Behavior=Values=Reputation, Author(s): John Mcmahon - Grade: Senior High - Subject Area: Health - Behavior is how we evaluate someone and put a value on his or her personality. Conduct a survey to see what value girls would put on a boy's reputation and what value boys would put on a girl's reputation if each were found with a STD.

Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Behavior=Values=Reputation	Author(s): John Mcmahon
Grade Level: Senior High	School Address: Herkimer 801 German Street
Subject Area: Health	School Phone/Fax: 315-866-1770

CONTENT KNOWLEDGE

Declarative	Procedural
Know cause of STD's methods of transmission.	Methods or procedures to find portal sites on the internet
Treatments/cures	AOL, Lycos Alta Vista Yahoo, URL's
Social consequences of getting the disease, not receiving treatment	Reader's guide to periodicals
Identify specific risk behaviors	Where to go for help outside of school: doctor, planned parenthood, Catholic Charities, Social Services
Statistics world, USA, New York State
Concept of vaccine and why there is not a vaccine for STD
Why the immune system breaks down with aids Safe sex vs. abstinence Trace the history of HIV from its earliest days

ESSENTIAL QUESTIONS

What would the results be to your reputation if you were diagnosed with a STD?
What could I expect from my peers if 'I were HIV+
With regard to character strength, why do some teens struggle with saying no to risk behavior while others have less difficulty
By a poll, would a STD effect the reputation more for females or males? Why?
It can't happen to me, but what if it did?
Why do we learn so little from the mistakes of others?
What motivates teens to put themselves at risk when their actions can lead to embarrassing and frightening results?

INITIATING ACTIVITY

Behavior is how we evaluate someone and put a value on his or her personality. Conduct a survey to see what value girls would put on a boy's reputation and what value boys would put on a girl's reputation if each were found with a STD.

Connection to State Learning Standards

Content Area: STD's behavior and personal reputation and values

Level: Senior High School - Grade 10, 11, 12

Benchmarks: See the dangers of STD's, how decisions are made with or without knowledge, How these decisions can effect pregnancy and reputation

Benchmarks: Where to go for help, What are the facts about HIV, What are the facts about other STD's

Standard: 1, Health, PE, HCS: students have necessary skills to maintain personal fitness. Students will utilize RWSL (reading, writing, speaking, listening) skills to demonstrate their understanding of personal and socially responsible behaviors; demonstrate an understanding of high risk behaviors, and STD's transmission and prevention. They will show respect for themselves and others.

Standard: 2, Health, PE, HCS: students acquire the knowledge and ability to create and maintain a safe & healthy environment. Students will use RWSl skills to demonstrate an understanding of the influences of culture, media, and technology in making decisions about their personal and community health environment. Students will allow their knowledge and understanding of valid health information products, and services.

Unit Theme: Values=Behavior=Reputation

Standard: #3 Health, PE, HCS: Students understand about their personal and communities lives.

Standard: ELA #1 and #4: Language for Information & Understanding Language for Social Interaction.

Benchmarks: Using RWSL skills, students will demonstrate their understanding of community resources, & reference materials; be able to list and discuss available resources, and services available

Benchmarks: Using RWSL skills students will show their understanding and sensitivity to the uses of language in discussing health issues pertaining to personal behavior; students will use proper terminology, showing their understanding of the differences between "street language" and more acceptable terms; identifying the need for different language in different social situations

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Know cause method of transmission symptoms, cure, treatment, consequences to social and personal reputation.
Where to go for help and facts.
Most common myths
Students will identify the social circumstances that teens get into that could lead to potential behavior with regard to STD's and HIV. Ex. alcohol being alone instead of groups. The learning aspects should be greatest when they search for alternatives.

Interview agencies. Examples of people to interview; Planned Parenthood, A teen mother, Crisis Center, Birth Right, Aids Support Groups

The survey must have two objectives: what do teens know and what they need to know.

Professional Speakers Internet document with STD and HIV Information. List of internet sites, Investigate television movies music that use sex but do not deal with the serious consequences. This media investigation will bring many different opinions. Breakdown lyrics to music, film, and TV programs. Students will evaluate these with a pre-designed Rubric. (Students will design the Rubric.)

The activities they will use is the textbook, Internet, New York State K-12 Instructional Guide to HIV.

All students will have to demonstrate computer skills. This includes normal operating procedures such as accessing codes, working the mouse, ability to find specific www sites, moving from portals like AOL, Yahoo, Hotbot, etc. They must be able to save and print. They must collect and store web sites, and make a class booklet with sites and sources, even if the site was not used. After the booklet is complete, it will be put on a disk and saved.

