Field Version of UMF Unit-Wide Lesson Plan Template
Name: Jamie Dillon Program: EDU 490 Course: Health
Lesson Topic/Title: Birth Control & Sexually Transmitted Diseases/Infections
Lesson Date: 10/22,23,26/2020 Lesson Length: 65 min Grade/Age: Sophomores
Learning Objectives (Targets):
- Students will discuss consent and the aspect of effective communication.
- Students will identify the different methods of contraceptives.
- Students will describe how STD/STIs spread and how to prevent them.
Content Standards:
Content Standards Alignment & Justification:
A. Health Concepts: Students comprehend
concepts related to health promotion and Standard A1 & A3 is met in this lesson
disease prevention to enhance health. through classroom conversation guided by
A1: Healthy Behaviors and Personal the powerpoint presentation. We were also
Health - Students predict how behaviors can able to do the STD activity getting students
impact health status. up and realizing how diseases spread so
a. Analyze individual responsibility for easily (during this activity, we were also able
enhancing health. to relate this to COVID-19 and how any
b. Predict how healthy behaviors can disease can spread easily depending on how
positively impact health status. we take care of ourselves). This way students
c. Describe barriers to practicing healthy see first hand how their healthy or unhealthy
behaviors. behaviors impact others in various ways. The
d. Examine personal susceptibility to, formative assessment/assignment given as a
and the potential severity of, injury or worksheet is a way for students to
illness if engaging in unhealthy understand the susceptibility of an
behaviors. unplanned pregnancy with various
A3: Diseases/Other Health Problems contraceptives as well as how sexually
- Students explain causes of common transmitted diseases affect the human body.
diseases, disorders, and other health
problems and propose ways to reduce,
prevent, or treat them. Standard C1 students assignment to research
other sexually transmitted diseases & explain
C. Health Promotion and Risk Reduction: them (can they be treated, maintained, cured,
Students demonstrate the ability to practice etc.) and where to get these resources is to
health-enhancing behaviors and avoid or improve the health of self and others. The
reduce health risks. contraceptives worksheet is for students to
C1: Healthy Practices and Behaviors understand the effectiveness of each
- Students demonstrate healthy practices (knowing the difference between hormonal
and/or behaviors to maintain or improve the and barrier contraceptives) to prevent STDs
health of self and others in each of the and unplanned pregnancy.
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following areas: healthy eating; physical
activity; tobacco, alcohol, and other drug use
prevention; and prevention of STDs, HIV and
unintended pregnancy.
Assessment: ☐ Pre X Formative Assessment (Data & Student Feedback):
☐ Summative ☐ S tudent
Self The assignment given the formative assessment.
The requirements of the assignment are to
complete the worksheet based on what was
discussed in class. The other aspect of the
assignment was to research five different types of
STD/STIs that were not discussed in class. These
STD/STIs can be discovered using the website
provided by the teacher.
Integration of Other Content Areas: (If appropriate)
English: terminology of contraceptives and sentence structure in regards to giving & receiving
consent.
Instructional Strategies to Differentiate Whole Class Instruction:
Multiple Intelligences:
- Natural: Diseases - visual & symptoms
- Kinesthetic: STD/STI activity
- Musical: Consent video
- Interpersonal: Thanksgiving hook (popcorn share)
- Intrapersonal: Quizizz
- Linguistic: worksheet
- Logical: Effectiveness of contraceptives
- Visual: Slideshow presentation
Modifications / Accommodations / Extensions For Individual Students with Identified Needs:
I will review student IEP and 504 plans to modify the lesson and make appropriate
accommodations for all students.
Technology Integration: (if appropriate)
- Consent video
- Quizizz assessment
- Slideshow presentation
Materials and Resources for Lesson Plan Development
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- Slideshow presentation
- Laptop/iPad
- Charger
- Writing utensil (optional)
- Male condom
- Consent video
- Quizizz link
Teaching & Learning Sequence:
Day 1
- Overview of Objectives & Sign-in (5 min)
- Block 4 Only: Finish consent video [A: foreplay & orgasm] (5 min)
- Block 1 & 3: Quizizz over gender, sex, & sexuality (5 min)
- Thanksgiving Hook (5 min)
- Contraceptives & Methods (20 min)
- Sexually Transmitted Diseases Intro (10 min)
- STD Information (15 min)
- Check for understanding (5 min)
Assignment
Complete Contraceptives sheet & research 5 STD/STIs not discussed.
