hiv and aids curriculum

HIV/AIDS CurriculumHIV/AIDS CurriculumGrade 6Grade 6

Puyallup School DistrictPuyallup School District

Adapted from KNOW CurriculumAdapted from KNOW Curriculum

20042004

Grade 6 ContentsGrade 6 Contents

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

– Go over 5Go over 5thth grade Review of Basic Facts grade Review of Basic Facts– Show video: Show video: Living with HIVLiving with HIV

United LearningUnited Learning 19961996 17 minutes17 minutes Discuss video; use “How Much Do You Discuss video; use “How Much Do You

Know?”Know?”

Optional – Extension/EnrichmentOptional – Extension/EnrichmentActivity 2 – Decision MakingActivity 2 – Decision Making

Review Decision Making Steps using “PACT”Review Decision Making Steps using “PACT” Discuss scenariosDiscuss scenarios

Optional – Extension/EnrichmentOptional – Extension/Enrichment

Activity 3 – Fluid TransmissionActivity 3 – Fluid Transmission

DemonstrateDemonstrate DiscussDiscuss

Teacher ResourcesTeacher Resources

IntroductionIntroduction The AIDS Omnibus ActThe AIDS Omnibus Act The AIDS Omnibus Act Requires:The AIDS Omnibus Act Requires: Suggested Letter to Parents/Legal GuardianSuggested Letter to Parents/Legal Guardian Suggest Request Form to Excuse StudentSuggest Request Form to Excuse Student Guidelines for Answering Difficult QuestionsGuidelines for Answering Difficult Questions Dealing with Value-Based QuestionsDealing with Value-Based Questions GlossaryGlossary

Review of Review of BASIC FACTSBASIC FACTSPart 1Part 1

Present teacher-directed discussion about Present teacher-directed discussion about basic facts pertaining to HIV including:basic facts pertaining to HIV including:

What is a “communicable disease?”What is a “communicable disease?”– Communicable disease – A disease that can Communicable disease – A disease that can

be transmitted from one person to another.be transmitted from one person to another.– Examples – colds, chicken pox, and athletes Examples – colds, chicken pox, and athletes

footfoot AIDS is an abbreviation for…(Transparency 1)AIDS is an abbreviation for…(Transparency 1) HIV is an abbreviation for…(Transparency 2)HIV is an abbreviation for…(Transparency 2)


How HIV is spread…(Transparency 3)How HIV is spread…(Transparency 3)– Through direct exposure to blood, semen, or vaginal Through direct exposure to blood, semen, or vaginal

secretions that are infected with HIV.secretions that are infected with HIV.– From person-to-person through sexual intercourse From person-to-person through sexual intercourse

with an infected person.with an infected person.– Through the sharing of injection drug needles and Through the sharing of injection drug needles and

syringes used for “shooting” drugs.syringes used for “shooting” drugs.– Sharing needles used for tattooing and ear/body Sharing needles used for tattooing and ear/body

piercings.piercings.– ““Blood brother/blood sister” mixing of blood.Blood brother/blood sister” mixing of blood.– Some pregnant women infected with HIV pass the Some pregnant women infected with HIV pass the

virus on to their fetus during pregnancy or during virus on to their fetus during pregnancy or during birth.birth.

– Occasionally, during breast-feeding.Occasionally, during breast-feeding.


Can some get HIV from…(Transparencies 4 and Can some get HIV from…(Transparencies 4 and 5)5)– Review each possible transmission method Review each possible transmission method

with students.with students.– Sharing needles is the only risky behavior. Sharing needles is the only risky behavior.

Tattooing is not a risk if performed by a Tattooing is not a risk if performed by a professional using sterile tools.professional using sterile tools.

HIV Epidemic-Like an Iceberg? (Transparency 6)HIV Epidemic-Like an Iceberg? (Transparency 6) To protect yourself from HIV infection: Don’t To protect yourself from HIV infection: Don’t

Share…(Transparency 7)Share…(Transparency 7) Helping Others and Protecting Yourself Helping Others and Protecting Yourself

(Transparency 8)(Transparency 8)

A final note…A final note…

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

““AIDS” IS AN ABBREVIATION FORAIDS” IS AN ABBREVIATION FOR

A – A – AACQUIRED (not from parents’ CQUIRED (not from parents’ genes)genes)

I – I – IIMMUNE (protected from)MMUNE (protected from)

D – D – DDEFICIENCY (not enough)EFICIENCY (not enough)

S – S – SSYNDROME (many illnesses)YNDROME (many illnesses)Transparency 1

““HIV” IS AN ABBREVIATION HIV” IS AN ABBREVIATION FORFOR

H – HUMAN (not in other animals)H – HUMAN (not in other animals)

I – IMMUNODEFICIENCY I – IMMUNODEFICIENCY

(immune system weakness)(immune system weakness)

V – VIRUS (a kind of germ)V – VIRUS (a kind of germ)

Transparency 2

HOW HIV IS SPREAD?HOW HIV IS SPREAD?

HIV-infected fluids(*)

A way into thebloodstream

(**) 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 CAN SOMEONE GET HIV FROM…FROM…

Transparency 4

Sharing books? Using a toilet?

A mosquito bite? Sharing food?

CAN SOMEONE GET HIV CAN SOMEONE GET HIV FROM…FROM…

Sharing needles?Tattoos?

Kissing? Playing sports?

Transparency 5

HIV EPIDEMIC – LIKE AN HIV EPIDEMIC – LIKE AN ICEBURG…ICEBURG…

Usually only the tip ofan ice burg showsabove the water.

People with AIDS

HIV-Positive butnot AIDS yet.

The HIV epidemic is a lot like that—many people are infectedwith HIV and can pass it on but do not show any symptoms of

AIDS.

Transparency 6

TO PROTECT YOURSELF FROM HIVTO PROTECT YOURSELF FROM HIV

Do not share…

Needles Razors

Tattoo or Piercing Instruments Transparency 7

HELPING OTHERS AND HELPING OTHERS AND PROTECTING YOURSELFPROTECTING YOURSELF

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

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

Get help!Get help!

Transparency 8

How Much Do You Know?How Much Do You Know?What’s Your Opinion?What’s Your Opinion?

(Circle A for (Circle A for AAgree, D for gree, D for DDisagree, U for isagree, U for UUnsurensure

AA DD UU People with HIV/AIDS should People with HIV/AIDS should be treated with respect.be treated with respect.

AA DD UU If I say “no” to my friends, If I say “no” to my friends, won’t like me anymore.won’t like me anymore.

AA DD UU Sometimes it’s necessary to Sometimes it’s necessary to refuse to do something in refuse to do something in

order order to stay healthy and safe.to stay healthy and safe.

How Much Do You Know?How Much Do You Know?Write you response to the following Write you response to the following

statements.statements.

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

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

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

Grade 6Grade 6HIV CurriculumHIV Curriculum

Optional – Extension/EnrichmentOptional – Extension/Enrichment Activity 2 – Decision MakingActivity 2 – Decision Making

– Review Decision Making steps using Review Decision Making steps using “PACT”“PACT”

– Discuss scenarios, in small groups or as Discuss scenarios, in small groups or as a class.a class.

Assessing Student Knowledge Assessing Student Knowledge of the “Make a PACT” Modelof the “Make a PACT” Model

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

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

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

ObjectivesObjectives

The student will:The student will:– Practice using the “Make a PACT with Practice using the “Make a PACT with

Yourself” model effectively to respond to Yourself” model effectively to respond to health-related and other situations.health-related and other situations.

– Show respect and compassion for Show respect and compassion for oneself and others.oneself and others.

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

ActivitiesActivities

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

Reviewing the ModelReviewing the Model Skill practice in Small GroupsSkill practice in Small Groups

Make a PACT with Yourself Make a PACT with Yourself

What’s theProblem?

What are myAlternatives?

What action Will I Take?

What are theConsequences?

What’s theProblem?

What are myAlternatives?

What are theConsequences?

What actionwill I Take?

DECISION-MAKING SCENARIO #1DECISION-MAKING SCENARIO #1“Ananda”“Ananda”

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

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

Help Ananda decide what to do Help Ananda decide what to do (using the “Make a PACT” (using the “Make a PACT”

steps)steps) What is the What is the PProblem facing Ananda in this is situation?roblem facing Ananda in this is situation? What are her What are her AAlternatives? (List Them)lternatives? (List Them) What are the possible What are the possible CConsequences of these onsequences of these

alternatives? Will they…alternatives? Will they…– Be safe?Be safe?– Be okay with her parents?Be okay with her parents?– Be okay with her friends?Be okay with her friends?– Be legal?Be legal?– Be healthy?Be healthy?– Be respectful to Ananda and others?Be respectful to Ananda and others?– Affect other (positively or negatively)?Affect other (positively or negatively)?

What action should Ananda What action should Ananda TTake?ake?

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

Lesson Materials

DECISION-MAKING SCENARIO #2DECISION-MAKING SCENARIO #2“Chris”“Chris”

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

Decide what “you” should do Decide what “you” should do (using the “Make a PACT” (using the “Make a PACT”

steps)steps) What is the What is the PProblem facing you in this is situation?roblem facing you in this is situation? What are your What are your AAlternatives? (List Them)lternatives? (List Them) What are the possible What are the possible CConsequences of these alternatives? onsequences of these alternatives?

Will they…Will they…– Be safe?Be safe?– Be okay with his or her parents?Be okay with his or her parents?– Be okay with his or her friends?Be okay with his or her friends?– Be legal?Be legal?– Be healthy?Be healthy?– Be respectful to Chris and others?Be respectful to Chris and others?– Affect other (positively or negatively)?Affect other (positively or negatively)?

What action should you What action should you TTake?ake?

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

Lesson Materials

Grade 6Grade 6HIV CurriculumHIV Curriculum

Optional – Extension/EnrichmentOptional – Extension/Enrichment Activity 3 – Fluid TransmissionActivity 3 – Fluid Transmission

– DemonstrateDemonstrate Needed materialsNeeded materials

– Two (2) test tubesTwo (2) test tubes– Two (2) beckersTwo (2) beckers– Blue food coloringBlue food coloring– WaterWater

Discuss experiment during the Discuss experiment during the demonstration using the provided script.demonstration using the provided script.

Diagram forDiagram forTransmission Risk Transmission Risk

DemonstrationDemonstration““Joe”Joe”

HIV+HIV+

““Teri”Teri”

HIV- HIV-

Teacher Aid

Fluid Transmission Fluid Transmission DemonstrationDemonstration

(continued)(continued) Explain that in order for healthy people Explain that in order for healthy people

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


(continued)(continued)Ask StudentsAsk Students DemonstrateDemonstrate ExplainExplain

““Can Teri get infected by Can Teri get infected by sitting next to Joe?” (i.e., sitting next to Joe?” (i.e., do Teri’s fluids turn do Teri’s fluids turn blue?blue?

(Push beakers closer (Push beakers closer together, but not together, but not touching.)touching.)

No transmission, No transmission, because no fluids are because no fluids are exchanged.exchanged.

““Can Teri get infected by Can Teri get infected by touching Joe?”touching Joe?”

(Push beakers together (Push beakers together so they are touching so they are touching each other.)each other.)


““Can Teri get infected by Can Teri get infected by sharing a pencil with sharing a pencil with Joe?”Joe?”

(Touch a pencil to the (Touch a pencil to the first one then the other first one then the other beaker.)beaker.)


““What if Joe chews or What if Joe chews or spits on the pencil and spits on the pencil and then Teri puts it in her then Teri puts it in her mouth?”mouth?”

(Dip pencil into Joe’s (Dip pencil into Joe’s beaker and then in Teri’s beaker and then in Teri’s beaker and tube.)beaker and tube.)

No transmission, No transmission, because saliva doesn’t because saliva doesn’t transmit HIV.transmit HIV.

““What if Teri donates What if Teri donates blood to Joe”blood to Joe”

(Take the clean, unused (Take the clean, unused dropper and use it to dropper and use it to take a dropper full of take a dropper full of Teri’s test tube water Teri’s test tube water and inject it into Joe’s and inject it into Joe’s test tube.)test tube.)

No transmission, No transmission, because Teri’s blood is because Teri’s blood is not infected with HIV.not infected with HIV.


(continued)(continued)Ask StudentsAsk Students DemonstrateDemonstrate ExplainExplain

““What if Joe gets a cut while What if Joe gets a cut while playing on the playground playing on the playground and Teri tries to stop it from and Teri tries to stop it from bleeding with her bare hand bleeding with her bare hand that has a fresh paper cut on that has a fresh paper cut on it?”it?”

(Take a dropper full of Joe’s (Take a dropper full of Joe’s test tube “blood” and inject it test tube “blood” and inject it into Teri’s test tube. Add into Teri’s test tube. Add more, if needed, until it turns more, if needed, until it turns noticeably blue.)noticeably blue.)

Yes, transmission could Yes, transmission could occur, if Joe’s blood gets into occur, if Joe’s blood gets into the cut on Teri’s hand. This is the cut on Teri’s hand. This is why people should not try to why people should not try to give first aid without first give first aid without first putting on latex gloves to putting on latex gloves to protect themselves from protect themselves from getting another person’s getting another person’s fluids into their own fluids into their own bloodstream.bloodstream.

““Why is the pretend ‘blood’ Why is the pretend ‘blood’ in Teri’s test tube in Teri’s test tube light bluelight blue instead of instead of dark bluedark blue like like Joe’s?”Joe’s?”

(Add a couple more drops (Add a couple more drops from the blue food dye bottle from the blue food dye bottle into Teri’s test tube.)into Teri’s test tube.)

Explain that one HIV is in the Explain that one HIV is in the body, it multiplies and body, it multiplies and damages the immune damages the immune system, which usually system, which usually protects us from diseases. protects us from diseases. That’s why people with AIDS, That’s why people with AIDS, the last stage of HIV the last stage of HIV infection, get sick a lot with infection, get sick a lot with serious diseases and may serious diseases and may die.die.

““If Joe and Teri were real If Joe and Teri were real people, would anyone know people, would anyone know they were infected with HIV they were infected with HIV just by looking at them?”just by looking at them?”

(Remove the test tubes from (Remove the test tubes from each beaker.)each beaker.)

No, because people with HIV No, because people with HIV usually look as healthy as usually look as healthy as anyone else. We can’t see anyone else. We can’t see inside a person to see if their inside a person to see if their blood is infected, which is blood is infected, which is why the blood must be tested why the blood must be tested to tell if it has HIV in it.to tell if it has HIV in it.

Original Lessons, Activities, Original Lessons, Activities, and Documents Created and and Documents Created and

Supplied by the Puyallup Supplied by the Puyallup School DistrictSchool District

PowerPoint Created Verbatim byPowerPoint Created Verbatim byShawn AndersonShawn Anderson

[email protected]@puyallup.k12.wa.usFebruary 21, 2008February 21, 2008

hiv and aids curriculum

Health & Medicine