L2+McManus+Megan

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

Teacher’s Name:** Ms. McManus
 * Date of Lesson:**Modes of Transmission
 * Grade Level:** 9th Grade
 * Topic:** Sexually Transmitted Diseases

__**Objectives**__

 * Student will understand that** STI's are transmitted in various ways and that there are universal signs and symptoms that indicate the possibility of an STI.
 * Student will know** the modes of transmission and be able to distinguish between myths and truths regarding STI’s.
 * Student will be able to** distinguish between myths and truths regarding STI’s & talk about modes of transmission. Product: Radio show using garage band where people call in asking questions (myths) and someone gives an answer.

__**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 STI's.

Students should know the various modes of transmission so they will know what behaviors put them at risk and how they can better protect themselves.
 * Rationale:**

__**Assessment**__
During this lesson students will be playing the myths and truths game. I will walk around and assess students based on their answers and the kind of questions they ask. Students will later blog about the game. They will discuss how their group decided what statements went where, what happened when they disagreed, which statement their group had the most discussion about, and anything new they learned.
 * Formative (Assessment for Learning)**

Students will create a radio show in garageband where people call in and ask questions regarding the transmission of STI’s. The “callers” will be asking questions regarding the myths and truths we discussed in class. The “radio DJ’s” job is to inform “callers” about what is true and what is false and why.
 * Summative (Assessment of Learning)**

__**Integration**__
Students will use the internet and laptops to write in their blog. Students will be using garage band to create a radio show.

__Groupings__
Students will get into groups using tickets to play the myth or truth game.

__**Differentiated Instruction**__
Verbal: Students will start the class reading off various statements. Logical: Using the information they learned about transmission students will change the answers they originally had for the myth/truth game and write the correct answers. Kinestheitc: Students will walk around to place the cards on the respective sides of the room. Visual: Students will use the myth/truth graphic organizer Intrapersonal: Students will reflect on what we discussed in their blogs. Interpersonal: Students will work together to decide what is a myth and what is a truth. Musical: Music can play in the background while students figure out what is a “myth” and what is a “truth”.
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. I will have class 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**


 * Extensions**

__**Materials, Resources and Technology**__
Copies of myth/truth graphic organizer Markers Big Index cards Tape Garage band tutorial Laptop cart

__Source for Lesson Plan and Research__
Information on STI’s 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/ Our Bodies, Ourselves Sex by Dr. Michael Carerra

Other Resources: www.blogger.com

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: Students have the freedom to decide which cards go where. Students also have the freedom to decide how they are going to come up with their answers. Clipboard: The lesson is planned so students learn the material in sequential order, there will be clear directions, and students will be able to organize their groups appropriately. Microscope: Students learn the details about transmission. They also have the opportunity to delve further into the different ways specific STIs are transmitted. Puppy: Students need to create groups that can work together in order to accomplish the game. Students need to listen to what each other has to say so they can figure out where to place the cards.
 * //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: students will be able to define what an STI is and describe the universal signs and symptoms that indicate the possibility of an STI. Interpret: distinguish between myths and truths regarding STIs Apply: create a plan to protect themselves from contracting an STI Perspective: analyze the social issues and attitudes that contribute to the spread of STIs Empathy: empathize with people who have STIs. Self-Knowledge: be aware of the consequences they face if they have unprotected sex.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Verbal: Students will start the class reading off various statements. Logical: Using the information they learned about transmission students will change the answers they originally had for the myth/truth game and write the correct answers. Kinestheitc: Students will walk around to place the cards on the respective sides of the room. Visual: Students will use the myth/truth graphic organizer Intrapersonal: Students will reflect on what we discussed in their blogs. Interpersonal: Students will work together to decide what is a myth and what is a truth. Musical: Music can play in the background while students figure out what is a “myth” and what is a “truth”.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** During this lesson students will be playing the myths and truths game. I will walk around and assess students based on their answers and the kind of questions they ask. Students will later blog about the game. They will discuss how their group decided what statements went where, what happened when they disagreed, which statement their group had the most discussion about, and anything new they learned. Students will create a radio show in garageband where people call in and ask questions regarding the transmission of STI’s. The “callers” will be asking questions regarding the myths and truths we discussed in class. The “radio DJ’s” job is to inform “callers” about what is true and what is false and why.
 * //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 Read various statements (10 min) 8:10- 8:15 Groups (5 min) 8:15- 8:35 Which cards are truths and which are myths. (20 min) 8:35- 8:50 Modes of transmission (15 min) 8:50- 8:55 Revise Answers (5 min) 8:55- 9:10 Graphic Organizer (15 min) 9:10- 9:20 Blog and radio show project (10 min)

The classroom will be set up so half of the desks will be 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. One side will be labeled myths; the other will be labeled truths. Students will start the class reading off various statements, both true and false, about STIs. This will hook students into the lesson as well as fulfill the verbal MI. STIs are transmitted in various ways and that there are universal signs and symptoms that indicate the possibility of an STI. Students should know the ways in which they can acquire an STI so they know what behaviors, fluids, etc. put them at risk of acquiring an STI. Students demonstrate healthy practices and behaviors to maintain or improve the health of self and others in the prevention of STIs.
 * Where, Why, What, Hook, Tailor: Verbal**

