Health Module

Unit 5:  Examining Health Conditions

Lesson 1:   Examining HIV/AIDS

Materials Needed:

Notes The medical information contained in this lesson is derived from Centers for Disease Control and Prevention (CDC) materials, Nemours Foundation materials and the Whitman Walker Clinic of Northern Virginia. While these are reputable sources for health education, the information here is not to be considered medical advice.  For personal medical advice, see a health care professional.

Notes HIV/AIDS can at times be a difficult subject to address with learners. The lessons in this unit are structured so that the teacher is not the source of information on the topic. Learners are prompted to collect and discuss the information that is available on the topic.

Word Bank:  

disease prevent  
infect       deadly  
immune cure
saliva treat
contact  heterosexual
piercing decreasing
cumulative

Notes More vocabulary arises in the different websites used.  These vocabulary words are defined on the handouts.

Introductory Activity:  What do you know about HIV and AIDS?

  • Today we are going to look at one disease that affects the whole world: HIV/AIDS.  What do you know about it already?  What do the letters stand for?  [Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome.]  Is it a problem in your country?  Is it a problem in the United States?

Activity 1:  True/False Quiz

  • Now I'll give you a quiz to see what you know about HIV/AIDS.  Write your answers.  When you finish, compare answers with 2 or 3 other students, then we'll check them together.

Distribute Handout 1, HIV/AIDS True/False Quiz to students.  Answers and explanations are provided on the teachers' answer key.

  • Did you learn anything new?  Did any of the answers surprise you?  Did the statistics surprise you? 

Activity 2:  Researching HIV/AIDS

  • Now we are going to do some research on HIV/AIDS.  What does "research" mean?  (Elicit responses.)

  • Research is looking for new information about a subject.  We are learning about HIV/AIDS, so we are going to use the Internet to find more information about it.

Have the students count off into 4 groups.  Each group will get a different handout. 

Notes There are 4 handouts for Activity 2, each with its own research topic for this activity.  Each handout gives instructions on what web pages to use to find answers.  The web pages have been selected for accuracy and simplicity.

  • We have 4 groups.  Group 1 will be working on the research topic HIV/AIDS statistics.  Group 2 will be working on HIV/AIDS effects and symptoms. Group 3 will be working on HIV/AIDS prevention and treatment. And Group 4 will be working on HIV testing.

  • You'll see instructions about how to do your research on the handout.  Work together with one partner from your group on the computer.  Your group should sit at computers near each other so you can help each other.  Write down the information you find on the handout.  

Learners conduct their web research.

Activity 3:  Preparing Presentations

  • When you and your group have finished the handout, everyone in your group will work together to prepare a presentation for the class.  I'll give you paper to make posters for your presentation.  You need to teach the information your group learned to the rest of the class. 

  • Give everyone in your group different jobs to do.  For example, some people can make the posters, and some can speak during the presentation.  Make sure you explain everything clearly to the class.  You might want to teach some new vocabulary words first.  Maybe one person can be the vocabulary teacher.

Notes Giving everyone a different task helps build teamwork and communication skills, in addition to ensuring that no one sits idle.

Give students adequate time to prepare and practice their presentations.  You might want to do the presentations in the following class session to give more preparation time.

Activity 4:  Giving Presentations

  • Now each group is going to give their presentation to the class.  I'd like everyone who is listening to take notes on new information during the presentation.  When a group is finished, You can ask questions when they finish.  Then I'd like you to write down one thing you liked about their presentation on a small piece of paper and give it to the group.  

          Notes Writing a strength of the presenters ensures that the 
          audience pays attention and the presenters are encouraged 
          by their public speaking experience.

Discussion/Writing Expansion Topic:

  • Some people in this country feel that education about safe sex is the best way to reduce the spread of AIDS. Other people say that people shouldn't talk about safe sex, that it's better to talk about no sex unless you’re married. What do you think? What is the best age for people to start learning about preventing HIV, and what should people say to educate others?

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