1. Kristina Hyland
Overview:
Topic: STD/HIV Prevention
Setting: College/University Campus
Audience: College freshman
Instructional Objectives:
Cognitive:
1. The learner will be able to identify 2 ways to prevent or reduce the spread of STDs/HIV
with 100% accuracy when asked to do so by the instructor.
2. The learner will be able to correctly explain how the use of a male condom prevents or
reduces the spread of STDs/HIV when asked to do so by the instructor.
3. The learner will be able to accurately identify 3 risk factors of contracting an STD/HIV
when prompted to do so by the instructor.
Affective:
1. The learner will be able to express their feelings about the contraction and spread of
STDs/HIV and preventative techniques while in a group discussion.
Psychomotor:
1. The learner will demonstrate the proper procedure of putting on and taking off a male
condom in a classroom activity observed by the instructor.
2. The learner will demonstrate how to correctly be assertive and use proper
communications skills when discussing the use of a condom or other forms of
contraception with a partner during a role play activity in class.
Focus Statement (1 minute):
Have every 4th person in the group stand up. Once this is completed have the learners look
around at how many people are standing and make the statement: “1 in 4 young adults, ages 15
to 24, contract a sexually transmitted disease every year”.
Outline of Content (notes for Instructor):
STD/HIV Prevention or Reduction Techniques:
 Abstinence: only sure way to prevent the spread of STDs/HIV
 Vaccination: ways to prevent hepatitis B and HPV (recommended to get all three doses)
 Mutual monogamy: agree to be sexually active with only one person, who has agreed to
only be sexually active with you. Being in a long-term mutually monogamous

2. Kristina Hyland
relationship with an uninfected partner is one of the most reliable ways to avoid STDs.
You should have an open and honest conversation with your partner to discuss if either
of you are infected with an STD.
 Reduced number of sex partners: Reducing your number of sex partners can decrease
your risk for STDs. It is still important that you and your partner get tested, and that you
share your test results.
 Condoms: Correct and consistent use of the male latex condom is highly effective in
reducing STD transmission. Use a condom every time you have anal, vaginal, or oral
sex.
 Get Tested: Knowing your STD status is a critical step to stopping STD transmission. If
you know you are infected you can take steps to protect yourself and your
partners.
Be sure to ask your healthcare provider to test you for STDs — asking is
the only way to know whether you are receiving the right tests. And don’t
forget to tell your partner to ask a healthcare provider about STD testing as
well.
Many STDs can be easily diagnosed and treated. If either you or your
partner is infected, both of you need to receive treatment at the same time
to avoid getting re-infected.
Risk Factors for Contracting an STD:
 Sexual activity at a young age
 Multiple sex partners
 Unprotected sex
 Having a history of STDs
 Victims of forced sexual intercourse or activity
 Abusing alcohol or recreational drugs
 Injecting drugs: HIV, hepatitis B and hepatitis C
 Being an adolescent female: the immature cervix is made up of constantly changing cells
which make this population more susceptible to certain STDs.
STD/HIV Inaccurate Information and Stereotypes:
 Myth: Only “trashy” people get STDs. Fact: STDs don’t discriminate.

3. Kristina Hyland
 Myth: If your partner has an STD, you’ll see it. Fact: There is often no sign that a person
has an STD.
 Myth: You can avoid STDs by having oral or anal sex. Fact: Where there’s sex (oral,
anal, vaginal, or even just sexual contact), there can be STDs.
 Myth: Once you’ve had an STD, there’s no chance of getting it again. Fact: You can get
some STDs more than just once.
 Myth: If you get checked and you’re STD free, you partner doesn’t need to get checked
as well. Fact: Your partner could have an STD and not know it.
How Male Condoms Work:
Condoms work by keeping semen (the fluid that contains sperm) from entering the vagina. The
male condom is placed on a male’s penis when it becomes erect (and before any sexual contact).
It is unrolled all the way to the base of the penis while holding the tip of the condom to leave
some extra room at the end. This creates a space for semen after ejaculation and makes it less
likely that the condom will break.
After the male ejaculates, he should hold the condom at the base of the penis as he pulls out of
the vagina. He must do this while the penis is still erect to prevent the condom from slipping off
when he returns to a normal state of non-erection. If this happens, sperm could enter the vagina.
The Correct Procedure for putting On/Taking off a Male Condom:
Putting on a condom:
Each package of condoms includes detailed instructions. Be sure to read and understand
the instructions and check the expiration date before you use a condom.
1. Put the condom on before the penis touches the vulva. Men leak fluids from
their penises before and after ejaculation. This fluid can carry enough germs
to pass sexually transmitted infections and possibly cause pregnancy.
2. Use a condom only once. Use a fresh one for each erection ("hard-on"). Have
a good supply on hand.
3. Condoms usually come rolled into a ring shape. They are individually sealed
in aluminum foil or plastic. Be careful — don't tear the condom while
unwrapping it. If it is torn, brittle, stiff, or sticky, throw it away and use
another.
4. Put a drop or two of lubricant inside the condom.
5. Pull back the foreskin, unless circumcised, before rolling on the condom.
6. Place the rolled condom over the tip of the hard penis.

4. Kristina Hyland
7. Leave a half-inch space at the tip to collect semen.
8. Pinch the air out of the tip with one hand while placing it on the penis.
9. Unroll the condom over the penis with the other hand.
10. Roll it all the way down to the base of the penis.
11. Smooth out any air bubbles. (Friction against air bubbles can cause condom
breaks.)
12. Lubricate the outside of the condom.
Taking Off a Condom:
1. Pull out before the penis softens.
2. Don't spill the semen — hold the condom against the base of the penis while
you pull out.
3. Roll the condom down to the tip on the penis.
4. Tie the condom so no semen escapes.
5. Throw the condom away.
Assertiveness and Communications Skills:
 It is important to talk about using condoms with your partner before having sex, this will
insure that you use condoms effectively and properly every time.
 Not talking about condoms effects a personal safety
 Possible ways to talk to your partner about condom use:
o Your partner says: "It's uncomfortable."
You might answer this by suggesting a different brand or size. Wearing a condom
also may take some getting used to.
o Your partner says: "It puts me right out of the mood."
Say that having unsafe sex puts you right out of the mood. Permanently.
o Your partner says: "If we really love each other, we should trust each other."
Say that it's because you love each other so much that you want to be sure you're
both safe and protect each other.
o Your partner says: "Are you nervous about catching something?"
The natural response: "Sometimes people don't even know when they have
infections, so it's better to be safe."
o Your partner says: "I won't enjoy sex if we use a condom."
Say you can't enjoy sex unless it's safe.
o Your partner says: "I don't know how to put it on."
This one's easy: "Here, let me show you."

5. Kristina Hyland
Instructional Activities:
1. STD/HIV Handshake (Cognitive Obj. 1, Affective Obj. 1) [15 min]
 Distribute one index card each to the learner. Tell them to keep the special
instructions on their cards a secret and to follow the instructions as listed on the
card. Ask the group to stand and shake hands with three people and ask each to
sign the card. Make sure they move around the room.
 When all the teens have collected three signatures, have them take their seats. Ask
the people with the O, Z, and X. on their cards to stand up. Ask everyone who
shook hands with those persons to stand up. Ask everyone who shook hands with
a standing person to stand up. And so on until everyone is standing, except for
designated non participators.
 Now tell the group to pretend that the person with the card marked Z was infected
with HIV, and that instead of shaking hands that person, had unprotected sexual
intercourse with the three people whose signatures she or he collected. Do the
same with the card marked O (chlamydia) and the card marked X (genital herpes).
 Have the teens sit down again, and ask those with the “Do not follow my
directions” cards to stand. Explain that these people had chosen to abstain from
sexual intercourse, and were therefore protected from these sexually transmitted
diseases.
 Ask teens to stand if they had a C marked on their card. Explain that fortunately,
these people had used condoms and were not at significant risk for infection.
Allow all teens to sit down. Remind the group that this was only a game, that they
were only representing people who have STDs and that STDs are not transmitted
through handshaking.
 Explain that STDs are diseases that are spread by close sexual contact between
two partners. Any form of intercourse—oral, anal or vaginal—can spread STDs.
Using the Leader's Resource, “Information on Sexually Transmitted Diseases,”
provide brief descriptions of chlamydia, HIV and genital herpes.
Conclude the activity using the Discussion Points:
How did person X feel? Person Z? Person O? How did you feel towards
X, Z, and O when you found out they were infected?
What were the initial feelings of those of who were instructed to not
participate in the exercise? How did those feelings change during the
course of the exercise? How did the group feel towards those people
initially? And then later?
How did the people who discovered they had used condoms feel?
How did it feel to find out that you might have been infected?

6. Kristina Hyland
The teens with the X, O, and Z cards didn't know that they were infected
when we started this activity. In reality, many people don't know they are
infected with a sexually transmitted disease. Is it possible to know ahead
of time who is infected and who is not?
2. Group Brainstorming Activity (Cognitive Objectives 1 and 3) [10 minutes]
In small groups of 4-5 the participants will brainstorm ideas related to the following topics,
the instructor will propose one of the three topics to begin discussion. The three topics include:
Risk factors for contracting an STD,
Strategies to prevent the spread of STDs/HIV,
Inaccurate information and stereotypes related to STDs and HIV.
The instructor will write one topic on the board for the participants to brainstorm and discuss
their ideas within their groups. Once each group has finished brainstorming the idea have one
person from reach group come to the board to document the ideas they developed. If the
participants miss a key component then the instructor should let them know which one they have
forgotten.
3. Condom Use Demonstration and Group Discussion (Cognitive Objective 2,
Psychomotor Objective 1) [15 minutes]
In a class demonstration the participants will observe the presenter conducting the proper
steps of putting on and removing a condom. The instructor will do so through the use of a banana
that will serve as the male penis as it closely emulates the shape and length of an erect penis.
The class will then be prompted to follow the previously demonstrated instructions when
given their own banana and condom. The instructor will observe the participants to determine if
they correctly understand the proper procedure of putting on and taking off a male condom.
This demonstration will be followed by several questions to assess the learner’s ability to
draw conclusions related to how the use of a male condom prevents or reduces the transmission
of STDs.
Discussion Questions:
1. Following this demonstration and activity, how do you think the male condom protects or
reduces the transmission of STDs/HIV?
2. Do you think it is important to know the proper way to put on a male condom? Why?

7. Kristina Hyland
3. After participating in this activity do you think you will be more likely to use a condom
correctly? Why?
4. Condom Use Assertiveness and Communication Skills Class Discussion and Role
Play Activity (Psychomotor Objective 2) [10 minutes]
1. As a group ask the participants to brainstorm why people DO NOT use condoms,
raising their hand when they have a reason. The instructor will write the reasons
on the board as they are called out. Have the participants develop examples of
how people could respond if a partner gave one of these reasons.
2. Participants will now have the opportunity to utilize these responses they have
developed in role-plays. Divide the group into pairs. Ask the pairs to decide who
will be number 1 and 2. First, tell the people who are number “1” to convince the
people who number “2” to wear a condom. Person 2 should use as many excuses
as possible to resist having the condom put on. Person 1 can use the responses
from the brainstorm to overcome the partner’s resistance. When the first person in
the dyad has succeeded in convincing his/her partner to wear a condom, they
switch roles.
Discussion Questions:
i. How did it feel to try to talk your partner into using a condom?
ii. What arguments worked? Did anyone find a special technique that
worked?
iii. Was anyone unable to convince a partner? What could a person do if
she/he can’t convince his/her partner? What would you do in real life is
this happened?
iv. Did this activity increase you comfort with condoms? Why or why not?
5. STD/HIV Small Group Discussion (Affective Objectives 1) [10 minutes]
The participants will be broken up into small groups to discuss their attitudes about STD/HIV
and the use of contraceptive strategies discussed throughout this lesson. Depending on the
number of participants there should be no more than 5-6 per group. They should use the
knowledge they have gained through this lesson to guide their discussion of the questions below.
Small Group Discussion Questions
Directions: In your small group, discuss each of the questions based on the previous activities
of this lesson.

8. Kristina Hyland
1. Have your attitudes toward STDs and contraceptives changed through the course of
this lesson? If so how have they changed?
2. Has the information presented in this lesson been helpful and informative in a way
that it will benefit you in your present and future relationships or sexual experiences?
How?
3. What is one thing you learned throughout the course of this lecture that you think will
benefit you personally? Why?
Materials Needed:
 Copies for small group discussion questions [see attachment]
 Extra pens and pencils
 Note cards
Material for Condom Demonstration:
 Bananas
 Condoms
 Paper towels
 Plates

9. Kristina Hyland
Small Group Discussion Questions
Directions: In your small group, discuss each of the questions based on the previous activities of
this lesson.
1. Have your attitudes toward STDs and contraceptives changed through the course of
this lesson? If so how have they changed?
2. Has the information presented in this lesson been helpful and informative in a way
that it will benefit you in your present and future relationships or sexual experiences?
How?
3. What is one thing you learned throughout the course of this lecture that you think will
benefit you personally? Why?

10. Kristina Hyland
Sources
11 Facts About Teens and STDs. (n.d.). Retrieved September 26, 2015, from
https://www.dosomething.org/facts/11-facts-about-teens-and-stds
Brick, P., & Taverner, B. (2001). Positive images: Teaching abstinence, contraception, and
sexual health (3rd ed.). Morristown, NJ: Planned Parenthood of Greater Northern New
Jersey.
Condoms | How to Put On a Condom Video. (n.d.). Retrieved September 23, 2015, from
https://www.plannedparenthood.org/learn/birth-control/condom
Gavin, M. (2013, August 1). Condom. Retrieved September 24, 2015, from
http://kidshealth.org/teen/sexual_health/contraception/contraception_condom.html
Gavin, M. (2013, August 1). Talking to Your Partner About Condoms. Retrieved September 26,
2015, from
Green, N. (2013, March 1). 5 Myths About STDs. Retrieved September 22, 2015, from
http://kidshealth.org/teen/sexual_health/stds/std_myths.html
Prevention. (2015, June 5). Retrieved September 16, 2015, from
http://www.cdc.gov/std/prevention/
Sexually transmitted diseases (STDs). (n.d.). Retrieved September 22, 2015, from
http://www.mayoclinic.org/diseases-conditions/sexually-transmitted-diseases-
stds/basics/risk-factors/con-20034128
http://kidshealth.org/teen/sexual_health/contraception/talk_about_condoms.html
STD/HIV Handshake. (n.d.). Retrieved September 23, 2015, from
http://www.advocatesforyouth.org/for-professionals/lesson-plans-
professionals/1262?task=view