HIV Transmission Simulation (And, More Posts ARE Coming!)

NOTE: As long promised, here is my updated take on the HIV Transmission Simulation as created by the fine folks over at Advocates for Youth.

Despite my absence from blogging here, this blog still attracts roughly twenty unique visitors a day. Traffic mainly comes from Google, and after being made aware of this information I'm going to make an effort to contribute to this blog more often. With the AAHPERD Convention coming up, I'm back on a professional development kick! 

The HIV Transmission Simulation is easily one of my favorite activities I've used in my career as a health educator. Originally created by the organization Advocates for Youth, I have used this lesson successfully many times. I've also added some enhancements to the lesson. It does require some initial set-up time, and you'll probably have to buy most of the materials yourself. But, it always leaves a big impact in the minds of my students, and it helps to bring a very important point close to home. Check out the reactions of some of my students from when I first used this activity in 2010.

I've embedded the lesson plan in PDF form below. If you want to see a copy you can print out, please click here. I've also taken it upon myself to identify, in red writing, things that I myself have added to this lesson. Some of these ideas were my own, and others from past professors/teachers/friends. I will be teaching this lesson in the near future to one of my eighth grade classes that is behind the others, so I hope to put up some pictures in the near future.

The original lesson plan from the Advocates for Youth website can be found here. As educators, we are very fortunate that organizations provide teaching materials on their website for free that can enhance what we do in our own classrooms. The original activity is fantastic in itself, I just added some tweaks in order to create different experiences in my classroom. I do not take credit for the original lesson at all; in fact I've seen this concept done in many ways: using index cards and shaking hands, with liquid and chemical indicators, etc.

Future Posts (already written and scheduled to post!):

Saturday 2/25: Sticky Notes (classroom management technique)

Wednesday 2/29: Marijuana Vocabulary Activity (applicable to all levels)

As always, please e-mail me with any questions, comments, or concerns. Also, be sure to check out another blog I co-created with my roommate, Matt: Positive Living. 

Great Resource: The Sexuality Information and Education Council of the United States

As my career as a teacher develops, I find myself looking for more ways in which I can be an advocate for my profession. Staying up to date on policy initiatives can be tough to do due to reading through political news and jargon. For issues relating to sexuality education, The Sexuality Information and Education Council of the United States is a fantastic resource to do just that!

SIECUS was founded in 1964 and provides fact based information relating to sexuality and sexuality education, and is recognized as a leader in those fields. Information from SIECUS is geared towards educators and other professionals, the general public, and parents. Information comes in the form of fact sheets, policy updates, special reports, community action updates, research updates, profiles based on specific states, etc. Additionally, SIECUS has other websites under its umbrella containing lesson plans, community action tips, and more. NOTE: Information about these sites should be appearing in posts throughout the first part of 2011!

All information provided by SIECUS is detailed and comprehensive. I checked out the link for the state profile of Massachusetts, and was almost overwhelmed with data and information! State laws relating to sexuality education in public schools (opt out laws), results from recent Youth Risk Behavior Surveys, other sexual health statistics, programs in public schools (with information on submitting information from your district), and Federal funding. It would be interesting to compare your state to other states, noting similarities and differences. College students could look for patterns based on the political landscape, too.

Of particular importance to health educators and others wishing to impose policy change is the contact information on organizations that both support and oppose comprehensive sexuality education. This is helpful to identify allies and opponents, and makes it easier to further research specific stances, policies, and initiatives that organizations have been known to support or oppose. A list of major newspapers in Massachusetts is provided, but local papers are not included.

SIECUS provides a Community Action Kit for those willing to undertake the role of advocating for sexuality education. A more detailed post on the Community Action Kit will be written; I may blog about my experiences using it as a step by step process during 2011, but considering everything else I have on my plate, no promises!

All in all, SIECUS is a must read website and an organization that can help put accurate information into the hands of those who need it most. More health educators and public advocates need to take it upon themselves to publicly address issues relating to sexuality education! I hope to do the same this year. I only wish that the website would provide contact information for advocates who have undergone he task of creating change in their communities. Collaboration and the sharing of ideas among advocates can only help those new to policy change, but I can see that the SIECUS website might not be an appropriate forum for this sort of information.

As always, please e-mail me with any questions, comments, or concerns.

Note: All information relating to SIECUS was obtained from its website, linked above.

HIV/AIDS: Using "Dispatch: Zimbabwe" in HIV/AIDS Unit

One of my favorite units to teach is the HIV/AIDS and other STDs unit that is in our eighth grade health curriculum. I often supplement material contained in our curriculum with material from outside sources, because I find it a fascinating topic with so many things to bring to the classroom and add to the experiences of my students. I could spend the whole trimester on this one topic! The transmission simulation activity is perhaps the favorite in the eyes of my students, but I enjoy trying to get my students to see the big (global) picture with the HIV/AIDS epidemic. Last year I used two video resources during this unit, one from PBS Frontline which I use to show short clips about the beginning of HIV/AIDS.

The second resource comes from one of my favorite bands, Dispatch. Although the three members no longer play together, the band's impact is still felt throughout the way in which they reach out, globally, to help those less fortunate than them. Dispatch is huge on advocacy work, and the members frequently travel to other countries in order to help others.

