STD Unit Project
Elizabeth Fanfarillo
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1
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3- 19
20- 51
52-55
56-59
60-72
73
74-
index
Pre assessment
Lesson #1
Lesson #2
Lesson #3
Lesson #4
Lesson #5
Lesson wrap up and statistics
Lesson Narrative
2
STD pre-assessment
Q.1) Herpes is contagious when:
only when blisters are present
A.
only when blisters appear, when you feel tingling in the area
B.
all of the time
C.
Q.2) Condoms, when used correctly, do a good job in preventing:
All STD's
A.
Herpes, Syphilis and HPV (wart virus)
B.
Gonorrhea, chlamydia, HIV. thricomonas
C.
Q.3) Oral Sex:
Is completely safe; it cannot transmit any std's
A.
is a common means of transmitting herpes
B.
does not require condoms
C.
Q.4) STDs:
Always cause pain or discharge
A.
Are cured if symptoms disappear
B.
Frequently have no symptoms
C.
Q.5) STD's can:
All be cured with antibiotics, as long as they are diagnosed
A.
Disappear without antibiotics, which means you are cured
B.
Cause infertility
C.
Q.6) If your partner says he/she is a virgin he/she may:
Still have an STD
A.
Cannot have an STD
B.
Has not been sexually intimate in any way
C.
Q.7)
The population that most primary care physicians treat for STD's is:
3
A.
B.
C.
Successful, well educated people who didn't realize they were at risk
Lower income, poorly educated people who have bad hygiene
Prostitute and drug abusers
Q.8) Which STDs are most frequently spread by people using public toilet seats?
Herpes and gonorrhea
A.
Chlamydia and trichamonas
B.
None of the above
C.
4
Western Connecticut State University
Lesson Plan #1
Student Teacher: Elizabeth Fanfarillo
Grade Level__10th_
Institution Manchester High School _ Length of lesson_
Date of lesson 3-26-2013
84 min
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed
to help students attain. How will the learning tasks lead students to attain the identified standards?
Unit Standards:
Describe how bacterial and viral infectious diseases are transmitted and explained the roles of sanitation,
vaccination and antibiotic medications in the prevention and treatment of infectious diseases.
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the
content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous
performance in this content area or skill impact your planning for this lesson?
Students have not been introduced to STD’s and the implications associated with it. This will be the first
introduction the students will have academically to the STDs and how the infections can impact their person.
Throughout the unit students will also understand and learn the social obligations that occur when and if they
contract this type of disease.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
Students will be able to read about and identify aspects of STD’s by completing a station activity. Students will also
save this information for their reference for the PSA project they will be creating at the end of this unit.
Students will be able to compare and contrast the cause and effect of STD’s.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a
copy of any assessment materials you will use, along with assessment criteria. Assessment should be designed
relative to the learning objectives of the lesson stated above!
The formative assessment will be the exit ticket that the students will write before they leave to discuss what the
students have learned. 3 things that they learned and 2 things they are still not sure about. This will allow me as a
teacher to understand if the students will need additional follow up on any lesson specifics.
Another formative assessment will be stopping to check the group work to ensure that the graphs are completed
properly for accuracy in data and to question students to check their understanding.
5
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
a. Materials
Students will be given the handouts as a resource; pens will be available at the front desk for the students if they
didn’t come to class prepared.
c. Safety
Housekeeping — keeping the laboratory work area clear of clutter will reduce the possibility of an accident.
Student Behavior:
1.
2.
3.
Horseplay or other inappropriate behavior in the laboratory is forbidden.
Remind students never to do anything in the laboratory that is not called for in the laboratory procedures.
Have students follow all instructions, both written and oral.
Learning Activities: Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in
each lesson segment and approximate time frames for each.
Students will be completing an activity with 8 stations that will give them information on the 8 STD’s we will be
covering in class today.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners
what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
To start the lesson the students will enter the classroom and start their bell work. The bell work is going to be a 10
min activity explaining STD incidences in the State of CT according to the CDC. I will cover with the students the
importance of this unit to them as Manchester CT, has a high rate of STD’s for the age group of 15-19. This is
important for the students to know as they are in this age bracket.
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and
the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student
learning objective(s).
Use the 5 E’s Engagement:
To engage the students they will start with a short video clip of a STD public service announcement that was
created by previous Manchester High School students. This also will allow me to talk to the students about how we
are going to wrap up the STD unit and start talking to them about what type of assessment they are going to have
at the end of this unit, rather than a traditional test.
Exploration:
6
To explore this topic, students will be covering 8 stations in groups of 2 or 3. The groups have been pre-determined
to ensure quick assembly of the groups and allow the students to have time to move from station to station. Each
group will have 6-7 min at each station.
Explanation:
When the students are completed with the station activity, I will have all the students get into their assigned
seating to ask the students if they have any questions, ask students if they have all their information filled out. This
will also allow me to cover any misconceptions or miss information that the students filled out.
Extension:
To further extend the students thinking there are questions at the end of the packet that the students will need to
fill out while they are in their groups to ensure they understand what activity they have just gone through.
Evaluation:
The evaluation for this lesson will be the writing that the students complete on their exit tickets. This will
demonstrate to me what they have learned from the class today along with what they need more information on
to ensure that they are not creating misconceptions with the new topic.
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson.
(Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of
objectives)
To close the lesson plan the teacher will ensure that the students are able to tie the information together. I will
provide the students with an exit ticket that they will leave on the front counter. This will allow the students to
make me aware of what they understand and what I will need to cover with them when I have them next in class.
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students
may be special or general education students and need not be the same students for each lesson. Students may
represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students,
struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student
teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction
in order to meet the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Brenden
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Has an IEP for ADHD and
learning concerns. He needs to
be able to move around to help
Brenden was moved to the first seat of the classroom by the door. In a
private conversation Brenden was told that he may use the rest room pass if
he needs to leave the room and walk around and he would have this
privilege as long as he didn’t disrupt class or miss work. Any work that he
7
Carlos
him keep focused
misses he will need to make up with the teacher after school
Jeff
Has an IEP for extra time
By putting the students in pre-arranged groups I have been able to mix up
the students in a way that the students who may need help understanding
the comprehending, they will be able to rely on their partners to fully
understand and get the meaning
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Austin
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Austin is in 9th grade and a high
performer in class.
Austin will be given the opportunity to complete additional questions for
extra credit.
Make sure the pictures are printed and that all students can see them
8
Bell Work
Name:
Total
Name of
population City
73,261
129,585
124,867
54,740
24,412
15,832
11,504
31,876
Total STD
# per
category
Age 15-19
Total STD
# in CT
Total Chlamydia Gonorrhea Syphilis
Qty
of (3)
STD’s
New Britain 450
387
60
3
New Haven 1,957
1,505
448
4
Hartford
2,386
1,878
500
8
Manchester 290
250
35
3
South
38
34
4
0
Windsor
Avon
8
6
2
0
Coventry
16
14
2
0
Glastonbury 44
37
7
0
3,944
640
5
12,136
2,554
1) What precautions can be used to protect against STD’s?
2) Are the numbers above true or false? Why?
65
Answer sheet
9
Bell Work
Name:
Total
Name of
population City
73,261
129,585
124,867
54,740
24,412
15,832
11,504
31,876
Total STD
# per
category
Age 15-19
Total STD
# in CT
Total Chlamydia Gonorrhea Syphilis
Qty
of (3)
STD’s
New Britain 450
387
60
3
New Haven 1,957
1,505
448
4
Hartford
2,386
1,878
500
8
Manchester 290
250
35
3
South
38
34
4
0
Windsor
Avon
8
6
2
0
Coventry
16
14
2
0
Glastonbury 44
37
7
0
3,944
640
5
12,136
2,554
65
3) What precautions can be used to protect against STD’s?
Abstinence
Condoms
Get tested for STDs
Monogamy
4) Are the numbers above true or false? Why?
They are true and come from the CDC website. Students are in the age bracket of concern due to the
numbers for their age bracket
10
Exit Ticket
Name:
Block:
1) Name 3 things that you learned today:
2) Tell me 2 things that you need clarification on:
Answer sheet
11
Exit Ticket
Name:
Block:
3) Name 3 things that you learned today:
This will be based on the students work and what we have covered. I am looking for specifics on the
STDS and what the students have learned about transmission, what the vector is for some of the STDs,
how to treat the STD’s
4) Tell me 2 things that you need clarification on:
I will be looking for the students to ask specific questions on the STD’s or how the students can protect
themselves from being infected as they are growing up.
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Station Activity for STD’s
Name:_____________________________________
A) Complete thte tables of the given STD’s that:
HPV
Signs and
symptoms
Transmission




Direct
Indirect
(Sharing of
an object)
Air born
Animal
Vector
Treatment
How many
people get it?
Prevention
Gonorrhea
Chlamydia
Trichomoniasis
PID
13
HIV
Signs and
symptoms
Transmission




Direct
Indirect
(Sharing of
an object)
Air born
Animal
Vector
Treatment
How many
people get it?
Prevention
Hepatitis B
Genital
Herpes
Syphilis
Scabies
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B) Complete the chart below:
Bacterial Diseases
Viral Diseases
Parasite or Protozoan
diseases
Fungal diseases
C) Answer the following questions:
1.
Of all the STD’s studied in this activity, which are the two most prevalent in the 15-24 year old population
in this country?
2.
What are the best ways to prevent any STD?
3.
What facts have surprised you the most about STD’s since we started today and why?
Answer key
15
Station Activity for STD’s
Name:_____________________________________
D) Complete the tables of the given STD’s that:
Signs and symptoms
Transmission
 Direct
 Indirect
(Sharing of
an object)
 Air born
 Animal
Vector
Treatment
HPV
Most people
infected have no
symptoms. But
some HPV types
can cause genital
warts – small
bumps in and
around the
genitals,
(vaginal, vulva,
penis, testicles,
and anus) If they
do occur, warts
may appear
within weeks or
months of the
infection
Gonorrhea
Most people
infected
have no
symptoms
for those
who do it
can cause a
burning
sensation
while
urinating
green or
yellowish
vaginal or
penile
discharge
and for
woman
abnormal
bleeding and
or pelvic
pain.
Symptoms
can appear
within 2-10
days after
infection
Trichomoniasis
Often there are
no symptoms.
Some woman
may notice a
frothy smelly,
yellowish –
green discharge
and or genital
area
discomfort,
usually within 4
days to one
month after
exposure to the
parasite. Men
will notice a
discharge from
their penis.
PID
Infection of
the uterus
fallopian
tubes and
other
reproductive
organs that
will cause
abdominal
pain. PID
can cause
infertility
Directly
through
contact with
a partner
who is
infected
Through
vaginal, anal
and oral
intercourse
Chlamydia
There are no
symptoms in
most woman
and many
men who
have it.
Woman may
experience
abnormal
vaginal
discharge
and bleeding
(that is not
your period)
and pain
during
urination,
Men
develop
discharge or
pain during
urination
with in one
to three
weeks of
having sex
with an
infected
partner
Directly
through
contact with
a partner
who is
infected
Through
vaginal, anal
and oral
intercourse
Directly through
contact with a
partner who is
infected
Through vaginal,
anal and oral
intercourse
Can also be
passed through
skin to skin
contact
There is no cure
for the virus
itself (HPV) but
warts can be
treated through
Directly
through contact
with a partner
who is infected
Through vaginal
intercourse
Directly
through
contact with
a partner
who is
infected
Through
vaginal
intercourse
Oral
antibiotics
cure the
infection
both
Oral
antibiotics
cure the
infection
both
Antibiotics can
cure the
infection both
partners must
be treated at
Antibiotics
can cure the
infection
16
Ho w many people
get it?
topical
medicines or
methods to
remove or freeze
them. Even with
such treatments,
the virus may
still be present
and can cause
recurrences. It is
not known how
long a person
remains
contagious after
the warts are
treated.
6.2 million new
cases each year
Approx. 20
million
nationwide are
affected.
Prevention
Abstinence is the
only way to
prevent or a
latex condom
Do not engage in
risky behavior
For
certain
strains
of HPV
there is
a
vaccine
availabl
e
partners
must be
treated at
the same
time to
prevent
passing the
infection
back and
forth.
partners
must be
treated at
the same
time to
prevent
passing the
infection
back and
forth.
the same time
to prevent
passing the
infection back
and forth.
650,000 new
cases each
year with
highest rate
of incidence
for woman
15-19 and
men 20-24
5 million new
cases every
year
750,000
every year
And 15% of
those
becoming
infertile
Abstinence
is the only
way to
prevent or a
latex
condom
2 million
cases each
year are
reported the
highest rates
among
adolescent
men and
woman
Abstinence
is the only
way to
prevent or a
latex
condom
Abstinence is
the only way to
prevent or a
latex condom
Abstinence
is the only
way to
prevent or a
latex
condom
Do not
engage in
risky
behavior
Do not
engage in
risky
behavior
Do not engage
in risky
behavior
Do not
engage in
risky
behavior
17
Signs and symptoms
HIV
Hepatitis B
The only way to
know for sure if
someone is infected
with HIV is to be
tested.
Many people do
not have the
symptoms
especially adults
with chronic
infection. Others
may experience
tiredness, aches,
nausea and
vomiting, loss of
appetite and dark
urine within 6
months of
exposure.
Yellowing of the
skin and whites of
the eyes called
Jaundice can occur
later.
People who are
infected with HIV
may go 10 years or
more without
showing signs and
symptoms.
Genital
Herpes
Herpes 1
causes cold
sores on
the mouth
Herpes 2
causes
genital
sores and
blisters.
Both viruses
can cause
sores in
either
areas. An
outbreak
can start
with red
bumps or
blisters.
Syphilis
-
-
Transmission
 Direct
 Indirect
(Sharing of
an object)
 Air born
 Animal
Vector
-
-
Direct
contact
with a
partner
who has
the disease
Indirect
Like the
Ryan White
story by
receiving
contaminat
ed blood or
the sharing
of needles
or other
parapherna
Direct contact
with a partner
who has the
disease
Most commonly
through
unprotected
vaginal, oral or
anal sex but can
also be passed on
during skin to skin
contact as well as
needles or any
behavior which a
persons mucus
membranes are
Direct
contact
with a
partner
who has the
disease
Most
commonly
through
unprotecte
d vaginal,
oral or anal
sex but can
also be
passed on
Scabies
Will
show
up
within
12
weeks
of
having
sex.
Men
will not
notice
sympto
ms
unless it
is in the
anus;
Woman
do not
have
any
sympto
ms
Sign
may be
a single
sore
appeari
ng on
the
genitals
Direct contact
with a partner
who has the
disease
Through
unprotected
vaginal, oral or
anal sex, and
also through
kissing if there is
a lesion on the
mouth
Infection of
the skin by
a human
itch mite/
intense
itching and
pimple like
skin rash…
may take 46 weeks
before
symptoms
show
Skin to skin
18
lia
Treatment
How many people
get it?
Prevention
There is no known
cure for HIV and
AIDS. Antiretroviral
treatment can slow
down the
progression of HIV
infection and delay
the onset of AIDS,
early diagnosis and
treatment can
improve a person’s
chance of living a
longer healthier life
48,000 people in the
united states were
infected the year of
2006. An estimated
1.1 million people in
the USA are living
with HIV
Abstinence is the
only way to prevent
or a latex condom
Do not engage in
risky behavior
exposed to an
infected persons
blood or seamen,
vaginal secretions
or saliva, the
chances of getting
it through kissing
is low.
Illness can last up
to 6 months and
symptoms can be
mild to severe.
Most often
treated with rest
adequate
nutrition and
fluids.
during skin
to skin
contact
There is no
known
cure, but
penicillin
Scabicides
which are
only given
by
perscriptio
n
46,000 new cases
every year are
reported
About one
million new
infections
each year.
An
estimated
45 million
people are
infected in
the USA
Abstinence
is the only
way to
prevent or a
latex
condom
37,000 new
cases each year
Roughly
300 million
people
worldwide
are
affected
with
Scabies
Abstinence is the
only way to
prevent or a
latex condom
Good
hygiene
-
There is a
vaccine
available
for adults
Abstinence is the
only way to
prevent or a latex
condom
Do not engage in
risky behavior
Do not
engage in
risky
behavior
Do not engage in
risky behavior
Protect
yourself
and know
your
partner
19
E)
Complete the chart below:
Bacterial Diseases
Viral Diseases
Syphilis
Genital Herpes
Parasite or Protozoan
diseases
Trichomoniasis
Hepatitis B
Scabies
Gonorrhea
Chlamydia
Fungal diseases
HIV
HPV
PID
F)
Answer the following questions:
4.
Of all the STD’s studied in this activity, which are the two most prevalent in the 15-24 year old population
in this country?
Gonorrhea and Chlamydia
5.
What are the best ways to prevent any STD?
Abstinence, getting tested, using protection, monogamy
6.
What facts have surprised you the most about STD’s since we started today and why?
This is based on the students information and background
20
Western Connecticut State University
Lesson Plan #2
Student Teacher: Elizabeth Fanfarillo
Grade Level__10th_
Institution Manchester High School _ Length of lesson_
Date of lesson 4-12-2013
84 min
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed
to help students attain. How will the learning tasks lead students to attain the identified standards?
Unit Standards:
Describe how bacterial and viral infectious diseases are transmitted and explained the roles of sanitation,
vaccination and antibiotic medications in the prevention and treatment of infectious diseases.
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the
content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous
performance in this content area or skill impact your planning for this lesson?
Students have been introduced to STD’s and the implications associated with it. The students have completed a
station activity and bell work to introduce STD’s into their world. The have also watched the Ryan White story to
compare and contrast society in the early 1980’s to how society supports both privacy and support for people who
are infected. Students have also began the research to the final unit project in STDs. For this project students have
chosen an STD that they will research and present to class in the form of a public service announcement.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
The student will be able to simulate the spread of an infectious disease and describe some factors essential in the
prevention of an infectious disease. Students will also look at one prevention method in the form of a vaccine and
write a position essay on their opinion of the vaccination process.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a
copy of any assessment materials you will use, along with assessment criteria. Assessment should be designed
relative to the learning objectives of the lesson stated above!
Students will be assessed on the position essay based on their ability to take a position and reference the
materials given to pull out the main ideas about the HPV vaccine. For full credit the students will meet the
following rubric:
21
Exceed expectations
Point value
Cited references in the
position paper multiple
times
Took a position
All paragraphs well
connected and clear
transitions
15
Met expectations
Didn’t meet
expectations
Cited references once
Didn’t cite any references
Took a position
Information is presented in
a logical way
No clear position taken
Information is not relevant
and fragmented
10
5
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
A. Materials
B . Resources
www.cdc.org
http://www.nlm.nih.gov
HPV pro and con idea came from a conversation with DR. Farno and Ms Hunt.
Students will be given the handouts as a resource; pens will be available at the front desk for the students if they
didn’t come to class prepared.
C. Safety
Housekeeping — keeping the laboratory work area clear of clutter will reduce the possibility of an accident.
Student Behavior:
4.
5.
6.
7.
8.
Horseplay or other inappropriate behavior in the laboratory is forbidden.
Remind students never to do anything in the laboratory that is not called for in the laboratory procedures.
Have students follow all instructions, both written and oral.
Students will be required to wear goggles during the transmission activity
Students with long hair or loose clothing will need to tie back and tuck in
Learning Activities: Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in
each lesson segment and approximate time frames for each.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners
what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
Students will start off the lesson with bell work that will refresh their minds about what is supposed to happen
during a lab assignment. I will begin the lesson helping the students make connections to previous lessons by going
over the bell work and ensuring that students understand the expectations going forward for this class.
22
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and
the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student
learning objective(s).
Use the 5 E’s Engagement:
Exploration:
Students will be exploring the transmission of STDs by completing a lab that demonstrates what the CDC (Center for Disease
Control) will do when an infection is reported to help isolate the infection by making all partners aware and treat all infected
parties.
Explanation:
Students will be completing an activity to demonstrate how an infectious disease can be transferred from person to person.
After the transfer activity the students will be using the information from the lab to dig further into a STD called HPV.
Extension:
To further extend the students will be in groups looking at information on HPV. In the groups the students will look specifically
at the vaccines that are available for both boys and girls. After completing this limited research students will be asked to write a
short position essay individually to take a stand on the HPV infection.
Evaluation:
To Evaluate the students, I will be using the rubric on the position paper.
Exceed expectations
Point value
Cited references in the
position paper multiple
times
Took a position
All paragraphs well
connected and clear
transitions
15
Met expectations
Didn’t meet
expectations
Cited references once
Didn’t cite any references
Took a position
Information is presented in
a logical way
No clear position taken
Information is not relevant
and fragmented
10
5
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson.
(Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of
objectives)
To close the activity students will individually write their opinion on the vaccination process for HPV. This will allow the students
to identify if it is something they in fact would like for themselves and opening up the conversation with their parents.
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students
may be special or general education students and need not be the same students for each lesson. Students may
23
represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students,
struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student
teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction
in order to meet the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
IEP for extended time and ADD
I will give Jeff the reading on HPV ahead of time in the previous class and
also dropping a copy off to his learning center instructor to ensure he has
the extra time to read the information so he can participate in the lecture
Jeff
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Andy, Kiara
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Both students excel at their
work and need to be challenged
on their work
Kiara and Andy will receive a harder article reading level so they will be able
to pull more information out of the reading to be able to elaborate on the
essay they are writing to get into the exceed the expectations.
24
Name:
Bell Work
1) If a laboratory fire erupts, immediately
A. notify your instructor.
B. run for the fire extinguisher.
C. throw water on the fire.
D. open the windows.
2) Approved eye protection devices (such as goggles) are
worn in the laboratory
A. to avoid eye strain.
B. to improve your vision.
C. only if you don’t have corrective glasses.
D. any time chemicals, heat or glassware are used.
3) If you do not understand a direction or part of a lab
procedure, you should
A. figure it out as you do the lab.
B. try several methods until something works.
C. ask the instructor before proceeding.
D. skip it and go on to the next part.
4) After completing an experiment, all chemical wastes
should be
A. left at your lab station for the next class.
B. disposed of according to your instructor’s directions.
C. dumped in the sink.
D. taken home
5) You are heating a substance in a test tube. Always point
the open end of the tube
A. toward yourself.
B. toward your lab partner.
C. toward another classmate.
D. away from all people.
6) You have been injured in the laboratory (cut, burn,
etc.). First you should
A. visit the school nurse after class.
B. see a doctor after school.
C. tell the science instructor at once.
D. apply first aid yourself.
7) Long hair in the laboratory must be
A. cut short.
B. held away from the experiment with one hand.
C. always neatly groomed.
D. tied back or kept entirely out of the way with a hair
band, hairpins, or other confining device.
Block:
25
8) In a laboratory, the following should not be worn.
A. loose clothing.
B. dangling jewelry.
C. sandals.
D. all of the above.
9) Horseplay or practical jokes in the laboratory are
A. always against the rules.
B. okay.
C. not dangerous.
D. okay if you are working alone.
10) Draw a diagram of your science room and label the
locations of the following:







