S3+McManus+Megan

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. STI fluid exchange activity: Students each get a cup that is filled half the way with water. Depending on the size of the class, there will be 1-3 cups that have drops of sodium hydroxide in them. Students will pour half their cup into another students cup; that student will then pour half of their cup back into the other students cup. I will then go around and test each students cup with phenolphthanlein. If the solution in the student’s cup turns pink then they have “contracted an STI.” **(Hook)** 3. Students will know the progression of STIs and their signs and symptoms. **(Equip)** Students will brainstorm signs and symptoms using the describing wheel. **(Explore)** Using the three minute review students will work with each other to make sure they understand the material being presented and will then report back to the class. **(Experience)** 4. Students will rethink what makes an STI, an STI. **(Rethink)** Students will take the information we discussed in class and put it on their graphic organizer. **(Revise)** 5. Students will fill out an STI Information Survey at the beginning of class and assess what they think they know. Students will then fill out another survey at the end of class to see what they now know/want to know. **(Evaluate)** 6. **(T) Tailor** 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. 7. Students will be able to define what an STI is and describe the universal signs and symptoms. Product: Comic describing what an STI is signs and symptoms. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that there are universal signs and symptoms that indicate the possibility of an STI. **(Where)** 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. **(Why)** Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STIs. **(What)**

9. Students will each have an index card on their desk with an outrageous myth written on it. Each student will read a myth aloud to the class. **(Hook)** 10. Students will know the various forms of transmission and will be able to distinguish between myths and facts. **(Equip)** Students will examine the statements and decide whether or not they are a myth or truth and explain why they chose their answer on the myth/truth sheet. **(Explore)** Using tickets the students will get into groups to play the myth/truth game. **(Experience)** 11. Students will rethink and revise their answers to the myth/truth game after we learn about the various modes of transmission. **(Rethink)** Students will update their myth/truth worksheet **(Revise)** 12. Students will blog about the myths/truths they got wrong and their reactions to the correct answers. **(Evaluate)** 13. **(Tailor)** 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. Kinesthetic: 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”. 14. Students 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. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students 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. **(Where)** 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. **(Why)** Students demonstrate healthy practices and behaviors to maintain or improve the health of self and others in the prevention of STI's. **(What)**

16. 17. Students will know behaviors that increase your chances of acquiring an STI and the responsibilities you have if you acquire an STI or think you’ve acquired an STI (i.e. getting testing/treatment, informing your partner, etc.) **(Equip)** Students will explore risky behaviors using the high-low-no risk worksheet. **(Explore)** Groups will read and talk about information on a topic and then, using a jigsaw grouping, will move around to other groups telling them about that topic. **(Experience)** 18. Students will get back into their groups and be given a scenario that they will act out that pertained to the topic the educated the rest of the class about. Students must assess how their topic fits into the given scenario. **(Rethink)** Students will be given a chance to see if their original answers still work for the given scenario before they write a script reacting to it. **(Revise)** 19. Students will be evaluated on their reactions to the given scenarios. **(Evaluate)** 20. **(Tailor)** Verbal: Students will be talking to act out their skits. Logical: Students must come up with a reaction to the given scenario that best protects them from acquiring an STI. Kinesthetic: Students will be up moving and acting out their scenarios. Visual: Students will watch other students act out scenarios. Naturalist: Weather permitting, students can perform their skits outside. Intrapersonal: Interpersonal: Students will work in groups in the jigsaw activity and when creating and performing their skits. Musical: 21. **(Organize)** Students will be able to discuss the consequences and responsibilities that go along with having unprotected sex. Product: Students will write a script imagining what they would say to their partner if they had an STI and post it in their blogs. Students will comment on eachothers blogs and give feedback. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that getting treatment is important to their immediate and future health. **(Where)** Students should understand this so they understand what they risk when they have sex and what to do if the worst-case scenario happens. **(Why)** Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STI's. **(What)**

23. Students will view clips of the movie Rent. **(Hook)** 24. Students will know what issues and attitudes influence how they view STI’s and people with STI’s. **(Equip)** Students will compare and contrast a media they looked at and the media of a fellow student using a venn diagram. **(Explore)** Students will break into group of 5 to do the STD carousel activity. **(Experience)** 25. Students will think about their answers to the STD carousel and write in their journal what the think effected their answers. **(Rethink)** Students will break into new groups and talk about what effected their answers. **(Refine)** 26. The class as a whole will discuss what role they think the media has on our attitudes towards STI’s. **(Evaluate)** 27. **(Tailor)** Verbal: Students will be talking in groups and as a class about their opinions. Logical: Students will think critically about what affects their opinions and attitudes Kinesthetic: Students will be walking around the room doing the STD carousel activity. Visual: Students needs to watch some sort of media for the current news activity. Naturalist: Intrapersonal: Students reflect in their journals what they think affected their answers to the carousel activity. Interpersonal: Students are in groups for the carousel activity as well as various other discussions. Musical: Music will play during the carousel activity. 28. Students will be able to analyze the social issues and attitudes that contribute to the spread of STI’s. Product: Voice thread **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students understand that there are various ways to protect yourself against STI's. **(Where)** Students will understand attitudes and issues that contribute to the spread of STI’s so they can have a better idea of where their information about STI’s is coming from and why the information could be right, wrong, biased, etc. **(Why)** Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STI's. **(What)**

30. Students will watch the film “And the Band Played On” **(Hook)** 31. Students will know basic information on HIV (how it is transmitted, who is at risk, how they can protect themselves, etc.) **(Equip)** Students will explore their knowledge of HIV/AIDS using the kwl graphic organizer. **(Explore)** The students will get into pairs to figure out who they are going to feature in their museum box as well as begin their research. **(Experience)** 32. Students will rethink their views on HIV/AIDS and other STIs. **(Rethink)** Students will use the isp chart. **(Revise)** 33. I will assess students using a pre-assessment that will tell me about students experience with HIV/AIDS. I will also assess students based on facts and questions I will have them write down at the beginning of the lesson. **(Evaluate)** 34. **(Tailor)** Verbal: Students will discuss their museum boxes with eachother in pairs. They will also discuss as a class why we think certain information is true and how that effects 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 a kwl graphic organizer. Naturalist: Weather permitting, we can have the class discussion outside. Intrapersonal: Students will work by themselves to create a museum box. Interpersonal: Students will discuss their museum boxes with eachother in pairs. They will also discuss as a class why we think certain information is true and how that effects our attitudes towards people with HIV/AIDS. Musical: There is music in the movie.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students understand that getting treatment is important to their immediate and future health. **(Where)** 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 STIs. **(Why)** 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. **(What)**

35.Students 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. **(Organize)** || =Lesson 6=

37. Trojan condom commercial [] **(Hook)** 38. Students will know the forms of protection and behaviors that can protect them from contracting an STI. **(Equip)** Students will use the method graphic organizer to explore forms of protection. **(Explore)** Students will be grouped by drawing a form of protection out of a hat. Students will discuss with their group and later on the class, the forms of protection and behaviors that can protect them from contracting an STI. **(Experience)** 39. Students will complete the lesson by blogging privately about what would be the best form of protection for them now or in the future. **(Rethink)** 40. Students will teach their classmates about forms of protection that can protect them from contracting an STI. Students will also create a 3-5 min mock promo for the form of protection they researched. **(Evaluation)** 41. **(Tailor)** Verbal: Students will report out as a group what method of contraception they researched. Logical: Students will use what they researched and learned from other classmates to decide what form of contraception is best for them. Visual: Condom commercial & WebQuest Intrapersonal: Students will reflect on what they learned in their blogs and in their plans. Interpersonal: Students will work in groups to research a form of protection. Musical: Music will play while students are working on their WebQuest. 42. Students will be able to create a plan to protect themselves from contracting an STI. Product: WebQuest [] **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that there are various ways to protect ones self against STIs. **(Where)** Students should be aware of what they can use to protect themselves so they can utilize those forms of protection and have a happier, healthier reproductive life. **(Why)** Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STIs. **(What)**

2004 ASCD and Grant Wiggins and Jay McTighe