Duration Goal. Learner Outcomes. Standards and Benchmarks Materials Needed. Activity Overview

Transcription

1 Duration Goal Learner Outcomes Standards and Benchmarks Materials Needed Activity Overview Module 8: Pilina Pono Preventing Sexually Transmitted Infections 60 minutes To understand protective factors and reinforce knowledge of STIs by learning prevention skills. Students will: 1. Gain knowledge about STI prevention. 2. Be able to demonstrate the correct steps for effective condom use. 3. Identify risk factors of different sexual behaviors. NOTE: This module was developed to meet the Hawai i DOE Abstinence-Based Education Policy and is designed to: A. Support abstention from sexual intercourse and provide skill development to continue abstention; B. Help youth who have had sexual intercourse to abstain from further sexual intercourse until an appropriate time; and C. Provide youth with information on and skill development in the use of protective devices and methods for the purpose of preventing sexually transmitted diseases and pregnancy. HE , HE , HE , HE , HE , HE Pono Choices Poster 2. Group Agreements Poster 3. The Voyage of the Wa a Kaulua 4. Student Workbooks a. Reflection Squares b. 8 Prevention Techniques 5. Preventing STIs Presentation 6. Condom Demonstration Kit a. Condoms b. Wooden Demonstrators c. Paper Towels d. Hand Sanitizer 7. HIV Risk: High/Low/No Presentation A. Introduction (1 minute) B. Hawaiian Cultural Value: Pilina Pono (2 minutes) C. The Voyage of the Wa a Kaulua (7 minutes) D. Preventing STIs (10 minutes) E. Teacher Demonstration of Correct Condom Usage (10 minutes) F. Student Demonstration of Correct Condom Usage (15 minutes) G. HIV Risk: High/Low/No Game (10 minutes) H. Conclusion and Reflection (5 minutes) 1

2 Activity A Introduction 1 Minute Teacher Directions To Be Done Teacher Script Review the previous lesson. All students should have their Student Workbook. Welcome back to the Pono Choices program. The last time we met we learned about Sexually Transmitted Infections - STIs. We also discussed the Hawaiian Cultural Value Pilina A o. Turn to your neighbor to review the definition for Pilina A o. Who remembers what Pilina A o means? (Pilina A o means linking your knowledge to understanding.) Give an overview of what the students will be learning in this lesson of the Pono Choices program. After this lesson you will have: gained knowledge about ways to prevent STIs, demonstrated the correct steps of effective condom use, and identified risk factors of different sexual behaviors. END END END 2

3 Activity B Hawaiian Cultural Value 2 Minutes Teacher Directions To Be Done Teacher Script Introduce the Hawaiian Cultural Value: Pilina Pono. Have Voyage of the Wa a Kaulua Pilina Pono slide displayed on DDS. The Hawaiian Cultural Value for this lesson is Pilina Pono. (pee-lee-nah poh-no) Repeat after me, Pilina Pono. Pilina Pono. Students will write HCV and definition on a Reflection Square in their Student Workbook. Read definition from Voyage of the Wa a Kaulua Pilina Pono slide on DDS: Students write the word and definition on a Reflection Square. Pilina Pono means to link your knowledge to the right actions. In the back of your workbook, write the Hawaiian Cultural Value and definition on a Reflection Square. Pilina A o was linking your knowledge to understanding of STIs. It s not enough to just know something, if you never use the information. So, in this module we will talk about linking your knowledge of STIs to the actions of protecting yourself from STIs. Making a pono choice involves making intentional choices about prevention, and protecting oneself and others. END END END 3

