Activity Two
Title of Lesson: The Effects of STDs on the Human Body--A Scavenger Hunt
Click here to view the Scavenger Hunt. Click here to view the Study Guide.
Click here to view the sample brochure+
.
Overview: In this activity, students will explore the various symptoms and effects of sexually transmitted diseases. Students will examine their personal feelings about STD's. Using the Internet, students will select one STD and will create a brochure using MS Publisher.
Objectives:
Using the Internet and their study guide, students will explore various STD's and their effects on the body.
Students will then select one STD and create a brochure in MS Publisher.
Students will present the brochure to the class.
Time Estimate:
Two to Three 90 minute periods to complete the study guide. Two periods to complete the brochure.
Materials: set of student health books, student workstations with internet access and MS Publisher installed, network printer, student study guides, and pens or pencils. Optional: Teacher's workstation, with internet access and MS Publisher installed, connected to an overhead projector and access to a network printer.
Procedure:
Teacher and students will review some of the most common STDs: Syphilis, Gonorrhea, Chlamydia, HIV, etc.
Using the Internet, students will identify various STDs and their effects on the human body.
Students will answer questions from the study guide.
Extension: Using Publisher, students will then create a brochure on their selected STD. The brochure must include:
How the STD is transferred from one person to another person
Common symptoms of the STD
Long term effects of the STD
Physical signs of the STD
Emotional signs of the STD (if applicable)
Treatment and Cures (if any)
Links to local and national relief agencies
Assessment:
Click here for Rubric.
Internet Sites/Use:
http://www.iwannaknow.org/basics2/index.html
http://www.kidshealth.org/teen/sexual_health/stds/std.html
http://my.webmd.com/hw/sexual_conditions/hw102096.asp
http://www.ashastd.org/stdfaqs/index.html
http://www.vh.org/adult/patient/familymedicine/faq/
http://library.thinkquest.org/29500/diseases/std.what.shtml
http://www.thebody.com/safesex/stdbasics.html
http://www.awarefoundation.org/aware/articles/three_std.asp
http://www.blackwomenshealth.com/stds.htm
http://www.kidshealth.org/teen/infections/stds/std.html
Standards:
Health and Safety
Content Area V: Family Living and Healthy Sexuality
By the end of grade five, students should be able to
demonstrate ways to influence and support others in promoting personal and community family health.
Health and Safety Standards
Content Area V: Family Living and Healthy Sexuality
By the end of grade five, students should be able to
identify the benefits of delaying sexual activity and avoiding parenthood until marriage.*
Science Standards (Grade Five)
3. Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system (respiratory and circulatory).
Identify common diseases associated with the respiratory system caused by viruses (such as colds, influenza), diseases caused by bacteria (such as pneumonia, and tuberculosis), and diseases caused by substances such as tobacco. (P)
Identify common intrinsic diseases and disorders associated with the respiratory system such as asthma and with the circulatory system such as leukemia, sickle cell, and heart disease.
Technology Standards
Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests.
Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities.
How Bloom's thinking skills and Gardner's multiple intelligences were addressed:
In this activity, students will locate, identify, list, summarize, and apply information that they have gathered using their textbooks and the Internet. Students will participate in activities that require them to use linguistic, artistic, tactile, and intra-personal skills.
