F.Y.I. Schools share responsibility for HIV/AIDS education with parents, churches, community organizations, and social agencies. Health-related information is constantly changing. The purpose of this unit of study is to enable students to access and evaluate information that is currently accepted by responsible authorities as well as information that is continually being made av ailable to the public. Saskatchewan Education recommends the establishment of a Health Education liaison committee in each community. Some communities may already have this support in place, as the previous Health Education curriculum recommended the establishment of such a committee. A parent advisory or liaison committee can be a beneficial support to both HIV/AIDS education and teachers. A liaison committee made up of parents, educators, health professionals, and community members might assist in acquiring and selecting r esources that meet community needs. Such committees provide a valuable link between the school and community. |
Grade 6 |
Grade 7 |
Grade 8 |
Grade 9 |
|
Perspective/ |
Affirm |
Commit |
Support |
Promote |
Content |
|
|
|
|
Process |
|
|
|
|
Foundational Objectives and Learning Objectives
Level A - Extend Knowledge Base |
Foundational Objectives
Students will know and use appropriate health resources to develop a factual information base about HIV/AIDS .
Students will know how the HI virus can be transmitted and ways to avoid or reduce the risk of HIV infection.
Learning Objectives
Students will:
Level B - Make an Informed Decision |
Foundational Objective
Students will practise evaluating HIV/AIDS information for the purpose of deciding which resources to retain as part of a factual information base upon which to make health-enhancing decisions.
Learning Objectives
Students will:
Level C - Carry Out Action Plan |
Foundational Objective
Students will design and implement an action plan to maintain a current and dynamic HIV/AIDS information base.
Learning Objectives
Students will:
Decision-making Process
|
Content
|
Resources
|
Level A - Extend Knowledge Base 1. Reflect on what you know about the issue.
2. Research the issue. Find the facts. |
Avoiding or reducing the risk of HIV infection |
Sample Checklist for Evaluating Health-related Sources of Information Three or four teacher selected resources AIDS and Kids: The Whitney Project, video Student gathered HIV/AIDS resources |
Level B - Make an Informed Decision 3. State the challenge. Explore alternatives and consequences.
4. Make a decision. Set a personal goal. |
Identifying strategies to evaluate information Exploring the consequences of not evaluating information
|
Sample Checklist for Evaluating Health-related Information
|
Level C - Carry Out Action Plan 5. Design and apply an action plan. 6. Evaluate progress. Revise as needed. |
Revising action plans based on teacher comments, self-evaluation, and evaluation by designated support person(s) |
Holistic Rating Scale for Assessment and Evaluation of Action Plans |
The Ministers of Health and Learning declared the need to strengthen HIV/AIDS instruction in Saskatchewan schools. A policy to provide instruction to students in grades 1-9 became effective in September, 1997. Due to the sensitivity of the topic for some families or students, parents have the option to withdraw their son or daughter from HIV/AIDS education. (Health Education: A Curriculum Guide for the Middle Level (1998), page 13)
HIV/AIDS Education
It is important that teachers and students recognize that health-related information in general, and AIDS-related information in particular, is dynamic. Accurate information as well as misinformation about HIV/AIDS is available, often through the mass media. The intent of HIV/AIDS education is to provide students with the knowledge and skills to access and evaluate HIV/AIDS related information.
The HIV/AIDS Education Units, like all other units of health education, incorporate a specific emphasis for each grade level.
• In grade six, the emphasis is on making healthy decisions that affirm personal standards.
• In grade seven, students study HIV/AIDS information with a focus on committing themselves to a lifestyle free from HIV infection.
• In grade eight, the emphasis is on encouraging students to support their peers as they demonstrate effective communication skills with parents/caregivers.
• In grade nine, students focus on promoting an understanding of HIV/AIDS as social and medical issues in their communities.
An overview of HIV/AIDS education content and processes can be found on page 119 in Health Education: A Curriculum Guide for the Middle Level (1998).
HIV (Human Immunodeficiency Virus) is a preventable, chronic, progressive condition of which AIDS is the final stage. Over time, the HI virus breaks down the body's ability to protect itself from infections, leaving individuals vulnerable to a variety of life-threatening diseases. This stage of HIV disease is a syndrome called Acquired Immune Deficiency Syndrome (AIDS).
HIV is a retrovirus, a small class of viruses having ribonucleic acid (RNA) as their genetic material. The RNA serves as a template for the production of deoxyribonucleic acid (DNA), which invades a host cell's chromosomes, reproducing and killing the cell. With HIV infection, the victimized cell is a white blood cell, hence the eventual suppression of the immune system.
The HI virus is fragile. It does not live long or well outside the human body. It can be washed from hands and skin with regular soap.
HIV is a blood-borne virus that is transmitted through blood, semen, and vaginal fluids. It is most often transmitted sexually and through needle sharing. It can also be transmitted from mother to child throughout pregnancy, during childbirth, and through breastfeeding.
As of 1985, improvements in blood screening have substantially reduced the likelihood of infection through blood products or transfusions.
Abstinence is the only sure protection against the sexual transmission of HIV. Students need to know that abstinence is the safest and most responsible choice at this stage in their lives. Making responsible decisions and maintaining an abstinent lifestyle are compatible concepts for students at the Middle Level.
A number of myths exist about HIV/AIDS. The findings of the Canadian Youth, Sexual Health, and HIV/AIDS Survey reveal that approximately half of grade nine students believe that a cure exists for HIV/AIDS (Canadian Youth, Sexual Health and HIV/AIDS Survey, 2003). Students need accurate and current information in order to maintain a lifestyle free of HIV infection.
As in all subject areas and grade levels, care is required when arranging for guest speakers and classroom presenters. Clarify, for guest speakers, the grade specific learning objectives they are invited to address through their presentations. Outline clear expectations for the time allotment that presenters share with your students. It remains the responsibility of classroom teachers to ensure that HIV/AIDS education learning objectives are achieved.
Sensitive Issues
HIV/AIDS education deals with the personal and sometimes sensitive issues of interpersonal relationships, sex, drugs, and death. Students come to Saskatchewan classrooms from diverse backgrounds and bring with them a range of values and ideas about these topics. Students may live in traditional families or non-traditional families. Some may be hesitant to share ideas and join discussions. It is important to respect the diversity of students' backgrounds, needs, and interests.
The topic of homosexuality may arise during discussions about HIV/AIDS. In accordance with Saskatchewan 's Common Essential Learnings (e.g., Personal and Social Development), health educators must remind students that all people deserve respect, and that classroom discussions are to be free of stereotyping and prejudice (see www.sasklearning.gov.sk.ca/branches/curr/evergreen/s_orientation.shtml for more information). Within HIV/AIDS education, it is best to focus on prevention, transmission, support, and treatment rather than focusing on particular groups of people. With HIV/AIDS, it does not matter who you are, it matters what you do. Emphasizing behaviours, decisions, and actions will benefit all students throughout this unit of study and in the future.
For many adults, classroom discussions about condoms may seem too advanced for students at the Middle Level. Should discussion arise, students need to know that condoms are not 100 percent reliable. They are not a perfect solution, as there is always a possibility of improper use or breakage. Condoms have, however, been proven to lower the risk of HIV transmission. The consistent and proper use of latex condoms is effective in reducing the risk of contracting HIV through sexual intercourse.
Some students may have friends or family members who are HIV positive, are dying, or have died of AIDS. For those students, information on supporting friends or family who are living with AIDS, death, and dying may be of importance. Appropriate resource people and community agencies can support both teachers and students.
HIV attacks the immune system, the body's defense against disease. People who have HIV are said to be HIV positive. Because HIV can live in the body for many years and have no effect, many people who are HIV positive appear and feel healthy. You can be HIV-positive and not know it. AIDS is fatal. No cure or vaccine exists. (Saskatchewan Health, n.d., HIV & AIDS: What You Need to Know. Retrieved February 2006 from www.health.gov.sk.ca/rr_hivaids_need_know.html)
HIV is a virus that attacks the immune system, resulting in a chronic, progressive illness and leaving infected people vulnerable to opportunistic infections. (Health Canada , February 2004, Diseases & Conditions - AIDS, www.hc-sc.gc.ca/dc-ma/aids-sida/index_e.html)
AIDS is the advanced stage when the immune system of people with HIV infection is seriously impaired, and cannot fight off illness or infection. Kaposi Sarcoma (a cancer of the blood vessels), PCP (a type of pneumonia), and CMV retinitis (a viral infection that affects the eyes) are common AIDS-related illnesses. (Saskatchewan Health, n.d., HIV & AIDS: What You Need to Know. Retrieved February 2006 from www.health.gov.sk. ca/rr_hivaids_need_know.html)
By the end of 2005, 40.3 million people were living with HIV/AIDS, including 17.5 million women and 2.3 million children under the age of 15. In 2005, 4.9 million people became newly infected with HIV. World-wide, only one in 10 persons infected with HIV has been tested and knows his/her HIV status. (Global Health Council, January 2006, http://globalhealth.org/view_top.php3?id=227)
As of June 2005, an estimated 58,929 people have tested positive for HIV in Canada . (Health Canada , November 2005, HIV and AIDS in Canada : Surveillance Report to June 30, 2005). An estimated 30% are unaware that they are infected. (Health Canada , May 2005, Epi Update)
Note: The province of Quebec has not submitted AIDS data to the Centre for Infectious Disease Prevention and Control (Public Health Agency of Canada) since December, 2003 and for this reason annual trends and figures beyond 2003 are limited.