4 Activity C The Voyage of the Wa a Kaulua 7 Minutes Teacher Directions To Be Done Teacher Script Introduce The Voyage of the Wa a Kaulua. Have Voyage of the Wa a Kaulua Pilina Pono slide displayed on DDS. We are now going to listen to The Voyage of the Wa a Kaulua. Review story from previous lesson. Last time we heard that Pailolo, Ka iwi, and their community were trying to understand the diseases and STIs that the foreign ships brought to Hawai i. Everyone has been affected by these diseases in some way, because our ancestors lacked the knowledge to prevent and treat many of these diseases that were devastating their community. Many people became sick or died, including some of Ka iwi and Pailolo s friends and family. In the story, Holopuni said that he felt the people of Hawai i were stuck in shark-infested waters, trying to keep themselves and the wa a kaulua afloat among the storm. This represents the many barriers that they may encounter on their journeys. Gaining knowledge and understanding will help them in their ability to make pono choices. Read the slide before starting the story: Pilina Pono: linking your knowledge to the right action. As you prepare to journey out on your own, into the rough seas, you will take your knowledge and skills with you. This is so you can navigate a successful voyage toward your goals and dreams. 4

5 Have students turn to the divider page for Module 8. Start audio End audio Turn to page 23 in your workbook for the Review Questions and a place to take notes or make drawings. The crew has been preparing for this important voyage for quite some time. What were the things they did to ensure a successful journey? (they had supplies, they mapped it out, they got resources from others who were knowledgeable of the voyage, they had pono thoughts) The paddle guard is one way to protect your paddle. What are some ways to protect yourself from sexually transmitted infections? (look ahead, prepare for the voyage/future, obtain knowledge, bind knowledge with action, condoms, abstinence) END END END 5

6 Activity D Preventing STIs 10 Minutes Teacher Directions To Be Done Teacher Script Go through a brief presentation to provide students with information about how STIs can be prevented. Teacher note: The teacher script will state what to read for each slide. Information on the slide is for students and does not need to be read. Have the Preventing STIs Presentation ready. Students will complete the 8 Prevention Techniques worksheet in their Student Workbook. We are going to continue to discuss STIs, and today you will learn 8 prevention techniques. Turn to page 24 in your workbook, to the worksheet titled 8 Prevention Techniques. As we go through the presentation, write in the prevention technique that corresponds to the picture. Great! Let s get started! Advance Slide Teacher Script Why should you avoid getting an STI? These are some of the reasons: 1. Having an STI can get in the way of reaching your future goals, 2. There may be emotional or social consequences to having an STI, 3. STIs can cause serious illness or sickness, 4. STIs may cause infertility, or the inability to get pregnant, and 5. Some can cause death. 6. Additionally, you can pass an STI on to your partner, family, friends, or baby. In The Voyage of the Wa a Kaulua, we heard about STIs coming to Hawai i. 6

7 During that time period, do you think that the people of Hawai i knew how to prevent STIs? Answer: No, probably not. Do you think that it s important for you to know how to prevent STIs? Answer: Absolutely! Teacher note: HIV and Syphilis can cause death. HPV can result in cancers, which may lead to death. Hepatitis can result in liver cancer/liver failure, which may lead to death. Gonorrhea, Chlamydia, and Herpes can cause complications that could result in death. Look at the worksheet in your workbook. What do you think is the first prevention technique? (after students respond, advance to the next slide) Communicate! It s important to communicate honestly with your partner about what they ve done in the past. Ask your partner: Have you ever had unprotected sex? How many sexual partners have you been with? Have you ever been tested? Could it be difficult or awkward to ask these questions? Answer: Yes, it can. Is it important to know these things about your partner? Answer: Yes, it is. What if your partner is not willing to talk about these things? Would that be an indicator of a healthy or an unhealthy relationship? Answer: Unhealthy. Taking responsibility for your sexual health means that you are able to ask your partner these types of questions, and are able to honestly answer these questions yourself! What s the next prevention technique? (after students respond, advance to the next slide) 7