In 2007, Dispatch reunited for a three performance stint at Madison Square Garden, and sold out each night. The benefit concerts, entitled "Dispatch: Zimbabwe" were designed to raise money to fight famine, disease, and charities in Zimbabwe. During the concert (and on the DVD of the concert) Dispatch created small vignettes about a variety of topics. One is entitled, "Health."

The "Health" vignette focuses on HIV/AIDS and its impact on a man named Eria. The five minute clip provides a nice introduction to the global issues of HIV/AIDS, although it does focus on how it is affecting Zimbabwe. I use it as an introduction to a class discussion on the global impact of the disease, in which I use some maps from organizations that are trying to reduce the spread of HIV/AIDS.

I've embedded the video below.

PBS Frontline in the Classroom

I'm not a big fan of using videos in health class. Even if I did use them a lot, I wouldn't have enough time in 45 minutes to use a decent full-length video, and would never dare to take up multiple classes unless the video was REALLY good. I do use video clips in a variety of ways, especially if I can find one that's up to five minutes long and can introduce a topic, reinforce a point, or tie together loose ends during a lesson.

In order to use video clips, I use a Firefox add-on to download YouTube videos. I can't access YouTube at school, so I make sure to get the leg work done at home. However, sometimes I find a longer clip that begs to be shown, and sometimes this happens to be streaming online.

Enter PBS Frontline. I used this last year during a unit on advertising (using resources and clips from The Persuaders) and I just recently showed some clips as part of our ongoing unit on HIV/AIDS Education. I used parts of two clips, about twenty minutes total, in some of our past classes. The episodes can be viewed online in segments, eliminating the need to download any videos. The segments break up longer episodes, making it easier to pause and ask questions/refocus students during segments.

Frontline contains episodes about a myriad of topics, and the collection of episodes on their website is extensive. If you click on the "Watch Online" link, there are consistent episodes going back to 2003, with a few select episodes going back to the 1980s. A great advantage of using Frontline clips/episodes is the extensive amount of extra material accompanying each topic. Interviews, timelines, maps, charts, articles, etc are all provided. These resources can prove to be a huge asset when trying to supplement curriculum material or expand upon information on a higher level. I highly suggest you try using clips from Frontline in your classroom!

If I do use longer videos in class, I have a specific exercise students complete as the video plays. I'll be sure to post that soon. As always, please e-mail me with any questions, comments, or concerns.

HIV Transmission Activity: From the Students

EDIT: I have updated the HIV Transmission Game handout (which a number of people have downloaded!) in the original post. I tweaked something to represent condom usage that I included in my blog post while leaving it out of the PDF. You can find the updated link in the original HIV Transmission Game post.

After completing the activity in class with my 8th graders, I had them write a reflection for homework. My only requirement was that it be ten sentences minimum. Some students wrote less, and many wrote more. The first two examples below are in their entirety; the others are selected quotes.

All sentences are posted exactly as written (sic):

"Today's health class (Feb. 24) was very interesting. I could tell that the whole class pretty much liked that activity. It was different, we learned something from is without having to sit in our seats. It shows how fast and how easy it is to pass around HIV or any of that. In my opinion, that is not good at all. I don't know much about the stuff in this new unit, but I can tell that we will all learn a lot. HIV, STD's, and AIDS can be very dangerous. I hope everyone learns that so they will know. It would be fun to do another activity like this in the future."

"1. At first, I was wondering about some things in he activity.

2. When we found out at the end, I thought the activity was really messed up, but on second thought, what we learn in Health is usually messed up.

3. The activity surprised me at how fast and how much HIV can spread.

4. I got HIV from Peter, who got it from Jenna, who got it from David.

5. Even though I was surprised at how much it can spread, I doubt many people really "get together" with others that often as demonstrated in this.

6. I was partly scared too find out the only way to be 100% not to get HIV is to, not, you know, "get together."

7. If this is just the beginning, I don't think I want to know what we're doing next.

8. This sentence may be off topic, but I'm glad Mr. Bartlett said we're not going to see pictures.

9. It occurred to me that if a person has HIV and doesn't know, it could turn into a big problem.

10. One thing I want to know, though, is the difference between HIV and AIDS."

Note: I told them at the beginning of the unit that I would not show them any pictures of what STD's on the body look like.

"I liked how we were actual able to understand the material we are required to learn by doing it in a fun way, rather than out of a textbook or taking notes."

"The HIV disease never seemed very real to me...until now."

"It was fun because we go to get up and walk around but boring depending on what you got in your bag." (This student had the abstinence card)

"I thought it worked well, for after it was finished I had a lot more knowledge in the subject area. This is a little awkward to learn about, but it will be very educational."

"It's really creepy when you see the whole web of people."

Overall, the lesson was a success! Other students in the school asked me about the lesson during my lunch duty, and a teacher brought it up too. After we went over the discussion questions during the lesson, I could tell the students were thinking about what we just simulated. Hopefully it will encourage them to make good decisions in the future! I have received similar feedback from the alcohol simulation stations lesson in seventh grade.

HIV Transmission Activity

NOTE: This post is in the process of being edited for reposting, due to its popularity. Please check back later this week (the week of 2/6/2011) for a re-post!