Fire Blanket
Fire Extinguisher(s)
Exits
Eyewash Station
Emergency Shower
Closest Fire Alarm Station
Waste Disposal Container(s)
26
Transmission of Disease Lab
As we have discussed in class, viruses can spread very quickly and can
affect many people. The CDC researches many cases of the disease and tries to
track down the host of the virus. Today you will first be involved in the
transmission of the virus and then you will play the role of the CDC and attempt to
find the host of virus.
Materials:





Pipette
Numbered bottle containing fluid (H2O or NaOH)
Data Sheet
Phenolphthalen
Goggles
Procedure:
1. Review Safety Procedures with the Instructor on page 3.
2. Before conducting this lab you will respond to the pre-lab
questions on page4
3. You will then collect your materials at the front desk. You will
need a pipette, goggles and your bottle of fluids.
4. Record the number on your bottle in this blank spot
5. Just like the real world, you will expose your fluids to other
humans. First you will find a partner to exchange with.
27
6. Record the number on your partner’s bottle in the data table for
trial 1.
7. Use your pipette to drop your fluid into your partner’s bottle. Your
partner will do the same with his/her pipette.
8. You will then find another partner on the other side of the room
and record their number in trial 2.
9. You will exchange fluids as you did in step 7 and find one more
partner to exchange fluids with.
10.Record your third partner’s bottle number in trial 3 and then
exchange fluids as in step 7.
11.It is now time to meet with the CDC and get tested for the virus.
Every student will visit the instructor to receive a drop
phenolphthalein into their bottle. Close you bottle you have
received the drop.
12.Record the color of your bottle in this spot
13.Place your bottle on the desk and place your used pipette in the
appropriate container.
14.Once everyone has put their materials away, we examine the
results together as CDC research team.
15.As team we will attempt to locate the source of the virus.
16. You will the complete the post lab questions on the next page.
Pre Lab questions:
1) How many people do you think will receive the virus from one host?
2) After reading the procedure, how do you think we will find the host of the
virus?
3) Name one way to create a safe lab experience.
28
Trial #
Partner's Number
1
2
3
Post lab Questions
1) How does this lab recreate a real life situation?
2) What techniques were used to find the source of the virus?
3) Why is important to be aware of how STDs are transferred?
4) Why is it important to understand and be aware of the symptoms of STDs?
29
Safety Procedures
1) If any bottles are spilled do not attempt to clean it up but notify the teacher
immediately.
2) Use the pipette to transfer all fluids, avoid contact with skin and eyes.
3) Do not ingest any of the fluids.
4) If you notice any student in harm notify the teacher immediately
5) Horse play will not be tolerated during the lab. If you perform any
inappropriate lab behavior you will be asked to leave the room and will not
receive a grade on the assignment.
6) Follow all instruction given by the teacher and provided in this packet.
7) Clean up safely and appropriately.
Safety Information for Phenolphthalein
Eye Contact:
Check for and remove any contact lenses. Immediately flush eyes with running water for at least
15 minutes, keeping eyelids
open. Cold water may be used. Get medical attention.
Skin Contact:
In case of contact, immediately flush skin with plenty of water. Cover the irritated skin with an
emollient. Remove contaminated
clothing and shoes. Cold water may be used. Wash clothing before reuse. Thoroughly clean
shoes before reuse. Get medical attention.
Sodium Hydroxide
Eye Contact: Check
for and remove any contact lenses. Immediately flush eyes with running
water for at least 15 minutes, keeping eyelids
open. Cold water may be used. Get medical attention immediately. Finish by rinsing thoroughly
with running water to avoid a
possible infection.
Skin Contact:
In case of contact, immediately flush skin with plenty of water for at least 15 minutes while
removing contaminated clothing
and shoes. Cover the irritated skin with an emollient. Cold water may be used. Wash clothing
before reuse.
30
Transmission lab
Description:
Students are introduced to vocabulary, and their prior knowledge about infectious diseases is assessed.
They conduct a liquid exchange activity that models a spread of an infectious disease. An activity
summary discussion helps students extend and apply their understanding of how an infectious disease
may spread. Students work in small groups to examine real-life cases of infectious diseases from different
countries and diverse approaches in solving the health problems caused by infectious diseases.
Students learn about people and organizations that help prevent the spread of infectious diseases.
Students also consider how to balance protecting the rights of those who have infectious disease and
those who do not.
Learning Outcomes: Students will be able to:
•Simulate the spread of an infectious disease
•Describe some factors essential in the prevention of an infectious disease
Vocabulary:
•Disease: a disorder or incorrectly functioning organ, part, structure, or system of the body; disease can
result from genetic or developmental errors, infection, poisons, nutritional deficiency or imbalance,
toxicity, or unfavorable environmental factors; an abnormal condition
•Germ: a microorganism that causes disease
•Infect: affect, contaminate, or taint
•Infectious: tending to spread from one to another
•Organism: a living being, a form of life considered an entity
•Symptom: a sign or indication of something
•Transmit: to send, spread, or pass on
•Transmission: the act or process of spreading
31
Exchange Activity Notes
Name:
Class Block:
Step 1
Make observations on the liquid in your cup and record them below:
a.Color of the liquid:
Step 2
Record your cup number in column B of the Exchange Record Table below.
Step 3
Exchange the liquid in your cup with that of another student. First, record his or her cup number in column
B of the Table below, then pour the liquid from one cup into the other student’s cup. Next divide he
mixture evenly into the two cups. Repeat this with two other students, so you have had a total of three
exchanges.
Step 4
After competing three exchanges, record the color and smell of your liquid below:
a. Color of the liquid:
Step 5
After three exchanges, have the teacher add phenolphthalein (C20H14O) solution to your cup and record
the color of the liquid in your cup in column C in the Exchange Table. Also, record in column C the color
of the liquid in each of the three cups that you have exchanged liquids in Step 2
Exchange Data Table
A
Your Cup
First exchange
Second
exchange
Third exchange
B (step#2)
Record each
cup number
C (step4)
Record the color of the
liquid after your teacher
adds a solution in each
cup
32
Exchange Activity Summary
Name:
Class Block
:
a. Total number of cups:
b. Number of cups with alkaline (NaOH) solution at the beginning :
3
c. Number of cups with alkaline (NaOH) solution after exchanging liquids:
1.
Use the numbers recorded above and calculate the percentage of the number of cups with liquids that
became alkaline after three exchanges. Show your calculation.
2. The exchange activity is a simulation of how an infectious germ can spread quickly from person to
person without his or her knowing. If sodium hydroxide (NaOH) represents an infectious germ, what do
other parts of the activity represent? Record your answers in the chart below? [Hint: Think about the
words and questions discussed at the beginning of the class.]
Exchange Activity
Representation in real life
Sodium hydroxide (NaOH)
An infectious germ
Cup with liquid
Exchanging liquid between cups
Clear color of the liquid
Pink color of the liquid
Phenolphthalein (C20H14O4)
3. What are some infectious diseases that the exchange activity simulates? List three.
4. How would you prevent the spread of the disease, represented by NaOH during the activity? How
would you change the activity to prevent or minimize the transmission of the disease among students?
List at least two changes.
5. How can we protect the rights of those who are infected and still prevent the spread of disease?
33
Word List and Questions
1. Germ: pathogen
2. Organism
3. Infectious: infect (verb); infection (noun); contagious (syn.)
4. Infect
5. Transmit
6. Transmission
7. Disease
8. Symptom
1. What are some infectious diseases you already know about and what are their symptoms? Assess
whether students are clear about some infectious/contagious diseases without confusing those conditions
with genetic disorders such as breast cancer, sickle cell disease, etc. Also, have students talk about
whether the symptoms of an infectious disease are always visibly apparent. This relates to the Liquid
Exchange activity that follows. Infectious/contagious diseases and some of their symptoms: Common
cold (cough, sore throat, sneezing); flu (fever, muscle ache, headache); HIV infection (similar to flu or
showing no specific symptoms for the first several years); mononucleosis (fatigue, weakness, sore throat,
fever, swollen lymph nodes and tonsils, headache, skin rash, loss of appetite, night sweats); chickenpox
(fever, abdominal pain or loss of appetite, rashes, mild headache, cough and/or runny nose); and pink
eye (redness, itchiness, discharges, blurred vision or sensitivity to light) Resource Web site:
http://www.mayoclinic.com/health/DiseasesIndex/DiseasesIndex
2. What makes these diseases contagious and spread from one person to another?
Germs that cause diseases can be transmitted and can infect another person in many different ways—
e.g., mosquito-borne malaria’s coming in contact with infected bodily fluids, drinking water contaminated
by feces, etc. Teachers can guide students to consider the transmission method in the exchange activity
and make a connection that knowing how a disease spreads can help prevent or slow its spread. Reliable
scientific information can help prevent the spread of infectious diseases.
3. To help stop or minimize the transmission of infectious diseases, what information do you think would
be important to know and what are some precautions that one could practice?
The question is about preventing transmission of an infectious disease and not having a treatment or
cure. Some prevention ideas are vaccination, washing hands correctly and often, staying home when you
have a cold, using treated mosquito nets, building a water treatment system for a community, etc. All of
these prevention methods have been developed based on the scientific knowledge of the human immune
system and how it works, what the infection-causing germ is and how it spreads, etc.
34
Word List and Questions
1. Germ: pathogen
2. Organism
3. Infectious: infect (verb); infection (noun); contagious (syn.)
4. Infect
5. Transmit
6. Transmission
7. Disease
8. Symptom
1. What are some infectious diseases you already know about and what are their symptoms?
2. What makes these diseases contagious and spread from one person to another?
3. To help stop or minimize the transmission of infectious diseases, what information do you think would
be important to know and what are some precautions that one could practice?
35
HPV
What is genital HPV infection?
Genital human papillomavirus (also called HPV) is the most common sexually transmitted
infection (STI). There are more than 40 types of HPV that can infect the genital areas of males
and females. These HPV types can also infect the mouth and throat.
HPV can cause serious health problems, including genital warts and certain cancers. There is no
certain way to tell who will develop health problems from HPV and who will not. In most cases
HPV goes away by itself before it causes any health problems, and most people who become
infected with HPV do not even know they have it.
HPV is not the same as herpes or HIV (the virus that causes AIDS). Both viruses can be passed
on during sex, but they have different symptoms and cause different health problems.
1. Who is at risk for HPV?
Anyone who is having (or has ever had) sex can get HPV. HPV is so common that nearly all
sexually-active men and women get it at some point in their lives. This is true even for people
who only have sex with one person in their lifetime.
2. How do people get HPV?
HPV is passed on through genital contact, most often during vaginal and anal sex. HPV may also
be passed on during oral sex and genital-to-genital contact. HPV can be passed on between
straight and same-sex partners—even when the infected person has no signs or symptoms.
Most infected persons do not realize they are infected, or that they are passing HPV on to a sex
partner. A person can still have HPV, even if years have passed since he or she has had sexual
contact with an infected person. It is also possible to get more than one type of HPV.
In rare circumstances, a pregnant woman with genital HPV can pass the HPV on to her baby
during delivery.
3. What are the potential health problems caused by HPV?
Most people with HPV never develop symptoms or health problems. Most HPV infections (90%)
go away by themselves within two years. But, sometimes, HPV infections will persist and can
cause a variety of serious health problems. Health problems that can be caused by HPV include



Genital warts (warts on the genital areas);
Recurrent respiratory papillomatosis (RRP), a rare condition in which warts grow in the throat;
Cervical cancer, cancer on a woman's cervix; and
36

Other, less common, but serious cancers, including genital cancers (cancer of the vulva, vagina,
penis, or anus), and a type of head and neck cancer called oropharyngeal cancer (cancer in the
back of throat, including the base of the tongue and tonsils).
All cases of genital warts and RRP, and nearly all cases of cervical cancer, are caused by HPV.
A subset of cancers of the vagina, vulva, anus, penis, and oropharynx, are caused by HPV.
The types of HPV that can cause genital warts are not the same as the types of HPV that can
cause cancers.
a) Signs and symptoms of health problems caused by HPV:
Genital warts usually appear as a small bump or group of bumps in the genital area. They can
be small or large, raised or flat, or shaped like a cauliflower. Healthcare providers can usually
diagnose warts by looking at the genital area. Warts can appear within weeks or months after
sexual contact with an infected partner—even if the infected partner has no signs of genital
warts. If left untreated, genital warts might go away, remain unchanged, or increase in size or
number. The types of HPV that can cause genital warts are not the same as the types of HPV that
can cause cancers.
Cervical cancer usually does not cause symptoms until it is quite advanced. For this reason, it is
important for women to get regular screening for cervical cancer. Screening tests can find early
signs of disease so that problems can be treated early, before they ever turn into cancer.
Other cancers caused by HPV might not have signs or symptoms until they are advanced and
hard to treat. Other HPV-associated cancers include some cancers of the vulva, vagina, penis,
anus, and oropharynx.
RRP is a condition in which warts grow in the throat. RRP can occur in children (juvenile-onset)
and adults (adult-onset). These growths can sometimes block the airway, causing a hoarse voice
or trouble breathing.
4. How does HPV lead to health problems?
In most cases the virus goes away and it does not lead to any health problems. However, when
the virus persists, or does not go away, HPV can cause normal cells to become abnormal and,
most of the time you cannot see or feel these cell changes.


Warts can appear within months after getting HPV.
Cancer often takes years—even decades—to develop after a person gets HPV.
There is no certain way to know which people infected with HPV will go on to develop cancer or
other health problems. However, persons with weak immune systems (including persons with
HIV) may be less able to fight off HPV and more likely to develop health problems from it.
37
5. How common are HPV and health problems caused by HPV?
HPV (the virus): Approximately 79 million Americans are currently infected with HPV. About
14 million people become newly infected each year. HPV is so common that nearly all sexuallyactive men and women will get at least one type of HPV at some point in their lives.
Genital warts: About 360,000 persons in the U.S. get genital warts each year.
Cervical cancer: About 12,000 women in the U.S. get cervical cancer each year.
Other cancers that can be caused by HPV, including some vaginal, vulvar, penile, anal, and
oropharyngeal cancers: Each year in the U.S., HPV is thought to cause an estimated







2,100 vulvar cancers,
500 vaginal cancers,
600 penile cancers,
2,800 anal cancers in women,
1,500 anal cancers in men,
1,700 oropharyngeal cancers in women,* and
6,700 oropharyngeal cancers in men.*
*Note: Other factors, notably tobacco and alcohol use, may also play a role with HPV to cause
these cancers.
About 21,000 of these cancers are potentially preventable by HPV vaccines.
Recurrent respiratory papillomatosis (RRP) is very rare. It is estimated that about 820
children get juvenile-onset RRP every year in the U.S.
6. What is the difference between HPV and HIV?
HPV is a different virus than HIV, and causes different health problems. HPV does not live in
the blood cells, but rather lives on the skin. Also, whereas HIV can lead to AIDS, genital HPV
can lead to genital warts and certain types of cancer. However, persons with HIV are more likely
to get HPV and to develop health problems from HPV. This is especially true for anal cancer.
7. Does HPV affect a pregnant woman and her baby?
Women who are pregnant can get infected with HPV. Usually these infections do not cause any
problems. But sometimes

HPV leads to genital warts, which can grow during pregnancy. Women with genital warts during
the late stages of pregnancy are more likely to have children with warts in the throat, a
condition called recurrent respiratory papillomatosis; however, this is a very rare condition.
38

Pregnant women can develop cervical cell changes due to HPV. These changes can be detected
through routine cervical cancer screening. Women should get routine cervical cancer screening,
even during pregnancy.
8. Is there a test for HPV?
HPV tests are available to help screen women aged 30 years and older for cervical cancer. These
HPV tests are not recommended to screen men, adolescents, or women under the age of 30 years.
There is no general HPV test for men or women to check one's overall "HPV status." Also, there
is not an approved HPV test to find HPV in the mouth or throat.
9. How can HPV be prevented?
There are several ways that people can lower their chances of getting HPV:



HPV vaccines are recommended for 11- or 12-year-old boys and girls. HPV vaccines are safe and
effective, and can protect males and females against some of the most common types of HPV
that can lead to disease and cancer. HPV vaccines are given in three shots over six months; it is
important to get all three doses to get the best protection. Boys and girls at ages 11 or 12 are
most likely to have the best protection provided by HPV vaccines, and their immune response to
vaccine is better than older women and men.
o Girls and women: Two vaccines (Cervarix and Gardasil) are available to protect females
against the types of HPV that cause most cervical cancers. One of these vaccines
(Gardasil) also protects against most genital warts, and has been shown to protect
against anal, vaginal, and vulvar cancers. Either vaccine is recommended for 11- and 12year-old girls, and for females 13 through 26 years of age who did not get any or all of
the shots when they were younger. These vaccines can also be given to girls beginning
at 9 years of age.
o Boys and men: One vaccine (Gardasil) is available to protect males against most genital
warts and anal cancers. Gardasil is recommended for 11- and 12-year-old boys, and for
males 13 through 21 years of age who did not get any or all of the shots when they were
younger. Gay, bisexual, and other men who have sex with men should receive the
vaccine through age 26 years. Males 22–26 years of age may also get the vaccine.
For those who choose to be sexually active, condoms may lower the risk of HPV. Condoms may
also lower the risk of developing HPV-related diseases, such as genital warts and cervical cancer.
To be most effective, condoms should be used with every sex act, from start to finish. HPV can
infect areas that are not covered by a condom - so condoms may not fully protect against HPV.
People can also lower their chances of getting HPV by being in a faithful relationship with one
partner; limiting their number of sex partners; and choosing a partner who has had no or few
prior sex partners. But even people with only one lifetime sex partner can get HPV, and it may
not be possible to determine if a person who has been sexually active in the past is currently
infected. Because HPV is so common, and almost every sexually-active person will get HPV at
some time in their lives, it is important to protect against the possible health effects of HPV.
39
10.
Can people prevent health problems caused by HPV?
Yes, there are different prevention strategies for different health problems caused by HPV. HPV
vaccines can prevent many diseases and cancers caused by HPV. In addition to vaccination, there
are other ways to lower the risk of health problems caused by HPV.
A person can lower their risk of



Cervical cancer by getting routine screening if they are a woman aged 21–65 years (and
following up on any abnormal results);
Oropharyngeal cancers by avoiding tobacco and limiting alcohol intake; and
Genital warts by using condoms all the time and the right way.
11. Is there a treatment for HPV or health problems caused by
HPV?
There is no treatment for the virus itself, but there are treatments for the health problems that
HPV can cause:




Genital warts can be removed with treatments applied by the provider or the person
himself/herself. No one treatment is better than another. Some people choose not to treat
warts, but to see if they disappear on their own. If left untreated, genital warts may go away,
stay the same, or grow in size or number.
Cervical cancer is most treatable when it is diagnosed and treated early. Women who get
routine Pap tests and follow up as needed can identify problems before cancer develops.
Prevention is always better than treatment. For more information visit www.cancer.org .
Other HPV-related cancers are also more treatable when diagnosed and treated early. For more
information visit www.cancer.org .
Recurrent respiratory papillomatosis (RRP) can be treated with surgery or medicines. Curing
RRP can sometimes require many treatments or surgeries over a period of years.
40
HPV Pros and Cons
Name:_________________________
Block:___________________
What is the role of microorganisms in the living world? Around 200 years ago, Edward Jenner
successfully created the first vaccination to prevent the infectious disease small pox. He deliberately
exposed his patent to the similar but less dangerous pathogen that causes cowpox, which caused the
patient to become immune to smallpox.
Since that time, vaccinations have been developed for all kinds of infectious diseases. Currently
vaccinations are required in all 50 states for children to attend school. However, vaccinations are not
without controversy. You will read about the pros and cons of the available vaccinations for human
papillomavirus (HPV). As you read, complete the graphic organizer below. Then, form an evidence-based
opinion on whether or not you think this vaccination should be required for children entering the 6th
grade in the state of Connecticut.
The issue being debated:
Description of HPV and the condition it can cause:
Description of the HPV vaccine (how does it work, when should you get it ect?):
Pros of the HPV vaccine:
Cons of the HPV vaccine:
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Imagine you are a parent of a child who is about to enter the 6th grade at a local Connecticut public
school. Use the graphic organizer, article and your notes from the reading to answer the following
question:
Should the HPV vaccine be required for all children entering the 6th grade in the state of Connecticut?
Why or why not?
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B. Should Your Child Get the HPV Vaccine?
What to know if you're debating the risks and benefits of HPV vaccination for your son or daughter.
By Julie Edgar
WebMD Feature
Reviewed by Laura J. Martin, MD
If you have a child who is at least 9 years old, you may be weighing whether he or she should get
vaccinated against human papillomavirus (HPV).
HPV is a common sexually transmitted infection that can cause genital warts and cervical cancer.
Men and women can carry it. HPV sometimes plays a role in other cancers as well, including
cancers of the vulva, vagina, penis, anus, and throat.
a) Recommended Related to Children's Vaccines
Pneumococcal Vaccine
For more than 30 years, there has been a vaccine that can safely prevent pneumococcal disease, a
serious infection caused by a bacterium known as Streptococcus pneumoniae. But the PPSV
vaccine (pneumococcal polysaccharide) cannot be used for the part of the population that is most
vulnerable to the disease:- children under the age of 2. Without the protection of a vaccine,
infants and very young children are at higher risk for several dangerous infections, including
pneumonia and bacterial meningitis...
Read the Pneumococcal Vaccine article > >
There are two HPV vaccines: Gardasil and Cervarix. Gardasil, which protects against four HPV
types (6, 11, 16, and 18), is approved by the FDA for use by females aged 9-26 to help prevent
cancer of the cervix, vagina, and vulva; genital warts, and anal cancer. It's also approved for
males aged 9-26 to help prevent genital warts and anal cancer.
Cervarix targets HPV types 16 and 18. It's approved for females aged 10-25 to help prevent
cervical cancer.
Both are relatively new vaccines -- the FDA approved Gardasil in 2006 and Cervarix in 2009.
And that makes some parents uneasy. Should they be, or are their fears unfounded?
2. Resistance to the HPV Vaccine
Most pediatricians recommend routine vaccination against HPV for girls, and to a lesser extent,
for boys (the CDC made a "permissive" recommendation regarding boys and the HPV vaccine. It
can be given to them between 9 and 26 years old, but it need not be routine, partly because of the
vaccine's high cost). However, the rate of full immunization among girls aged 13-17 in the U.S.
43
in 2009 was about 27%. The same year, about 44% of the adolescent girls received at least
one of the three shots in the series.
"Of course we would like coverage to be higher. However, it is not that different from rates for
other new vaccines soon after licensure," says Lauri Markowitz, MD, a medical epidemiologist
with the CDC. She led the team that reviewed safety trials for the CDC and recommended
Gardasil in 2007.
Getting vaccinated against HPV is recommended before becoming sexually active. Markowitz
says studies show that many parents wait until their daughters are older before getting the shot,
which is recommended for girls 11 or 12.
Another reason for the low coverage, Markowitz says, is that getting vaccinated against HPV
takes two additional appointments, ideally within 6 months, and adolescents typically don't make
that many visits to their doctor or other health care provider.
3. Lingering Safety Concerns
Minnesota mom Lesley Doehr plans to have her 11-year-old daughter, Sally, vaccinated against
HPV. Her pediatrician recommended it, and after reading up on it and talking to other parents,
she believes the benefits far outweigh the risks.
"If there's any chance of reducing cancer, why wouldn't you try it? That is my bottom line," says
Doehr, an assistant regional treasurer for Cargill, Inc. She says she'll probably wait until Sally is
13, "when boys are in the vocabulary.''
And, she adds, "It won't hurt matters that there will be a couple more years of research."
But Linda May, who lives in suburban Indiana, wonders if changes her daughter Laura has
experienced since getting her first Gardasil shot in February 2010 are from the vaccine.
May says Laura, a former athlete and star pupil, is fatigued and always achy. Her menstrual
cycle is irregular.
Laura doesn't complain, Linda says, but the family can see she is not herself. The Mays have
spent countless hours talking to doctors. No diagnosis has been made, but a few have theorized
that the vaccine triggered an autoimmune response, she says.
The family plans to file a claim with the Department of Health and Human Services' National
Vaccine Injury Compensation Program, which has recorded 88 injury and 8 death claims related
to the HPV vaccines and two legal settlements.
May is not against the HPV vaccine. But she wants to see it taken off the market until more
safety reviews are done. "I know many girls who've had (the vaccine) and are fine," May says.
"It needs to be looked at."
44
Gardasil is made by the drug company Merck. Richard Haupt, MD, who heads Merck's adult
clinical vaccine research group, says clinical trials and post-licensure trials of Gardasil showed
no increase in the rate of autoimmune conditions in vaccine recipients -- and Merck has looked
for them.
In one surveillance study, Merck pre-specified 16 autoimmune conditions to look for in 200,000
women patients who had received one dose of Gardasil. "We saw no signal of an increase rate of
autoimmune conditions," Haupt says.
Gardasil, he says, has been shown to be safe in repeated trials."The benefits of vaccination
clearly outweigh any risks," Haupt says.
4. HPV Vaccine's Safety Record
Despite a solid safety record for Gardasil and Cervarix, many adverse events have been
registered with the Vaccine Adverse Events Reporting System (VAERS).
As of late November 2010, more than 18,000 complaints had been reported. That's twice the
number of reports following injection with Menactra, another vaccine for adolescents that
protects against meningitis. VAERS, co-sponsored by the CDC and the FDA, collects data on
any adverse event that follows a vaccine -- whether or not it's caused by the vaccine. The
information helps the agencies analyze and track the most common complaints.
Most VAERS reports on the HPV vaccine are for minor events, such as fainting and/or having
pain at the site of the shot. But there are also reports of deep vein thrombosis (blood clotting) and
Guillain-Barre Syndrome, a rare neurological disorder.
The CDC is aware, of course, of the reports of illness, and acknowledges that concerns about the
vaccine's safety may be keeping people from getting immunized.
However, says Claudia Vellozzi, MD, deputy director of the CDC's Immunization Safety Office,
the HPV vaccine has been shown to be as safe as meningitis and Tdap vaccines.
VAERS, Vellozi points out, is a passive reporting system, so there is no way to know if the
vaccines caused the adverse events. Also, she says, VAERS is subject to underreporting and
simultaneous reporting.
That is, there's no way to know if the vaccines caused the adverse events, or whether the
numbers are on point.
"In our review of available vaccine safety data, FDA and CDC have concluded that the benefits
of HPV vaccination continue to outweigh its risks and the vaccine is recommended," Vellozzi
says.
As of September 2010, about 32 million doses of Gardasil had been distributed in the U.S.
45
In October, after reviewing reports from managed care organizations that tracked millions of
patients who'd received Gardasil -- about 600,000 doses -- the CDC again concluded that
Gardasil poses no serious health problems. The analysis looked at side effects within 42 days of
the shot.
The Institute of Medicine (IOM) is also reviewing adverse events of several vaccines introduced
since 1997, including HPV vaccines. Its findings are due in June.
5. Finding Middle Ground
Time will tell how safe any vaccine is, says Karen Smith-McCune, MD, a professor of medicine
at the University of California-San Francisco. Smith-McCune, a gynecologist, was an early and
vocal skeptic of the HPV vaccine.
"This is a new product. It is possible there are risks that have not come to light yet because of the
newness of the product, and that's what VAERS is for: to assure us we haven't missed something
unknown. We don't know about safety until something's been around a long time," she says. "It's
valid for parents to ask why they should do it."
Smith-McCune says she resisted the adoption of the HPV vaccine early on because cervical
cancer is quite rare and preventable in females who get regular pap smears. And most of the
time, the body fights off HPV without harm. She says she feels the vaccine was "shoved down
our throats, as parents."
Today, Smith-McCune says research has convinced her that the HPV vaccines reduces
precancerous conditions and abnormal pap smears -- not earth-shaking, but significant. Women
who get the vaccine will have fewer visits to the doctor, she says.
"A lot of people get [Pap smears] and have abnormalities that need to be evaluated and treated,"
says Smith-McCune. "To give a vaccine for a cancer that is not likely may be good, but reducing
irregular Paps is a benefit."
46
HPV Vaccine: Pros and Cons
T
here has been a lot in the media about Human
Papillomavirus (HPV) and the new vaccine to
prevent this sexually transmitted disease (STD), includ-ing a commercial encouraging you to be “one
less,” but are you aware of the facts about this vaccine? This fact sheet is for parents or caregivers
and teens who may be unaware of the different sides of the debate over this vaccine. It is intended to
provide a brief summary of the issues. This fact sheet is only intended to provide an overview; as
with all health issues, please consult with your health provider for more information.
The Debate
In 2007 there were two vaccines introduced to guard against HPV. With the release of these new
drugs, came much controversy. Because it involves one of the most controversial issues in recent
times—teenage sexual health—both those who are for and against the vaccine have stood up to have
their voice heard. Some think that it is a great advancement in modern medicine and all teenagers
should receive it. Others think the vaccine would only encourage more teens to be promiscuous. Still
others question whether we should add yet another vaccine to the many received in childhood. This
debate increased as the governor of Texas made it a mandated vaccine for all 6th graders entering
public schools by 2008, and other states began to consider replicating such measures. However, to
understand the possible need for such a vaccine, one must first understand the risks that HPV brings
and the link between HPV and cervical cancer.
HPV Facts
There are actually over 70 identified strains of HPV. Numbers vary slightly, but it has been estimated
that 50 percent of males will have HPV at some point in their life, and 80 percent of females will
have some strain of HPV at some point by the time they are 50 years old. Many of the strains are
latent, which means you could be a carrier, not have symptoms, and pass it on without
knowing it. Some of the strains naturally resolve them-selves and go away; however, there are some
strains that can be more dangerous. Some of the strains cause warts on the genital area of men and
women, and some of the strains lead to cervical cancer in women and other less common cancers
such as anus, vagina, and vulva. In the 1970s when the pap test was introduced, the rates of those
who died from cervical cancer severely declined, due to earlier detection. This advance in medi
- cine allowed doctors to detect cervical cancer while it is still treatable. However due to cost and
lack of health insurance, there are still numerous women who do not get regular tests, and the cancer
is not caught in time. The Centers for Disease Control and Prevention (CDC) reports, “every year,
about 12,000 women are diagnosed with cervical cancer and almost 4,000 women die from this
disease in the U.S.”(CDC n.d.). The HPV vaccine guards against four strains of HPV. Two are
known to lead to 70% of the cases of cervical cancer, and two others have been linked to causing
genital warts. The vaccine does not treat HPV; it only guards against the disease attacking the body.
Doctors recommend that the vaccine be administered to girls ages 11–14, so that they receive the
vaccine before they become sexually active. Because of the nature of the way the STD is spread (skin
on skin contact), condoms are not fully effective in preventing the spread of HPV. It is also important
to note that because the vaccine does not prevent all strains of the HPV disease, all women, even
those vaccinated, should still have regular doctor visits and PAP smears.
47
Pros
Cons
The vaccine guards against four of the
HPV strains—two that have been shown to cause
70% of the cervical cancer cases, and two that
have been linked to 90% of the genital warts
cases (CDC,n.dl;NIH,n.d)
The vaccine doesn’t prevent all strains that can
cause cervical cancer.
According to one study, “vaccination of the entire
population would prevent more than 200,000 HPV
infections, 100,000 abnormal Pap tests, and 3,300
Cases of cervical cancer” (Pichichero, 2007).
• The vaccine has been licensed by the FDA and
has been deemed safe and effective by the CDC
(CDC, n.d.).
• HPV vaccines are recommended by: — The
American Academy of Pediatrics’ committee on
Infectious Diseases — The Advisory Committee on
Immunization Practices — The American College
of Obstetrics and Gynecology
• Because it is relatively new, little is known about
long term effects.
• There have been some claims of negative effects
such as fainting, headaches, and dizziness after
taking the HPV vaccine.
• Some parents think it is too early—as young as
age 9—to vaccinate for a sexually transmitted
disease
• Some parents believe that it will provide their
daughters a sense of safety, and their teens will
become more sexually promiscuous
• Some parents feel there are already too many
vaccines.
CDC information
The vaccine:— Is recommended by multiple medical organizations and vaccines are FDA and USDA
approved.
— Is recommendedforgirls11–13,but is FDA approved for women ages 9–26. — Defends against 4
strains of HPV.
— Does not treat HPV; guards against it.
• You can not get HPV from vaccine.
• Condoms are not fully effective in preventing the spread of HPV.
• It is still necessary to have regular PAP tests by your doctor
48
II. The HPV Vaccine Controversy: Weighing Pros And Cons
By Ashley HenshawΙ July 12, 2012
The human papillomavirus (HPV) vaccine is still relatively new. Though this vaccine has been
highly touted for its ability to protect against HPV, a growing base of information and data has
led to new controversies surrounding the vaccine. This article introduces the basics about HPV
and the vaccine and explores the benefits and risks of the use of such a vaccine.
A. What Is HPV?
The human papillomavirus (HPV) is the most common sexually transmitted infection in the
United States. It is estimated that about 80 percent of women and 50 percent of men will have
HPV at some point in their lives. According to the Ohio State University, there are over 70
strains of HPV, some of which are latent (meaning you can exhibit no symptoms and pass it to
others without realizing it). While many strains are harmless and go away on their own, others
can cause serious health problems, such as genital warts or cervical cancer.
B. HPV Vaccine Effects
The HPV vaccine, which was introduced in 2007, is licensed by the FDA and approved by the
CDC. This vaccine protects against four strains of the human papillomavirus. Two of the strains
that the vaccine protects against are known to cause 90 percent of genital warts cases and 70
percent of cervical cancer cases. In addition, a recent study by the U.S. National Institutes of
Health indicates that the HPV vaccine encourages “herd protection” – basically, the rates of HPV
in unvaccinated individuals will likely drop significantly as more and more people receive the
HPV vaccine. This is very promising data since it indicates that the prevalence of the disease
could begin to decrease as the years go on.
The vaccine does not treat HPV and it does not protect against all strains of the disease. In
addition, some side effects have been reported, including dizziness, headaches and fainting.
C. Vaccine Controversies
Despite the vaccine’s proven health benefits, some controversy has arisen in the wake of the
vaccine’s introduction. Topics about the vaccine that have sparked discussion include:


Health risks: From a health standpoint, some are concerned that the vaccine doesn’t provide
enough protection since it doesn’t prevent all strains of the disease, including some that can
cause cervical cancer. In addition, the vaccine is so new that little is known about the long-term
effects. Even so, the vaccine is still recommended by numerous organizations, including The
American Academy of Pediatrics’ committee on infectious diseases, The Advisory Committee on
Immunization Practices and The American College of Obstetrics and Gynecology.
Age of vaccination: The U.S. Advisory Committee on Immunization Practices recommends that
both boys and girls receive the HPV vaccine between the ages of 11 and 14. The intention of
vaccination at an early age is to protect children before they become sexually active. Some
49


parents have indicated that they feel this is too early to vaccinate a child for an STD, while
others feel it will encourage teens to be more sexually promiscuous.
Vaccination concerns: In recent years, more parents have become concerned with the way
vaccinations affect their children’s health, even going so far as to forgo some recommended
vaccinations. This has been the case with HPV for those parents who feel there are already too
many vaccines out there. However, the CDC clarifies that you cannot get HPV from the vaccine.
Vaccination mandates: Another issue has arisen in response to the Texas governor’s mandate
that all 6th graders entering public schools must be vaccinated for HPV. Some Texas parents
were outraged by this mandate, while many parents in other states worried that the same
requirement would be placed upon their children. HPV mandates are still rare at this point, but
they may become more common in the coming years.
D. Making A Decision
For some, the decision to get the HPV vaccine may be an easy one. As long as you’re between
the ages of 11 and 26, you are likely eligible to receive the vaccine. However, those who are
unsure whether the vaccine is right for them (or for their child) should talk to their doctor about
the pros and cons. Most doctors agree that the benefits of the HPV vaccine outweigh any risks,
especially since the actual health risks are few if any.
With this vaccine, there is also a cost and time investment to consider. The vaccine may cost
more than $400, which not all insurance companies cover. In addition, the vaccine includes three
shots given over a six-month period, so a few visits to the doctor will be required.
Deciding to get a vaccine or have your child be vaccinated can be a difficult decision, but with
such strong support from many health organizations, more people are choosing to get the HPV
vaccination. Due to its protection against some very dangerous and cancer-causing strains of the
most common STD, most people have deciding that the pros far outweigh the cons. However,
controversies over this issue will likely continue for many years, especially as new data arises
concerning the vaccine’s effects.
50
E. Pros and Cons to getting the HPV (Human
Papillomavirus) vaccine
Posted on February 11, 2011 by malloryblack
A year ago I met with a friend for
coffee and I noticed a bandage of courage on her arm— she had gotten the first in a series of
three HPV vaccinations.
Immediately I cringed; I can’t stand shots. The rubber gloves, the sharp scent of alcohol, and that
inevitable pinch of the needle! It’s just too much for me. But believe it or not, I made the
decision to get the vaccines. Three times even! Why, do you ask? Here are a few reasons:
What is HPV (Human Papillomarivirus)?



Human Papillomavirus (HPV) is the most common sexually transmitted infection in the U.S.
Currently, 20 million American men and women are infected with HPV, with 6 million more
expected to be infected this year.
There are more than 40 types of HPV, some of which can lead to breakouts of warts in the
genital areas, as well as the mouth and throat in both men and women.
There are some HPV types that can cause cervical cancer, in addition to other cancers of the
vulva, vagina, penis, anus, head, and neck.
Although there is no cure for Human Papillomavirus, vaccines are available to prevent the health
problems caused by the virus. Two vaccines are on the market now, Gardasil and Cervarix. For
women, both vaccines are recommended for females 11 up to 26, and in some cases can be given
to girls as young as 9. For men, Gardasil is recommended between the ages of 9 and 26.
Pros to getting the HPV Vaccine:

It can protect women against the HPV strains that lead to cervical cancer
51

When vaccinated prior to any sexual activity, Gardasil is effective in guarding both men and
women against most genital warts.
So I decided to throw my fear out the window and made the first appointment for the Gardasil
vaccine. It is recommended that the series of three shots are administered within the six-month
time frame to ensure the drug’s effectiveness. Like my friend, I wanted to be next in line to
protect myself.
Although I decided to get the HPV vaccine, there are some cons to getting the shots.
Cons to getting the HPV Vaccine


Some women have experienced dizziness, fainting or even black out.
There is some controversy over the vaccine being given out too young.
In my case, the first shot wasn’t so bad; I left the office only slightly woozy. The second shot
was not fun. I blacked out, but I could still hear what was going on around me. The final shot
was a breeze.
Most insurance companies should cover the vaccines because it is preventative. For those
without insurance and are interested in the vaccine, you can contact Planned Parenthood, a health
care advocacy organization, to learn about other options. If you are under 19, you might qualify
for the Vaccine for Children (VFC) program, where the vaccine is provided free of charge.
52
Western Connecticut State University
Lesson Plan #3
Student Teacher: Elizabeth Fanfarillo
Grade Level__10th_
Institution Manchester High School _ Length of lesson_
Date of lesson 3-26-2013
84 min
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed
to help students attain. How will the learning tasks lead students to attain the identified standards?
Unit Standards:
Describe how bacterial and viral infectious diseases are transmitted and explained the roles of sanitation,
vaccination and antibiotic medications in the prevention and treatment of infectious diseases.
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the
content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous
performance in this content area or skill impact your planning for this lesson?
Students have not been introduced to STD’s and the implications associated with it. Students will see a
demonstration from the CDC that will continue to introduce them to additional resources and issues associated
with STDs.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
Students will watch a presentation about STDs and learn additional findings about STD. Students will understand
that transmission, and treatment that is associated with the STD’s that are covered.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a
copy of any assessment materials you will use, along with assessment criteria. Assessment should be designed
relative to the learning objectives of the lesson stated above!
Students will be assessed by issuing an exit ticket that makes them document their learning on one specific STD
that was covered.
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
a. Materials
Students will need to have a pencil and take notes in their note books
53
b. References
I will have a copy of the STD presentation that the CDC presents to high school students.
c. Safety
Housekeeping — keeping the laboratory work area clear of clutter will reduce the possibility of an accident.
Student Behavior:
1.
2.
3.
Horseplay or other inappropriate behavior in the laboratory is forbidden.
Remind students never to do anything in the laboratory that is not called for in the laboratory procedures.
Have students follow all instructions, both written and oral.
Learning Activities: Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in
each lesson segment and approximate time frames for each.
Students will be watching a presentation that is normally completed by the CDC
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners
what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
To start the lesson the students will enter the classroom. When they sit down I will begin to ask them questions
based on previous lessons ensuring that they are not creating any more misconception.
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and
the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student
learning objective(s).
Use the 5 E’s Engagement:
Exploration:
To explore students will be asked what will happen if they are allergic to latex. This will make students connect back to previous
lessons and ensure that they understand the information that I will be covering.
Explanation:
To further explain the transmission of the STDs, I will be covering a power point that is from the CDC. This power point is made
from their STD high school unit.
Extension:
To further extend the lesson I will allow the students to write up a
Contraction, transmission, and treatment document to demonstrate their learning from the power point.
Evaluation:
To further evaluate the students, I will be grading their extension assignment to ensure there are no misconception.
54
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson.
(Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of
objectives)
To close the lesson I will open up a short discussion about the images shown in the power point and ask the
students to write on a piece of paper any questions that are swirling around in their head about what they saw.
This will be what I open the lesson #4 with. This will ensure that their questions are being answered.
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students
may be special or general education students and need not be the same students for each lesson. Students may
represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students,
struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student
teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction
in order to meet the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Brenden
Carlos
Jeff
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Has an IEP for ADHD and
learning concerns. He needs to
be able to move around to help
him keep focused
Brenden was moved to the first seat of the classroom by the door. In a
private conversation Brenden was told that he may use the rest room pass if
he needs to leave the room and walk around and he would have this
privilege as long as he didn’t disrupt class or miss work. Any work that he
misses he will need to make up with the teacher after school
Has an IEP for extra time
Jeff will be hearing and seeing the lesson because it is on a power point. This
will allow visual and auditory process
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
55
STD bell work
True or False
1) Birth control pills do not prevent sexually transmitted diseases
2) Most STDs can be treated
3) There is no cure for Herpes or AIDS/HIV
4) Once you are cured of an STD you CAN get it again
5) AIDS can be spread through contaminated needles
6) The highest at risk population for STDs are people who are 15-22 years old
7) If a woman does not receive treatment for gonorrhea or insufficient treatment, sterility may
occur
8) Mental illness, blindness, paralysis, and heart disease are all symptoms of syphilis
9) Woman who are infected with HPV depending on the strain may end of with cancer of the cervix
or genital warts
10) If you are tested for STD’s the one test will test you for all the STD’s that are out in the world.
56
Western Connecticut State University
Lesson Plan #4
Student Teacher: Elizabeth Fanfarillo
Grade Level__10th_
Institution Manchester High School _ Length of lesson_
Date of lesson 3-26-2013
84 min
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed
to help students attain. How will the learning tasks lead students to attain the identified standards?
Unit Standards:
Describe how bacterial and viral infectious diseases are transmitted and explained the roles of sanitation,
vaccination and antibiotic medications in the prevention and treatment of infectious diseases.
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the
content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous
performance in this content area or skill impact your planning for this lesson?
Students have not been introduced to STD’s and the implications associated with it. This will be the first
introduction the students will have academically to the STDs and how the infections can impact their person.
Throughout the unit students will also understand and learn the social obligations that occur when and if they
contract this type of disease.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
Students will be taken to the computer lab to further identify an STD that we have covered by researching the STD
of choice.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a
copy of any assessment materials you will use, along with assessment criteria. Assessment should be designed
relative to the learning objectives of the lesson stated above!
To assess the students they will be using this class to go to the computer room to further research STDs. The
students based on this research will be creating a pamphlet, movie, song or website to further educate their peers
on the STD that they choose.
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
a. Materials
57
Students will need to have access to a computer room, or needed resources to make their presentation. They may need to go to
the multi media center and sign out the needed materials,
Students will be given the handouts as a resource; pens will be available at the front desk for the students if they
didn’t come to class prepared.
c. Safety
Housekeeping — keeping the laboratory work area clear of clutter will reduce the possibility of an accident.
Student Behavior:
1.
2.
3.
Horseplay or other inappropriate behavior in the laboratory is forbidden.
Remind students never to do anything in the laboratory that is not called for in the laboratory procedures.
Have students follow all instructions, both written and oral.
Learning Activities: Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in
each lesson segment and approximate time frames for each.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners
what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
At the start of the class we will cover the questions asked by the students in the previous class to continue to
connect learning to the previous assignments and lessons.
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and
the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student
learning objective(s).
Use the 5 E’s Engagement:
To engage the students they will start with a short video clip of a STD public service announcement that was
created by previous Manchester High School students. This also will allow me to talk to the students about how we
are going to wrap up the STD unit and start talking to them about what type of assessment they are going to have
at the end of this unit, rather than a traditional test. This is the STD public service announcemtn that they will be
researching today in the computer lab
Exploration:
Students will be choosing an STD and going to the computer lab to look of transmission, contraction and treatment
opition. Also mode of vector.
Explanation:
When the students are completed with the research they will have a better understanding of a specific STD,
therefor creating a better understanding of what the STD is and how the can potentially get the STD.
Extension:
58
To further extend this lesson the students can choose an additional STD and present it along with the one for the initial class
credit.
Evaluation:
The evaluation of this lesson does not have to happen at the end of this day, I will be keeping track that the students are
completing their work by walking around the room and ensuring that everyone is staying on task and completing their
classwork.
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson.
(Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of
objectives)
To close the lesson plan the teacher will ensure that the students are able to tie the information together. I will
provide the students with an exit ticket that they will leave on the front counter. This will allow the students to
make me aware of what they understand and what I will need to cover with them when I have them next in class.
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students
may be special or general education students and need not be the same students for each lesson. Students may
represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students,
struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student
teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction
in order to meet the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Brenden
Carlos
Jeff
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Has an IEP for ADHD and
learning concerns. He needs to
be able to move around to help
him keep focused
Brenden was moved to the first seat of the classroom by the door. In a
private conversation Brenden was told that he may use the rest room pass if
he needs to leave the room and walk around and he would have this
privilege as long as he didn’t disrupt class or miss work. Any work that he
misses he will need to make up with the teacher after school
Has an IEP for extra time
If Jeff is in need of additional time, I will be partnering with the learning
center that Jeff goes to during first block before class to ensure that he is
receiving all the needed support
59
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Austin
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Austin is in 9th grade and a high
performer in class.
Austin will be given the opportunity to complete additional questions for
extra credit.
60
Western Connecticut State University
Lesson Plan #5
Student Teacher: Elizabeth Fanfarillo
Grade Level__10th_
Institution Manchester High School _ Length of lesson_
Date of lesson 4-12-2013
84 min
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed
to help students attain. How will the learning tasks lead students to attain the identified standards?
Unit Standards: D. 32 - Describe how bacterial and viral infectious diseases are transmitted and explained the roles
of sanitation, vaccination and antibiotic medications in the prevention and treatment of infectious diseases.
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the
content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous
performance in this content area or skill impact your planning for this lesson?
Students have been introduced to STD’s and the implications associated with it. The students have completed a
station activity and bell work to introduce STD’s into their world. The have also watched the Ryan White story to
compare and contrast society in the early 1980’s to how society supports both privacy and support for people who
are infected. Students have also began the research to the final unit project in STDs. For this project students have
chosen an STD that they will research and present to class in the form of a public service announcement.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
Students will be able to produce an effective public service announcement demonstrating their knowledge of
contraction, transmission and prevention of an STD.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a
copy of any assessment materials you will use, along with assessment criteria. Assessment should be designed
relative to the learning objectives of the lesson stated above!
To assess the students they will each receive a student evaluation sheet like the following sample:
Name of STD presented: _________________________________________________________________
Group Presenting the
STD:_________________________________________________________________________________
_____________________________________________________________________________________
What did you learn about the STD from this groups presentation in addition to what you already
learned?:_____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
61
Information on the
STD was clear
Student
presentation on
the STD was
interesting
Students spoke
clearly
I have a better
understanding of
what the STD is
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
The lickert scale will be used to perform an assessment on what the students are learning. Each group will receive
a class assessment from the students in the audience. The student assessments will be a part of each group overall
grade for the assignment. The percentage will be 10% of the actual rubric that the students were given. This
assessment will also address the individual learning that will need to happen as the presentation for each group in
occurring. This learning will be based on additional facts that the students learned while the presentation was
presented. If there are students who are struggling with all the information they may use the packets that were
completed in the STD station activity or I will provide a completed version to help support their learning process.
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
A. Materials
Students will provide all their presentation materials.
I will provide the copies of the material if the students completed pamphlets or magazines
I will also provide the assessment sheets for the student assessment portion of the presentations.
B . Resources
www.cdc.org
C. Safety
Housekeeping — keeping the laboratory work area clear of clutter will reduce the possibility of an accident.
Student Behavior:
9. Horseplay or other inappropriate behavior is forbidden.
10. Have students follow all instructions, both written and oral.
