Charlie Williams Unit: Growth, Development, and sexual health Topic: STDs Grade: 7th STDs Objectives: Following

instruction the student will: a. List short and long term effects of HIV, AIDS, and other STDs on tree map. b. List ways to prevent the risk of contracting HIV, AIDS, and other STDs on tree map c. Explain the effectiveness of abstinence in preventing HIV, other STDs, and unintended pregnancy on back of tree map. Level of cognition: a. Cognitive - knowledge b. Cognitive - knowledge c. Cognitive Comprehension Standards: a. 1.6 G Identify the short and long term effects of HIV, AIDS, and other STDs. b. 1.7 G Identify ways to prevent or reduce the risk of contracting HIV, AIDS, and other STDs. c. 1.3 G Explain the effectiveness of abstinence in preventing HIV, other STDs, and unintended pregnancy. Introductory Set (10 min): 1. Students will begin class by writing down the agenda, homework, and learning targets for the day. 2. Students will then take out a piece of paper. 3. On the blank paper have students answer following questions. o What is a sexually transmitted disease? o How can someone get a sexually transmitted disease?

o What is the difference between STDs and HIV? 4. Ask for responses from students to share with the class. 5. At this time explain to students they will be learning about STDs, pregnancy, and prevention. Procedure (30 to 59 min): A. Before class starts have introductory questions written on the board. Have students answer question and then discuss. Have student put warm up paper a side and have them pull out another blank piece of paper. (5 to 10 min.) B. Have students at the end of each row go get health books for their row. On the second blank piece of paper have the students prepare an STDs tree map. Draw on the board for student reference. (2 to 5 min.) a. Example is attached C. Allow students to work with the person behind or in front of them/ they can also work alone. Using the textbook has students fill out the STDs tree map. (10 to 15 min.) D. Have students return desks back to normal and call on a couple of students to discuss tree map answers. (3 to 7 min) E. Now have students answer the following questions on the back of the STDs tree map. (5 to 10 min.) a. Explain how not having sex at all (abstinence) be a good way of preventing pregnancy? b. Explain how not having sex at all (abstinence) be a good way of preventing STDs? F. Discuss responses to the questions on the back of the tree map by calling on random students. (3 to 7 min) G. At this time have student pull back out their first warm up page from the beginning of class and have them write at least two things they learned today in class. This paper must be turned into you before they can leave for the day. (2 to 5 min.) Materials:

Dry erase markers Reference: