STDs Lesson Plan

Instructor: Julie Zundel

Julie has taught high school Zoology, Biology, Physical Science and Chem Tech. She has a Bachelor of Science in Biology and a Master of Education.

This lesson provides teachers with two videos to familiarize students with STDs and then outline ways to reduce transmission. Between the videos is a hands-on activity that allows students to see how quickly STDs can spread.

Learning Objectives

After this lesson, students will be able to:

  • Define STD
  • List some common bacterial and viral STDs
  • Describe how quickly STDs can spread
  • Describe the ways in which STD transmission can be reduced

Length

  • 65-80 minutes (for grades 9-10)

Materials

Curriculum Standards

  • CCSS.ELA-LITERACY.RST.9-10.3

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

  • CCSS.ELA-LITERACY.RST.9-10.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

  • CCSS.ELA-LITERACY.RST.9-10.7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Instruction

  • Begin by handing out the guided note sheet 1 (see under guided note template section), then show Overview of Major Sexually Transmitted Diseases, stopping at the following spots to fill out the diseases:
    • :45 (STD)
    • 2:09 (Gonorrhea)
    • 2:50 (Chlamydia)
    • 4:11 (Syphilis)
    • 5:21 (HIV)
    • 6:35 (HPV)
    • 7:41 (Herpes)
    • 8:28 (Hepatitis)
    • 9:09 (Trichomoniasis)
    • 9:41 (Crabs)
  • Next, tell students that someone in the class has an STD (pretend). Before you start the lab, tell students one of the cups contains a strong base (Drano) so they must not drink out of the cups and must use care when transporting them.
  • Hand each student a cup. Make a mental note of which student received the Drano/water solution.
  • Tell them that the cup represents their bodily fluids (take a moment to define that). Next, they are going to exchange bodily fluids with THREE other students. To do this, they need to pour all of their fluid into their partner's cup and then pour 1/3 back into their cup. Have students create the following table:

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