STUDYING STI/HIV Lesson 2 GRADE 8 LEARNER OUTCOME 1 W-8.13: Describe symptoms, effects, treatments and prevention for common sexually transmitted diseases; i.e., chlamydia, HPV, herpes, gonorrhea, hepatitis B, & C, HIV. MATERIALS: 1. MATERIALS: Small pieces of paper or index cards, one per student 2. CARDS: Risky Behaviour 3. ANSWER KEY: Risky Behaviour 4. HANDOUT: STI Quiz 5. ANSWER KEY: STI Quiz INTRODUCTION: One of the greatest deterrents to the practice of safer sex is the That won t happen to me mindset.statistics show that over 56% of STIs occur in the 15 24 year old group within Alberta 2. This lesson shows the progression in the spread of an STI, prompts thinking about the reasons many people do not protect themselves, and encourages students to assess risk and make personal decisions concerning sexual behaviour that may prevent STI/HIV. APPROACHES/STRATEGIES: A. GROUND RULES (5 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. 2016 teachingsexualhealth.ca 1
B. BE A HEALTH SERVICES DETECTIVE FOLLOW-UP (10 min) Students debrief last class homework assignment identifying community-based resources where they could go to get testing and information about STI/HIV. You may offer a draw-prize to one of the students who had the handout signed by a parent. 1. For those classes that completed Be a Health Services Detective, verify that students completed the exercise. 2. As a class, create a list of clinics/community-based resources. Ensure that all those on the list are appropriate. See Agencies on teachingsexualhealth.ca. 3. Take some time to debrief. Suggestions for debriefing questions include: What advice would you give someone who thought he/she had an STI? Which of the clinics we identified looks like a good place to go for support? How would you get to the clinic you have chosen if you needed to go for yourself or with a friend? C. STI AUTOGRAPH GAME 3 (20-30 min) Students become aware of how rapidly an STI can spread with unprotected intercourse, and identify different protective measures. 1. Use small pieces of paper or index cards, one per student. On the backs of the cards, using small print, write the letter d on one, the letter c on five, the letter a on six. Write nothing on the remainder of the cards. 2. Distribute the STI Autograph Game cards, one to each student. 3. Ask students to stand and mingle, then find a partner. Partners cannot be repeated during this game. 4. With the first partner, students sign their name to their partner s card, and then discuss some names and characteristics of common STIs. 5. With a second partner, students sign their name to their partner s card, then discuss one reason people do not protect themselves from STI. 6. With a third partner, students sign their name to their partner s card, then discuss two ways people can protect themselves from STI s. 7. Have students sit back down in their seats, holding onto their own cards (each card should have three different names on it). Ask students to look at the back of their card. Ask the person with the d on his/her card to stand. Explain that for the purpose of the game, this person has an STI. 8. Ask the person with the d to read out the names of people written on his/her card. You explain that these people have had contact with the infected person and now have the potential to be infected with an STI. 9. These people now stand, and read out the names written on their cards. Continue this procedure until everyone whose name is read is standing. (It will be most of the class). 2016 teachingsexualhealth.ca 2
10. Ask those students who are standing to examine the back of their cards. Those standing with an a may sit. The a indicates that although they have had relationships, they were abstinent (did not have sexual contact). 11. Those standing with a c may step to the side of the classroom. The c indicates that any sexual contact that person has had involved using a condom or other protective method that reduced the risk of STI. 12. Before the students who remain standing take their seats, discuss the fact that here are many bright, healthy, intelligent, students who have been exposed to an STI. They didn t know until the contact let them know that they had been infected. 13. Debrief this activity using the following questions: How does this activity relate to the spread of infection? You can t always tell (including you) has the infection and who doesn t. You can totally protect yourself from STIs by remaining abstinent. You can reduce your risk of getting an STI by limiting your sexual partners and using condoms. Students may embarrass easily when identified as having an STI. It is important to remind students that this is a game, and reinforce the need for them to be sensitive to one another s feelings. Reinforce the Ground Rules. Also, it is very important for the teacher to ensure that for this reason that the d card discretely goes to a confident type of student in the class as opposed to one of the shyest students who may not be able to handle it as well. How did it feel to find out you had been exposed to an STI? How did it feel to find out you had exposed others to an STI? For those of you who were able to sit down because you were abstinent, how did it feel to be able to sit down again? For those of you who were able to move to the side because you and your partner always used a condom or other protective method, how did it feel to be able to move to the side? D. ASSESSING YOUR RISK 4 (25-30 min) Students identify those activities that are high risk, medium risk, and low risk for STI/HIV. 1. Draw or cut out three circles to represent the three colours of traffic lights: red, yellow and green. 2. Tape these three circles to the wall at the front of the classroom. Explain to student that the three traffic lights at the front of the class represent points along a risk continuum. Green means virtually no risk. Yellow means some risk. Red means definite risk. 3. Distribute the Risky Behaviour cards, one to each student, until all cards are distributed. If a student does not have a card they can partner up with someone who does. 4. Ask students to place their cards beneath the appropriate traffic light. 2016 teachingsexualhealth.ca 3
5. When all cards have been placed along the wall, review each behaviour and its place along the continuum. Ask if any cards should be moved, discuss why, and do so if appropriate. Remember that any activity that is not risk free puts a person at risk of STI, and the purpose of the activity is to identify relative risk. Use the answer key: Risky Behaviour to ensure proper placement of cards. 6. Debrief this activity using the following questions: What can a person do to reduce his/her risk for STI? What should a person who has engaged in risky behaviour do? Get testing and treatment if required Stop the risky behaviour Be sure to review the cards to ensure that they are appropriate for use in your classroom. Remove or add cards appropriately. E. STI QUIZ (10 min) Students assess their knowledge about STI/HIV. 1. Distribute the STI Quiz handout, and have students complete it individually. 2. Correct the handout through group discussion using the STI Quiz answer key. QUESTION BOX (10 min) Have students fill out questions and address them next class. Keep in mind that all students do not live in a traditional family nor do they have equal opportunities for open discussion within their family. Although it is best for students to complete this assignment with a supportive parent or guardian, it may not be possible. Be sensitive to the needs of your students. 2016 teachingsexualhealth.ca 4
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: Identify community-based resources where they could go for information and STI testing? Identify prevention methods for STI/HIV? Skills: Assess low, medium and high risk activities for STI/HIV? Attitudes: Become aware of how rapidly an STI can spread with unprotected intercourse? 1. Alberta Education. (2002). Health and life skills guide to implementation: Kindergarten to grade 9. Retrieved from http://www.education.alberta.ca/media/352993/pos.pdf 2. Sexual & Reproductive Health Alberta Health Services Calgary Zone. (2014). Teens and trends: Get the facts on teen sexuality. Calgary: Author. 3. Adapted from: Family Planning Queensland. (2008). Sexual behaviours in children and adolescents. Retrieved from: http://www.fpq.com.au/publications/fsbrochures/fs_sexual_behaviours.php 2016 teachingsexualhealth.ca 5
RISKY BEHAVIOUR CARDS Massage Dry kissing Abstaining from sex Fantasizing Self Masturbation Hugging Using a condom with a mutually monogamous, uninfected partner French kissing Properly using condoms Mutual masturbation Unprotected oral sex Unprotected vaginal or anal sex Intercourse using a condom 2016 teachingsexualhealth.ca 1
Using the same condom twice Sharing used needles or sex toys 2016 teachingsexualhealth.ca 2
RISKY BEHAVIOUR ANSWER KEY RISKY BEHAVIOUR ANSWER KEY GREEN LIGHT YELLOW LIGHT RED LIGHT NO RISK VERY LOW RISK >>>LOW RISK HIGH RISK Massage Dry kissing French kissing Abstaining from sex Fantasizing Self Masturbation Hugging Using a condom with a mutually monogamous, uninfected partner Properly using latex condoms for oral sex Mutual masturbation Intercourse using a condom Unprotected vaginal or anal sex Using the same condom twice Sharing needles or sex toys Unprotected oral sex 2016 teachingsexualhealth.ca 1
STI QUIZ Name: STI QUIZ Complete the following questions. Answer True (T) or False (F) 1. A person with herpes can be completely cured with proper medical treatment. 2. It is easier for females than males to tell if they have an STI. 3. STIs are not all that serious. 4. A person with one sex partner is less likely to get an STI than a person with ten partners. 5. STIs can result in a baby being born blind. 6. If a female thinks a male has an STI, it is risky to have sex with him. 7. One consequence of having an STI might be the inability to have children. 8. A person is really being unfair if they suspect they have an STI and they don t tell their partner. 9. STIs among teenagers are really pretty rare. 10. In Alberta, parents need to be notified if their son or daughter is treated for an STI. 2016 teachingsexualhealth.ca 1
STI QUIZ ANSWER KEY STI QUIZ ANSWER KEY 1. A person with herpes can be completely cured with proper medical treatment. FALSE. Currently there is no medical cure for herpes. Treatment is available for the symptoms, but there is no cure for the disease, so people often have recurrences. 2. It is easier for females than males to tell if they have an STI. FALSE. Most people, whether male or female, will have no symptoms. While it is possible for both females and males to have no symptoms, it s generally easier for males to know because it is more likely that he will have symptoms. That s why it is so important to be honest with sexual partner(s) if people have an STI. 3. STIs are not all that serious. FALSE. STI can have a variety of very serious and even life-threatening consequences. They should not be ignored or taken lightly. 4. A person with one sex partner is less likely to get an STI than a person with ten partners. TRUE BUT while it is possible for a person with only one sexual partner to get an STI, the chances increase with the more sexual partners a person has. Therefore, abstinence in relationships is the best way of preventing the spread of STI. 5. STIs can result in a baby being born blind. TRUE. If a mother has gonorrhea at the time the baby goes through the birth canal, it can result in eye infections for the baby. Syphilis can cause blindness. A mother has the responsibility for the health of her future children. 6. If a female thinks a male has an STI, it is risky to have sex with him. TRUE. It would be unwise to have sexual activity with someone who has an STI since it spreads so easily. A person needs to respect oneself and take responsibility for personal body and health care. 7. One consequence of having an STI might be the inability to have children. TRUE. Sterility is a serious consequence of STI. Several STI can make it impossible to have children in the future. Most teenagers really want that choice open to them. 8. A person is really being unfair if they suspect they have an STI and they don t tell their partner. 2016 teachingsexualhealth.ca 1
STI QUIZ ANSWER KEY TRUE. We each have the responsibility to be honest with our partners. If you respect each other, then you won t be sexually active if you know or suspect you have an STI. 9. STIs among teenagers are really pretty rare. FALSE. Thousands of teenagers have STI. It doesn t matter what age you are; STI aren t fussy. 10. In Alberta, parents need to be notified if their son or daughter is treated for an STI. FALSE. At the Sexual & Reproductive Clinics and STI Clinics, parents are NOT notified if their child is being treated for an STI. However, it is always best to talk with your parents, even about a difficult subject such as an STI. 2016 teachingsexualhealth.ca 2