The proportion of transmissions attributed to injection drug use has decreased slightly in recent years, while the proportion of infections attributed to homosexual and heterosexual contact exposure have both increased. In the first six months of 2005, homosexual exposure accounted for 43% of positive HIV test reports and heterosexual exposure was 30%. (Health Canada, November 2005, HIV and AIDS in Canada: Surveillance Report to June 30, 2005)
Before 1996, women accounted for just over 10% of positive HIV test reports. By 2004, women accounted for over 25% of positive test results. During the first six months of 2005, the heterosexual and IDU exposure categories accounted for 52% and 38% of positive HIV test reports among women, respectively. (Health Canada, November 2005, HIV and AIDS in Canada: Surveillance Report to June 30, 2005)
HIV is transmitted in blood, semen, vaginal fluids and breast milk of HIV infected persons. HIV can only pass from person to person through these infected body fluids. HIV is not transmitted in fluids such as sweat, saliva, or tears. It is also not transmitted by everyday contact with people, such as hugging, shaking hands, or eating meals with, or prepared by people infected with HIV. You cannot get the virus from telephones, toilet seats, mosquitos; swimming pools, hot tubs, water fountains, or by sharing glasses or dishes. (Saskatchewan Health, n.d., AIDS and the HIV Antibody Test. Retrieved February 2006 from www.health.gov.sk.ca/rr_aids_hiv_anonytest.html)
HIV is not spread by insects (e.g., mosquitoes). The virus cannot reproduce inside an insect, so even those insects that draw blood cannot pass on the infection. (Saskatchewan Health, n.d., HIV & AIDS: What You Need to Know. Retrieved February 2006 from www.health.gov.sk.ca/rr _hivaids_need_know.html)
Very small traces of HIV have been found in the saliva of infected people. Even so, of the hundreds of thousands of cases of AIDS reported worldwide, none have been reported as being caused by saliva alone. However, deep kissing where there are open sores or cuts in the mouth increases the risk. It is the blood-to-blood contact, not the saliva, that can transmit the HIV. (Saskatchewan Health, n.d., HIV & AIDS: What You Need to Know. Retrieved February 2006 from http://www.health.gov.sk.ca/rr_hivaids_need_know.html)
Expectant mothers with the HI virus can transmit it to their unborn children during pregnancy, during delivery, or after delivery through breast milk. The number of HIV-exposed infants reported per birth-year has increased steadily from 87 infants in 1993 to 163 in 2004. Although the number of HIV-exposed infants has increased for each birth-year, the proportion of infants confirmed to be HIV infected has decreased from 47% in 1993 to 2% in 2004. Correspondingly, the proportion of HIV-positive mothers receiving antiretroviral therapy has increased steadily reaching a high of 96% in 2004. (Health Canada , April 2005, HIV and AIDS in Canada: Surveillance Report to December 31, 2004)
There are drugs, therapies, and treatments that slow the progress of HIV and lengthen the lives of people with HIV. There is no known cure for HIV infection. No drug has been found that will destroy HIV or eliminate it from the body. (Saskatchewan Health, n. d., HIV & AIDS: What You Need to Know. Retrieved February 2006 from http://www.health.gov.sk.ca/rr_hivaids_need_know.html)
As a result of the improved drug and therapy programs, the number of persons living with HIV in Canada is rising. The virus itself changes quickly, mutating, creating new strains that present challenges in detection and treatment. (Health Canada , February 2005, Diseases & Conditions – AIDS, www.hc-sc.gc.ca/english/ diseases/aids.html)
Facts regarding treatment of HIV/AIDS are not clear to Canadian students. Approximately half of grade nine students and 35 percent of grade 11 students believe that a cure exists for AIDS. (Canadian Youth, Sexual Health and HIV/AIDS Survey, 2003) Two-thirds of grade seven students in Canada do not know there is no cure for HIV/AIDS. Close to 20% of adult Canadians believe that HIV/AIDS can be cured if treated early. (Health Canada, Canada's Report on HIV/AIDS, 2003)
HIV/AIDS and Youth
Risk behaviour data among Canadian youth still show the potential for increased HIV transmission and half of all new infections worldwide are occurring among young people. Youth, in general, are vulnerable to HIV infection as a result of many factors, including risky sexual behaviour, substance abuse, and perceptions that HIV is not a threat to them. (Health Canada, May 2004, HIV/AIDS Epi Update)
Decisions about sexual activity are often first made during adolescence and these decisions are likely to influence one's sexual health into adulthood. (Canadian Youth, Sexual Health and HIV/AIDS Study, 2003)
Youth continue to be at the center of the HIV epidemic – they are the most affected and infected population. During 2005, 700,000 children and youth were infected with HIV. UNAIDS estimates that 14,000 people are infected every day. About 50% are 15-24 year olds. (UNAIDS, AIDS Epidemic Update, 2005)
An estimated 11.8 million people aged 15-24 years are living with HIV/AIDS and half of all new infections worldwide are occurring among young people. As of June 30, 2003, 3.4% of the total AIDS cases reported to the Center for Infectious Disease Prevention and Control were diagnosed among youth ages 10-24 years. Given the median length of time between HIV infection and the onset of AIDS (10 years or more), many individuals in older age groups would have been infected with HIV during their youth. The mode of infection varied by age. Exposure to infected blood or blood products accounted for almost two-thirds of the reported AIDS cases among the 10-19 age group while sexual transmission was the main route of exposure among the 20-24 year olds. (Health Canada, May 2004, HIV/AIDS Epi Update)
HIV/AIDS and Canadian Trends
Cases of AIDS have been reported from all geographic regions, in both sexes, in all age groups and among different racial and ethno-cultural groups. (Health Canada, November 2005, HIV and AIDS in Canada: Surveillance Report to June 30, 2005)
The proportion of AIDS cases among Canadian women has increased over time from 6.1% before 1994 to 25.4% in 2002. Heterosexual contact with a person at risk and injection drug use account for the increase in incidence. The proportion of women among positive HIV tests is highest among adolescents and young adults. (Health Canada, May 2004, HIV/AIDS Epi Update)
A higher proportion of Aboriginal persons test positive for HIV infection at a younger age than non-aboriginals. Injecting drug use is the most prevalent mode of transmission, and the HIV epidemic among Aboriginal communities shows no sign of abating. Aboriginal women make up a large part of the HIV epidemic in their communities. (Health Canada, May 2004, HIV/AIDS Epi Update)
The graphics on the following pages show Saskatchewan and Canadian statistics.
Year
|
# Individuals Tested |
# Positive Individuals |
% Positive Specimens |
1984-88 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 |
7,602 |
37 |
0.49 |
TOTAL* |
|
|
|
|
|||
Please note: This graph shows the number of tests administered in the province (not individuals tested) and the number of positive test results from those tests. The graph does not show the number of people who relocate to Saskatchewan after having tested positive elsewhere.
Prepared by: CDC Unit, Population Health Branch
Date Prepared: 2004
Source: Saskatchewan HIV and AIDS Case Reporting Surveillance System
AIDS Cases in Saskatchewan
Life Status by Year of Diagnosis, 1984-2004
|
1984 |
1985 |
1986 |
1987 |
1988 |
1989 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
2001 |
2002 |
2003 |
2004 |
Alive |
0 |
1 |
0 |
1 |
0 |
0 |
0 |
0 |
2 |
1 |
5 |
5 |
3 |
8 |
8 |
6 |
6 |
6 |
6 |
7 |
5 |
Dead |
1 |
7 |
7 |
8 |
6 |
8 |
17 |
6 |
11 |
11 |
10 |
13 |
3 |
6 |
4 |
2 |
7 |
2 |
4 |
4 |
10 |
Prepared by: CDC Unit, Population Health Branch
Date Prepared: 2004
Source: Saskatchewan HIV and AIDS Case Reporting Surveillance System
|
Males |
Females |
Total |
|||
Age |
Cases
|
Percent |
Cases |
Percent |
Cases |
Percent |
|
45 |
0.3 |
51 |
2.8
|
96 |
0.5 |
Subtotal |
118 |
0.7 |
109 |
5.9 |
227 |
1.1 |
|
|
0.3 |
14 |
0.8 |
67 |
0.3 |
Age Group not reported |
2 |
0.01 |
0 |
0 |
2 |
0.01 |
|
|
|
|
|
|
|
Total |
18 289 |
100.0 |
1 852 |
100.0 |
20 141 |
100.0 |
Source: Bureau of HIV/AIDS & STD, Laboratory Centre for Disease Control, Health Canada
Date Prepared: November 2005
Risk Factors |
Male/Female Total
|
% of Total |
|||||
Perinatal Transmission |
175 |
77.1 |
|||||
Recipient of Blood |
8.8 |
||||||
Recipient of Clotting Factor |
5.3 |
||||||
No Identified Risk Factor |
6.2 |
||||||
Other |
2.6 |
||||||
|
|
|
|||||
Percentages based on total number minus those reports for which exposure category was unknown (NIR).
|
|||||||
Age Group |
Male |
Female |
Total |
% of Total |
|||
Less than 1 |
45 |
51 |
96 |
42.3 |
|||
1 to 4 |
31 |
39 |
70 |
30.8 |
|||
5 to 9 |
19 |
13 |
32 |
14.1 |
|||
10 to 14 |
23 |
6 |
29 |
12.8 |
|||
|
|
|
|
|
|||
Source: Bureau of HIV/AIDS & STD, Laboratory Centre for Disease Control, Health Canada
Prepared: November 2005
AIDS (Print-Non-Fiction). Bardhan-Quallen, Sudipta. (Diseases and Disorders Series). Thomson Gale (SBC), 2005. 112 p. ISBN 1-59018-404-1 ($32.95 hdc.).
This comprehensive resource describes HIV/AIDS from its origins to the latest research in the field. It provides insight into the lives of people who are HIV positive and identifies the signs and symptoms of AIDS. Information is also included on risky behaviours and on ways the virus may be transmitted.
Suggested Use: Grade 7; Grade 8; Grade 9; HIV/AIDS Education
AIDS (Print-Non-Fiction). Whelan, Jo. (Health Issues Series). Raintree Steck-Vaughn Company (SBC), 2002. 64 p. ISBN 0-7398-4771-6 ($34.45 hdc.).
This book provides a very thorough presentation of facts and information related to HIV/AIDS that is written at a level suitable for Middle Level students. Topics include the immune system, signs and symptoms of the disease, ways in which it is transmitted, testing procedures, and the challenge of living with HIV/AIDS. A chapter on avoiding infection presents important information for youth to consider when making decisions related to healthy behaviours including safe sex practices.
Suggested Use: Grade 7; Grade 8; Grade 9; HIV/AIDS Education
Other Use: Wellness 10
HIV/AIDS (Print-Non-Fiction). Merki, Mary Bronson. Glencoe/McGraw-Hill (MHR), 2003. 44 p. ISBN 0-07-826213-5 ($19.46 pbk.). Teacher's Annotated Edition - ISBN 0-07-826214-3 ($22.99 pbk.).
In an appealing and concise format, this useful resource presents a variety of information related to HIV/AIDS. It begins by addressing the question, “What is HIV/AIDS?” Other topics covered include the effects of HIV on the immune system, the ways in which HIV is spread, tests available for HIV, the progressive stages of the disease, the challenges of living with HIV/AIDS, research and treatment, and the importance of making responsible choices including safe sex practices. Although American in focus, this resource contains current information relevant to Saskatchewan 's health education curriculum. A teacher's annotated edition is available that suggests possible activities and responses to discussion questions.
Suggested Use: Grade 7; Grade 8; Grade 9; HIV/AIDS Education
Home Truths: Living With AIDS (Video). (The National Series). Canadian Broadcasting Corporation (CBC), 2002. 22 min. Order no. Y8Q-01-08 ($125.00).
(CAN) In this CBC national broadcast, a reporter interviews HIV positive individuals who are living in a small Newfoundland community. The discussion addresses the stigma and isolation felt by people living with HIV/AIDS. It also explains that the community response is changing to that of acceptance. Emphasis is placed on the informal community supports that exist and the importance of these to the well-being of infected individuals. Segments of the video would be useful in meeting related learning objectives.
Suggested Use: Grade 9; HIV/AIDS Education
The Immune System (Print-Non-Fiction). Boudreau, Gloria. (The KidHaven Science Library Series). Thomson Gale (SBC), 2004. 48 p. ISBN 0-7377-2077-8 ($28.45 hdc.).
This resource explains how the immune system fights disease. It describes problems affecting the immune system including allergies, anaphylaxis, autoimmune diseases, and immunodeficiency diseases.
