Health Education Unit Plan

Content Area: Reproductive Health Age Level: High School Relationships Previously Covered Material Link: Healthy/Unhealthy

Cognitive = After viewing the websites during an in-class activity, the student will be able to distinguish between using healthy and effective resources instead of using misleading resources on the worksheet that follows the in-class activity. Psychomotor = The students will be able to comprehend at least three different responses to use when saying no to any kind of sexual activity through role play in class. Affective = The student will be able to grasp the importance of always using safe sex 100% of the time after the role play activity on day 6 and what the consequences can be if you do not use safe sex through a goal setting activity at the end of the lesson. Life Skill statement= The students will be able to recognize each situation they become involved in when dealing with sexual activity and decide to either stay abstinent or use safe sex every time.
Day 1 Review Pre-Test Boxing activity Discussion of class Expectations Day 2 Computer lab Media and Sexual Influences Day 3 Computer Lab Africas Struggle with AIDS Day 4 Lesson on different STIs Power Point Glitter Galore Activity Day 5 Guest Speaker Gabriel Farkus covers common STIs, their rates, causes, history and treatments if any. NHES or WI-DPI Standards Addressed 1, 2, 4 Day 10 Formal Test

NHES or WI-DPI Standards Addressed - 1 Day 6 Lets Talk About Abstinence Activity Role Play and Discussion

NHES or WI-DPI Standards Addressed 1, 2, 3 Day 7 STI Quiz Introduce Research Project Work Day in Lab

NHES or WI-DPI Standards Addressed 1, 2, 3 Day 8 Presentations of Projects

NHES or WI-DPI Standards Addressed 1, 2 Day 9 Presentations of Projects

NHES or WI-DPI Standards Addressed 4, 5, 6, 7

NHES or WI-DPI Standards Addressed - 3

NHES or WI-DPI Standards Addressed 6, 7, 8

NHES or WI-DPI Standards Addressed -6, 7, 8

NHES or WI-DPI Standards Addressed -1

Research or Data Resources: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1070813/ & http://pediatrics.aappublications.org/content/126/3/576.full Student materials needed: computer lab, pencil/pen, notebook. Assessments: test, presentation rubric, quiz, participation, goal setting, Q&A, exit ticket, worksheets, boxing activity, pre-quiz. Multicultural infusion of unit materials: http://education.nationalgeographic.com/archive/xpeditions/lessons/01/g68/africaaids68.html?ar_a=1

Instructor Reflection: responses to these questions need to be included for the unit plan to be complete 1. How are your students going to be productively engaged in the development of the identified life skill? The students are going to be productively engaged in the development of the identified life skill because the daily lessons are going to provide them with the knowledge they will need in these life situations. Students will realize that any of these situations can happen to anyone if they are not cautious. The daily lessons will give them the opportunity to know how to avoid or take care of all kinds of situations. 2. What informal assessment activities are planned as a formative measure to check for understanding of either content or life skills? Informal assessments will include questioning for understanding, seeing if each student is actively engaged while learning, participation in role play, and completion of each assignment in a timely manner. 3. What formal assessment activities are planned as a summative measure of your students unit objectives? Formal assessments include the pre-test, worksheets, completion of the web quest, a quiz, a presentation, and a test. 4. What materials are included for multicultural infusion in this particular unit? The multicultural lesson is based upon the struggle Africa has with AIDS. This will be their web quest assignment.