8 Be Abstinent! Remember our definition of abstinence? Abstinence can be 100% effective when defined as: No oral, vaginal, or anal sex, No sexual contact, No needle sharing, and No drug or alcohol use. Why is communicate listed before abstinence? Answer: Because one must be able to communicate with their partner on how abstinence can be 100% effective. How would using drugs or alcohol affect one s ability to be abstinent? Answer: Drugs and alcohol affect decision making skills and may impair judgment. What s the next prevention technique? (after students respond, advance to the next slide) Condoms and other barriers are highly effective if used correctly every time. Condoms can greatly reduce the risk of getting an STI, because as we ve talked about before, condoms create a barrier which prevents a person s bodily fluids from coming in contact with their sexual partner. Condoms also help prevent unintended pregnancies! What s the next prevention technique? (after students respond, advance to the next slide) Teacher note: Consistent and correct use of condoms can reduce (though not eliminate) the risk of STI transmission. For disease prevention, male condoms should be made of latex, polyurethane or polyisoprene and female condoms should be made of nitrile. For more information on condom effectiveness, please visit the following website: 8

9 Get tested! A regular doctor visit does NOT include STI testing. A person must request STI testing. What s the next prevention technique? (after students respond, advance to the next slide) Teacher note: A person must be 14 years of age for testing without parental consent. Don t share needles! This includes needles used for: IV drug use, Tattoos, Piercings, Steroids, and Hormone injections. Anytime blood is present, instruments must be sterilized, including razors, items used in nail salons, and other sharp implements. Be cautious about body piercing and tattooing. If you choose to undergo piercing or tattooing, look for a reputable shop. Ask questions beforehand about how the equipment is cleaned. Make sure the employees use sterile needles. If the staff won t answer your questions, look for another shop. What s the next prevention technique? (after students respond, advance to the next slide) Teacher note: People are not at risk for contracting STIs when donating blood because needles in a doctor s office should be single use needles and be disposed afterwards. Equipment for piercings, tattoo, acupuncture and manicures/pedicures must be new and/or sterilized properly whether in a licensed business setting or a home-based setting. Get Vaccinated! Vaccines prevent people from getting certain diseases, but a person must receive the vaccine before they are exposed to that disease. Vaccines are available for some of the viral STIs we discussed last time. Vaccines are available for: HPV (Human Papilloma Virus), Hepatitis A, and Hepatitis B. 9

10 Youth should talk with their parents and health care provider about these vaccinations. Teacher note: Hawai i DOE requires that youth receive Hepatitis B vaccines to enter 7th grade (also requires Chickenpox and MMR vaccines). HPV vaccine, Gardasil, is approved and recommended by the CDC for males and females between 9 and 26 years old. Cervarix is a newer HPV vaccine that is approved only for females. The two vaccines are different, so a person should talk with a health care professional to decide which, if either, is right for them. Now, take a look at Chris and Pat. Pat had 3 previous sexual partners. One had Gonorrhea, one had Syphilis, and the other had no STIs. The partner with Syphilis had one other partner, who had Hepatitis B. How many STI s could Pat have right now? Answer: (3) Chris had 1 sexual partner who had Chlamydia. That partner had 3 previous partners. One had HIV, one had herpes, and the other had HPV. How many STI s could Chris have right now? Answer: (4) If Chris and Pat have unprotected sex, how many different STI s could they both end up with? Answer: (7) Having unprotected sex with just one person is like having unprotected sex with all the people they ever had unprotected sex with. Limiting the number of sexual partners a person has can greatly reduce their risk of getting an STI. What s the next prevention technique? (after students respond, advance to the next slide) 10

11 The next prevention technique is to not use drugs or alcohol. Drug and alcohol use is not safe or healthy. If you drink alcohol or use illicit drugs, get help to stop. Drugs and alcohol affect decision making skills and may impair judgment. So, when a person is under the influence of drugs or alcohol, they are less likely to make Pono Choices. We just went over the 8 prevention techniques for reducing the risk of getting an STI. Check your list against this one to make sure you wrote them all down in your workbook. Remember, abstinence is the most effective way to avoid getting an STI. Make Pono Choices! You can use many of these prevention methods, whether you choose abstinence, or choose to have sex. Take responsibility for your sexual health. Teacher note: Whether they choose abstinence or choose to have sex, with a condom or other barrier, a person can still use techniques #1, 4, 5, 6, 7, 8. Who s at risk for STIs? Answer: Anyone can become infected with an STI. It s not who they are or what they look like, it s the behaviors they engage in, or what they do, that puts them at risk. STIs can be a serious health concern, but there are many ways to protect yourself and reduce the risk of STI transmission. It s important to know how to reduce your risk of getting STIs, and to take responsibility for your sexual decision making! END END 11

12 Activity E Teacher Demonstration of Correct Condom Usage 10 minutes Teacher Directions To Be Done Teacher Script Demonstrate step-bystep how to put a condom on correctly. Have a few condoms, a wooden demonstrator, and paper towels ready. In order to prevent STI transmission, a person may choose to practice abstinence. Teacher note: Keep in mind that for disease prevention, male condoms should be made of latex, polyurethane or polyisoprene and female condoms should be made of nitrile. Show students the wooden demonstrator. While reading the script, demonstrate how to properly apply a condom with an actual condom and a wooden demonstrator. What does abstinence mean? (no vaginal, anal, and/or oral sex; no sexual contact; no needle sharing; no drugs or alcohol) If a person chooses to have sex, they can use condoms to prevent the exchange of bodily fluids from one person to the other. Using condoms during sex can reduce the risk of STI transmission as well as reduce the chance of an unintended pregnancy. We are now going to learn the steps to correct condom usage. Before we begin, remember our group agreements. This is a critical health skill that everyone should have the opportunity to learn; therefore, no one should act inappropriately or touch the materials before instructions are provided. To learn the steps we will be using wooden demonstrators, which are made specifically for health education classes. I am going to demonstrate the steps to correct condom usage, and then, as a class, we will all practice the steps together. 12

13 1) The first step is to check the expiration date on the condom package. Look on the condom package and find the letters exp. 2) Next, open the condom package. Push the condom to one side and open the package, being careful not to tear the condom. 3) Take the condom out of the package, and look at it. It may be slippery if it has lubricant on it. Lubricant is a liquid that some condoms have to make them go on easier and can reduce tearing or breaking of condoms. Putting the condom in the palm of my hand, I m going to check to see which way the condom should roll down. Look closely. Condoms only roll in one direction. For this demonstration, if it is upside down, turn it over. 4) The next step is to pinch the tip. Using your thumb and forefinger, pinch the tip called the reservoir tip. What will go in this tip? (semen) Great! In order to leave room for the semen, you pinch the tip to ensure there is no air. 13

14 5) Now, roll the condom on. Bring the condom to the wooden demonstrator, and while still pinching the tip, use your other hand to roll the condom to the base of the demonstrator. Demonstrate how to remove air from the tip of the condom. Use firm but gentle pressure so the condom does not break. Let go of the tip once the condom has been rolled all the way down. Smooth out any air. Apply water-based lubricant on the outside of the condom, if desired. If the tip is filled with air, you can remove the air by pinching the tip and smoothing the condom down, so that the air goes to the base of the condom. Then, smooth the condom back up, so there is space at the tip for the semen. During sex, check to make sure the condom is not slipping. 6) After ejaculation, the next step is to properly remove the condom. Hold the condom firmly at the base, and withdraw or pull out the penis while the penis is still erect. Why should you do this while the penis is still erect? (if the penis gets soft, the condom may slip off and the semen could spill out) Carefully slide the condom off the wooden demonstrator. In real life, one would want to do this well away from their partner s body. Why? (so the semen, which is inside the condom, won t get in or on their partner) 14

15 7) The last step is to discard the condom. Wrap it in tissue and throw it away. Do not flush condoms down the toilet because they can clog plumbing. You will roll the condom in your paper towel, and then use the paper towel to wipe down the wooden demonstrator. Never reuse a condom. If a person chooses to have sex again, always use a new condom. END END END 15