Suggested Use: Grade 7; HIV/AIDS Education
Learning Objectives Students will examine personal knowledge in terms of what they already know and what they want to know ( CCT ). |
Instructional |
Teaching Notes |
| Direct Instruction: structured overview |
Provide students with an overview of what is to be included in this unit of study. The unit will take approximately 5 hours to complete. The exact time will vary from class to class. Introduce this unit with questions that encourage students to recall AIDS-related information and identify a variety of HIV/AIDS information sources. The questions might be similar to:
After several student responses, begin to organize student ideas under headings such as:
Bring closure to this part of the discussion by summarizing the students' list of AIDS-related information (factual and otherwise) and the information sources they identified (reliable and otherwise). |
| Interactive Instruction: discussion |
Concentrating on the list of information sources, ask students to group or categorize the sources. For example:
|
Learning Objectives Students will distinguish between primary and secondary sources of information, and expert and non-expert sources ( C ). |
Instructional |
Teaching Notes |
| Direct Instruction: mini-lecture |
Pose questions such as the following:
Review, from previous units of study, the criteria to be used in selecting reliable resources. Emphasize that you are concentrating on the source of information . Revisit the three key organizers: author, source, and information. These organizers are used throughout the Middle Level to evaluate health-related information. Author
Source
Information
|
| Direct Instruction: demonstration |
Use three or four teacher-selected resources to demonstrate the use of the Sample Checklist for Evaluating Health-related Sources of Information (Grade 6) located in Appendix 6-A . It may be valuable to select one source of information that is outdated and another that is from a non-expert source. |
| Direct Instruction: mini-lecture |
The Communication learning objective refers to primary and secondary sources of information. A primary source of information is one in which a study or research findings are originally reported. A secondary source is one that uses and/or quotes the pri mary source. A secondary source of information might be an organization that includes an article about particular research in a newsletter that it publishes quarterly, for example. The purpose of this mini-lecture is to help students understand that a clergy member may be an expert source of information if the topic is death, dying, or grieving, while an oncologist is an expert if the topic is cancer. It is also important for students to understand the difference between expert and non-expert sources of information. An expert source of information might be the Centre for Disease Control (CDC) where HIV/AIDS research is carried out. Another expert so urce of information might be a doctor who uses the findings of such research in his or her work with HIV/AIDS patients. |
Student Assessment Techniques The Communication learning objective is to 'distinguish' between primary and secondary sources of information, and expert and non-expert sources of information. Having students explain why a particular resource is a primary, secondary, expert, or non-e xpect source assesses their ability to evaluate. Present each student with a source of HIV/AIDS information (e.g., journal article, magazine article, video, book, web site). Ask each student to list the selection criteria that can be used to evaluate the source of HIV/AIDS information. Also, ask the student to explain why the source is a primary or secondary source, and an expert or non-expert source. |
Learning Objectives Students will explore basic safety precautions related to emergency situations. Students will identify how feelings about HIV infection might affect behaviour. Students will form their personal response, in ways that affirm their personal standards, to some of the problems facing society in regard to AIDS. Students will gather accurate, up-to-date information about HIV/AIDS from a variety of sources. Students will seek out information from people who may be knowledgeable (e.g., parents, teachers, guidance counsellors, community agencies, and health care workers) ( IL ). Students will seek information through a steadily expanding network of options, including other libraries and databases, and the Internet ( IL ). Students will evaluate the source of HIV/AIDS information. Students will render a judgement and support that judgement by referring to clearly defined criteria ( CCT ). |
Instructional |
Teaching Notes |
Indirect Instruction: |
Lead the class in a discussion that reflects the opening comments of this unit of study (AIDS: What have you heard? What do you know to be true about AIDS?). Ask the students to focus on how the HI virus is transmitted and how infection can be prevente d. As ideas are restated, list them under the two headings of prevention and transmission. If key points about transmission and prevention are articulated adequately by students during the discussion, a debriefing or summary is all that is needed. However, if some of the key information is missing, presenting it in a mini-lecture ensures tha t all students have the information. See Appendix 6-L for an outline that can be used as an overhead transparency. Transmission
Prevention
|
| Direct Instruction: mini-lecture |
Briefly illustrate emergency situations where body fluids, usually blood, might be exchanged. Accidents on the playground, at sporting events, or on the highway are occasions when injured people may be bleeding profusely. Caution students that blood in fected with the HI virus must be handled carefully. Also, remind them that the virus can be in people's blood without them knowing it. Outline basic safety precautions to use in emergency situations:
Another potentially dangerous situation arises if and when students come across a dirty needle on the playground or on the street. Advise students not to handle the syringe. Suggest that they get the assistance of an adult. Inform students that the HI virus does not live long outside the human body. A product called Hygel (a bleach and water solution) is available at drug stores and can be used to clean blood from inanimate objects. Isagel is a waterless cleaning gel cont aining 60% alcohol and can be used to sterilize your hands. See Appendix 6-M for Guidelines for Schools and Daycare Centers, AIDS: You Need to Know (Saskatchewan Health). |
| Experiential Learning: role playing |
Divide the class into pairs or triads. Provide each small group with an emergency scenario and ask them to role play a response to the emergency that employs the safety practices outlined above. Scenarios might include:
|
| Interactive Instruction: brainstorming and discussion |
Refer to the learning objective about feelings affecting behaviour to debrief the role playing activity and to act as a bridge to the next activity that focuses on personal standards and responses. Facilitate a brainstorming session that includes three lists of behaviours:
Discuss the range of emotions that people may feel toward HIV/AIDS. Make a list of the feelings generated by the class. They are likely to include:
Discuss the ways in which specific feelings about HIV/AIDS might affect behaviours. For example, 'fear' of acquiring the HI virus might affect a person's willingness to assist an accident victim while 'confidence' in knowing how to avoid infection or r educe risk might enable a person to demonstrate care and compassion. In the story, Diving for the Moon , written for and about grade 6 students, Bird learns that her friend Josh is HIV positive. Use this resource to demonstrate that attitudes affect behaviour. In this case, Josh and Bird continue to be friends. |
| Interactive Instruction: brainstorming |
Brainstorm a list of problems or issues facing society in regard to HIV/AIDS. Grade 6 students might generate a list that includes the following:
|
| Interactive Instruction:
Interactive Instruction: |
Ask each student to consider one of the problems facing society in regard to AIDS and to write a personal statement of what they might do to help address or begin to alleviate that situation. Invite each student to select a partner and as a pair ask th em to compare their choices and responses. Have two pairs of students join to form a small group of four and challenge each small group to identify the values or personal standards their responses reflect (e.g., honesty, compassion, respect). Bring closure to the Think-Pair-Share activity by reminding students that people are happiest when their behaviours match their beliefs or personal standards. For example, if we value honesty but agree to shoplift a chocolate bar at the local convenien ce store when dared to do so, we are not very happy with ourselves. This is an example of personal standards and behaviours not matching. |
| Independent Study: homework and Interactive Instruction: interviewing |
Assign individual students or pairs of students to gather accurate, up-to-date information about HIV/AIDS. To make the task more manageable, some students may focus on gathering information about transmission, others about prevention, and still others about safety procedures, and so on. Set a due date as to when the materials are to be collected and brought to the classroom. Set a minimum and maximum number of resources, from two or three different sources, to be gathered per student or pair of students. Encourage students to gather information in non-print as well as print form. Inform students that the sources of information they submit must rate favourably when measured against the selection criteria for author, source, and information. |
| Interactive Instruction: peer practice |
When all resources are gathered, ask pairs of students to use the class-designed checklist or rating scale to evaluate the sources of information that they have each gathered. Advise students in advance, that their joint written evaluations of these so urces are to be submitted as part of their assessment for this unit of study. |
| Student Assessment Techniques A case study or short-answer test is an appropriate means to assess the degree to which students can identify how the HI virus is transmitted and how infection can be prevented. A similar technique can be used to assess the degree to which students un derstand basic safety precautions. A written or spoken paragraph response could be used to assess the degree to which students have achieved the two learning objectives about feelings affecting behaviour and personal responses that affirm personal standar ds. Students have observed a teacher demonstrate the evaluation of a source of HIV/AIDS information. They have also practised, with a peer, evaluating sources of information. Use a peer partner checklist or rating scale as an assessment tool for Level A of this unit. At this point in the unit, it is appropriate to assess each student's ability to evaluate sources of HIV/AIDS information. Present each student with a copy of the information source evaluation checklist and one print or non-print resource that has not been previously evaluated. Allow time for each student to evaluate that source of information. Present each student with a second source of information to evaluate and compare with the first source. This technique assesses the degree to which each student has achieved the Critical and Creative Thinking learning objective regarding the ability to make judgements based upon clearly defined criteria. Student Evaluation Techniques for Level A of the Decision-making Process |
Learning Objectives Students will recognize the importance of respecting facts, evidence, and views of others when engaging in rational discussions ( PSVS ). Students will act upon the principle of respect for persons ( PSVS ). Students will identify strategies to use in evaluating HIV/AIDS information. Students will explore the consequences of not evaluating HIV/AIDS information. Students will establish a goal to access and evaluate HIV/AIDS information. |
Instructional |
Teaching Notes | ||
| Interactive Instruction: brainstorming or discussion |
During the brainstorming session or discussion, students may identify the following challenges:
Discuss some of the proactive strategies of evaluating information. Remind students that earlier in this unit, they evaluated sources of information. In this portion of the unit, they will be evaluating the information itself. |
||
| Direct Instruction: mini-lecture or compare and contrast |
In a mini-lecture, examples of facts about HIV/AIDS, as substantiated by scientific evidence and reported in reliable information sources, can be presented to students. A variety of viewpoints can also be presented. In an activity of compare and contra st, students can see the similarities among facts, evidence, and views, as well as the differences. Regardless of which instructional method is used, it is important that students recognize the importance of respecting the facts, respecting evidence, and considering although not necessarily accepting the views of others. Remind students that as we move from childhood through adolescence and toward adulthood, we may modify our personal standards as we acquire more information that is supported by sound evidence. Likewise, we may modify our personal standards if we learn that some of what we formerly thought of as truth actually turns out to be opinion, viewpoint, or unsubstantiated information. |
||
| Interactive Instruction: brainstorming or reflective discussion |
In discussions about HIV/AIDS, differing viewpoints emerge. Likewise, differing values and beliefs emerge. Introduce students to the phrase, 'respect for persons'. Ask them to cite examples of how people demonstrate respect for one another. They may su ggest:
|
||
| Interactive Instruction: brainstorming |
Ask students to brainstorm a list of strategies they might use to evaluate information about HIV/AIDS. Examples from classroom discussion might include:
A Sample Checklist for Evaluating Health-related Information is provided as Appendix 6-B . It includes the following guidelines:
|
||
| Interactive Instruction: co-operative learning groups (Think-Pair-Share/1-2-4) |
The Think-Pair-Share instructional method is suggested as a means of having students list the consequences of not evaluating HIV/AIDS information. As they move from the Think stage to the Pair stage, prompt students to consider both short-term and long -term consequences. As they move from the Pair stage to the Share stage, suggest that they consider consequences not only for individuals, but also for friends, families, and communities. See Appendix 6-N for a sample workshe et entitled Sample Decision Making in the HIV/AIDS Unit (Grade 6). Debrief the Think-Pair-Share activity with a class discussion about the consequences of not evaluating HIV/AIDS information. |
||
| Independent Study: homework |
As indicated in the foundational objectives for Levels A, B, and C of this unit, students are expected to access and evaluate multiple resources for purposes of maintaining a current and dynamic HIV/AIDS information base. As stated in the Level C learn ing objectives, each student is to maintain an information base of at least three reliable sources. Here, at the end of Level B, each student is expected to write a goal statement upon which she or he designs an action plan. Below is an example of a student goal statement that reflects the grade level focus:
|
Student Assessment Techniques It is difficult to assess the degree to which students practise the principle of respect for persons in their day-to-day lives. Case studies, video tapes, and audio tapes can be used to assess students' abilities to identify day-to-day examples that su pport the principle of respect for persons. To assess students' abilities to identify testimonials, unsubstantiated claims, ambiguous statements, generalizations, purpose or intent, and so on, provide them with examples and non-examples and ask them to identify the examples. A group of assigned questions for journal writing can be used to assess the degree to which students have attained the learning objectives in Level B. In the first learning objective, students are to explore challenges of evaluating HIV/AIDS informatio n. Questions such as the following can be used to assess the degree to which students have attained that learning objective. What are some of the challenges involved in evaluating HIV/AIDS information? Which challenges are the most difficult? Explain why they are more complex or difficult than the others. In your opinion, which challenge is the highest priority to overcome? Explain why. In the fourth learning objective, students are asked to list strategies to use in evaluating HIV/AIDS information. The fifth learning objective uses the verb 'explore' in connection with consequences. Both learning objectives can be assessed by asking students to list five strategies for evaluating HIV/AIDS information and then expand on the consequences that could result if such strategies were not employed. Writing or typing responses to questions such as these may be appropriate for some students. F or others, it may be more appropriate to have them prepare their responses orally in the form of an audio tape. Student Evaluation Techniques for Level B of the Decision-making Process |
Learning Objectives Students will design and carry out an action plan to maintain an accurate, up-to-date, factual information base of at least three reliable sources. Students will evaluate their personal action plans and re-design them as necessary ( IL ). |
| Instructional Strategies/Methods |
Teaching Notes |
| Independent Study: learning contracts |
Each student designs a short-term action plan that can be carried out in a school term. The plan states specifically what the student intends to do. Remind students to do a 'feasibility check' before submitting their action plan. They should ask themselves, 'Can this action plan be completed in the amount of time I have allocated?'. Action plans also include a support system. Review the meaning of motivational support and moral support. Students should consider these when approaching someone to be the support person(s) for their action plan. Encourage students and support people t o set 'check-in dates'. Check-in dates are simply prearranged times for the student and support person to check and see if everything is on track. Such dates also provide an opportunity for students to give themselves small rewards. Grade 6 students may find it helpful to have an action plan outline with which to work. A sample outline can be found in Appendix 6-O , entitled Sample HIV/AIDS Education Action Plan (Grade 6: Affirm Standards). Allow class time for these to be completed or establish a submission date. The student, teacher, and support person(s) sign the action plan at the time of its design. An assessment of the plan can be conducted at this time as well. |
| Independent Study: learning contracts |
Evaluation and revision (step 6 of Level C) occur later in the term. The parties meet on the completion date to do a final evaluation of the plan. The evaluation process includes the student, the support person(s), and the teacher. |
Student Assessment Techniques A Sample Rating Scale for Assessing the Implementation of an Action Plan is provided as Appendix 6-K . It can be used later in the term to assess the degree to which the action plan has been completed. Student Evaluation Techniques |