User login
Navigation
Calendar
«  
  »
S M T W T F S
 
 
1
 
2
 
3
 
4
 
5
 
6
 
7
 
8
 
9
 
10
 
11
 
12
 
13
 
14
 
15
 
16
 
17
 
18
 
19
 
20
 
21
 
22
 
23
 
24
 
25
 
26
 
27
 
28
 
29
 
30
 
31
 
 
 
Add to calendar

W3C CSS   W3C html
Sample header image
Font size: Increase or decrease font size Decrease font size Increase font size

Curriculum

Sample AIDS Curriculum — Scope and Sequence

 

AIDS IS A
DISEASE

AIDS IS PREVENTABLE

AIDS AFFECTS
US ALL

AIDS HELP
IS AVAILABLE

 
  Concept: There are some diseases that are infectious. AIDS is an infectious disease. Concept: There are learnable skills that will lead to a healthful lifestyle. There are also specific methods of prevention for HIV infection. Concept:There are some social and economic implications of AIDS. Concept: There are community and area resources for information, help, and counseling.
         
  Goal I: Students will recognize the causes and characteristics of infectious and non-infectious diseases. Goal II: Identify the methods of prevention for HIV infection. Goal III: Evaluate the effects of disease on individuals, families, communities, and societies. Goal IV: Recognize the roles and responsibilities of local, state, and national health professionals, organizations, and agencies.
         
  The student will: The student will: The student will: The student will:
         

KINDER-
GARTEN

  • Describe the difference between being sick and being well.
  • Understand that some diseases are "caught" and some are not "caught."
  • Identify and practice healthy behaviors that reduce the chance of becoming sick
  • Recognize that people need friends both when they are well and when they are sick.
  • Identify health helpers.
         

FIRST
GRADE

  • Identify common infectious and non-infectious diseases.
  • Describe how common communicable diseases are usually spread.
  • Identify and practice healthy behaviors that reduce the spread of infectious diseases.
  • Describe how family members show care and help one another during times of illness.
  • Explain why immunizations are given before entering school.
         

SECOND
GRADE

  • Understand that communicable diseases are spread from one person to another in a chain effect.
  • Explain how good health habits prevent disease.
  • Understand personal responsibility in the prevention and control of disease.
  • Recognize death as a natural step in the life of animals and humans.
  • Recognize the need to express emotions about death and loss to friends and family.
  • List local health resources including the health department and licensed professionals.
         

THIRD
GRADE

  • Understand that some diseases are caused by microorganisms including viruses and bacteria.
  • Understand that the immune system helps protect the body from disease.
  • Identify infectious diseases that have been controlled.
  • Identify personal actions necessary for continued control of these diseases.
  • Understand the effect of an epidemic on a community.
  • Understand that scientists all over the world are trying to find new treatments for diseases caused by microorganisms.
         

FOURTH
GRADE

  • Identify AIDS (acquired immunodeficiency syndrome) as a disease that is difficult to get.
  • Explain how the AIDS virus infects key parts of the body’s immune system.
  • Understand personal responsibility in seeking accurate health information.
  • Discuss the routes of transmission of the AIDS virus.
  • Discuss how lack of accurate information leads to anxiety, uncertainty, and fear.
  • Identify local resources which provide accurate information about AIDS.


       

FIFTH
GRADE

  • Explain the structure and function of the reproductive system.
  • Discuss the importance of making responsible decisions that promote good health.
  • Explain the importance of taking responsibility for oneself and others.
  • Explain the importance of self-respect.
  • Discuss state resources which provide accurate information about AIDS.

SIXTH
GRADE

  • Understand the modes of transmission of HIV (human immunodeficiency virus) and other STDs (sexually transmitted diseases).
  • Review and practice decision making skills.
  • Discuss the abuse of alcohol and drugs as it affects behavior.
  • Understand the role of the local and state health departments and the Centers for Disease Control in health promotion and disease control
         

SEVENTH
GRADE

  • Review in detail the immune system and the effects of HIV on it.
  • Explain the routes of transmission of HIV.
  • Discuss those behaviors which put individuals at high risk for getting HIV infection.
  • Examine the consequences that acquiring HIV has on an individual, family, and community.
  • Review local resources available for AIDS information.
         

EIGHTH
GRADE

  • Compare infectious and non-infectious diseases.
  • Analyze the routes of infection of common infections including HIV.
  • Analyze risk behaviors and relate them to the chain of infection.
  • Discuss ways the HIV chain of infection can be broken.
  • Analyze public reaction to persons with AIDS and identify reasonable and unreasonable reactions.
  • Examine the consequences of choosing unhealthy behaviors on the individual, family and community.
  • Discuss the responsibility of the media in giving accurate information about AIDS.
         

NINTH
THROUGH
TWELFTH

  • Identify and list the causes, routes of transmission, and symptoms of AIDS and other STDs.
  • Describe the phases of HIV infection.
  • Explain how a healthy immune system functions and what happens when the immune system is infected by HIV.
  • Apply information concerning HIV and AIDS to the communicable disease chain.
  • Understand the importance of abstaining from sexual activity until a mutually monogamous relationship is established.
  • Understand the importance of abstaining from drug use.
  • Identify behaviors that reduce the risk of HIV infection.
  • Review and practice decision-making skills.
  • Distinguish facts, myths, opinions, and unknowns relating to HIV and AIDS.
  • Examine ethical issues related to AIDS:
    1. right to know vs. confidentiality
    2. testing
    3. discrimination.
  • Examine the physical, emotional, and family needs of people with AIDS and the financial costs of caring for them.
  • Demonstrate ways to show caring for a person with AIDS.
  • Compare health and health-related organizations which provide AIDS information for individuals and groups.
    1. health department
    2. family physician
    3. Counseling services
    4. self-help groups
    5. social service support
    6. testing programs
    7. substance abuse treatment programs
    8. mental health services
    9. Religious organizations
    10. hot lines
    11. hospital
  • Consider how each AIDS related resource fulfills a responsibility, where there are omissions or overlaps and what remains to be done.
  • Discuss the issues related to the financial impact of AIDS on individuals, families, and societies.

Note: This scope and sequence is reprinted with permission from the South Dakota Department of Education’s curriculum "AIDS Prevention Through Education." Minor adaptations to the document have been made for Nebraska. This is a suggested curriculum only — all curriculum should be consistent with community standards and be adapted to comply with district mandates.



HIV PREVENTION EDUCATION

The following is suggested content to be taught and issues to be addressed at specific grade levels and have been excerpted from AIDS: An Imperative for Comprehensive Health Education, developed by the Education Development Center, Inc.


KINDERGARTEN: AIDS can make grown-up sick
Health helpers are working to stop the AIDS epidemic
AIDS is hard to get


FIRST GRADE:
AIDS is a new disease
AIDS is hard to catch
Health helpers are working hard to stop the AIDS epidemic


SECOND GRADE: Worry/fear affects our lives
Some people worry about getting sick
AIDS is a new disease that mostly affect grown-ups
Sick people need caring and concern
Health helpers are working hard to stop AIDS


THIRD GRADE: AIDS is a communicable disease caused by a virus
AIDS is hard to catch
AIDS is not common in children
People with HIV/AIDS don’t always look sick


FOURTH GRADE:
How the immune system works
HIV attacks the immune system
Sick people need comfort and concern
How body fluids (blood)spread HIV
Why people take health risks
How to say "No" to health risks



FIFTH GRADE: Attitudes affect behavior/decisions
Factors that shape our attitudes
Ways to resist pressure
How attitudes affect efforts to combat HIV infections
Purpose of the immune system
Characteristics of HIV infections
Extent of the HIV epidemic
Transmission of HIV
Most effective ways to prevent HIV infection
How the world is fighting HIV
Practicing refusal skills



SIXTH GRADE: Importance of prevention
Transmission of HIV
The most effective protection from HIV
Who gets HIV
Identifying people as "HIV infected"
Social issues related to HIV infection and AIDS
Practicing refusal skills



MIDDLE SCHOOL:
How HIV affects the immune system
How HIV is/is not transmitted
Behaviors that increase the risk of HIV
Abstinence as a method to prevent the spread of IV
Feelings about HIV infection: how these feelings might
affect behavior
Risk of infection
How student can help each other protect themselves
by sharing accurate information
Identifying high-risk situations
Overcoming difficulties in refusing to participate in high
risk behaviors
The feelings that discourage saying "no"
How to handle high-risk situations
Practicing refusal skills

** The curriculum should be consistent with community standards and be adapted to comply with district and state mandates.


 

 

COORELATION BETWEEN THE HEALTH EDUCATION
FRAMEWORKS AND LESSONS IN HIV/AIDS

 

 

PRINCIPLE

LESSONS

HEALTH EDUCATION PRINCIPLE #1

Students will comprehend concepts related to healthy lifestyles & disease prevention.
  • Identify reasons that AIDS is an epidemic
  • Identify ways HIV can/cannot be transmitted
  • Identify ways-such as abstinence-to reduce the risk of becoming infected with HIV
  • Describe the difference between HIV & AIDS

HEALTH EDUCATION PRINCIPLE #2

Students will demonstrate the ability to access accurate health information & health-promoting practices, products, and services.
  • Identify helping resources:
    • Within the school
    • Within the state
    • Within the community
    • National level

HEALTH EDUCATION PRINCIPLE #3

Students will demonstrate the ability to practice health-enhancing behaviors & eliminate/reduce health risks.
  • Identify potentially troublesome situations in which they'd want to exercise self-control
  • Understand vulnerability to HIV infection
  • Assess their own vulnerability for becoming infected
  • Learn/practice Negotiation, Refusal, & Assertive Communication Skills

HEALTH EDUCATION PRINCIPLE #4

Students will analyze the influence of family, culture, media, technology & other factors on health.
  • Attitudes & Beliefs about HIV/AIDS
  • Identify social issues relating to AIDS in the community
  • Understanding your values

HEALTH EDUCATION PRINCIPLE #5

Students will demonstrate the ability to use interpersonal communication skills to enhance health.
  • Use Assertive Communication Skills to stick to their limits, have fun, & keep their friends
  • Use Negotiation & Refusal Skills to stick to their limits, have fun, & keep their friends
  • Determine effective content & format of messages about AIDS to other students
  • Communicate effective messages to students in school about ways to avoid HIV infection.

HEALTH EDUCATION PRINCIPLE #6

Students will demonstrate the ability to use goal-setting & decision-making skills to enhance health.
  • Apply the knowledge they've learned about HIV/AIDS in a practical situation
  • Implement a plan to continue using refusal/negotiation/assertive communication skills.
  • Use refusal/negotiation/assertive communication skills to stick to their limits, have fun, & keep their friends.

HEALTH EDUCATION PRINCIPLE #7

Students will demonstrate the ability to advocate for personal, family, & community health.
  • Communicate effective messages to family & others about ways to avoid HIV infection
  • Empathize with people with AIDS
  • Identify social issues relating to AIDS & the community
  • Commit to help others to reduce the risk of becoming infected with HIV

Back to top