Teacher: Heidi Borrego

School: Rocky Mountain High School

Grade Level: Freshmen
Title: Knowledge is Key to Stopping HIV/AIDS

Date: October 8, 2015

Content Area: Teen Choices
Lesson #: 1 of 1

Content Standard(s) addressed by this lesson:

FMCS.08.02 Analyze recurring and evolving family, workplace and community concerns.
FMCS.08.04 Implement practical reasoning for responsible action in families, workplaces, and
communities.
Understandings: (Big Ideas)
The difference between HIV and AIDS
How HIV is transmitted
The misconceptions about HIV and AIDS
How to prevent the spread of HIV
Inquiry Questions:
How does the spread of HIV affect you and your community in your daily lives?
Why does HIV and AIDS continue to spread, despite the fact that we know some ways to
greatly lower the risk?
What can our community do to decrease the spread of HIV and AIDS?
Evidence Outcomes:
Given current information about HIV and AIDS, students will be able to accurately distinguish
between misconceptions about HIV and the actual facts.
After preforming an in class simulation, students will be able to explain how HIV and other
STDs are transmitted between a large number of people.
Learning Target:
I will be able to correctly distinguish the common misconceptions about HIV and AIDS with the
actual facts.
List of Assessments:
Pre-Assessment: A list of statements that includes actual facts about HIV and AIDS as well as
some common misconceptions people have about HIV and AIDs. Students will choose whether
they believe the statement is true or false.
Post Assessment: The students will receive the same list of statements as before, and will see if
they are able to accurately select whether the statements are true or false after the lesson.
List of Significant Vocabulary:
Human immunodeficiency virus, acquired immunodeficiency virus, antiretroviral therapy,
CD4/T-cells, MSM.

Name and Purpose of Lesson

Approx. Time and Materials

Pre-Assessment
(5 minutes)
Anticipatory
(10 minutes)

Knowledge is Key to Stopping HIV

The purpose of this lesson is to distinguish the actual facts
about HIV and AIDS from the common misconceptions.
60 Minutes
Pre-assessment questionnaire (one for each student)
Chocolate kisses (enough for each student)
Printed copies of fact sheets from aids.gov
Scavenger hunt question sheets for each student
Large sheets of paper or poster board (One for each
table group)
Markers
Post assessment questionnaire (one for each
student)
Hand out a true/false statement sheet about HIV/AIDS
(attached to this lesson plan) at the beginning of class and
allow students some time to complete it.
HIV Handshake Activity:
Before class starts, ask the first two students that
come in if they would be willing to secretly help
with an activity.
Give the two students a chocolate kiss and tell them
not to eat it or show it to anybody. Have them put it
in their pocket or in their backpacks. Let them
know it will make sense later, but they cant let
anybody know that they have the kisses.
After the students take their pre-assessment explain
that they are going to get five minutes to stand up
and shake at least three peoples hands. They can
shake more than three peoples hands, but they
cant shake any less. Tell them the point is for them
to get up and mingle with different people. They
cant just shake three peoples hands at their table.
After five minutes have all the students sit back
down. Ask the two students with chocolate kisses to
stand up. Ask everyone that shook hands with those
two people to stand up (give each of them a
chocolate kiss). Ask everyone who shook hands
with anyone standing to stand up (give each of
them a chocolate kiss). Continue until almost
everyone is standing. (At this point you can give
everyone a chocolate kiss).
Have the students hypothesize that if instead of
shaking hands they were having unprotected sex,
and the two people with chocolate kiss had HIV,

what would that mean for everyone that was

standing?
Talk about the fact that even though one of the last
students standing didnt shake hands directly with
one of the students that originally had a chocolate
kiss, they still ended up with a chocolate kiss.
What would have happened if one of the first
students had used a latex condom?
Procedures/Instructional Input
Hand out scavenger hunt question sheet to each
(40 minutes)
student
While handing out the question sheet explain to
students that each table group is going to work
together to create a poster that answers a section of
questions on the scavenger hunt sheet.
There are five sections on the scavenger hunt sheet
and five table groups. Each group will get a packet
of information that answers the questions on the
scavenger hunt sheet that they have been assigned.
The groups will read the information and answer
the questions. They will make a poster to present to
the rest of the class so that the whole class can get
the answers. They need to put all the answers on
their poster, but they are also welcome to put other
information that they find interesting. Allow
students 15 minutes to complete their posters.
After 15 minutes, have each group stand at the front
and present their posters. Each team gets 5 minutes
to present what they have learned. The remaining
groups that are not presenting will write down the
answers on their scavenger hunt sheet.
The last five minutes will be used to answer any
questions and highlight information that may have
been missed.
Closure
Hand out the same true/false statement sheet that the
(5 minutes)
students filled out for the pre-assessment and have them reanswer it. Ask students what they filled out differently the
second time.
How did their ideas about HIV/AIDS change?
How will they use this information?
Has it changed your perception of people with
HIV/AIDS?
Do you understand the implications that HIV/AIDS
has on the global community?