16 Activity F Students Demonstration of Correct Condom Usage 15 Minutes Teacher Directions To Be Done Teacher Script Lead students through the steps for correct condom usage. Teacher note: Every student will have a condom, wooden demonstrator, and paper towel. Keep in mind that for disease prevention, male condoms should be made of latex, polyurethane or polyisoprene and female condoms should be made ofnitrile. Distribute the materials. As a class, students will practice the steps to correct condom usage by following along with the teacher. Now you have the opportunity to practice the proper steps of correct condom usage. Each of you will get a condom, a wooden demonstrator, and a paper towel. Before we begin, it is important that we check in, to make sure everyone s feeling mature and responsible enough to participate in this activity. Is everyone feeling mature and responsible enough to learn this critical health skill? (yes) I also want to point out that you are not being forced to do this activity. If you feel uncomfortable you don t have to participate. Just leave the items on your desk. I will now pass out the wooden demonstrators, condoms, and paper towels. Do not touch these items until I say to. Before I begin, please clear everything off your desks. 16

17 What s the first step? (check the expiration date) I want everyone to look at their condom package and find where the expiration date is printed, look for the letters exp. Hold the condom in the air once you have found the expiration date. What s the next step? (open the condom package) Yes, to open the condom package, push the condom to the side, and gently tear open the package. What s the next step? (take the condom out and look at it) Correct! The next step is to remove the condom from the wrapper, and look at it to see which way it should roll down. Go around the room and check that students have condoms rolling down the right way. Scan the room and check that students are pinching with the pads of their fingertips and not their nails. I want everyone to place their condom in the palm of their hand, and I will come around to check if it is going to roll the right way. For this demonstration, if it is wrong flip it over. What s the next step? (pinch the tip) Awesome! The next step is to pinch the tip with your thumb and forefinger. Hold your condom in the air while you are pinching the tip so I can see. 17

18 Scan the room and check that students have all been able to place condoms on correctly. Assist students who have questions. What s the next step? (roll the condom on) That s right! Bring the condom to the wooden demonstrator, and CONTINUE to pinch the tip. With your other hand, roll the condom to the base. Once the condom is to the base of the demonstrator, stop pinching the tip. I am going to come around and see how you ve all done. Great job everybody! It is important to remember that as sex takes place, the condom should be checked to make sure it is not slipping. After ejaculation, what s the next step? (properly remove the condom) To properly remove a condom, hold the condom firmly at the base and withdraw or pull out the penis while the penis is still erect. Carefully slide the condom off the wooden demonstrator. Remember, in real life, one would want to do this well away from their partner s body, so that semen does not spill on their partner. What s the last step? (discard the condom) Correct! Take the condom and wrap it in the corner of the paper towel. Use the rest of your paper towel to wipe down the wooden demonstrator. 18

19 Can you flush condoms down the toilet? (no) Go to each student and collect condom wrappers, condoms, demonstrators, and paper towels, one seat at a time. Demonstrate the wrong way to put on condom. Teacher note: You will be showing how the condom is sliding back up the demonstrator. Have sanitizer ready to pass around the room. Have a condom and a demonstrator ready. Put the condom on the wrong way. Condoms can clog toilets, so just throw it in the trash properly. Remember - never reuse a condom. If a person chooses to have sex again, always use a new condom. I will come around and collect the condom, wrapper, wooden demonstrator, and paper towel from each person. I have some hand sanitizer that you can use as I collect these things. You just learned that condoms only roll down in one direction. I am going to show you what can happen if it is put on the wrong way. If a person does not check the condom to see which way it rolls, and puts it on the wrong way, what happens? (the condom tends to slide back up) Right! What should you do if you start to put the condom on the wrong way? (throw it away and get a new one, this condom could now have semen, bacteria, or viruses on it) Correct! 19

20 Conclude the lesson by asking questions. Why do you think we learned to put a condom on correctly? (if we choose to have sex, consistent and correct use of latex (or polyurethane if allergic to latex) condoms is highly effective in preventing the transmission of HIV. Latex condoms can also reduce the risk of STI transmission and unintended pregnancy.) Can you use two condoms at the same time? (no) No, because the two condoms will rub together and create friction, which can cause the condom to break easier. Why do both girls and boys need to learn this? (Accept all answers) Their sexual partner might not know how, and it is important that everyone knows how to keep themselves safe. Condoms can reduce your risk for STIs and pregnancy, but what is the only 100% effective way to prevent STIs and pregnancy? (abstinence) Great! Consistent and correct use of condoms is highly effective at reducing the risk for HIV and can reduce the risk of STI transmission and unintended pregnancy. END END END 20

21 Activity G HIV Risk: High/Low/No Game 10 Minutes Teacher Directions To Be Done Teacher Script Teacher note: This activity is intended to have the students critically assess each behavior and its associated level of risk for contracting HIV. By the conclusion of the activity, students will have the understanding that engaging in unprotected vaginal, anal, or oral sex has higher associated risks for contracting HIV compared to vaginal, anal, or oral sex using a latex condom (or polyurethane if allergic to latex). For more information about HIV transmission risk: Medical/HIV- AIDS/Transmission-of- HIV/HIV-how-high-isyour-risk Have the HIV Risk Presentation (game) ready. Divide the class into 2 teams. You just learned about STI prevention. Now we are going to play a game to see what behaviors may or may not put a person at risk. I am going to divide the class into two teams. With your team, decide if the behavior would be high risk, low risk, or no risk for HIV transmission. Who remembers what the 4 main bodily fluids are that can transmit HIV? (blood, semen, vaginal fluid, breast milk) During this game we are just focusing on HIV, but remember that many STIs are spread the same way HIV is spread. A HIGH RISK behavior is a behavior where you are almost certain to come into contact with another person s bodily fluid. A LOW RISK behavior is a behavior where there is a possibility that you will come into contact with another person s bodily fluid. A NO RISK behavior is a behavior where you will not come into contact with another person s bodily fluid. 21

22 I am going to show you a behavior, and you are going to determine, with your team, if the behavior meets the definition of a HIGH, LOW, or NO risk behavior for HIV transmission. Let s do an example. (Advance to the next slide) Hugging Would hugging be a high risk, low risk, or no risk behavior for HIV transmission and why? Answer: No Risk, because there is no exchange of bodily fluids. Great Job. That team would get 1 point for putting the behavior in the correct category AND saying why it is a no risk behavior. Ok, now we are going to play for points. (Go back and forth between teams until all the slides are complete.) Would unprotected vaginal sex be a high risk, low risk, or no risk behavior for HIV transmission and why? Answer: Unprotected vaginal sex is a High Risk behavior for both partners. (Provide 1 point if the team got the answer correct and explained why. Advance to the next slide.) Teacher note: Risk for HIV and other STIs exist when semen or vaginal fluid (and potentially menstrual blood) is exposed to the mucus membranes of the penis, vagina, or anus. Would abstinence be a high risk, low risk, or no risk behavior for HIV transmission and why? 22

23 Answer: No risk. According to our definition of abstinence, a person who is abstinent would not come into contact with another person s bodily fluids. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Teacher note: No Risk of transmission of HIV and other STIs due to the definition of abstinence including no sex, no sexual contact, no needle sharing and no drug or alcohol use. Would using the Pill to protect from HIV and other STIs be a high risk, low risk, or no risk behavior and why? Answer: High risk, because the Pill is a form of birth control that does not prevent the exchange of bodily fluids. (Provide 1 point if the team got the answer correct and explained why.) Teacher note: High Risk of transmission of HIV and other STIs. Using condoms in addition to using hormonal birth control, such as the Pill, will reduce the risk for both pregnancy and STIs. Would vaginal sex using a condom be a high risk, low risk, or no risk behavior and why? Teacher note: For disease prevention, male condoms should be made of latex, polyurethane or polyisoprene and female condoms should be made of nitrile. Answer: Low risk, because a condom creates a barrier to reduce the risk of blood, semen, or vaginal fluids from transferring from one person to another. Great Job. (Provide 1 point if the team got the answer correct and explained why.) 23

24 Holding hands? Answer: No risk, because a person will not come into contact with another person s bodily fluids. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Oral sex using a condom or dental dam? Teacher note: For disease prevention, dental dams and male condoms should be made of latex, polyurethane or polyisoprene and female condoms should be made of nitrile. Answer: Low risk, because there is a possibility that the dental dam can slip or the condom can come off or break, and a person may come into contact with another person s bodily fluids. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Getting a tattoo or piercing with unsterilized equipment? Answer: High risk, because it is almost certain that a person will come into contact with another person s bodily fluid, in this case blood. Great Job. (Provide 1 point if the team got the answer correct and explained why.) 24

25 Flirting? Answer: No risk, because a person is not coming into contact with another person s bodily fluids. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Would wet kissing be a high risk, low risk, or no risk behavior for HIV transmission and why? Answer: No risk, because a person is not coming into contact with another person s bodily fluids that can transmit HIV. What if the person is bleeding from their gums or has open sores in their mouth. Would wet kissing still be considered a no risk? Answer: No, it would be a high risk because you are coming in contact with blood. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Limiting your number of sexual partners and using condoms every time? Teacher note: For disease prevention, male condoms should be made of latex, polyurethane or polyisoprene and female condoms should be made of nitrile. 25

26 Answer: Low risk, because using condoms every time a person has sex helps reduce the risk for HIV and STI transmission. Limiting the number of partners a person has sex with can reduce the risk even further. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Sharing your cell phone? Answer: No risk, because a person will not come into contact with another person s bodily fluid. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Having sex with someone who shoots up drugs? Answer: High risk, because you cannot be sure if the person who shoots up drugs shared needles, used clean needles each time, or had unprotected sex while under the influence of drugs. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Teacher note: Using condoms each time would reduce the risk for HIV somewhat, but it is still considered a high risk behavior. 26

27 Would anal sex using a condom and water-based lubricant be a high risk, low risk, or no risk behavior for HIV transmission and why? Teacher note: Water-based lubricant will help decrease the chances of the condom breaking during anal sex. Water-based lubricant does not provide protection from HIV or any other STI. For disease prevention, male condoms should be made of latex, polyurethane or polyisoprene and female condoms should be made of nitrile. Answer: Low risk, because there is a possibility that you will come into contact with another person s bodily fluids if the condom was not used correctly. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Masturbation is touching your own body for pleasure. Would masturbation be a high risk, low risk, or no risk behavior and why? Answer: No risk, because a person will not come into contact with another person s bodily fluids. It is impossible to give yourself HIV or another STI. An infected person has to transmit it to an uninfected person. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Having sex with multiple partners? 27

28 Answer: High risk, because the more people a person has sex with, the more likely it is that they will encounter a person with an STI or HIV. Great Job. (Provide 1 point if the team got the answer correct and explained why.) Would unprotected anal sex be a high risk, low risk, or no risk behavior for HIV transmission and why? Answer: Unprotected anal sex is a High Risk for HIV transmission. (Provide 1 point if the team got the answer correct and explained why.) We can see here that there are behaviors a person can do that puts themselves at high risk, low risk or no risk for HIV transmission. You ve demonstrated that you have Pilina A o and Pilina Pono. You ve been able to link your knowledge and use it to identify pono actions to prevent or reduce your risk for HIV and other STIs. END END 28

29 Activity H Conclusion & Reflection 5 Minutes Teacher Directions To Be Done Teacher Script Conclude this lesson and recap what the students learned. Have students turn to the back of their Student Workbook to reflect on what they learned in this module. Show Reflection Question slide: -What is the most important thing you learned in this lesson? -Why was learning about this important? In this lesson you: gained knowledge about the ways to prevent STIs, demonstrated the correct steps to effective condom use, and assessed the level of risk for transmission of HIV for different behaviors. Also, we discussed what Pilina Pono means - linking your knowledge to the right action. An example of Pilina Pono that we learned in this module is linking your knowledge of STIs with the skills to prevent them in order to make Pono Choices! We do not have an Ohana Activity, but it is important to discuss with your family what you have learned in this lesson. Please take a moment to write on one of the Reflection Squares in the back of your workbook: the most important thing you learned in this lesson, and why learning about this is important. END END END 29

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