Students will know the various forms of transmission and will be able to distinguish between myths and facts. The class will break into two groups using tickets. Students will be given cards with both true and false statements written on them. Students will work in groups to figure out which cards are truths and which are myths. They will then place the cards on the respective side of the room. There will be music playing as students decide what cards go where. This fulfills the musical, interpersonal, and kinesthetic MI’s.
 * Equip, Explore, Rethink, Tailor: Musical, Interpersonal, Kinesthetic**

Using tickets, the class will break into two groups. Each group will work together to figure out which card is a myth and which is a truth. Students will take their seats and I will then talk about the different modes of transmission (semen, vaginal secretions, blood, breastmilk, and sore/lesions). I will also discuss how specific STIs are transmitted. After I talk about the different modes of transmission students will have the opportunity to go back and change answers to the game. This fulfills the logical MI. As a class we will go over the answers to the game. Students will fill out the correct answers on their myth/truth graphic organizer. This fulfills the visual MI.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Logical, Visual**

Students will have the opportunity to blog about the game. They will discuss how their group decided what statements went where, what happened when they disagreed, which statement their group had the most discussion about, and anything new they learned. This fulfills the intrapersonal MI. Whatever students do not finish writing in class will be for homework. Students will also be given the opportunity to work on the script for their radio show project in class.
 * Evaluate, Tailor: Intrapersonal**

Lesson 2- Content Notes-- How are STI’s transmitted?
 * Content Notes**

-Primarily through blood, semen, vaginal secretions, and the discharge of sores or lesions cause by STI’s. -Vaginal anal or oral sex without any protective barrier between the body parts involved. -Sharing razors, needles or an object like a sex toy, if bodily fluids from another person are on it. -Some can pass from skin-to-skin contact. -Transfusions can infect someone if blood or organs are not carefully screened for disease.

Specific STI’s Bacterial Vaginosis: We know what BV is associated with an imbalance of bacteria in the vagina. However, the cause of BV is not entirely known. We do know that any woman can get BV. There are also behaviors such as, douching or having multiple partners that can disrupt the balance of bacteria in the vagina thus, increasing your risk of getting BV.

Chlamydia: Any person who is sexually active can become infected with chlamydia. Chlamydia can be transmitted through vaginal or anal sex. Although it is rare, chlamydia can be spread through oral sex or by touching your eye with your hand. It can also be passed from a mother to the fetus. Chlamydia is not spread through casual contact. Areas that can be infected include the:
 * Penis
 * Vagina
 * Cervix
 * Anus
 * Urethra
 * Eye
 * Throat

Gonorrhea: Any sexually active person can be infected with gonorrhea. In fact 75% of cases in the US are found in young people ages 15-29 years old. (Brown Univ) Gonorrhea is passed during vaginal, oral, or anal sex. Ejaculation does not have to occur for gonorrhea to be transmitted. It can also be spread from mother to infant during delivery. It is not passed through casual contact (i.e. shaking hands, toilet seats, etc.).

Hepatitis B: Any person who is sexually active or comes into contact with the infected blood, semen, and other body fluids from having sex with an infected person is at risk. Further risks can come about from sharing contaminated needles with an infected person, or an infected mother can spread the disease to her newborn (CDC). Hepatitis B is a blood born pathogen – so any contact with an infected person’s blood can put you at risk, such as a laceration, vomit, nose bleed. HBV is transmitted similar to HIV but is considered to be 100 times more contagious. This is primarily because the virus can live on objects for up to one week. One third of the people who get hepatitis B have no known risk factors.

Herpes: As stated above, both forms of herpes can infect the oral and/or genital areas. Herpes is spread by touching, kissing, and having sex whether it be vaginally, anally, or orally. “It can be passed from one partner to another and from one part of the body to another” (Planned Parenthood). Herpes is most contagious when sores are open, moist, or leaking fluid. However, herpes can also be spread when the infected partner has no visible sores. In fact, most people acquire genital herpes from people with no symptoms. Similarly, most people become infected with oral herpes as children via kisses from a friend or relative. It is possible for the infected individual to not know that he/she is infected. Also herpes can be spread from mother to infant during vaginal birth. However, this form of transmission is rare. “There are no documented cases of a person getting herpes from an inanimate object such as a toilet seat, bathtub, or towel. Herpes is a very fragile virus and does not live long on surfaces” (ASHA).

Syphilis: Syphilis is passed through direct contact with a syphilis sore. Sores can be found on the: o External genitals o Vagina o Anus o In the rectum o On the lips o In the mouth. Transmission often occurs because an individual may not know they are infected. Syphilis can also be passed from mother to infant during pregnancy

Trichomonaisis: Both men and women can become infected with trich. Women can get it from both infected men and women. Men, however, usually contract the infection from infected women. Trich is passed between sex partners. It can be spread through “penis-to-vagina intercourse or vulva-to-vulva (the genital area outside the vagina) contact with an infected partner.” (CDC)

Pelvic Inflammatory Disease: "PID can be sexually transmitted or naturally occurring" (ASHA). PID occurs when bacteria move from the vagina or cervix up into other female reproductive organs. While there are multiple causes of PID, the most common causes are Chlamydia and gonorrhea. If not treated right away, these two common STI's can cause PID. After a woman is infected it can take days to months before she develops PID. Also, "it is rare, but you can get PID without having an STD. No one is sure why, but normal bacteria found in the vagina and on the cervix can sometimes cause PID" (DHHS).


 * Handouts**