Microscope: Students will the basics about STIs and will have a change to analyze and discuss what they already knew and what they learned. Puppy: seating, good atmosphere
 * //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:** Explain: They will be able to explain why STIs are now called STIs and no longer STDs. Students will also be able to explain what the universal signs and symptoms are that indicate the possibility of an STI. Students will have multiple chances to explain the universal signs and symptoms of STIs. They will use describing wheels, comment on capsulez, and ultimately, create a comic life that define STIs and explain what the general signs and symptoms are.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Verbal: Students will discuss in groups what they think the universal signs and symptoms are. Logical: Students will use information on their graphic organizer and information they learned in the class to pick out the common signs and symptoms of STIs. Kinesthetic: Students will be up and moving around with the STI fluid exchange activity. Visual: Students will use the describing wheel graphic organizer. Intrapersonal: Students will assess what they think they know prior to the lesson and at the end off the lesson. Interpersonal: Students work together on the handshake activity and will work in groups to come up with universal signs and symptoms. Musical: Music can play in the background when students do the handshake activity.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Technology: Students will use the internet to create their Blogger and Capsulez accounts and to find pictures (if they need to) for their comic. Students will be using comic life to create their comics about signs and symptoms. The teacher can use a laptop and projector to show pictures of classic signs and symptoms. Students will use Capsulez to test out how well they learned the information taught to them. I will post photos and students will comment on the photos telling me what the signs and symptoms are and/or what the STI is.

Rationale:** During this lesson, a pre-assessment will be given asking what the students know about STIs. The assessment will gauge their current understanding by asking questions about how STIs are transmitted, treated, prevented and other questions about specific STIs. Students will use the describing wheel graphic organizer to take notes on the kinds of STIs there are and their signs and symptoms. Students will use Capsulez to test out how well they learned the information taught to them. I will post photos and students will comment on the photos telling me what the signs and symptoms are and/or what the STI is. Students will also be assessed at the end of the lesson by anonymously filling out a paper asking if they understood what we learned, one new thing they learned, and what they would like to learn over the course of the unit. Students will create a comic using comic life, that describes what STIs are and what signs and symptoms. The comic will be graded using rubric. The comic is to be completed for homework and will be turned in a week after it is assigned. The comic will be graded on it content, attractiveness, clarity and mechanics. The comic will be worth 20 points out of the 300 total.
 * //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: 80 min.

8:00- 8:10 Fluid exchange activity (10 min) 8:10- 8:13 STI knowledge survey (3 min) 8:13- 8:16 What is an STI? (3 min) 8:16- 8:21 Brainstorm signs & symptoms (5 min) 8:21- 8:26 Brainstorm STIs (5 min) 8:26- 8:34 Graphic Organizer (8 min) 8:34- 8:49 Go over signs and symptoms of each STI (15 min) 8:49- 8:57 Groups (8 min) 8:57- 9:05 Report back (8 min) 9:05- 9:15 Blogger & Capzules (10 min) 9:15- 9:20 Anonymous questions (5 min)

My classroom will be seated perimeter style. I plan to start off the lesson with the STI fluid exchange activity. This will fulfill the kinesthetic MI. There will also be music playing while students do the fluid exchange activity. This fulfills the musical MI. After that the students will receive an STI knowledge survey, which will help me assess what students know or think they know. We will then discuss what an STI is and list various STIs on the board. I will then ask students to brainstorm what kind of signs and symptoms they would expect to see with each STI. As a class we will pick out the universal signs and symptoms. Students will understand that STIs are transmitted in various ways and that there are universal signs and symptoms that indicate the possibility of an STI. Students should be able to identify the signs and symptoms of an STI so they know when to seek testing/treatment in hopes that they don’t develop complications and/or spread the infection to someone else. Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STIs. To hook my students into the lesson I am going to do the STI fluid exchange activity with them but I will not tell them what we’re doing. It will not be until after we have completed the activity that I will introduce the unit.
 * Where, Why, What, Hook, Tailor: Kinesthetic, Musical**

My students will know what an STI is and what the common signs and symptoms are of STIs. As a class we will discuss what makes an STI, an STI. Students will come to the conclusion that an “STI is a term applied to a variety of infections that are passed from one person to another primarily through vaginal, oral, or anal sex.” (Our Bodies, Ourselves) We will then think of as many STIs as possible and write those down on the board. I will add any STIs that students missed. STIs that should end up on the board include: Chlamydia, Gonorrhea, Herpes, Genital Warts, Bacterial Vaginosis, HPV, HIV/AIDS, Trichomonasis, Hepatitis B, Syphilis, and Pubic Lice/Scabies/Crabs. Students will then write each STI into their describing wheel. This fulfills the visual MI. Students will then be given time to individually write in the wheel what they think signs and symptoms of each STI would be. This fulfills the intrapersonal MI.
 * Equip, Explore, Rethink, Tailor: Visual, Intrapersonal**

Students will write each STI into their describing wheel. Students will then be given time to individually write in the wheel what they think signs and symptoms of each STI would be. We will then go over the signs and symptoms of each STI as a class. This also fulfills the interpersonal MI. Using the three-minute review students will look at the information on their describing wheel and use what they know to pick out the common signs and symptoms of the STIs. This is fulfills the logical and verbal MIs. The groups will then report back to the class what they selected. As a class we will compile a list of common signs and symptoms. Signs and symptoms will include pain or burning while urinating, itching, discharge or unusual smell from the vagina/penis/anus, sharp pains in the lower body (for women), and growth, bumps, sores, or rashes around the genital or anal area.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Logical, Verbal**

Students will set up Blogger accounts and Capsulez accounts in class. In class students will go on Capsulez and look at photos I posted of specific signs and symptoms, STIs etc. and comment. I will comment on students’ postings and give them feedback on what they wrote. At the end of class each student will receive a slip of paper in which they can anonymously write how well they feel they mastered the content for the day, something they learned, and what they would like to learn over the course of the unit. This lesson teaches the basics and lays down the foundation for the next lesson in which we will learn about transmission and the myths & truths of STIs. Students will also use this information to create a comic life describing what an STI is and the universal signs and symptoms are. The comic is to be done for homework and will be turned in a week after it has been assigned.
 * Evaluate, Tailor**


 * Content Notes**

What are STIs? STI is a term applied to a variety of infections (diseases) that are passed from one person to another primarily through vaginal, oral, or anal sex.

STIs: Chlamydia Gonorrhea HIV/AIDS HPV Herpes Genital Warts Trich Pubic lice/scabies/crabs Syphilis

Types of STIs: Bacterial, viral, parasitic, and fungal

What are the symptoms of STIs? Most common symptoms are: -Pain or burning while urinating -Itching, discharge or an unusual smell from the vagina, penis, or anus - For women, sharp pains in the lower body -Growth, bumps, sores, or rashes around the genital or anal area.

Usually found in the genital area Can affect the thighs, throat, and eyes (common in gonorrhea), mouth (common in syphilis and herpes), or less frequently, the nose or hands.

Some STIs have no symptoms Chlamydia and gonorrhea often show no s/s→ can lead to PID

If I have any of those symptoms, do I have an STI? It might be someone else, by don’t ignore the symptoms. It could be vulvovaginitis, an inflammation of the vagina and vulva. Deals with the pH in the vagina. It could also be a UTI

Describing wheel graphic organizer Pre-assessment survey
 * Handouts**