This unit is devoted to providing a real-life scenario for a real-life situation where young adults can learn about issues related to HIV and AIDS.  The intended audience for this activity is college students in their first four years of school, but can be used for any age.  The length of this unit should be approximately five-one hour classes.  The last class is the culminating activity of students teaching each other as a way of sharing learned information.

Background Information

Teaching health poses the challenge of providing students experiential learning experiences without actually engaging in high risk behaviors.  In this iAdventure, "It Could Happen To You" students are able to make a life choices on sexual intimacy and see the effect of those choices.  Topics researched are the association between HIV and AIDS, myths and realities of HIV transmission, testing procedures, signs and symptoms of AIDS, and what constitutes safe sex.  This iAdventure culminates with the students teaching each other regarding choices they did not make.

One of the challenges in teaching health is provide experiential learning experiences.  This iAdventure provides students the opportunity to make choices regarding sexual activity and  experience the possible consequences of these decision.  By students making choices regarding their behavior, they can experience how those choices may affect their lives.  They also are able to learn how by researching information, they can make informed health care decisions.

Show-Me Standards

Goal or Health Standard	Learning Objectives
H/PE 1	Recall body fluids through which HIV is transmitted
H/PE 2	Recognize behaviors known to transmit HIV
H/PE 1	Illustrate  on a graphic organizer and understand the transmission of HIV in the blood
H/PE 6	Apply the information regarding how HIV is transmitted to distinguish myths from facts regarding transmission
H/PE 3	Identify ways to protect against HIV transmission
H/PE 3	Identify the two tests that detect the presence of HIV antibodies
H/PE 3	Recognize common signs and symptoms of HIV
H/PE 3	Recognize common treatments of HIV
H/PE 5	Study how HIV can spread to large numbers of people, especially women and teenagers.
H/PE 2	Evaluate the physical and emotional effects of a person with AIDS as well as the effects on their families and friends
Goal 2.4	Speculate about how you would react to the disclosure of a friend’s HIV positive test results.
Goal 4.4	Explains and provides reasoning for supporting decisions on responses to HIV questions.

Resources Needed

For this iAdventure you will need you will need access to enough computers for your students to work either individually or in pairs.  Print out of "teacher documents" (see below).  For ease in grading you can print a copy of the sample rubric.  It can be modified to meet your individualized needs.
 
 

Web Resources Used in this iAdventure

Click Here to link to a printable document of web resources used in this iAdventure.

Printable Teacher Documents

These are documents that are used in this iAdventure.  If you would like answer sheets to the Activity Sheets, please email me at:  aiv77120@cmsu2.cmsu.edu.
 
 

Anticipation/Reaction Guide	K-W-L Chart	Web Resources
Activity Page 1	Activity Page 2	Activity Page 3

Creating Conclusions and Student Products

My goal for this iAdventure was to truly have the students put themselves in the situation of having to make decisions that they hopefully will never have to make.  All students as part of their final activity are to take a "Health Risk Assessment" for determining their risk at contracting HIV/AIDS.  THis should provide them a introspective look at their own lifestyles.  This activity was NOT meant to be a high-stress activity, with emphasis on grading.  The purpose of the conclusion is to share information with other students. This is a cooperative activity in which the students will exchange information as they demonstrate their understanding of the content material.

This projects culminates with one student teaching another student who chose differently from you on the final dilemma (Not To Test/To Test).  This way no one misses out!!!   It also includes the student being able to learn from another student about the choice they did not make.  As an example, if they chose "Yes" to testing,  they would be sharing  information with a student who decided "No" to testing.  What  will be taught will be determined by the other person's completed K-W-L Chart.  I would randomly choose final partner after evaluating the number of students who chose each option, so to even out final numbers.  After they have been assigned a partner, they will have one class period to prepare your teaching.  THis gives them time to organize and meet the needs of the student they are teaching.  The class will be presenting to each other at the same time.  During this time I would be going around the class evaluating your informal presentation.  Upon completion, all  materials used in this conclusion would be handed in.

Click here for printable rubric.

Any activities requiring action throughout the iAdventure are in italics.

Sample Rubric

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Name __________________________________Topic Taught___________________________

	Beginning 1	Developing 4	Accomplished 7	Exemplary 10	Score
Contribute
Research, Gather Information	Does not collect any information that relates to the topic.	Collects very little information--some relates to the topic.	Collects some basic information--most relates to the topic.	Collects a great deal of information--all relates to the topic.
Share Information	Did not share information requested per  K-W-L chart	Relays 2 of the 5 requested information	Relays 4 of the 5 requested information	Is able to answer all five areas identified on  K-W-L Chart
Completion of Assignments/Puncuality	Does not hand in any assignments.	Completion of 2 of the 4  Activity Pages	Completion of 3 of the 4 Activity Pages	Completes all assignments on time and as instructed.
Completion of Assignments - Thoroughness and thoughtfulness in answer completion	Brief answers, with little thoughtfulness in writing	Answers with basic information.  Little justification or reason for answers	Answers with basic information.  Some justification and reason included, but not throughout all questions.	Answers complete, with well thought out solutions and justification for response
Oral Presentation to Other Student	Minimal talking with other student.  Mostly shows notes and handouts.	Either gives too little information or information which is irrelevant to topic.	Offers some information--most is relevant. Limited amount of materials.	Can verbally explain and teach the other student.  Uses a variety of teaching methods.
Listen to Other Partner	Is always talking--never allows anyone else to speak.	Usually doing most of the talking--rarely allows others to speak.	Listens, but sometimes talks too much.	Listens and speaks a fair amount. Lets the partner ask questions to further their understanding
Participation in class activity	Missed classes without preapproval of instructor	Comments regarding topics not also always appropriate	Present with willingness.  Limited interaction	Participated with willingness.  No negative language associated with topic heard.
				Total	70

 

Acknowledgments

Thank you to Stan Smith for all your patience and understanding to those of use who are computer impaired.  Thank you also to all my creative classmates, who provided me inspirational ideas.  You made the whole process fun!

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