Learning Activities: Identify the instructional grouping (whole class, small groups, pairs, and individuals) you will
use in each lesson segment and approximate time frames for each.
62
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners
what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
I will begin the lesson by connecting back to all the lessons we have completed on STDs. Talking to students and connecting
back that all STD’s do not show signs and symptoms when you have contracted them. Ensuring that students are aware of what
the block is going to look like. Explaining the process of the papers and what each student needs to get out of the
presentations. This will continue to reinforce how the STD is transmitted.
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and
the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student
learning objective(s).
Use the 5 E’s Engagement:
Exploration:
Students will be exploring the transmission of STDs by watching other students present their project of a specific STD. As the
presentations occur students will be asked to try and learn something new about each STD that they have watched.
Explanation:
Students will watch their peers complete a presentation based on a specific STD. Students will assess their peers as the
presentations are completed. They will also fill out the completed STD information that is based off the CDC fact sheets on how
the STDs are transmitted. This will further support the students who are having trouble with following the STD information that
the students are presenting.
Extension:
To further extend the lesson the students will be given a STD reminder of all the prevalent STD’s that are in Manchester CT and
the students will be asked again what they can do with the information that they have learned to ensure that they will not
contract an STD and become a statistic. This will also be their exit ticket as they leave the class to ensure they have learned
something on STD prevention
Evaluation:
To evaluate this lesson I will be using the provided rubric to ensure that there is consistency between the projects. The
students peer evaluation will be 10 % of their grade.
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson.
(Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of
objectives)
To close the activity students will individually write how they are going to prevent from becoming a statistic by documenting
what they have learned about STD’s and how they are going to prevent the transmission of STDs.
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students
may be special or general education students and need not be the same students for each lesson. Students may
63
represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students,
struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student
teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction
in order to meet the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Michael
504 states that he is dyslexic
This is based on observations
and his student work based on
his work he sometimes struggles
with keeping up while he is
writing, therefor by having the
STD information already written
out and prepared
I will be providing completely filled out STD information based on the CDC.
This will then help him follow along because he will be able to listen to the
presentations rather than try to write all the information that the students
are speaking about. The lesson was also differentiated to show the STDs on
video, and also presented verbally so he will be able to listen to the STDs and
what the implications are. The assignment in its self has been differentiated
by allowing the students to choose how they will be evaluated.
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Adriana
Currently performing in class
with an “A.” She easily gets off
task if she is not engaged with
an activity
For extra credit Adriana can complete the extra credit that is on the STD exit
slip about STD prevention and precautions. This will challenge her to put
together what she saw in the presentation and connect back to the
transmission lab, therefor understanding the epidemiology and what the
CDC has to do to follow up when a STD is reported.
64
Name
Total
Name of
population City
73,261
129,585
124,867
54,740
24,412
15,832
11,504
31,876
Total STD
# per
category
Age 15-19
Total STD
# in CT
Total Chlamydia Gonorrhea Syphilis
Qty
of (3)
STD’s
New Britain 450
387
60
3
New Haven 1,957
1,505
448
4
Hartford
2,386
1,878
500
8
Manchester 290
250
35
3
South
38
34
4
0
Windsor
Avon
8
6
2
0
Coventry
16
14
2
0
Glastonbury 44
37
7
0
3,944
640
5
12,136
2,554
Block
65
What are you going to do to prevent yourself from becoming a statistic?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
Extra Credit:
On the back of the paper explain how the CDC tracks STD transmission. This is based off the
presentation you attended.
STD information
65
Name:_________________________________________________________
Signs and symptoms
Transmission
 Direct
 Indirect
(Sharing of
an object)
 Air born
 Animal
Vector
Treatment
HPV
Most people
infected have no
symptoms. But
some HPV types
can cause genital
warts – small
bumps in and
around the
genitals,
(vaginal, vulva,
penis, testicles,
and anus) If they
do occur, warts
may appear
within weeks or
months of the
infection
Gonorrhea
Most people
infected
have no
symptoms
for those
who do it
can cause a
burning
sensation
while
urinating
green or
yellowish
vaginal or
penile
discharge
and for
woman
abnormal
bleeding and
or pelvic
pain.
Symptoms
can appear
within 2-10
days after
infection
Trichomoniasis
Often there are
no symptoms.
Some woman
may notice a
frothy smelly,
yellowish –
green discharge
and or genital
area
discomfort,
usually within 4
days to one
month after
exposure to the
parasite. Men
will notice a
discharge from
their penis.
PID
Infection of
the uterus
fallopian
tubes and
other
reproductive
organs that
will cause
abdominal
pain. PID
can cause
infertility
Directly
through
contact with
a partner
who is
infected
Through
vaginal, anal
and oral
intercourse
Chlamydia
There are no
symptoms in
most woman
and many
men who
have it.
Woman may
experience
abnormal
vaginal
discharge
and bleeding
(that is not
your period)
and pain
during
urination,
Men
develop
discharge or
pain during
urination
with in one
to three
weeks of
having sex
with an
infected
partner
Directly
through
contact with
a partner
who is
infected
Through
vaginal, anal
and oral
intercourse
Directly through
contact with a
partner who is
infected
Through vaginal,
anal and oral
intercourse
Can also be
passed through
skin to skin
contact
There is no cure
for the virus
itself (HPV) but
warts can be
treated through
topical
medicines or
Directly
through contact
with a partner
who is infected
Through vaginal
intercourse
Directly
through
contact with
a partner
who is
infected
Through
vaginal
intercourse
Oral
antibiotics
cure the
infection
both
partners
must be
Oral
antibiotics
cure the
infection
both
partners
must be
Antibiotics can
cure the
infection both
partners must
be treated at
the same time
to prevent
Antibiotics
can cure the
infection
66
Ho w many people
get it?
methods to
remove or freeze
them. Even with
such treatments,
the virus may
still be present
and can cause
recurrences. It is
not known how
long a person
remains
contagious after
the warts are
treated.
6.2 million new
cases each year
Approx. 20
million
nationwide are
affected.
Prevention
Abstinence is the
only way to
prevent or a
latex condom
Do not engage in
risky behavior
For certain
strains of HPV
there is a vaccine
available
What I learned in
today’s
presentations
treated at
the same
time to
prevent
passing the
infection
back and
forth.
treated at
the same
time to
prevent
passing the
infection
back and
forth.
passing the
infection back
and forth.
650,000 new
cases each
year with
highest rate
of incidence
for woman
15-19 and
men 20-24
5 million new
cases every
year
750,000
every year
And 15% of
those
becoming
infertile
Abstinence
is the only
way to
prevent or a
latex
condom
2 million
cases each
year are
reported the
highest rates
among
adolescent
men and
woman
Abstinence
is the only
way to
prevent or a
latex
condom
Abstinence is
the only way to
prevent or a
latex condom
Abstinence
is the only
way to
prevent or a
latex
condom
Do not
engage in
risky
behavior
Do not
engage in
risky
behavior
Do not engage
in risky
behavior
Do not
engage in
risky
behavior
67
Signs and symptoms
HIV
Hepatitis B
The only way to
know for sure if
someone is
infected with HIV
is to be tested.
Many people do
not have the
symptoms
especially adults
with chronic
infection. Others
may experience
tiredness, aches,
nausea and
vomiting, loss of
appetite and dark
urine within 6
months of
exposure.
Yellowing of the
skin and whites of
the eyes called
Jaundice can occur
later.
Direct contact with
a partner who has
the disease
People who are
infected with HIV
may go 10 years
or more without
showing signs and
symptoms.
Transmission
 Direct
 Indirect
(Sharing of
an object)
 Air born
 Animal
Vector
Direct contact
with a partner
who has the
disease
Treatment
There is no known
cure for HIV and
AIDS.
Antiretroviral
treatment can
slow down the
progression of HIV
Indirect Like the
Ryan White story
by receiving
contaminated
blood or the
sharing of needles
or other
paraphernalia
Most commonly
through
unprotected
vaginal, oral or
anal sex but can
also be passed on
during skin to skin
contact as well as
needles or any
behavior which a
persons mucus
membranes are
exposed to an
infected persons
blood or seamen,
vaginal secretions
or saliva, the
chances of getting
it through kissing is
low.
Illness can last up
to 6 months and
symptoms can be
mild to severe.
Most often treated
with rest adequate
nutrition and
Genital
Herpes
Herpes 1
causes cold
sores on the
mouth
Herpes 2
causes genital
sores and
blisters. Both
viruses can
cause sores in
either areas.
An outbreak
can start with
red bumps or
blisters.
Syphilis
Scabies
Will show up
within 12 weeks
of having sex.
Men will not
notice
symptoms
unless it is in
the anus;
Woman do not
have any
symptoms
Sign may be a
single sore
appearing on
the genitals
Infection of
the skin by
a human
itch mite/
intense
itching and
pimple like
skin rash…
may take 46 weeks
before
symptoms
show
Direct contact
with a
partner who
has the
disease
Direct contact
with a partner
who has the
disease
Skin to skin
Most
commonly
through
unprotected
vaginal, oral
or anal sex
but can also
be passed on
during skin to
skin contact
There is no
known cure,
but
Through
unprotected
vaginal, oral or
anal sex, and
also through
kissing if there
is a lesion on
the mouth
penicillin
Scabicides
which are
only given
by
prescription
68
How many people
get it?
Prevention
infection and
delay the onset of
AIDS, early
diagnosis and
treatment can
improve a
person’s chance
of living a longer
healthier life
48,000 people in
the united states
were infected the
year of 2006. An
estimated 1.1
million people in
the USA are living
with HIV
Abstinence is the
only way to
prevent or a latex
condom
Do not engage in
risky behavior
fluids.
46,000 new cases
every year are
reported
-
There is a
vaccine
available
for adults
Abstinence is the
only way to
prevent or a latex
condom
Do not engage in
risky behavior
About one
million new
infections
each year. An
estimated 45
million
people are
infected in
the USA
Abstinence is
the only way
to prevent or
a latex
condom
Do not
engage in
risky behavior
What I learned in
today’s
presentations
Bacterial Diseases
Viral Diseases
Parasite or
Protozoan
diseases
Syphilis
Genital Herpes
Trichomoniasis
Hepatitis B
Scabies
Gonorrhea
Chlamydia
HIV
HPV
PID
37,000 new
cases each year
Roughly
300 million
people
worldwide
are
affected
with
Scabies
Abstinence is
the only way to
prevent or a
latex condom
Good
hygiene
Do not engage
in risky behavior
Protect
yourself
and know
your
partner
Name:
69
Block
STD Public service announcement project:
Group member names:
_____________________________________________________________________________________
_____________________________________________________________________________________
STD covered:
_____________________________________________________________________________________
_____________________________________________________________________________________
Sections to be included
Describe this STD as a
pathogen (infectious
agent aka germ: virus,
bacteria, prion or
fungus
Myths or
misconceptions
Population most
affected by this STD
History of this STD
How can people get this
STD
How can it possibly get
treated
How to prevent or
avoid this STD
What to do if exposed
to this STD
Was this an effective
presentation as
evaluated by the
audience.
Overall quality of the
project, thoughtful,
clear and informative
design and information
Possible score
0-10
0-10
0-5
0-10
0-5
0-10
0-15
0-10
0-15
0-10
Comments
Total
Name: 70
Student evaluation sheet:
Block:
Name of STD presented: _________________________________________________________________
Group Presenting the
STD:_________________________________________________________________________________
_____________________________________________________________________________________
What did you learn about the STD from this groups presentation in addition to what you already
learned?:_____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Information on the
STD was clear
Student
presentation on
the STD was
interesting
Students spoke
clearly
I have a better
understanding of
what the STD is
I understood
clearly how this
STD is transmitted
I understood
clearly how the
STD can be treated
1
2
3
4
1
2
3
4
1
2
3
4`
1
2
3
4
1
2
3
4
1
2
3
4
71
Post Evaluation
STD pre-assessment
Q.1) Herpes is contagious when:
only when blisters are present
A.
only when blisters appear, when you feel tingling in the area
B.
all of the time
C.
Q.2) Condoms, when used correctly, do a good job in preventing:
All STD's
A.
Herpes, Syphilis and HPV (wart virus)
B.
Gonorrhea, chlamydia, HIV. thricomonas
C.
Q.3) Oral Sex:
Is completely safe; it cannot transmit any std's
A.
is a common means of transmitting herpes
B.
does not require condoms
C.
Q.4) STDs:
Always cause pain or discharge
A.
Are cured if symptoms disappear
B.
Frequently have no symptoms
C.
Q.5) STD's can:
All be cured with antibiotics, as long as they are diagnosed
A.
Disappear without antibiotics, which means you are cured
B.
Cause infertility
C.
Q.6) If your partner says he/she is a virgin he/she may:
Still have an STD
A.
Cannot have an STD
B.
Has not been sexually intimate in any way
C.
Q.7) The population that most primary care physicians treat for STD's is:
A.
B.
C.
Successful, well educated people who didn't realize they were at risk
Lower income, poorly educated people who have bad hygiene
Prostitute and drug abusers
Q.8) Which STDs are most frequently spread by people using public toilet seats?
Herpes and gonorrhea
A.
Chlamydia
and trichamonas
B.
72
C.
None of the above
73
Information break out for pre and post assessment
24 Biology Students
Passing the 8 questions is considered to be getting 5 out of the 8 correct
Test
Pre assessment
Post assessment
Pass
16
22
Fail
8
2
Boys
13
13
Girls
11
11
Pre assessment scores
pre assessment pass
pre assessment fail
post assessment scores
post assessment pass
post assessment fail
74
Acheivement
High acheivers
average acheivement
low acheivement
75
Unit Lesson Narrative
Every unit and lesson that is written is a malleable piece of work. As a student teacher, I put hours into
each page, and I know the next time I teach this lesson unit that it will be completely changed and
manipulated to something even more fantastic. Students who completed this unit had one objective
that I feel was met; they needed to be an advocate for their own body.
The school is set in an urban environment. More than half of the students will be receiving assistance
throughout their high school career. This means that any information given to the students will be
necessary for this success.
This unit is even more important because according to the CDC Manchester is one of the highest in the
area for contracting Chlamydia in Connecticut. By ensuring proper coverage, students may not end of
falling into the statistics of receiving the STD.
As I covered this unit with the students I realized that they felt like this would never happen to them.
This is an alarming position that all my students took. As we moved through the unit, students became
very interested in the whys and how’s of transmission and contraction. This became increasingly
obvious.
The most successful part of my lesson that took longer than I anticipated was the opportunity to answer
and research their specific questions that they asked as an exit ticket. This was a time that I actually
changed the lesson due to the fact that the questions were so overwhelming that I needed to answer
them all to ensure that moving forward there would be no misconceptions.