HIV/AIDS Prevention Lesson Plan

HIV/AIDS Prevention

This lesson is designed to help the students see what behaviors they may partake in and if they are at risk by doing those activities. Some of the examples have very little risk and some are of major concern. Some of the examples of a risk are quite graphic, so this may be something you need to announce previously to parents about this activity.

Content Standards: South Dakota Education Content Standards Grades 9-12

1. Standard #2: Students will understand health promotion and disease prevention concepts and practices.
2. Standard #3: Students will understand the benefits of practicing health-enhancing behaviors, which reduce health risks.

1. The student will be able to identify low risk behavior and high-risk behavior by placing those risks in their correct “spot” on the board.
2. The student will be able to discuss which low risk behaviors could become high risks and which high risks could become low risks.
3. The student will be able to discuss different ways of protecting themselves against many diseases and infections including STD’s, HIV, and AIDS.

One of the assessments is done earlier in this lesson when the students recognize a risk behavior and which category it falls under. They should have plenty of previous knowledge with most of the risks before hand. The second assessment will be a class discussion and what we learned about HIV/AIDS risks and behaviors associated with those risks.

HIV/AIDS Assessment

Make several small sheets of paper that include each risk factor. There should be about 20 to 30 different factors depending on class size.

1. Post three signs up on the board with three different colors of green, yellow and red. Make sure they are in that color order. Green stands for a low to no risk behavior, yellow stands for a possible risk behavior that may or may become worse and red stands for a dangerous risk behavior. (Visual, Spatial)
2. Hand out several different cards with different risks dealing with sex, relationships and everyday personal and non-personal contacts. For example, kissing, hugging, taking care of an HIV/AIDS patient or loved one, cleaning up blood, unprotected sex, shaking hands, sharing needles, drinking from the same drink. As the cards are being passed out the students may not look at them or speak to anyone else about their behavior they received. (Intrapersonal)
3. Once all the cards are handed out let each student look at their cards and on their own decide which category their risk behavior fits under. They may even put their behavior in between a color depending on which way they think it is more dangerous. (Logical, Mathematical)
4. After all the cards are on the board the teacher will go through each risk in order that they were placed on the board by the students and as a class determine if that was the correct place to put that risk. This will open up discussion and questions will probably be asked at this time also. (This assignment can remain anonymous for the students as far as what they had and which color they placed it under.) If the behavior is placed near the wrong color correct it by placing it near the right one. (Verbal and Visual)