<img src="https://d5nxst8fruw4z.cloudfront.net/atrk.gif?account=iA1Pi1a8Dy00ym" style="display:none" height="1" width="1" alt="" />

# 7.3: Activities and Answer Keys

Difficulty Level: At Grade Created by: CK-12

## Activity 6-1: What to Say and How

### PLAN

Summary In this activity students assume the roles of two teenagers who are sexually active. These teenagers must cope with the issue of a sexually transmitted disease. Students write the dialogue they imagine these two people must have had as they try to save their relationship.

Objectives

Students:

\begin{align*}\checkmark\end{align*} develop strategies for honest and open communications.

\begin{align*}\checkmark\end{align*} recognize the responsibility of each person in a relationship to protect themselves from STDs.

Student Materials

• Activity Report

Teacher Materials

• None required

None required

Estimated Time 40 minutes

Interdisciplinary Connections

This activity has connections to Guidance/Health, Language Arts, Science.

Prerequisites and Background Information

A working knowledge of what STDs are and how they can be prevented.

### IMPLEMENT

Introduce Activity 6-1 by reviewing the situation between Chris and Neeley described in the text on page 44.

Step 1 Divide the class into pairs. Give each pair an Activity Report. Assign each pair one of the dialogues. More than one pair will do the same dialogue. For example, if there are 8 pairs in the class, 2 will do dialogue number one, two will do dialogue number 2, and so on. They should use the relevant questions in their section to help guide the written dialogue between the characters that they create.

Step 2 Give the pairs 5-10 minutes to write about their specific dialogue in response to the scenario. Here are the rules for writing dialogue.

• Neither of the writers may talk to each other.
• The first character (writer) starts the conversation by writing something relevant on the paper.
• The paper is then given to the other character (writer) who must respond to what has been written-in writing only!
• The paper is handed back to the first character who then must respond, in writing, to what has been written until the dialogue is complete.
• Remind the pairs to stay focused on the questions and topic. It is essential to emphasize that no talking may occur. All communicating must be done in writing.

Step 3 The paper upon which all the writing has occurred is now the script. The pair can review the script and edit it as needed. When the groups have completed their scripts, have each group read their script to the class with emotion and enthusiasm. Or you can have one pair read their script to another pair if you want things to move faster.

Conclude Activity 6-1 with a discussion of how realistic the scripts were and what the students would have done or not done in a similar situation. Points that should come out include:

• take responsibility for yourself and prevent STDs
• recognize some of the common symptoms of STDs
• determine at least three things one can do to avoid STDs

### ASSESS

Use the scripts and the discussions to assess if students can

\begin{align*}\checkmark\end{align*} develop strategies of good communication.

\begin{align*}\checkmark\end{align*} recognize common symptoms of STDs.

\begin{align*}\checkmark\end{align*} determine ways to protect themselves from STDs.

• A suggested response will be provided upon request. Please send an email to teachers-requests@ck12.org.

How might drugs and alcohol affect the spread of STDs?

Campaign against STDs Students design a button, a bumper sticker, and a sign promoting sexual health and the prevention of STDs. As a class, select a few and host an STD prevention week at school.

• A suggested response will be provided upon request. Please send an email to teachers-requests@ck12.org.

Why would women have a higher risk of getting gonorrhea than men? (Hint: Think back to what you learned in the previous section about STDs.)

## Activity 6-2: STD Handshake

### PLAN

Summary In this activity students use handshakes to represent sexual intercourse. They track the number of people who would be infected by an STD through sexual contact with multiple partners if one original member of the group is infected.

Objectives

Students:

\begin{align*}\checkmark\end{align*} recognize that having sexual intercourse with one person also involves being exposed to whatever the previous partners of that person have been exposed to.

\begin{align*}\checkmark\end{align*} determine that while taking precautions can reduce the risk of infection and cut down on the numbers of people infected, it does not eliminate all risk.

Student Materials

• One index card per student per round played (generally 2 rounds)

Teacher Materials

• Clipboard or paper for tallying results and keeping track of the game

For Round 1:

Count out enough index cards for each student to have one.

Mark one index card on the back with an X.

For Round 2:

Count out enough index cards for each student to have one.

Mark one index card on the back with an X.

Mark 2-4 index cards on the back with the letters C+S.

Mark one index card on the back with the letters C+S failure.

Estimated Time 40 minutes

Interdisciplinary Connections

Social Studies Find out about times in history when plagues or other diseases have decimated entire populations (such as the “Black Death”). How were they eventually stopped? What was their impact on the cultures that they affected?

Language Arts Immediately after the game have students orally, or in their journals, talk about what it felt like to find out that they had or had not been infected with an STD during the game.

Math Keep track of the results of each round of the game. Calculate the percentages of people infected in each round. Discuss the differences in rate of infection in each round. Find a way to graphically represent the results. Predict how the numbers would change if the variables changed. Run Round 1 a second time and see if it comes out differently due to random selection.

Prerequisites and Background Information and Skills

The teacher should have read Section 7 on AIDS.

### IMPLEMENT

Introduce Activity 6-2 If necessary, have students read or review Section 6 in their text. Go over the instructions for this activity in the student edition. It is important to point out that, although STDs are NOT passed on through casual contact such as shaking hands, shaking hands is being used in this activity to REPRESENT sexual intercourse. Tell them that, although this activity seems fairly complicated, it will work well if they listen carefully for instructions and stay focused. They have to make sure that they list their signatures in proper order, and wait until the teacher tells them that it's their turn to speak. You may need to have a practice round first.

Steps 1-2 Hand out the index cards for the first round. Remind the person with an X to stay quiet about it. Tell them to begin shaking hands and getting signatures. Watch to make sure that they understand the process, and correct them if you need to. Give students about 5-8 minutes to get all signatures.

Steps 3 - 4 Have everyone stand very still. Ask the person with the X to come forward. Explain that this person was infected with an STD (such as AIDS or gonorrhea). That person will then slowly read the names of the five people with whom he or she had contact. Those people have now been infected with the same virus. If a student's name is on the list, he or she must then step forward and read the names of those people whose hands they shook AFTER having contact with the infected person. In other words, read the names of those people who signed their card AFTER the person who infected them signed the card. These people have been infected, too, and must come forward.

Steps 5-7 Next, the new people read the names of anyone with whom THEY had contact AFTER being infected. All people who have been infected take turns doing this until all infected people have been identified. A name may be called more than once, but that person only needs to read their list the first time. The second time just means that they were exposed again. However, since they were already infected before, it does not change the chain of people affected. Have all the infected people stand together on one side of the room. How many members of the class did the original person infect?

Steps 8-10 In Round 2, there are more options on the backs of the index cards. C+S means condom with spermicide, which saves (protects) the person from infection. C+S failure means the protection didn't work, and the person became infected. The more cards marked with C+S, the more dramatic the reduction in infection will be. You can continue beyond Round 2 if you wish, changing the number of precaution cards each time. Or you can add other variables, such as cards marked with M for monogamous (the person with that card can only be infected by the person whose card they sign first) or A for abstinence (the person marked with an A cannot be infected by anyone, since the person does not have sex).

Step 11 Keep track of the number of infected people in each round on your clipboard, or appoint a student to be a recorder rather than a participant so that the name of each infected person can be written on the board as it is identified.

You might want to try a run through with a few willing friends or teachers at a faculty meeting to see how the process works.

Conclude Activity 6-2 by debriefing the class after the game to discuss the results. Make sure they know that the chances of catching an STD are reduced by limiting the number of sexual partners and/or taking precautions. But emphasize that not having sexual intercourse is the only way to guarantee that they will not be infected. Students should also see that you can't always accurately determine your risks. This is because you don't always know the sexual history of the person you are with, and a person may appear symptom free even though she/he is infected with an STD.

### ASSESS

Use the class discussion at the end of the activity to assess if students can

\begin{align*}\checkmark\end{align*} explain that precautions reduce, but do not eliminate, the risk of contracting an STD.

\begin{align*}\checkmark\end{align*} recognize that having sex with one person also means being exposed to whatever the previous partners of that person were exposed to.

How would having a sexually transmitted disease affect your life and the lives of those around you?

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
1. What are STDs and how do they spread?
2. What kinds of symptoms might lead a person to suspect an STD?
3. What is the general five-step procedure for treating STDs?
4. Dr. Brown offered Chris some important advice about avoiding STDs. What three pieces of advice were suggested?
5. What are two STDs caused by viruses?
6. How do you cure viral infections? How do you cure bacterial infections?

## Activity 6-1 Report: What to Say and How (Student Reproducible)

Look back in your text to the section with Chris and Neeley found on pages 44-46. Review the situation. Then write the dialogue with your partner that your teacher has assigned to you.

Dialogue 1

Go back to the time when Chris has not yet seen the doctor. Instead of canceling the date and avoiding the entire situation, suppose Chris decides to go to Neeley's home. They start to make out, and Chris gets nervous. Write a dialogue between Chris and Neeley in which he tells her about his symptoms and why he doesn't want to have sex.

Guides:

• Describe how Chris might feel.
• Describe Neeley's reaction and how she might feel.
• Do they break up? Why or why not?

Dialogue 2

Chris has now seen the doctor. He knows that he has gonorrhea. Write a dialogue between Chris and Neeley when he tells her about it. She has to face the possibility that she, herself, may be infected though she may not yet have the symptoms.

Guides:

• Does she blame him?
• How does he react?
• Who should have taken responsibility for using condoms?
• Do they break up? Why or why not?

Dialogue 3

Neeley is concerned about her health, but feels very uneasy about going to the doctor by herself. Write a dialogue between Neeley and her mother when she goes to her for help.

Guides:

• How should Neeley break the news to her mother?
• How should the mother react?
• How does the mother's reaction affect the relationship between mother and daughter?
• What does the mother finally do for her daughter?

Dialogue 4

Write a dialogue between Chris and his old girlfriend Terry when he tells her he has gonorrhea.

Guides:

• Does he blame her for infecting him?
• How does she react?
• Who should have taken the responsibility for using a condom?
• What feelings do they now have for each other? Why?

### Notes/Highlights Having trouble? Report an issue.

Color Highlighted Text Notes

Show Hide Details
Description
Authors:
Tags:
Subjects:
6 , 7 , 8
Date Created:
Feb 23, 2012
Apr 29, 2014
Save or share your relevant files like activites, homework and worksheet.
To add resources, you must be the owner of the section. Click Customize to make your own copy.
Image Detail
Sizes: Medium | Original

CK.SCI.ENG.TE.1.Human-Biology-Sexuality.7.3
Here