HIV/AIDS Curriculum Grade 6 Puyallup School District Adapted from KNOW Curriculum 2004

Grade 6 Contents Activity 1 – Review of Basic Facts (5 th grade lesson) Go over 5 th grade Review of Basic Facts Show video: Living with HIV United Learning 1996 17 minutes Discuss video; use “How Much Do You Know?”

Activity 1 – Review of Basic Facts (5 th grade lesson)

Go over 5 th grade Review of Basic Facts

Show video: Living with HIV

United Learning

1996

17 minutes

Discuss video; use “How Much Do You Know?”

Optional – Extension/Enrichment Activity 2 – Decision Making Review Decision Making Steps using “PACT” Discuss scenarios Optional – Extension/Enrichment Activity 3 – Fluid Transmission Demonstrate Discuss

Review Decision Making Steps using “PACT”

Discuss scenarios

Demonstrate

Discuss

Teacher Resources Introduction The AIDS Omnibus Act The AIDS Omnibus Act Requires: Suggested Letter to Parents/Legal Guardian Suggest Request Form to Excuse Student Guidelines for Answering Difficult Questions Dealing with Value-Based Questions Glossary

Introduction

The AIDS Omnibus Act

The AIDS Omnibus Act Requires:

Suggested Letter to Parents/Legal Guardian

Suggest Request Form to Excuse Student

Guidelines for Answering Difficult Questions

Dealing with Value-Based Questions

Glossary

Review of BASIC FACTS Part 1 Present teacher-directed discussion about basic facts pertaining to HIV including: What is a “communicable disease?” Communicable disease – A disease that can be transmitted from one person to another. Examples – colds, chicken pox, and athletes foot AIDS is an abbreviation for…(Transparency 1) HIV is an abbreviation for…(Transparency 2)

What is a “communicable disease?”

Communicable disease – A disease that can be transmitted from one person to another.

Examples – colds, chicken pox, and athletes foot

AIDS is an abbreviation for…(Transparency 1)

HIV is an abbreviation for…(Transparency 2)

Review of BASIC FACTS Part 2 How HIV is spread…(Transparency 3) Through direct exposure to blood, semen, or vaginal secretions that are infected with HIV. From person-to-person through sexual intercourse with an infected person. Through the sharing of injection drug needles and syringes used for “shooting” drugs. Sharing needles used for tattooing and ear/body piercings. “ Blood brother/blood sister” mixing of blood. Some pregnant women infected with HIV pass the virus on to their fetus during pregnancy or during birth. Occasionally, during breast-feeding.

How HIV is spread…(Transparency 3)

Through direct exposure to blood, semen, or vaginal secretions that are infected with HIV.

From person-to-person through sexual intercourse with an infected person.

Through the sharing of injection drug needles and syringes used for “shooting” drugs.

Sharing needles used for tattooing and ear/body piercings.

“ Blood brother/blood sister” mixing of blood.

Some pregnant women infected with HIV pass the virus on to their fetus during pregnancy or during birth.

Occasionally, during breast-feeding.

Review of BASIC FACTS Part 3 Can some get HIV from…(Transparencies 4 and 5) Review each possible transmission method with students. Sharing needles is the only risky behavior. Tattooing is not a risk if performed by a professional using sterile tools. HIV Epidemic-Like an Iceberg? (Transparency 6) To protect yourself from HIV infection: Don’t Share…(Transparency 7) Helping Others and Protecting Yourself (Transparency 8)

Can some get HIV from…(Transparencies 4 and 5)

Review each possible transmission method with students.

Sharing needles is the only risky behavior. Tattooing is not a risk if performed by a professional using sterile tools.

HIV Epidemic-Like an Iceberg? (Transparency 6)

To protect yourself from HIV infection: Don’t Share…(Transparency 7)

Helping Others and Protecting Yourself (Transparency 8)

A final note… Tell students that to eliminate their risk for HIV, they should abstain from sexual intercourse and the use of injection needles or syringes or any drugs that are not medically prescribed and used with the supervision of a parent of guardian.

Tell students that to eliminate their risk for HIV, they should abstain from sexual intercourse and the use of injection needles or syringes or any drugs that are not medically prescribed and used with the supervision of a parent of guardian.

“ AIDS” IS AN ABBREVIATION FOR A – A CQUIRED (not from parents’ genes) I – I MMUNE (protected from) D – D EFICIENCY (not enough) S – S YNDROME (many illnesses) Transparency 1

A – A CQUIRED (not from parents’ genes)

I – I MMUNE (protected from)

D – D EFICIENCY (not enough)

S – S YNDROME (many illnesses)

“ HIV” IS AN ABBREVIATION FOR H – HUMAN (not in other animals) I – IMMUNODEFICIENCY (immune system weakness) V – VIRUS (a kind of germ) Transparency 2

H – HUMAN (not in other animals)

I – IMMUNODEFICIENCY

(immune system weakness)

V – VIRUS (a kind of germ)

HOW HIV IS SPREAD? HIV-infected fluids (*) A way into the bloodstream (**) MAY lead to… NEW HIV INFECTION (*) – blood, vaginal fluids, semen, breast milk (**) - a cut, sore, irritated skin/mucous membrane Transparency 3

CAN SOMEONE GET HIV FROM… Transparency 4 Sharing books? Using a toilet? A mosquito bite? Sharing food?

CAN SOMEONE GET HIV FROM… Sharing needles? Tattoos? Kissing? Playing sports? Transparency 5

HIV EPIDEMIC – LIKE AN ICEBURG… Usually only the tip of an ice burg shows above the water. People with AIDS HIV-Positive but not AIDS yet. The HIV epidemic is a lot like that—many people are infected with HIV and can pass it on but do not show any symptoms of AIDS. Transparency 6

TO PROTECT YOURSELF FROM HIV Do not share… Needles Razors Tattoo or Piercing Instruments Transparency 7

HELPING OTHERS AND PROTECTING YOURSELF Do not touch another person’s blood with your unprotected skin. You might have small cuts or breaks in your skin. Help the injured person place a clean towel or other padding on the wound. Get help! Transparency 8

Do not touch another person’s blood with your unprotected skin. You might have small cuts or breaks in your skin.

Help the injured person place a clean towel or other padding on the wound.

Get help!

How Much Do You Know? What’s Your Opinion? (Circle A for A gree, D for D isagree, U for U nsure A D U People with HIV/AIDS should be treated with respect. A D U If I say “no” to my friends, won’t like me anymore. A D U Sometimes it’s necessary to refuse to do something in order to stay healthy and safe.

A D U People with HIV/AIDS should be treated with respect.

A D U If I say “no” to my friends, won’t like me anymore.

A D U Sometimes it’s necessary to refuse to do something in order to stay healthy and safe.

How Much Do You Know? Write you response to the following statements. If I found a hypodermic needle on the playground, I would… If a friend pressured me to do something unsafe, I would… A question I have about HIV/AIDS or Hepatitis is…

If I found a hypodermic needle on the playground, I would…

If a friend pressured me to do something unsafe, I would…

A question I have about HIV/AIDS or Hepatitis is…

Grade 6 HIV Curriculum Optional – Extension/Enrichment Activity 2 – Decision Making Review Decision Making steps using “PACT” Discuss scenarios, in small groups or as a class.

Optional – Extension/Enrichment

Activity 2 – Decision Making

Review Decision Making steps using “PACT”

Discuss scenarios, in small groups or as a class.

Assessing Student Knowledge of the “Make a PACT” Model Remind students that a “pact” is a promise, in this case, to yourself. In this lesson they are going to practice using a model for good decision making. Students need to be reminded that often decisions made now will have both positive and negative consequences for their future. HIV/AIDS is an example of the negative consequences that can occur in the future if poor decisions are made now about sexual activity and drugs.

Remind students that a “pact” is a promise, in this case, to yourself. In this lesson they are going to practice using a model for good decision making.

Students need to be reminded that often decisions made now will have both positive and negative consequences for their future. HIV/AIDS is an example of the negative consequences that can occur in the future if poor decisions are made now about sexual activity and drugs.

Assessing Student Knowledge of the “Make a PACT” Model Objectives The student will: Practice using the “Make a PACT with Yourself” model effectively to respond to health-related and other situations. Show respect and compassion for oneself and others.

The student will:

Practice using the “Make a PACT with Yourself” model effectively to respond to health-related and other situations.

Show respect and compassion for oneself and others.

Assessing Student Knowledge of the “Make a PACT” Model Activities Assessing Student Knowledge of the “Make a PACT With Yourself” Model Reviewing the Model Skill practice in Small Groups

Assessing Student Knowledge of the “Make a PACT With Yourself” Model

Reviewing the Model

Skill practice in Small Groups

Make a PACT with Yourself P T C A What’s the P roblem? What are my A lternatives? What action Will I T ake? What are the C onsequences?

P What’s the P roblem?

A What are my A lternatives?

C What are the C onsequences?

T What action will I T ake?

DECISION-MAKING SCENARIO #1 “Ananda” Ananda is a 6 th grader. One day when she is riding her bike in the neighborhood, she sees a school friend. He has fallen off his bike and cut his arm badly. It is bleeding a lot. Ananda looks around to see if there are any adults close by, but doesn’t see any. She knows that it is important to stop the bleeding fast, but she also knows that she shouldn’t get any of his blood on her. What should Ananda do to help her friend but stay safe herself?

Ananda is a 6 th grader. One day when she is riding her bike in the neighborhood, she sees a school friend. He has fallen off his bike and cut his arm badly. It is bleeding a lot. Ananda looks around to see if there are any adults close by, but doesn’t see any. She knows that it is important to stop the bleeding fast, but she also knows that she shouldn’t get any of his blood on her.

What should Ananda do to help her friend but stay safe herself?

Help Ananda decide what to do (using the “Make a PACT” steps) What is the P roblem facing Ananda in this is situation? What are her A lternatives? (List Them) What are the possible C onsequences of these alternatives? Will they… Be safe? Be okay with her parents? Be okay with her friends? Be legal? Be healthy? Be respectful to Ananda and others? Affect other (positively or negatively)? What action should Ananda T ake? (Be prepared to share with the class what you think Ananda should do in this situation.) Lesson Materials

What is the P roblem facing Ananda in this is situation?

What are her A lternatives? (List Them)

What are the possible C onsequences of these alternatives? Will they…

Be safe?

Be okay with her parents?

Be okay with her friends?

Be legal?

Be healthy?

Be respectful to Ananda and others?

Affect other (positively or negatively)?

What action should Ananda T ake?

(Be prepared to share with the class what you think Ananda should do in this situation.)

DECISION-MAKING SCENARIO #2 “Chris” Chris is having a small party with five good friends, including you. Chris’ parents decide to go out to a movie while all of you are watching a video. Everybody decides the video is boring and you want to do something else fun together. Someone suggests, “Let’s pierce our ears while the grownups are gone!” Chris goes off to find some needles, cotton balls, and alcohol.

Chris is having a small party with five good friends, including you. Chris’ parents decide to go out to a movie while all of you are watching a video. Everybody decides the video is boring and you want to do something else fun together. Someone suggests, “Let’s pierce our ears while the grownups are gone!” Chris goes off to find some needles, cotton balls, and alcohol.

Decide what “you” should do (using the “Make a PACT” steps) What is the P roblem facing you in this is situation? What are your A lternatives? (List Them) What are the possible C onsequences of these alternatives? Will they… Be safe? Be okay with his or her parents? Be okay with his or her friends? Be legal? Be healthy? Be respectful to Chris and others? Affect other (positively or negatively)? What action should you T ake? (Be prepared to share with the class what you think you should do in this situation.) Lesson Materials

What is the P roblem facing you in this is situation?

