Teacher: Pat Emmons, BSN, RN, NCSN
Subject: STI/STD Transmission, Spread and Prevention
Lesson: Fuzzy Math
Duration: 60-70 minutes
Essential Question(s):
How easily can STI/STDs be transmitted and spread and what can be done to
prevent the spread of STI/STDs?
How important is communication in the prevention of STI/STDs?
Massachusetts Curriculum Frameworks Standards:
PreK-12 Standard 4:Reproduction/Sexuality
4.9 Define the types of sexually transmitted infections (STIs), including HIV/AIDS,
and how they are prevented
4.13 Describe the effectiveness and consequences of various pregnancy, HIV, and
STI prevention methods, including abstinence
4.17 Explain the importance of communication and setting limits in a sexual
relationship
4.20 Identify resources available for treatment of reproductive health problems
PreK-12 Standard 7:Interpersonal Relationships
7.13 Explain the importance of communication in setting limits in a sexual
relationship
PreK-12 Standard 8:Disease Prevention & Control
8.14 Identify positive health behaviors that reduce the risk of disease
8.19 Explain the prevention and control of common communicable infestations,
diseases, and infections
Benchmarks:
Students who have received STI/STD related content from instruction prior to this
lesson will verbalize ability to correctly respond to a majority of the disease related
questions printed on the index cards.
Students without prior content will verbalize increased knowledge or actively seek it
as evidenced by increased number of post-activity questions.
Students will begin the work of taking steps toward prevention as evidenced by their
ability to identify their values around sexual activity, communication and planning
during the post-activity discussion period.
Objectives:
Following completion of the activity, students will have an increased understanding of
the different types of STI/STDs and how easily they are transmitted, spread and
prevented.
Through post-activity discussion, students will acknowledge the importance of
introspection, values clarification and communication in reducing risk of disease.
Materials:
‘Rights’ poster
Paper/plastic bag combos
Small pom-poms of various colors
Index cards with printed STI/STD facts (questions and answers)
Copies of “The Dilemma of the Adolescent” poem
Procedure:
This lesson was modeled after a Planned Parenthood of MA ice breaker activity.
Students will be introduced to or will review facts related to STI/STDs through
participation in a simulated social exchange which attempts to demonstrate how
STI/STDs are transmitted and spread. Discussion centered around the importance
of introspection, prevention and timely, open communication in relationships will
follow the activity.
PREPARATION
Separate and remove 3 colors from a large bag of small pom-poms. (e.g. a pile of
black (‘infected’), a pile of red (‘used a condom the right way every time’), a pile of
white (‘abstained’). Set aside.
Determine class size (should be >12 and <30 for best results). For each participant,
staple a clear sandwich-size Zip-lock baggie to the outside of a brown paper lunch
bag. Into each brown paper bag, place 6 pom-poms from remaining colors and one
index card*. Make sure there are no black, red or white pom-poms in these bags.
*Do NOT fill 3 of the bag combos with multi-colored pom-poms. On the bottom of
each of these reserved bags write ‘black’ on one, ‘red’ on the second and ‘white’ on
the third. Into THESE bags, place the colors indicated. Put black pom-poms at a
number equaling at least half of the total participants into the ‘black’ bag, red pompoms at about one quarter of the number of participants into the ‘red’ bag and white
pom-poms at about one eighth of the number of participants into the ‘white’ bag. Add
an index card to each of these bags as well.
ACTIVITY
Hang and review ‘Rights’ poster.
Pass out one bag/card/pom-pom unit to each participant. Inform participants that
these are being given out randomly.
Instruct participants to get up and move about the room. They are to ask each other
the question on their index cards. When the question is answered, they should take
a pom-pom from their brown paper bags and place it in the responder’s clear Zip-lock
baggie. It does not matter if the answer is correct or not – incorrect responses
should be corrected with the answers provided on the index cards.
Instruct all participants to sit down when their brown bags are empty.
When all participants are seated, inform the group that this was activity which
simulates a party where each question/answer encounter was an opportunity to
engage in a risky sexual behavior. Remind participants that these bags were given
out randomly and refer them again to the “Rights’ poster highlighting the
‘assumptions right’. Ask the person who was handing out the black pom-poms to
stand (if participants do not remember, instruct them to look at the bottom of their
brown bags).
Inform the participants that this person has an STI/STD.
Ask all seated to stand if they have a black pom-pom in their clear Zip-lock bags.
Ask them to remain standing and instruct everyone to look around the room. Inform
participants that all those standing now have an STI/STD as well.
Of those standing, ask those who have a red pom-pom in their clear bags to sit.
Inform the participants that the individuals who just sat avoided contracting the
STI/STD because they used barrier protection the right way, every time.
Of those still standing, ask those who have white pom-poms in their clear bags to
sit.
Inform the participants that the individuals who just sat avoided contracted the
STI/STD because they made the decision to abstain and not participate in the risky
sexual encounter.
At this time, ask if there are any questions regarding any of the information on the
index cards or if they have any questions at all.
From this point, as time allows, ask participants the following questions:
- For those of you who discovered that you were exposed and contracted an
STI/STD, how did it make you feel? (discuss feelings of anger, guilt, betrayal,
shock, despair)
- Would you tell anyone? Who? (discuss options: parents, partner, friend,
sibling, etc. Acknowledge that not everyone has someone in his/her family to
confide in)
- What would you do next? (discuss EPT, access to healthcare, screenings, laws
regarding treatment of minors in your state)
- Discuss planning for future decision making (values clarification, prevention,
screening)
Hand out resources and copy of poem.
Collect materials.
Differentiated Instruction:
Assessment:
Frequent checking for understanding throughout the activity.
Summative assessment to be administered by lead teacher
Notes and Reflection: