FAMILY LIFE Education. Fifth Grade Instructional lessons

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1 FAMILY LIFE Education Fifth Grade Instructional lessons As new and updated videos and instructional materials become available the Family Life Supervisor may include them where appropriate without altering the content of the Family Life Education curriculum. REVISED September 2012

2 FAMILY LIFE EDUCATION FIFTH GRADE LESSONS 1 LESSON 1 School Nurse Risk Factors & Blood Borne Pathogens 2 LESSON 2 Studying STI/HIV School Nurse

3 GRADE RISK FACTORS & BLOOD-BORNE PATHOGENS LESSON 1 RISK FACTORS & BLOOD BORNE PATHOGENS Lesson 1 GRADE LEARNER OUTCOME 1 W-6.6: Examine and evaluate the risk factors associated with exposure to blood-borne pathogens HIV, AIDS, Hepatitis A, B, & C; e.g., sharing needles, body piercing, tattooing, helping someone who is bleeding, being sexually active. MATERIALS: 1. For the blood-borne pathogens demonstration: a. Cornstarch b. 2 re-sealable bags c. Water d. 2 glass beakers or clear containers e. Iodine f. Needle or safety pin 2. HANDOUT: Blood-Borne Pathogens Fact or Fiction 3. ANSWER KEY: Blood-Borne Pathogens Fact or Fiction 4. HANDOUT: Learning about HIV & AIDS and Hepatitis A/B/C INTRODUCTION: HIV & AIDS and Hepatitis A/B/C are preventable blood-borne pathogens. Prevention depends on knowledge of risk factors and protective measures. This lesson provides students with an opportunity to define and understand bloodborne pathogens, therefore providing students with tools and knowledge to reduce risks of contracting HIV & AIDS or Hepatitis A/B/C. APPROACHES/STRATEGIES: A. GROUND RULES (5-10 min) Ensure ground rules are established before beginning this lesson. For classes that have already established ground rules, quickly reviewing them can promote a successful lesson. 1

4 GRADE 6 RISK FACTORS & BLOOD-BORNE PATHOGENS LESSON 1 B. INTRODUCTION TO BLOOD-BORNE PATHOGENS (15 mins) Students define communicable disease and understand the concept of transmission of a disease. 1. Ask students to brainstorm a list of pathogens. Write down each suggestion on the board or an overhead. Ensure that HIV & AIDS and Hepatitis A/B/C are on the list. 2. Explain to students that some diseases are communicable diseases that are passed from one person to another and some are non-communicable diseases that happen inside a person that can t be passed onto another person except genetically or via the introduction of environmental hazards (i.e., second hand smoke). 3. Demonstrate the transmission of a communicable disease using the following procedure: Place cornstarch inside two re-sealable bags and seal the top. Inform students that cornstarch represents the blood inside our bodies and the plastic bags represent the skin that protects our bodies. Use a needle to make several holes in one of the bags. The holes represent parts of our bodies that could allow a virus through, such as cuts, piercings, or mucus membranes (such as those found in our genital area, back of throat, eyes, and in nose). Place each bag into a glass beaker filled with water, ensuring the top of the bag remains out of the water to prevent leakage. Inform students that the water represents the environment outside the body. Put several drops of iodine into the water of each beaker Inform students that the iodine represents a virus causing HIV & AIDS or Hepatitis A/B/C. Remove the bags from the solution. The cornstarch inside the bag with the holes in it will have changed colour. Inform students that this colour change represents the introduction of a disease such as HIV & AIDS or Hepatitis A/B/C to the bloodstream. Diseases passed through blood are known as blood-borne pathogens, and are communicable diseases. 4. Looking back at the list from step one, circle diseases that are communicable. 5. Debrief this activity using the following questions: Explain to students that a mucus membrane is a part of our body that is moist and has openings to the outside of our body, e.g. back of throat, anus, eyes, and nose. Which of the communicable diseases we identified can cause serious health problems? 2

5 GRADE 6 RISK FACTORS & BLOOD-BORNE PATHOGENS LESSON 1 HIV & AIDS Hepatitis A/B/C Why are some communicable diseases more serious than others? They can cause severe health problems, even death. What emotions do people feel toward serious communicable diseases such as HIV & AIDS and Hepatitis A/B/C? Fear Anger C. BLOOD-BORNE PATHOGENS FACT OR FICTION (15-20 min) Students determine how much they know about bloodborne pathogens, and identify where their knowledge gaps are. 1. Distribute the handout Blood-Borne Pathogens Fact or Fiction. 2. Have students complete this handout independently. 3. Using the answer key, review each statement while students correct their handout. 4. Debrief this activity using the following questions: Some students may have close experience with blood-borne pathogens. It is important to be sensitive to any potentially harmful comments by other students. How are blood-borne pathogens passed from one person to another? Blood-borne pathogens are passed from one person to another through an exchange of blood or body fluid including semen and vaginal secretions, and through breast milk (HIV only). Blood-borne pathogens can be passed through contaminated food or drinks, sharing needles, body piercing and tattooing equipment, helping someone who is bleeding without using gloves, sexual intercourse, and from an infected mother to her baby. What diseases are blood-borne? HIV & AIDS and Hepatitis A, B, and C are blood-borne pathogens. What is the difference between HIV (Human Immunodeficiency Virus) and AIDS (Acquired Immunodeficiency Syndrome) 2? HIV is a virus that can make you sick and is the virus that causes AIDS. A person can be infected with HIV and not have AIDS. HIV weakens the immune system, your body s built-in defense against disease and illness. A person can have HIV without knowing it and may not look or feel sick but can still pass the virus on to other people. Compassion It can take many years for the virus to multiply and cause serious damage to the immune system. 3

6 GRADE 6 RISK FACTORS & BLOOD-BORNE PATHOGENS LESSON 1 Without treatment, HIV can make the immune system too weak to fight off serious diseases and a person may become very sick with lifethreatening infections. This is the most serious stage of HIV, called AIDS. What is the difference between Hepatitis A, B and C? Hepatitis in general refers to any inflammation of the liver. It can have a variety of causes, including viruses, medicines, alcohol, chemicals and other toxins. Hepatitis A, B, and C are all viruses but are very different from each other 3. Hepatitis A is generally spread through oral contact with the feces of a person with hepatitis A. It can be in food or water. Sometimes, people don t wash their hands after going to the bathroom and that is how the hepatitis A virus gets into food or water. You can get a vaccination to prevent getting Hepatitis A 3. Hepatitis B is spread by contact with infected blood and body fluids. There are medicines to help control the virus, and you can get a vaccination to prevent getting Hepatitis B 3. Hepatitis C is passed by blood-to-blood contact. Hepatitis C can be passed through sharing needles, body piercing and tattooing equipment, helping someone who is bleeding without using gloves, and unprotected sexual intercourse. There is no vaccine to protect against Hepatitis C 4. For more information on hepatitis vaccinations please visit Alberta Health rta.ca/documents/imm unize-hepatitis-b.pdf Download the Public Health Agency of Canada s Hepatitis B: Get the Facts: What can a person do to prevent the spread of blood-borne pathogens? Practice abstinence (not having sexual intercourse or sexual contact) Use only clean and new needles or tattooing/piercing equipment Avoid touching someone who is bleeding without wearing latex gloves Do not share toothbrushes, razors, or nail clippers with someone who has Hepatitis C. D. PARENT INTERVIEW 5 (5min today, 30 min homework, 5-10 min next class) Students discuss blood-borne pathogens with a parent or guardian Distribute the handout: Learning About HIV & AIDS and Hepatitis A/B/C for students to complete as a homework assignment. Explain that students can complete this interview with a parent or guardian. Dedicate time to debrief this activity during the next lesson. 4

7 GRADE 6 RISK FACTORS & BLOOD-BORNE PATHOGENS LESSON 1 QUESTION BOX (10min) Have students fill out questions and address them next class. TAKE IT HOME Students complete the handout: Learning about HIV & AIDS and Hepatitis A/B/C with a parent or guardian. SELF REFLECTION During the lesson, were: Ground rules being followed? Good practices established regarding group work and discussion? What will you change for future classes with this group? What will you change for future use of this lesson? STUDENT ASSESSMENT During the lesson, did students: Knowledge: Define communicable/blood-borne pathogens? Prove understanding about the concept of disease transmission? Dispel personal misunderstandings about blood-borne pathogens? Skills: Identify ways to prevent the transmission of blood-borne pathogens? Attitudes: Acknowledge the implications of having a blood-pathogen? 5

8 GRADE 6 RISK FACTORS & BLOOD-BORNE PATHOGENS LESSON 1 1. Alberta Education. (2002). Health and life skills guide to implementation: Kindergarten to grade 9. Retrieved from 2. Canadian AIDS Treatment Information Exchange (CATIE). (2010). HIV & AIDS: Basic facts. Retrieved from 3. Canadian AIDS Treatment Information Exchange (CATIE). Hep A, B, & C. Retrieved from 4. Canadian AIDS Treatment Information Exchange (CATIE). What is hepatitis c? Retrieved from 5. Canadian Federation for Sexual Health. (2005). Beyond the Basics: A sourcebook on sexuality and reproductive health education. Ottawa: Author 6

9 GRADE 6 RISK FACTORS & BLOOD-BORNE PATHOGENS LESSON 1 HANDOUT 1 Name: Blood-Borne Pathogens Fact or Fiction True False Unsure Blood-borne pathogens are spread from one person to another through the exchange of blood. HIV & AIDS and Hepatitis A/B/C are blood-borne pathogens. At this time, there is no cure for blood-borne pathogens. Only women can get infected by blood-borne pathogens. You can t get infected with a blood-borne pathogen if you are healthy and strong. You can tell a person is infected with a blood borne pathogen by looking at them. A person might get a blood-borne disease by: Donating blood. Using a public toilet. Kissing. Being bitten by a mosquito. Being born to a mother who infected with a blood-borne pathogen. Sharing needles with another person. Using the same water fountain as a person who is infected with a blood-borne pathogen. Swimming in a public pool. Shaking hands Having sexual intercourse with a person infected with a blood-borne pathogen. Helping someone who is bleeding. Getting a tattoo or a body piercing. Touching someone who is infected with a blood-borne pathogen. Getting a vaccination at a doctor s office or clinic. 1

10 GRADE 6 RISKFACTORS LESSON 1 ANSWER KEY Blood-Borne Pathogens Fact or Fiction True False Blood-borne pathogens are spread from one person to another through the exchange of blood. HIV & AIDS and Hepatitis A/B/C are blood-borne pathogens. At this time, there is no cure for blood-borne pathogens. Only women can get infected by blood-borne pathogens. You can t get infected with a blood-borne pathogen if you are healthy and strong. You can tell a person is infected with a blood borne pathogen by looking at them. Donating blood. Using a public toilet. Kissing. Being bitten by a mosquito. Being born to a mother who infected with a blood-borne pathogen. Sharing needles with another person. Using the same water fountain as a person who is infected with a blood-borne pathogen. Swimming in a public pool. Shaking hands Having sexual intercourse with a person infected with a blood-borne pathogen. 1

11 GRADE 6 RISKFACTORS LESSON 1 ANSWER KEY Helping someone who is bleeding. Getting a tattoo or a body piercing. Touching someone who is infected with a blood-borne pathogen. Getting a vaccination at a doctor s office or clinic. 2