Differentiation/Modification

If having the students create a present posters seems too

time consuming or challenging then I, the teacher, will
present the information and have the students fill out the
answers to the scavenger hunt questions as we go. If a
student struggles with filling out information as someone
presents then I will give them a more filled out skeleton
note for of the scavenger hunt where they only need to add
a few words, or I will give them an already filled out
scavenger hunt questionnaire.
If the information is too easy for a student or student, I will
have them fill out the whole scavenger hunt questionnaire
by themselves and present what they learned to each other.

Resources used:
http://www.advocatesforyouth.org/for-professionals/lesson-plans-professionals/1262?task=view
https://www.aids.gov/hiv-aids-basics/hiv-aids-101/what-is-hiv-aids/
http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans/hiv_hivaids.pdf

Student Name: _______________________

HIV/AIDS Quiz
Circle whether you think the following statements are true or false.
1. HIV and AIDS are the same thing. True/False
2. Only homosexual people can get HIV/AIDS. True/False
3. 1 in 8 people living with HIV/AIDS is unaware that they are infected. True/False
4. HIV can be contracted by sharing a drinking glass with someone that has HIV.
True/False
5. Mothers can pass HIV on to their children through pregnancy, birth, and breastfeeding.
True/False
6. It is possible to tell if someone has HIV/AIDS just by looking at them. True/False

Student Name: _______________________

HIV/AIDS Quiz
Circle whether you think the following statements are true or false.
1. HIV and AIDS are the same thing. True/False
2. Only homosexual people can get HIV/AIDS. True/False
3. 1 in 8 people living with HIV/AIDS is unaware that they are infected. True/False
4. HIV can be contracted by sharing a drinking glass with someone that has HIV.
True/False
5. Mothers can pass HIV on to their children through pregnancy, birth, and breastfeeding.
True/False
6. It is possible to tell if someone has HIV/AIDS just by looking at them. True/False

HIV/AIDS Scavenger Hunt Worksheet

The Basics about HIV and AIDS:

1. What does HIV stand for?
2. What does HIV do to the human body? What cells does it affect?
3. What does AIDS stand for?
4. How is AIDS related to HIV?
5. What is the treatment for HIV called?
6. How do scientists believe humans were first introduced to HIV?
How HIV and AIDS is Contracted:
7. Which bodily fluids can transmit HIV from person to person?
8. What are the main/common ways HIV can be transmitted?
9. What are some less common and rare ways HIV can be transmitted (pick 4)?
10. What are some ways that HIV cannot be transmitted?
11. Does everyone that has HIV also have AIDS? Why or why not?
Symptoms of HIV:
12. Is it possible to tell by looking at someone if they have HIV or AIDS? What is the only
way to tell if a person has HIV or AIDS?
13. Does everyone have the same symptoms when they contract HIV?

14. What are the first symptoms many people feel when they contract HIV?

15. How long could someone have HIV without showing symptoms?
16. What happens in a persons body during the clinical latency stage? How long can a
person live in the Clinical latency stage if they are taking antiretroviral therapy?
17. What are 4 symptoms someone might show when HIV has progressed to AIDS?
U.S. Statistics
18. In the U.S., which group of people is the most severely affected by HIV?
19. How many individuals in the U.S. are infected by HIV and are unaware?
20. How many people age 13-24 are infected with HIV?
21. Approximately how many people in the U.S. have ever died from AIDS?
Global Statistics
22. Currently, how many people are living with HIV/AIDS in the world?
23. How many of these individuals are children under the age of 15?
24. What region of the world is most affected by HIV/AIDS?
25. Are children that are born to HIV positive mothers always born with HIV? What is being
done to reduce the chance of a child being born HIV positive?
26. At the end of 2013, how many people worldwide were receiving antiretroviral therapy?

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)
After my lesson, students were able to intelligently participate in a
class discussion about what HIV/AIDS is, how it is contracted, ways to
reduce a persons risk, and why it is important to know about HIV/AIDS.
Students reported feeling more knowledgeable about HIV/AIDS and
were able to point out the information they had learned. However,
looking at my pre and post-assessment results there was one area that
students seemed to be more confused on. During the pre-assessment
33% of my students got two or more questions wrong. On the postassessment, however, 47% of students got one single answer wrong
that they had gotten write on the pre-assessment. The question
students got wrong was the statistics for the amount of people that
have HIV/AIDS and are unaware. My theory is that during the student
presentations a different statistic was given and I did not catch the
mistake. This confused my students and I did not catch it in time to
clarify. The majority of my lesson objectives was achieved, there was
just one area I can focus on more next time.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
When I teach this lesson I again I will make sure to write my learning
target on the board, write instructions and my expectations for the
assignment on the board, develop a wider variety of questions, and
create an activity that would help me to sum all the information up. My
project I came up with did not take as long as I was expecting and I felt
like at the end of the lesson I didnt have a nice way to wrap it up. I just
gave them the information and said there you go. I also felt like I
should highlight why this is an important topic to learn about so the
students know why they are doing this lesson.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
For my next lesson I will focus more on creating smooth transitions and
a nice way to wrap my lesson up. I will also plan more activities in case
my main activity does not take as long as I expected. I will also
remember to write the learning target on the board and verbalize why
they are learning about the subject I am teaching. I also want to
continue practicing developing questions that expand through all the
levels of Blooms Taxonomy.