Discussion groups on risk behavior. Possibly, list on order of concern 1-10.

Before the six kits are presented, there will be a class on facts in a lecture form. This can be done by the teacher if there are time constraints, or by students themselves if no time constraints. This is necessary to get everyone to begin at the same starting point.

Skits by students can be done live or by film. It is recommended that if the skit is filmed, that students film it in an authentic teen location. (Teacher will preview the film prior to class presentation.)

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Write a TV sitcom that would show the pluses and minuses of making choices and how it will affect their reputation.

Watch a pre-assigned TV program and list as many times as they find comments or actions that direct thinking toward sex. Students should notice if there any mention of consequences for this attitude.

Read into Music. What message is the teen getting from these lyrics.

Create a list of all the pressured that happen to a teen in one day/week.

With regards to computer skills some though will be given to individual as opposed to overall knowledge. Not all students will begin in the same place.

Assemble Information from the computer.

Skits

The first skit will be a conversation about how STD's are/are not transmitted diseases.
Students will tell their parents that they have an STD. (Students will play all the roles and responses.) Because there are multiple possibilities regarding responses to this skit, there will be several versions. After the skit, students will discuss which reaction was most realistic.
A boy will have to tell his girlfriend that they have an STD and that the girlfriend should be checked. The second will involve switching the gender roles. Discussion will follow on the audience reactions.
Skit will consist of myths and truths. Following the skit, students will break down the myths from the truth.
This skit will have a boy who doesn't know if he should tell his platonic girlfriend that he has positive HIV. The skit will involve his thought process. There are three options. His options are, to tell her and have everyone know. (Lose the chance of confidelity.) Don't tell her and have sex. Break up with her and don't tell her.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Comparing

Classifying
Inductive Reasoning

Deductive Reasoning

Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
Other:

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcomming constraints or lmiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale
Weights
4
3
2
1

NOTE: Rubric or other performance asessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]

Score Point 2	Score Point 1
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]

Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Technology Adept - Uses the Internet to Enhance Products

Skilled

Yes

Can access the Internet (set computer up to access, add/use bookmarks, send/receive E-mail

Can conduct searched on specific topics

Can narrow search (collect quality sites and reduce to the best sites)

Can download and print pertinent information

Can organize information and all materials to meet presentation objectives

Taking and Using a Poll or Survey

Student or group name __________ date __________

Survey questions

Skilled

Yes

Limited in number

Briefly and clearly phrased

Neutrally phrased

Asked for specific information

Allowable answers manageable

Polling Process

Skilled

Yes

Population sample (random all populations and subgroups, adequate number)

Survey delivered or asked without bias or comment

Survey completed with limited time frame

Avoid possible interfering factors. Such as other surveys pep rally or other major school functions which could impact results.

If written, format is clear and readable. (Typing is preferred.)

Analysis and Use of Survey

Skilled

Yes

Draws fair controlled, and reasonable conclusions

Relates results to other factors. (In this case, the students will predict results before the survey, common sense possible interference)

Unit Schedule/Time Plan:

Written Overview:

Exhibiting Products and Skills

The Product Was Well-Prepared

Skilled

Yes

Well Planned

Prepared with care.

Completed on time.

Exhibition of Product Was Well-Prepared

Skilled

Yes

Was organized (had a good plan)

Used visuals to help others better understand the product of skill

Exhibition was well-displayed

Presentation was practiced several times

Presentation of Product Was Skillful

Skilled

Yes

Made Eye Contact

Said only what was necessary

Stayed on topic

Answered questions

Exhibition of Product Showed Knowledge

Skilled

Yes

Showed evidence of considerable research or practice on topic

Showed good depth of knowledge

Showed or gave concrete examples to support

Major Projects

Skilled

Yes

General Considerations

Completed on time

Complete as assigned

Complete-details finished

Fits the accepted standards for decency of this school/community

Technical Applications

Skilled

Yes

Used technical equipment, such as camera, computer, lighting, stage, puppets, tools, etc.

Used materials, such as paint and canvas, costumes, wood, etc.

Used equipment and materials carefully, properly, and creatively

Communication

Skilled

Yes

Communicated the intended message clearly

Message is pertinent (valid, specific, insightful, pertinent to assignment)

Message is appealing, interesting, thought-provoking for intended audience.

Research

Skilled

Yes

Written and interviewed sources are current, valid, multiple/varied, etc.

Research is valid, clear, specified, complete

Research is properly and clearly cited

Special Considerations

	Skilled	Yes	No
Used current concepts and skills