Overview of Objectives & Sign-in (5 min)
Begin this lesson by putting the agenda & objectives on the board. Make sure the other
cohorts sign in to the Google Meet. Have cohort C & A (Block 4) stay signed in for the whole
class.
Block 4 Only (5 min)
Complete going over the consent video. Address how mixed messages can be confusing and is
not a form of consent. Example: saying no and then winking. Or saying yes and while nodding
no. Misleading signs make for non effective communication. Briefly address the different
forms of sex.
Block 1 &3 (5 min)
Sign on into quizizz for a quick formative review on gender, sex, & sexuality.
Thanksgiving Hook (5 min)
Ask them what their favorite part of Thanksgiving is. Is it the quality time with family? The
endless food? Whatever it may be, would they still like it if they could celebrate Thanksgiving
everyday? Sex is somewhat like that. Some people love it because of the feeling/sensation.
Others like it because of the intimacy shared with another person. Some people love the
person they’re having sex with while others love having sex. Be aware that we are not
condoning sex (over 50% of students are not having any form of sex), but we are educating
you for when you are prepared. Other aspects that go into being prepared is being
emotionally ready. How would you feel having sex with someone for the first time and then you
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sit next to them in class and they’re flirting with someone else - ignoring you completely? If
communicating about STD’s or pregnancy isn’t occurring, should you really be getting naked
with someone? W e (as the teachers) want to get students thinking about these aspects.
Contraceptives & Methods (20 min)
Address the different types of contraceptives and effectiveness of each. Slideshow
presentation & handout to help students follow along as well as retain the information.
Sexually Transmitted Disease Intro (10 min)
Students will receive cards with various letters on the back of them. Pass them out at random.
Each student will go around signing as many cards as possible until the music stops. Do this a
total of twice. Students can then go back to their seats. Ask the person with the S (STD/STI) on
the back of the card to stand up (should only be one). Anyone with this person's name on their
card will also stand. Now everyone who isn’t standing should be standing up. All those with an
A (abstinence) can sit down. All those with a B (barrier) can sit down. All those with a U
(unprotected) will remain standing. Look at how easily STD’s can spread when you don’t
know you have them.
STD Information (15 min)
Go over the common STD/STI’s. If time at the end, have students identify where you can get
tested. What are the kinds of tests done to find STD/STI’s? Otherwise this will be for
homework in addition.
Content Knowledge Notes: (if applicable/instructor discretion)
- Consent:
- Age of consent in Maine is 16. Some other states in the U.S. are 17 or 18 years of
age.
- F.R.I.E.S.
- Freely given - Reversible - Informed
- Enthusiastic - Specific
- Contraceptives (hormonal vs barrier):
- Hormonal (preventing pregnancy only by thickening the cervical mucus &
tinning the uterine lining). Percentages are only accurate if the method is done
perfectly.
- The pill (91%) - The patch (99%)
- Nuvaring (91%) - Intrauterine Device (99%) -
- Implant/Rod (99%) -Depo-provera shot (99%)
- Barrier (preventing pregnancy & STD/STIs). Percentages are only accurate if
the method is done perfectly.
- Male Condom (98%) - Female Condom (95%)
- Other methods of contraceptives:
- Withdrawal/Pull-out (27%) - Does not prevent STD/STIs.
- Abstinence/No sex (100%) - Prevents both pregnancy & STD/STIs.
- Most common STD/STIs:
- Human Papillomavirus (HPV):
- A virus that can cause genital warts or asymptomatic infections.
Most popular in the U.S.
- Genital Warts:
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- Pink/ reddish warts with cauliflower-like tops. Can appear on the
genitals, in the vagina or cervix - can take up to three months to
appear if they do. Can result is cervical cancer & cancer of the
penis.
- Chlamydia:
- A bacterial infection that affects the reproductive organs. This is
an asymptomatic infection, 40% of cases reported are of teens 15
- 19 years old. This can result in pelvic inflammatory disease,
chronic pelvic pain, infertility, and/or premature birth or birth
defects.
- Gential Herpes:
- Can infect the mouth as well as the genitals, often an
asymptomatic virus many. If symptoms show they can be
blister-like sores that occur periodically. These blisters can
spread even if not present.
- Gonorrhea:
- A bacteria that usually affects the mucous membranes most
commonly found in females 15 - 19 years old & males 20 - 24
years old. Many cases are asymptomatic, but symptoms can
include differences in vaginal discharge and pain/burning when
urinating. Long term effects can be permanent damage to the
joints and passed on during childbirth.
- Pubic Lice (Crabs):
- Pubic lice are tiny insects that live in the pubic hair (genital
region). Also known as crabs because of the claws that they have
to cling on to the pubic hair. They can not jump, but they will
cause itching & irritation.
- Human Immunodeficiency Virus & Acquired Immune Deficiency
Syndrome (HIV/AIDs)
- AIDs is acquired after having HIV for a long period of time. HIV
makes the immune system weaker making it harder for the body
to fight off infections and possible cancers. Signs & symptoms if
they appear may not last even as the disease continues. They can
be: fever, swollen glands, painful ulcers in the mouth or around
the anus or penis, headache, rash, and/or muscle and joint pain.
- STD/STI Testing:
- Blood test - Urine test - Pap Smear (females only)
Common Core Teacher Standards (CCTS) Alignment & Justification (Field/Student Teaching
Only)
- Standard # 1: Learner Development
The teacher understands how students learn and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
- Justification: Addressing the multiple intelligences and learning differences are
important to encourage better understanding of content and overall learning. Health is
a difficult subject for some who have faced serious health issues - mentally,
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emotionally, physically, etc. This alone puts those students in a different place when
learning certain topics.
- Indicator
- 1(h): Respects learner’s differing strengths and needs and is committed
to using this information to further each learner’s development.
- 1(i): Is committed to using learners’ strengths as a basis for growth, and
their misconceptions as opportunities for learning.
- Standard # 3 Learning Environments
The teacher works with learners to create environments that supports individual and
collaborative learning, encouraging positive social interaction, active engagement in
learning, and self-motivation.
- Justification: This standard and indicators are especially important to me
because many teenage human beings have the idea that they are immune to the
risks (i.e. texting and driving is no trouble for me so I am safe to continue doing
so). Though, they are always taking the risk as an inexperienced person to get
hurt physically, socially, or mentally. It’s important for them to understand just
how easy it could be them getting hurt if they do not make healthy decisions.
- Indicator
- 3(b): Develops learning experiences that engage learners in
collaborative and self-directed learning and that extend learner
interaction with ideas and people locally and globally.
- 3(e) Uses a variety of methods to engage learners in evaluating
the learning environment and collaborates with learners to make
appropriate adjustments.
- 3(g): Promotes responsible learner use of interactive techniques
to extend the possibilities for learning locally and globally.
- Standard # 4 Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline she teaches and creates learning experiences learning experiences that make
these aspects of the discipline accessible and meaningful for learners.
- Justification: This standard and indicators are especially important to me because
with a room of varying learners, it is important to address the topic in various ways so
students find multiple ways to comprehend and increase their chances of mastering the
content.
- Indicator
- 4(a) Effectively uses multiple representations and explanations that
capture key ideas in the discipline, guide learners through learning
progressions, and promote each learner’s achievement of content
standards.
- 4 (k): Understands common misconceptions in learning the discipline
and how to guide learners to accurate conceptual understanding.
Post-Lesson Reflection:
21 out 23 students met the three lesson objectives. Students were able to understand how to
communicate consent effectively. Students were able to identify the various types of
contraceptives before and after presentation. And students were able to describe and explain
various STD/STIs through verbal and nonverbal communication methods as well as where to
get tested and find resources to prevent these diseases.
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This completion of objective one tells me that my students understand what consent means,
what is acceptable and unacceptable in terms of consent.
This assessment data informs me that students already had some prior knowledge before the
content was taught. The other assessment showed that they improved their understanding of
the content. Learning about how disease spreads while living in a pandemic was helpful in
connecting other issues with the one being taught making for better understanding.
I feel as though having the students do a ‘hands-on’ activity (COVID style) was a good choice.
Students were able to build more relationships with their peers by talking to one another,
helping build a positive classroom environment especially during what many consider an
awkward topic. They also saw just how it easy it could be to spread diseases based on
different health choices (using a barrier, contraceptive, unprotected sex, or abstaining). This
class contains many bodily kinesthetic students, they appeared to really enjoy getting up and
moving and the connection they made seemed to have more of an impact.
If I were to do this lesson again, I would have students go over more in depth with the website
given and be more clear on the assignment expectations. Some students thought it was
optional to research other STD/STIs not discussed in class. These students seem to appreciate
more step by step, slow instructions to fully absorb what is being said.
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