What are your A lternatives? (List Them)

What are the possible C onsequences of these alternatives? Will they…

Be safe?

Be okay with his or her parents?

Be okay with his or her friends?

Be legal?

Be healthy?

Be respectful to Chris and others?

Affect other (positively or negatively)?

What action should you T ake?

(Be prepared to share with the class what you think you should do in this situation.)

Grade 6 HIV Curriculum Optional – Extension/Enrichment Activity 3 – Fluid Transmission Demonstrate Needed materials Two (2) test tubes Two (2) beckers Blue food coloring Water Discuss experiment during the demonstration using the provided script.

Optional – Extension/Enrichment

Activity 3 – Fluid Transmission

Demonstrate

Needed materials

Two (2) test tubes

Two (2) beckers

Blue food coloring

Water

Discuss experiment during the demonstration using the provided script.

Diagram for Transmission Risk Demonstration “ Joe” HIV+ “ Teri” HIV- Teacher Aid

“ Joe”

HIV+

“ Teri”

HIV-

Fluid Transmission Demonstration (continued) Explain that in order for healthy people to become infected with HIV, they must get some HIV-positive fluids into their body, through cuts, injections, or sexual relations. In this demonstration, some of Joe’s HIV+ fluid would have to get in to certain uninfected fluids of Teri. (In other words, Teri’s test tube fluids will turn bluish if they become “infected”.)

Explain that in order for healthy people to become infected with HIV, they must get some HIV-positive fluids into their body, through cuts, injections, or sexual relations. In this demonstration, some of Joe’s HIV+ fluid would have to get in to certain uninfected fluids of Teri. (In other words, Teri’s test tube fluids will turn bluish if they become “infected”.)

Fluid Transmission Demonstration (continued) No transmission, because saliva doesn’t transmit HIV. (Dip pencil into Joe’s beaker and then in Teri’s beaker and tube.) “ What if Joe chews or spits on the pencil and then Teri puts it in her mouth?” No transmission, because Teri’s blood is not infected with HIV. (Take the clean, unused dropper and use it to take a dropper full of Teri’s test tube water and inject it into Joe’s test tube.) “ What if Teri donates blood to Joe” No transmission, because no fluids are exchanged. (Touch a pencil to the first one then the other beaker.) “ Can Teri get infected by sharing a pencil with Joe?” No transmission, because no fluids are exchanged. (Push beakers together so they are touching each other.) “ Can Teri get infected by touching Joe?” No transmission, because no fluids are exchanged. (Push beakers closer together, but not touching.) “ Can Teri get infected by sitting next to Joe?” (i.e., do Teri’s fluids turn blue? Explain Demonstrate Ask Students

Fluid Transmission Demonstration (continued) Explain Demonstrate Ask Students No, because people with HIV usually look as healthy as anyone else. We can’t see inside a person to see if their blood is infected, which is why the blood must be tested to tell if it has HIV in it. (Remove the test tubes from each beaker.) “ If Joe and Teri were real people, would anyone know they were infected with HIV just by looking at them?” Explain that one HIV is in the body, it multiplies and damages the immune system, which usually protects us from diseases. That’s why people with AIDS, the last stage of HIV infection, get sick a lot with serious diseases and may die. (Add a couple more drops from the blue food dye bottle into Teri’s test tube.) “ Why is the pretend ‘blood’ in Teri’s test tube light blue instead of dark blue like Joe’s?” Yes, transmission could occur, if Joe’s blood gets into the cut on Teri’s hand. This is why people should not try to give first aid without first putting on latex gloves to protect themselves from getting another person’s fluids into their own bloodstream. (Take a dropper full of Joe’s test tube “blood” and inject it into Teri’s test tube. Add more, if needed, until it turns noticeably blue.) “ What if Joe gets a cut while playing on the playground and Teri tries to stop it from bleeding with her bare hand that has a fresh paper cut on it?”

Original Lessons, Activities, and Documents Created and Supplied by the Puyallup School District PowerPoint Created Verbatim by Shawn Anderson [email_address] February 21, 2008