GRADE 8 STUDYING STI/HIV LESSON 2
STUDYING STI/HIV
GRADE
Lesson 2
8
LEARNER OUTCOME1 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.
2.
3.
4.
5.
MATERIALS: Small pieces of paper or index cards, one per student
CARDS: Risky Behaviour
ANSWER KEY: Risky Behaviour
HANDOUT: STI Quiz
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 Alberta2. 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.
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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 GAME3 (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).
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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?
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.
 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
being monogamous and using contraceptives.
 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 RISK4 (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.
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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.
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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. (2010). Get the
facts on…teen pregnancy, sexually transmitted infections (STI), HIV & AIDS, and teen
sexuality. Calgary: Author. Retrieved from: http://www.tascc.ca/wpcontent/uploads/2010/11/Teen-Facts-20102.pdf
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
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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
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Using the same condom twice
Sharing used needles or sex toys
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© 2014 teachingsexualhealth.ca 2 GRADE 8 STUDYING STI/HIV LESSON 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
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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
© 2014 teachingsexualhealth.ca 1 GRADE 8 STUDYING STI/HIV LESSON 2 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.
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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.
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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.
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