Bio 30 Reproduction Lesson 5 STI Assignment

Grade/Subject: Bio 30 Unit: Reproduction Lesson Duration: 90min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: 1. Students will explain how survival of the human species is ensured
through reproduction.

Specific Learning Outcomes:
30B1.5k explain how sexually transmitted infections (STIs) can interfere with fertility and
reproduction; e.g., chlamydia, gonorrhea, human papilloma virus.
30B1.1sts explain that decisions regarding the application of scientific and technological
development involve a variety of perspectives, including social, cultural, environmental,
ethical and economic considerations
30B1.1s formulate questions about observed relationships and plan investigations of questions,
ideas, problems and issues
30B1.4s work collaboratively in addressing problems and apply the skills and conventions of
science in communicating information and ideas and in assessing results

LEARNING OBJECTIVES
Students will:
1) Explain how STIs can interfere with fertility and reproduction
2) Assess sources of information in researching a scientific topic
3) Investigate issues surrounding sexual health of humans including social, cultural,
environmental, ethical and economic
4) Create an informative scientific presentation in a collaborative setting

ASSESSMENTS
Observations: Group work skills, on-task,
observe group presentations
Key Questions: What effects do STIs have on
various aspects of human health? What are some
questions you have regarding issues surrounding
STIs and prevention methods? What other issues do
the complications of certain STIs have for
reproductive health?

Written/Performance Assessments: Students will create a short presentation for their class on a
selected STI

LEARNING RESOURCES CONSULTED
Resource #1: Alberta Ed. POS
Resource #2: cdc.gov
Resource #3: Public Health Agency of Canada
MATERIALS AND EQUIPMENT
* STI Investigations presentation handouts
* Computer lab and / or laptop cart
*
PROCEDURE
Introduction (5 min.):

Hook/Attention Grabber: Highlight the importance of this topic, especially considering students
are entering a reproductive age.

Assessment of Prior Knowledge: What do you know about STIs? Who can name some common
STIs?

Expectations for Learning and Behavior: By the end of this class, you should be familiar with the
effects of some common STIs on human health, and should garner an appreciation for some of the
ethical concerns surrounding these infections

Advance Organizer/Agenda: Youll have approximately 45 minutes to conduct your research and
create a short presentation; the second class will be spent conducting presentations and discussion.

Transition to Body: Give out handouts.
Body (80 min.):
Learning Activity #1: Grouping and Research (~45min)

Students will be asked to break themselves up into groups of three, once groups are formed,
students are randomly asked to select a disease to research. Students will be given the first portion
of the class to research and gather information on the STI. They have been given a few initial
resources but are encouraged to explore others. They should come up with a short presentation,
touching on the key questions outlined in the assignment. Students have approximately 45 minutes
to research and come up with a short presentation for the class. As students are working, monitor
their progress and make sure groups are working maturely.

Assessments/Differentiation: Observation.

Learning Activity #2: Presentations (~45min)
Students will watch other groups present, and take notes by answering the 8 questions on the back
of the assignment in their notes for each STI. These presentations will likely include some
discussion as to implications of the STI as well as questions for the group by classmates and the
teacher.

Assessments/Differentiation: Students are assessed on the content of their presentations,
specifically on the eight points they were to address according to the assignment description.

Sponge Activity:

Students may extend the activity by challenging themselves to identify reproductive structures
involved in the STIs in their notes, and describe their functions and how the disruption may lead
to other health concerns. Students are also free to expand their research on their STI, or use the
time to review for upcoming quizzes.


Closure (5 min.):

Consolidation/Assessment of Learning: Students will show their notes on the way out of class.
Feedback From Students: Did they enjoy the activity? Do they have more questions regarding
technologies brought up or other issues?

Feedback To Students: Base on the lesson

Transition To Next Lesson: Next lesson, well either look at the birth process, or have our
discussion of reproductive technologies etc.

STI Investigations
Sexually transmitted infections (STI) can have very diverse impacts on
our sexual and overall health. In todays class, you will get an
opportunity to research a prevalent STI in order to gather information
on it to present to your peers. You will have approximately 40 minutes
to conduct your research and come up with a short presentation. We
will spend another 40 minutes presenting. You will only be marked on
the content of your presentation, but try to make it interesting for
your peers! Make sure everyone in your group is involved in the
presentation.
Please sign up to research and present one of the following STIs:
-Chlamydia
-Genital Herpes
-Gonorrhea
-Hepatits B
-HIV/AIDS
-Human Papillomavirus
-Pelvic Inflammatory Disease
-Trichomoniasis
4
The following websites will be a good place to begin your search for
information: http://www.phac-aspc.gc.ca/std-mts/faq-eng.php for
Gonorrhea see http://www.cdc.gov/std/gonorrhea/ and
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0004526/
Make sure you explore multiple resources to gather sufficient and accurate
information.
These are some questions you need to address during your presentation:
1) What causes the STI?
2) How is it spread?
3) What areas of the body does it affect?
4) Is it treatable? If so, what is the treatment?
5) How does the infection progress, if it goes untreated or is not
possible to treat?
6) Can it affect more than just your sexual health? Explain.
7) What are some ways to reduce your risk of infection?
8) Are there any social, cultural, environmental, ethical and economic
issues surrounding this STI? If so, please identify them and prepare
to give a short explanation.

YOU WILL BE GRADED OUT OF 8 POINTS BASED ON YOUR
INCLUSION OF APPROPRIATE RESPONSES TO THE
QUESTIONS!