12 GRADE 5 STI/HIV LESSON 1 STUDYING STI/HIV GRADE LEARNER OUTCOME 1 W-8.13: Describe symptoms, effects, treatments, prevention for common sexually transmitted diseases; i.e., chlamydia, HPV, herpes, gonorrhea, hepatitis B, & C, HIV. MATERIALS: INTRODUCTION: Learning about STIs helps students to be able to take care of their own bodies, thereby preventing possible health and infertility problems associated with having an STI or allowing an STI to go untreated. This lesson helps students define and learn about STIs/HIV, as well as describe symptoms, effects, treatments, and prevention for common sexually transmitted infections. STI (Sexually Transmitted Infection) has replaced the term STD (Sexually Transmitted Disease).The two terms are interchangeable; however, these resources use the term STI as it is the most up-to-date term. APPROACHES/STRATEGIES: A. GROUND RULES (5-10 min) Ensure ground rules are established before beginning this lesson. For classes that have already established ground rules, quickly reviewing them can promote a successful lesson. Gr8v

13 GRADE 5 STI/HIV LESSON 1 B. DEFINING STI/HIV (10-15 min) These discussion questions help students define STI/HIV and provide a rationale for learning about STI/HIV through class discussion. With the class, discuss answers to the following questions. Discussion notes are provided. 1. Why is it important to learn about STI/HIV? It helps one be able to take care of one's own body. Untreated STI can jeopardize a person's health and future ability to have children. It helps a person to discuss STI with a boy or girlfriend. It helps us recognize myths like It s easy to tell if a person has a STI/HIV because he/she will look sick that could prevent a person from using effective prevention methods or seeking needed treatments. 2. When you hear the words STI or HIV, what do you think? Encourage students to share feelings and reactions. Common student responses may be that these words are disgusting, or that it makes them think about death. Identify common themes throughout the discussion. 3. What is the definition for STI, or sexually transmitted infection? STI are infections spread primarily by close sexual contact and sexual intercourse. 4. What are some STI you have heard of? List student suggestions on the board. 5. STI can be viral, or bacterial/parasitic. What do those words mean? Viral: If a virus causes a disease, it is possible for it to remain asymptomatic for periods of time (meaning there are no symptoms). It is possible to have the virus and not know it, and it is possible to pass it to another person without either person knowing it. Viral STIs can be treated with medications, but not cured. STI that are viral include genital warts (HPV), HIV, hepatitis B, hepatitis C and genital herpes. Bacterial/Parasitic: If bacteria or a parasite causes a disease, it needs to be treated with antibiotic or antimicrobial medication. STIs that are bacterial/parasitic include gonorrhea, chlamydia, syphilis, pubic lice, scabies and vaginitis. 6. How do HIV and AIDS and Hepatitis B and C differ from other STI? Gr8v

14 GRADE 5 STI/HIV LESSON 1 Because they are blood borne diseases, they can be spread by close sexual contact and sexual intercourse as well as other means such as blood transfusions, sharing needles, or body piercing or tattooing equipment. 7. If you want to find out about STI, what sources can provide accurate information? Doctor or public health clinics (such as the Sexual and Reproductive Health Clinic or STI Clinic) Teachers, counsellors, or school nurse Fact Sheets from a reliable source (Health Region) Gr8v

15 GRADE 5 STI/HIV LESSON 1 QUESTION BOX (10min) Address questions from last class. Have students fill out questions and address them next class. TAKE IT HOME Students complete the Health Services Detective handout. Schools engaged with high risk students who may be more likely to engage in risky sexual behaviour need to emphasize the importance of community support networks. You may want to consider turning this activity into a field trip during which you visit agencies in your community. SELF REFLECTION During the lesson, were: Ground rules being followed? Good practices established regarding group work and discussion? What will you change for future classes with this group? What will you change for future use of this lesson? STUDENT ASSESSMENT During the lesson, did students: Knowledge: Define STI? Gr8v

16 GRADE 5 STI/HIV LESSON 1 Attitudes: Accept the need to prevent STI/HIV? 1. Alberta Education. (2002). Health and life skills guide to implementation: Kindergarten to grade 9. Retrieved from Gr8v