Title: AIDS ; Am I at Risk?
Activity Page:
The word has leaked out than one of your teachers has AIDS. No
adult at your school site wants to talk about it. You don't know
who it is and now you are worried you may have been exposed to the disease.
You know that the school district is supposed to be teaching this topic
but you haven't learned about this topic in class and you feel that you
need some correct information. The major stumbling block is that
the School Board has been dragging their feet in developing and implementing
AIDS curriculum for high schools in your school district. Teachers have
not been trained to deliver this information to you. You want them
to get the necessary training so they can teach you the facts.
Review the following pieces of information.
Board Policy on Sex ed/AIDS? resources section
Letter to school from angry parent?
Letter to the editor from local AIDS advocacy group?
Your task is to research and prepare a presentation to your school board
to convince them of the importance of learning about this topic.
You want AIDS education to being immediately!!
You can make your presentation in various ways.
Video presenation (10-15 minutes)
Power point presentation (8-10 minutes)
Skit presentation (10-15 minutes)
Web sites:
Health framework requiring these topics
CDC: DHAP
- (Basic Statistics) - Cumulative Cases ,
DHAP
- (Basic Statistics) - Ten States/Territories and Cities Reporting Highest
Number of AIDS Cases
CDC-NCHSTP-Division
of HIV/AIDS Prevention Site Map
State Education code
The NAMES Project Foundation:
AIDS Memorial Quilt
CDC-NCHSTP-Divisions
of HIV/AIDS Prevention (DHAP) Home Page
Local and Community resources:
Sacramento has two agencies that are available to
help with AIDS education in the community
and the schools:Welcome
to the CTAP/SCORE Internet Academy Home Page
CARES - Center for AIDS Research and Education Services
(web site? )
SAF - Sacramento AIDS Foundation (web site?
)
We have also have the University of California, David Medical Center
(web site? )and UCD close by.
The Sacramento County Office of Education (web site for resources?
) is also a good resource.
You may have county offices of education, hospitals, clinics, and speciality AIDS facilities in your region; feel free to call them for information and suggestions for other resources.
6 The board unanimously approved your presentation; all high schools will be using the curriculum you have recommended at their sites.
5 The board has approved your presentation by a 2/3 majority; high schools may or may be using the curriculum you have recommended or some other AIDS curriculum.
4 The board has approved your presentation by a simple majority; high schools may continue to do what they want, as long as it addresses State Mandates.
3 The board has not approved your presentation. You must come back, with revisions to your presentation, to a future board meeting.
2 The board has not approved your presentation. You must come back, with major revisions to your presentation, to a future board meeting. Major issues were not addressed.
1 The board has not approved your presentation, because you were not ready to make the presentation and did not get on their agenda. Start over!!
The Standards Addressed
Biology/Life Sciences - Physiology
10. Organisms have a variety of mechanisms to combat disease. As a
basis for understanding the human immune response, students know:
a. the role of the skin in providing nonspecific defenses against infection.
b. the role of antibodies in the body's response to infection.
c. how vaccination protects an individual from infectious diseases.
d. there are important differences between bacteria and viruses, with
respect to their requirements for growth and replication, the primary defense
of the body against them, and effective treatment of infections they cause.
e. why an individual with a compromised immune system (for example,
a person with AIDS) may be unable to fight off and survive infections of
microorganisms that are usually benign.
f.* the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the
immune system.
Investigation and Experimentation
1. Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for understanding this
concept, and to address the content the other four strands, students should
develop their own questions and perform investigations. Students will:
a. select and use appropriate tools and technology (such as computer-linked
probes, spread sheets, and
graphing calculators) to perform tests, collect data, analyze relationships,
and display data.
d. formulate explanations using logic and evidence.
g. recognize the use and limitations of models and theories as scientific
representations of reality.
k. recognize the cumulative nature of scientific evidence.
l. analyze situations and solve problems that require combining and
applying concepts from more than one area of science.
m. investigate a science-based societal issue by researching the literature,
analyzing data, and communicating the findings. Examples include irradiation
of food, cloning of animals by somatic cell nuclear transfer, choice of
energy sources, and land and water use decisions in California.
On-line resources for teacher background:
Welcome
to the CTAP/SCORE Internet Academy Home Page
PRe-Publication
Version-Science Content Standards
Links to other locations within site: